| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Health |
| What topic | They interpret health information to apply strategies to enhance their own and others’ health, safety, relationships and wellbeing. |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 22 |
| What curriculum | Australian V9 |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
They interpret health information to apply strategies to enhance their own and others’ health, safety, relationships, and wellbeing.
Year 3 (Ages 8-9)
Health
30 minutes
22 students
Alignment with Australian Curriculum V9 for Health
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Health Information | 5 minutes | Briefly introduce the topic. Discuss the importance of interpreting health information. |
| 2 | Group Discussion | 5 minutes | In small groups, students share what they think health information means. Record ideas on the whiteboard. |
| 3 | Activity: Distribute Cards | 5 minutes | Hand out printable health information cards. Explain how to fill them in with related information. |
| 4 | Individual Work | 10 minutes | Students fill in their cards based on the health information discussed. Provide guidance and support. |
| 5 | Collection and Checking | 3 minutes | Collect cards or randomly check what students have filled in. Optional: keep them anonymous. |
| 6 | Reflection and Discussion | 2 minutes | Reflect on what they learned. Ask students to think about one strategy they will apply for their own wellbeing. |
"Good morning, everyone! Today, we're going to talk about something very important—health information! Can anyone tell me why it’s important to interpret health information accurately? That’s right! Understanding health information helps us make choices that can keep us and others safe and healthy. Let’s get ready to learn how to interpret this information together."
"Now, let’s split into small groups of four. I want you all to discuss what you think health information means. Think about where you might see health information in your daily life—like on food packages or in school. I’ll give you about five minutes to share your ideas, and then we’ll share them with the whole class. Remember to listen to each other and write down your thoughts! Ready? Go!"
"Okay, everyone! Let’s come back together as a class. I’m going to hand out these health information cards. You will use these cards to write down important health information. On each card, I want you to fill in some details such as tips for healthy eating, staying active, or even how to take care of your mental health. I know you all have great ideas! I will guide you on how to fill them out, but remember, these are for you to reflect your thoughts!"
"Now, it's your turn to work on your health information cards for the next ten minutes. Think about what we’ve discussed so far, and feel free to use markers or colored pencils to make your cards look great! If you have any questions or need help, just raise your hand, and I’ll come around to assist you. Don’t forget to be creative—I can’t wait to see what you come up with!"
"Time's up, everyone! Now, please hand in your health information cards. I’m going to randomly check a few to see how well you interpreted the health information. If you’re comfortable, we’ll keep them anonymous so that you can express yourselves freely. I’m excited to see your insights!"
"Great job today, everyone! Before we wrap up, let’s take a couple of minutes to reflect on what we’ve learned. I want each of you to think about one strategy you’re going to apply for your own wellbeing. It could be anything from drinking more water to being more active. Who would like to share their strategy? Thank you for sharing! Remember, just like we learned today, applying health information can make a big difference in our lives!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A group of students in a classroom} | - Introduction to health information - Importance of interpreting health information accurately - Making choices for health and safety |
| 2 | {Image: Students discussing in small groups} | - Split into small groups of four - Discuss what health information means - Examples: food packages, school resources |
| 3 | {Image: Health information cards being distributed} | - Handing out health information cards - Write down important health information - Topics: healthy eating, staying active, mental health care |
| 4 | {Image: Students working on their health information cards with markers} | - Individual work on health information cards - Use of creative materials (markers, coloured pencils) - Encourage questions and creativity |
| 5 | {Image: Teacher collecting health cards with students looking on} | - Collection of health information cards - Random checks for understanding - Reflection on personal strategies for wellbeing |
| Question | Answer |
|---|---|
| What does health information mean to you? | |
| Where might you encounter health information in your daily life? | |
| Why is it important to understand health information? | |
| Can you name some tips for healthy eating that you've learned? | |
| How can staying active contribute to overall health? | |
| What are some ways to take care of your mental health? | |
| Why is it helpful to share ideas about health information with others? | |
| How can colours and designs on health information cards influence understanding? | |
| What strategy will you apply to enhance your wellbeing after today’s lesson? | |
| How can interpreting health information impact your choices and behaviour? |
What are some examples of health information you encounter on food packages? Why do you think this information is important when making choices about what we eat?
Can you explain how understanding health information might be helpful for someone who is feeling unwell? What steps would you take to find accurate information?
How do you think your daily routines could change if you started applying the health tips you wrote on your cards? Can you give a specific example?
Why is it important to consider mental health alongside physical health? What resources or information can you seek if you want to learn more about mental health?
Imagine you are designing a health information campaign for your school. What key messages would you want to share, and why do you think they would resonate with your peers?