UNIT PLAN

2
Curriculum Level 2 Unit Plan

Food for Fuel

An inquiry-based unit plan that aims to investigate the foods that provide the best
type of ‘fuel’ for our bodies using athletes as role models.
This unit provides links to reading, writing and mathematics standards and Te Reo.
From Unit Plan
Lesson 1: Introduction/Hauora concept 8
Resources:
• Resource 1 – Happy and healthy
• Information sheet 1 – Hauora diagram
• Te wā kai (Lunchtime) http://hereoora.tki.org.nz/Unit-plans/Unit-3-
Kai/Reomations/Te-wa-kai-Lunchtime
Lesson 2-3: What is the right fuel for our bodies? 10
Resources:
• Lunch order forms
• A4 paper – 1 per group
• Information sheet 2- Overview of different types of foods
• Resource 2 – Enlarge numbers and place in a continuum on the floor
• Resource 3 – Pictures of different types of foods
• Resource 14 – Group work
• Resource 15 – Healthy Heart Visual Food Guide
• A3 sheet with five columns – 1 for each group
Posters/booklets:
• Mix and Match Healthy Snack and Meal ideas poster on: http://s3-ap-
southeast-2.amazonaws.com/hfweb-fuelled-for-
life/uploads/resources/mix--match.pdf
Lesson 3-4: How do our lunchboxes stack up? 12
Resources:
• Information sheet 3 - Reading food labels
• Lunchbox examples from Lesson 2
• Resource 2- Enlarge Numbers
• The Heart Foundation Healthy Lunch poster is available for use as a
classroom/homework task or display item for use throughout the unit.
Refer Resources.
Lesson 4-5: What is in an athlete’s lunchbox? 14
Resources:
• Resource 4 – What’s in an athlete’s lunchbox? Copy one athlete lunchbox
for each group.
• Resource 5 – Athlete lunchbox analysis (Copy all three pages for each
group)
• Lunchbox examples from Lesson 2
Lesson 5-6: Problem/essential question 15
Resources:
• Information Sheet 4- Bus Stop Question - A3 paper for each question - 7
sheets). Questions to be written at the top of each page. Sheet 1 has
question 1, sheet 2 has question 2 etc.
Lesson 7: Creating a classroom pantry/fridge 16
Resources:

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 • Resource 6 – enlarge and copy one fridge and one pantry (Teachers may
choose to draw their own)
• Resource 6 – Fridge template per pair/group
• Resource 7 – A-Z of healthy foods
• Resource 15 – Healthy Heart Visual Food Guide
Lesson 8: Designing a survey 18
Resources:
• Information sheet 5 -Survey questions and Introductions
• Resource 8 – Survey Template (one copy for each group)
• Folder for each group to collate information
Lesson 9: Plan of Action 19
Resources:
• Resource 9 – Plan of Action - one copy for each group
• Information sheet 6 – Plan of Action example
• Data gathering folder for each group
Lesson 10: Data Gathering - surveys 21
Resources:
• Ensure each group has rechecked time and date with individuals they are
surveying and teachers
• Resource 8 –10 surveys copied for each group
Lesson 11: Analysis/Reporting 22
Resources:
• Resource 10 – Tally chart template. 1 for each group (or individual)
• Use of computers to graph information or graphing paper
• Resource 11 – Report template guideline (Teachers may choose to use their
own format) 1 copy for each individual (books/lined paper may be
preferred to write on).
Lesson 12: Sharing our information/conclusions 24
Resources:
• Ensure group survey information is completed and copied onto large
pieces of
• Butcher paper/ onto a powerpoint slide for viewing/display
• Data projector and wall/screen
Lesson 13: Action 1 – Designing a lunchbox 25
Resources:
• Resource 12 – Lunchbox design 1 copy for each group (2 templates per
page).
Lesson 14-15: Action 2 – Presentation Plans 26
Resources:
• Group lunchbox designs to be displayed in classroom
• Resource 13 – Presentation Plan template one copy to each group
(enlarge as required)
• Information sheet 7 – Presentation Plan example
Lesson 16: Group reflection/evaluation 28
Resources:
• Evaluation data to be gathered (if possible typed up on one sheet under
question headings)

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Health and Health Personal Health and Physical development • Recognise the importance of
Physical Personal growth and development food as fuel for both
Education students and athletes (HP
Students to describe their stages of growth and
SLO 1)
development needs and demonstrate increasing
responsibility for self-care. • Apply knowledge of the
different types of foods in
comparing quality and
quantity of food intake
between students and
athletes (HP SLO 2)
• Design a ‘healthy lunchbox’
for an identified group using
survey and information on
different types of foods. (HP
SLO 3)
Healthy Communities and Environment • Identify ways to encourage
Societal attitudes and values the school community to
Explore how people’s attitudes, values, and actions make healthy lunch choices
contribute to healthy physical and social environments. (HP SLO 4)
• Present information to
identified groups and
evaluate the success of
actions taken. (HP SLO 5)
English Literacy Listening, Reading and Viewing • Demonstrate an ability to
• Select and use sources of information, processes, and gather, read, interpret and
strategies with some confidence to identify, form and effectively use nutrition
express ideas. information for a specific
• Selects and uses sources of information (meaning, purpose (E SLO 1)
structure, visual and grapho-phonic information) and • Forms and expresses ideas
prior knowledge with growing confidence to make and information with some
sense of increasingly varied and complex texts clarity (E SLO 1)
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 • Thinks critically about texts with some confidence • Organises and sequences
• Monitors, self-evaluates and describes progress with ideas and information with
some confidence. confidence (E SLO 2)
Speaking, Writing and Presenting • Uses a variety of sentence
• Select and use sources of information, processes, and structures, beginnings and
strategies with some confidence to identify, form and lengths. (E SLO 3)
express ideas.
• Shows some understanding of the connections
between oral, written and visual language when
creating texts
• Creates texts by using meaning, structure, visual and
grapho-phonic sources of information and processing
strategies with growing confidence
• Is reflective about the production of texts: monitors,
self-evaluates and describes progress with some
confidence.

Mathematics and Statistics In a range of meaningful contexts, students will be • Gather, sort and interpret
Statistics engaged in thinking mathematically and statistically. They survey data regarding
will solve problems and model situations that require popular healthy lunch
them to: options (M SLO 1)
Statistical investigation • Display data in an
Conduct investigations using the statistical enquiry cycle: appropriate form and share
• Posing and answering questions findings with others. (M SLO
• Gathering, sorting and displaying category and 2)
whole-number data
• Communicating findings based on the data.
Te Aho Arataki Taumata 2.1 Communicate about relationships between people • Discuss whānau,
Marau mō te Ako i 2.2 Communicate about possessions relationships and their
Te Reo Māori 2.3 Communicate about likes and dislikes, giving reasons impact on health and
where appropriate wellbeing (T SLO 1)
2.5 Communicate about physical characteristics
• Associate words with
personality and feelings
pictures of different food
types (T SLO 2)
• Interviewing peers and
survey participants about

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 their favourite lunch foods
(TSLO3)
• Identifying words that
describe feelings. (T SLO5)

this activity explore, encourage or model.

Vision Principles Values Key competencies Pedagogical
What we want for our Beliefs about what is Expressed in thought and Which of the key Approaches
young people: important: actions: competencies • Aspects of effective
• Confident • High expectations • Excellence (NZC pp12-13): pedagogy (NZ p34-
• Connected • Treaty of Waitangi • Innovation, inquiry • Thinking 36) are highlighted
• Actively involved • Cultural diversity and curiosity • Using language, in the activity.
• Lifelong learners. • Inclusion • Diversity symbols and texts • Creating a
• Learning to learn • Equity • Managing self supportive learning
• Community • Community and • Relating to others environment
engagement participation • Participating and • Encouraging
• Coherence • Ecological contributing. reflective thought
• Future focus. sustainability and action
• Integrity. • Enhancing the
relevance of new
learning
• Facilitating shared
learning
• Making connections
to prior learning
• Providing sufficient
opportunities to
learn
• E-learning
• Engaging Maori /
Pasifika students
and their
communities.
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The Reading Standard – By the end of year 4, students will read, respond to, and think critically about texts in order to meet the
reading demands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts
appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.

The Writing Standard – By the end of year 4, students will create texts in order to meet the writing demands of the New Zealand
Curriculum at level 2. Students will use their writing to think about, record and communicate experiences, ideas and information
to meet specific learning purposes across the curriculum.

The Mathematics Standard - Statistics

In contexts that require them to solve problems or model situations, students will be able to:
• Investigate questions by using the statistical enquiry cycle independently:
o Gather and display category and simple whole-number data
o Interpret results in context:
• Compare and explain the likelihoods of outcomes for a simple situation involving chance, acknowledging uncertainty.
National Standards Assessment tasks
Tasks to assess the Reading Standard - refer to Lesson 12 and Information sheet 8
Tasks to assess the Writing Standard – refer to Lesson 10 (report writing) and Information sheet 8
Tasks to assess the Mathematics Standard – refer to Lesson 10 and Information sheet 8
Tasks to assess the Key Competencies – refer to lesson 1 and resource 14
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.
Spotlight on: Inquiry based learning, e-learning
Inquiry Learning – Developing Rubrics http://www.galileo.org/research/publications/rubric.pdf

TKI
Curriculum documents - http://nzcurriculum.tki.org.nz/

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Well-being, Hauora - http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Health-and-physical-education/What-is-HPE-
about#footnote1
Maori Vocabulary for food http://hereoora.tki.org.nz/Unit-plans/Unit-3-Kai/Vocabulary
In the curriculum guidelines, Te Aho Arataki there are suggestions for possible learning and assessment activities for curriculum
levels 1–2 and curriculum levels 3–4. In addition, there is helpful material collected online in Te Whakaipurangi Rauemi. This collection
elaborates on some of the communicative tasks outlined in Tasks and activities, including cloze tasks, dycomm tasks, information
transfer tasks, multi-choice tasks, strip stories, same-different tasks, dictocomps, listen-and-draw tasks, true-false-make it right
tasks, and 4–3–2 tasks
Promoting healthy lifestyles - http://healthylifestyles.tki.org.nz/
Food and nutrition snapshots of schools - http://health.tki.org.nz/Key-collections/Healthy-lifestyles/Food-and-nutrition-
snapshots
Nutrition resource list - http://healthylifestyles.tki.org.nz/National-nutrition-resource-list
Other nutrition websites - http://health.tki.org.nz/Key-collections/Healthy-lifestyles/Nutrition-websites

References
Amery, H. (2007). First Hundred Words in Māori. Wellington: Huia Publishers. [For a kitchen, see pages 6–9]
Amery, Heather (2006). First Thousand Words in Māori. Wellington: Huia Publishers. [For food, see pages 36–37; for the
supermarket, see pages 34–35; and for the kitchen, see pages 6–7.]
Barlow, C. (1996). Tikanga Whakaaro – Key Concepts in Māori Culture. Auckland: Oxford University Press.
Litchfield, Jo (2009). Everyday Words in Māori. Wellington: Huia Publishers. [For a kitchen, see pages 12–13, and for food, see
pages 14–15].
Mead, Hirini Moko and Grove, Neil (2003). Ngā Pēpeha a ngā Tīpuna. Wellington: Victoria University Press.
Ministry of Education (2008). Hei Waiata, Hei Whakakoakoa – Waiata to Support Teaching and Learning of te Reo Māori in
English-medium Schools: Years 1–8. Wellington: Learning Media. [Book and CD]
Ministry of Education (1990). Into Music 3. Wellington: Learning Media. [See pages 13–15 and 74. Book and CD.]
Ministry of Education (1990). Kiwi Kidsongs 1. Wellington: Learning Media. [Book and CD]
Moorefield, John C. (1998). Te Kākano. Auckland: Longman Paul. [For breakfast, see pages 18–19, 63, and 68–74 and for shopping,
see pages 93–98 and 106.]
Orbell, M. (2007). The Concise Encyclopedia of Māori Myth and Legend. Christchurch: University of Canterbury Press.
Tauroa, Hiwi and Pat (1990). Māori Phrasebook and Dictionary. Auckland: Collins.
Vercoe, Rosalind and Waaka (2008). Nāu te Rourou, Nāku te Rourou. Wellington: Huia Publishers.
Reading Resources

