Level 1: Healthy Eating Unit Plan

1 Level 1: Healthy Eating

Level 1: Healthy Eating Unit Plan

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

Curriculum Level(s) 1

Curriculum Areas

Incorporated

Achievement Objectives

Relevant to the activity, including possible links

Specific Learning Outcomes.

Students will be able to:

English Literacy Processes and strategies

• Acquire and begin to use sources of information,

processes, and strategies to identify, form, and

express ideas.

Listening, reading, and viewing

• Recognise that texts are shaped for different

purposes and audiences.

Speaking, writing, and presenting

• Recognise how to shape texts for a purpose and

an audience.

• use sources of information (meaning,

structure, visual and grapho-phonic

information) and prior knowledge to

make sense of a range of texts

• use processing and some

comprehension strategies with some

confidence

• develop the ability to think critically

about texts,

• begin to monitor, self-evaluate, and

describe progress

• show an awareness of the connections

between oral, written, and visual

language when creating text

• seek feedback and make changes to

texts

• become reflective about the production

of own texts.

Mathematics

and Statistics

Statistics In a range of meaningful contexts, students

will be engaged in thinking mathematically and

statistically. They will solve problems and model

situations that require them to:

Statistical investigation

Conduct investigations using the statistical enquiry

cycle:

• posing and answering questions

• gathering, sorting and counting, and displaying

category data

• discussing the results.

Statistical literacy

• Interpret statements made by others from

statistical investigations and probability activities.

• plan a survey

• conduct a survey

• pose and answer questions

• gather, sort, count, and display category

data

• discuss the results

• gather and clean data

• interpret statements made by others

from statistical investigations and

probability activities.

Health and

Physical

Education

Health Healthy communities and environments

Rights, responsibilities, and laws; People and the

environment

• Take individual and collective action to

contribute to environments that can be enjoyed

by all.

• take individual action to contribute to

environments that can be enjoyed by all

• take collective action to contribute to

environments that can be enjoyed by all.

The Arts Drama Developing practical knowledge

• Explore the elements of role, focus, action,

tension, time, and space through dramatic play.

• sustain a role, remain focused in the

healthy food drama.


Links to Curriculum

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

or model.

Vision

What we want for our

young people.

Principles

Beliefs about what is

important.

Values

Expressed in thought

and actions.

Key competencies

Which of the key

competencies (NZC

p12–13) are used in

the activity? Specific

examples rather than

just thinking, what type

of thinking?

Pedagogical

approaches

Based on the HPS

Inquiry Model. All units

follow this process.

Aspects of effective

pedagogy (NZC p34–

36) are highlighted in

the activity.

• Confident

• Connected

• Actively involved

• Lifelong learners

• High expectations

• Treaty of Waitangi

• Cultural diversity

• Inclusion

• Learning to learn

• Community

engagement

• Coherence

• Future focus

• Excellence

• Innovation, inquiry

and curiosity

• Diversity

• Equity

• Community and

participation

• Ecological

sustainability

• Integrity

• Thinking

e.g. planning and,

reflecting

• Using language,

symbols and texts

e.g. collecting,

interpreting and

presenting data

• Managing self

e.g. preparing a

survey on time,

making good use of

resources

• Relating to others

e.g. carrying out

interviews

• Participating and

contributing

e.g. contributing

constructively to

pair and group

work, making a

presentation

• Creating a

supportive learning

environment

• Encouraging

reflective thought

and action

• Enhancing the

relevance of new

learning

• Facilitating shared

learning

• Making connections

to prior learning

• Providing sufficient

opportunities to

learn

• E-learning

• Engaging Māori/

Pasifika students

and their

communities

http://www.

educationalleaders.

govt.nz/Leading-

change/Maori-

education-success/

Podcast-Professor-

Russell-Bishop

Assessment

National Standards Assessment

• Literacy – After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the

green level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). In writing,

students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students

will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning

purposes across the curriculum.

• Numeracy – After one year at school, students will be achieving at early level 1 in the mathematics and statistics learning

area of The New Zealand Curriculum. In contexts that require them to solve problems or model situations, students will

be able to investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or counting

category data.

Planned Assessments: This may be formative or summative.

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







• Literacy – At the conclusion of the unit of work, students will have demonstrated an ability to read, respond to and think

critically about fiction and non-fiction texts at the green level of Ready to Read.

