Grade 1 (Health) – Healthy and Unhealthy Choices

Subject/Grade: Health/1 

Lesson Title: Healthy and Unhealthy Choices  

Stage 1: Identify Desired Results
Outcome(s)/Indicator(s): 

USC1.1 – Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

a) Use common and respectful language to talk about healthy behaviours (e.g., habits, choices, actions).

b) Communicate observations of what “healthy” and “unhealthy” looks like, sounds like, and feels like.
Key Understandings: (‘I Can’ statements)

  • I can differentiate between healthy and unhealthy behaviours.
  • I can verbally explain why I believe a specific behaviour is either healthy or unhealthy.
  • I can apply my understanding of healthy and unhealthy behaviours to real-life scenarios.
 Essential or Key Questions:

  1. What defines a behaviour as “healthy” or “unhealthy”?
  2. How do healthy behaviours contribute to personal well-being?
  3. What are the consequences of engaging in unhealthy behaviours?

Prerequisite Learning:

  • Basic Health Knowledge: Students should have a foundational understanding of the importance of nutrition, exercise, and personal hygiene. 
  • Listening and Communication Skills: The ability to actively listen and engage in discussions with peers.

Instructional Strategies: 

  • Hands-On Learning: The use of physical body responses for making choices allows students to actively engage and express their understanding non-verbally. 
  • Movement Breaks: Integrating movement breaks during the lesson to keep students engaged and active.
  • Active Discussion: Encouraging students to participate in discussions and understand why they think what they think.

Stage 2: Determine Evidence for Assessing Learning
Anecdotal Evidence: Utilise a checklist  with student names to record student performance during the lesson. Mark whether students were waving the correct hand during the “Behaviour Cards” activity and if they are able to verbally confirm their understanding of why a behaviour was healthy or unhealthy, or why a food is healthy or unhealthy during the “Healthy and Unhealthy Food” activity. 

Assessment: Ask students to hand-in their completed “Healthy and Unhealthy Food” handout and assess student understanding based on the foods they coloured in and left blank

Stage 3: Build Learning Plan
Set (Engagement):                     Length of Time: 10 minutes

  • Review the attention grabber from last week.
  • Begin the lesson by gathering the students on the carpet.
  • Explain that we will be exploring different behaviours and determining whether they are healthy or unhealthy.
  • Show the students the “Healthy” and “Unhealthy” signs and review what healthy and unhealthy mean.
  • Introduce the behaviour cards and briefly explain that each card will describe a specific behaviour.
  • Tell the students they will wave at the “Healthy” sign if they think the behaviour is healthy and they will wave at the “Unhealthy” sign if they think the behaviour is unhealthy.

Development:                              Length of Time: 20 minutes

  • Begin presenting the behaviour cards one by one..
  • As you show each card, read the description out loud and give students a few moments to think about their response.
  • After a brief pause, ask the students to wave their hands to indicate their choice (left hand for healthy, right hand for unhealthy)
  • After every 5 behaviour cards, ask students to share why they think the behaviour is healthy or unhealthy
  • After every 10 behaviour cards, ask students to take a movement break for 15 seconds (ex. running on the spot, jumping up and down, riding bicycles, etc.)
    • If I find students are becoming extra wiggly we will take more movement breaks

Learning Closure:                       Length of Time: 15 minutes

  • After concluding the behaviour cards activity, students will return to their desks, and complete the “Healthy and Unhealthy Food” colouring page
  • Students will be asked to colour in all the foods they think are healthy and leave all the foods that are unhealthy blank
 Materials/Resources:

Possible Adaptations/Differentiation:

  • Provide visual aids with all the behaviour cards, and the “Healthy” and “Unhealthy” signs
  • Emphasise the use of physical body responses, so all students can participate and express their choices

Management Strategies:

  • Continue use of “1-2-3 Eyes On Me” attention grabber
  • Ensure all students choose a productive space on the carpet where they will not get distracted
  • Accommodate “wiggliness” by providing more movement breaks if necessary

Safety Considerations:

  • Space Management: Ensure all students have enough space to engage in movement breaks
  • Supervise Movement Breaks: Ensure that students are engaging in safe physical activities
  • Behaviour Expectations: Clearly communicate behaviour expectations
Stage 4: Reflection