curriculum level 3 unit plan breakfast nutrition · 2016-08-08 · curriculum level 3 unit plan...
TRANSCRIPT
Curriculum Level 3 Unit Plan
UNIT PLAN
3
An inquiry-based unit plan that aims to engage students in exploring and developing an understanding of
the importance of a healthy breakfast in relation to performance in sport.
This unit provides links to reading, writing and
mathematics standards and Te Reo.
Breakfast Nutrition
Heart Foundation
Level 3: Breakfast Nutrition Lesson Overview From Unit Plan Lesson 1: Introduction/Hauora concept 8 Resources:
• Laminate, copy, cut up and jumble Resource 1 – Storyboard pictures – one copy per group
• Recording paper for each group • Diagram of Hauora on A3 sheet or diagram on smartboard/whiteboard – Information
sheet 7 Lesson 2: Hauora, sport and food (HP SLO 1,4 E SLO 3,4) 9 Resources:
• Information sheet 1 – Scenario • Information sheet 2 – Breakfast truths • A3 paper for each group
Lesson 3: Knowledge Attack 1 10 Resources: • Resource 2 – Four Food Groups activity (own source of pictures may be used instead) • A3 sheet with five columns (one for each group) • Information sheet 3 – Four Food Groups overview • Resource 3 – Breakfast around the world • Food for Thought – Nutrition Information Sheets available to download on
http://www.foodforthought.co.nz/ • Healthy Food Guide (HFG) serving size resource – download, print and laminate for
class reference - http://www.healthyfood.co.nz/tools/downloads/what-does-a-serving-look-like. Set up a classroom display around breakfast. Add different activities completed throughout the unit as well as other resources gathered
• Resource 2. Copy, cut and shuffle for group work and also one for whole class display Lesson 4: Knowledge Attack 2 12
Resources: • Resource 4 – Label reading examples/information • Resource 5 – Breakfast food analysis • Posters for class displays available at http://www.foodforthought.co.nz/programme-
outline/posters • Coloured play-dough, small amount of sugar, kitchen scales • Sugar and fat charts are available as an ongoing teaching resource. They are in
English and Te Reo and can be purchased from: http://www.tehotumanawa.org.nz/nutrition-and-physical/resources.cfm
• Collect a variety of breakfast food packets e.g. cereal, bread packets, yoghurt, milks etc.
• Copy Resource 4 and 5 for each student. • Enlarge a copy of Resource 5 for class display.
Lesson 5: Problem/essential question 13 Resources: • A3 paper for bus stop activity • Information sheet 4 – Bus stop activity • Resource sheet 4.
i
Heart Foundation
Lesson 6: Plan 14 Resources:
• Folder for each group to gather data etc. • Information sheet 5 – Plan of action example • Resource 6 – one copy for each group.
Lessons 7-8: Preparing for an interview 16 Resources: • School Journal, Pt. 4, 1, 2003 • Interview sheets (to be finalised in session ) • Melodie Robinson, Black Fern SJ, Pt. 4, 1, 2003 • Interview sheets to be constructed and copied for each student.
Lesson 9: Data gathering and analysis practice 17 Resources:
• A3 paper • Completed interview sheets from each group required.
Lesson 10: Data Gathering/Interviews 19 Resources:
• Ensure interview times have been confirmed with each athlete • Copy enough interview sheets for each group.
Lesson 11: Analysis Part 1 19 Resources:
• Resource 7 – Four Food Group Analysis • Resource 5 – Breakfast Food Analysis • Steps for analysis: Collate findings and discuss how best to analyse and present the
collective data in order to show a summary. Refer to TKI Digistore for additional support. Information sheet 8 also provides some examples. Students may choose to present data using Microsoft Excel or Word doc.
Lessons 12-13: Analysis Part 2/Conclusions 20 Resources:
• Resource 5 – Refer lesson 4 • Resource 7 – Breakfast Food Analysis • Large copy of Resource 5 and 7. • Ensure additional label information for assessing foods is available.
Lessons 14-16: Action - Where to from here? 22 Resources:
• Resource 8 – Presentation Action Plan • Information sheet 6 – Presentation Action Plan example
Lesson 17: Evaluation 23 Resources:
• Resource 9 – Group evaluation. One copy per group • Evaluation data to be gathered.
ii
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
Pu
rp
ose
: T
o e
ng
ag
e s
tud
en
ts i
n e
xp
lorin
g a
nd
dev
elo
pin
g a
n u
nd
erst
an
din
g o
f th
e i
mp
orta
nce o
f g
oo
d n
utr
itio
n i
n r
ela
tio
n t
o p
erfo
rm
an
ce i
n s
po
rt.
Cu
rric
ulu
m L
ev
el(
s) 3
Cu
rric
ulu
m A
rea
s
Inco
rp
ora
ted
Ach
iev
em
en
t O
bje
cti
ves
Rel
eva
nt
to t
he
act
ivit
y, i
ncl
ud
ing
po
ssib
le l
inks
Sp
ecif
ic L
ea
rn
ing
Ou
tco
mes.
Stu
den
ts w
ill
be a
ble
to
:
Hea
lth
an
d
Ph
ysi
ca
l
Ed
uca
tio
n
Hea
lth
P
erso
na
l H
ea
lth
an
d P
hy
sica
l D
ev
elo
pm
en
t
Per
son
al
gro
wth
an
d d
evel
op
men
t
Iden
tify
fac
tors
th
at a
ffec
t p
erso
nal
, p
hy
sica
l, s
oci
al a
nd
em
oti
on
al g
row
th a
nd
dev
elo
p s
kil
ls t
o
man
age
chan
ges
.
•
Dem
on
stra
te a
n u
nd
erst
and
ing
of
go
od
nu
trit
ion
in
rel
atio
n t
o
bre
akfa
st a
nd
pla
yin
g s
po
rt
(
HP
SL
O 1
)
•
Iden
tify
an
d j
ust
ify
th
e b
est
bre
akfa
st c
ho
ices
fo
r at
hle
tes
and
for
them
selv
es.
(HP
SL
O 2
)
Per
son
al
iden
tity
Des
crib
e h
ow
th
eir
ow
n f
eeli
ng
s, b
elie
fs a
nd
act
ion
s an
d t
ho
se o
f o
ther
peo
ple
co
ntr
ibu
te t
o t
hei
r
per
son
al s
ense
of
self
-wo
rth
.
•
Ev
alu
ate
and
ex
plo
re t
he
imp
act
thei
r b
reak
fast
fin
din
gs
and
reco
mm
end
atio
ns
hav
e o
n o
ther
s.
(HP
SL
O 3
)
Hea
lth
y C
om
mu
nit
ies
an
d E
nv
iro
nm
en
t
So
ciet
al
att
itu
des
an
d v
alu
es
Iden
tify
ho
w h
ealt
h c
are
and
ph
ysi
cal
acti
vit
y p
ract
ices
are
in
flu
ence
d b
y c
om
mu
nit
y a
nd
env
iro
nm
enta
l fa
cto
rs.
•
Co
nsi
der
th
e ch
alle
ng
es p
eop
le f
ace
in e
atin
g a
hea
lth
y b
reak
fast
an
d
dis
cuss
way
s to
ov
erco
me
thes
e.
(HP
SL
O 4
)
En
gli
sh
L
iste
nin
g,
Rea
din
g a
nd
Vie
win
g
Pro
cess
es a
nd
str
ate
gie
s
Inte
gra
te s
ou
rces
of
info
rmat
ion
, p
roce
sses
an
d s
trat
egie
s w
ith
dev
elo
ped
co
nfi
den
ce t
o i
den
tify
,
form
an
d e
xp
ress
id
eas.
•
Inte
gra
tes
sou
rces
of
info
rmat
ion
an
d p
rio
r k
no
wle
dg
e w
ith
dev
elo
pin
g c
on
fid
ence
to
mak
e
sen
se o
f in
crea
sin
gly
var
ied
an
d c
om
ple
x t
exts
•
Sel
ects
an
d u
ses
a ra
ng
e o
f p
roce
ssin
g a
nd
co
mp
reh
ensi
on
str
ateg
ies
wit
h g
row
ing
un
der
stan
din
g a
nd
co
nfi
den
ce.
•
Dem
on
stra
te a
n a
bil
ity
to
gat
her
,
read
, u
nd
erst
and
an
d e
ffec
tiv
ely
use
nu
trit
ion
in
form
atio
n f
or
a sp
ecif
ic
pu
rpo
se.
(E S
LO
1)
Sp
ea
kin
g,
Writ
ing
an
d P
rese
nti
ng
Pro
cess
es a
nd
str
ate
gie
s
Inte
gra
te s
ou
rces
of
info
rmat
ion
, p
roce
sses
an
d s
trat
egie
s w
ith
dev
elo
pin
g c
on
fid
ence
to
id
enti
fy,
•
Co
nst
ruct
tex
ts t
hat
sh
ow
a g
row
ing
awar
enes
s o
f p
urp
ose
an
d a
ud
ien
ce
thro
ug
h c
aref
ul
cho
ice
of
con
ten
t,
lan
gu
age
and
tex
t fo
rm (
E S
LO
2)
Heart Foundation
Lesson 6: Plan 14 Resources:
• Folder for each group to gather data etc. • Information sheet 5 – Plan of action example • Resource 6 – one copy for each group.
Lessons 7-8: Preparing for an interview 16 Resources: • School Journal, Pt. 4, 1, 2003 • Interview sheets (to be finalised in session ) • Melodie Robinson, Black Fern SJ, Pt. 4, 1, 2003 • Interview sheets to be constructed and copied for each student.
Lesson 9: Data gathering and analysis practice 17 Resources:
• A3 paper • Completed interview sheets from each group required.
Lesson 10: Data Gathering/Interviews 19 Resources:
• Ensure interview times have been confirmed with each athlete • Copy enough interview sheets for each group.
Lesson 11: Analysis Part 1 19 Resources:
• Resource 7 – Four Food Group Analysis • Resource 5 – Breakfast Food Analysis • Steps for analysis: Collate findings and discuss how best to analyse and present the
collective data in order to show a summary. Refer to TKI Digistore for additional support. Information sheet 8 also provides some examples. Students may choose to present data using Microsoft Excel or Word doc.
Lessons 12-13: Analysis Part 2/Conclusions 20 Resources:
• Resource 5 – Refer lesson 4 • Resource 7 – Breakfast Food Analysis • Large copy of Resource 5 and 7. • Ensure additional label information for assessing foods is available.
Lessons 14-16: Action - Where to from here? 22 Resources:
• Resource 8 – Presentation Action Plan • Information sheet 6 – Presentation Action Plan example
Lesson 17: Evaluation 23 Resources:
• Resource 9 – Group evaluation. One copy per group • Evaluation data to be gathered.
1
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
Pu
rp
ose
: T
o e
ng
ag
e s
tud
en
ts i
n e
xp
lorin
g a
nd
dev
elo
pin
g a
n u
nd
erst
an
din
g o
f th
e i
mp
orta
nce o
f g
oo
d n
utr
itio
n i
n r
ela
tio
n t
o p
erfo
rm
an
ce i
n s
po
rt.
form
an
d e
xp
ress
id
eas.
•
Use
s a
dev
elo
pin
g u
nd
erst
and
ing
of
the
con
nec
tio
ns
bet
wee
n o
ral,
wri
tten
an
d v
isual
lan
gu
age
wh
en c
reat
ing
tex
ts
•
Cre
ates
a r
ang
e o
f te
xts
by
in
teg
rati
ng
so
urc
es o
f in
form
atio
n a
nd
pro
cess
ing
str
ateg
ies
wit
h
dev
elo
pin
g c
on
fid
ence
•
Is r
efle
ctiv
e ab
ou
t th
e p
rod
uct
ion
of
ow
n t
exts
: m
on
ito
rs a
nd
sel
f-ev
alu
ates
pro
gre
ss,
arti
cula
tin
g
lear
nin
g w
ith
gro
win
g c
on
fid
ence
.
•
Fo
rms
and
ex
pre
sses
id
eas
and
info
rmat
ion
wit
h i
ncr
ease
d c
lari
ty,
dra
win
g o
n a
ran
ge
of
reso
urc
es (
E
SL
O 3
)
•
Use
s o
ral,
wri
tten
an
d v
isu
al
lan
gu
age
feat
ure
s to
cre
ate
mea
nin
g
and
eff
ect
and
en
gag
e in
tere
st.
(E
SL
O 4
)
Ma
them
ati
cs
an
d
Sta
tist
ics
Sta
tist
ics
In a
ran
ge
of
mea
nin
gfu
l co
nte
xts
, st
ud
ents
wil
l b
e en
gag
ed i
n t
hin
kin
g m
ath
emat
ical
ly a
nd
stat
isti
call
y.
Th
ey w
ill
solv
e p
rob
lem
s an
d m
od
el s
itu
atio
ns
that
req
uir
e th
em t
o:
•
Car
ry o
ut
Sta
tist
ical
in
ves
tig
atio
n
•
Co
nd
uct
in
ves
tig
atio
ns
usi
ng
th
e st
atis
tica
l en
qu
iry
cy
cle
•
Po
se a
nd
an
swer
qu
esti
on
s
•
Gat
her
, so
rt a
nd
dis
pla
y c
ateg
ory
an
d w
ho
le n
um
ber
dat
a; c
om
mu
nic
ate
fin
din
gs
bas
ed o
n t
he
dat
a.
•
Gat
her
, so
rt,
anal
yse
, co
mp
are
and
sum
mar
ise
dat
a o
n b
reak
fast
cho
ices
by
par
tici
pan
ts f
rom
a
ran
ge
of
spo
rts
(M
SL
O 1
)
•
Dis
pla
y d
ata
in a
n a
pp
rop
riat
e
form
. (M
S
LO
1)
Te A
ho
Ara
tak
i
Ma
ra
u mō
te
Ak
o T
e R
eo
Mā
ori
Ta
um
ata
S
tud
ents
sh
ou
ld b
e ab
le t
o:
3.1
- C
om
mu
nic
ate,
in
clu
din
g c
om
par
ing
an
d c
on
tras
tin
g a
bo
ut
hab
its,
ro
uti
nes
an
d c
ust
om
s;
3.2
- C
om
mu
nic
ate
abo
ut
surv
ey a
nd
res
ult
s
3.3
- G
ive
and
fo
llo
w d
irec
tio
ns
to s
urv
ey p
arti
cip
ants
3.4
- C
om
mu
nic
ate,
in
clu
din
g c
om
par
ing
an
d c
on
tras
tin
g t
he
surv
ey d
ata
3.5
- C
om
mu
nic
ate
abo
ut
imm
edia
te p
ast
surv
ey a
ctiv
itie
s.
