Wee

Sessio
n

Overview
Students will
be
investigating
the word
healthy.

Guided
Questions
What does
it mean to
be healthy?
What other
words
relate to
being
healthy?

Learning objectives
Students will
identify the key
words related to
the word
healthy.
Students will
create their own
definition of the
word healthy.
Students will
demonstrate their
prior knowledge
of healthy foods
in a KWL chart.

Session Learning Description

Start session off by giving
students fact or fiction
questions related to being
healthy.
Introduce the word healthy to
the class, give students 30/40
seconds to think of their own
definition/ key words related to
being healthy.
List definitions/ key words on the
board and compare this to the
dictionary definition of healthy.
Discuss the role of food in being
healthy and how food affects our
overall wellbeing.
Students complete a KWL chart
on the topic healthy foods.
(Refer to resource).
In groups of three, students
brainstorm what they could do,
given factors such as the
available facilities, equipment,
budget, time, support people,

Resources

Assessment

KWL chart.
Workbook
Pencils

Formative
Assessment:
KWL Chart.

and skills, as well as any special

dietary requirements.
As a class, collate groups
suggestions and rank them from
most suitable to least suitable,
discussing the reasons for each
decision. In each group, students
plan to make a product for a
class lunch.
2

Students will
plan and
practice
strategies to
promote
health, safety
and wellbeing.

What are
the
different
food
groups?
Why are
there
different
food
groups?

Students will
identify the
different food
groups.
Students will
successfully
match together
the food group
and nutrient
definitions.

Discuss the following questions

with students:
What are the different food
groups?
How many servings of each food
group should we have each day?
Discuss the food groups and the
function of nutrients using the
handout attached. (will be
displayed on the board)
Divide the class into small
groups and hand out packs of
jumbled up food group and
nutrient definitions.
Ask groups to report back to the
class with the correct matches

Food plate
activity
template (see
resources
attached).
Whats on
your plate
video (see
resource
for link).

and identify how each food

group has a specific role in
promoting good health.
Watch the short video whats on
your plate which discusses what
types of foods are necessary for
a balanced main meal.
Students will then complete the
healthy food plate activity. (see
resources)
3

Exposing
students to
food labelling.
NUMERACY
FOCUS

What
different
things can
we see on
this food
label?
What
measureme
nts have
they used?

Students will
investigate
different food
packaging.

Introduce the concept of food

labels to students while showing
them an example (refer to
resource).

Food label
example
(see
resource).

Students will
identify how
information on
food labels can
help them make
better food
choices.

Hold up two packaged food items

and ask How do we know which
one is the healthier option?.
With students, discuss the role of
food labelling in helping people
make food choices.

Food label
compare
activity
(see
resource).

Students will use

their knowledge
of multiplication
and division to
convert
measurements

Discuss: What can you see on

this label?
Students examine different
examples of food packaging:
What is it about the way a food
is packaged that would make me

How to
read a
food label
video (see
resource
for link).

from one unit to

another.
Students will use
their knowledge
of percentages to
convert
measurements.

want to buy it?

What are units of measurement
that foods can be measured
using?
What are the relationship
between each unit of
measurement?
Play how to read a food label
video (see resource).
Have a short discussion after the
video. Using the 3x3 technique,
three 3 word statements about
the video to a partner.
Discuss that most nutrients are
measured in grams, also written
as g. Some nutrients are
measured in milligrams, or mg.
Explain that milligrams are very
tiny there are 1,000
milligrams in 1 gram.
Other information on the label is
given in percentages. Food
contains fat, protein,
carbohydrates, and fibre.
Students will then complete the

The students
will
investigate
food
packaging to
understand
how
information on
food labels
can help them
make better
food choices.