• Numeracy – Investigate questions by using the statistical enquiry cycle (with support), gathering, displaying and/or counting

category data.

Spotlight on: Inquiry-based learning, e-learning

Links

The Heart Foundation http://www.heartfoundation

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

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

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

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

confident-kids

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

guide-years1-13.pdf

Learning Media: Curriculum in Action. Healthy People Eat Healthy Food: Food and Nutrition: Years 1–3

http://www.heartfoundation.org.nz/index.asp?pageID=2145820280

http://5aday.co.nz

http://www.dpt.org.nz

http://www.moh.govt.nz

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

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

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

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


Unit Plan: Lesson Sequence

Resources Structure Assessment

Lesson 1

Needs Analysis

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

• What can we do better?

• Students survey

• Self

• Peers (4)

• Family (4)

• Identify most popular things

• Class, collect, analyse, prioritise

• Resource 1 – Healthy Choices


Images

• Resource 3 – Food, Fruit and

Vegetables

Introduction – Big Picture Needs Analysis

Prepare – Download Resource 1 – Healthy Choices and

Resource 2 – Healthy Choices Images. Enlarge to A3 size.

Cut up the images. Download Resource 3 – Food, Fruit and

Vegetables. Enlarge to A3 size. Make 2 copies. Cut up images of

food fruit and vegetables. Name each item on a big strip of paper

and glue an image onto each item with its name.

Connect – The purpose of today’s lesson is to think about and

understand what things help us do well at school. We will be

sorting and displaying images today and finding out the names of

things. Brainstorm with the students what makes them do well at

school. Write their responses on large strips of paper. Encourage

the students to list as many things as possible. Keep these for the

end of the lesson.

Activate – Place Resource 1 – Healthy Choices on the table.

Show the students the Resource 2 – Healthy Choices Images

one by one. Can they identify each image? Name the image e.g.

orange. Can we name and sort them into two piles? 1. ‘Things

that help us do well at school’ pile or 2. Things that won’t help us

do well at school’ pile? What do they notice about the images?

(There are lots of images of food.) Are there some things we’re

not sure about?

Demonstrate – Thinking about the importance of eating healthy

food …

Ask the students to select the images from Resource 3 – Food

Fruit and Vegetables and put them under the correct heading

on the template. Discuss their choices. Hold up the names of

each item on the strips of paper and say the names of each item

aloud. Explain what the type of food each is. Can they read the

names?

Consolidate – Recap for the students the items they sorted

and displayed as being important to doing well at school at

the beginning of the lesson. Do some things seem to be more

important than others now? Why would that be?



Lesson 2


Images

• Resource 4 – Tally Sheet

• Resource 5 – What is My Name?

Big Picture Analysis

Prepare – Copy Resource 4 – Tally Sheet onto an A3 size piece

of paper. Make new copies of Resource 2 – Healthy Choices

Images and cut them up. Copy Resource 5 – What is My Name?

– enough for one for each student.

Connect – Remind the students of their good work in the

previous lesson when they were thinking about what things can

help us to do well at school. Look at the strips of paper with the

titles on them and read them aloud together.

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

display items in a new way and to confirm our understanding of

the new words. We can refine our choice of what things help us

to do better at school.

Use Resource 4 – Tally Sheet to collate the healthy choices

where number 1 is most important and number 8 is least

important. Students choose an image and put it on Resource 4 –

Tally Sheet. Tally the results on the board and communicate the

results of the tally to the students.

Demonstrate – Do the students think that we eat healthy food at

school? What does the result of this activity tell us? We now need

to confirm what we have learned. Some foods that we eat are

what we might call everyday foods – they are good for us on a

daily basis. Some are more special foods that we might call treats

or sometimes foods. When they look at Resource 2 – Healthy

Choices Images, are there any foods that could be sometimes

foods? Which ones do they think might be everyday foods?

Confirm their understanding. They can use the strips of paper

with the names on them to help them fill in Resource 5 – What is

My Name?

Students are assisted to fill in Resource 5 – What is My Name?

which confirms their understanding.

Consolidate – Confirm the students’ understanding by marking

Resource 5 – What is My Name? with them, rewarding them for

their correct answers.