•
Ask
ing
an
d a
nsw
erin
g q
ues
tio
ns
abo
ut
thei
r b
reak
fast
su
rvey
res
ult
s
(T S
LO
1)
•
Req
ues
tin
g,
acce
pti
ng
or
dec
lin
ing
to p
arti
cip
ate
in b
reak
fast
su
rvey
(T
SL
O2
)
•
Dis
cuss
ing
, p
lan
nin
g,
reco
rdin
g a
chec
kli
st o
f w
hat
gro
up
mem
ber
s
wil
l d
o t
o p
rep
are
bre
akfa
st s
urv
ey
(T S
LO
3)
•
Mak
ing
a l
ist
of
wh
at t
hey
ex
pec
t
fro
m a
thle
tes
in t
erm
s o
f ro
le
mo
del
lin
g h
ealt
hy
eat
ing
(T S
LO
4)
•
See
k a
gre
emen
t fr
om
par
tici
pan
ts t
o
tak
e p
art
in t
hei
r b
reak
fast
su
rvey
.
2
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 3
Pu
rp
ose
: T
o e
ng
ag
e s
tud
en
ts i
n e
xp
lorin
g a
nd
dev
elo
pin
g a
n u
nd
erst
an
din
g o
f th
e i
mp
orta
nce o
f g
oo
d n
utr
itio
n i
n r
ela
tio
n t
o p
erfo
rm
an
ce i
n s
po
rt.
(T S
LO
5)
Ta
um
ata
: L
evel
1-4
AO
an
d a
sses
smen
t ac
tiv
itie
s d
epen
din
g o
n a
bil
ity
of
ind
ivid
ual
s (p
p 5
6 -
61
)
Lin
ks
to C
urric
ulu
m
To
be e
nco
ura
ged
, m
od
ell
ed
an
d e
xp
lored
. (N
ZC
pp
9-1
1).
Wh
at
asp
ects
of
the v
alu
es
do
es
this
acti
vit
y e
xp
lore,
en
co
ura
ge o
r m
od
el.
Vis
ion
Wh
at w
e w
ant
for
ou
r
yo
un
g p
eop
le:
•
Co
nfi
den
t
•
Co
nn
ecte
d
•
Act
ivel
y i
nv
olv
ed
•
Lif
elo
ng
lea
rner
s
Prin
cip
les
Bel
iefs
ab
ou
t w
hat
is
imp
ort
ant:
•
Hig
h e
xp
ecta
tio
ns
•
Tre
aty
of
Wai
tan
gi
•
Cu
ltu
ral
div
ersi
ty
•
Incl
usi
on
•
Lea
rnin
g t
o l
earn
•
Co
mm
un
ity
en
gag
emen
t
•
Co
her
ence
•
Fu
ture
fo
cus
Va
lues
Ex
pre
ssed
in
th
ou
gh
t an
d a
ctio
ns:
•
Ex
cell
ence
•
Inn
ov
atio
n,
inq
uir
y a
nd
cu
rio
sity
•
Div
ersi
ty
•
Eq
uit
y
•
Co
mm
un
ity
an
d p
arti
cip
atio
n
•
Eco
log
ical
su
stai
nab
ilit
y
•
Inte
gri
ty
Key
co
mp
ete
ncie
s
Wh
ich
of
the
key
co
mp
eten
cies
(NZ
C p
p1
2-1
3):
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
Ped
ag
og
ica
l A
pp
ro
ach
es
Bas
ed o
n t
he
HP
S I
nq
uir
y
Mo
del
(se
e
htt
p:/
/hp
s.tk
i.o
rg.n
z/W
hat
-are
-
Hea
lth
-Pro
mo
tin
g-
Sch
oo
ls/H
PS
-In
qu
iry
-Bas
ed-
Lea
rnin
g-M
od
el)
All
un
its
foll
ow
th
is p
roce
ss.
Asp
ects
of
effe
ctiv
e p
edag
og
y (
NZ
C
pp
34
-36
) ar
e h
igh
lig
hte
d i
n
the
acti
vit
y.
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g e
nv
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce
of
new
lea
rnin
g
•
Fac
ilit
atin
g s
har
ed
lear
nin
g
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
Pu
rp
ose
: T
o e
ng
ag
e s
tud
en
ts i
n e
xp
lorin
g a
nd
dev
elo
pin
g a
n u
nd
erst
an
din
g o
f th
e i
mp
orta
nce o
f g
oo
d n
utr
itio
n i
n r
ela
tio
n t
o p
erfo
rm
an
ce i
n s
po
rt.
form
an
d e
xp
ress
id
eas.
•
Use
s a
dev
elo
pin
g u
nd
erst
and
ing
of
the
con
nec
tio
ns
bet
wee
n o
ral,
wri
tten
an
d v
isual
lan
gu
age
wh
en c
reat
ing
tex
ts
•
Cre
ates
a r
ang
e o
f te
xts
by
in
teg
rati
ng
so
urc
es o
f in
form
atio
n a
nd
pro
cess
ing
str
ateg
ies
wit
h
dev
elo
pin
g c
on
fid
ence
•
Is r
efle
ctiv
e ab
ou
t th
e p
rod
uct
ion
of
ow
n t
exts
: m
on
ito
rs a
nd
sel
f-ev
alu
ates
pro
gre
ss,
arti
cula
tin
g
lear
nin
g w
ith
gro
win
g c
on
fid
ence
.
•
Fo
rms
and
ex
pre
sses
id
eas
and
info
rmat
ion
wit
h i
ncr
ease
d c
lari
ty,
dra
win
g o
n a
ran
ge
of
reso
urc
es (
E
SL
O 3
)
•
Use
s o
ral,
wri
tten
an
d v
isu
al
lan
gu
age
feat
ure
s to
cre
ate
mea
nin
g
and
eff
ect
and
en
gag
e in
tere
st.
(E
SL
O 4
)
Ma
them
ati
cs
an
d
Sta
tist
ics
Sta
tist
ics
In a
ran
ge
of
mea
nin
gfu
l co
nte
xts
, st
ud
ents
wil
l b
e en
gag
ed i
n t
hin
kin
g m
ath
emat
ical
ly a
nd
stat
isti
call
y.
Th
ey w
ill
solv
e p
rob
lem
s an
d m
od
el s
itu
atio
ns
that
req
uir
e th
em t
o:
•
Car
ry o
ut
Sta
tist
ical
in
ves
tig
atio
n
•
Co
nd
uct
in
ves
tig
atio
ns
usi
ng
th
e st
atis
tica
l en
qu
iry
cy
cle
•
Po
se a
nd
an
swer
qu
esti
on
s
•
Gat
her
, so
rt a
nd
dis
pla
y c
ateg
ory
an
d w
ho
le n
um
ber
dat
a; c
om
mu
nic
ate
fin
din
gs
bas
ed o
n t
he
dat
a.
•
Gat
her
, so
rt,
anal
yse
, co
mp
are
and
sum
mar
ise
dat
a o
n b
reak
fast
cho
ices
by
par
tici
pan
ts f
rom
a
ran
ge
of
spo
rts
(M
SL
O 1
)
•
Dis
pla
y d
ata
in a
n a
pp
rop
riat
e
form
. (M
S
LO
1)
Te A
ho
Ara
tak
i
Ma
ra
u mō
te
Ak
o T
e R
eo
Mā
ori
Ta
um
ata
S
tud
ents
sh
ou
ld b
e ab
le t
o:
3.1
- C
om
mu
nic
ate,
in
clu
din
g c
om
par
ing
an
d c
on
tras
tin
g a
bo
ut
hab
its,
ro
uti
nes
an
d c
ust
om
s;
3.2
- C
om
mu
nic
ate
abo
ut
surv
ey a
nd
res
ult
s
3.3
- G
ive
and
fo
llo
w d
irec
tio
ns
to s
urv
ey p
arti
cip
ants
3.4
- C
om
mu
nic
ate,
in
clu
din
g c
om
par
ing
an
d c
on
tras
tin
g t
he
surv
ey d
ata
3.5
- C
om
mu
nic
ate
abo
ut
imm
edia
te p
ast
surv
ey a
ctiv
itie
s.
•
Ask
ing
an
d a
nsw
erin
g q
ues
tio
ns
abo
ut
thei
r b
reak
fast
su
rvey
res
ult
s
(T S
LO
1)
•
Req
ues
tin
g,
acce
pti
ng
or
dec
lin
ing
to p
arti
cip
ate
in b
reak
fast
su
rvey
(T
SL
O2
)
•
Dis
cuss
ing
, p
lan
nin
g,
reco
rdin
g a
chec
kli
st o
f w
hat
gro
up
mem
ber
s
wil
l d
o t
o p
rep
are
bre
akfa
st s
urv
ey
(T S
LO
3)
•
Mak
ing
a l
ist
of
wh
at t
hey
ex
pec
t
fro
m a
thle
tes
in t
erm
s o
f ro
le
mo
del
lin
g h
ealt
hy
eat
ing
(T S
LO
4)
•
See
k a
gre
emen
t fr
om
par
tici
pan
ts t
o
tak
e p
art
in t
hei
r b
reak
fast
su
rvey
.
3
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 4
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Na
tio
na
l S
tan
da
rd
s A
ssess
men
t
Th
e N
ew
Zea
lan
d C
urric
ulu
m R
ea
din
g a
nd
Writ
ing
Sta
nd
ard
s fo
r y
ea
rs
1-
8
Th
e R
ea
din
g S
tan
da
rd
– B
y t
he
end
of
yea
r 6
, st
ud
ents
wil
l re
ad,
resp
on
d t
o a
nd
th
ink
cri
tica
lly
ab
ou
t te
xts
in
ord
er t
o m
eet
the
read
ing
dem
and
s o
f th
e N
ew Z
eala
nd
Cu
rric
ulu
m a
t L
evel
3.
Stu
den
ts w
ill
loca
te,
eval
uat
e an
d i
nte
gra
te i
nfo
rmat
ion
an
d i
dea
s w
ith
in a
nd
acr
oss
a s
mal
l ra
ng
e o
f te
xts
ap
pro
pri
ate
to t
his
lev
el a
s th
ey g
ener
ate
and
an
swer
qu
esti
on
s to
mee
t sp
ecif
ic l
earn
ing
pu
rpo
ses
acro
ss t
he
curr
icu
lum
.
Th
e W
rit
ing
Sta
nd
ard
– B
y t
he
end
of
yea
r 6
, st
ud
ents
wil
l cr
eate
tex
ts i
n o
rder
to
mee
t th
e w
riti
ng
dem
and
s o
f th
e N
ew Z
eala
nd
Cu
rric
ulu
m a
t L
evel
3.
Stu
den
ts w
ill
use
thei
r w
riti
ng
to
th
ink
ab
ou
t, r
eco
rd a
nd
co
mm
un
icat
e ex
per
ien
ces,
id
eas
and
in
form
atio
n t
o m
eet
spec
ific
lea
rnin
g p
urp
ose
s ac
ross
th
e cu
rric
ulu
m.
Th
e N
ew
Zea
lan
d C
urric
ulu
m M
ath
em
ati
cs
Sta
nd
ard
fo
r y
ea
rs
1-
8
Th
e M
ath
em
ati
cs
Sta
nd
ard
- S
tati
stic
s
In c
on
tex
ts t
hat
req
uir
e th
em t
o s
olv
e p
rob
lem
s o
r m
od
el s
itu
atio
ns,
stu
den
ts w
ill
be
able
to
:
•
In
ves
tig
ate
sum
mar
y a
nd
co
mp
aris
on
qu
esti
on
s b
y u
sin
g t
he
stat
isti
cal
enq
uir
y c
ycl
e:
•
gat
her
or
acce
ss m
ult
ivar
iate
cat
ego
ry a
nd
wh
ole
-nu
mb
er d
ata
•
sort
dat
a in
to c
ateg
ori
es o
r in
terv
als,
dis
pla
y i
t in
dif
fere
nt
way
s an
d i
den
tify
pat
tern
s
•
inte
rpre
t re
sult
s in
co
nte
xt,
acc
epti
ng
th
at s
amp
les
var
y
•
Ord
er t
he
lik
elih
oo
ds
of
ou
tco
mes
fo
r si
tuat
ion
s in
vo
lvin
g c
han
ce,
con
sid
erin
g e
xp
erim
enta
l re
sult
s an
d m
od
els
of
all
po
ssib
le o
utc
om
es.
Na
tio
na
l S
tan
da
rd
s A
ssess
men
t T
ask
s
Tas
ks
to a
sses
s th
e R
ea
din
g S
tan
da
rd
– r
efer
to
Les
son
11
an
d R
ead
ing
Ru
bri
c in
In
form
atio
n S
hee
t 7
.
Tas
ks
to a
sses
s th
e W
rit
ing
Sta
nd
ard
– r
efer
to
Les
son
16
an
d W
riti
ng
/Pre
sen
tin
g R
ub
ric
in I
nfo
rmat
ion
Sh
eet
7.
Tas
ks
to a
sses
s th
e M
ath
em
ati
cs
Sta
nd
ard
– r
efer
to
Les
son
12
/13
an
d M
ath
s R
ub
ric
in I
nfo
rmat
ion
Sh
eet
7.
Pla
nn
ed
Ass
ess
men
ts
Ass
essm
ents
sh
ou
ld i
ncl
ud
e b
oth
fo
rmat
ive
and
su
mm
ativ
e ac
tiv
itie
s an
d a
ny
su
gg
esti
on
s m
ade
in t
his
un
it n
eed
to
be
cog
nis
ant
of
stu
den
t n
eed
s an
d a
bil
itie
s. W
ith
in t
he
inq
uir
y m
od
el a
sses
smen
t sh
ou
ld b
e o
n-g
oin
g,
refl
ecti
ng
un
der
stan
din
g a
t k
ey p
oin
ts a
lon
g t
he
way
.
