Foundation Achievement Standard Lesson 3 – Who’s Been Eating Healthy Food?


Brainstorm all the foods students think are good for their body.

Teacher (or students) draws pictures of the foods they suggest on the appropriate side of the board.
If unsure or if it is good in moderation, draw the food on the line in between.
Students who feel confident could attempt to draw the pictures themselves.

  • Print out and cut out pictures of fruit and vegetables from the ATSIGHE Fruit Chart and Vegetable Poster

    Aboriginal & Torres Strait Islander Guide to Healthy Eating Poster

    Aboriginal & Torres Strait Islander Guide to Healthy Eating Poster

    (the students could cut out the pictures themselves if time allows or have previously cut pictures out during a handwriting lesson as a fine motor skill).
    Divide the whiteboard into 2 columns. On one side write a large, green tick (good for your body) and on the other side a large, red cross (not good for your body).
    2 x whiteboard markers, one red and one green.


Utilising the picture chart on the board, talk about the healthy foods and the not so healthy foods. Make sure you discuss the difference between tasting good, tasting bad and good for your body.

Ask for volunteers to point out any fruit in the chart. Then point out any vegetables on the chart.

Using the pictures cut from the Food Charts, hand one to each student and ask them one at a time to come and stick it on the board under the correct heading Healthy (Tick) or Unhealthy (Cross). If they can find the item on the board already drawn, they can place it on top or next to if there is room. By this stage you should have fruit and vegetables under the tick heading. Ask the students what they notice about where all the fruit items are situated on the board and then ask about the vegetable items.

Write “Fruit and vegetables are good for us” on the board or a similar statement that the students may suggest.

Teacher Notes

To gain maximum impact, and help children retain the key message, integrate the sentence into language activities for the week.

1) Finding particular letters in the sentence

2) Handwriting activities of rainbow tracing, pasting ripped paper on top of the words

3) Reading activities – cut the words out and paste into order, paste words onto a sentence sheet, matching word shapes


Who’s Been Eating Healthy Food?whos_been_eating

(Similar rules as “What’s the Time Mr Wolf?”)

Move to an outside area or clear furniture in the room to allow movement through the length of the classroom.

Children chant: “Who’s been eating healthy food?”

Teacher answers: “Anyone who had fruit with breakfast today”

Anyone who complies with the statement takes a step forward.

Children chant: “Who’s been eating healthy food?”

Teacher answers: “Anyone who ate vegetables in their dinner yesterday”

Repeat chant and teacher answers each time using a healthy food item from the whiteboard.

The first person who can reach out and touch the teacher is the winner.
Swap roles, the winner stands out the front.

The teacher may need to assist the student to think of the names of the fruit or vegetables they can see on the whiteboard.fruitbreakfast
Play a number of times to ensure the students are gasping the concept of healthy food.

Share This