Level 4: Healthy Eating Unit Plan - Te Kete Ipurangihps.tki.org.nz/content/download/1919/8639/file/Level 4... · 2020-05-19 · Level 4: Healthy Eating Unit Plan ... Listening, reading,

1 Level 4: Healthy Eating

Level 4: Healthy Eating Unit Plan

Purpose: To investigate what the students and school community can do at school to promote healthy eating.

Curriculum Level(s) 4

Curriculum Areas

Incorporated

Achievement Objectives

Relevant to the activity, including possible links

Specific Learning Outcomes.

Students will be able to:

English Literacy Processes and strategies

• Integrate sources of information, processes,

and strategies confidently to identify, form, and

express ideas.

Listening, reading, and viewing

• Integrates sources of information and prior

knowledge confidently to make sense of

increasingly varied and complex texts.

Speaking, writing, and presenting

• Integrate sources of information, processes,

and strategies confidently to identify, form, and

express ideas.

• integrate sources of information and prior

knowledge confidently to make sense of

increasingly varied and complex texts

• create a range of increasingly varied and

complex texts by integrating sources of

information and processing strategies,

• seek feedback and make changes to

texts to improve clarity, meaning, and

effect

• reflect on the production of own texts:

monitor and self-evaluate progress,

articulating learning with confidence.

Mathematics

and Statistics

Statistics In a range of meaningful contexts, students

will be engaged in thinking mathematically and

statistically. They will solve problems and model

situations that require them to:

Statistical investigation

Plan and conduct investigations using the

statistical enquiry cycle:

• determining appropriate variables and data

collection methods

• gathering, sorting and displaying multivariate

category, measurement, and time-series data

to detect patterns, variations, relationships, and

trends

• comparing distributions visually

• communicating findings using appropriate

displays

• plan a survey

• conduct a survey

• determine appropriate variables and data

collection methods

• gather, sort and display data to find

patterns, variations, relationships, and

trends

• compare distributions visually

• present a report of findings.

Health and

Physical

Education

Health Healthy communities and environments

Rights, responsibilities, and laws; People and the

environment

• Specify individual responsibilties and take

collective action for the care and safety of

other people in their school and in the wider

community.

• take collective action for the care and

safety of other people in the school

environment.


Links to Curriculum

To be encouraged, modelled and explored (NZC p9–11). What aspects of the values does this activity explore, encourage

or model?

Vision

What we want for our

young people.

Principles

Beliefs about what is

important.

Values

Expressed in thought

and actions.

Key competencies

Which of the key

competencies (NZC

p12–13) are used in

the activity? Specific

examples rather than

just thinking, what type

of thinking?

Pedagogical

approaches

Based on the HPS

Inquiry Model. All units

follow this process.

Aspects of effective

pedagogy (NZC p34–

36) are highlighted in

the activity.

• Confident

• Connected

• Actively involved

• Lifelong learners

• High expectations

• Treaty of Waitangi

• Cultural diversity

• Inclusion

• Learning to learn

• Community

engagement

• Coherence

• Future focus

• Excellence

• Innovation, inquiry

and curiosity

• Diversity

• Equity

• Community and

participation

• Ecological

sustainability

• Integrity

• Thinking

e.g. planning and,

reflecting

• Using language,

symbols and texts

e.g. collecting,

interpreting and

presenting data

• Managing self

e.g. preparing a

survey on time,

making good use of

resources

• Relating to others

e.g. carrying out

interviews

• Participating and

contributing

e.g. contributing

constructively to

pair and group

work, making a

presentation

• Creating a

supportive learning

environment

• Encouraging

reflective thought

and action

• Enhancing the

relevance of new

learning

• Facilitating shared

learning

• Making connections

to prior learning

• Providing sufficient

opportunities to

learn

• E-learning

• Engaging Māori/

Pasifika students

and their

communities

http://www.

educationalleaders.

govt.nz/Leading-

change/Maori-

education-success/

Podcast-Professor-

Russell-Bishop

Assessment

National Standards Assessment

Literacy – By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading

demands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within

and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes

across the curriculum.

Numeracy – (By the end of year 8) Statistics – In contexts that require them to solve problems or model situations, students

will be able to:

• investigate summary, comparison, and relationship questions by using the statistical enquiry cycle: gather or access

multivariate category, measurement, and time-series data; sort data and display it in multiple ways, identifying patterns,

variations, relationships, and trends and using ideas about middle and spread where appropriate; interpret results in context,

identifying factors that produce uncertainty

• express as fractions the likelihoods of outcomes for situations involving chance, checking for consistency between

experimental results and models of all possible outcomes.

http://www.educationalleaders.govt.nz/Leading-change/Maori-education-success/Podcast







Planned Assessments

Assessments should include both formative and summative, and any suggestions made in this unit need to be cognisant of

student needs and abilities. Within the inquiry model, assessment should be on-going, reflecting understanding at key points

along the way.

• Inquiry Learning – Developing Rubrics http://www.galileo.org/research/publications/rubric.pdf

Literacy

At the conclusion of the unit of work, students will have demonstrated an ability to:

• competently read, respond to and think critically about texts

• locate, evaluate and synthesise information and ideas within and across a range of texts

• generate and answer questions about ways in which the students and school community can improve their health by eating

healthy food.