Sp
otl
igh
t o
n:
Inq
uir
y-b
ased
lea
rnin
g,
e-le
arn
ing
Inq
uir
y L
earn
ing
– D
evel
op
ing
Ru
bri
cs h
ttp
://w
ww
.gal
ileo
.org
/res
earc
h/p
ub
lica
tio
ns/
rub
ric.
pd
f
Use
ful
Inq
uir
y T
emp
late
s in
clu
din
g a
sses
smen
t id
eas
-
htt
p:/
/cen
tre4
.in
tera
ct.a
c.n
z/m
od
ule
s/fo
lder
/fo
lder
.ph
p?s
pac
e_k
ey=
36
8&
mo
du
le_
key
=2
82
60
&li
nk
_k
ey=
28
13
6&
gro
up
_k
ey=
0
Lin
ks
an
d r
eso
urces
TK
I
4
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 5
Cu
rric
ulu
m d
ocu
men
ts -
htt
p:/
/nzc
urr
icu
lum
.tk
i.o
rg.n
z/
Pro
mo
tin
g h
ealt
hy
lif
esty
les
- h
ttp
://h
ealt
hy
life
sty
les.
tki.
org
.nz/
Fo
od
an
d n
utr
itio
n s
nap
sho
ts o
f sc
ho
ols
- h
ttp
://h
ealt
hy
life
sty
les.
tki.
org
.nz/
Fo
od
-an
d-n
utr
itio
n-s
nap
sho
ts
Nu
trit
ion
res
ou
rce
list
- h
ttp
://h
ealt
hy
life
sty
les.
tki.
org
.nz/
Nat
ion
al-n
utr
itio
n-r
eso
urc
e-li
st
Oth
er n
utr
itio
n w
ebsi
tes
- h
ttp
://h
ealt
hy
life
sty
les.
tki.
org
.nz/
Nu
trit
ion
-web
site
s
NZ
Go
ver
nm
ent
nu
trit
ion
/hea
lth
res
ou
rces
- h
ttp
://h
ealt
hy
life
sty
les.
tki.
org
.nz/
Nu
trit
ion
-web
site
s/N
Z-G
ov
ern
men
t-re
sou
rces
In t
he
curr
icu
lum
gu
idel
ines
, T
e A
ho
Ara
taki
th
ere
are
sug
ges
tio
ns
for
po
ssib
le l
earn
ing
an
d a
sses
smen
t ac
tiv
itie
s fo
r cu
rric
ulu
m l
evel
s 1
–2
htt
p:/
/ter
eom
aori
.tk
i.o
rg.n
z/C
urr
icu
lum
-
gu
idel
ines
/Lev
els-
1-8
-Cu
rric
ulu
m-G
uid
elin
es-f
or-
Tea
chin
g-a
nd
-Lea
rnin
g-T
e-R
eo-M
aori
/Lev
els-
1-a
nd
-2-B
egin
nin
g-t
o-u
se-t
e-re
o-M
aori
and
cu
rric
ulu
m l
evel
s 3
–4
. In
ad
dit
ion
,
ther
e is
hel
pfu
l m
ater
ial
coll
ecte
d o
nli
ne
in T
e W
hak
aip
ura
ng
i R
auem
i. h
ttp
://t
ereo
mao
ri.t
ki.
org
.nz/
Tea
cher
-to
ols
Th
is c
oll
ecti
on
ela
bo
rate
s o
n s
om
e o
f th
e co
mm
un
icat
ive
task
s
ou
tlin
ed i
n T
ask
s an
d a
ctiv
itie
s, i
ncl
ud
ing
clo
ze t
ask
s, d
yco
mm
tas
ks,
in
form
atio
n t
ran
sfer
tas
ks,
mu
lti-
cho
ice
task
s, s
trip
sto
ries
, sa
me-d
iffe
ren
t ta
sks,
dic
toco
mp
s, l
iste
n-a
nd
-dra
w
task
s, t
rue-
fals
e-m
ake
it r
igh
t ta
sks
and
4–
3–
2 t
ask
s
Dig
isto
re
htt
p:/
/dig
isto
re.t
ki.
org
.nz/
ec/s
earc
h?t
op
ic=
Co
lum
n+
gra
ph
s/
Hea
rt
Fo
un
da
tio
n
Ed
uca
tio
n -
htt
p:/
/ww
w.h
eart
fou
nd
atio
n.o
rg.n
z/in
dex
.asp
?pag
eID
=2
14
58
20
21
6
Refe
ren
ces
Am
ery
, H
. (2
00
7).
Fir
st H
un
dre
d W
ord
s in
Māo
ri.
Wel
lin
gto
n:
Hu
ia P
ub
lish
ers.
[F
or
a k
itch
en,
see
pag
es 6
–9
]
Am
ery
, H
eath
er (
20
06
). F
irst
Th
ou
san
d W
ord
s in
Māo
ri.
Wel
lin
gto
n:
Hu
ia P
ub
lish
ers.
[F
or
foo
d,
see
pag
es 3
6–
37
; fo
r th
e su
per
mar
ket
, se
e p
ages
34
–3
5;
and
fo
r th
e k
itch
en,
see
pag
es 6
–7
.]
Bar
low
, C
. (1
99
6).
Tik
ang
a W
hak
aaro
– K
ey C
on
cep
ts i
n Māo
ri C
ult
ure
. A
uck
lan
d:
Ox
ford
Un
iver
sity
Pre
ss.
Lit
chfi
eld
, Jo
(2
00
9).
Ev
ery
day
Wo
rds
in Māo
ri.
Wel
lin
gto
n:
Hu
ia P
ub
lish
ers.
[F
or
a k
itch
en,
see
pag
es 1
2–
13
an
d f
or
foo
d,
see
pag
es 1
4–
15
].
Mea
d,
Hir
ini
Mo
ko
an
d G
rov
e, N
eil
(20
03
). N
gā Pēp
eha
a n
gā Tīp
un
a. W
elli
ng
ton
: V
icto
ria
Un
iver
sity
Pre
ss.
Min
istr
y o
f E
du
cati
on
(2
00
8).
Hei
Wai
ata,
Hei
Wh
akak
oak
oa
– W
aiat
a to
Su
pp
ort
Tea
chin
g a
nd
Lea
rnin
g o
f te
Reo
Māo
ri i
n E
ng
lish
-med
ium
Sch
oo
ls:
Yea
rs 1
–8
. W
elli
ng
ton
:
Lea
rnin
g M
edia
. [B
oo
k a
nd
CD
]
Min
istr
y o
f E
du
cati
on
(1
99
0).
In
to M
usi
c 3
. W
elli
ng
ton
: L
earn
ing
Med
ia.
[See
pag
es 1
3–
15
an
d 7
4.
Bo
ok
an
d C
D.]
Min
istr
y o
f E
du
cati
on
(1
99
0).
Kiw
i K
idso
ng
s 1
. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Bo
ok
an
d C
D]
Mo
ore
fiel
d,
Joh
n C
. (1
99
8).
Te
Kāk
ano
. A
uck
lan
d:
Lo
ng
man
Pau
l. [
Fo
r b
reak
fast
, se
e p
ages
18
–1
9,
63
an
d 6
8–
74
an
d f
or
sho
pp
ing
, se
e p
ages
93
–9
8 a
nd
10
6.]
Orb
ell,
M.
(20
07
). T
he
Co
nci
se E
ncy
clo
ped
ia o
f Māo
ri M
yth
an
d L
egen
d.
Ch
rist
chu
rch
: U
niv
ersi
ty o
f C
ante
rbu
ry P
ress
.
Tau
roa,
Hiw
i an
d P
at (
19
90
). Māo
ri P
hra
seb
oo
k a
nd
Dic
tio
nar
y.
Au
ckla
nd
: C
oll
ins.
Ver
coe,
Ro
sali
nd
an
d W
aak
a (2
00
8).
Nāu
te
Ro
uro
u,
Nāk
u t
e R
ou
rou
. W
elli
ng
ton
: H
uia
Pu
bli
sher
s.
Rea
din
g R
eso
urces
Bla
ck-T
aute
, H
era
(20
10
). H
e T
ao
ng
a a
nō
te
Ka
i. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is H
e P
ura
pu
ra b
oo
k c
on
tras
ts s
om
e h
ealt
hy
an
d u
nh
ealt
hy
fo
od
s.]
Fit
zger
ald
, T
ang
iho
ro (
20
06
). Ē
tah
i K
ai.
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
He
Pu
rap
ura
bo
ok
fea
ture
s a
fam
ily
pre
par
ing
a f
east
.]
Gib
son
-Ng
atai
, K
arar
ain
a (2
00
1).
Te
Hā
ng
i. N
gar
uaw
ahia
: K
ia A
ta M
ai P
ub
lica
tio
ns.
[T
his
Ngā K
ete
Kō
rero
bo
ok
lo
ok
s at
th
e fo
od
in
a hān
gi.
]
Hen
ry,
Mik
e (2
00
5).
Ha
ere
Ma
i ki
te
Ka
i. W
elli
ng
ton
: H
uia
Pu
bli
sher
s. [
Th
is N
gā K
ete
Kō
rero
bo
ok
is
abo
ut
san
dw
ich
es.]
Jorg
ense
n,
Bil
ly (
20
07
). Mā
ku t
e M
ah
i. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is H
e P
ura
pu
ra f
eatu
res
kū
mar
a.]
Kaa
, O
ho
(2
00
7).
Kā
ng
a Kō
pir
o.
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
He
Pu
rap
ura
bo
ok
fea
ture
s kān
ga
kō
pir
o (
ferm
ente
d c
orn
).]
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 4
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Na
tio
na
l S
tan
da
rd
s A
ssess
men
t
Th
e N
ew
Zea
lan
d C
urric
ulu
m R
ea
din
g a
nd
Writ
ing
Sta
nd
ard
s fo
r y
ea
rs
1-
8
Th
e R
ea
din
g S
tan
da
rd
– B
y t
he
end
of
yea
r 6
, st
ud
ents
wil
l re
ad,
resp
on
d t
o a
nd
th
ink
cri
tica
lly
ab
ou
t te
xts
in
ord
er t
o m
eet
the
read
ing
dem
and
s o
f th
e N
ew Z
eala
nd
Cu
rric
ulu
m a
t L
evel
3.
Stu
den
ts w
ill
loca
te,
eval
uat
e an
d i
nte
gra
te i
nfo
rmat
ion
an
d i
dea
s w
ith
in a
nd
acr
oss
a s
mal
l ra
ng
e o
f te
xts
ap
pro
pri
ate
to t
his
lev
el a
s th
ey g
ener
ate
and
an
swer
qu
esti
on
s to
mee
t sp
ecif
ic l
earn
ing
pu
rpo
ses
acro
ss t
he
curr
icu
lum
.
Th
e W
rit
ing
Sta
nd
ard
– B
y t
he
end
of
yea
r 6
, st
ud
ents
wil
l cr
eate
tex
ts i
n o
rder
to
mee
t th
e w
riti
ng
dem
and
s o
f th
e N
ew Z
eala
nd
Cu
rric
ulu
m a
t L
evel
3.
Stu
den
ts w
ill
use
thei
r w
riti
ng
to
th
ink
ab
ou
t, r
eco
rd a
nd
co
mm
un
icat
e ex
per
ien
ces,
id
eas
and
in
form
atio
n t
o m
eet
spec
ific
lea
rnin
g p
urp
ose
s ac
ross
th
e cu
rric
ulu
m.
Th
e N
ew
Zea
lan
d C
urric
ulu
m M
ath
em
ati
cs
Sta
nd
ard
fo
r y
ea
rs
1-
8
Th
e M
ath
em
ati
cs
Sta
nd
ard
- S
tati
stic
s
In c
on
tex
ts t
hat
req
uir
e th
em t
o s
olv
e p
rob
lem
s o
r m
od
el s
itu
atio
ns,
stu
den
ts w
ill
be
able
to
:
•
In
ves
tig
ate
sum
mar
y a
nd
co
mp
aris
on
qu
esti
on
s b
y u
sin
g t
he
stat
isti
cal
enq
uir
y c
ycl
e:
•
gat
her
or
acce
ss m
ult
ivar
iate
cat
ego
ry a
nd
wh
ole
-nu
mb
er d
ata
•
sort
dat
a in
to c
ateg
ori
es o
r in
terv
als,
dis
pla
y i
t in
dif
fere
nt
way
s an
d i
den
tify
pat
tern
s
•
inte
rpre
t re
sult
s in
co
nte
xt,
acc
epti
ng
th
at s
amp
les
var
y
•
Ord
er t
he
lik
elih
oo
ds
of
ou
tco
mes
fo
r si
tuat
ion
s in
vo
lvin
g c
han
ce,
con
sid
erin
g e
xp
erim
enta
l re
sult
s an
d m
od
els
of
all
po
ssib
le o
utc
om
es.
Na
tio
na
l S
tan
da
rd
s A
ssess
men
t T
ask
s
Tas
ks
to a
sses
s th
e R
ea
din
g S
tan
da
rd
– r
efer
to
Les
son
11
an
d R
ead
ing
Ru
bri
c in
In
form
atio
n S
hee
t 7
.
Tas
ks
to a
sses
s th
e W
rit
ing
Sta
nd
ard
– r
efer
to
Les
son
16
an
d W
riti
ng
/Pre
sen
tin
g R
ub
ric
in I
nfo
rmat
ion
Sh
eet
7.
Tas
ks
to a
sses
s th
e M
ath
em
ati
cs
Sta
nd
ard
– r
efer
to
Les
son
12
/13
an
d M
ath
s R
ub
ric
in I
nfo
rmat
ion
Sh
eet
7.
Pla
nn
ed
Ass
ess
men
ts
Ass
essm
ents
sh
ou
ld i
ncl
ud
e b
oth
fo
rmat
ive
and
su
mm
ativ
e ac
tiv
itie
s an
d a
ny
su
gg
esti
on
s m
ade
in t
his
un
it n
eed
to
be
cog
nis
ant
of
stu
den
t n
eed
s an
d a
bil
itie
s. W
ith
in t
he
inq
uir
y m
od
el a
sses
smen
t sh
ou
ld b
e o
n-g
oin
g,
refl
ecti
ng
un
der
stan
din
g a
t k
ey p
oin
ts a
lon
g t
he
way
.
Sp
otl
igh
t o
n:
Inq
uir
y-b
ased
lea
rnin
g,
e-le
arn
ing
Inq
uir
y L
earn
ing
– D
evel
op
ing
Ru
bri
cs h
ttp
://w
ww
.gal
ileo
.org
/res
earc
h/p
ub
lica
tio
ns/
rub
ric.
pd
f
Use
ful
Inq
uir
y T
emp
late
s in
clu
din
g a
sses
smen
t id
eas
-
htt
p:/
/cen
tre4
.in
tera
ct.a
c.n
z/m
od
ule
s/fo
lder
/fo
lder
.ph
p?s
pac
e_k
ey=
36
8&
mo
du
le_
key
=2
82
60
&li
nk
_k
ey=
28
13
6&
gro
up
_k
ey=
0
Lin
ks
an
d r
eso
urces
TK
I
5
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 6
Mah
uik
a, A
pir
ana
(20
00
). P
oa
ka K
un
eku
ne.
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
is
on
e o
f te
n e
nla
rged
He
Pu
rap
ura
bo
ok
s p
ub
lish
ed w
ith
tea
cher
s’ n
ote
s. I
t co
nta
ins
des
crip
tio
ns
of
foo
d.]
Min
istr
y o
f E
du
cati
on
(2
00
6).
Ia
Ata
. W
elli
ng
ton
: H
uia
Pu
bli
sher
s. [
Th
is i
s a
Ngā K
ete
Kō
rero
bo
ok
ab
ou
t m
akin
g b
reak
fast
.]
Min
istr
y o
f E
du
cati
on
(2
00
6).
