Year 10
Societal factors affecting food choices
Unit aim
To develop good budgeting skills to enable students to meet their
development needs.
Key area of learning
Food and nutrition
Curriculum level
4–5
Underlying concepts
Hauora – (especially taha tinana) understanding their physical
needs for growth and development.
Health promotion – preparing healthy low cost meals for themselves and
others.
Socio-ecological perspective – understand the cultural, technological,
and economic factors that impact on food choices.
Attitudes and values – preparing healthy budget meals for themselves
and others.
Prior learning
Health/real food pyramid
National Nutritional Guidelines (NNGs)
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 5D1 |
Students will investigate how societal attitudes, values,
beliefs, and practices influence food choices at home. |
Brainstorm/mind map exercise identifying factors/pressures
that may influence/impact on food choices at home e.g., family,
peer, economic – lack of time, lack of money, lack of
basic cooking skills, lack of nutritional knowledge. |
Identification of five societal factors that impact in food
choices. |
| 5A1 |
Students will describe how less expensive foods can meet
their developmental needs. |
Group activities with named foods on cards. Sort cards into expensive
/ moderate / low cost.
Describe how less expensive foods can be used as extenders so quantity
of expensive foods can be reduced.
|
Identification of eight lower-cost foods with a description
of how they could be used in meal planning to meet students
developmental needs. |
| 5A1 |
Students will develop effective management strategies to
use when buying and preparing foods for themselves and others within a limited
budget. |
Shopping skills questionnaire – making wise decisions when buying
food. Study supermarket dockets to determine the percentage
spent on each of the focus food groups and extras.
Supermarket visit – looking at buying in season, cheap
healthy fast foods, comparison of products.
In pairs, adapt recipe cards (e.g., Meals in a Minute) to incorporate
budgeting skills learnt and all meals met criteria (NNGs).
|
Recipe adapted identifying at least three changes that will
save money and meet pre-set criteria. |
| 4C1 |
Students will identify changing situations that may impact
on individual family resources. |
Problem-solving scenarios / case studies identifying individuals
/ families on limited budgets and how this is impacting on their
food budgets and possible solutions. |
|
| 5C1 |
Students will identify how their knowledge of budgeting skills
may enhance relationships within the groups they mix. |
Prepare and share adapted recipes with others (see above). Prepare alternative
food options for school practical sessions if it is difficult for one
person to bring food.
Practise adapting school recipes to fit in with ingredients and equipment
at home.
Homework task – practical challenge to prepare a meal for the family
within a given budget (uses food available at home and meets NNGs).
|
Self reflection – describe how/when they can action
the knowledge about budgeting skills to help others. |
Practical skills
Increasing skills foundation
Techniques and processes
|