Numeracy

• investigate summary, comparison, and relationship questions by using the statistical enquiry cycle: gather or access

multivariate category, measurement, and time-series data; sort data and display it in multiple ways, identifying patterns,

variations, relationships, and trends and using ideas about middle and spread where appropriate; interpret results in context,

identifying factors that produce uncertainty

Spotlight on: Inquiry-based learning, e-learning

Links

The Heart Foundation http://www.heartfoundation.org.nz/

5+ A Day http://www.5aday.co.nz/

Diabetes Projects Trust http://www.dpt.org.nz

Ministry of Health http://www.moh.govt.nz

Food and Beverage Classification System for Years 1–13 https://www.health.govt.nz/system/files/documents/pages/heha-user-

guide-years1-13.pdf

Food and Nutrition for Healthy Confident Kids http://healthylifestyles.tki.org.nz/national-nutrition-resource-list/food-and-

nutrition-for-healthy-confident-kids

See also: Useful websites for Health Promoting Schools – Healthy Eating http://hps.tki.org.nz/Resources/Useful-websites

http://www.galileo.org/research/publications/rubric.pdf

http://www.heartfoundation.org.nz/

http://www.5aday.co.nz/

http://www.dptresources.org.nz/

http://www.moh.govt.nz/

https://www.health.govt.nz/system/files/documents/pages/heha-user-guide-years1-13.pdf


http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food_and_nutrition_for_healthy_confident_kids

http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food_and_nutrition_for_healthy_confident_kids

http://hps.tki.org.nz/Resources/Useful


Unit Plan: Lesson SequenceResources Structure Assessment

Lesson 1

1. Reflection

Needs Analysis

• What things help us do well at school/work?

• What can we do better?

• Students survey

• Self

• Peers (4)

• Family (4)

• Identify most popular things

• Class, collect, analyse, prioritise

• Data show

• Resource 1 – Example Survey

Questions

• Resource 2 – Example Collation of

Survey Results

Introduction – Big Picture Needs Analysis

Prepare – Provide the class with copies of Resource 1 – Example

Survey Questions and Resource 2 – Example Collation of Survey

Results and identify and discuss the various types of questions

asked.

Connect – The purpose of today’s lesson is to conduct a needs

analysis around what things help us to do well at school/work and

what we could do better.

Think, Pair, Share – Ask the students to think, then in pairs and

share the following questions;

• What things help us do well at school/work?

• What can we do better?

• How could we find out what others think about the questions?

• Who would we ask?

We will consider what things contribute to our:

• taha tinana – energy levels of mind and body

• taha wairua – tikanga – the way we do things

• taha hinengaro – feelings about ourselves and our emotions

• taha whānau – relationships with other people.

Activate – Using the data show, work through Resource 1 –

Example Survey Questions and Resource 2 – Example Collation

of Survey Results. Give the students the opportunity to question

one another, using the sample questions and recording the

answers. Students then rank the example survey question types in

terms of ease to answer and collate (1 = easy to use, 2 = OK and 3

= difficult)

Demonstrate – Students design their own big picture survey (using

no more than two types of questions) to find out what things help

us to do well at school/work and what things we could do better.

Students complete the big picture survey themselves. They

identify who else they could carry out the big picture survey with

(classmates, teachers, parents/whānau, church/marae members).

Students conduct a trial of the big picture survey on a classmate.

Students prepare to conduct the big picture survey on an adult.

Consolidate – What do the students need to know/adjust before

they can conduct the big picture survey on their family members or

classmates?

Students make adjustments to the big picture survey and prepare

to conduct three big picture surveys with classmates, teachers,

parents/whānau or church/marae members as well as themselves

for homework using the big picture survey they have developed.


Resources Structure Assessment

Lesson 2

• Resource 3 – Graphic Organisers Big Picture Analysis

Prepare – Write the whiteboard: DO NOW – Locate your filled

in big picture survey. Find a partner and discuss your big picture

survey results.

Connect – Ask students what the reaction was to conducting the

big picture survey with classmates, teachers, parents/whānau,

church/marae members friends and family/adults.

The purpose of today’s lesson is to gather, sort and display

results of our big picture survey in tables and bar graphs and

vote on what things we could improve on to help us do better at

school.

Activate – In pairs, students find the most common responses

they had to:

• What things help us to do well at school?

• What things could we improve on to help us do better at

school?

Demonstrate – Students then form groups of four and find the

two or three most common responses to each question. They

write these on a large sticky note and place on a whiteboard

under the appropriate question.

The teacher collates total responses on the whiteboard to gain

a class overview. Students transform the collated data into bar

graphs and tables.

Class examines the most frequent responses to the two

questions. Class votes on which issue in ‘things they could

improve on to help us to do better at school’ to use as a basis for

their inquiry.

For the purpose of this exemplar, we have presupposed the

class have chosen healthy eating as a topic.

Students then brainstorm:

• What does healthy eating mean?

• What helps people to eat in a healthy way? (e.g. accessibility

to foods, marketing, taste, culture, age)

Consider:

• taha tinana, e.g. effects of food availability on healthy eating

choices

• taha wairua, e.g. what is the importance of tikanga (rituals) and

karakia (prayers) associated with food?

• taha hinengaro, e.g. what types of food are associated with

celebrating across cultures?

• taha whānau, e.g. how food enhances our relationships with

other people. when and what foods do we like to share with

other people?

Consolidate – Students record results of the brainstorm in a

graphic organiser (see Resource 3 – Graphic Organisers).



Lesson 3

2. Knowledge Attack

• Most popular items from needs survey

• The class or students choose one area for study

• Eating for Healthy Teenagers http://

www.healthed.govt.nz/resources/

eatingforhealthyteenagersateenager.

aspx or order hard copies from http://

www.healthed.govt.nz

• Resource 4 – Alphabet Stew

• Resource 5 – KWHL Frame

• Resource 6 – Three-level Thinking

Guide

• Resource 7 – Discussion Web

• Resource 8 – Say-It Grid

What is Healthy Eating?

Prepare – Download a copy of Eating for Healthy Teenagers.

Connect – In this lesson, students will increase their knowledge

about healthy eating. Use Resource 4 – Alphabet Stew to have

students list all the healthy eating-related words that begin with

each letter of the alphabet. Students read the pamphlet Eating for

Healthy Teenagers and complete Resource 5 – KWHL Frame.

Activate – Working individually and in pairs, students will

answer the questions about what enablers and barriers exist for

teenagers to eat healthy foods.

Demonstrate – Students read closely in order to complete the

last page of Resource 6 – Three-level Thinking Guide.

