Health promotion – policies and practices within the school that promote
student well-being.
Socio-ecological perspective – identify societal influences that impact
on food choices.
Attitudes and values – respect for own well-being, care and concern for
others, and taking personal responsibility for well-being.
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 5C1 |
Students will identify the effects of changing situations
on roles and responsibilities in families in relation to food preparation. |
Brainstorm:
- Who in the family is responsible for food?
- How have these roles changed over the years?
- What changes in society have brought about changes to preparation
patterns?
- What are problems families may encounter?
- What are possible solutions to these problems?
|
|
| 5C3 |
Students will demonstrate a range of interpersonal skills
and processes during planning and preparing a family meal. |
Practical activity using PRISME method for a quick and nutritious
meal. Students to plan a family meal which is both quick to prepare and
nutritious. Must be:
- completed in pairs in 55 minutes,
- reflect national nutrition guidelines,
- enough for two people,
- based around ingredients that are in most family's pantries.
|
PRISME challenge met (teacher or peer assessment). |
| 4C3 |
Students will describe and demonstrate a range of assertive
communication skills and processes that enable them to interact appropriately
with people. |
Class discussion on how family roles can impact on well-being and how
students can effectively communicate their feelings.
Students' role-play assertiveness strategies for approaching change in
family roles.
Students practise making quick nutritious meals that they could share
when given the responsibility of preparing meals for others.
|
Group assessment of skills and processes used during meal
preparation. |
| 5D1 |
Students will investigate and describe media influences that impact on
children's demand for particular foods.
|
Students look at magazines and supermarket packaging and conduct a television
survey. Students:
- examine food related advertisements for one afternoon
and one evening when children (aged 2–12 years) may
watch television.
- place the foods advertised into the food pyramid.
- watch the video A Little of Lots and record key
points.
|
Comparison of the television messages about food with the
messages from the video and critically evaluate. |
| 5C1 |
Students will describe children's nutritional
needs for physical, emotional, and intellectual processes
of growth.
Students will identify how they can apply this information
when in the role of child minding. |
In groups of four students use resources to research children's
(2-12 years) nutritional and food needs in relation to physical,
intellectual, social, and emotional development.
Watch the video The Minder and do associated activities.
Discuss possible barriers which prevent children in New Zealand
meeting their food requirements.
Create fun food for children using ideas from the video A
Little of Lots.
|
Assignment assessed against set criteria that describe children's nutritional
needs.
Peer assessment of the way the group worked together.
|