Lesson 3

• Pictures of various types of food

including fruit, vegetables, meat,

milk, breads, eggs, beans

• Eating for Healthy Children

Aged 2 to 12 from www.

healthed.govt.nz/resources/

eatingforhealthychildrenaged2to12t.

aspx or order hardcopies from

http://www.healthed.govt.nz

• 5+ A Day Primary School Resource

2010 from www.5aday.co.nz/

cms-resources/Primary-20School-

20Resource-202010.pdf

• 5+ A Day Posters from www.5aday.

co.nz/5aday.html?mode-

display&parent-id-2014&content-id-

2046&id-2046&section-id

• Resource 6 – Healthy Food

Questions

What is Healthy Eating? Research

Prepare – Download a copy of the Eating for Healthy Children

Aged 2 to 12 for teacher background information.

Download a copy of the 5+ A Day Primary School Resource.

www.5aday.co.nz/cms-resources/Primary-20School-

20Resource-202010.pdf

Order 5+ A Day Posters and display them around the room with

titles of fruit and vegetables under them.

Connect – Last lesson we worked out how we could decide what

foods are healthy or unhealthy for us as everyday foods. List

three that you can remember are healthy for us.

Activate – The purpose of today’s lesson is to investigate more

about what makes foods healthy or unhealthy to eat. Where can

we look for information?

Sources students may identify for their research include:

the internet, picture books, posters, e.g. 5+ A Day, a simple

dictionary, asking the teacher, asking a peer – an older student.

Demonstrate – Divide the students into groups using available

resources. They research in a group and bring their findings

back to the class. Students individually complete the Resource

6 – Healthy Food Questions template. In addition, each student

needs to answer the question: How can we decide what is

healthy food? They individually complete the statement: Healthy

food is food that…” Students write the statement with assistance

individually on their own sheets. In a group, they do a think/pair/

share to come up with one group statement.

Consolidate – Give the students feedback on their research

efforts. Write down the new group statements.

Formative

http://www.healthed.govt.nz/resources/eatingforhealthychildrenaged2to12t.aspx




http://www.healthed.govt.nz

http://www.5aday.co.nz/cms_resources/Primary%20School%20Resource%202010.pdf



http://www.5aday.co.nz/5aday.html?mode=display&parent_id=2014&content_id=2046&id=2046&section_id








Lesson 4

• Students’ collated group statements

• 5+ A Day Posters (from lesson 3)

• Fruit and food samples

What is Healthy Eating? (Food Survey and Food Introduction)

Prepare – Collate the group statements “Healthy food is food

that…” on strips of paper. The students’ healthy food statements

are displayed on the walls of the classroom. The 5+ A Day

Posters are on the wall with their food titles. Teacher provides a

variety of fruit and vegetable samples.

(Check for allergies before beginning the activity – avoid foods

like peanuts.)

Connect – How can we find out what healthy food is? Bus stop

activity. Students tour the work displayed on the wall and read

aloud the statements. Teacher sums up the student perspective.

Activate – The purpose of the lesson is to increase our

knowledge about fruit and vegetables.

Using the 5+ A Day Posters, conduct a survey and collate

answers on the board. Which are the most popular fruit and

vegetables? Which are the least popular? Which fruits and

vegetables are the students most familiar with? Which are they

least familiar with?

Demonstrate – Volunteer students are blindfolded – they feel,

smell and guess what each whole fruit and vegetable is. Some

do a taste test and report on whether or not the food is sweet,

sour or bitter. Students report on the texture – is it smooth, rough

or slimy? Class favourite foods are identified and everyone is

able to try new foods. Ask the class how often they eat fruit.

How can we ensure that students can have plenty of fruit and

vegetables to eat at school? Brainstorm ideas on the board.

Consolidate – Sum up for the class what they have suggested

as a theoretical solution to the problem. The class will do more

investigation first.

Lesson 5

• Pictures of various types of food

including fruit, vegetables, meat,

milk, breads, eggs, beans.

• Eating for Healthy Children Aged 2

to 12 (from lesson 3)

• 5+ A Day Primary School Resource

2010 (from lesson 3)


• Resource 7 – Lunchbox Contents

What is Healthy Eating?

Prepare – Download a copy of the Eating for Healthy Children

resource for teacher background information.

Download a copy of the 5+ A Day Primary School Resource

2010.

Have 5+ A Day Posters displayed around the room with titles of

foods under them.

Make available copies of Resource 7 – Lunchbox Contents.