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(2009). He Purou Hua Rākau. Wellington: Learning Media. [This Pīpī book is about fruit.] Te Awa, Manu (2009). He Reka!
Wellington: Learning Media. [This Pīpī book is about vegetables.] Te Rōpū ... (2009). He Purou Hua Rākau. Wellington: Learning
Media. [This Pīpī book is about fruit.] Te Awa, Manu (2009). He Reka! Wellington: Learning Media. [This Pīpī book is about
vegetables.] Te Rōpū
Black-Taute, Hera (2010). He Taonga anō te Kai. Wellington: Learning Media. [This He Purapura book contrasts some healthy and
unhealthy foods.]
Fitzgerald, Tangihoro (2006). Ētahi Kai. Wellington: Learning Media. [This He Purapura book features a family preparing a feast.]
Gibson-Ngatai, Kararaina (2001). Te Hāngi. Ngaruawahia: Kia Ata Mai Publications. [This Ngā Kete Kōrero book looks at the food in
a hāngi.]
Henry, Mike (2005). Haere Mai ki te Kai. Wellington: Huia Publishers. [This Ngā Kete Kōrero book is about sandwiches.]
Jorgensen, Billy (2007). Māku te Mahi. Wellington: Learning Media. [This He Purapura features kūmara.]
Kaa, Oho (2007). Kānga Kōpiro. Wellington: Learning Media. [This He Purapura book features kānga kōpiro (fermented corn).]
Mahuika, Apirana (2000). Poaka Kunekune. Wellington: Learning Media. [This is one of ten enlarged He Purapura books published
with teachers’ notes. It contains descriptions of food.]
Ministry of Education (2006). Ia Ata. Wellington: Huia Publishers. [This is a Ngā Kete Kōrero book about making breakfast.]
Ministry of Education (2006). Kai Ora 1. Wellington: Hana. [These twelve books, recipe cards, and a teachers’ resource book
feature tītī, kūmara, kuku, and tuna.]
Ministry of Education (2007). Kai Ora 2. Wellington: Hana. [These twelve books, recipe cards, and a teachers’ resource book
feature pātiki, pāua, pikopiko, and hue.]
Ministry of Education (2006). Te Uru Rākau. Wellington: Huia Publishers. [This is a Ngā Kete Kōrero book about fruit.]
Rewi, Tangiwai (2001). He Aha Hei Kai mā Pēpi? Wellington: Learning Media. [This Ngā Kete Kōrero book looks at baby food.]
Riddell, Maringi (1998). He Kai Reka. Wellington: Learning Media. [This Ngā Kete Kōrero book is about delicious food.]
Te Awa, Manu (2009). He Kai Hauora. Wellington: Learning Media. [This Pīpī book is about what goes in a salad.]
Te Awa, Manu (2009). He Purou Hua Rākau. Wellington: Learning Media. [This Pīpī book is about fruit.]
Te Awa, Manu (2009). He Reka! Wellington: Learning Media. [This Pīpī book is about vegetables.]
Te Rōpū a Huia (2000). He Mahi Tōhi. Wellington: Huia Publishers. [This Ngā Kete Kōrero book explains how to make a piece of
toast.]
Watson, Tipene (2003). Te Mīhini Whakahanumi. [This He Purapura story involves a boy and a blender.]
Kūmara Treats by Genevieve McGough From School Journal, Part 1, Number 4, 2007
http://www.tki.org.nz/r/literacy_numeracy/professional/teachers_notes/school_journal/tchr_notes/1_4_2007_e.php?part=1
Classroom Connections – Strategies for Integrated Learning by Kath Murdoch
Heart Foundation
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Education – https://www.heartfoundation.org.nz/educators/edu-resources
Other relevant sites
Health Promotion Agency – https://www.hpa.org.nz/programme/nutrition-and-physical-activity
Maori Health models - http://www.maorihealth.govt.nz/moh.nsf/pagesma/196
Pams Food for Thought – Nutrition Education Programme - http://www.foodforthought.co.nz/
Maori Vocabulary - http://www.learningmedia.co.nz/ngata
Healthy Food Guide – http://www.healthyfoodguide.co.nz
Songs and Waiata
“Hei Konei e te Ariki”and “He Rourou mā Koutou” (in Hei Waiata, Hei Whakakoakoa – Waiata to Support Teaching and Learning of
te Reo Māori in English-medium Schools: Years 1–8).“Kei Raro i te Moana” (in Kiwi Kidsongs 1, 1990)
See Reomations (animations)- e mahi kai (Preparing food) ,Kei te hiakai ahau (I'm hungry) Te wā kai (Lunchtime)
http://hereoora.tki.org.nz/Unit-plans/Unit-3-Kai/Reomations/Te-wa-kai-Lunchtime
Daily Food record (see http://hereoora.tki.org.nz/Unit-plans/Unit-3-Kai/Tasks-and-activities/Daily-food-record and
http://hereoora.tki.org.nz/Unit-plans/Unit-3-Kai/Reomations/Te-wa-kai-Lunchtime)
http://www2.lhric.org/pocantico/nutrition/nutrition.html

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Overview: Today we are learning about the concept of Hauora. (E SLO 2,3,4 and T SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Identify the things that keep us • See Lesson Overview for Resources • Creating a supportive learning
happy and healthy (physical taha Connect environment
tinana), mental/emotions (taha • Encouraging reflective
• Class to brainstorm some of the things which
hinengaro), social (taha whānau) keep them happy and healthy at school and thought and action
and spiritual (taha wairua) home. Place pictures from Resource 1 up on the • Enhancing the relevance of
• Understand that all four elements board as they are mentioned. Record in words new learning
above need to be in balance for those not displayed in pictorial form. • Facilitating shared learning
us to feel happy, healthy and safe • Making connections to prior
• Opportunity to discuss and learn Te Reo
vocabulary for family. See learning
Te Reo • Providing sufficient
Te Reo - Ko au (I, me, myself) http://hereoora.tki.org.nz/Unit-plans/Unit-1-Ko-
au/Reomations/Taku-whanau-My-family for opportunities to learn
• Recognise, understand, and use • E-learning
some less common words about animation and teaching resources, vocabulary
and activities. • Engaging Maori / Pasifika
me and my whānau
students and their
• Understand and use Māori place Activate communities.
names in mihimihi (greetings and • All of these things help make us feel safe and Key competencies:
introductions) secure, help us to grow and learn. They are like • Thinking
• Understand and use some the four walls of a house (draw/copy Hauora • Using language, symbols and
commonly used synonyms in diagram for students to see and define four texts
Māori walls), which are necessary to keep everything • Managing self
• Recognise that some Māori words inside safe. Can we put the pictures/words • Relating to others
use a macron to show that there above beside the four walls? Some things may • Participating and contributing.
is more than one person go under more than one heading. Literacy:
• Understand and use “āhua” to Demonstrate
• English and Te Reo
mean “rather”/“quite” when • What happens if we take away one of these vocabulary building.
describing people things i.e. Remove a wall? How does it impact on
the other walls? Demonstrate with pictures and Te Reo:
• Understand and use “kāore” to
mean “no” discuss possible consequences.
Consolidation
• Understand and use the prefix
“kai-” to indicate an occupation • Refocus on the four walls and highlight how
interconnected these are.
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• Understand and use descriptive • Te wā kai (Lunchtime) Watch the video clip On-going opportunities to assess
words and phrases to describe http://hereoora.tki.org.nz/Unit-plans/Unit-3- Te Reo - Ko au (I, me, myself)
people Kai/Reomations/Te-wa-kai-Lunchtime ( Also http://hereoora.tki.org.nz/Unit-
• Start to notice some word families provides activities and assessment rubric) plans/Unit-1-Ko-au/Assessment-
• Understand and use some plural • An important part of food is sharing it with opportunities
pronouns others. When do we share food with others? Are Te wā Kai:
• Understand and use some short their special foods that we share at celebrations? http://hereoora.tki.org.nz/Unit-
forms of address What are these times? Why do we share plans/Unit-3-Kai/Assessment-
• Identify our family members in Te particular foods at weddings, hair cutting, opportunities
Reo ceremonies, etc? How does our choice of food
• Communicate about pets. reflect our attitudes towards others?
Te wā Kai
• Understand and use some familiar
food vocabulary in Maori
• Recognise and use some food
vocabulary transliterated from
English
• Recognise and use some food-
related phrases
• Recognise and use some
sentences often used about food
• Use the correct form when giving
or receiving food
• Understand and use some simple
phrases to offer food
• Ask a question about where an
item of food is.
Evidence: to assess Taumata level 2
Evidence: Teach and Assess social
and interpersonal skills (pp. 5-14 in
resource booklet). Student, Peer and
Teacher assessment on-going.

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 Overview: Today we are learning about food as our fuel. The right type of fuel is important in helping us run efficiently. (HP SLO
1,2,34,5 E SLO 1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Identify the importance of food as • See Lesson Overview for Resources • Creating a supportive learning
fuel for us and athletes Connect environment
• Identify the types of foods that • Refer back to Lesson 1 on Hauora. What • Encouraging reflective
are good for us happens if we take away one of the physical thought and action
• Identify and categorise foods into components such as food? E.g. no • Enhancing the relevance of
the different food types; breakfast/lunch. How does this make us feel new learning
1. Vegetables and fruit in/on the classroom/playground/sports • Facilitating shared learning
field/relationships with others? • Making connections to prior
2. Grain foods and starchy learning.
vegetables Activate Key competencies:
• Why is food so important for us? Draw a picture • Thinking
3. legumes, fish, seafood, eggs, of a car on the board. Place a list of liquid items
poultry and meat • Using language, symbols and
down the side e.g. Petrol, water, orange juice, texts
4. Milk, yoghurt and cheese diesel. Cars need the right fuel to run efficiently.
• Managing self
What do they use? What happens if you put
orange juice instead of petrol in the car? How • Relating to others
5. Occasional foods (not a food
will it run? What might happen to it? In the same • Participating and contributing.
group)
way food is our fuel. The right food is important Literacy:
• Identify what are healthy serving in helping us run efficiently. It gives us energy, • Building vocabulary around
sizes of food helps us focus and perform to our best. food in a variety of languages
Te Reo • Able to make comparisons
and look for similarities and
Learning intentions and success
differences in food items
criteria rubrics for Te Reo - Ko au (I,
me, myself) • Able to express ideas and
http://hereoora.tki.org.nz/Unit- opinions about what they
plans/Unit-1-Ko-au/Learning- think is healthy/unhealthy
intentions-and-success-criteria food or appropriate servings
of foods.
Te wā Kai using success criteria and Te Reo:
assessment rubrics at On-going opportunities to assess
http://hereoora.tki.org.nz/Unit- Te Reo - Ko au (I, me, myself)
plans/Unit-3-Kai/Learning-intentions- http://hereoora.tki.org.nz/Unit-
and-success-criteria plans/Unit-1-Ko-au/Assessment-
Evidence: to assess Taumata level 2 opportunities
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Evidence: Teach and Assess social • How do we know we are putting the right fuel Te wā Kai:
and interpersonal skills (pp. 5-14 in into our bodies? Group students, assign roles http://hereoora.tki.org.nz/Unit-
resource booklet). Student, Peer and (recorder, reporter, etc) and ask them to design plans/Unit-3-Kai/Assessment-
Teacher assessment on-going. a ‘typical lunchbox’ that students in their class opportunities
might have. This would include food for the day
i.e. morning tea and lunch. Groups will draw a
lunchbox on given paper (or teacher to give a
blank template). Draw and label pictures of food
to go in the lunchbox (in English and or Te Reo).
Encourage students to be specific about such
things as sandwich fillings. Record group
members’ names at the bottom of the page so
that the information can be returned to the
group in future lessons.
• Encourage students to give the Samoan, Tongan
and Hindi words for the food in their lunchbox
too.
Note: If lunch orders are an option at the school
ask 1-2 groups to record a ‘typical lunch order’ for
students in their class and place in the lunchbox
picture.
• Groups to share their ‘typical lunchboxes’ with
the class and discuss similarities and differences
using a Venn Diagram.
• Place numbers 1 to 10 (from Resource 2) across
the floor of the classroom with 10 being a
‘healthy lunch’ and 1 an ‘unhealthy lunch’.
Request students consider the contents of their
groups ‘typical lunchbox’ and stand on the
continuum where they think it best suits. Ask a
variety of students to justify their positions to get
a snapshot of their understanding of ‘healthy’.
Teacher to record number of students at each
number on the continuum for later comparison.
Collect lunchbox examples for later use.
Demonstrate