In pairs, students brainstorm what contributes to healthy eating

by answering the question:

• What are the things that make it easy (enablers) and difficult

(barriers) for teenagers to eat healthy foods?

Try to draw out a range of social, cultural, political and

environmental factors from a Māori/Pacific world view or a wider

world view.

Ask students to look at the information about food and marketing

from http://foe.org.nz/issues/tv-advertising/ and complete the

second page of Resource 7 – Discussion Web.

Ask students to revisit their enablers and barriers and see if they

have anything further to add following completing Resource 7 –

Discussion Web.

Decide what are the main barriers to healthy eating for

teenagers. Have students complete the text frame below

describing how we could overcome these barriers in the school.

After proofreading your paragraph, write your paragraph on a

sticky label and place on the whiteboard under possible actions

Text frame

The three main barriers that prevent teenagers from eating

healthy food in our school are:

...

...

...

The possible solutions would be to:

...

...

...

Consolidate – Students work in pairs and complete the activity in

Resource 8 – Say-It Grid.

Share: How could students discuss these findings and get

further input from key people in their lives (including classmates,

teachers, parents/whānau, church/marae members)?

Formative

http://www.healthed.govt.nz/resources/eatingforhealthyteenagersateenager.aspx




http://www.healthed.govt.nz

http://www.healthed.govt.nz

http://foe.org.nz/issues/tv-advertising/



Lesson 4

• Resource 9 – Impacts on our

Health and Wellbeing

How Healthy Eating can Affect our Health and Wellbeing

Prepare – Copy and make available Resource 9 – Impacts on

our Health and Wellbeing. Arrange time for internet use.

Connect –Students in pairs write down three things related

to healthy eating that they believe will impact positively on

their health and wellbeing, and three things that might impact

negatively.

Divide the board in half and record the suggestions given by the

students under the positive and negative headings.

Activate – The purpose of today’s lesson is to discover how

healthy eating can have an impact on our health and wellbeing.

List the things that you predict we will find out today.

Demonstrate – Students use the internet to investigate

the reality of some of these suggestions. Students work

independently to complete Resource 9 – Impacts on our Health

and Wellbeing.

Consolidate – Ask students to identify three new things they

learned today about how our healthy eating impacts on our

health and wellbeing.

Formative

Lesson 5

• Breakfast food packets and snack

food packets

• Food and Beverage Classification

System for Years 1-13 User Guide

from https://www.health.govt.nz/

system/files/documents/pages/

heha-user-guide-years1-13.pdf or

order hard copies from the Ministry

of Education

• Resource 3 – Graphic Organisers

• Resource 10 – Understanding Food

Labelling

• Resource 11 – Heart Tick Worksheet

Choosing Healthy Options – Food Labelling, Tick Programme,

Food and Nutrition Guidelines

Prepare – Provide breakfast food and snack food packets for

students to examine in pairs. Find Appendix 1: Understanding

Labels in the Ministry of Health’s Food and Beverage

Classification System for Years 1–13 User Guide.

Connect – Have students study the details on the breakfast

food and snack food packets in front of them and locate

the information about the food content. Using Appendix 1:

Understanding Labels, students discuss with a partner the

meaning of any scientific terms they are unsure about e.g. Kj,

Kcal, cal, g, mg.

Activate – Today’s lesson is about investigating and

understanding how food labelling and guidelines can help us to

make healthy food choices.

Demonstrate – Provide students with a copy of Resource 3 –

Graphic Organisers and Resource 10 – Understanding Food

Labelling and have them complete it.

Have students complete Resource 11 – Heart Tick Worksheet.

Consolidate – Ask the students to provide suggestions about

what they now know about the topic and summarise these on

the whiteboard.

Now that you have more information, make a list of the things:

• we are doing well in the school in relation to healthy eating

• we can improve in the school to encourage healthy eating.






Lesson 6

3. Problem/Essential Question

What can we do better at school to ensure we eat healthy food?

• How will we go about answering the question?

• Do we understand the question/problem?

• Brainstorm possible solutions to the question

Narrowing the Focus – Developing Hypotheses

Activate – The purpose of today’s lesson is to develop

hypotheses around the central question: “What can we do better

at school to promote healthy eating?”

Demonstrate – Revisit the brainstorm students did in lesson

2 about what is healthy eating. Add into the brainstorm in a

different colour pen what they now know as a result of their

knowledge attack. Also review the list made in lesson 5 about

the school’s contribution to healthy eating and add it to the

brainstorm.

For the purposes of this topic,we will presume that the students

have decided to focus on a class hypothesis that:

Improved labelling of food items available to be purchased in

our school (e.g. in a lunch bar or tuck shop) will make it easier

for students to eat healthy foods.

Ask the students to brainstorm in groups to come up with

possible solutions to the problem.

What will the labelling need to be? (Remind them of their

research around everyday, sometimes and occasional foods.)

Who will they need to talk to about their big idea? ( e.g. Principal,

Board members, staff and students, tuck shop personnel,

classmates, teachers, parents/whānau, church/marae members)

Who will do these tasks?

Consolidate – Review the process whereby the class arrived at

writing possible actions related to the group hypothesis focused

on healthy eating. Each student provides feedback to the

planning questions on a large sticky label. Post the answers on

an A3 sheet with the class hypothesis written at the top.



Lesson 7

4. Plan

• How will we design our convenience sampling method?

• What should we measure/research and how should this be done?

• Recording results?

• Collecting information from whom and where?

• Resource 1 – Example Survey

Questions

• Resource 2 – Example Collation of

Survey Results

Planning and Design of Survey

Prepare – Ensure the students have available for reference

purposes their personal copies of:

• Resource 1 – Example Survey Questions

• Resource 2 – Example Collation of Survey Results

• the class hypothesis (from lesson 6)

Connect – Students consider the questions and answers written

on sticky notes attached to the A3 sheet.