Activate – The purpose of the lesson is to find out more about

our own likes and dislikes. The students complete Resource 7 –

Lunchbox Contents with support.

Students look at the 5+ A Day logo – which foods can they

highlight in their lunchbox list that would be 5+ A Day foods?

Demonstrate – Students read closely with the support of

the teacher. Teacher uses an A3 size or projected version of

Resource 7 – Lunchbox Contents to find out what the class

profile is by asking students to volunteer answers to questions.

Teacher collates examples and numbers of students who support

each answer/example.



Lesson 6

• Resource 8 – Healthy Food Shop

Sheet


• An empty shopping bag or basket

Prepare – Download Resource 8 – Healthy Food Shop Sheet and

make copies.

The 5+ A Day Posters on the wall of the fruit and vegetables

become the supermarket display.

Connect – The teacher is in role as the parent/grandparent who

is out of their depth shopping in a big centre. (Suggest they use a

neutral name that fits their own (real) cultural background, e.g. Mrs

Lee, Mrs Smith, Mrs Patel.) There is no need to dress differently

or ‘act’. The signifier is the empty shopping basket. The teacher

tells the students they will be in role as people working in the

supermarket. They decide on the name of the supermarket.

They will become the staff in the supermarket. Students ‘adopt’ a

vegetable or other food sections of the supermarket, e.g. meat,

fish, milk, cheese, cereals, breads, yoghurt. They will become

experts in their sections. See list on Resource 8 – Healthy Food

Shop Sheet.

Activate – The purpose of the lesson is to investigate how food

choices affect the body and impact on our health.

Demonstrate – The teacher and the students arrange the room

to represent a supermarket using the 5+ A Day Posters and the

other fresh food sections in the supermarket. Students individually

make a badge becoming experts on a type of foods e.g. Tom

Head of Banana Section. Using the internet, they research the

food value of their chosen or given food and fill out Resource 8 –

Healthy Food Shop Sheet. They also find out about ‘foods of the

world’ http://www.5aday.co.nz/5aday.html?mode=display&parent_

id=2013&content_id=2257&id=2257&section_id

The teacher checks that the students have filled out their sheets

correctly. The students read their filled-in sheets in a group to

three other students.

The teacher in role ‘enrols’ the students in the drama by telling

them that Mr/ Mrs X has a foreign child who is the same age as

themselves coming to stay and that he/she is worried about what

to feed them. The food has to be culturally appropriate, healthy

and nutritious. How will he/she know if it’s good enough? Can the

food experts help?

The teacher identifies which country the student is coming from

and then tours the sections of the supermarket and interviews

each head of section and their assistants about the likely food

value of a chosen food and how it will impact positively or

negatively on our health. Will the food be recognisable to the

foreign student? Is the food for everyday, sometimes or occasional

use and will it satisfy the need for the food to be nutritious and

appropriate for the child visitor? Why? Why not? The teacher

in role is uncertain about the food value of items and needs to

be reassured. The teacher in role may ‘make mistakes’ and ask

other heads of section whether or not she/he is making the right

purchasing decision. The students in role fill her shopping basket/

bag.

The teacher comes out of role and asks the students to become

themselves. They change the room back into a classroom

together.

Formative





Consolidate – On the whiteboard, make a list of all the goods

that were purchased with a reason why related to food value

and the human body, e.g. good for… The students check their

understanding of the food value and need for the body to have

certain foods to be healthy, referring to the following websites:

http://www.nuforce5.co.nz/nutrition.aspx

http://kidshealth.org/teen/misc/mineral_chart.html

http://kidshealth.org/teen/misc/vitamin_chart.html

Lesson 7

• Cool Kids Cooking http://www.

coolkidscooking.com/recipes.

php?recipe=17

• Food and Beverage Classification

System for Years 1–13 User Guide

from http://www.healthed.govt.nz/

resourc

es/foodandbeverageclassification

syste2.aspx

• Ingredients (Heart Tick examples,

5+ A Day examples)

• Resource 9 – Graphic Organisers

Choosing Healthy Options – Food Labelling, Tick Programme,

Food and Nutrition Guidelines

Prepare –

• Choose a recipe from the Cool Kids Cooking website. Write the

recipe on the whiteboard.

• Order a copy of the Food and Beverage Classification System

for Years 1–13 User Guide or download from the site.

