Health promotion – identifying health services that promote students'
health and well-being and activity contributing to the well-being
of themselves and others.
Socio-ecological perspective – understand the cultural, technological, and economic factors that impact on food choices.
Attitudes and values – respect the rights of others.
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
5A1
|
Students will investigate and describe using a post box activity about
how they view food as a need (hauora).
|
Conduct a post box activity with questions where
students work in groups to collate data and report back to class using pens
and paper as resources. |
|
| 5A4 |
Students will define their own attitudes and values towards
food and how it may impact on their self worth. |
| 5D2 |
Students will investigate community services that support
and promote peoples' well-being and take action to promote personal and
group involvement. |
Introduction to health promotion. In groups students will investigate
selected health services to see how effective they are.
They will decide if any action is needed to promote the message of these
health agencies more effectively. Analyse and collate data then present
to the rest of the class.
|
Teacher assessment of presentation against set criteria. |
5C1
|
Students will identify issues associated with group work and achieve
positive outcomes from working together.
|
Establish group rules: strategies,
effective communication skills and how to show sensitivity to
others. |
Peer assessment of group work in relation to
the rules identified. |
| 5C2 |
Students will demonstrate an understanding of
attitudes and values that may be different from their own and
how to address these issues sensitively when working in groups. |
| 3A3 |
Students will demonstrate safe choices for themselves and
others for practical applications. |
Practical – modifying a recipe to make a more healthy
choice for the meal to meet nutritional guidelines for adolescents (PRISME
challenge). |
Self-assessment of how the meal meets National Nutritional
Guidelines. |
| 5D3 |
Students will evaluate the Pick the Tick campaign
and the products made available in the community. |
Practical – using a food registered by
the Pick the Tick campaign students will create and produce the fast food
that meets the adolescent national nutritional guidelines. |
Self evaluate the acceptability and nutritional
suitability of the fast food products. |
5D2
|
Students will take action by producing a healthy meal using everyday
foods for their families.
|
Students will produce a meal at home,
that meets the national nutritional guidelines for their family/friends.
To be completed for homework. |
Performance evaluation form and comments made by family/friends.
Reflect with class.
|
| 5A3 |
Safety practices will be reinforced in the home
kitchen. Food hygiene and safety practices will be applied in
the home kitchen. |