Activate – The purpose of this lesson is to create a survey to

gain support for our proposed action of providing healthy food

labels for foods available through the school.

Demonstrate – Teacher asks the students to consider:

• What does our school do now about healthy food labelling?

• Why do we think there is a need to do something different?

• When we survey people before they undertake the project,

what questions will we ask to gain support for our idea?

• How will we know that we have support to go ahead with our

project idea?

• How will we record the answers to our hypothetical question?

• What types of question will we ask?

• How will we be able to measure the outcome of our research

questions?

• How will we record the results?

Students create their survey questions as a class and these are

recorded on the board. What are their key questions?

They type them into a file which includes their class hypothesis.

The file is their healthy food labeling survey.

Consolidate – Acknowledge the work that the students have

achieved and discuss the range of questions offered.



Lesson 8

• Healthy food labelling survey (from

lesson 7)

Pilot of Survey

Prepare – Ensure the students have copies of their healthy food

labelling survey sheets.

Connect – Students need to ensure that the survey questions

are specific and that they reflect the chosen hypothesis. Which

questions were unclear? Did the survey take too long to answer?

Activate – The purpose of the lesson is to pilot and revise the

survey and construct a healthy food labelling collation sheet.

Working in pairs, students interview their partner using their

class survey sheets.

Demonstrate – Students revise their healthy food labelling

sheet on the basis of their trial interview and feedback from their

partner. They construct a class healthy food labelling collation

sheet.

Support students as they work on the surveys and develop the

collation sheet. Students survey four classroom peers and collate

the results on their sheets.

Consolidate – Students review their planning and design. What

have they had to change? What have they learned for the next

time that they do a survey?

Summative

Lesson 9

5. Gathering Data

• Collection (how?)

• What do we currently do?

• What does research say we should be doing as individuals, class, school, family and community?

• Healthy food labelling survey (from

lesson 7)

• Healthy food labelling collation

sheet (from lesson 8)

Conducting Survey Interviews

Prepare – Assist students to make copies of their healthy food

labelling survey and healthy food labelling collation sheet.

Connect – Students and teacher identify and agree on an

appropriate list of classmates, Principal, Board of Trustees

members, tuck shop personnel, teachers, parents/whānau,

church/marae members to be interviewed.

Activate – The purpose of this lesson is to conduct the healthy

food labelling survey interviews.

Establish ground rules for interviewing with the class. Students

are reminded of protocols for face-to-face interviews. The

need for the researcher to interview rather than expect the

interviewee to fill in the sheet is emphasised.

Another class may be identified in the school with whom this

class can reciprocate.

Demonstrate – Students begin conducting interviews. (This may

take two lessons/homework.)

Consolidate – Teacher supports students to carry out their

interviews.



Lesson 10

6. Analysis

• Sort data

• Construct tables and graphs

• Look for patterns

• Identify gap between what we do and what research says we should be doing

• Relook at our first hypotheses

• Emerging questions as a result?

• May need to go back and gather more data to answer emerging questions

• Healthy food labelling survey

(lesson 7)


sheet (lesson 8)

Analysis of Data

Prepare – Students locate their healthy food labelling survey

and healthy food labelling collation sheet.

Connect – Ask students about the experience of conducting

the interviews. What reaction did they get? How different was

the experience from when they conducted an example survey

(lesson 1 and 2)? What did they find out?

Activate – The purpose of the lesson is to compare results and

transfer individual survey data into collective class results and

then translate this into a statistical format.

Demonstrate – Collate the findings from their individual survey

into a class table/graph of collective results.

Class identifies:

• how they are going to analyse the collective data in order to

show a summary

• patterns, gaps between what they do and what research says

they should be doing

• whether they need to go back and gather more data to answer

emerging questions

Types of presentation could include a bar graph, a histogram, a

line graph or a pie chart.

Consolidate –The class writes emerging questions in relation to

their hypothesis and posts on the hypothesis wall chart with a

display of their results.

Students publish the results of their statistical work to add to

their portfolio to present for interpretation and final assessment.

Summative



Lesson 11

7. Action

• Digital or phone camera and laptop


sheet (lesson 8)

Group Development of Presentation of Findings

Prepare – Ensure that agreements are in place to proceed with

the project of creating food labels to promote healthy eating and

that the relevant members of the school community have been

consulted.

Connect – Students form groups of 4 to consider the actions

they can take on their healthy food labelling project.

Activate – The purpose of today’s lesson is to begin the process

of creating suitable everyday, sometimes and occasional labels

and healthy food labelling guidelines for foods that are available

in our school community.

Demonstrate – Students collate responses and identify the best

way to display the findings. Students display findings from their

survey and identify:

• expected results

• surprises

• significant trends

• reasons for the results.

Teacher supports the students as they begin to make and

provide the healthy food labels and healthy food labelling

guidelines to the relevant people in the school community. They

use all the previous research to help them complete the work.

Class members record the activity in still camera shots.

The teacher invites the class members to share their

experiences of working together on the project in a talking circle.

The circle is photographed.

“One thing I learned from making the labels for healthy foods

is…”

Consolidate – Teacher gives students support and feedback on

their efforts and indicates that next lesson they will be preparing

to present to two forums. What reaction did they have to the

distribution process?



Lesson 12

• Digital or phone camera and laptop

• Access to data show

Group Development of Presentation of Findings

Prepare – Ensure students have all research materials

and survey results on hand to enable them to discuss their

experience.

Connect – What reaction have you had to the distribution of the

labelling materials?

Activate – The purpose of the lesson is for the students to

create a class PowerPoint display about their project to present

to the school community.

Their contribution to the PowerPoint display will be assessed. It

will include all aspects of the project including the research and

results of their surveys related to healthy food labelling.

They will work in groups of no more than 4. Each group member

must have a job and is accountable to the group for their

contribution.

Demonstrate – Class members contribute to the creation

of a class PowerPoint presentation based on their group

shared hypothesis and their results to present to the class.