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 • Let’s find out what the right foods for our bodies.
Students remain in groups above - issue A3
paper with 5 columns on it. Using Resource 3 ask
students to categorise the food in their groups
lunchbox into five categories and place in the
appropriate column. Give each column a
heading.
• Groups to feedback on their five columns and
justify headings.
• Provide Resource 14 to help make decisions.
Consolidation
• Introduce the four correct headings and
‘occasional’ foods with examples of each
(Information sheet 2). Discuss foods from
different cultures which could also go under
these headings, particularly from Pacific and
Asian countries. Discuss how we know whether a
food is ‘occasional’ or not (e.g. label reading or
types of food such as chips).
• Use Information sheet 2 to define what each of
these food types provide/don’t provide and how
many much of each we need. Refer to Resource
15.
• Begin a class poster/display on the ‘Healthy
Heart Visual Food Guide’ with headings and
definitions. Ensure Maori language and other
languages are visible alongside English. Refer
‘Resources’ section for additional display posters.
Note: Water and milk are the best drinks for
children/adults.

Overview: Today we are learning to use different types of food and gather, sort and analyse class lunches. (HP SLO 1,2,34,5 E SLO
1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Analyse our findings in relation • See Lesson Overview for Resources • Creating a supportive learning
to the different types of food Connect environment

12
Updated March 2019
 • Compare our findings to the • Group students in the same groups as Lesson 2. • Encouraging reflective
recommendations made by Review their ‘typical lunchbox’ examples. Using thought and action
the Heart Foundation the five newly defined headings tally up the • Enhancing the relevance of
• Use information as a basis for contents of each groups lunchbox example to new learning
our opinions and decisions gain a snapshot of class lunchbox foods. • Facilitating shared learning
• Identify what is missing from Note: Sandwich/roll fillings will need to be • Making connections to prior
the lunchbox and why the considered as separate items. learning
missing food items are • Information sheet 3 may be required to support • Providing sufficient
important teacher/student in determining ‘occasional opportunities to learn.
Evidence: Teach and Assess social foods’. Note: This is quite a complex task for Key competencies:
and interpersonal skills (pp. 5-14 in students of this level but important in • Thinking
resource booklet). Student, Peer and determining where foods really go. • Using language, symbols and
Teacher assessment on-going. Activate texts
Te Reo • What have we learnt about some of the foods in • Managing self
Learning intentions and success our lunchboxes? Are a lot of our foods from the • Relating to others
criteria rubrics for Te Reo - Ko au (I, Visual food guide or from the ‘occasional’ group? • Participating and contributing.
me, myself) • How does this change our ideas about what is Te Reo:
http://hereoora.tki.org.nz/Unit- ‘healthy’ and ‘unhealthy?’ Group students in the On-going opportunities to assess
plans/Unit-1-Ko-au/Learning- same groups as Lesson 2. Re-issue their ‘typical Te Reo - Ko au (I, me, myself)
intentions-and-success-criteria lunchbox’ examples. If we were to position http://hereoora.tki.org.nz/Unit-
Te wā Kai using success criteria and ourselves on the continuum again using these plans/Unit-1-Ko-au/Assessment-
assessment rubrics at lunchboxes, would where we now stand change? opportunities
http://hereoora.tki.org.nz/Unit- Place numbers 1 to 10 out and ask students to Te wā Kai:
plans/Unit-3-Kai/Learning-intentions- reposition themselves on the continuum of http://hereoora.tki.org.nz/Unit-
and-success-criteria ‘healthy’ and ‘unhealthy’ lunchboxes. How many plans/Unit-3-Kai/Assessment-
Evidence: to assess Taumata level 2 students have changed position? Discuss why opportunities
some students have changed position. Record
the number of students at each number and
compare with Lesson 2 results.
Demonstrate
• Return to the class data collated on lunchboxes.
Discuss how to graph this information e.g.
labelling axis, title. Students to graph data.
Consolidation
• Analyse results and write conclusions using most,
least, compared with.

13
Updated March 2019
 • What does the data indicate about our lunches?
Are we eating the right fuel for our bodies?
Generally data highlights that there are lots of
‘occasional’ foods and snack foods with limited
grain foods and starchy vegetables and
vegetables and fruit. Refer back to later.

Overview: Today we are learning to analyse different athlete’s lunchboxes against the different types of foods. (HP SLO 1,2,34,5 E
SLO 1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Identify what types of foods • See Lesson Overview for Resources • Creating a supportive learning
athletes eat the most Connect environment
• Compare what athletes eat with • Draw a picture of a car and a truck on the board. • Encouraging reflective
what we eat When it comes to fuel we are like a car and thought and action
• Make 2 conclusions around the athletes are like a truck. We both require the • Enhancing the relevance of
results using different types of right kind of fuel to run efficiently. Athletes new learning
foods knowledge and the require more fuel because their demands are • Facilitating shared learning
concepts of most and least. greater i.e. more activity. We need fuel to grow • Making connections to prior
Te Reo and to learn. What kind of fuel do athletes need? learning
Is it the same as ours? Discuss energy intake and • Providing sufficient
Learning intentions and success energy output concepts. opportunities to learn
criteria rubrics for Te Reo - Ko au (I, Activate
me, myself) • Engaging Maori/Pasifika
• Group students and issue a copy of Resource 4 Key competencies:
http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Learning- and 5 to each. Groups to use lunchbox • Thinking
intentions-and-success-criteria information and checklist to determine how • Using language, symbols and
many ticks in each category athletes have. texts
Te wā Kai using success criteria and Demonstrate how to complete.
assessment rubrics at • Managing self
• Write two conclusions around the results using • Relating to others
http://hereoora.tki.org.nz/Unit- different types of foods knowledge and the
plans/Unit-3-Kai/Learning-intentions- • Participating and contributing.
concepts of most and least.
and-success-criteria Literacy:
• Share results with one other group explaining
Evidence: to assess Taumata level 2 why foods went in certain columns and why
Evidence: retain the 2 conclusions for certain conclusions were drawn. Clearly specify
writing evidence for National how to do this.
Standards Demonstrate

14
Updated March 2019
Evidence: Teach and Assess social • Discuss results/conclusions as a class. Activity • Gathering, reading and
and interpersonal skills (pp. 5-14 in will highlight that we need the same type of fuel interpreting nutrition
resource booklet). Student, Peer and as athletes, sometimes just in different amounts. information to form
Teacher assessment on-going. • Refer back to Lesson 3 and the tally of items in conclusions about what
each groups’ lunch boxes. Based on our class athletes eat for lunch in
data how do our lunchboxes stack up against the comparison to students eat-
athletes? Issue ‘typical lunchbox’ examples to taking the different types of
each group again. Groups to now use the foods into account.
remainder of Resource 5 and place ticks Te Reo:
appropriately for their group lunchbox foods. On-going opportunities to assess
Groups may choose to swap their examples with Te Reo - Ko au (I, me, myself)
other groups as well. http://hereoora.tki.org.nz/Unit-
• Compare results with their athletes results. plans/Unit-1-Ko-au/Assessment-
Consolidation opportunities
• What did we find? Athletes require more Te wā Kai:
servings from each of the different food types. http://hereoora.tki.org.nz/Unit-
They will generally be eating grain foods and plans/Unit-3-Kai/Assessment-
starchy vegetables and vegetables and fruit and opportunities
little, if any, occasional foods as they need more
energy because they are more physically active.
This is a good guide for us. Extra foods for fuel
come from the everyday foods not occasional
foods.
Note: An interesting follow up homework task for
students would be for them to investigate what
their parents/grandparents had in their
lunchboxes at school and compare with their
own. As an extension they could also analyse
these against the different types of foods table.

Overview: Today we are reviewing what we have learnt so far. How can we use this knowledge to improve our own lunchboxes
and others so they look more like an athletes’? What are some things we still need to find out about?
We are successful when we can: Prepare Pedagogical links:
• Identify the types and amounts of • See Lesson Overview for Resources • Creating a supportive learning
foods required by athletes Connect environment

15
Updated March 2019
• Explain the types and amounts of • How can we use the information we have • Encouraging reflective
foods that would be good for us gathered so far to improve our lunchboxes and thought and action
to have in our lunchbox make them more like an athletes’? • Enhancing the relevance of
Te Reo • Introduce bus stop activity and explain new learning
Learning intentions and success procedure/requirements. Place questions around • Facilitating shared learning
criteria rubrics for Te Reo - Ko au (I, the room. Students to work in groups (these will • Making connections to prior
me, myself) become their study groups). learning
http://hereoora.tki.org.nz/Unit- Activate • Providing sufficient
plans/Unit-1-Ko-au/Learning- • Complete bus stop activity in given timeframe. opportunities to learn.
intentions-and-success-criteria Key competencies:
Demonstrate
Te wā Kai using success criteria and • Thinking
assessment rubrics at • The last group at each bus stop to report back • Using language, symbols and
http://hereoora.tki.org.nz/Unit- on the findings. texts
plans/Unit-3-Kai/Learning-intentions- Consolidation • Managing self
and-success-criteria • Discuss further the ideas from questions 5, 6 and • Relating to others
Evidence: to assess Taumata level 2 7. Additional information on these is provided on • Participating and contributing.
Evidence: Teach and Assess social Information sheet 4. Te Reo:
and interpersonal skills (pp. 5-14 in • Identify and highlight the most appropriate On-going opportunities to assess
resource booklet). Student, Peer and answers. Information gathered from here will Te Reo - Ko au (I, me, myself)
Teacher assessment on-going. support the ‘Plan of Action’ template. http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Assessment-
opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

