level 5: healthy eating unit plan - te kete...

1 Level 5: Healthy Eating

Level 5: Healthy Eating Unit Plan

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

Curriculum Level(s) 5

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 purposefully and confidently

to identify, form, and express increasingly

sophisticated ideas.

Listening, reading, and viewing

• Integrates sources of information and prior

knowledge purposefully and confidently to

make sense of increasingly varied and complex

texts.

Speaking, writing, and presenting

• Integrate sources of information, processes,

and strategies purposefully and confidently

to identify, form, and express increasingly

sophisticated ideas.

• integrate sources of information and prior

knowledge purposefully and 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 surveys and experiments using

the statistical enquiry cycle:

• determining appropriate variables and

measures

• considering sources of variation

• gathering and cleaning data

• using multiple displays, and re-categorising

data to find patterns, variations, relationships,

and trends in multivariate data sets

• comparing sample distributions visually, using

measures of centre, spread, and proportion

• presenting a report of findings.

• plan a survey

• conduct a survey

• determine appropriate variables and

measures

• consider sources of measures

• gather and clean data

• use multiple displays, and re-categorise

data to find patterns, variations,

relationships, and trends in multivariate

data sets

• compare sample distributions visually,

using measures of centre, spread, and

proportion

• present a report of findings.

Health and

Physical

Education

Health Healthy communities and environments

People and the environment

• Investigate and evaluate aspects of the school

environment that affect people’s well-being

and take action to enhance these aspects.

• investigate aspects of the school

environment that affect people’s well-

being

• evaluate aspects of the school

environment that affect people’s well

being

• take collective action to enhance aspects

of people’s well-being 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

Planned Assessments

• This may be formative or summative.

Achievement standards

• AS90851 English 1.3: Show understanding of significant aspects of unfamiliar written text(s) through close reading, using

supporting evidence

• AS90856 English 1.11 Show understanding of visual and/or oral text(s) through close viewing and/or listening, using

supporting evidence

• AS91035 Mathematics and Statistics 1.10 Investigate a given multivariate data set using the statistical enquiry cycle

• AS91036 Mathematics and Statistics 1.11 Investigate bivariate numerical data using the statistical enquiry cycle

• AS90972 Health 1.2 Demonstrate understanding of influences on adolescent eating patterns to make health-enhancing

recommendations

Spotlight on: Inquiry based learning, e-learning

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







Links

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

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

Diabetes Projects Trust www.dpt.org.nz

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

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.heartfoundation.org.nz/

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

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

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

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 Sequence

Resources 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

• 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.

Connect – Ask the students in pairs to examine the 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:

Activate – The purpose of today’s lesson is to work with a

sample survey and to make adjustments as required.

Ask the students in pairs to use Resource 1 – Example Survey

Questions and Resource 2 – Example Collation of Survey

Results and question one another, using the sample questions

and recording the answers. Students then rank the questions in

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

3 = difficult)

Demonstrate – Students design their own sample 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. Complete the sample survey themselves. Identify who

else they could carry out the sample survey with (classmates,

teachers, parents/whānau, church/marae members). Conduct

a trial sample survey on a classmate. Prepare to conduct the

sample survey on an adult.

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

they can conduct the sample survey on their family members or

classmates?

Students make adjustments and prepare to conduct three

sample surveys with either classmates, teachers, parents/

whānau, church/marae members as well as themselves for

homework using the sample survey they have developed.



Lesson 2

• Resource 3 – Graphic Organisers

• Completed sample surveys (from

lesson 1)

Big Picture Analysis

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

filled in sample surveys. Find a partner and discuss your sample

survey.

Connect – Ask students what the reaction was to conducting

the sample survey with classmates, teachers, parents/whānau,

church/marae members friends and family/adults. Were there

any surprises in the findings?

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

display results of our sample survey in tables and bar graphs.

In pairs, students find the most common responses they had to:

• What things helps us to do well at school?

• What things we could do better?

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.

Demonstrate – Teacher collates total responses on whiteboard

to gain a class overview. Students transform the collated data

into bar graphs and tables.

Consolidate – Class examines the most frequent responses to

the two questions. Class votes on which issue in ‘things they

could do better’ to use as a basis for their inquiry.

For the purpose of this exemplar, we have pre-supposed the

class have chosen healthy eating as a topic.

Students then brainstorm:

• What constitutes healthy eating?

• What contributes to healthy eating? (e.g. accessibility,

marketing, taste, culture, age)

Record results 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

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.

Activate –

Use Resource 4 – Alphabet Stew sheet 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.

