Reliable Health Information wellbeing lesson plan
A primary wellbeing lesson for Years 5 to 6 that helps Australian teachers introduce how to check whether health information is reliable, using a structured, ready-to-teach lesson. Students learn to question health claims, notice signs of unreliable information and think critically about health content they come across online and elsewhere. The lesson gives teachers a calm, practical way to build these skills without needing extra research or preparation.
Physical Wellbeing & Healthy Living
Snapshot
Reliable Health Information
The lesson gives teachers a structured way to introduce critical thinking about health information without needing extra resources.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Checking whether health information and health claims are reliable
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 that not all health information found online or shared by others is accurate or reliable.
Identify signs that a health claim may be exaggerated, misleading or designed to sell a product.
Recognise the difference between a personal opinion and evidence-based health information.
Understand
Understand why checking the source of health information matters before trusting or sharing it.
Understand that online platforms and digital relationships can influence the health information people see.
Practise
Practise asking simple questions to check whether a health claim is reliable.
Practise identifying trustworthy sources of health information.
Practise deciding when to seek advice from a trusted adult rather than relying on an online source alone.
Who this lesson is for?
This lesson is designed for Years 5 and 6 students who are starting to encounter health information independently, including through online platforms, social media and conversations with peers.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
digital literacy or online safety units
classes preparing for greater independence online
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 critical thinking about health claims Use when students are beginning to encounter health information independently and need simple questions to check its reliability.
Building digital literacy skills Use when students are learning to think critically about content they see online, including health-related claims and advice.
Reinforcing healthy decision making Use when revisiting how students choose what information to trust when making everyday health decisions.
Supporting a wellbeing or Health unit Use alongside broader Health or PDHPE content on nutrition, sleep, hygiene or physical activity to strengthen how students evaluate related claims.
Preparing for increased online independence Use when students are gaining more access to online spaces and need tools to question what they read or watch.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about evaluating information rather than a specific health topic itself.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students today come across a large amount of health information, much of it online, and not all of it is accurate or trustworthy. Building the skills to question and check this information early gives students a practical foundation they can use well beyond the classroom. This is not about telling students what to believe about their bodies or health choices. It is about helping them ask useful questions, recognise reliable sources and feel confident making informed decisions. When students learn to evaluate health information calmly and critically, they are better placed to make choices that support their own wellbeing and to know when a claim is worth further checking with a trusted adult.
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
Critical thinking Students learn to question health claims rather than accept them automatically.
Digital literacy Students consider how online content and platforms shape the health information they see.
Informed decision making Students practise weighing up evidence before trusting a health claim.
Source evaluation Students identify features of reliable versus unreliable health information.
Self-care Students connect reliable information to everyday choices about their own health and wellbeing.
Help-seeking Students recognise when to check a health claim with a trusted adult rather than relying on an online source.
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 not to name specific people, brands or accounts during discussion.
Frame the lesson around checking information generally, rather than judging any one health choice or product.
Prepare a few general examples of health claims students may recognise, without needing to reference specific current content.
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Keep discussion focused on how to check information, not on diagnosing or judging specific health conditions.
Give students time to practise the questions they can ask about a health claim.
Reinforce that it is okay to be unsure and to check with a trusted adult.
Avoid singling out particular apps, platforms or influencers unless students raise general examples themselves.
Supporting safe discussion
Keep examples general rather than personal, and avoid asking students to share their own health experiences.
Encourage respectful discussion where students listen to different viewpoints about how to check information.
Direct any specific health concerns raised by students to a trusted adult after the lesson, rather than addressing them in class.
Adaptation options
Use small group discussion for students who need more scaffolding to identify reliable sources.
Extend the lesson with independent research tasks for students ready to apply the checking questions to new examples.
Pair the lesson with existing digital literacy or online safety content where useful.
