Lesson 5: Healthy body, healthy brain: My healthy diary

Reflecting on the importance of diet, exercise and rest on the body, children create their own healthy diary for the week.

Learning objective

  • To understand and plan for a healthy lifestyle including physical activity, rest and diet

National curriculum

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.

The PSHE Association Programme of Study recommends pupils are taught:

  • H1. how to make informed decisions about health
  • H2. about the elements of a balanced, healthy lifestyle
  • H3. about choices that support a healthy lifestyle, and recognise what might influence these
  • H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay

Success criteria

Success criteria:

  • I understand what a balanced diet is
  • I know that what I eat affects my mood and behaviour
  • I understand that I need more energy from food when I am more energetic

Cross-curricular links

Before the lesson

Watch

  • Teacher Video: Healthy body, healthy brain
Teacher video: Healthy body, healthy brain

Have ready

  • Clip: ‘What does the diet of an Olympic athlete look like?’ from the National Post which can be found online

Print

  • My healthy diary (one per pupil)

Download classroom resources

My healthy diary
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Attention grabber

Look at the different food groups. How do these affect the body? Explore the roles of different foods e.g. some give us energy, some help our body to repair itself or help our bones to become strong.

If you were going to be very active, what type of food would you need?

Main event

Watch the ‘What does the diet of an Olympic athlete look like?’ clip from the National Post which can be found online.

Ask the children to share what they learned from watching the video.

What energetic activities did the children do during the week? Make sure that the children understand what is meant by this. (They sweat, become out of breath, heart beats faster, etc.)

Do the children use more energy on some days than others? How might this change the food they would need? Get the children to think about carbohydrates to give them more energy and protein to help the body repair itself. The children might also need more rest on these days.

Ask how the children feel when they’re hungry? Sleepy? Angry? Like giving up?

Food is important for your body and your mind; eating healthily keeps your mood level, can stop you from getting ill or feeling tired and helps you to concentrate and maintain a positive attitude.

Give each child a My healthy diary plan which looks at diet, exercise and rest.

Discuss how they would need more energy when they are being more active.

Share ideas for rest and relaxation activities. (Sitting, listening to calm music, etc.)

What do the children usually eat for breakfast, lunch, dinner or for snacks? Which of these will give them energy throughout the day?

Fill in a few examples for each of the columns (food, exercise, rest) on the board and ask children to fill in their healthy diaries.

Key questions:

  • What do athletes eat?
  • Do they eat at particular times?
  • What do different types of food do to your body?

Differentiation

Pupils needing extra support: Should sit near the board to use examples shared as a class.

Pupils working at greater depth: Should be encouraged to use a range of different foods and types of exercise in their healthy diaries. Should describe the effects of different food groups on the body. Will this give the children energy throughout the day?

Fill in a few examples for each of the columns (food, exercise, rest) on the board and ask children to fill in their healthy diaries.

Wrapping up

Ask pupils what else they should consider as part of a healthy lifestyle (dental hygiene, positive relationships, managing their own feelings, looking after themselves).

Ask them what else they could do to stay healthy.

Assessing pupils' progress and understanding

Pupils with secure understanding indicated by: Creating a healthy diary, where energetic activities and high energy food are scheduled for the same day.

Pupils working at greater depth indicated by: Describing how different food groups affect the body and being able use a variety of examples for each.

Vocabulary

  • Diet

  • Exercise

  • Health

  • Energy

Created by:
Elaine Bousfield,  
Wellbeing specialist
Elaine worked for many years as a therapist with young people. She is the founder and chair of XenZone and its children and young people’s counselling service, kooth.com. Kooth delivers an online counselling and therapy service. It is also an online community…
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