Overview: Today we are creating a classroom pantry/fridge this will help us design a survey about peoples favourite lunch foods
(HP SLO 1,2,34,5 E SLO 1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Identify a range of healthy foods • See Lesson Overview for Resources • Creating a supportive learning
that athletes from a range of Connect environment
different ethnic backgrounds are • Encouraging reflective
likely to have in their fridge or thought and action
pantry • Enhancing the relevance of
new learning
16
Updated March 2019
• Explain why the items are healthy • We have collected some information on healthy • Facilitating shared learning
and what type of food they are. foods that could go in our lunchboxes but there • Making connections to prior
Te Reo are a huge number of other foods we could also learning
Learning intentions and success use. Let’s create a classroom pantry/fridge • Providing sufficient
criteria rubrics for Te Reo - Ko au (I, display to support our survey and lunchbox opportunities to learn
me, myself) designs. • E-learning
http://hereoora.tki.org.nz/Unit- Activate • Engaging Maori / Pasifika/
plans/Unit-1-Ko-au/Learning- • What foods are in an athlete’s pantry/fridge? students from different ethnic
intentions-and-success-criteria Place enlarged copies of Resource 6 on the backgrounds.
board. Ask students to give a few examples of Key competencies:
Te wā Kai using success criteria and foods which the athletes’ have in their
assessment rubrics at • Thinking
lunchboxes and place these in the pantry/fridge • Using language, symbols and
http://hereoora.tki.org.nz/Unit- (write on strips of paper and blu tack on).
plans/Unit-3-Kai/Learning-intentions- texts
• Students to look at the Visual Food Guide in • Managing self
and-success-criteria
Resource 13.
Evidence: to assess Taumata level 2 • Relating to others
Demonstrate
Evidence: Teach and Assess social • Participating and contributing.
• Group students and issue Resource 7. In given
and interpersonal skills (pp. 5-14 in Literacy:
timeframe ask groups to fill out an A-Z of all the
resource booklet). Student, Peer and foods from the Visual foods guide they can think • Build vocabulary around
Teacher assessment on-going. of which could go in the pantry/fridge. Consider healthy foods to go in the
different types of food e.g. fruits, fillings for pantry.
sandwiches as well as foods from different Numeracy:
cultures such as Pasifika and Asian. • Statistics
Consolidation • Gather sort and interpret
• Rotate around groups and ask them to provide survey data regarding popular
5-6 foods for the class pantry/fridge from their healthy lunch options.
list. Record on strips of paper and stick on Te Reo:
enlarged Resource 6. Raise questions if foods are On-going opportunities to assess
clearly not from the visual food guide and see if Te Reo - Ko au (I, me, myself)
other students can identify this or justify http://hereoora.tki.org.nz/Unit-
why/why not. plans/Unit-1-Ko-au/Assessment-
• Place pantry/fridge on the wall and throughout opportunities
the unit ask students to find pictures to replace Te wā Kai:
the words so the display becomes more visual. http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

17
Updated March 2019
Overview: Today we are learning about surveys as a way to collect information. We will develop a survey and practice our
questions with other class members (HP SLO 1,2,34,5 E SLO 1,2,3,4 and M SLO 1,2).
We are successful when we can: Prepare Pedagogical links:
• Identify the sorts of questions we • See Lesson Overview for Resources • Creating a supportive learning
need to ask in order to find out Connect environment
the information we want • We now need to look at how we can survey • Encouraging reflective
• Identify effective interviewing others about their favourite healthy lunchbox thought and action
techniques. items. We have a huge number of foods we could • Enhancing the relevance of
ask them about from our pantry/fridge. To ask new learning
Te Reo about everything would take ages. Could our • Facilitating shared learning
Learning intentions and success groups focus on a type of food? How would this • Making connections to prior
criteria rubrics for Te Reo - Ko au (I, work? learning
me, myself) • Think, pair, share activity. Pair students up. Give • Providing sufficient
http://hereoora.tki.org.nz/Unit- them 2 minutes to think about the questions on opportunities to learn
plans/Unit-1-Ko-au/Learning- their own; 2-3 minutes to share information with • E-learning
intentions-and-success-criteria their partner. • Engaging Maori / Pasifika
Te wā Kai using success criteria and Activate students.
assessment rubrics at • Discuss ideas from pairs. Focus on each group Key competencies:
http://hereoora.tki.org.nz/Unit- selecting one type of food to survey others
about e.g. favourite fruits, favourite fruit • Thinking
plans/Unit-3-Kai/Learning-intentions-
and-success-criteria yoghurts, favourite sandwich fillings, breads, • Using language, symbols and
snacks, cultural foods. texts
Evidence: to assess Taumata level 2
• Ensure each group has identified one appropriate • Managing self
Evidence: Teach and Assess social • Relating to others
and interpersonal skills (pp. 5-14 in type of food. Using information from the
pantry/fridge (and their own knowledge) groups • Participating and contributing.
resource booklet). Student, Peer and
Teacher assessment on-going. to list a maximum of 10 popular items to ask Literacy:
questions about on their survey. Share with • Select relevant information.
another group to get their feedback on how • Language development and
popular the items are they have chosen. Amend
developing an understanding
list as needed. Additional support materials listed
about interpersonal
under ‘Resources’.
communication skill
Demonstrate development through
focussed small group
discussion.

18
Updated March 2019
 • How will we ask our survey questions? Provide • Seeks feedback and makes
two examples on the board of how a question changes based on
may be asked (refer Information sheet 5). Go recommendations.
through both questions with selected students Numeracy:
and record their responses. • Statistics
• What information does each question provide us
• Gather sort and interpret
with? What challenges/differences are there in
survey data regarding popular
the information we can gather? Which type of healthy lunch options.
question will be most appropriate/effective for
us to use? (rating scale) Te Reo:
• How will we introduce ourselves and our survey? On-going opportunities to assess
What important information do we need to tell Te Reo - Ko au (I, me, myself)
them about what we are learning and what we http://hereoora.tki.org.nz/Unit-
want to find out? (refer Information sheet 5). plans/Unit-1-Ko-au/Assessment-
Use sentence starters for students to complete. opportunities
Consolidation Te wā Kai:
• In groups, students to write their survey http://hereoora.tki.org.nz/Unit-
introduction and questions on Resource 8. plans/Unit-3-Kai/Assessment-
Teacher to sign off when completed. Additional opportunities
information may be required here alongside label
reading information. Support materials are listed
under ‘Resources’.
• Practice surveying each other within groups
focusing on speaking clearly, recording answers,
etc.

Overview: Today we are learning to finalise details of our study and to write a ‘Plan of Action’ for this.
We are successful when we can: Prepare Pedagogical links:
• Identify and plan the sorts of • See Lesson Overview for Resources • Creating a supportive learning
questions we need to ask in order Connect environment
to obtain specific information • Discuss the need to have a ‘Plan of Action’ for • Encouraging reflective
• Identify and demonstrate each group to ensure we know what we are thought and action
effective interviewing techniques doing. • Enhancing the relevance of
• Give and receive constructive new learning
feedback Activate • Facilitating shared learning
• Make improvements based on the
feedback received.
19
Updated March 2019
Te Reo • Issue Resource 9 to each group. Refer to bus • Making connections to prior
Learning intentions and success stop information and to Lessons 5 and 7 where learning
criteria rubrics for Te Reo - Ko au (I, necessary. • Providing sufficient
me, myself) opportunities to learn
Demonstrate • E-learning
http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Learning- • Groups complete their Plan of Action (Resource • Engaging Maori / Pasifika
intentions-and-success-criteria 9). To be signed off by teacher. Students to be students and their
paired up in their groups with each having a turn communities.
Te wā Kai using success criteria and
at surveying and recording information. Students Key competencies:
assessment rubrics at provide each other with feedback, so that they
http://hereoora.tki.org.nz/Unit- • Thinking
can make adjustments and improvements to • Using language, symbols and
plans/Unit-3-Kai/Learning-intentions- their survey.
and-success-criteria texts
Evidence: to assess Taumata level 2 Consolidation • Managing self
Evidence: keep student action plans, • Relating to others
• How might we share our information with the
surveys and results as evidence of class at the end? Decide on the best means for • Participating and contributing.
numeracy statistics for NS the class. (e.g. item in school newsletter, letter Literacy:
Evidence: Teach and Assess social home to parents, poster at Tuck shop, item at • Select relevant information.
and interpersonal skills (pp. 5-14 in assembly (poem/song /skit, etc)) • Language development and
resource booklet). Student, Peer and developing an understanding
• A report will also be required from each
Teacher assessment on-going. about interpersonal
individual as a ‘written assessment task’ in a later
communication skill
lesson (Resource 11 in booklet provides a
development through
template).
focussed small group
discussion
• Seeks feedback and makes
changes based on
recommendations.
Numeracy:
• Statistics
• Gather sort and interpret
survey data regarding popular
healthy lunch options.
Te Reo:

20
Updated March 2019
 On-going opportunities to assess
Te Reo - Ko au (I, me,
myself)http://hereoora.tki.org.nz/
Unit-plans/Unit-1-Ko-
au/Assessment-opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

Overview: Today we are surveying our chosen individuals and reviewing the information we have gathered. (HP SLO 1,2,34,5 E
SLO 1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Demonstrate the oral, reading and • See Lesson Overview for Resources • Creating a supportive learning
written communication skills environment
Connect/Activate
required to conduct a survey • Encouraging reflective
(asking people to take part, • Review with groups their survey sheets with thought and action
reading questions clearly, introductions, questions, techniques to • Enhancing the relevance of
recording answers remember, recording information, etc. new learning
accurately/legibly, and thanking • Check what is required on the ‘Plan of Action’ • Facilitating shared learning
participants for their time, etc.) in sheets. • Making connections to prior
English and/or Te Reo. Demonstrate learning
• Reflect on our learning and • Surveys undertaken first with each member of • Providing sufficient
identify changes we would make . the group and then with identified opportunities to learn.
Te Reo students/others. Key competencies:
Learning intentions and success Consolidation • Thinking
criteria rubrics for Te Reo - Ko au (I, • Review survey in groups using the following • Using language, symbols and
me, questions as a guide and reminding students to texts
myself)http://hereoora.tki.org.nz/Unit take turns speaking: • Managing self
-plans/Unit-1-Ko-au/Learning- 1. What went well? • Relating to others
intentions-and-success-criteria • Participating and contributing.
Te wā Kai using success criteria and 2. What didn’t go so well? Literacy:
assessment rubrics at • Select and use relevant
http://hereoora.tki.org.nz/Unit- 3. What were some interesting things you information.
found out?
plans/Unit-3-Kai/Learning-intentions-
and-success-criteria
21
Updated March 2019
Evidence: to assess Taumata level 2 4. What would you do differently next time? • Language development and
Evidence: Teach and Assess social developing an understanding
and interpersonal skills (pp. 5-14 in about interpersonal
resource booklet). Student, Peer and communication skill
Teacher assessment on-going. development through
undertaking a survey.
Evidence: keep student action plans,
Numeracy:
surveys and results as evidence of
numeracy statistics for National • Statistics
Standards • Gather sort and interpret
Evidence: Students reading and survey data regarding popular
healthy lunch options.
writing to inform judgements for
National Standards. Te Reo:
On-going opportunities to assess
Te Reo - Ko au (I, me, myself)
http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Assessment-
opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

Overview: Today we are collating and analysing our group data.