Demonstrate – Students read closely in order the 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 around 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 ways that we could overcome these barriers 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

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 examples of breakfast food and snack food

packets for students to examine in pairs.

Activate – Today’s lesson is about investigating and

understanding how food labelling and guidelines can help us to

make healthy food choices.

Using Appendix 1: Understanding Labels in the Ministry of

Health’s Food and Beverage Classification System for Years

1–13 User Guide, have students study the details on the box in

front of then and locate the information about the food content.

Discuss with a partner the meaning of any scientific terms they

are unsure about e.g. Kj, Kcal, cal, g, mg. Write them down.

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 the questions on 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 so that they can then be added to the list of

positive and negatives list they made in the previous lesson.

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.

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





Lesson 6

3. Problem/Essential Question

• How will we go about answering the question?

• Do we understand the question/problem?

• Brainstorm possible solutions to the question

• Resource 12 – Research Question

and Hypothesis

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?”

• Revisit the brainstorm students did in lesson 2 about what is

healthy eating. Add into the brainstorm in a different coloured

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. The

areas of improvement listed are potential hypotheses.

• Hand out copies or use an OHP to project on the whiteboard

Resource 12 – Research Question and Hypothesis. Work

through the example with the students. Ask them to work

in groups to come up with a hypothesis related to healthy

eating that can be tested within the school community

using a convenience sampling method of approaching

their classmates, teachers, parents/whānau, church/marae

members.

Demonstrate – Encourage the students to write their

hypotheses on big pieces of paper that can be viewed by other

class members.

Consolidate – Review the process whereby the class arrived

at writing group hypotheses focused on healthy eating. Each

student revisits the description of a hypothesis and provides

feedback on a large sticky label for the hypothesis developed by

one of the other groups.



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 (from lesson 1)

• Resource 2 – Example Collation of

Survey Results (from lesson 1)

• Resource 12 – Research Question

and Hypothesis (from lesson 6)

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,

Resource 12 – Research Question and Hypothesis, and their

hypotheses (from lesson 6).

Connect – Have students read the feedback on each hypothesis

and discuss in pairs which of the hypotheses written on large

sheets of paper in the previous lesson they would support and

why.

Students nominate their top three hypotheses for the class to

work on and to draft survey questions accordingly.

Students develop success criteria with teacher.

Activate – The purpose of this lesson is to identify three

hypotheses that reflect the topic and the needs of the school

community and to individually plan an inquiry into the topic.

Demonstrate – Write the top three nominations on the

whiteboard. Record how many students support each

hypothesis. Identify the final top three hypotheses for the whole

class. Write these at the top of three large sheets and place on

the wall.

Students choose one of the hypotheses then brainstorm:

• How they will design a survey to test their hypothesis.

• What should they measure/research and how should this be

done?

• Recording results?

• Collecting information from whom and where? (10 students, 4

adults (parents/whānau/marae/church members), 4 teachers, 4

Board members?)

• Sharing the results – to who and how?

Students use Resource 1 – Example Survey Questions,

Resource 2 – Example Collation of Survey Results and

Resource 12 – Research Question and Hypothesis and their

hypotheses to guide them in the construction of a new individual

healthy eating survey of an agreed length. Students choose one

of the three hypotheses identified in class to focus on as a group

hypothesis.

Consolidate – Acknowledge the work that the students have

achieved and discuss the range of questions offered.



Lesson 8

• Individual healthy eating surveys

(lesson 7)

Pilot of Survey

Prepare –

• Ensure students have a copy of their individual healthy eating

survey.

Connect – Students need to ensure that their survey questions

are specific and that they reflect their chosen hypothesis. Find

a partner and provide feedback on each other’s healthy eating

survey. Which questions were unclear? Did it take too long?

What do you think the survey is trying to find out?

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

surveys.

Students revise their individual healthy eating surveys (from

lesson 7) on the basis of their trial interview and feedback from

their partner. They construct their own corresponding individual

healthy eating survey collation sheet.

Demonstrate – Support students as they work on their surveys

and develop collation sheets. Students survey four classroom

peers and collate the results on their sheets.

Students hand in a copy of their individual healthy eating

survey and individual healthy eating survey collation sheet for

assessment purposes.

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?



Lesson 9

5. Gathering Data

• Collection (how?)

• Management

• Cleaning

• What we currently do?

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


(lesson 7)

• Individual healthy eating survey

collation sheets (lesson 8)

Conducting Survey Interviews

Prepare – Assist students to make copies of their individual

healthy eating survey and individual healthy eating survey

collation sheet.