Ka
i O
ra 1
. W
elli
ng
ton
: H
ana.
[T
hes
e tw
elv
e b
oo
ks,
rec
ipe
card
s an
d a
tea
cher
s’ r
eso
urc
e b
oo
k f
eatu
re tītī,
kū
mar
a, k
uk
u a
nd
tu
na.
]
Min
istr
y o
f E
du
cati
on
(2
00
7).
Ka
i O
ra 2
. W
elli
ng
ton
: H
ana.
[T
hes
e tw
elv
e b
oo
ks,
rec
ipe
car
ds
and
a t
each
ers’
res
ou
rce
bo
ok
fea
ture
pāti
ki,
pāu
a, p
iko
pik
o a
nd
hu
e.]
Min
istr
y o
f E
du
cati
on
(2
00
6).
Te
Uru
Rā
kau
. W
elli
ng
ton
: H
uia
Pu
bli
sher
s. [
Th
is i
s a
Ngā K
ete
Kō
rero
bo
ok
ab
ou
t fr
uit
.]
Rew
i, T
ang
iwai
(2
00
1).
He
Ah
a H
ei K
ai
mā
Pēp
i? W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is N
gā K
ete
Kō
rero
bo
ok
lo
ok
s at
bab
y f
oo
d.]
Rid
del
l, M
arin
gi
(19
98
). H
e K
ai
Rek
a.
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
Ngā K
ete
Kō
rero
bo
ok
is
abo
ut
del
icio
us
foo
d.]
Te
Aw
a, M
anu
(2
00
9).
He
Ka
i H
au
ora
. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is Pīpī
bo
ok
is
abo
ut
wh
at g
oes
in
a s
alad
.]
Te
Aw
a, M
anu
(2
00
9).
He
Pu
rou
Hu
a Rā
kau
. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is Pīpī
bo
ok
is
abo
ut
fru
it.]
Te
Aw
a, M
anu
(2
00
9).
He
Rek
a!
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
Pīpī
bo
ok
is
abo
ut
veg
etab
les.
]
Te
Rō
pū
a H
uia
(2
00
0).
He
Ma
hi
Tō
hi.
Wel
lin
gto
n:
Hu
ia P
ub
lish
ers.
[T
his
Ngā K
ete
Kō
rero
bo
ok
ex
pla
ins
ho
w t
o m
ake
a p
iece
of
toas
t.]
Wat
son
, T
ipen
e (2
00
3).
Te
Mīh
ini
Wh
aka
ha
nu
mi.
[T
his
He
Pu
rap
ura
sto
ry i
nv
olv
es a
bo
y a
nd
a b
len
der
.]
Kū
ma
ra
Trea
ts b
y G
enev
iev
e M
cGo
ug
h F
rom
Sch
oo
l Jo
urn
al,
Par
t 1
, N
um
ber
4,
20
07
htt
p:/
/ww
w.t
ki.
org
.nz/
r/li
tera
cy_
nu
mer
acy
/pro
fess
ion
al/t
each
ers_
no
tes/
sch
oo
l_jo
urn
al/t
chr_
no
tes/
1_
4_
20
07
_e.
ph
p?p
art=
1
Cla
ssro
om
Co
nn
ecti
on
s –
Str
ateg
ies
for
Inte
gra
ted
Lea
rnin
g b
y K
ath
Mu
rdo
ch
Oth
er r
ele
va
nt
site
s
Mao
ri H
ealt
h m
od
els
- h
ttp
://w
ww
.mao
rih
ealt
h.g
ov
t.n
z/m
oh
.nsf
/pag
esm
a/1
96
San
itar
ium
bre
akfa
st -
htt
p:/
/ww
w.s
anit
ariu
m.c
o.n
z/h
ealt
h-a
nd
-wel
lbei
ng
/bre
akfa
st
Hea
lth
Sp
on
sors
hip
Co
un
cil
- h
ttp
://w
ww
.bre
akfa
st-e
ater
s.o
rg.n
z
Bre
akfa
st a
nd
Bru
nch
aro
un
d t
he
wo
rld
- h
ttp
://w
ww
.bre
akfa
stan
db
run
ch.c
om
/co
un
try
ho
me.
ph
p
Fo
od
stu
ffs
Fo
od
fo
r T
ho
ug
ht
– N
utr
itio
n E
du
cati
on
Pro
gra
mm
e -
htt
p:/
/ww
w.f
oo
dfo
rth
ou
gh
t.co
.nz/
Te
Ho
tu M
anaw
a M
aori
- h
ttp
://w
ww
.teh
otu
man
awa.
org
.nz/
nu
trit
ion
-an
d-p
hy
sica
l/re
sou
rces
.cfm
Min
d M
att
ers
Reso
urce –
av
ail
ab
le o
nli
ne f
or f
ree
htt
p:/
/ww
w.m
ind
mat
ters
.ed
u.a
u
htt
p:/
/ww
w.m
ind
mat
ters
.ed
u.a
u/r
eso
urc
es/m
ind
mat
ters
/bo
ok
lets
/en
han
cin
g_
resi
lien
ce_
1.h
tml
Sit
es
to a
ssis
t in
th
e d
ev
elo
pm
en
t o
f su
rv
ey
qu
est
ion
s:
htt
p:/
/ww
w.s
tat.
auck
lan
d.a
c.n
z/su
rvey
/
So
ng
s a
nd
Wa
iata
“Hei
Ko
nei
e t
e A
rik
i”an
d “
He
Ro
uro
u mā K
ou
tou
” (i
n H
ei W
aia
ta,
Hei
Wh
aka
koa
koa
– W
aia
ta t
o S
up
po
rt T
each
ing
an
d L
earn
ing
of
te R
eo Mā
ori
in
En
gli
sh-m
ediu
m S
cho
ols
:
Yea
rs 1
–8
).“K
ei R
aro
i t
e M
oan
a” (
in K
iwi
Kid
son
gs
1,
19
90
)
An
ima
tio
ns
See
Reo
mat
ion
s (a
nim
atio
ns)
- e
mah
i k
ai (
Pre
par
ing
fo
od
), K
ei t
e h
iak
ai a
hau
(I'
m h
un
gry
), T
e wā k
ai (
Lu
nch
tim
e) h
ttp
://h
ereo
ora
.tk
i.o
rg.n
z/U
nit
-pla
ns/
Un
it-3
-Kai
/Reo
mat
ion
s/T
e-
wa-
kai
-Lu
nch
tim
e
Dai
ly F
oo
d r
eco
rd (
see
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-p
lan
s/U
nit
-3-K
ai/T
ask
s-an
d-a
ctiv
itie
s/D
aily
-fo
od
-rec
ord
an
d h
ttp
://h
ereo
ora
.tk
i.o
rg.n
z/U
nit
-pla
ns/
Un
it-3
-Kai
/Reo
mat
ion
s/T
e-
wa-
kai
-Lu
nch
tim
e)
htt
p:/
/ww
w2
.lh
ric.
org
/po
can
tico
/nu
trit
ion
/nu
trit
ion
.htm
l
6
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 7
htt
p:/
/ww
w.d
ole
.co
m/S
up
erK
ids/
Co
mic
s/ta
bid
/10
59
/Def
ault
.asp
x
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 6
Mah
uik
a, A
pir
ana
(20
00
). P
oa
ka K
un
eku
ne.
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
is
on
e o
f te
n e
nla
rged
He
Pu
rap
ura
bo
ok
s p
ub
lish
ed w
ith
tea
cher
s’ n
ote
s. I
t co
nta
ins
des
crip
tio
ns
of
foo
d.]
Min
istr
y o
f E
du
cati
on
(2
00
6).
Ia
Ata
. W
elli
ng
ton
: H
uia
Pu
bli
sher
s. [
Th
is i
s a
Ngā K
ete
Kō
rero
bo
ok
ab
ou
t m
akin
g b
reak
fast
.]
Min
istr
y o
f E
du
cati
on
(2
00
6).
Ka
i O
ra 1
. W
elli
ng
ton
: H
ana.
[T
hes
e tw
elv
e b
oo
ks,
rec
ipe
card
s an
d a
tea
cher
s’ r
eso
urc
e b
oo
k f
eatu
re tītī,
kū
mar
a, k
uk
u a
nd
tu
na.
]
Min
istr
y o
f E
du
cati
on
(2
00
7).
Ka
i O
ra 2
. W
elli
ng
ton
: H
ana.
[T
hes
e tw
elv
e b
oo
ks,
rec
ipe
car
ds
and
a t
each
ers’
res
ou
rce
bo
ok
fea
ture
pāti
ki,
pāu
a, p
iko
pik
o a
nd
hu
e.]
Min
istr
y o
f E
du
cati
on
(2
00
6).
Te
Uru
Rā
kau
. W
elli
ng
ton
: H
uia
Pu
bli
sher
s. [
Th
is i
s a
Ngā K
ete
Kō
rero
bo
ok
ab
ou
t fr
uit
.]
Rew
i, T
ang
iwai
(2
00
1).
He
Ah
a H
ei K
ai
mā
Pēp
i? W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is N
gā K
ete
Kō
rero
bo
ok
lo
ok
s at
bab
y f
oo
d.]
Rid
del
l, M
arin
gi
(19
98
). H
e K
ai
Rek
a.
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
Ngā K
ete
Kō
rero
bo
ok
is
abo
ut
del
icio
us
foo
d.]
Te
Aw
a, M
anu
(2
00
9).
He
Ka
i H
au
ora
. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is Pīpī
bo
ok
is
abo
ut
wh
at g
oes
in
a s
alad
.]
Te
Aw
a, M
anu
(2
00
9).
He
Pu
rou
Hu
a Rā
kau
. W
elli
ng
ton
: L
earn
ing
Med
ia.
[Th
is Pīpī
bo
ok
is
abo
ut
fru
it.]
Te
Aw
a, M
anu
(2
00
9).
He
Rek
a!
Wel
lin
gto
n:
Lea
rnin
g M
edia
. [T
his
Pīpī
bo
ok
is
abo
ut
veg
etab
les.
]
Te
Rō
pū
a H
uia
(2
00
0).
He
Ma
hi
Tō
hi.
Wel
lin
gto
n:
Hu
ia P
ub
lish
ers.
[T
his
Ngā K
ete
Kō
rero
bo
ok
ex
pla
ins
ho
w t
o m
ake
a p
iece
of
toas
t.]
Wat
son
, T
ipen
e (2
00
3).
Te
Mīh
ini
Wh
aka
ha
nu
mi.
[T
his
He
Pu
rap
ura
sto
ry i
nv
olv
es a
bo
y a
nd
a b
len
der
.]
Kū
ma
ra
Trea
ts b
y G
enev
iev
e M
cGo
ug
h F
rom
Sch
oo
l Jo
urn
al,
Par
t 1
, N
um
ber
4,
20
07
htt
p:/
/ww
w.t
ki.
org
.nz/
r/li
tera
cy_
nu
mer
acy
/pro
fess
ion
al/t
each
ers_
no
tes/
sch
oo
l_jo
urn
al/t
chr_
no
tes/
1_
4_
20
07
_e.
ph
p?p
art=
1
Cla
ssro
om
Co
nn
ecti
on
s –
Str
ateg
ies
for
Inte
gra
ted
Lea
rnin
g b
y K
ath
Mu
rdo
ch
Oth
er r
ele
va
nt
site
s
Mao
ri H
ealt
h m
od
els
- h
ttp
://w
ww
.mao
rih
ealt
h.g
ov
t.n
z/m
oh
.nsf
/pag
esm
a/1
96
San
itar
ium
bre
akfa
st -
htt
p:/
/ww
w.s
anit
ariu
m.c
o.n
z/h
ealt
h-a
nd
-wel
lbei
ng
/bre
akfa
st
Hea
lth
Sp
on
sors
hip
Co
un
cil
- h
ttp
://w
ww
.bre
akfa
st-e
ater
s.o
rg.n
z
Bre
akfa
st a
nd
Bru
nch
aro
un
d t
he
wo
rld
- h
ttp
://w
ww
.bre
akfa
stan
db
run
ch.c
om
/co
un
try
ho
me.
ph
p
Fo
od
stu
ffs
Fo
od
fo
r T
ho
ug
ht
– N
utr
itio
n E
du
cati
on
Pro
gra
mm
e -
htt
p:/
/ww
w.f
oo
dfo
rth
ou
gh
t.co
.nz/
Te
Ho
tu M
anaw
a M
aori
- h
ttp
://w
ww
.teh
otu
man
awa.
org
.nz/
nu
trit
ion
-an
d-p
hy
sica
l/re
sou
rces
.cfm
Min
d M
att
ers
Reso
urce –
av
ail
ab
le o
nli
ne f
or f
ree
htt
p:/
/ww
w.m
ind
mat
ters
.ed
u.a
u
htt
p:/
/ww
w.m
ind
mat
ters
.ed
u.a
u/r
eso
urc
es/m
ind
mat
ters
/bo
ok
lets
/en
han
cin
g_
resi
lien
ce_
1.h
tml
Sit
es
to a
ssis
t in
th
e d
ev
elo
pm
en
t o
f su
rv
ey
qu
est
ion
s:
htt
p:/
/ww
w.s
tat.
auck
lan
d.a
c.n
z/su
rvey
/
So
ng
s a
nd
Wa
iata
“Hei
Ko
nei
e t
e A
rik
i”an
d “
He
Ro
uro
u mā K
ou
tou
” (i
n H
ei W
aia
ta,
Hei
Wh
aka
koa
koa
– W
aia
ta t
o S
up
po
rt T
each
ing
an
d L
earn
ing
of
te R
eo Mā
ori
in
En
gli
sh-m
ediu
m S
cho
ols
:
Yea
rs 1
–8
).“K
ei R
aro
i t
e M
oan
a” (
in K
iwi
Kid
son
gs
1,
19
90
)
An
ima
tio
ns
See
Reo
mat
ion
s (a
nim
atio
ns)
- e
mah
i k
ai (
Pre
par
ing
fo
od
), K
ei t
e h
iak
ai a
hau
(I'
m h
un
gry
), T
e wā k
ai (
Lu
nch
tim
e) h
ttp
://h
ereo
ora
.tk
i.o
rg.n
z/U
nit
-pla
ns/
Un
it-3
-Kai
/Reo
mat
ion
s/T
e-
wa-
kai
-Lu
nch
tim
e
Dai
ly F
oo
d r
eco
rd (
see
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-p
lan
s/U
nit
-3-K
ai/T
ask
s-an
d-a
ctiv
itie
s/D
aily
-fo
od
-rec
ord
an
d h
ttp
://h
ereo
ora
.tk
i.o
rg.n
z/U
nit
-pla
ns/
Un
it-3
-Kai
/Reo
mat
ion
s/T
e-
wa-
kai
-Lu
nch
tim
e)
htt
p:/
/ww
w2
.lh
ric.
org
/po
can
tico
/nu
trit
ion
/nu
trit
ion
.htm
l
7
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 8
UN
IT P
LAN
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
Less
on
1:
Intr
od
ucti
on
/Ha
uo
ra
co
ncep
t
Ove
rvie
w:
We
are
usi
ng
pic
tori
al
ima
ges
to
gen
era
te d
iscu
ssio
ns
aro
un
d h
ealt
h a
nd
wel
l-b
ein
g a
nd
in
tro
du
ce c
on
cep
t o
f H
au
ora
(H
P S
LO
3,
E S
LO
, 3
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Iden
tify
th
e fa
cto
rs t
hat
in
flu
ence
ou
r ev
ery
day
liv
es
•
Ex
pla
in h
ow
th
e en
vir
on
men
t
and
peo
ple
aro
un
d u
s in
flu
ence
us
•
Iden
tify
an
d e
xp
lain
ou
r p
erso
nal
resp
on
sib
ilit
y f
or
ou
r o
wn
acti
on
s an
d t
he
resp
on
sib
ilit
ies
of
oth
ers
•
Iden
tify
an
d e
xp
lain
ho
w h
ealt
h
and
wel
lbei
ng
im
pac
t o
n t
he
qu
alit
y o
f o
ur
ever
yd
ay l
ives
•
Iden
tify
th
e th
ing
s th
at k
eep
us
hap
py
an
d h
ealt
hy
(p
hy
sica
l
(tah
a ti
nan
a),
men
tal/
emo
tio
ns
(tah
a h
inen
gar
o),
so
cial
( ta
ha
whān
au)
and
sp
irit
ual
(ta
ha
wai
rua)
•
Un
der
stan
d t
hat
all
fo
ur
elem
ents
abo
ve
nee
d t
o b
e in
bal
ance
fo
r
us
to f
eel
hap
py
, h
ealt
hy
an
d
safe
.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Ass
ign
stu
den
ts i
nto
gro
up
s o
f 3
or
4.
