Lesson 4: Eating and Exercise

In this lesson, students will continue to explore the importance of keeping their bodies healthy and ready for exercise. They will also discuss the sports and exercise they do and create a plan to prepare for a sport at the beginning of the season.

Lesson 4 Intro

This lesson is featured in our printed resource; Book 1: Growing and Learning with 5+ A Day, Levels 1 & 2.

Order the print version here or download here to print yourself.

Learning Intentions

Lesson 4 Li

Students will:

  • explore the importance of being prepared for playing a sport or doing exercise
  • learn about the different ways to exercise their muscles
  • understand that when you are preparing to begin a sport or exercise you need to build up slowly.

Possible Achievement Objectives

Health and Physical Education: Levels 1 & 2


Students will:

  • identify risk and use safe practices in a range of contexts and identify people who can help.


Students will:

  • participate in creative and regular physical activities and identify enjoyable experiences. 


Students will:

  • explore how people’s attitudes, values, and actions contribute to healthy physical and social environments. 

Health and Physical Education: Level 2


Students will:

  • describe their stages of growth and their development needs and demonstrate increasing responsibility for self-care, for example, in relation to their exercise needs, learning needs, nutritional needs, and social needs, the preparation of snack food, appropriate clothing, digestion, expressing their feelings, hygiene, personal medication, and relaxation.


What You Need

  • eBook: Fuelling Up with Fredge
  • Fact File: Getting ready to play/Whakareri kia tākaro
  • Photo CardIn action/Oho mauri
  • Resource Sheet: Fitness calendar/Maramataka whakapakari tinana

Additional Resources

Key Vocabulary

Students will have met some of these words in Lesson 3. Others should be used and defined in context:

serving/raurau: the amount of food (a handful) that represents one serve of fruit or vegetable

vitamins/huaora: found in food, they are made by plants and animals, and they help your body grow and stay healthy

minerals/kohuke: found in food, they come from the soil and water, and they help your body grow and stay healthy

fibre/weu: helps with digestion and helps prevent disease

glucose/kuhuka: a type of sugar in the blood; it provides energy

Learning Opportunity

This practical lesson is a follow-on from Lesson 3. In this lesson, the students will take responsibility for their learning by exploring the sports and activities they do and creating a plan to prepare for their sport. Your role will be to facilitate this and reinforce the key message of eating healthily and preparing for exercise.

The Lesson

eBook: Fuelling Up with Fredge

Begin the lesson by revisiting the eBook, Fuelling Up with Fredge (click on the cover of the eBook). There is audio for this story that you can use, or students can take turns to read the text

The messages in this eBook introduce the topic of making good food choices and eating healthily when you are exercising. For information on using 5+ A Day eBooks, click here.

There are two interactive activities that follow the eBook. They work on a computer, a tablet, or an IWB. They can be used during or at the end of the lesson or in choosing time to reinforce key information from the story. Students will get the most from these activities if you model them first and explain the actions required and the aims of the activity. Then students can do them independently or in pairs.

For Activity 3, help Tama eat 5 or more servings of fresh fruit and vegetables every day by dragging two servings of fruit and three servings of vegetables onto the plate. For Activity 4, click on the dice and throw a 3, 5, or 2 to enable Tama and the children to play 5+ A Day football.

Key messages in the eBook

After you have read Fuelling Up with Fredge together, talk about the key messages in the story: Just like a car needs the right kind of fuel to run well, your body needs good fuel (food) to help you exercise or go for a run.

  • What happened to Tom and Kayla? (They got puffed; they stopped running.)
  • Why do you think they got tired? (They ran out of energy.)/Ki o whakaaro, he aha rāua i ngēngē ai? (Kua pau ō rātou kaha.)

Point out that Kayla said she had eaten enough for breakfast, but Fredge said it may not have been the right kind of food like fresh fruit and vegetables.