Connect – Students and teacher identify and agree on an

appropriate list of classmates, teachers, parents/whānau, church/

marae members to be interviewed.

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

eating 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 have received feedback on their

healthy eating survey and modify accordingly. Students practise

their introductory remarks in pairs.

Students conduct interviews with six other students from another

class and others from the list identified above. (This may take

two lessons/homework.)

Consolidate – 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

• what we currently do

• what research says we should be doing as individuals, class,

school, family and community.



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


(lesson 7)

• Completed individual healthy eating

survey collation sheets (lesson 9)

Analysis of Data

Prepare – Students locate their individual healthy eating survey

and completed Individual healthy eating collation sheets.

Connect – Ask students about the experience of conducting the

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

experience from when they conducted a sample survey? What

did they find out?

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

transfer individual data into group data and then translate this

into a statistical format.

Students form a group with other students who have been

working on the same hypothesis. Collate the findings from their

individual survey into a group table/graph of collective results.

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

line graph or a pie chart.

Demonstrate –

• Group identifies how they are going to analyse the collective

data in order to show a summary.

• The group identifies patterns, gap between what we do and

what research says we should be doing.

• Relook at their first hypotheses ( one of three identified in

lesson 7).

• Emerging questions as a result? Students place on sticky

labels and place on wall sheet under appropriate hypothesis.

• Group may need to go back and gather more data to answer

emerging questions

Recommendations: What actions could our classmates, teachers,

parents/whānau, church/marae members and BOT take to

promote healthy eating?

Consolidation – Each group 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 individual statistical work

to add to their portfolio to present for interpretation and final

assessment.

Summative



Lesson 11


(lesson 7)

• Completed individual healthy Eating

survey collation sheets (lesson 9)

Group Development of Presentation of Findings

Prepare – Ensure students all have individual healthy eating

surveys and their completed individual healthy eating collation

sheets on hand to enable them to discuss their results.

Connect – Have students pair up with someone who had a

different hypothesis. Working in pairs, compare your results with

that of your partner who was working on a different hypothesis.

What have you discovered about their research in comparison to

yours?

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

create a group perspective on the hypotheses by creating a

group PowerPoint display.

In this lesson, the class will work in groups with others

(recommend no more than four in each group) who share the

same hypothesis to interpret and share their refined data as

presented in graphs and charts. The group PowerPoint display

will be assessed.

Each group member must have a job:

• Presents hypothesis.

• Presents findings.

• Presents recommended actions.

• Presents the evidence on which the recommended actions are

based (reasons why they think this will work).

Key questions to be answered: What have we discovered so far

and what are the common outcomes depicted in the results?

Record these as a group on a big sheet of paper.

Demonstrate – Each group creates a group PowerPoint

display based on their group shared hypotheses and their

results to present to the class. The PowerPoint should include:

hypothesis, presentation of summary data, three key findings

and recommendations for change in the school community’s

approach to healthy eating that is supported by the evidence

presented.

Consolidate – Students review the action that they brainstormed

in lesson 10. Have they missed anything? What should they add/

delete to their presentation?

Summative



Lesson 12

7. Conclusion/Report

• Interpretation

• Conclusion

• New ideas

• Communication of recommended actions

• Data show

• Group PowerPoint presentations

(from lesson 11)

• Success criteria

Presentation of Findings to the Class

Prepare – Set up a data show so that the groups can present

their PowerPoint displays on their shared hypotheses.

Students prepare to present their PowerPoint displays and

recommendations for change. All have a role to play in their

group.

Criteria on which students can provide feedback on the

presentations, e.g. quality of delivery, presentation of findings,

recommended actions, evidence that the recommendations will

work.

Connect – Begin the presentations.

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

our findings as a class into our investigation of healthy eating

in our school community and to make recommendations as a

result.

Record the recommendations made by each group on wall

charts as the students present.

Demonstrate – Presentations.

Ask the students if we as a school community were to make

one change to the way we currently do things in relation to the

promotion of healthy eating, what would it be and why?

Students vote for one recommended action.

Consolidate – Inform the students that their next job will be to

advocate for change around the promotion of healthy eating to a

variety of groups (classmates, teachers, parents/whānau, church/

marae groups). Students brainstorm the most effective way that

they could do this. Class votes for two forums. These forums are

organised.



Lesson 13

• Copies of student data Preparation of Final Presentation

Prepare – Final presentation and forum.

Connect – Inform the students about arrangements that have

been made for them to present their findings.


prepare a final report in the form appropriate to the forum, e.g

article for the school newsletter, letter to the Board of Trustees,

PowerPoint for the teachers and senior managers, letter to the

Minister of Education.