All
oca
te a
nd
def
ine
task
s o
f co
llec
tor,
rec
ord
er,
rep
ort
er,
tim
ekee
per
(u
se o
f th
ese
role
s is
en
cou
rag
ed t
hro
ug
ho
ut
the
un
it).
•
Ex
pla
in t
ask
, re
qu
irem
ents
an
d t
imef
ram
e.
In g
rou
ps
stu
den
ts n
eed
to
pla
ce t
he
giv
en
pic
ture
s R
eso
urce 1
(on
e se
t o
f p
ictu
res
at a
tim
e) i
n t
he
ord
er t
hey
th
ink
tel
ls a
sto
ry.
Rec
ord
wh
at t
he
sto
ry b
ehin
d t
he
pic
ture
s is
.
•
Op
po
rtu
nit
y t
o d
iscu
ss a
nd
lea
rn T
e R
eo f
or
fam
ily
. S
ee
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Reo
mat
ion
s/T
aku
-wh
anau
-My
-fam
ily
fo
r an
imat
ion
an
d t
each
ing
reso
urc
es,
vo
cab
ula
ry a
nd
act
ivit
ies
•
Sel
ecti
ve
gro
up
s fe
edb
ack
to
cla
ss a
fter
eac
h s
tory
.
Acti
va
te
•
Dis
cuss
th
e fo
llo
win
g q
ues
tio
ns.
W
hat
do
th
e p
ictu
res
tell
us
abo
ut
ho
w t
he
per
son
is
feel
ing
? H
ow
do
es w
hat
we
feel
im
pac
t o
n w
hat
hap
pen
s at
sch
oo
l/h
om
e?
Ho
w d
o t
he
thin
gs
we
do
(e.
g.
mis
sin
g b
reak
fast
) im
pac
t o
n w
hat
hap
pen
s?
Ho
w d
oes
wh
at o
ther
s d
o
imp
act
on
wh
at h
app
ens?
D
iscu
ss p
erso
nal
res
po
nsi
bil
ity
fo
r o
ur
ow
n a
ctio
ns
and
th
e
resp
on
sib
ilit
y o
f o
ther
s.
Dem
on
stra
te
•
Pla
ce t
he
pic
ture
s o
n t
he
bo
ard
fo
r ea
ch s
tory
. W
rite
th
e fo
llo
win
g h
ead
ing
s (o
r si
mil
ar)
at
the
top
of
the
bo
ard
.
•
Bel
iefs
; id
enti
ty (
wh
o w
e ar
e);
emo
tio
nal
saf
ety
; se
nse
of
bel
on
gin
g;
ph
ysi
cal
safe
ty i
n o
ur
env
iro
nm
ent;
lo
ok
ing
aft
er o
urs
elv
es.
•
Ask
stu
den
ts w
hic
h h
ead
ing
go
es w
ith
wh
ich
sto
ry.
Usi
ng
mo
re t
han
on
e h
ead
ing
is
enco
ura
ged
.
Co
nso
lid
ati
on
•
Intr
od
uce
th
e co
nce
pt
of
Hau
ora
th
rou
gh
a d
iag
ram
(se
e In
form
ati
on
Sh
eet
7 i
n r
eso
urc
e
bo
ok
let)
on
th
e b
oar
d a
nd
hea
din
gs
bes
ide
each
wal
l
Ref
er t
o
htt
p:/
/ww
w.m
aori
hea
lth
.go
vt.
nz/
mo
h.n
sf/p
ages
ma/
19
6 o
r
Hea
lth
an
d P
hy
sica
l E
du
cati
on
Cu
rric
ulu
m 1
99
9
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Inte
gra
te d
iffe
ren
t so
urc
es o
f
8
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 9
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
o
Ph
ysi
cal
– t
ah
a t
ina
na
o
Men
tal
and
em
oti
on
al s
afet
y a
nd
su
pp
ort
– t
ah
a h
inen
ga
ro
o
So
cial
(in
tera
ctin
g w
ith
oth
ers;
dev
elo
pin
g a
sen
se o
f b
elo
ng
ing)
– t
ah
a w
hā
na
u
o
Sp
irit
ual
(p
erso
nal
id
enti
ty,
bel
iefs
, v
alu
es)
– t
ah
a w
air
ua
•
Dis
cuss
th
e im
po
rtan
ce o
f h
avin
g f
ou
r w
alls
in
a h
ou
se a
nd
ho
w e
ach
wal
l su
pp
ort
s ea
ch
oth
er.
Rel
ate
to s
tud
ents
ho
w e
ach
of
the
hea
din
gs/
fou
r w
alls
su
pp
ort
s o
ur
hea
lth
an
d w
ell-
bei
ng
. R
efer
bac
k t
o t
he
sto
ryb
oar
ds
for
exam
ple
s.
info
rmat
ion
, p
roce
sses
an
d
stra
teg
ies
to i
nfo
rm,
shap
e an
d
exp
ress
id
eas
abo
ut
hea
lth
an
d
wel
l-b
ein
g.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
2:
Ha
uo
ra
, S
po
rt
an
d F
oo
d
Ove
rvie
w:
We
are
ma
kin
g t
he
con
nec
tio
n b
etw
een
Ha
uo
ra a
nd
sp
ort
. H
igh
lig
hti
ng
th
e im
po
rta
nce
of
bre
akf
ast
in
pre
pa
rin
g f
or
an
d p
layi
ng
sp
ort
. Id
enti
fyin
g w
hic
h f
oo
ds
we
con
sid
er a
re t
he
bes
t ch
oic
e fo
r b
rea
kfa
st a
nd
wh
ich
are
no
t.
(HP
SL
O 1
,4 E
SL
O 3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Iden
tify
wh
at a
go
od
bre
akfa
st i
s
for
us
wh
en w
e ar
e p
rep
arin
g t
o
pla
y a
sp
ort
•
Ex
pla
in w
hy
a g
oo
d b
reak
fast
is
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Sel
ect
a sp
ort
th
at s
tud
ents
in
th
e cl
ass
pla
y o
r li
ke
to w
atch
.
•
Ask
stu
den
ts w
hat
th
ey n
eed
to
do
wel
l in
th
eir
spo
rt (
ph
ysi
cal)
, w
hy
th
ey p
lay
sp
ort
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 8
UN
IT P
LAN
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
Less
on
1:
Intr
od
ucti
on
/Ha
uo
ra
co
ncep
t
Ove
rvie
w:
We
are
usi
ng
pic
tori
al
ima
ges
to
gen
era
te d
iscu
ssio
ns
aro
un
d h
ealt
h a
nd
wel
l-b
ein
g a
nd
in
tro
du
ce c
on
cep
t o
f H
au
ora
(H
P S
LO
3,
E S
LO
, 3
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Iden
tify
th
e fa
cto
rs t
hat
in
flu
ence
ou
r ev
ery
day
liv
es
•
Ex
pla
in h
ow
th
e en
vir
on
men
t
and
peo
ple
aro
un
d u
s in
flu
ence
us
•
Iden
tify
an
d e
xp
lain
ou
r p
erso
nal
resp
on
sib
ilit
y f
or
ou
r o
wn
acti
on
s an
d t
he
resp
on
sib
ilit
ies
of
oth
ers
•
Iden
tify
an
d e
xp
lain
ho
w h
ealt
h
and
wel
lbei
ng
im
pac
t o
n t
he
qu
alit
y o
f o
ur
ever
yd
ay l
ives
•
Iden
tify
th
e th
ing
s th
at k
eep
us
hap
py
an
d h
ealt
hy
(p
hy
sica
l
(tah
a ti
nan
a),
men
tal/
emo
tio
ns
(tah
a h
inen
gar
o),
so
cial
( ta
ha
whān
au)
and
sp
irit
ual
(ta
ha
wai
rua)
•
Un
der
stan
d t
hat
all
fo
ur
elem
ents
abo
ve
nee
d t
o b
e in
bal
ance
fo
r
us
to f
eel
hap
py
, h
ealt
hy
an
d
safe
.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Ass
ign
stu
den
ts i
nto
gro
up
s o
f 3
or
4.
All
oca
te a
nd
def
ine
task
s o
f co
llec
tor,
rec
ord
er,
rep
ort
er,
tim
ekee
per
(u
se o
f th
ese
role
s is
en
cou
rag
ed t
hro
ug
ho
ut
the
un
it).
•
Ex
pla
in t
ask
, re
qu
irem
ents
an
d t
imef
ram
e.
In g
rou
ps
stu
den
ts n
eed
to
pla
ce t
he
giv
en
pic
ture
s R
eso
urce 1
(on
e se
t o
f p
ictu
res
at a
tim
e) i
n t
he
ord
er t
hey
th
ink
tel
ls a
sto
ry.
Rec
ord
wh
at t
he
sto
ry b
ehin
d t
he
pic
ture
s is
.
•
Op
po
rtu
nit
y t
o d
iscu
ss a
nd
lea
rn T
e R
eo f
or
fam
ily
. S
ee
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Reo
mat
ion
s/T
aku
-wh
anau
-My
-fam
ily
fo
r an
imat
ion
an
d t
each
ing
reso
urc
es,
vo
cab
ula
ry a
nd
act
ivit
ies
•
Sel
ecti
ve
gro
up
s fe
edb
ack
to
cla
ss a
fter
eac
h s
tory
.
Acti
va
te
•
Dis
cuss
th
e fo
llo
win
g q
ues
tio
ns.
W
hat
do
th
e p
ictu
res
tell
us
abo
ut
ho
w t
he
per
son
is
feel
ing
? H
ow
do
es w
hat
we
feel
im
pac
t o
n w
hat
hap
pen
s at
sch
oo
l/h
om
e?
Ho
w d
o t
he
thin
gs
we
do
(e.
g.
mis
sin
g b
reak
fast
) im
pac
t o
n w
hat
hap
pen
s?
Ho
w d
oes
wh
at o
ther
s d
o
imp
act
on
wh
at h
app
ens?
D
iscu
ss p
erso
nal
res
po
nsi
bil
ity
fo
r o
ur
ow
n a
ctio
ns
and
th
e
resp
on
sib
ilit
y o
f o
ther
s.
Dem
on
stra
te
•
Pla
ce t
he
pic
ture
s o
n t
he
bo
ard
fo
r ea
ch s
tory
. W
rite
th
e fo
llo
win
g h
ead
ing
s (o
r si
mil
ar)
at
the
top
of
the
bo
ard
.
•
Bel
iefs
; id
enti
ty (
wh
o w
e ar
e);
emo
tio
nal
saf
ety
; se
nse
of
bel
on
gin
g;
ph
ysi
cal
safe
ty i
n o
ur
env
iro
nm
ent;
lo
ok
ing
aft
er o
urs
elv
es.
•
Ask
stu
den
ts w
hic
h h
ead
ing
go
es w
ith
wh
ich
sto
ry.
Usi
ng
mo
re t
han
on
e h
ead
ing
is
enco
ura
ged
.
Co
nso
lid
ati
on
•
Intr
od
uce
th
e co
nce
pt
of
Hau
ora
th
rou
gh
a d
iag
ram
(se
e In
form
ati
on
Sh
eet
7 i
n r
eso
urc
e
bo
ok
let)
on
th
e b
oar
d a
nd
hea
din
gs
bes
ide
each
wal
l
Ref
er t
o
htt
p:/
/ww
w.m
aori
hea
lth
.go
vt.
nz/
mo
h.n
sf/p
ages
ma/
19
6 o
r
Hea
lth
an
d P
hy
sica
l E
du
cati
on
Cu
rric
ulu
m 1
99
9
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Inte
gra
te d
iffe
ren
t so
urc
es o
f
9
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
0
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
imp
ort
ant
wh
en p
rep
arin
g t
o p
lay
a sp
ort
•
Iden
tify
th
e ch
alle
ng
es t
o e
atin
g
a g
oo
d b
reak
fast
bef
ore
a s
po
rts
gam
e
•
Des
crib
e st
rate
gie
s to
ov
erco
me
the
chal
len
ges
.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u (
I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
(so
cial
/id
enti
ty);
ho
w i
t m
akes
th
em f
eel
(em
oti
on
al);
do
es a
ny
on
e el
se i
n t
he
fam
ily
pla
y
spo
rt (
iden
tity
)?
Rel
ate
to t
he
fou
r ar
eas
of
Hau
ora
.
Acti
va
te
•
Fo
cus
on
th
e p
hy
sica
l –
tak
ing
res
po
nsi
bil
ity
fo
r o
ur
hea
lth
.
•
Ref
er I
nfo
rm
ati
on
Sh
eet
1.
Wh
at d
oes
An
nie
nee
d t
o d
o t
o h
elp
pre
par
e fo
r h
er b
ig
wee
ken
d g
ame?
In
pai
rs,
stu
den
ts r
eco
rd i
dea
s.
•
Fee
db
ack
to
cla
ss.