We are successful when we can: Prepare Pedagogical links:
• Collate findings from our survey • See Lesson Overview for Resources • Creating a supportive learning
• Select the best way to Connect environment
present/display our findings • Review ‘Plan of Action’ (Resource 9) section • Encouraging reflective
• Identify patterns, trends, and ‘With our findings we will…’ thought and action
relationships within the data • Clarify what is required for each group. Report • Enhancing the relevance of
• Make comparisons between the survey and class sharing will occur later. new learning
data Activate • Facilitating shared learning
• Make conclusions based on the • Provide Resource 10 to groups. All survey • Making connections to prior
evidence we collected. information gathered to be transferred to this. learning
Te Reo • Students collate the findings from their individual • Providing sufficient
survey into a class table/graph of collective opportunities to learn
results. • E-learning.
22
Updated March 2019
Learning intentions and success • Types of presentation include: a bar graph, a Key competencies:
criteria rubrics for Te Reo - Ko au (I, histogram, a line graph and a pie chart. Students • Thinking
me, myself) use the programme on the Word Doc to create • Using language, symbols and
http://hereoora.tki.org.nz/Unit- the charts and graphs. texts
plans/Unit-1-Ko-au/Learning- Demonstrate • Managing self
intentions-and-success-criteria • Graph data, analyse results (look for patterns, • Relating to others
Te wā Kai using success criteria and similarities and differences) and write • Participating and contributing.
assessment rubrics at conclusions. Literacy:
http://hereoora.tki.org.nz/Unit- • Share information with one other group and with • Write a report on the survey
plans/Unit-3-Kai/Learning-intentions- teacher. that demonstrates an ability
and-success-criteria Consolidation to express ideas and
Evidence: to assess Taumata level 2 • Using Resource 11 as a guide students are to information clearly; in an
Evidence: Teach and Assess social each write a report on their survey and findings. organised and sequential
and interpersonal skills (pp. 5-14 in Teacher discretion required on level of fashion through the use of a
resource booklet). Student, Peer and information and guidance to be provided. variety of sentence structures,
Teacher assessment on-going. Students encouraged to peer review and edit beginnings and lengths.
their reports.
Evidence: keep student action plans, Numeracy:
surveys, results, reports and • Statistics
presentations as evidence of • Gather sort and interpret
numeracy statistics, reading and survey data regarding popular
writing for National Standards. healthy lunch options
• Display data in an appropriate
way and share findings with
others.
Te Reo:
On-going opportunities to assess
Te Reo - Ko au (I, me, myself)
http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Assessment-
opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

23
Updated March 2019
Overview: Today we are sharing our findings from the survey with the rest of the class.
We are successful when we can: Prepare Pedagogical links:
• Explain what favourite healthy • See Lesson Overview for Resources • Creating a supportive learning
lunchbox foods were identified by Connect environment
participants in our survey • Each group to review their findings in • Encouraging reflective
• Identify which healthy lunchbox preparation for sharing with the class. thought and action
foods were the most popular Activate • Enhancing the relevance of
• Display our findings in a graph • Outline of sharing as follows: new learning
• Present our findings clearly 1) Two group members to share information – • Facilitating shared learning
• Explain our findings clearly to the one to hold graph/operate powerpoint and • Making connections to prior
class. the other to outline findings. learning
Te Reo • Providing sufficient
Learning intentions and success 2) Format includes: Our group members are…; opportunities to learn
criteria rubrics for Te Reo - Ko au (I, Our survey was to find out…; Our bar graph • E-learning.
me, myself) shows most, least, etc. Key competencies:
http://hereoora.tki.org.nz/Unit- 3) Questions. • Thinking
plans/Unit-1-Ko-au/Learning- • Using language, symbols and
intentions-and-success-criteria • Maximum timeframe allocated e.g. 5mins texts
Te wā Kai using success criteria and Demonstrate • Managing self
assessment rubrics at • Groups to share their findings. Graphs to be • Relating to others
http://hereoora.tki.org.nz/Unit- placed in classroom display area/around the • Participating and contributing.
plans/Unit-3-Kai/Learning-intentions- room. Literacy:
and-success-criteria
Consolidation • Writing and reading for
Evidence: to assess Taumata level 2
• Look at the results (graphs) from each group. National Standards and able
Evidence: Teach and Assess social Which healthy lunchbox items are the most to select, use sources of
and interpersonal skills (pp. 5-14 in popular in our school? information, processes and
resource booklet). Student, Peer and strategies with some
• We now have a much clearer idea of what
Teacher assessment on-going. confidence to identify, form
healthy lunchbox foods are most popular in our
Evidence: keep student action plans, school. This will support us in our lunchbox and express ideas.
surveys, results, reports and designs.
presentations as evidence of Numeracy:
numeracy statistics, reading and • Statistics
writing for National Standards. • Gather sort and interpret
survey data regarding popular
healthy lunch options
24
Updated March 2019
 • Display data in an appropriate
way and share findings with
others.
Te Reo:
On-going opportunities to assess
Te Reo - Ko au (I, me, myself)
http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Assessment-
opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

Overview: Today we are designing two lunchboxes each in our groups using the class information gathered. This will help us with
our final presentations.
(HP SLO 1,2,34,5 E SLO 1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Use the knowledge we have about • See Lesson Overview for Resources • Creating a supportive learning
the different types of foods, Connect environment
servings and survey to design a • As we want our lunchbox designs to be more like • Encouraging reflective
lunchbox full of popular healthy an athlete’s we will require each group to name thought and action
food items for an athlete’s their lunchboxes after an athlete. Class to
morning tea and lunch. • Enhancing the relevance of
brainstorm athletes they know and list on the new learning
Te Reo board. What food appropriate adjectives start • Facilitating shared learning
Learning intentions and success with the same letter as our athlete? E.g. Dan,
criteria rubrics for Te Reo - Ko au (I, • Making connections to prior
delicious = Dan’s delicious lunchbox; Temepara, learning
me, myself) tasty = Temepara’s tasty lunchbox. Groups to
http://hereoora.tki.org.nz/Unit- • Providing sufficient
select two athletes for their lunchbox names.
plans/Unit-1-Ko-au/Learning- opportunities to learn
Ensure different athletes are used by each group.
intentions-and-success-criteria Activate • E-learning
Te wā Kai using success criteria and • Review what a lunchbox should have in it? i.e. a • Engaging Maori / Pasifika
assessment rubrics at variety of everyday foods. In Lesson 4 we students.
http://hereoora.tki.org.nz/Unit- highlighted that less occasional foods were Key competencies:
plans/Unit-3-Kai/Learning-intentions- needed and more vegetables, fruit, grains and • Thinking
and-success-criteria starchy vegetables.
25
Updated March 2019
Te Reo Demonstrate • Using language, symbols and
Evidence: to assess Taumata level 2 • Issue Resource 12 to each group and explain how texts
to complete using information provided from • Managing self
Evidence: Teach and Assess social
class surveys. Ensure students know they can use • Relating to others
and interpersonal skills (pp. 5-14 in
all of the information not just the foods listed as • Participating and contributing.
resource booklet). Student, Peer and
number one in each survey. Highlight the Literacy:
Teacher assessment on-going.
lunchbox servings criteria (p 17) attached for • Writing and reading for
Evidence: keep student action plans, groups to use as a reference.
surveys, results, reports and National Standards and able
• Groups complete their lunchbox designs. to select, use sources of
presentations as evidence of Note:
numeracy statistics, reading and information, processes and
1) Where appropriate teachers may request one strategies with some
writing for National Standards.
lunchbox design is a ‘typical kiwi lunchbox’ and confidence to identify, form
Health assessment task –Lunchbox as the other a ‘typical lunchbox for Pacific or Asian and express ideas.
evidence of ability to: students’.
• Recognise the importance of food 2) This activity could be completed in pairs using Numeracy:
as fuel for both students and IT skills/resources. • Statistics
athletes. (HP SLO 1) Consolidation • Gather sort and interpret
• Apply knowledge of the different • Groups to swap their lunchbox designs with survey data regarding popular
types of foods in comparing another group and assess against the lunchbox healthy lunch options
quality and quantity of food servings criteria. Guideline for feedback on each • Display data in an appropriate
intake between students and lunchbox: way and share findings with
athletes. (HP SLO 2) others.
1) We really liked
• Design a ‘healthy lunchbox’ for an Te Reo:
identified group using survey and 2) Your lunchbox has … On-going opportunities to assess
information on different types of Te Reo - Ko au (I, me, myself)
foods. (HP SLO 3) 3) In your lunchbox there are too many … and http://hereoora.tki.org.nz/Unit-
not enough … plans/Unit-1-Ko-au/Assessment-
opportunities
• Lunchbox designs to be gathered for teacher
assessment. Amendments may need to be made Te wā Kai:
after this to ensure information is correct for http://hereoora.tki.org.nz/Unit-
presentations. plans/Unit-3-Kai/Assessment-
opportunities

Overview: Today we are preparing to make our presentations. We need to think about what information can be used for
presentation (class lunchboxes, graph information etc); who information is to be presented to; how this will be presented and
ways to evaluate its success. Each of our groups will complete a ‘Presentation Plan’ and then work on their presentations. (HP SLO
1,2,34,5 E SLO 1,2,3,4 and M SLO 1,2)
26
Updated March 2019
We are successful when we can: Prepare Pedagogical links:
• Explain what the foods are • See Lesson Overview for Resources • Creating a supportive learning
important for athletes and Connect environment
students • Encouraging reflective
• Refer back to Lesson 5 - bus stop question 5 on thought and action
• Identify ways to encourage others who to present to; and question 7 on ways to
to be more critically aware of • Enhancing the relevance of
present information. At teacher discretion groups
good foods new learning
to either all choose the same people and the
• Identify actions that will same presentation e.g. displays for each • Facilitating shared learning
encourage others to become classroom in the school; or select different • Making connections to prior
more aware of the need to eat people and a presentation of choice. Refer learning
healthy foods at school so that Information sheet 7 for overall requirements. • Providing sufficient
like athletes they give their body Teachers may wish to provide examples of opportunities to learn
the right fuel presentations for the class to discuss positives • E-learning
• Identify and carry out actions that and negatives. • Engaging Maori / Pasifika
encourage people to eat healthy students.
Note: Ensure that a presentation of some sort is
foods at school Key competencies:
positioned in the students’ own classroom.
• Evaluate the impact that our • Thinking
Activate
presentation has had on others. • Using language, symbols and
• Issue Resource 13 to each group and explain how
Te Reo to complete. Presentations could be to: texts
Learning intentions and success o The board of trustees, staff, senior • Managing self
criteria rubrics for Te Reo - Ko au (I, management, whole school at assembly, • Relating to others
me, myself) school community in the school • Participating and contributing.
http://hereoora.tki.org.nz/Unit- newsletter, parents at parent teacher Literacy:
plans/Unit-1-Ko-au/Learning- interviews/conferencing. • Writing and reading for
intentions-and-success-criteria National standards and able
Te wā Kai using success criteria and • How might we evaluate if people are using our to select, use sources of
assessment rubrics at information or if it has made a difference to information, processes and
http://hereoora.tki.org.nz/Unit- others and to us? Examples may include strategies with some
plans/Unit-3-Kai/Learning-intentions- feedback slips, emails, class continuum, etc. confidence to identify, form
and-success-criteria Demonstrate and express ideas.
Evidence: to assess Taumata level 2 • Each group to complete their plan deciding on Numeracy:
Evidence: keep student action plans, the most appropriate method of evaluation. • Statistics - Gather sort and
surveys, results, reports and Teacher to check off. interpret survey data
presentations as evidence of • Presentation Plans to be worked on. regarding popular healthy
numeracy statistics, reading and Note: IT components or whole projects using IT lunch options
writing for National standards may be considered.
Consolidation
27
Updated March 2019
Evidence: Teach and Assess social • Teacher to check off on presentation progress • Display data in an appropriate
and interpersonal skills (pp. 5-14 in after each lesson way and share findings with
resource booklet). Student, Peer and • Groups to share their presentations with the class others
Teacher assessment on-going. and explain how it will be used, where it will be
Te Reo:
put, and how it will be evaluated
On-going opportunities to assess
• Presentations displayed. Te Reo - Ko au (I, me, myself)
http://hereoora.tki.org.nz/Unit-
plans/Unit-1-Ko-au/Assessment-
opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities
Health assessment – summative