What roles
do each
food
nutrients
play in our
body?
Why are
food
nutrients
important?
Do you find
the 5 clues
to choosing
healthier
foods
helpful?
Explain.

food label compare activity (see

resources).
Students will
The food nutrients salt, sugar,
Whiteboar
identify the fat,
fibre and fat will be displayed on d
fibre, salt and
the whiteboard.
sugar amounts on
Food
a food label.
Discussion: What roles do each
definitions
of the nutrients play in our body? (see
Students will rank Why is it important that we have resource).
foods in order of
an even balance of these
what they
nutrients in our diet?
Food
consider to be
labels.
least healthy to
The following definitions will be
healthiest and
played on the whiteboard.
5 clues
justify their
Students must match the
document
thinking.
definition to the correct food
(see
nutrient.
resource).
Students will
match the correct Keeps you warm, protects your
definition to each organs and helps absorb and
food nutrient.
move nutrients around your
body.
Is important in maintaining water
balance and blood pressure in
our bodies as well as being
essential for muscle and nerve
activity.
Is the part of plant food (fruit,
veggies, whole grains and nuts)
that our bodies do not absorb

and keeps our intestines healthy.

Occurs naturally in some foods,
like fruit and dairy products, and
is often added to foods.
Essentially, it is a carbohydrate,
and is a source of Kilo jewels.
Students will then be shown the
5 clues to choosing a healthier
product handout. (see
resources). The resource will be
read as a group, followed by a
think, pair share that will be
shared with the class.
Using the 5 clues as a guide, a
large range of food labels (cut
from different packaged food)
will be distributed to students.
Students must then locate and
record information related to
Salt, Sugar, Fat and Fibre. Rate
the levels of each as healthy or
unhealthy according to what you
have learnt.
Once all students have
completed the activity with 3
different food labels, they will be
brought down to the floor and

each student will share their

results from one of their food
labels.
5

How much
sugar is in
that?
NUMERACY
FOCUS

How many
grams is
equivalent
to 1
teaspoon?

Students will
identify how
much sugar is in
the foods they
eat.

Discussion: How much sugar is in

those cookies you ate after
school? How about the soft drink
you washed them down with? We
are going to find out!

What is a
serving
size?

Students will
practice math
concepts related
to sugar
quantities.

Each student will bring in two

food label each (food labels will
be anonymous).

How do we
know how
big a
serving size
is?

Explore the
health
consequences of
consuming too
much sugar.

Food label
activity (see
resources).
Sugar, clear
plastic
sandwich
bags with
seal.

Food labels will be distributed to

students randomly and they
arent able to swap.

Workbook

Students will be reminded to pay

attention to serving size!

Food labels

Remember: 4 grams of sugar

equals 1 teaspoon.
So how many teaspoons are in
each of your items?
Measure the total amount of
teaspoons of sugar into a bag.
Is that more or less than you
thought?

Pencils

Discuss your findings as a class.

Which snacks and drinks have
the most sugar?
Which have the least?
Students will represent their
findings on a bar graph that will
be completed on poster paper
and displayed in the classroom.
Sugar may taste good, but too
much of it isnt healthy. Write a
paragraph explaining why.
Students that finish early will
become sugar detectives ! On
an ingredient list, sugar can hide
under names such as (highfructose corn syrup, sucrose,
lactose, maltose, dextrose to
name a few).
Circle the hidden sugars on food
labels.

Students will
investigate
portion size.

What does
the word
portion
mean?
Where have
you heard
the word
before?

Students will
investigate the
role of good
nutrition in
promoting and
maintaining their
health and
wellbeing.
Students will be
better able to
make informed
decisions about
what they
consume.

The word Portion will be

displayed on the whiteboard.

Example
lunchbox (see
resource).

Workbook
Students will share their idea of
what the word means, and how it
Pencils
relates to food.
Brainstorm: how much food do
you think might be in a portion of
fruit? Of vegetables? Grains?
Protein Foods? Dairy?
Lead the conversation to food
allergies and potential issues
that can be a result from them.
Briefly discuss anaphylaxis.
What could we include in an
allergy friendly lunchbox? What
would we avoid packing in our
lunchbox?
Example of 3 different lunch
boxes will be displayed on the
whiteboard.
Give students a chance to decide
which lunchbox has the best
options for a healthy lunch.
Give them 1 minute to discuss

with the other students around

them. They must be able to
explain their choice. Students
are invited to share their
response with the class.
Students will then make changes
to each of the lunch boxes, the
purpose of the changes is to
make each meal contain more
nutritional value.
Students will share the changes
they make to the class.