• Bring the relevant ingredients to the classroom and provide

a means of making the meal. Write down the contents of Mr/

Mrs X’s shopping basket on the whiteboard. Have the real food

samples in front of the students.

• Have some packages with the Heart Tick on them (e.g.

spreads or oils) and some 5+ A Day items.

• Write on the whiteboard: Mr/Mrs X warmly invites the heads of

section and their assistants from Y Shop to come to Mr/Mrs X’s

home at __ (time) today to help him/her with the meal for the

visitor.

• Students locate their head of section badges and their filled

out Resource 8 – Healthy Food Shop Sheet (from lesson 6).

Connect – The teacher in role establishes the place in the room

where the experts will be invited to come to.

Activate – Today’s lesson is about investigating and

understanding how food labelling can help us to make healthy

food choices. The teacher in role moves to the prepared area

and invites the heads of section to visit. The teacher in role asks

for advice about the food items he/she has chosen and about the

meaning of the labelling.

Demonstrate – The food is prepared and shared with the heads

of section and their assistants. Everyone gets a taste of the food.

The recipe is examined. Origins of foods are discussed. The

packaging is discussed. He/she is puzzled by the Heart Tick on

the packaging – what does it mean? Can the heads of section

and their assistants advise? Food value is discussed. Quantities

are discussed. The heads of section and their assistants are

consulted. Mr/Mrs X thanks the heads of section and their

assistants for helping him/her with their problem. They move out

of the drama.

Consolidate – Students visit the Cool Kids Cooking website.

Students use a simple diagram to draw and total the number and

quantities of the food ingredients in the dish (refer to Resource 9

– Graphic Organisers). Ask the students to provide suggestions

about one thing they have learned about food labelling or the

Tick Programme or the Heart Tick. The teacher writes their item

on a sticky label and posts it on a chart under the appropriate

heading.

http://www.nuforce5.co.nz/nutrition.aspx

http://kidshealth.org/teen/misc/mineral_chart.html

http://kidshealth.org/teen/misc/vitamin_chart.html

http://www.healthed.govt.nz/resources/foodandbeverageclassificationsyste2.aspx






Lesson 8

• Chart with sticky labels Narrowing the Focus – Developing Hypotheses

Prepare – On the whiteboard, write the big question: “What can

we do better at school to make sure we eat healthy food?”

Connect – Ask students to reread the notes they have stuck on

the chart re food labelling or the Tick Programme or the Heart

Tick and affirm their learning.

Activate – The purpose of today’s lesson is to look at a big

question: “What can we do better at school to make sure we eat

healthy food?”

Do the students think there is a problem in the school for some

people around healthy eating?

Demonstrate – Brainstorm possible answers to the big question

on the board.

The answers are our class hypotheses. They can be written: Our

class believes that we could…

Consolidate – Select three answers to the big question that the

class wants to test on their friends, family and other members of

the school community.

Lesson 9

• Resource 10 – Healthy Eating

Survey Planning Sheet

Planning and Design of Survey

Prepare – Make available copies of Resource 12 – Healthy

Eating Survey Planning Sheet.

Connect – Explain that students will see how far they have come

in their understanding of approaches to healthy eating.

Activate – In this lesson, we will plan our final survey to give to

class members, people in the school community and family and

friends. Reread the proposed answers to the big question on the

board. How can we turn these answers into questions we will put

in our survey?

What do we expect the interviewee to do, e.g. give us yes/no

answers to indicate support?

Demonstrate – Encourage the students to offer their questions

orally so that the teacher can write them on the board. They fill

out Resource 12 – Healthy Eating Survey Planning Sheet. They

create three corresponding questions to ask the people who

will be surveyed and write them on their sheets. This will be the

survey. Every class member has the same information. Create a

new sheet with the class to record /collate the information. They

construct their own collation sheet.

Decide as a class who will be interviewed, how many, when and

where, e.g. Each student interviews 2 adults and 2 students who

are older than the student conducting the survey.

Consolidate – Students trial the questions on a class mate and

receive feedback from the teacher on interviewing techniques.



Lesson 10

• Surveys and collation sheets (from

lesson 9)

Conducting Survey Interviews

Prepare – Assist students to make copies of their survey and

collation sheets (from lesson 9).

Connect – Students and teacher identify and agree on an

appropriate list of students and family members or adults to be

interviewed – see lesson 9 above.