Dem
on
stra
te
•
Hig
hli
gh
t th
at e
atin
g b
reak
fast
is
a h
ug
e p
art
of
pre
par
ing
wel
l fo
r a
gam
e/ev
ent.
Wh
y i
s
foo
d s
o i
mp
ort
ant?
(R
efer
In
form
ati
on
Sh
eet
2 f
ocu
sin
g o
n f
uel
lin
g o
ur
bo
dy
rea
dy
fo
r
ph
ysi
cal
acti
vit
y).
Ho
w d
o w
e k
no
w w
hat
fo
od
is
the
bes
t k
ind
of
foo
d t
o h
elp
us
per
form
wel
l at
sp
ort
?
•
Wat
ch t
he
vid
eo c
lip
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-p
lan
s/U
nit
-3-K
ai/R
eom
atio
ns/
Kei
-te-
hia
kai
-ah
au-I
-m-h
un
gry
(A
lso
pro
vid
es a
ctiv
itie
s an
d a
sses
smen
t ru
bri
c).
Dep
end
ing
on
wh
o w
e ar
e, w
her
e w
e co
me
fro
m a
nd
wh
at w
e d
o w
e n
eed
dif
fere
nt
foo
ds.
•
In g
rou
ps
(def
ine
role
s) s
tud
ents
rec
ord
wh
at t
hey
th
ink
are
th
e b
est
bre
akfa
st f
oo
ds
bef
ore
a g
ame
(pla
ce i
n T
able
1 w
ith
a r
easo
n w
hy
eac
h o
f th
e fo
od
s is
go
od
) an
d t
he
foo
ds
that
are
no
t so
go
od
(T
able
2)
wit
h a
rea
son
wh
y e
ach
of
the
foo
ds
is n
ot
go
od
.
•
Ask
gro
up
s to
no
w c
on
sid
er w
hat
so
me
of
the
chal
len
ges
wh
en e
nco
ura
gin
g p
eop
le t
o e
at
bre
akfa
st o
r ea
t th
e ri
gh
t fo
od
s fo
r b
reak
fast
? D
iscu
ss w
ays
to o
ver
com
e th
ese
(E.g
. ru
n o
ut
of
tim
e –
get
up
ear
lier
an
d p
rese
nt
as f
ish
bo
ne
anal
ysi
s w
ith
ch
alle
ng
e o
n t
he
top
an
d
stra
teg
y t
o o
ver
com
e b
elo
w)
•
Ret
ain
in
form
atio
n a
s a
form
ativ
e as
sess
men
t an
d f
or
late
r re
fere
nce
.
Co
nso
lid
ati
on
•
Ref
er t
o a
ny
dif
fere
nce
s in
th
e fo
od
s id
enti
fied
by
eac
h g
rou
p.
Wh
at k
no
wle
dg
e w
ou
ld w
e
nee
d t
o h
ave
in o
rder
to
kn
ow
wh
eth
er o
ur
answ
ers
are
corr
ect?
(i.
e. f
ou
r fo
od
gro
up
s/la
bel
read
ing
in
form
atio
n)
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Use
str
ateg
ies
to o
rgan
ise
idea
s
(fis
hb
on
e).
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
3:
Kn
ow
led
ge A
tta
ck
1
Ove
rvie
w:
We
are
lea
rnin
g a
bo
ut
the
fou
r fo
od
gro
up
s a
nd
ap
ply
ing
th
is t
o b
rea
kfa
sts
aro
un
d t
he
wo
rld
. (H
P S
LO
1,2
,3,4
E S
LO
1,2
, 3
)
We
are
succ
essf
ul
wh
en w
e ca
n:
Prep
are
P
ed
ag
og
ica
l li
nk
s:
Eat
ing
a g
oo
d b
reak
fast
10
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
1
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
•
Iden
tify
wh
ich
fo
od
s b
elo
ng
in
each
of
the
fou
r fo
od
gro
up
s;
1.
Fru
it a
nd
veg
etab
les
2.
Bre
ads
and
cer
eals
3.
Lea
n m
eats
, ch
ick
en,
seaf
oo
d,
egg
s &
leg
um
es.
4.
Mil
k a
nd
mil
k p
rod
uct
s
5.
Occ
asio
nal
fo
od
s (n
ot
a fo
od
gro
up
)
•
Ex
pla
in w
hy
fo
od
s b
elo
ng
in
th
e
foo
d g
rou
p
•
Un
der
stan
d t
he
con
cep
t o
f
serv
ing
siz
e an
d h
ow
th
is r
elat
es
to e
ach
of
the
foo
d g
rou
ps.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
gs.
5-1
4 i
n
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Intr
od
uce
act
ivit
y w
ith
a b
rief
ex
pla
nat
ion
of
the
imp
ort
ance
of
go
od
fo
od
fo
r o
ur
gro
wth
and
dev
elo
pm
ent
and
ho
w i
t is
su
pp
ort
s u
s in
ou
r le
arn
ing
an
d a
ctiv
ity
(i.
e. s
po
rt)
•
Usi
ng
Reso
urce 2
in
gro
up
s (d
efin
e ro
les)
sti
ck f
oo
d p
ictu
res
on
to a
n A
3 s
hee
t, g
rou
pin
g
acco
rdin
g t
o w
hat
th
ey h
ave
in c
om
mo
n (
i.e.
pu
t in
to o
ne
of
fiv
e co
lum
ns)
. A
ssig
n a
hea
din
g t
o e
ach
co
lum
n t
o d
escr
ibe
the
typ
e o
f fo
od
pla
ced
in
eac
h
•
Rep
ort
bac
k t
o c
lass
on
dec
isio
ns
aro
un
d t
he
fiv
e h
ead
ing
s an
d e
xam
ple
s o
f fo
od
pla
ced
in
each
•
Co
llec
t an
d r
etai
n i
nfo
rmat
ion
fro
m e
ach
gro
up
as
a fo
rmat
ive
task
.
Acti
va
te
•
Usi
ng
In
form
ati
on
Sh
eet
3 p
rov
ide
clas
s w
ith
th
e co
rrec
t h
ead
ing
s o
n t
he
bo
ard
(le
ave
“occ
asio
nal
” as
a q
ues
tio
n m
ark
). A
sk c
hil
dre
n t
o p
lace
pic
ture
s u
nd
er t
he
app
rop
riat
e
hea
din
g.
Dis
cuss
as
acti
vit
y p
rog
ress
es
•
Th
ere
are
som
e fo
od
s w
hic
h d
on
’t f
it t
he
Fo
ur
foo
d g
rou
ps.
Wh
at h
ead
ing
sh
ou
ld t
hey
go
un
der
? W
hy
? T
hes
e ar
e ‘o
ccas
ion
al’
foo
ds
wh
ich
are
no
t p
art
of
an e
ver
y d
ay d
iet
and
sho
uld
on
ly b
e h
ad o
nce
a w
eek
, at
th
e m
ost
, as
th
ey d
o n
ot
pro
vid
e th
e g
oo
dn
ess
ou
r
bo
die
s re
qu
ire
to g
row
an
d d
evel
op
.
Dem
on
stra
te
•
Ref
er I
nfo
rm
ati
on
Sh
eet
3.
Wh
at d
o t
hes
e fo
ur
foo
d g
rou
ps
pro
vid
e? W
hy
are
th
ey s
o
imp
ort
ant?
A
sk s
tud
ents
fo
r id
eas.
W
hy
are
occ
asio
nal
fo
od
s n
ot
reco
mm
end
ed v
ery
oft
en?
Dis
cuss
an
d p
rov
ide
corr
ect
info
rmat
ion
to
rec
ord
on
cla
ssro
om
dis
pla
y
•
Kee
p a
dd
ing
to
th
e d
isp
lay
th
rou
gh
ou
t th
e u
nit
, so
stu
den
ts c
an s
ee a
wid
e ra
ng
e o
f fo
od
s
that
sit
wit
hin
th
ese
gro
up
s
•
Intr
od
uce
rec
om
men
ded
ser
vin
gs
fro
m e
ach
fo
od
gro
up
fo
r st
ud
ents
of
thei
r ag
e, f
or
teen
ager
s an
d f
or
adu
lts.
(R
efer
In
form
ati
on
Sh
eet
3).
Rec
ord
on
cla
ssro
om
dis
pla
y
•
No
te:
Wa
ter
an
d m
ilk
are
th
e b
est
typ
es o
f d
rin
k fo
r a
ll a
ges
.
Co
nso
lid
ati
on
•
Intr
od
uce
Reso
urce 3
. D
emo
nst
rate
ho
w t
o f
ill
char
t in
. In
pai
rs,
stu
den
ts a
nal
yse
bre
akfa
st
usi
ng
th
e fo
ur
foo
d g
rou
ps.
Bre
akfa
sts
wh
ich
hav
e th
ree
or
mo
re f
oo
d g
rou
ps
tick
ed a
re
gre
at f
or
us!
•
Dis
cuss
an
y i
ssu
es w
hic
h a
rise
in
fee
db
ack
an
d p
ose
as
qu
esti
on
s (i
.e.
it i
s h
ard
to
kn
ow
wh
ere
to p
ut
som
e fo
od
s –
nee
d m
ore
in
form
atio
n).
Wh
at k
ind
of
info
rmat
ion
? (E
.g.
sug
ar
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Inte
gra
te d
iffe
ren
t so
urc
es o
f
info
rmat
ion
, p
roce
sses
, p
rio
r
kn
ow
led
ge
and
co
mp
reh
ensi
on
stra
teg
ies
to i
nfo
rm
clas
sifi
cati
on
s in
to f
oo
d g
rou
ps
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
0
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
imp
ort
ant
wh
en p
rep
arin
g t
o p
lay
a sp
ort
•
Iden
tify
th
e ch
alle
ng
es t
o e
atin
g
a g
oo
d b
reak
fast
bef
ore
a s
po
rts
gam
e
•
Des
crib
e st
rate
gie
s to
ov
erco
me
the
chal
len
ges
.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u (
I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
(so
cial
/id
enti
ty);
ho
w i
t m
akes
th
em f
eel
(em
oti
on
al);
do
es a
ny
on
e el
se i
n t
he
fam
ily
pla
y
spo
rt (
iden
tity
)?
Rel
ate
to t
he
fou
r ar
eas
of
Hau
ora
.
Acti
va
te
•
Fo
cus
on
th
e p
hy
sica
l –
tak
ing
res
po
nsi
bil
ity
fo
r o
ur
hea
lth
.
•
Ref
er I
nfo
rm
ati
on
Sh
eet
1.
Wh
at d
oes
An
nie
nee
d t
o d
o t
o h
elp
pre
par
e fo
r h
er b
ig
wee
ken
d g
ame?
In
pai
rs,
stu
den
ts r
eco
rd i
dea
s.
•
Fee
db
ack
to
cla
ss.
Dem
on
stra
te
•
Hig
hli
gh
t th
at e
atin
g b
reak
fast
is
a h
ug
e p
art
of
pre
par
ing
wel
l fo
r a
gam
e/ev
ent.
Wh
y i
s
foo
d s
o i
mp
ort
ant?
(R
efer
In
form
ati
on
Sh
eet
2 f
ocu
sin
g o
n f
uel
lin
g o
ur
bo
dy
rea
dy
fo
r
ph
ysi
cal
acti
vit
y).
Ho
w d
o w
e k
no
w w
hat
fo
od
is
the
bes
t k
ind
of
foo
d t
o h
elp
us
per
form
wel
l at
sp
ort
?
•
Wat
ch t
he
vid
eo c
lip
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-p
lan
s/U
nit
-3-K
ai/R
eom
atio
ns/
Kei
-te-
hia
kai
-ah
au-I
-m-h
un
gry
(A
lso
pro
vid
es a
ctiv
itie
s an
d a
sses
smen
t ru
bri
c).
Dep
end
ing
on
wh
o w
e ar
e, w
her
e w
e co
me
fro
m a
nd
wh
at w
e d
o w
e n
eed
dif
fere
nt
foo
ds.
•
In g
rou
ps
(def
ine
role
s) s
tud
ents
rec
ord
wh
at t
hey
th
ink
are
th
e b
est
bre
akfa
st f
oo
ds
bef
ore
a g
ame
(pla
ce i
n T
able
1 w
ith
a r
easo
n w
hy
eac
h o
f th
e fo
od
s is
go
od
) an
d t
he
foo
ds
that
are
no
t so
go
od
(T
able
2)
wit
h a
rea
son
wh
y e
ach
of
the
foo
ds
is n
ot
go
od
.
•
Ask
gro
up
s to
no
w c
on
sid
er w
hat
so
me
of
the
chal
len
ges
wh
en e
nco
ura
gin
g p
eop
le t
o e
at
bre
akfa
st o
r ea
t th
e ri
gh
t fo
od
s fo
r b
reak
fast
? D
iscu
ss w
ays
to o
ver
com
e th
ese
(E.g
. ru
n o
ut
of
tim
e –
get
up
ear
lier
an
d p
rese
nt
as f
ish
bo
ne
anal
ysi
s w
ith
ch
alle
ng
e o
n t
he
top
an
d
stra
teg
y t
o o
ver
com
e b
elo
w)
•
Ret
ain
in
form
atio
n a
s a
form
ativ
e as
sess
men
t an
d f
or
late
r re
fere
nce
.
Co
nso
lid
ati
on
•
Ref
er t
o a
ny
dif
fere
nce
s in
th
e fo
od
s id
enti
fied
by
eac
h g
rou
p.
Wh
at k
no
wle
dg
e w
ou
ld w
e
nee
d t
o h
ave
in o
rder
to
kn
ow
wh
eth
er o
ur
answ
ers
are
corr
ect?
(i.
e. f
ou
r fo
od
gro
up
s/la
bel
read
ing
in
form
atio
n)
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Use
str
ateg
ies
to o
rgan
ise
idea
s
(fis
hb
on
e).
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
3:
Kn
ow
led
ge A
tta
ck
1
Ove
rvie
w:
We
are
lea
rnin
g a
bo
ut
the
fou
r fo
od
gro
up
s a
nd
ap
ply
ing
th
is t
o b
rea
kfa
sts
aro
un
d t
he
wo
rld
. (H
P S
LO
1,2
,3,4
E S
LO
1,2
, 3
)
We
are
succ
essf
ul
wh
en w
e ca
n:
Prep
are
P
ed
ag
og
ica
l li
nk
s:
Eat
ing
a g
oo
d b
reak
fast
11
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
2
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
co
nte
nt.