The PowerPoint presentation should include the hypothesis,

presentation of summary data, key findings, recommendations

for change and a description of the actions they have taken

in the school community’s approach to healthy eating that is

supported by the evidence presented.

Consolidate – Teacher ensures the students have all contributed

and acknowledges individual effort. The following lesson is an

opportunity to see the work in total.

Summative



Lesson 13

7. Conclusion/Report

• Interpretation

• Conclusion

• New ideas

• Communication of recommended actions

• Data show Presentation of Findings to the Class

Prepare – Set up a data show so that individual class members

can present the PowerPoint presentation on their shared

hypothesis.

Students prepare to present their PowerPoint presentation. All

have a role to play in the class presentation.

Teacher and students decide on criteria to be used by students

to provide feedback on the presentations, e.g. quality of delivery,

presentation of findings, recommended actions, work carried out

on the action project itself.

Connect – Begin the PowerPoint presentations.

Activate – The purpose of the lesson is to share the results of

our findings and work as a class into our investigation of healthy

eating in our school community and to consider how effective

the work we have done has been.

Demonstrate – PowerPoint presentation. Students introduce

each section.

Consolidate – Inform the students that their next job will be

to present the PowerPoint presentation to a variety of forums

(classmates, teachers, parents/whānau, church/marae groups).

Students brainstorm the most effective way that they could do

this. Class votes for two forums.

Lesson 14

• Copies of student data

• Data show

Preparation of Final PowerPoint Presentation

Prepare – Final PowerPoint presentation and organise forums.

Connect – Inform the students about arrangements that have

been made for them to present their findings.


prepare to present the PowerPoint presentation, together with

any other materials they have created during the project.

Demonstrate – Students work in groups to prepare a section of

the final PowerPoint presentation to be formally presented in two

forums. The final PowerPoint presentation includes their original

hypothesis and statistical data they have collected that supports

the healthy food labelling project.

Where appropriate, students nominate spokespeople to

represent various aspects of the work and to answer questions.

Consolidate – Students describe how they could ensure the

recommended actions on the healthy food labelling project

happen.



Lesson 15

8. Actions Taken

Report in public forum e.g.

• School newsletter

• Report/presentation to Board of Trustees

• Letter to editor of newspaper

• Letter to Principal and staff presentation

• Letter to local council

• Presentation to parents

• Laptop and data show

• Copies of final PowerPoint

presentation

Final PowerPoint Presentation

Prepare – Students are ready to present to Forum 1 and

Forum 2.

The final PowerPoint presentation is made available in hard copy

to relevant personnel.

Connect – Introduce the students to the group and the

individuals who will speak on behalf of the class.


present their final PowerPoint presentation to the forums.

The forums are student led.

Demonstrate –The forum members are invited to ask questions

and respond to the actions taken.

Consolidate – Closing remarks and summing up. Feedback is

received.

Students self-assess their work and present their individual work

for final assessment.

Summative



Lesson 16

9. Evaluation of Progress

• Did the actions achieve the desired outcome?

• Have our actions helped us to do better work at school/work?

• Presentation reports

• PowerPoint presentation

Reflection and Evaluation of Progress

Prepare – Share in pairs. What actions have occurred in and

around the school to support healthy eating? How could we

monitor these changes over time?

Connect – Ask students to individually reflect on the process of

presenting to members of the school community and obtaining

an agreement to action their recommendation. What were the

highlights? Feedback from the community? What steps have

been taken to put their actions in place?


reflect on their learning, monitor progress of their actions and

decide on the next steps.

Demonstrate – Student reflection on the feedback, quality of

the final PowerPoint presentation and the likely impact and

timeframe for action/class follow-up. Students speak individually

– use a talking stick.

Students predict further progress of actions and expected

outcomes. How will they measure the progress, and how will

they know if the expected outcomes have been achieved? How

can they ensure the changes are sustained? (This leads to a

second cycle.)

Consolidate – Students write above on large sticky notes and

attach to a poster on the wall. Class will monitor progress of the

issue and identify which predictions come to fruition and why.

This could form the basis of new inquiry cycle.

Summative

Resource 1


Example Survey Questions

IntroductionThis resource shows a range of survey questions. You will need to choose no more than two types of

questions for your survey so that the survey is easy to fill in.

Dichotomous questionA dichotomous question is generally a yes/no question. An example of the dichotomous question is:

1. Do you feel safe at school? Yes /No

Multiple-choice questionA multiple-choice question consists of three or more exhaustive, mutually exclusive categories. Multiple

choice questions can ask for single or multiple answers.

2. Before preparing or handling food, hands should be:

a. Washed with warm water for 30 seconds, then shaken dry to remove excess water

b. Washed with soap and water for 30 seconds, then dried for 30 seconds

c. Washed with soap and water for 10 seconds, then dried for 10 seconds

d. Don’t know

Rank order scaling questionsA rank order scaling question allows a certain set of brands or products to be ranked based on a specific

attribute or characteristic.

3. Rank the following food items in terms of their nutritional value, where 1 is likely to be the most

nutritious and 10 is likely to be the least nutritious. No two items can have the same ranking.

_ White sugar

_ Wholemeal bread

_ Butter

_ Banana

_ Carbonated (fizzy) drink

_ Silverbeet

_ Deep fried meat

_ Tuna

_ Potato crisps

_ Milk


Rating scale questionA rating scale question requires a person to rate a product or brand along a well defined, evenly spaced

continuum. Rating scales are often used to measure the direction and intensity of attitudes.

4. Which of the following categories best describes your feeling about the level of physical activity

opportunities available to you at school?

_ Very good

_ Somewhat good

_ Neither good nor bad

_ Somewhat bad

_ Very bad

Semantic differential scale questionA semantic differential scale question asks a person to rate a product, brand or company based on a

7-point rating scale that has two bipolar adjectives at each end.