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

interviews and begin transferring the results to the new collation

sheet. Establish ground rules for interviewing with the class.

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

The need for the researcher to interview and record rather than

expect the interviewee to fill in the sheet is emphasised.

Another class may be identified in the school with whom this

class can reciprocate.

Demonstrate – Students practise their introductory remarks

in pairs. Students conduct interviews with other students from

another class. (This may take 2 lessons.)

Consolidate – Students collate responses on their collation

sheets and identify the best way to display the findings. Students

display as a class findings from their survey, e.g. in a bar graph

and identify:

• expected results

• surprises

• significant trends

• reasons for the results

• what do we currently do?

How do the results match up with what research says we should

be doing as individuals, class, school, family and community?



Lesson 11

• Surveys and collation sheets (from

lesson 9)

Analysis of Data

Prepare – Students locate their survey and their collation sheets.

Connect – Ask students about the experience of conducting the

interviews. What reaction did they get? What did they find out?

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

transfer individual data into class data and then translate this into

a statistical format.

Students collate the findings from their individual survey into a

class table/graph of collective results.

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

graph or a pie chart.

Demonstrate – Class identifies how they are going to analyse

and collate the collective data in order to show a summary.

The class identifies patterns, gap between what we do and what

research says we should be doing.

The students transfer information from the class results onto a

class PowerPoint.

Recommendations: What actions could the students/adults/

family/teachers/Board take to ensure that students eat healthy

food?

Consolidate –

Students publish the results of their individual statistical work

to add to their portfolio to present for interpretation and final

comment and assessment.

Summative

Lesson 12

• Data show

• Success criteria

Presentation of Findings to the School Community

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

their class PowerPoint display to students they interviewed.

Students prepare to present their PowerPoint displays showing

the results of the survey and recommendations for change. All

have a role to play in the presentation.

Teacher can provide feedback on quality of delivery, presentation

of findings, recommended actions.

Connect – Begin the presentations.

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

our findings as a class into our investigation of healthy eating in

our school community and to make recommendations as a result.

Record the recommendations made by each group on the

whiteboard as the students present.

Demonstrate – Presentations.

Ask the surveyed group: If we as a school community were to

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

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

Surveyed members vote for one recommended action.

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

advocate for change around the promotion of healthy eating to

a variety of groups. Students brainstorm the most effective way

that they could do this. Class votes for two forums.



Lesson 13

• Student data Preparation of Final Presentation

Prepare – Final presentation and forum.

Connect – Inform the students about arrangements that have

been made for them to present their findings.

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

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

letter to the Board of Trustees, PowerPoint for the teachers and

senior managers.

Students work in groups to prepare a section of the class

final report to be formally presented in one forum. The final

report includes their original hypotheses, statistical data they

have collected that supports the action idea, key findings and

recommendations for change in the school community.

If appropriate, students nominate spokespeople to represent

various aspects of the work and to answer questions.

Demonstrate – Students contribute to the final report

Consolidate – Students describe how they could ensure the

recommended actions happen.

Lesson 14

• Laptop and data show

• Copies of final report

• Success criteria

Final Presentation

Prepare – Students are ready present to a forum.

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

relevant personnel.

Connect – Introduce the students to the group and the

individuals who will speak on behalf of the class.

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

present their PowerPoint display to the forum.

The forum is student led.

Demonstrate –The forum members are invited to ask questions

and respond to the action idea.

Consolidate – Closing remarks and summing up. Feedback is

received.

Students collate their individual reports and PowerPoint displays

to hand in for marking. They self-assess their work and make

changes if necessary.

Recommendation is actioned.

Summative



Lesson 15

• Presentation reports

• PowerPoint displays

Reflection and Evaluation of Progress

Prepare – Recommendation is agreed to be actioned.

Share as a class. Has our action resulted in our community

eating healthy and nutritious food? How do we know?

Connect – Ask students to individually reflect on the process of

presenting to members of the school community and agreement

to action their recommendation. What were the highlights?

Feedback from the community? What steps have been taken

to put their recommended actions in place? Students speak

individually – use a talking stick.

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

on their learning, monitor progress of their action and the next

steps.

Demonstrate – Student reflection on the feedback, quality of the

final presentation and the likely impact and timeframe for action/

class follow-up. Students predict further progress of actions

and expected outcomes. How will they measure the progress

and how will they know if the expected outcomes have been

achieved? How can they ensure the changes are sustained?