  • What is fuelling up? (eating healthy food like fruit and vegetables before you do exercise)
  • So it’s really important to eat a balanced diet and be fuelled up for physical activity like sport and exercise. Sometimes you may get tired because you haven’t had a good sleep or maybe you haven't eaten properly or eaten the right kinds of food.
  • What other things did the children need to do before and after exercise in the story? (stretch and drink water)

Emphasise that it’s good to drink water before and after exercise because it keeps your body hydrated and replaces the fluid that you’ve lost from your body during the exercise.

  • Would you drink juice or fizzy drinks? Why/why not?/Ka hiahia koe ki te inu te wairaraua, i te waireka rānei? He aha ai? 

If students have difficulty answering, explain that juice and fizzy drinks contain a lot of sugar, which gives a quick burst of energy before making you feel tired.

  • Why do we stretch before exercise? (to warm up our muscles and get them ready for exercise)/He aha tātou e hōkari ai i mua i te whakapakari tinana? (kia whakamahanatia ou uaua, kia rite mo te whakapakari tinana)

Getting ready for exercise

Talk about any sports and exercise the students have done today and how they got ready. Then explore the concept of getting ready for exercise by using the Fact File: Getting ready to play/Whakareri kia tākaro (click on the image to enlarge, download, and print).

The students can then do Activity 4: Help Tama play 5+ A Day Football in Schools, independently or in pairs, and help Tama to eat 5+ A Day.

Discuss how Tama got ready to play football.

  • What did he do first? Next? Last of all?/He aha tana mahi tuatahi? Tuarua? Hei te mutunga?

Now create a chart with two columns labelled “Sport” and “Getting ready”. Brainstorm the sports or kinds of exercise the students do, such as cross country, soccer, gymnastics, swimming, karate, netball, rugby, flipper ball, and write them in the left-hand column.

  • What kinds of things do you do to get ready to play a sport or do some exercise?

Write the student’s answers in the right-hand column of the chart (stretches, jog, eat healthy food for energy, drink water/take a water bottle). 

Photo Card: In action/Oho mauri

Now show the students the Photo Card: In action/Oho mauri (click on the image to enlarge, download, and print, or you can enlarge it on a data projector).

  • What sport is the girl playing? (soccer)/Ko tēwhea te hakinakina tākaro ai e te kōtiro? (poiwhana) 
  • What is she doing? (running; kicking the ball toward the goal)
  • What is the goalie doing? (Her arms and legs are outstretched to try and stop the ball from going in the goal.)
  • How do you think the two players warm up before a game of soccer? (stretches, jogging, passing the ball)

Making a plan

Tell the students that they’re going to use what they know to create a two-week plan to get ready to play their sport.

  • At the start of the season, do you just turn up and start playing your sport?
  • What might happen if you weren’t fit or didn’t have enough energy? (You might injure yourself, like pull a muscle during the game, or get really tired and puffed.)
  • What do you eat before a game or exercise?/He aha ngā tūmomo kai ka kaingia i mua i te whakapakari tinana?
  • What kind of warm ups do you do to stretch your muscles?

Model some exercises you might do before sport, or have the students demonstrate ones that they know. 

Emphasise that many of the everyday activities the students do actually exercise their muscles. Before you start, you could brainstorm such things as walking to school, walking the dog, doing chores, and playing games at lunchtime. Record the students’ ideas on a chart and display it in the classroom for them to refer to.

Reflect on the Learning

Give each student a copy of Resource Sheet: Fitness calendar/Maramataka whakapakari tinana (click on the image to enlarge and download). They can either complete the active PDF by typing directly into the spaces provided or use a printed copy. Based on what they have been learning during these two lessons, the students can work in pairs to make a two-week planning chart to get ready for the first game of the season for a sport of their choice

Emphasise that when we get ready to play a sport we need to build up slowly so we don’t injure ourselves. They could start off their chart with some simple activities like 10 minutes of stretching, an easy jog, or even walking the dog. They could have a team practice in the middle of the week where they warm up, do drills, and play a short game. The day before the game they need to get a good night’s sleep. At the end of two weeks, together review the students’ fitness calendars. Tell the students that their calendars are just a start and that in reality they would need longer to prepare for playing a sport.

  • Could you use this chart to get ready to play your first game of the season?
  • What changes might you make after having looked at other students’ calendars?