)
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
s 4
: K
no
wle
dg
e A
tta
ck
2
Ove
rvie
w:
We
are
lea
rnin
g t
o l
ab
el r
ead
to
su
pp
ort
ou
r d
ata
ga
ther
ing
an
d a
na
lysi
s. (
HP
SL
O 1
,2
E S
LO
1,2
, 3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Rea
d a
nd
in
terp
ret
foo
d l
abel
s
•
Use
th
e in
form
atio
n o
n f
oo
d
lab
els
as a
bas
is f
or
dec
isio
ns
abo
ut
wh
eth
er o
r n
ot
a fo
od
is
an
occ
asio
nal
fo
od
•
Iden
tify
wh
ich
fo
od
s m
eet
the
nu
trit
ion
al g
uid
elin
es p
er 1
00
g.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u (
I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Wh
at t
hin
gs
do
we
loo
k f
or
in a
fo
od
to
kn
ow
if
it i
s g
oo
d f
or
us
or
no
t? (
E.g
. su
gar
, fa
t)
Th
ese
are
call
ed ‘
nu
trie
nts
’ an
d e
ach
has
a p
urp
ose
(R
efer
Reso
urce 4
).
•
Intr
od
uce
Reso
urce 4
. L
oo
k a
t in
gre
die
nts
pan
el f
or
firs
t ex
amp
le.
Wh
at a
re t
he
firs
t an
d
seco
nd
fo
od
s li
sted
? I
ng
red
ien
ts a
re l
iste
d i
n o
rder
of
qu
anti
ty.
If
sug
ar i
s fi
rst
or
seco
nd
this
can
in
dic
ate
to u
s th
e fo
od
is
an o
ccas
ion
al f
oo
d.
•
Wh
at o
ther
wo
rds
on
th
e la
bel
mig
ht
hel
p u
s w
ork
ou
t w
het
her
th
e fo
od
is
go
od
fo
r
bre
akfa
st o
r n
ot?
Key
wo
rds
we
wil
l lo
ok
at
are
sug
ar,
fat,
fib
re a
nd
so
diu
m.
Dis
cuss
th
e
imp
ort
ance
of
each
of
thes
e in
ou
r d
iet
and
ho
w t
oo
mu
ch o
f so
me
is n
ot
a g
oo
d t
hin
g
•
Wh
en w
e co
mp
are
Nu
trit
iou
s G
rain
an
d W
eety
-bix
, w
hat
do
yo
u n
oti
ce?
Wh
ich
is
the
bes
t
bre
akfa
st f
oo
d?
•
Are
th
e ch
oco
late
ch
ip c
oo
kie
s fr
om
on
e o
f th
e fo
ur
gro
up
s o
r an
occ
asio
nal
fo
od
? H
ow
do
yo
u k
no
w?
•
Are
th
e L
iteb
read
cra
cker
s o
ne
of
the
fou
r g
rou
ps
or
an o
ccas
ion
al f
oo
d?
Ho
w d
o y
ou
kn
ow
?
Acti
va
te
•
Intr
od
uce
Reso
urce 5
an
d l
oo
k a
t re
com
men
dat
ion
s fo
r su
gar
etc
. W
e u
se 1
00
g c
olu
mn
fo
r
com
par
iso
ns.
Use
pla
yd
ou
gh
an
d s
ug
ar a
s a
vis
ual
aid
to
mo
del
th
e q
uan
tity
of
sug
ar,
fat
etc
in t
he
pro
du
cts
•
Su
pp
ort
stu
den
ts i
n f
ind
ing
su
gar
, fa
t et
c fr
om
lab
el e
xam
ple
s to
en
han
ce t
hei
r sk
ills
.
Dem
on
stra
te
•
As
pai
rs,
ask
stu
den
ts t
o s
elec
t 3
-4 b
reak
fast
pro
du
cts
to a
sses
s ag
ain
st r
eco
mm
end
atio
ns.
Rec
ord
on
Reso
urce 5
. N
ote
: It
wo
uld
be
pre
fera
ble
to
be
sele
ctiv
e w
ith
pro
du
cts
stu
den
ts
ass
ess,
so
th
at
ther
e is
sti
ll p
len
ty f
or
them
to
ass
ess
du
rin
g t
hei
r o
wn
da
ta a
na
lysi
s p
ha
se.
•
Eac
h g
rou
p t
o f
eed
bac
k o
ne
or
two
an
swer
s an
d r
eco
rd o
n e
nla
rged
Res
ou
rce
5.
Th
is w
ill
Ped
ag
og
ica
l li
nk
s:
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Inte
gra
te d
iffe
ren
t so
urc
es o
f
info
rmat
ion
, p
roce
sses
an
d
stra
teg
ies
to i
nfo
rm t
hin
kin
g
abo
ut
app
rop
riat
e fo
od
s
•
Inte
rpre
t in
form
atio
n o
n l
abel
s to
mak
e ju
dg
emen
ts.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
12
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
3
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
be
add
ed t
o t
hro
ug
ho
ut
the
un
it.
Co
nso
lid
ati
on
•
Ref
er b
ack
to
lis
t o
f fo
od
s g
ath
ered
in
Les
son
2.
Dis
cuss
an
y d
iffe
ren
ces
bet
wee
n
Reso
urce 5
an
swer
s an
d i
nit
ial
tho
ug
hts
. S
om
e o
f th
e ch
alle
ng
es h
igh
lig
hte
d h
ere
may
com
e u
p a
gai
n (
e.g
. w
hat
pac
ket
say
s, a
thle
tes
wh
o p
rom
ote
it,
lo
ok
s h
ealt
hy
). N
ow
we
hav
e a
bet
ter
way
of
fin
din
g o
ut
abo
ut
tho
se ‘
con
fusi
ng
’ fo
od
s.
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
s 5
: P
ro
ble
m/E
ssen
tia
l Q
uest
ion
Ove
rvie
w:
We
are
po
stin
g t
he
foll
ow
ing
qu
esti
on
s: W
ha
t d
o s
tud
ents
/ad
ult
s w
ho
pla
y sp
ort
in
th
e w
eeke
nd
ea
t fo
r b
rea
kfa
st?
Wh
y d
o t
hey
ea
t th
ese
foo
ds
for
bre
akf
ast
?
Ho
w d
o w
e kn
ow
it
is t
he
rig
ht
foo
d t
o h
elp
th
em a
nd
us
per
form
? H
ow
ca
n w
e fi
nd
ou
t? W
ha
t a
re t
he
cha
llen
ges
we
face
in
ea
tin
g t
he
rig
ht
foo
d?
Ho
w c
an
we
ad
dre
ss t
hes
e?
Wh
at
cou
ld w
e d
o w
ith
th
is i
nfo
rma
tio
n?
(H
P S
LO
1,2
,3,4
E S
LO
1,2
, 3
,4,
T S
LO
1,2
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Use
pri
or
kn
ow
led
ge
and
a r
ang
e
of
info
rmat
ion
to
pre
dic
t w
hat
ath
lete
s ea
t fo
r b
reak
fast
bef
ore
pla
yin
g s
po
rts
•
Pro
vid
e a
ran
ge
of
idea
s ab
ou
t
ho
w w
e ca
n u
tili
se a
nd
pre
sen
t
info
rmat
ion
so
th
at i
t is
eas
ily
un
der
sto
od
an
d l
oo
ks
co
ol
•
Dem
on
stra
te t
he
abil
ity
to
pre
sen
t n
utr
itio
nal
in
form
atio
n
that
id
enti
fies
th
e n
utr
itio
nal
req
uir
emen
ts o
f at
hle
tes.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I m
e, m
yse
lf,)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
As
a cl
ass
refl
ect
on
wh
at w
e h
ave
lear
nt
so f
ar a
bo
ut
spo
rt a
nd
bre
akfa
st,
usi
ng
a b
us
sto
p
acti
vit
y.
Pla
ce h
ead
ing
s (r
efer
In
form
ati
on
Sh
eet
4)
on
A3
pap
er a
rou
nd
th
e ro
om
.
•
Intr
od
uce
act
ivit
y/q
ues
tio
ns
to s
tud
ents
an
d e
xp
lain
req
uir
emen
ts.
Stu
den
ts t
o w
ork
in
gro
up
s (t
hes
e w
ill
bec
om
e th
eir
stu
dy
gro
up
s).
Acti
va
te
•
Co
mp
lete
bu
s st
op
act
ivit
y i
n g
iven
tim
efra
me.
Dem
on
stra
te
•
Th
e la
st g
rou
p a
t ea
ch ‘
bu
s st
op
’ re
po
rts
bac
k o
n t
he
fin
din
gs.
Co
nso
lid
ati
on
•
Fo
cus
on
id
eas
in t
he
last
th
ree
qu
esti
on
s to
su
pp
ort
th
e n
ext
ph
ase
of
acti
on
. Id
enti
fy a
nd
hig
hli
gh
t th
e m
ost
ap
pro
pri
ate
solu
tio
ns
•
Su
gg
est
way
s y
ou
co
uld
pre
sen
t th
e in
form
atio
n t
o y
ou
ng
peo
ple
an
d a
thle
tes
yo
ur
age
so
that
it
is e
asil
y u
nd
erst
oo
d a
nd
co
ol
(mag
azin
es,
bil
lbo
ard
s, i
nte
rnet
, T
V,
t-sh
irts
, et
c.).
•
If w
e w
ere
to s
urv
ey d
iffe
ren
t sp
ort
speo
ple
ab
ou
t th
eir
bre
akfa
st,
wh
at d
o y
ou
pre
dic
t th
ey
wil
l sa
y?
•
Sk
etch
wh
at y
ou
th
ink
So
nn
y B
ill
Wil
liam
s, D
an C
arte
r, K
irk
Pen
ney
, T
emep
ara
Geo
rge
and
Val
erie
Ad
ams
wo
uld
hav
e fo
r b
reak
fast
bef
ore
pla
yin
g t
hei
r sp
ort
. L
ist
all
the
nu
trie
nts
th
ey w
ill
nee
d i
n o
rder
to
per
form
at
wo
rld
cla
ss l
evel
. L
ist
the
nu
trie
nts
fro
m t
he
Ped
ag
og
ica
l li
nk
s:
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
Lit
era
cy
:
•
Dem
on
stra
te a
n a
bil
ity
to
gat
her
,
read
, u
nd
erst
and
an
d e
ffec
tiv
ely
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
2
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
co
nte
nt.
)
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
s 4
: K
no
wle
dg
e A
tta
ck
2
Ove
rvie
w:
We
are
lea
rnin
g t
o l
ab
el r
ead
to
su
pp
ort
ou
r d
ata
ga
ther
ing
an
d a
na
lysi
s. (
HP
SL
O 1
,2
E S
LO
1,2
, 3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Rea
d a
nd
in
terp
ret
foo
d l
abel
s
•
Use
th
e in
form
atio
n o
n f
oo
d
lab
els
as a
bas
is f
or
dec
isio
ns
abo
ut
wh
eth
er o
r n
ot
a fo
od
is
an
occ
asio
nal
fo
od
•
Iden
tify
wh
ich
fo
od
s m
eet
the
nu
trit
ion
al g
uid
elin
es p
er 1
00
g.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u (
I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Wh
at t
hin
gs
do
we
loo
k f
or
in a
fo
od
to
kn
ow
if
it i
s g
oo
d f
or
us
or
no
t? (
E.g
. su
gar
, fa
t)
Th
ese
are
call
ed ‘
nu
trie
nts
’ an
d e
ach
has
a p
urp
ose
(R
efer
Reso
urce 4
).
•
Intr
od
uce
Reso
urce 4
. L
oo
k a
t in
gre
die
nts
pan
el f
or
firs
t ex
amp
le.
Wh
at a
re t
he
firs
t an
d
seco
nd
fo
od
s li
sted
? I
ng
red
ien
ts a
re l
iste
d i
n o
rder
of
qu
anti
ty.
If
sug
ar i
s fi
rst
or
seco
nd
this
can
in
dic
ate
to u
s th
e fo
od
is
an o
ccas
ion
al f
oo
d.
•
Wh
at o
ther
wo
rds
on
th
e la
bel
mig
ht
hel
p u
s w
ork
ou
t w
het
her
th
e fo
od
is
go
od
fo
r
bre
akfa
st o
r n
ot?
Key
wo
rds
we
wil
l lo
ok
at
are
sug
ar,
fat,
fib
re a
nd
so
diu
m.
Dis
cuss
th
e
imp
ort
ance
of
each
of
thes
e in
ou
r d
iet
and
ho
w t
oo
mu
ch o
f so
me
is n
ot
a g
oo
d t
hin
g
•
Wh
en w
e co
mp
are
Nu
trit
iou
s G
rain
an
d W
eety
-bix
, w
hat
do
yo
u n
oti
ce?
Wh
ich
is
the
bes
t
bre
akfa
st f
oo
d?
•
Are
th
e ch
oco
late
ch
ip c
oo
kie
s fr
om
on
e o
f th
e fo
ur
gro
up
s o
r an
occ
asio
nal
fo
od
? H
ow
do
yo
u k
no
w?
•
Are
th
e L
iteb
read
cra
cker
s o
ne
of
the
fou
r g
rou
ps
or
an o
ccas
ion
al f
oo
d?
Ho
w d
o y
ou
kn
ow
?
Acti
va
te
•
Intr
od
uce
Reso
urce 5
an
d l
oo
k a
t re
com
men
dat
ion
s fo
r su
gar
etc
. W
e u
se 1
00
g c
olu
mn
fo
r
com
par
iso
ns.
Use
pla
yd
ou
gh
an
d s
ug
ar a
s a
vis
ual
aid
to
mo
del
th
e q
uan
tity
of
sug
ar,
fat
etc
in t
he
pro
du
cts
•
Su
pp
ort
stu
den
ts i
n f
ind
ing
su
gar
, fa
t et
c fr
om
lab
el e
xam
ple
s to
en
han
ce t
hei
r sk
ills
.
Dem
on
stra
te
•
As
pai
rs,
ask
stu
den
ts t
o s
elec
t 3
-4 b
reak
fast
pro
du
cts
to a
sses
s ag
ain
st r
eco
mm
end
atio
ns.
Rec
ord
on
Reso
urce 5
. N
ote
: It
wo
uld
be
pre
fera
ble
to
be
sele
ctiv
e w
ith
pro
du
cts
stu
den
ts
ass
ess,
so
th
at
ther
e is
sti
ll p
len
ty f
or
them
to
ass
ess
du
rin
g t
hei
r o
wn
da
ta a
na
lysi
s p
ha
se.
•
Eac
h g
rou
p t
o f
eed
bac
k o
ne
or
two
an
swer
s an
d r
eco
rd o
n e
nla
rged
Res
ou
rce
5.