5. How often would you say you practise being Sunsmart (Slip, slop, slap and wrap) in terms 1 and 4?

a. Always Sunsmart c. Often not Sunsmart

b. Often Sunsmart d. Never Sunsmart

Notice that, unlike the rating scale, the semantic differential scale does not have a neutral or middle

selection. A person must choose, to a certain extent, one or the other adjective.

Staple scale questionA staple scale question asks a person to rate a brand, product or service according to a certain

characteristic on a scale from +5 to -5, indicating how well the characteristic describes the product or

service.

6. When thinking about your current intake of food, do you believe that the words “good understanding”

aptly (appropriately) describes your knowledge of the Push Play programme or poorly describes your

knowledge of that programme? On a scale of +5 to -5, with +5 being “very good description of your

knowledge of the Push Play programme” and -5 being “poor description of your knowledge on the

Push Play programme”, how do you rank Push Play according to the words “good understanding”?

(+5) Describes very well (+2) (-2)

(+4) (+1) (-3)

(+3) (-1) (-4)

(-5) Poorly describes


Open-ended questionAn open-ended question seeks to explore the qualitative, in-depth aspects of a particular topic or issue.

It gives a person the chance to respond in detail. Although open-ended questions are important, they are

time-consuming and should not be over-used.

7. What do you know about the effects of smoking on your own wellbeing as well as the wellbeing of

people around you?

Demographic questionDemographic questions are an integral part of any questionnaire. They are used to identify characteristics

such as age, gender, income, race, geographic place of residence, number of children and so forth. For

example, demographic questions will help you to classify the difference between product users and non-

users.

8. Can you please tell me which age bracket you fall into:

0–10 31–40 61–70

11–20 41–50 71–80

21–30 51–60 80+

9. Male/Female?

10. Student/Unemployed/Employed/Retired?

11. Ethnic origin (you can tick more than one):

_Pākehā _ Pasifika _Indian

_Māori _ Asian _ Other (state)

12. Place of residence

• City

• Town

• Country


Example Collation of Survey ResultsResource 2

Our group members

Question

1 Y= N=

2 A= B= C= D=

3 1= 2= 3= 4=

5= 6= 7= 8=

9= 10=

4 1= 2= 3= 4=

5=

5 A= B= C= D=

6 +5 +4 +3 +2

+1 -1 -2 -3

-4 -5

7 Comments: X= repeated comment

8 0–10= 11–20= 21–30 31–40

41–50 51–60 61–70 71–80 80+

9 M= F=

10 Student Unemployed Employed Retired

11 Pākehā Māori Pasifika Asian

Indian Other

12 City Town Country


Graphic OrganisersResource 3

Name Used for Diagram

Simple webRecords central parts of a topic,

concept or situation.

FishboneRecords possible causes of a given

effect

MatrixCross references information,

helping in drawing conclusions

Concept mapMore complex simple webbing e.g

spider, cycle and concept layer

Venn

diagram

To show similarities and differences

between two or more things

Flow chart

To show the steps/stages we pass

through as we reach a solution or

arrive at a suitable end point

Consequence

wheel

A useful tool for recording thinking

when we ask “What if..” questions

Mind map

To show thinking using words,

colours, pictures and lines

Text Text

Winner

To friends and family


Alphabet StewResource 4

Students write (or are given) the letters of the alphabet – down the page, leaving at least one line for each

letter. Students are given the title of the module or topic (or lesson or issue). Students must then use their

prior knowledge to write as many words as they can that have anything to do with the topic (or module,

issue, lesson). Variations: give two letters per pair of students or give groups all letters and make it a

competition.

This activity gives teachers the opportunity to check students’ vocab knowledge prior to teaching. It offers

students the opportunity to share prior knowledge. It raises students’ consciousness of words that are

subject specific.

From here, offer students some or all of the key words for the module, lesson, etc. Have students check

off the words they have that are the same or similar. Move on to the learning of the vocabulary from this

point.

Alphabet Stew Topic

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z


KWHL FrameResource 5

3 things I already know about healthy eating

3 main ideas in the Eating for Healthy Teenagers pamphlet

3 things I would like to know more about

3 key words/new words about healthy eating


Three-level Thinking GuideResource 6

• Three-level thinking guides are designed to enable learners to think through ideas on a topic. They

can be used for video texts, for photographs and diagrams, for musical scores, for maths problems

and processes and for many different types of written texts across all curriculum areas.

• The purpose of the guide must be clear and must be explained to students. The statements should be

designed so that they promote a coherent understanding about some aspect/s of the topic or text (as

opposed to a random set of statements about the text).

What is a three-level guide?• Three-level guides were developed by H Herber around 1970. They are used to help students think

through oral, written or visual texts after they have been given some background knowledge of the

topic.

• A three-level guide is a series of statements that prompt readers to comprehend the text.

The three levels

Level 1 ➡ Literal ➡ What’s “on the lines” ➡ Factual level of understanding

AIM: to enable learners to accurately identify key and relevant information/ideas explicitly

Level 2 ➡ Interpretative ➡ What’s “beyond the lines” ➡ Interpretative level of understanding

AIM: to enable learners to reflect on and interpret the information, to pick up the inferences in the text

and to draw conclusions from the text

Level 3 ➡ Applied ➡ What’s “beyond the lines” ➡ Applied level of understanding

AIM: to enable learners to apply the content of the text to broader situations of generalisations

What are the benefits of three-level guides?

Three-level guides:• show students which information they need to focus on

• encourage students to become close and critical readers/thinkers

• require students to clarify, support, justify and evaluate their thinking

• support less successful learners by offering models of how to think through content area reading

• provide opportunities for language development through focused small group discussion.


How do I write a three-level guide?1. Choose an important content area.

• Three-level guides can take time to construct so it is important to base them on something

significant and that is important for students to process in depth.