Overview: Groups/class to evaluate their presentation work. Have our findings and presentations helped other students and
ourselves improve the food in our lunchboxes? (HP SLO 1,2,34,5 E SLO 1,2,3,4 and M SLO 1,2)
We are successful when we can: Prepare Pedagogical links:
• Evaluate the usefulness, validity, • See Lesson Overview for Resources • Creating a supportive learning
reliability and rigour of the survey Connect environment
we conducted • Reflect on evaluation data gathered on our own • Encouraging reflective
• Explain the new learning we have class. What do some of the comments say? thought and action
experienced as a result of the Activate • Enhancing the relevance of
inquiry • Ask students to volunteer some of the changes new learning
• Identify the usefulness of this new they have made with their lunchboxes and why • Facilitating shared learning
learning and how we can use it in they have made these. How were these changes
• Making connections to prior
the future. made? E.g. reading information/presentations.
learning
Te Reo Who was involved? E.g. parents
• Providing sufficient
Learning intentions and success • Ask students to volunteer some of the changes
opportunities to learn.
criteria rubrics for Te Reo - Ko au (I, they know they still need to work on. Why?
What goodness would these changes provide? Key competencies:
me,
myself)http://hereoora.tki.org.nz/Unit Demonstrate • Thinking
-plans/Unit-1-Ko-au/Learning- • Gather evaluation data and review as a class. • Using language, symbols and
intentions-and-success-criteria With students on the mat stick comments on texts
whiteboard under question headings for all to • Managing self
see (type, enlarge and cut up if time). What are • Relating to others
28
Updated March 2019
Te wā Kai using success criteria and some of the comments? Positives, negatives, • Participating and contributing.
assessment rubrics at interesting points? Literacy:
http://hereoora.tki.org.nz/Unit- Conclusion • Writing and reading for
plans/Unit-3-Kai/Learning-intentions- • How can we continue to support other students, National Standards and able
and-success-criteria parents etc? Discuss and action where possible. to select, use sources of
Evidence: to assess Taumata level 2 • How will this new knowledge about healthy information, processes and
foods be useful to us in the future? strategies with some
Evidence: keep student action plans,
surveys, results, reports and confidence to identify, form
presentations as evidence of and express ideas.
numeracy statistics, reading and Numeracy:
writing for National Standards. • Statistics
Evidence: Teach and Assess social • Gather sort and interpret
and interpersonal skills (pp. 5-14 in survey data regarding popular
resource booklet). Student, Peer and healthy lunch options
Teacher assessment on-going. • Display data in an appropriate
way and share findings with
others.
Te Reo:
On-going opportunities to assess
Te Reo - Ko au (I, me,
myself)http://hereoora.tki.org.nz/
Unit-plans/Unit-1-Ko-
au/Assessment-opportunities
Te wā Kai:
http://hereoora.tki.org.nz/Unit-
plans/Unit-3-Kai/Assessment-
opportunities

29
Updated March 2019
 ....................................................................................................1
....................................................................................................2
.............................................................................................3
..............................................................................4
.........................................................................................7
......................................................................................9
............................................................................................. 10
..................................................................................................... 11
.......................................................................................... 12
............................................................................................. 13
....................................................................................... 14
.................................................................................... 15
.................................................................................... 17
.................................................................................... 18
........................................................................... 30
...................................................................................... 31
...................................................... 32
INFORMATION SHEET 3: Label reading .......................................................................................... 34
................................................................................... 36
......................................................... 37
.................................................................... 38
................................................................................. 39
 1
Updated March 2019
 2
4
5 6
7 8
9 10
2
Updated March 2019
 3
Updated March 2019
(Resource information gained from:
https://www.nestle.co.nz/csv/communityinitiatives/autm/eatingforyoursport

• One lunchbox design per page for each athletic sport.

• Name of sport to go on the top of the lunchbox lid.
• Pictures of food to go inside the lunchbox with words below.
• Picture of water bottle to go beside each lunchbox.
• Note also on each page regarding the fact these meal plans are examples only of what
these athletes eat.
• Include one blank lunchbox template should teachers wish to change an athletic sport
from the website or add their own.

Rugby Player
• Dried fruit and raw nuts
• Wholegrain bread roll with hummus, meat, lettuce and tomato
• 1 piece of fruit
• 1 pottle of yoghurt

Netballer
• Wholegrain crackers with hummus, avocado and tomato
• Low fat yoghurt and fresh fruit
• Wrap filled with hummus, canned fish and salad
• 1 piece of fruit

Triathlete
• Bran muffin
• Sushi (rice, salmon, avocado)
• 1 pottle of yoghurt
• Orange

4
Updated March 2019
Basketballer
• 1 pottle of yoghurt and fresh fruit
• Rice with chicken and vegetables
• 1 piece of fruit

Swimmer
• Dried fruit and nuts
• Filled roll with salad ingredients (e.g. tomato, lettuce, carrot, cheese)
• 1 pottle of yoghurt
• 1 piece of fruit

Rugby League
• 1 piece of fruit
• 1 pottle of yoghurt
• Dried fruit and raw nuts
• Pasta/Rice with tuna and vegetables

5
Updated March 2019
Photos

Rugby Netball Swimming Basketball

Triathlon Rugby league

6
Updated March 2019
Our athletic sport in focus is:

Athlete lunchbox foods Grain foods Vegetables Legumes, fish, Milk, yoghurt Occasional
and starchy and fruit seafood, eggs, and cheese
vegetables poultry and
meat

Recording information
1 tick per item in the boxes that apply
If a food is occasional put a cross in the box.

7
Updated March 2019
 Group lunchbox foods Grain foods Vegetables Legumes, fish, Milk, yoghurt Occasional
and starchy and fruit seafood, eggs, and cheese
vegetables poultry and
meat

Recording information
1 tick per item in the boxes that apply
If a food is occasional put a cross in the box.

8
Updated March 2019
 9
Updated March 2019
 10
Updated March 2019
 Group member undertaking survey:

Person being surveyed:

Year group/room number of person being surveyed:

My name is/our names are …

We are from Room …

Our Room is gathering information about …

Our group is surveying people about…

Survey question

Below is a list of different ________________________.

Please put a 1 beside your favourite _________________;
a 2 beside your second favourite ____________________;
and a 3 beside your third favourite ___________________.

11
Updated March 2019
Group name:
Members of our group:

Overview
Our big question is:
• What are people’s favourite lunch box items?

Our smaller questions are:

• Do people choose foods from the Healthy Heart Visual Food Guide?
(3 questions)
• Do people have a balance lunch?
(3 questions)
• Why do they choose these foods?
(1 – 2 questions)

Our group is collecting information about:

Areas we need to check What we need Tick when

completed
We are collecting information from:

We are going to collect information by:

With our findings we will:

12
Updated March 2019
 TYPES OF …. NUMBER OF PEOPLE WHO LIKED THEM

13
Updated March 2019
 Purpose:
The purpose of the report is to convey information gathered around popular healthy
lunches and the manner in which this was undertaken.

Report title:

Introduction:

• Background to study
• Who
• What
• When
• Where

Paragraph 1:

• Designed survey on particular topic

• Type of survey
• Selected students to survey; organised time, date etc.

Paragraph 2:

• Undertook survey with students taking turns at introducing etc

Paragraph 3:

• Gathered information, displayed and analysed (maths language to be used – tally,

graph, most, least)
• Results were …

Summary:

• Survey allowed us to find …

• Shared results with class.

14
Updated March 2019
Lunchbox 1 name:

Lunchbox 2 name:

15
Updated March 2019
LUNCHBOX Variety

Types of foods Lunchbox 1 Lunchbox 2

Vegetables and Fruit

Grain foods and starchy

vegetables

Legumes, fish, seafood, eggs

poultry and meat

Milk, yoghurt and cheese

Occasional foods

16
Updated March 2019
Group name:

We will present our class healthy lunchbox options to:

We will present them by:

QUESTIONS PREPARE/PLAN

What information needs

to go on our
presentation?

What resources do we
need for our
presentation? Where will
we get these from?

How do we want it to
look?
(Attach a draft if needed)

TAKE ACTION

Who do we need to ask

about where our
presentation can go?
How will we ask them?
What are the steps we will
take in making our
presentation?
eg. Step 1 – Collect
materials
Step 2 – Allocate jobs

EVALUATION

How will we ask people to • Provide a post it box beside the presentation with pen and
evaluate our project? Eg. pieces of paper.
email, post it box

What questions will we • What new information did you learn from our
ask them? presentation?
• Will you change anything about what you eat for
breakfast? If so, what will you change and why?

17
Updated March 2019
 1. For the Teacher – Group work checklist
2. Student Group work – rules and agreement
3. Student Feedback on group work (form)
4. What group strategies are effective in your school
5. Strategies for effective group work
6. Essential group dynamics
7. Group work: Lesson plan – An example
8. Evaluation of group dynamics
9. Social skills score cards – Levels 1-4

18
Updated March 2019
 INSTRUCTIONAL ENVIRONMENT & MANAGEMENT
COMPONENTS
FOR EFFECTIVE CO-OPERATIVE LEARNING

1. A Positive Attitude
Teachers need to believe that students are capable of learning. They need to have high
expectations and make students accountable for meeting these expectations.

2. Be generous with praise

There are no failures – only opportunities to learn. Celebrate events “Birthdays” and
small successes e.g. the group that listened most attentively to each other.

3. Reward success or task completion

Food is still a very popular award so is extra time at PE for 9 BD.

4. Ensure your instructions and criteria for success is clear

5. Teach and assess the social and interpersonal skills

These include:
• Level 1
Building trust, listening, taking turns, looking at people when they talk, forming
groups quickly and efficiently, taking responsibility for their own and the group’s
behaviour, accepting and valuing differences, resolving conflict constructively.
• Level 2
Active listening, asking questions, clarifying, constructive criticism, helping and
accepting others, paraphrasing, summarizing.
• Level 3
Interviewing, coaching, teaching, negotiating, brainstorming, building on each
other’s ideas.
• Level 4
Creative group problem solving, conflict resolution, planning and organizing,
decision-making, individually negotiating curriculum and research.

6. Use a variety of team formations

Teacher selected groups can be your primary groupings, but you can vary this by using
randomly selected and student selected groups. Students who do not work in student-
selected groups may lose this privilege and be placed in teacher-selected groups or
work individually on projects.

7. Ensure your Instructional presentation follows a clear sequence of overview,

explanation, demonstration, guided practice and feedback

8. Outline a set of Group work skills at the beginning of the year

Write them up and display them. Handle any infractions promptly and re-teach the skill.

