Moving Makes Me Feel Good wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce why staying active matters, through a structured, ready-to-teach lesson. Students learn to recognise how movement makes their bodies and minds feel, explore everyday ways to stay active, and begin building simple habits that support a healthy, active lifestyle.
Physical Wellbeing & Healthy Living
Snapshot
Moving Makes Me Feel Good
This lesson gives teachers a structured way to introduce the value of daily movement and active habits.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding why staying active feels good and supports healthy bodies
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise how their body feels after moving, playing or being active
recognise everyday opportunities to move throughout the day
recognise that rest and activity both play a part in feeling well
Understand
understand why staying active supports healthy bodies and minds
understand that healthy habits, such as movement, food and rest, work together
Practise
practise describing how movement affects their energy and mood
practise choosing simple ways to be active during the day
practise talking about healthy choices using respectful, non judgemental language
Who this lesson is for?
This lesson is designed for younger primary students in Years 1 and 2 who are beginning to explore healthy habits, movement and self-care.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
introducing healthy lifestyle habits
whole class discussions about movement and self-care
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing healthy habits Use when students are beginning to learn about movement, rest and healthy lifestyle choices.
Building classroom culture around wellbeing Use when reinforcing the value of active play and healthy choices as part of everyday routines.
Following a quieter or more sedentary period Use when students have had less opportunity to move and could benefit from revisiting why activity matters.
Supporting a wellbeing or health focus Use when the lesson fits into a broader physical wellbeing or healthy living unit.
Preparing for active school events Use when students are getting ready for sport, active play or movement based activities.
Creating a structured wellbeing discussion Use when you want a calm, teacher led discussion about staying active and feeling good.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from early, practical understanding of why moving their bodies matters, rather than waiting until habits are already formed. Learning to notice how activity affects energy and mood gives students a simple, personal reason to value movement. Building positive associations with physical activity early can support students to see movement as an enjoyable part of daily life, rather than something separate from feeling well. This lesson helps students connect movement with everyday wellbeing in a way that feels natural and achievable. Schools play an important role in reinforcing healthy habits alongside home and community influences. This lesson gives teachers a simple way to introduce these ideas without moralising about food, weight or exercise performance.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Body awareness Students notice how their bodies feel during and after movement.
Self-care Students explore simple habits that support feeling well, including activity and rest.
Healthy decision making Students consider everyday choices that support an active lifestyle.
Emotional awareness Students connect movement with changes in mood and energy.
Communication skills Students practise describing how activity makes them feel.
Personal responsibility Students recognise their own role in choosing to be active during the day.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind students that everybody's body is different and all bodies deserve respect
Keep the focus on movement and enjoyment rather than performance or appearance
Avoid comparing students' activity levels or habits to one another
Have a few everyday movement examples ready to prompt discussion if needed
During delivery
Use simple, familiar examples such as playing, walking or dancing
Encourage students to share how movement makes them feel rather than what they can or cannot do
Keep language neutral around food, weight and body shape
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Encourage respectful language when talking about bodies and habits
Remind students not to comment on classmates' bodies or choices
Redirect any comparison or judgement back to a positive, inclusive focus
Adaptation options
Use partner talk for quieter groups
Extend discussion with drawing activities for younger or less verbal students
Spend more time on rest and self-care if students need broader context around healthy habits