(This leads to a second cycle.)

Consolidate – Students write the questions above on large sticky

note pads and attach to a poster on the wall titled Healthy Eating

and Nutrition Project Outcomes. Class will monitor progress of

issue and identify which predicted action comes to fruition and

why. This could form the basis of a new inquiry cycle. They report

progress to the school community.

Summative

Resource 1


Healthy Choices

THINGS THAT HELP US DO WELL AT SCHOOL

THINGS THAT WON’T HELP US DO WELL AT SCHOOL


Healthy Choices ImagesResource 2


Food, Fruit and VegetablesResource 3


Fruit Vegetable Bread

Drink Cereal Meat & Eggs

Cake Biscuit Treats


Tally SheetResource 4

1. 2. 3. 4.

5. 6. 7. 8.


What is My Name? Resource 5

What is my name? O

What type of food am I? I am a F

Am I a food for eating every

day or a sometimes food?

What is my name? C

What type of food am I? I am a V



What is my name? M

What type of food am I? I am a D



What is my name? P



What is my name? A




What is my name? P

What type of food am I? I am a V



What is my name? S





What is my name? B

What type of food am I?I am made from wholemeal flour

which comes from wheat.



What is my name? C

What type of food am I?I am made from butter, flour, eggs,

milk, icing sugar, sugar and cocoa.



What is my name? R

What type of food am I? I am a type of B



What is my name? H D

What type of food am I?

I am made from

M____________________ and

B__________________




Healthy Food QuestionsResource 6

Name______________________________________________________________

1. The name of the food I am asking about is called

2. This type of food is called a

3. This food grows where? – in the ground/on trees/on a plant?

4. This food is good to eat with

5. The colour of this food is?

6. This food is best eaten cooked or raw or both?

7. I think this food is an everyday sort of food to eat because

8. Healthy food is food that


Lunchbox ContentsResource 7

Tick the items that you like to find in your lunchbox and fill in examples.

What I like best

Large pieces of fruit

Cut-up pieces of fruit

Raw vegetables

Sandwiches with ______________ in them

Yoghurt (flavour) __________

Rice with _____________

Filled bread roll with __________ in it

Fruit juice (flavour) __________

Water or milk?


Healthy Food Shop SheetResource 8

1. My name is

2. Our shop’s name is

3. I am head of the section of our shop.

4. The food I know about first came from (country)

5. The food I know about is called

6. The food I know about is (choose one)

a) A fruit

b) A vegetable

c) A meat

d) A fish

e) A bread

f) A drink

g) Milk

h) A cheese

i) A sauce

j) A spread

k) A pasta

l) A breakfast cereal

7. The colour of the food I know about when it is fresh is

8. The texture of the food I know about when it is fresh is (hard/soft?)

9. This food is grown in (what country?)

10. The food is in season in (spring, summer, autumn, winter)

11. The food I know about is good for you because

12. A good reason for children to eat this food would be

13. This type of food can be eaten or drunk by children for

a) Breakfast

b) A snack

c) Lunch

d) Dinner

14. Here is a picture of the type of food I know about


Graphic OrganisersResource 9

Name Used for Diagram

Simple webRecords central parts of a topic,

concept or situation.

FishboneRecords possible causes of a given

effect

MatrixCross references information,

helping in drawing conclusions

Concept mapMore complex simple webbing, e.g

spider, cycle and concept layer

Venn

diagram

To show similarities and differences

between two or more things

Flow chart

To show the steps/stages we pass

through as we reach a solution or

arrive at a suitable end point

Consequence

wheel

A useful tool for recording thinking

when we ask “What if..” questions

Mind map

To show thinking using words,

colours, pictures and lines

Text Text

Winner

To friends and family


Healthy Eating Survey Planning Sheet

Resource 10

My name________________________________________________________

Areas we need to check

ResponseTick when done

Our big question is… What can we do better at school to make sure we eat

healthy food?

Our proposed answers

are…

1. That we could…

2. That we could…

3. That we could…

I am going to survey

these three people

1.

2.

3.

I am going to ask them

these three questions

1.

2.

3.

I am going to record my

results by…

Level 1: Healthy Eating Unit Plan

Documents

Transcript of Level 1: Healthy Eating Unit Plan