2. Work out what main ideas or understandings you want the students to get out of the text.

3. Write the Level 3 (applied) statements first.

• This leads you to work out the main ideas and concepts you want learners to think about. Level 3

statements should promote discussion and not be able to be answered with a simple ‘yes’ or ‘no’

response. Students should be able to justify their conclusions or responses by referring to the text,

but should be thinking beyond the text.

4. Write the Level 1 (literal) statements.

• Identify the key and relevant information that will lead learners towards the understandings at the

applied level. Mix these statements with some information that is not explicitly stated/found in the

text.

5. Write the Level 2 (Interpretative) statements last.

• What can the learners infer from the text by thinking about what the text implies or suggests, but

doesn’t say directly? These statements need to be a mixture of what can and cannot be inferred

from the text. Students need to justify their choices by referring to the text.

How do I use the three-level guide?• Make sure students understand the purpose of the task – to reach an understanding of the text at

three levels.

• Stress that this is not a simple ‘true/false’ activity and that Level 3 in particular will not have ‘right or

wrong’ answers.

• Model the process with a practice guide or with a first question at each level.

• Allow plenty of time to complete all stages of the task.

• You may wish to follow this process for students in the classroom:

• Stage 1: students work individually.

• Stage 2: students work in groups – preferably multi-level/mixed ability.

• Stage 3: students present or record and discuss similarities and differences between group

responses, especially at applied level.


Three-level guide for Eating for Healthy Teenagers

Read the questions carefully. Beside each, write if you think the statement is true or false and give

evidence for your answer.

StatementTrue / False

Evidence

1. It is important to eat foods from four

different food groups to keep healthy.

2. Sugary foods and drinks eaten at meal

times cause tooth decay.

3. Rice, noodle, burger and kebab takeaways

are low-fat snack/meal options.

4. Iron from eggs, dried beans, peas and

lentils is better able to be used by the body

if eaten at the same time as fresh fruit and

vegetables.

5. Fruit and vegetables are best for you when

they are cooked.

6. Breads and cereals are important in building

strong bones.

7. Meat pies from the tuck shop are good as

they provide three food groups: flour, meat

and onions.

8. Eat the good stuff like more lean meat and

vegetables and cereals and whole grains.

9. Muesli bars are good as they are high in

fibre, cereals and dried fruit.

10. It is important to eat well as you are still

growing and need the energy to be

physically active for 30 minutes every day

of the week.


Discussion WebResource 7

Purpose: Helps students think through both sides of an issue or an argument prior to speaking, writing or drawing.

Use this tool only after you have read/discussed issues, because its success depends on well informed

students.

1. Present students with topic-related text.

2. Ask students to name the main issue, belief or moral question raised by the text.

3. Record the debatable statement or question at the top of the discussion web.

4. Ask students to complete the web by recording supporting arguments/evidence under suitable

headings: middle position, hypothesis 1, hypothesis 2 etc.

5. After compiling arguments/evidence, ask students to write a conclusion as shown in the example.

Extension

Ask students to rank their arguments for and against the debatable question. Use this ranking to prepare

for oral or written arguments.


Discussion Web

Debatable statement

Advertising junk food on TV contributes to obesity in children

Against For

Middle Position

Conclusion


Say-it GridResource 8

Students are in pairs. Each receives one of the cards (1 or 2). They take turns, beginning the sentence and

continuing with the explanation.

A1

You are bread.

Explain why you

are important in a

teenager’s diet.

B1

You are milk.

Explain why you

are important in a

teenager’s diet.

C1

You are exercise.

Explain why you are

an important part of a

teenager’s day.

A2

You are a vegetable.

Explain why you

are important in a

teenager’s diet.

B2

You are seafood.

Explain why you

are important in a

teenager’s diet.

C2

You are dried beans.

Explain why you

are important in a

teenager’s diet.


Impacts on our Health and Wellbeing

Resource 9

Student name _______________________________________________________

This model represents different aspects of hauora/wellbeing.

1. There are lots of things related to healthy eating that impact our hauora/wellbeing. (Name ONE way

in each dimension.)

a. Taha tinana

b. Taha hinengaro

c. Taha whānau

2. Thinking about healthy eating and its effects on our body (taha tinana), view the video Active

Hearts podcast www.youtube.com/watch?v=3VGk6e-f_0.

• Decidewhichsuggestedchangesandstrategiescouldimproveyourcurrentdiet(positive),which

changes suggested might have a negative impact on your diet (negative) and which changes

suggested are already part of your current diet or would have no impact (neutral).

Description Positive Negative Neutral

1. Make one change per month

2. Cut back on fat

3. Fill your plate with fruit and vegetables

4. Use seasonings to flavour your food

5. Trim the fat off all meats

6. Make fish a favourite

7. Replace sugary food with healthier treats

8. Alternate sugary drinks with a glass of water

9. Get your friends and family involved. `

Total:

Te whare tapa whā model for hauora/wellbeing

www.youtube.com/watch


Understanding Food Labelling

Resource 10

Student name ______________________________________________________

Compare the sample food packet you have in front of you with the nutrition information in Appendix 1 of

the Food and Beverage Classification System for Years 1–13 User Guide.

1. Nutrition information panels are usually found where on a product?

2. What are the three main categories of food in the classification system?

1. O E S

3. Predict which category your sample packet most likely fits into:

4. Working in a group of 4, construct a comparison chart to compare your sample product (e.g. breakfast

cereal packet) with a contrasting product (e.g. a snack product).

Data collection

Name of product Name of product/type

Type of product Type of product

Nutrition information Quantity per 100g Nutrition information Quantity per 100g

Energy* Energy*

Protein Protein

Fat, total – saturated* Fat, total – saturated*

Carbohydrate – sugars Carbohydrate – sugars

Fibre* Fibre*

Sodium* Sodium*

Note: The figures with an asterisk (*) are the nutrients of importance for the Food and Beverage

Classification System.


5. Why is it important to compare the quantity per 100 g (grams) between products rather than just

looking at the quantity per serving list on a food label?

