level 4: healthy eating unit plan - te kete...
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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.
2 Level 4: Healthy Eating
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.
3 Level 4: Healthy Eating
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
4 Level 4: Healthy Eating
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.
5 Level 4: Healthy Eating
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).
6 Level 4: Healthy Eating
Resources Structure Assessment
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
7 Level 4: Healthy Eating
Resources Structure Assessment
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.
8 Level 4: Healthy Eating
Resources Structure Assessment
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.
9 Level 4: Healthy Eating
Resources Structure Assessment
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.
10 Level 4: Healthy Eating
Resources Structure Assessment
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.
11 Level 4: Healthy Eating
Resources Structure Assessment
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)
• Healthy food labelling collation
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
12 Level 4: Healthy Eating
Resources Structure Assessment
Lesson 11
7. Action
• Digital or phone camera and laptop
• Healthy food labelling collation
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?
13 Level 4: Healthy Eating
Resources Structure Assessment
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
14 Level 4: Healthy Eating
Resources Structure Assessment
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.
Activate – The purpose of the lesson is for the students to
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.
15 Level 4: Healthy Eating
Resources Structure Assessment
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.
Activate – The purpose of the lesson is for the students to
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
16 Level 4: Healthy Eating
Resources Structure Assessment
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?
Activate – The purpose of the lesson is for the students to
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
17 Level 4: Healthy Eating
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
18 Level 4: Healthy Eating
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
19 Level 4: Healthy Eating
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
20 Level 4: Healthy Eating
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
21 Level 4: Healthy Eating
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
22 Level 4: Healthy Eating
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
23 Level 4: Healthy Eating
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
24 Level 4: 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.
25 Level 4: Healthy Eating
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.
26 Level 4: Healthy Eating
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.
27 Level 4: Healthy Eating
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.
28 Level 4: Healthy Eating
Discussion Web
Debatable statement
Advertising junk food on TV contributes to obesity in children
Against For
Middle Position
Conclusion
29 Level 4: Healthy Eating
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.
30 Level 4: Healthy Eating
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
31 Level 4: Healthy Eating
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.
32 Level 4: Healthy Eating
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
33 Level 4: Healthy Eating
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.
34 Level 4: 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.
35 Level 4: Healthy Eating
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):
Saturated fat – 0.6g
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:
Saturated fat – 5.6g
2 teaspoons Tick-approved margarine or spread:
Saturated fat – 1.8g
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”?
36 Level 4: Healthy Eating
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
37 Level 4: Healthy Eating
13. Write a paragraph explaining your opinion of the Tick programme.
Tick programme
Positives NegativesQuestions I have about the programme