Students look
at the food
that is eaten
during
celebrations

Who takes
Students will
part in this
explore and
celebration? celebrate how
cultures differ in
How often
behaviours,

Discuss: How food choices are

made, including the social
context.
Relate students food choices in
a variety of settings, e.g.

KWL Chart
Computers
Research
sheet

Formative
assessment:
KWL chart.

of different
cultures.

does the
celebration
occur?
What kind
of foods are
eaten
during the
celebration?

beliefs and
values.
Students will
identify how
family, peers and
the media
influence how
individuals
interact in
common
celebrations.

takeaway food store, school

canteen, celebrations.
Divide the class into 3 groups.
Each group is responsible for
researching and reporting on
that celebration from one of the
following cultures.

Traditional Australian
Aboriginal or Torres
Strait Islanders

Modern Australia

One Asian culture of the

students choosing.

Student will use the following

template to plan their
research on their given
culture.
As a group discuss the
determinants of health and
how different determinants
could affect different people
(facilities, equipment, budget,
time, support people, and
skills).
How often does your chosen
celebration occur?

(blank
word doc).

Who takes part in the

celebration?
Explain the tradition and history
of your celebration (i.e. what
customs are observed e.g. is
there a special song, dance,
performance, fasting, feasting
that usually takes place?
How long has this been an
important part of the culture that
you are researching?).
What kinds of food are
traditionally prepared and eaten?
How important is food to the
celebration?
Locate or create a recipe for one
of those foods.
On completion of the research
sheet, students will compare,
contrast and share the results of
their research with their peers.
Give students an opportunity to
add to their KWL chart.

Students will
apply their
knowledge to
determine
what a
healthy
lunchbox
looks like.

What kinds
of foods are
usually
found in
lunch
boxes?
Do you
think these
foods are
healthy?
What
changes to
a lunchbox
could you
make to
make it
more
nutritious?

Students will use

their knowledge
of good nutrition,
healthy eating
and planning
choices in
creating a healthy
lunchbox.

Discuss: What does a healthy

lunchbox look like?
Students will complete an
activity where they will create
their very own healthy lunchbox
using a range of items that will
be displayed on the whiteboard.
Students must also justify their
choices and explain the
nutritional value of their meal.
Students will have the choice of
presenting their work on poster
paper or completing it on a
computer.
The following can be used as a
template to help assist students
when deciding what to include.
A healthy main lunch item which
includes grains or breads
A portion of lean meat, poultry or
legumes
A piece of fresh fruit
A piece of fresh vegetable
A portion of dairy or an
alternative
Once students have completed
their lunch box and justified their

Food
nutrients
handout
(see
resource).
Poster
paper
Pencils
Computers
KWL chart

Formative
assessment:
KWL chart.

answers they will present their

work to the class in a reflection.
At the end of the session
students will be given time to fill
in the final column of the KWL
chart they started in session 1.
9

Students will
construct a
nutritious menu.
LITERACY
FOCUS

What type
of foods are
you going
to include in
your menu?
Are there
any types
of food you
are going to
avoid? If so,
why?

Students will use

their prior
knowledge of
healthy eating
when designing a
menu.

Students will be put into groups of 2 or 3.

Each group will design a menu for a
healthy lunch, remembering to include all
the core elements as noted on the Success
Criteria (see resources) for this task.

Students will
identity possible
changes to
increase the
nutritional value
of the meal.

Each of the five food groups is

represented and available to be chosen
from the menu. The menu can be
presented using available digital media /
apps currently used in the school or on
paper.
In groups students must present their
menus to the class and justify their
choices according to the success criteria.
Once all groups have presented their
menus, each group will receive another
groups menu and their task will be to
substitute ingredients/food in an attempt
to increase the nutritional value of the
meals.

Assessme
nt success
criteria
(see
resource).
Ipad or
computers
Workbook
Pencils

Summative
assessment:
creating
different
menus.