9. Teach Learning strategies and problem–solving strategies

10. Ensure students understand their positive interdependence within the group
(outcome and means interdependence)
Students realize that they “sink or swim together”. Their responsibilities are to learn the
assigned material and ensure that all members of the group learn the assigned material.
The combination of goal and resource interdependence increases productivity more
than goal interdependence alone or individualistic efforts.

19
Updated March 2019
11. Encourage considerable promotive (face to face) interaction
Students are encouraging and facilitating each other’s efforts to achieve,
complete tasks and produce in order to reach the group’s goals.

12. Individual accountability and personal responsibility are paramount

Each student is held responsible by group members for contributing his or her fair share
to the group’s success. The teacher is no longer the fountain of all knowledge, but is a
resource guide.

13. Ensure there is Group processing at the end of every session.

Groups reflect on how well they are functioning by-
− Describing what actions were helpful and unhelpful
− Making decisions about what actions to continue or change
− Group processing also promotes a sense of self-efficacy

14. Stress the importance of attendance

Each student needs to feel that there is ownership and a responsibility to turn up. They
will be answerable to their group when their absence negatively impacts on the group’s
ability to complete a task.

15. Consistency. Arrange your room so that group work can take place frequently
Use co-operative learning regularly as “you have to sweat in practice before you can
perform in concert”. The skill needs to be practiced until it becomes an automatic habit
pattern.

16. Reward often

Use both extrinsic and intrinsic rewards.

17. Provide frequent specific feedback on the task

18. Monitor the progress of the groups

Keep a book that details the points and bonus points students have gained for effort
and social skills as well as the task specific skills

19. Everyone has a role to play

Groups need a chairperson, recorder, timekeeper, clarifier and summarizer.

20. Be patient
New skills take a while to master. Students need a lot of practice before it becomes
automatic.

20
Updated March 2019
GROUP RULES AND AGREEMENT

You will need to discuss and then write up a list of agreed rules that will govern your group.
Each member of your group will need to sign the agreement below.

Points to consider:
1. A positive attitude
2. Be generous with praise for each other
3. Listen while others talk, take turns, look at people when they talk, form the group
quickly, take responsibility for your own and the group’s behaviour, resolve conflict
constructively.
4. Remember you ‘sink/swim” together.
5. Each group member is responsible to the group for contributing her fair share
6. Each group member is responsible for the outcome – they need to show up to class.
7. Be patient with those who find it difficult to understand the first time.

Group members:

List of rules for our group:

My role in this group is: ______________________

Signed:________________________

Date: _________________

21
Updated March 2019
 FEEDBACK ON GROUP WORK

Besides each of the statements write the number that best describes your judgement.

1 = always, 2 = often, 3 = usually, 4 = sometimes, 5 = never

Individual Grade 1-5 Group

1. I had a positive attitude when The group had a
2. working with the group positive attitude.
3. I was generous with praise for My group was
others in my group generous with praise
for each other.
4. I listened while others talked My group listened
while others talked.
5. I took my turn to contribute We took turns to
and talk. contribute and talk
6. I looked at people when I We looked at people
talked to them. when we talked to
them.
7. I joined my group quickly. We joined our group
quickly.
8. I took responsibility for my We took responsibility
own behaviour for our own behaviour
9. I took responsibility for the We took responsibility
behaviour of my group for the behaviour of
members. our group members.
10. I worked together with the We worked together to
others to ensure that we ensure that we “swam”
“swam” rather than “sunk”. rather than “sunk”.
11. I contributed my fair share to We all contributed our
the group. fair share to the group.
12. I showed up regularly to class. We showed up
regularly to class.
13. I was patient with those who We were patient with
found it difficult to understand those who found it
the first time. difficult to understand
the first time.

22
Updated March 2019
WHAT GROUP WORK STRATEGIES ARE EFFECTIVE IN YOUR SCHOOL?

SUMMARY:

GOALS expectation clearly expressed (verbally and on OHT/board)

RULES individual roles within team

OBJECTIVES clear time allocation

UNDERSTANDING Student behaviour – (the shy; the outcasts; the saboteur)

PLANNING where in the unit will this fit?

WHEN? Time of day / week / term?

ORGANISATION environment / resources – well before the lesson

RESOURCES an obvious one

KNOWLEDGE development of group work skills

EVALUATE student feedback/strategies for group work reflection – i.e. score

cards; discussion; self evaluation (student &teacher)

23
Updated March 2019
STRATEGIES FOR EFFECTIVE GROUP WORK

1. Group size
Maximum 5, 3-4 ideal.

2. State objectives and set goals

E.g. give each group (4) an egg, 4 straws, 6 sheets of paper and cello tape. Design
a contraption using these materials to stop an egg breaking when it is dropped
from a height of 5 meters.

3. Identify strategies for working together (Group dynamics)

This may be done at the start of the year or lesson to set the scene for appropriate
group work (see attached ESSENTIAL GROUP DYNAMICS).

4. Resources
Ensure you have enough resources for each group.

5. Identify roles
Design some role – play cards, which clearly describe the job of each member of
the group. e.g. Initiator – must get the group started in discussion.

Assign roles to each member of the group.

Roles can include:

Initiator: must get the group started in discussion

Reader: reads problems to the group and comes up with the first idea
Reporter: writes down group ideas
Evaluator: writes down how well the group worked together
Improver: writes down things the group could do to improve and works closely
with the evaluator.

6. Evaluation
After participating in a group activity evaluate how well the group worked
together. Teacher can share their observations.

24
Updated March 2019
 ESSENTIAL GROUP DYNAMICS

Below is a list of essential elements important to establishing a co-operative group. These

will be important this year when working together in groups or as a class. Head up “Essential
Group Dynamics” and copy the following.

1. Good leaders and followers

These people can make decisions, keep things moving and can work with others in the
group to achieve goals. They should never totally dominate but look to include others
opinions because these can be valuable. Good followers should offer opinions and
support the leaders approach to completing a task. It should not be up to the leader
alone to complete tasks.

2. Give everyone a chance

Statements like “What do you think _ _ _ _” can help include others in group discussions.
Always look for those who aren’t involved and help them feel accepted into your group;
especially if they are people you do not generally talk to in class.

3. Be involved yourself
What you think is often what you never say because you feel others will “shame you
out”. If we support others opinions and challenge opinions carefully people don’t get
hurt.

4. Good groups and individuals co-operate

Identify your challenges and set goals either in debate or discussion and sort out a plan
of attack. A group’s decision may not always be what you agree with. Good team
members are people who can accept team decisions. (Think of some of the rules your
parents sent you – you may not agree with these). Distribute the tasks so time is
maximized and everyone feels involved.

Some groups argue, some debate and others discuss. Arguing can slow things and harm others.
Debating and discussion provides many opinions and solutions to challenges.
The most important component of all these is CO-OPERATION.

25
Updated March 2019
SOCIAL SKILLS SCORE CARD

Student’s Name:__________________________________

Level One

Listening Taking Eye On task Responsible Resolving Accepting Being Date Student Peer Teacher
turns contact behaviour conflict others trust
differences worthy

26
Updated March 2019
Student’s Name:__________________________________

Level Two

Active Asking Clarifying Constructive Helping Para Accepting Summarising Date Student Peer Teacher
Listening questions criticism others phrasing others

27
Updated March 2019
Student’s Name:__________________________________

Level Three

Interviewing Coaching Teaching Negotiating Brain Resolving Building Being Date Student Peer Teacher
storming conflict on trust
others worthy
ideas

28
Updated March 2019
Student’s Name:__________________________________

Level Four

Creative Planning Decision Negotiating Research Resolving Accepting Being Date Student Peer Teacher
Group and - making Curriculum conflict others trust
Problem Organising differences worthy
Solving

29
Updated March 2019
The Heart Foundation’s Healthy Heart Visual Food Guide is similar to the Ministry of
Health food and nutrition guidelines for children and based on a heart-healthy eating
pattern, which emphasises whole and less-processed foods. Included are plenty of
non-starchy vegetables and fruit, some whole grains in place of refined grains,
legumes, nuts, seeds, and other sources of healthy fats such as oily fish. It may also
include unprocessed lean meats or poultry and/or dairy.

By following a heart-healthy way of eating in the right amounts, we can meet all the
nutrient needs to support good health.

Children need a variety of foods to grow and thrive. A combination of foods from the
Healthy Heart Visual Food Guide provides protein, carbohydrates, fats, vitamins and
minerals to sustain growing bodies.

For more information go to heartfoundation.org.nz

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 (Information taken from Health and Physical Education online:
http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Health-and-physical-
education/What-is-HPE-about#footnote1)

Well-being
The concept of well-being encompasses the physical, mental and emotional, social and
spiritual dimensions of health. This concept is recognised by the World Health Organisation.

Hauora
Hauora is a Māori philosophy of health unique to New Zealand. It comprises taha tinana, taha
hinengaro, taha whanau, and taha wairua.

Taha tinana - Physical well-being

The physical body, its growth, development, and ability to move, and ways of caring for it

Taha hinengaro - Mental and emotional well-being

Coherent thinking processes, acknowledging and expressing thoughts and feelings and
responding constructively

Taha whanau - Social well-being

Family relationships, friendships, and other interpersonal relationships; feelings of belonging,
compassion, and caring; and social support

Taha wairua - Spiritual well-being

The values and beliefs that determine the way people live, the search for meaning and
purpose in life and personal identity and self-awareness. (For some individuals and
communities, spiritual well- being is linked to a particular religion; for others, it is not.) Each of
these four dimensions of Hauora influences and supports the others.

Dr Mason Durie's whare tapawha model compares Hauora to the four walls of a whare, each
wall representing a different dimension: taha wairua (the spiritual side); taha hinengaro
(thoughts and feelings); taha tinana (the physical side); and taha whanau (family). All four
dimensions are necessary for strength and symmetry. (Adapted from Mason Durie's Whaiora:
Māori Health Development. Auckland: Oxford University Press, 1994, page 70).

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Choose a variety of foods from the Healthy Heart Visual Food Guide every day.

VEGETABLES AND FRUIT

Vegetables and fruit are a good source of nutrients, providing energy, carbohydrate, dietary
fibre, vitamins (A and C) and minerals (potassium, magnesium, calcium). These are important
for growth, bowel health, repair, vision (Vitamin A), immune function and iron absorption
(Vitamin C).
Examples: fresh, frozen, canned vegetables and fruit.

GRAIN FOODS AND STARCHY VEGETABLES

Grain foods and starchy vegetables provide energy, dietary fibre essential for tummy health
and B vitamins.
Examples: :
Grain foods include: oats, barley, brown rice, pasta, couscous, breads, wraps, rewena,
chapatti, roti, breakfast cereals, tapioca, sago, congee, quinoa, buckwheat, millet. Whole
grain versions like oats and whole grain bread are the best choices.
Starchy vegetables include: potato, taro, kumara, green banana, corn, parsnip, yam, cassava

LEGUMES, FISH, SEAOOD, EGGS, POULTRY AND MEAT

These foods contain protein which is important for growth and repair. They also contain
many different vitamins and minerals including iron, zinc, and B vitamins.
Examples: : legumes (eg. chickpeas, lentils, beans, tofu, soy), fish, seafood (eg. shellfish),
eggs, poultry (eg. chicken, turkey) and lean meats (eg. beef, lamb, pork, and venison).