6. Using the concept map guide on Resource 3 – Graphic Organisers and referring to page 5 in the User

Guide, create a concept map of the food groups and main nutrients provided.

7. Study the information on pages 20 and 21 of the User Guide – What to look for on labels.

Fill in the gaps:

The Food and Beverage Classification System focuses on three nutrients:

a.____________________________________ (measured in)_________________________________

b. _______________________________________________________________________________

c. ____________________________________ commonly known as___________________________

d. A fourth group ____________________________________ is also a focus for some product groups.

8. Mix and match

1.Released when food is eaten and broken

down in the bodya Monounsaturated and polyunsaturated fats

2 Expended through activity and growth b Carbohydrate

3 Protein, carbohydrate and fat c Kilojoules

4 Saturated fats d Cooking with gas

5 Unsaturated fats e Nuts, vegetable oils and avocado

6 Sodium chloride f Energy

7 Fibre g Pies

8. Plant origin food h Nutrients

9 Wholegrain breads i Salt

10 Processed food containing saturated fat j Roughage

k Butter and meat fat


9. Study pages 22, 23, and 24 in the User Guide. Appendix 2 – Nutrient criteria for ‘occasional’ foods and

drinks. There are 7 groups listed. Select one product from each group that you consume on a weekly

basis. Now write down whether or not your consumption is ‘occasional’, ‘sometimes’ or ‘everyday’.

Product group

Product titleEveryday = ESometimes = SOccasional = O

1

2

3

4

5

6

7

10. Compare your food consumption of occasional foods with a partner. Do you have the same patterns?

11. Sum up in a paragraph what this activity has made you think about the importance of food labelling in

relation to healthy eating.


Heart Tick WorksheetResource 11

Do you help out with the shopping in your family?The Heart Foundation Tick programme is a not-for-profit programme that works with food manufacturers

to improve the food supply. You’ll find the red tick on the packaging of approved products in your grocery

shop, butchery or supermarket.

Healthier choices compared to similar foods – the Tick signposts healthier choices in a wide range of

foods that can be eaten every day, and some that should be eaten occasionally.

In general, Tick foods have reduced levels of the two bad fats (saturated and trans) and less salt. Many

also have fewer kilojoules (energy) and increased levels of positive nutrients like dietary fibre and calcium.

While manufacturers are charged licensing fees, all revenue is invested back into the programme to pay

for random testing, nutrition research, administration and marketing the Tick programme.

Importance of breakfastBreakfast is the first and most important meal of the day. Skipping breakfast is as bad for you as eating

food that is not good for your heart.

The Heart Foundation says, “Breakfast is no time for treats.”

A healthy breakfast can encourage better food choices later in the day. Other dietary changes as simple

as opting for trim milk and lower fat margarines or spreads can also reduce breakfast kilojoules and lower

a child’s saturated fat intake by more than 2 kilograms a year.

Piling sugar on top of cereal should clearly be avoided according to the Heart Foundation, who suggest

sweetening with low fat yoghurt, adding a banana or Tick canned fruit as more sensible options.

In fact, they say a few simple changes can improve breakfast nutrition significantly.

The Heart Foundation believes breakfast should provide fibre and essential carbohydrates to top up

energy stores, making children less likely to snack on foods high in fat and sugar.

The importance of eating a good breakfast has been shown in many studies, but children’s breakfast

cereals commonly contain too much sugar.

While children may demand their sugary favourites at the breakfast table – which can also be high in

saturated fat and salt – giving in to pester power may mean children are not getting essential nutrients

they need.

We should all be looking at breakfast cereals with less sugar and kilojoules per serve. For example, the

Tick tells you at a glance which products meet Heart Foundation nutrition standards, in effect giving you

healthier food options.

Just swapping standard blue top milk and cereal for Tick-approved cereal with trim milk, choosing

wholegrain toast and using margarine or spread with the Tick can help.

Together, these changes can remove more than a teaspoon of saturated fat and about as much salt as

found in a packet of potato chips from a child’s breakfast every day.


Simple breakfast swaps

Standard Tick approved

Popular children’s cereal (per serve):

Fibre – 0.2g

Sodium – 300mg

Tick-approved cereal (per serve):

Fibre – 3.2g

Sodium – 55mg

Standard blue top milk (per 200ml serve):

Saturated fat – 4.2g

Calcium – 232mg

Trim milk (per 200ml serve):


Calcium – 300mg

2 slices of white bread (37g per slice):

Fibre – 2g

Sodium – 382mg

2 slices of wholegrain bread (37g per slice):

Fibre – 4g

Sodium – 284mg

2 teaspoons butter:


2 teaspoons Tick-approved margarine or spread:


Source: Heart Foundation Breakfast no time for treats media release

1. Where on a product do you find the Heart Foundation Tick?

2. True or false? The Tick programme is funded by the company that makes the product.

3. Three key things about the food value of Tick products would be:

4. The money gained from the charging manufacturers licensing fees goes into:

5. What do you think the Heart Foundation means when they say that, “a healthy breakfast can

encourage better food choices later in the day”?


6. Two things that the Heart Foundation would encourage in our breakfast diet would be:

7. The Heart Foundation says that we need to avoid doing what with sugar?

8. What does the Heart Foundation suggest we use instead?

9. What does the Tick tell us ‘at a glance’?

10. What is one practical thing we can do to improve our breakfast diet?

11. What will be the likely result in our diet if we do this?

12. My shopping list

Food type My preferred product

Breakfast fibre – sodium reduced

Milk – saturated fat reduced

Bread – with increased fibre and less sodium (salt)

Butter – alternative with less saturated fat


13. Write a paragraph explaining your opinion of the Tick programme.

Tick programme

Positives NegativesQuestions I have about the programme

Documents

Level 4: Healthy Eating Unit Plan - Te Kete Ipurangihps.tki.org.nz/content/download/1919/8639/file/Level 4... · 2020-05-19 · Level 4: Healthy Eating Unit Plan ... Listening, reading,