Health promotion – developing health enhancing practices to ensure the physical safety of themselves and others.
Attitudes and values – respecting the rights of others and demonstrating care and concern for others.
Socio-ecological perspective – identify and reflecting on the factors that influence people's food choices.
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 6A1 |
Students will investigate their nutritional needs in relation
to the available cultural foods and health promotion models. |
Use a world map and resources to identify foods unique to
different countries around the world.
Investigate the value of reducing fat, sugar, and salt.
Place the above foods (from the starting activity) into the food pyramid and discuss whether healthy choices or not.
Modify a cultural recipe to decrease levels of fat, sugar, and/or salt.
|
Recipies are suitably modified to provide healthier versions
of the original. |
| 5C2 |
Students will demonstrate an understanding of
different attitudes and values about food choices, and develop an understanding
of cross cultural food choices. |
Brainstorm what culture means and find a class definition for cultural food.
Watch video "Multicultural Food". Look into immigration
patterns for New Zealand and for the class, and facilitate
a discussion on sensitivity to other cultures including food
choices and preparation of food.
In small groups, students will create collage posters about cultural
food choices, using pictures and information they have gathered.
Invite a visitor to share with students the customs and beliefs
associated with cultural food choices.
|
Present collage poster to class, together with a brief summary / explanation
of the information gathered.
|
| 5A4 |
Students will investigate different cultural
recipes and will describe how these define a person's identity and self
worth in relation to their culture and well-being. |
In pairs, they will choose one recipe of significance to another's culture
to modify, promote healthy food choices, and prepare during
the next lesson.
Students will then prepare a food order for the ingredients, a plan,
and carry out the planned practical work.
|
Shared tasting session using agreed guidelines
to evaluate food made according to the modified recipes. |
| 5A3 |
Students will practise safety procedures when
preparing food. |
In pairs students will prepare the selected recipes following a hygiene
and safety checklist.
|
Hygiene and safety checklist demonstrates appropriate
precautions for food safety. |
| 5C3 |
Students will demonstrate a range of interpersonal skills
to allow people of other cultures to fell safe within their environment. |
Using assertiveness skills, students can role-play how they
can persuade their family to modify their eating habits when welcoming an
overseas visitor into their home for dinner. |
Peer assessment / reflection when working as a group. |
| 5D2 |
Students will investigate what healthy cultural
foods are available in the community and take action, if necessary,
to promote these choices. |
Research the cultural groups living in the area, and the foods of these
cultures available in the community (refer to the yellow pages, visit
the supermarket etc).
Find out how one of these groups sustain its food customs.
Write a letter to the local paper commending the food choices available
or asking that a range of healthy cultural foods be provided.
|
Teacher assesses the students' ability to identify issues
and make suitable suggestions to the local paper.
|