MILK, YOGHURT AND CHEESE

Milk, yoghurt and cheese are a good source of calcium, protein and some carbohydrate.
Calcium keeps our bones and teeth strong.
Examples: : yoghurt, cheese, milk (or calcium-fortified plant-based milks such as soy milk)

CUT BACK ON OCCASIONAL FOODS

Occasional foods are not part of an everyday diet. They are high in sugar, unhealthy fat, and
salt. These foods should only be had once a week as they do not provide the goodness our
bodies require to grow and develop.
Examples: potato chips, fast foods, chocolate, lollies, muesli bars, fizzy drinks, juice, sweet
biscuits, donuts and cakes.

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MAORI VOCABULARY

http://www.learningmedia.co.nz/ngata

Kai = food

Lunch = tina

Fruit = hua rākau

Vegetables = manga

Bread = parāoa

Rice = raihi

Meat = mīti

Fish = ika

Chicken = pīkaokao

Eggs = hēki

Nuts = nati

Milk = miraka

Cheese = tīhi

Yoghurt = miraka pē

Chocolate = tiokorete

Cake = keke

Children = tamariki

Adolescent (teenager) = tama wahine, tana tāne

Adult = pakeke

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INFORMATION SHEET 3: Label reading

When comparing two similar products always look at the ‘per 100g’ column not the ‘per
serve’ column as servings sizes can be different for different products.
Label reading examples:

Wheatie Biscuits*

Nutrition Information Panel

Qty Per Serving

Qty Per 100g
(serve = 2 biscuits)
Energy 537kJ 1423kJ
Protein 4.3g 11.5g
Fat, Total 0.8g 2g
Fat - Saturated 0.2g 0.6g
Carbohydrate, Total 25.7g 68.4g
Carbohydrate - Sugar 1.7g 4.4g
Fibre 3.8g 10g
Sodium 60mg 200mg

Ingredients: Wholegrain wheat (95%), Matled Barley Extract, sugar, salt, niacin, iron, thiamin
(B1), Riboflavin (B2), Folic Acid.

Fruity Bits*

Nutrition Information Panel

Qty per serve Qty per 100g

(serve = 30g)
Energy 490kj 1640kj
Protein 1.9g 6.4g
Fat, total 0.4g 1.5g
Fat, saturated 0.2g 0.5g
Carbohydrate, total 25.6g 85.5g
Carbohydrate, sugars 11.4g 38.0g
Dietary fibre 0.7g 2.4g
Sodium 141mg 470mg

Ingredients: Cereals (58%), sugar, vegetable oil, salt, colours (110, 129, 133, 100), dextrose,
vitamins, minerals, natural flavours.

*Not their real names.

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Comparison of the two cereals:

Nutrient Wheatie biscuits Fruity bits

(per 100g) (per 100g)
Total fat 2g 1.5g
Saturated fat 0.2g 0.5g
Sugar 4.4g 38.0g
Fibre 10g 2.4g
Sodium (salt) 40mg 470mg

Nutrient Information
Fat – is an important nutrient for our bodies. It provides protection for our organs and
insulates our bodies. It also helps fuel our bodies if our energy demands suddenly increase.
However too much of certain types of fat (saturated and trans fat) is not good for us and is
linked to many health problems such as heart disease.
Sugar – Carbohydrates are the main source of fuel for our bodies and sugar is one of these.
However, if we eat foods with too much sugar and little other nutrients in them then our
energy levels will burn out quickly. Too much sugar also contributes to tooth decay.
Fibre – is the roughage found in cereals, fruit and vegetables. It helps to flush out our
systems and keep us regular.
Sodium – is an important nutrient which helps regulate the amount of fluid in our bodies.
Most of our sodium intake comes from eating a healthy diet. Too much sodium can inhibit
the uptake of calcium in our bodies which is important for growth and development. It can
also increase blood pressure over time.

When looking at nutrient information these are good guidelines to follow:

Total fat less than 10g per 100g

Saturated fat less than 2g per 100g

Sugar less than 10g per 100g (4g of sugar = 1 teaspoon)

Dietary fibre greater than 5g per 100g

Sodium less than 400mg per 100g

If foods do not meet the above criteria they become an ‘occasional’ food.

In the example above the Wheatie Biscuits are:

• Below the fat recommendations
• Below the sugar recommendation
• Above the fibre recommendations
• Below the sodium recommendation

In the example above the Fruity Bits are:

• Below the fat recommendations
• Above the sugar recommendation
• Below the fibre recommendation
• Above sodium recommendation

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Updated March 2019
 1. A healthy lunchbox helps us to …

2. How can we find out if a lunchbox is healthy?

3. What kinds of foods are in an athlete’s lunchbox?

4. What kinds of foods are the best foods for our lunchboxes?

5. Who could we help with this information? Consider who buys the food at home, who
makes the lunches and who eats the lunches.

6. Do all we all like the same food? How could we find out what healthy foods our class
and others like?

7. How could we present this information to others?

Additional information

Question 5
Look at the range of people involved in making decisions for students about their lunches.
Highlight the importance of helping all these people with our knowledge. There is little point
in only the people eating the lunches knowing what is healthy without the person making the
lunches also knowing. This is similar to the interconnectedness of the Hauora model where if
we only look after one or two walls overall things will not work so well.

Question 6
‘Ask others’ is the answer we are looking for (or survey). Have students consider who/where
we could gather information from. The class needs to decide on whether they will look at
surveying a sample of students in the school (including each other), a particular class/age
group, or even students and teachers. Discuss and decide on how to approach this eg. 2
students per year group – 1 boy and 1 girl. Teacher needs to approach the other class
teachers and okay this. Content of survey will be looked at in subsequent lessons.

Question 7
Suggestions may include:
• Designing different lunchboxes based on favourite foods of those surveyed. Use
chosen athlete’s names for each lunchbox eg. Dan’s Delicious Lunchbox Delights.
• Create a leaflet for parents/students to put in the newsletter.
• Creating a large display chart for the office/use as a teaching resource which shows
healthy food for the pantry/fridge with lunchbox examples alongside.
• Create a power point for school assembly to report on findings and provide useful
information for students.
• Present information to parents using one of the above as a reference.
• Create a class display to ensure we are reminded of the ‘healthy lunchbox options’ we
have learnt about.

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Question 1 – Rating Scale
Below is a list of different sports. Please put a 1 beside your favourite sport on the list; a 2
beside your second favourite sport; and a 3 beside your third favourite sport.

• Rugby
• Cricket
• Netball
• Hockey
• Swimming
• Dancing
• Gymnastics
• Soccer
• Basketball
• Softball

Question 2 – Open Ended Question

What is your favourite sport?
What is your second favourite sport?
What is your third favourite sport?

Survey introduction
My name is/Our names are …

In Room __ we are gathering information about …

Our group is surveying people to find out …

Thank you for helping us with our survey.

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Group name: Awesome Apples

We will present our class healthy lunchbox options to… Room 3

We will present them by… displaying information on a poster and presenting the poster to Rm3

Questions PREPARE/PLAN

What information needs • Why is the food in our lunchboxes so important?

to go on our • Why should our lunchboxes look like an athletes’
presentation? lunchbox?
• What kinds of foods are the best foods for our
lunchboxes? eg. from the Visual Food Guide; different
examples
• Different lunchbox design options based on most popular
healthy foods survey.
What resources do we • Information from bus stop activity
need for our • Survey findings from each group
presentation? Where will • Lunchbox designs from each group
we get these from? • Large cardboard for display
• Sellotape, vivids, felts, cut out pictures, etc

How do we want it to • Bright, colourful, easy to read, not too much text.
look? (draft if needed)

TAKE ACTION

Who do we need to ask • Classroom teacher/students (arrange a time to ask in

about where our person)
presentation is allowed to
go? How will we ask
them?
What are the steps we will Step 1 – As classroom teacher/students
take in making our Step 2 – Collect materials/information for display
presentation? Step 3 – Draft a plan of display
eg. Step 1 – Collect Step 4 – allocate jobs for each group member to do
materials Step 5 – complete jobs
Step 2 – Allocate jobs Step 6 – complete display

EVALUATION

How will we ask people to • Provide a post it box beside the display with pen and
evaluate our project? E.g. paper attached.
email, post it box

What questions will we • What new information did you learn from our
ask them? presentation?
• Will you change anything about what goes in your
lunchbox? If so, what will you change and why?
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Updated March 2019
Health Assessment:
Beginning Developing Competent
Requires support in Demonstrates some Demonstrates excellent
identifying different types of knowledge of different types knowledge of different types
foods. of foods. of foods.
Requires support in The majority of foods used Effectively and accurately
designing a healthy in designing a healthy uses a variety of everyday
lunchbox and accurately lunchbox are a variety of foods to design a healthy
choosing a variety of everyday foods. lunchbox.
everyday foods.
Limited accuracy in Most healthy lunchbox Healthy lunchbox
presentation of healthy information is presented information accurately
lunchboxes. accurately with evaluation presented and evaluation
feedback discussed. feedback discussed.

Writing assessment:
Beginning Developing Competent
Limited structure to report. Structure to report is evident Clearly defined structure to
but not fully inclusive of report including title,
each component. introduction, paragraphs and
summary.
Report introduction Report introduction Report introduction
incorporates two or less of incorporates three of the incorporates all of the
the four components. four components – why, components - why, what,
what, who and where. who and where.
Information is limited in Information is conveyed Information is conveyed
clarity with minimal sentence clearly with some variety in clearly through use of a
structure variety and use of sentence structures variety of sentence
sequencing accuracy. and is sequenced accurately structures and is sequenced
through most of the report. accurately.
Limited/no nutrition specific Incorporates some nutrition Accurately incorporates
language is used throughout specific language into the nutrition specific language
the report. report. into the body of the report.

Reading assessment:
Beginning Developing Competent
Support is required in Most nutrition information is Nutrition information is able
gathering, reading and using able to be gathered, read to be gathered, read and
nutrition information in order and used accurately against used accurately against
to meet specific criteria (see specific criteria (see specific criteria (see
Resource 12). Resource 12) Resource 12)

Maths assessment:
Beginning Developing Competent
Requires support in Uses an appropriate method Effectively uses an
gathering and sorting data. of gathering and sorting appropriate method of
data. gathering and sorting data.
Limited graphing elements A significant number of All elements of graphing
are present and used graphing elements are data are present (eg.title,
appropriately in data present and used axis labels) and used
displays. appropriately in data appropriately in data display.
displays.
Limited accuracy in Some accuracy present with Accurate conclusions are
conclusions drawn. conclusions drawn. drawn using the concepts of
Concepts most and least are most and least.
used.

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Updated March 2019
This resource was developed by the Heart Foundation in conjunction
with Cognition Education and funded by the Ministry of Health.
Thank you to the following people for their input Updated 2019
into developing these comprehensive resources: Published 2011 for Heart
Foundation New Zealand by:
Sheryl Firth, Tista Lythe, Katherine Curnow and
Therese Ireland-Smith – Cognition Education –
Sheryl Firth & Therese Ireland-Smith
Jenny Stewart, Delvina Gorton – Heart Foundation Cognition Education Limited

Rebecca KauKau Level 1 Pfizer House, Mt Eden, Auckland 1024

New Zealand
Paul Engles – St Mary’s School, Northcote
Sam Holt and Laurayne Tafa – Homai Primary Enquiries for more resources should be made to:
School, Manurewa Heart Foundation – Education Setting
Schools Programme Manager
Evelyn Stanley – Pasifika Education Centre P O Box 17160, Greenlane, Auckland 1546
Selwyn Tupou – Pasifika Education Centre.

The Heart Foundation wants to help your school meet curriculum objectives and build
healthy lifelong learners. For more support and resources go to www.heartfoundation.org.nz