Students work in groups to prepare a section of the final report

to be formally presented in two forums. The final report includes

their original hypotheses, statistical data they have collected that

supports the action idea, key findings and recommendations for

change in the school community.

If appropriate, students nominate spokespeople to represent

various aspects of the work and to answer questions.

Demonstrate – Students’ contribution to the final report.

Consolidate– Students to describe how they could ensure the

recommended actions happen.

Lesson 14

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 report

• Success criteria

Final Presentation

Prepare – Students are ready present to Forum 1 and Forum 2.

Copies of the final report are made available in hard copy to

relevant people.

Connect – Introduce the students to the group and the

individuals who will speak on behalf of the class.


present their PowerPoint display to the forum.

The forum is student led.

Demonstrate – The forum members are invited to ask questions

and respond to the action idea.

Consolidate – Closing remarks and summing up. Feedback is

received.

Students collate their individual reports and PowerPoint displays

to hand in for marking. They self-assess their work against the

success criteria and make changes if necessary.

Recommendation is actioned.

Summative



Lesson 15

9. Evaluation of Progress of Actions

• Did the actions achieve the desired outcome?

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

• Presentation reports

• PowerPoint displays

Reflection and Evaluation of Progress

Prepare – Recommendation is actioned.

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

around the school to support healthy eating? How could we

monitor these changes over time?

Ask students to individually reflect on the process of presenting

to members of the school community and actioning their

recommendations. What were the highlights? Feedback from

the community? What steps have been taken to put their

recommended actions in place? Students speak individually –

use a talking stick.


reflect on their learning, monitor progress of their actions and

the next steps. Students to identify how they could monitor

progress and how they would evaluate if they have been

successful in achieving their desired outcome.

Demonstrate – Student reflection on the feedback, quality of the

final presentation and the likely impact and timeframe for action/

class follow-up. 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 pads 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 a new inquiry cycle. Students report

regularly on progress to the school community.


Example Survey QuestionsResource 1

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.

There are lots of things related to healthy eating that impact our hauora/wellbeing. This table lists some of

these things.

Taha tinana Taha wairua Taha hinengaro Taha whānau

• Hand hygiene

• Energy levels of our

mind and body

• Availability of

healthy food (from

canteens and tuck

shops)

• Effects of

advertising on

our healthy eating

choices

• Tikanga

• Other cultural

significance

• Feelings about

ourselves

• Emotional

connections with

food and eating

• How food enhances

our relationships

with other people

• Socio-economic

status

Choose one thing under each dimension of hauora/wellbeing (you could come up with your own) and

complete one of the following pages for each topic:

Te whare tapa whā model for hauora/wellbeing


Topic 1

1. Describe how you think the topic you have chosen is related to healthy eating.

2. Describe how you think the topic you have chosen affects your hauora/wellbeing.

3. Using the internet, find out three facts you didn’t already know about this topic:

a.

b.

c.

4. Now that you know more about how this topic supports healthy eating and hauora/wellbeing:

a. Name one thing you could do differently yourself.

b. Name one thing you could do differently at home.

c. Name one thing your school could do differently.


Topic 2




a.

b.

c.






Topic 3




a.

b.

c.






Topic 4




a.

b.

c.






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


Research Question and Hypothesis

Resource 12

Question Explanation

What is a research

question?

This is the question that you are trying to answer when you do research on a topic

or write a research report.

Should a research

question be

general or

specific?

It should be as specific as possible. In some cases, you may make two or more

research questions to cover a complex topic.

What is an

example of

a research

question?

For example, if you are studying the effects of nutrition on health, you might

formulate the following research question:

• What are the effects of nutrition on health?

A similar question might be:

• Does nutrition have an effect on health?

Or:

• Is maximum nutrition benefit achieved by eating 5+ A Day foods?

The goal of your research is to find the answer to the research question.

What is a

hypothesis?

A hypothesis is a statement that can be proved or disproved. A research question

can be made into a hypothesis by changing it into a statement. For example, the

third research question above can be made into the hypothesis:

• Maximum nutrition benefit is achieved by eating 5+ A Day foods.

How do we

express the

hypothesis?

A hypothesis is worded a little like a debating topic. For example,

• Our hypothesis is that maximum nutrition benefit is achieved by eating 5+ A

Day foods.

What happens

next?

The researchers decide on the way they will sample their interviewees on whom

they will test the hypothesis. They will carry out tests designed to prove or

disprove their theory. Researchers need to think about designing an interview that

asks a question to which there is not already a given answer.

level 5: healthy eating unit plan - te kete...

Documents