Th
is w
ill
Ped
ag
og
ica
l li
nk
s:
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Inte
gra
te d
iffe
ren
t so
urc
es o
f
info
rmat
ion
, p
roce
sses
an
d
stra
teg
ies
to i
nfo
rm t
hin
kin
g
abo
ut
app
rop
riat
e fo
od
s
•
Inte
rpre
t in
form
atio
n o
n l
abel
s to
mak
e ju
dg
emen
ts.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
13
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
4
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
kee
p s
tud
ent
ow
n p
ost
er
(re:
wh
at t
he
spo
rts
per
son
wo
uld
hav
e fo
r b
reak
fast
) as
ev
iden
ce o
f
bei
ng
ab
le t
o r
ead
, re
spo
nd
to
an
d
pre
sen
t n
utr
itio
n i
nfo
rmat
ion
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
on
es t
hey
wil
l n
eed
th
e m
ost
of
to t
ho
se t
hey
wil
l n
eed
th
e le
ast.
Yo
u m
ay l
ike
to l
oo
k a
t
Reso
urce S
heet
4 f
or
idea
s. R
emem
ber
to
use
th
e te
chn
iqu
es t
hat
wil
l en
sure
it
is e
asil
y
un
der
sto
od
an
d “
coo
l” f
or
yo
ur
aud
ien
ce.
•
Info
rmat
ion
gat
her
ed f
rom
her
e w
ill
sup
po
rt t
he
‘Pla
n o
f A
ctio
n’
tem
pla
te.
pre
sen
t n
utr
itio
n i
nfo
rmat
ion
fo
r
a sp
ecif
ic p
urp
ose
•
Sel
ect
rele
van
t in
form
atio
n.
Lan
gu
age
dev
elo
pm
ent
and
dev
elo
pin
g a
n u
nd
erst
and
ing
abo
ut
inte
rper
son
al
com
mu
nic
atio
n s
kil
l
dev
elo
pm
ent
thro
ug
h f
ocu
sed
smal
l g
rou
p d
iscu
ssio
n.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
s 6
: P
lan
Ove
rvie
w:
We
are
co
mp
ilin
g a
pla
n o
f a
ctio
n f
or
ou
r st
ud
y (E
SL
O 1
,2,
3,4
, T
SL
O1
,2,3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Wo
rk c
o-o
per
ativ
ely
as
par
t o
f a
gro
up
•
Dev
elo
p a
n a
ctio
n p
lan
•
Iden
tify
po
ssib
le c
hal
len
ges
wit
h
the
inte
rvie
w p
roce
ss a
nd
pro
vid
e so
luti
on
s.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Bra
inst
orm
as
a cl
ass
all
the
spo
rts
stu
den
ts p
lay
. T
hen
, u
sin
g t
hre
e co
lum
ns
bra
inst
orm
oth
er s
tud
ents
in
th
e sc
ho
ol
(yo
un
ger
or
old
er),
co
mm
un
ity
mem
ber
s (p
aren
ts,
sib
lin
gs,
an
d
frie
nd
s) a
nd
a N
Z a
thle
te w
ho
pla
y e
ach
sp
ort
. E
xp
lain
th
at t
hey
wil
l n
eed
to
su
rvey
th
eir
ow
n g
rou
p a
s w
ell
as f
ou
r o
ther
peo
ple
wh
o p
lay
sp
ort
.
•
Pla
ce s
tud
ents
in
th
eir
‘wo
rkin
g g
rou
ps’
. A
sk t
hem
to
sel
ect
fou
r p
eop
le w
ho
pla
y s
po
rt
that
th
ey c
ou
ld s
urv
ey –
no
t fr
om
th
eir
ow
n c
lass
. E
nco
ura
ge
a m
ix o
f st
ud
ents
an
d a
du
lts,
if p
oss
ible
.
Acti
va
te
•
Rev
iew
‘b
us
sto
p’
idea
s fr
om
th
e la
st l
esso
n
•
Issu
e R
eso
urce 6
to
gro
up
s an
d a
fo
lder
in
wh
ich
to
pu
t d
ata.
Dis
cuss
th
e h
ead
ing
s an
d
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
14
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
5
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
agre
e o
n c
on
ten
t u
nd
er e
ach
usi
ng
In
form
ati
on
Sh
eet
5 a
s a
gu
ide.
Dem
on
stra
te
Eac
h g
rou
p c
om
ple
tes
thei
r ‘P
lan
of
Act
ion
’ (R
eso
urce 6
) an
d s
har
es w
ith
an
oth
er g
rou
p.
Tea
cher
als
o n
eed
s to
sig
n o
ff.
Co
nso
lid
ati
on
•
As
a cl
ass
con
sid
er a
nd
res
olv
e an
y q
ues
tio
ns/
con
cern
s th
at m
ay h
ave
aris
en (
e.g
. w
hat
if
som
eon
e is
n’t
av
aila
ble
fo
r an
in
terv
iew
?)
•
Ho
w m
igh
t w
e p
rese
nt
this
in
form
atio
n s
o t
hat
we
can
hel
p o
ther
ath
lete
s an
d o
ur
clas
s/sc
ho
ol?
Ref
er t
o l
ast
‘bu
s st
op
’ q
ues
tio
n –
rec
ord
an
y o
ther
id
eas.
H
igh
lig
ht
app
rop
riat
e so
luti
on
s to
ref
er t
o a
fter
an
aly
sis.
Id
eas
may
in
clu
de:
•
Cre
atin
g a
lar
ge
dis
pla
y c
har
t w
ith
su
gar
, fa
t, s
od
ium
, fi
bre
co
nte
nt
of
each
bre
akfa
st c
ho
ice.
H
igh
lig
ht
bes
t b
reak
fast
ch
oic
es.
To
be
use
d a
s a
sch
oo
l
dis
pla
y,
clas
s d
isp
lay
an
d/o
r a
teac
hin
g r
eso
urc
e
•
Cre
ate
a co
lou
rfu
l an
d i
nfo
rmat
ive
inse
rt f
or
the
sch
oo
l n
ewsl
ette
r d
etai
lin
g t
he
bre
akfa
st s
tud
y u
nd
erta
ken
an
d b
est
foo
d c
ho
ices
fo
r at
hle
tes/
stu
den
ts
•
Pre
sen
t in
form
atio
n t
o p
aren
ts
•
Pre
sen
t in
form
atio
n t
o s
tud
ents
at
asse
mb
ly
•
Pre
sen
t in
form
atio
n t
o a
thle
tes
inte
rvie
wed
.
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
lin
ks:
•
Sel
ect
rele
van
t in
form
atio
n
•
Lan
gu
age
dev
elo
pm
ent
and
dev
elo
pin
g a
n u
nd
erst
and
ing
abo
ut
inte
rper
son
al
com
mu
nic
atio
n s
kil
l
dev
elo
pm
ent
thro
ug
h f
ocu
sed
smal
l g
rou
p d
iscu
ssio
n.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
s 7
/8:
Prep
arin
g f
or a
n i
nte
rv
iew
Ove
rvie
w:
We
are
en
ga
gin
g i
n a
nd
ref
lect
ing
on
an
in
terv
iew
pro
cess
. P
rep
ari
ng
qu
esti
on
s fo
r u
pco
min
g i
nte
rvie
w.
Pra
ctic
ing
in
terv
iew
ing
ea
ch o
ther
an
d r
eco
rdin
g a
nsw
ers
wit
hin
ou
r a
ssig
ned
gro
up
s (E
SL
O 1
,2,
3,4
, M
SL
O 1
, T
SL
O1
,2,3
,4 )
We
are
succ
essf
ul
wh
en w
e ca
n:
Prep
are
D
evel
op
ing
su
rvey
qu
esti
on
s
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
4
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce:
kee
p s
tud
ent
ow
n p
ost
er
(re:
wh
at t
he
spo
rts
per
son
wo
uld
hav
e fo
r b
reak
fast
) as
ev
iden
ce o
f
bei
ng
ab
le t
o r
ead
, re
spo
nd
to
an
d
pre
sen
t n
utr
itio
n i
nfo
rmat
ion
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
on
es t
hey
wil
l n
eed
th
e m
ost
of
to t
ho
se t
hey
wil
l n
eed
th
e le
ast.
Yo
u m
ay l
ike
to l
oo
k a
t
Reso
urce S
heet
4 f
or
idea
s. R
emem
ber
to
use
th
e te
chn
iqu
es t
hat
wil
l en
sure
it
is e
asil
y
un
der
sto
od
an
d “
coo
l” f
or
yo
ur
aud
ien
ce.
•
Info
rmat
ion
gat
her
ed f
rom
her
e w
ill
sup
po
rt t
he
‘Pla
n o
f A
ctio
n’
tem
pla
te.
pre
sen
t n
utr
itio
n i
nfo
rmat
ion
fo
r
a sp
ecif
ic p
urp
ose
•
Sel
ect
rele
van
t in
form
atio
n.
Lan
gu
age
dev
elo
pm
ent
and
dev
elo
pin
g a
n u
nd
erst
and
ing
abo
ut
inte
rper
son
al
com
mu
nic
atio
n s
kil
l
dev
elo
pm
ent
thro
ug
h f
ocu
sed
smal
l g
rou
p d
iscu
ssio
n.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
s 6
: P
lan
Ove
rvie
w:
We
are
co
mp
ilin
g a
pla
n o
f a
ctio
n f
or
ou
r st
ud
y (E
SL
O 1
,2,
3,4
, T
SL
O1
,2,3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Wo
rk c
o-o
per
ativ
ely
as
par
t o
f a
gro
up
•
Dev
elo
p a
n a
ctio
n p
lan
•
Iden
tify
po
ssib
le c
hal
len
ges
wit
h
the
inte
rvie
w p
roce
ss a
nd
pro
vid
e so
luti
on
s.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Bra
inst
orm
as
a cl
ass
all
the
spo
rts
stu
den
ts p
lay
. T
hen
, u
sin
g t
hre
e co
lum
ns
bra
inst
orm
oth
er s
tud
ents
in
th
e sc
ho
ol
(yo
un
ger
or
old
er),
co
mm
un
ity
mem
ber
s (p
aren
ts,
sib
lin
gs,
an
d
frie
nd
s) a
nd
a N
Z a
thle
te w
ho
pla
y e
ach
sp
ort
. E
xp
lain
th
at t
hey
wil
l n
eed
to
su
rvey
th
eir
ow
n g
rou
p a
s w
ell
as f
ou
r o
ther
peo
ple
wh
o p
lay
sp
ort
.
•
Pla
ce s
tud
ents
in
th
eir
‘wo
rkin
g g
rou
ps’
. A
sk t
hem
to
sel
ect
fou
r p
eop
le w
ho
pla
y s
po
rt
that
th
ey c
ou
ld s
urv
ey –
no
t fr
om
th
eir
ow
n c
lass
. E
nco
ura
ge
a m
ix o
f st
ud
ents
an
d a
du
lts,
if p
oss
ible
.
Acti
va
te
•
Rev
iew
‘b
us
sto
p’
idea
s fr
om
th
e la
st l
esso
n
•
Issu
e R
eso
urce 6
to
gro
up
s an
d a
fo
lder
in
wh
ich
to
pu
t d
ata.
Dis
cuss
th
e h
ead
ing
s an
d
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
15
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
6
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
•
Iden
tify
an
d p
lan
th
e so
rts
of
qu
esti
on
s w
e n
eed
to
ask
in
ord
er
to o
bta
in s
pec
ific
in
form
atio
n
•
Iden
tify
an
d d
emo
nst
rate
effe
ctiv
e in
terv
iew
ing
tec
hn
iqu
es
•
Giv
e an
d r
ecei
ve
con
stru
ctiv
e
feed
bac
k
•
Mak
e im
pro
vem
ents
bas
ed o
n
the
feed
bac
k r
ecei
ved
.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns
as e
vid
ence
of
nu
mer
acy
sta
tist
ics
and
lit
erac
y f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Rea
d i
nte
rvie
w a
rtic
le t
og
eth
er a
nd
dis
cuss
.
•
Fo
cus
on
th
e in
tro
du
ctio
n,
wh
ich
giv
es s
om
e b
ack
gro
un
d t
o p
lay
er/i
nte
rvie
w.
Wh
at b
rief
bac
kg
rou
nd
in
form
atio
n c
ou
ld w
e fi
nd
ou
t ab
ou
t o
ur
ath
lete
s w
hen
we
inte
rvie
w t
hem
?
Ho
w m
igh
t w
e in
tro
du
ce o
urs
elv
es a
nd
ou
r st
ud
y?
Acti
va
te
•
Wh
at w
ord
s ar
e u
sed
to
sta
rt e
ach
qu
esti
on
? L
ist
them
(i.
e. w
hen
, w
hy
, w
hic
h).
Wh
y d
o
yo
u t
hin
k t
hes
e w
ord
s ar
e u
sed
? A
ny
oth
er w
ord
s w
e co
uld
use
fo
r o
ur
inte
rvie
w
qu
esti
on
s? D
isp
lay
on
th
e b
oar
d a
s q
ues
tio
n s
tart
ers
•
Co
ver
up
qu
esti
on
1 b
y H
ow
. L
oo
k a
t th
e an
swer
to
qu
esti
on
1.
Wh
at m
igh
t th
e q
ues
tio
n
be?
If
we
wan
t sp
ecif
ic i
nfo
rmat
ion
th
en w
e n
eed
to
be
ask
ing
sp
ecif
ic q
ues
tio
ns.
Giv
e
stu
den
ts s
om
e si
mp
le a
nsw
ers
and
see
if
they
can
fra
me
a q
ues
tio
n t
hat
fit
s th
e an
swer
,
usi
ng
th
e q
ues
tio
n s
tart
ers
(e.g
. B
anan
a, 3
pm
).
Dem
on
stra
te
•
Ref
er t
o ‘
Pla
n o
f A
ctio
n’
(In
form
ati
on
Sh
eet
5)
•
Wh
at d
o w
e w
ant
to f
ind
ou
t fr
om
ou
r at
hle
tes?
Rem
ind
th
em o
f sp
ecif
ic q
ues
tio
ns.
A
sk
gro
up
s to
use
qu
esti
on
sta
rter
s to
fra
me
thei
r in
terv
iew
qu
esti
on
s
•
Gro
up
s to
fee
db
ack
qu
esti
on
su
gg
esti
on
s an
d c
lass
ag
rees
on
bes
t ch
oic
es.
Co
nst
ruct
a
surv
ey f
orm
(ta
sk f
or
exte
nsi
on
stu
den
ts)
•
Mo
del
go
od
an
d n
ot
so g
oo
d i
nte
rvie
win
g t
ech
niq
ues
th
rou
gh
ro
le p
lay
an
d a
sk s
tud
ents
to
iden
tify
th
ese
feat
ure
s (e
.g.
no
t lo
ok
ing
at
per
son
, m
uff
led
vo
ice,
sp
eak
ing
to
o q
uic
kly
)
Cre
ate
a ch
eck
list
of
inte
rvie
w t
ech
niq
ue
rem
ind
ers.
Ad
d t
o i
nte
rvie
w s
hee
t.
Co
nso
lid
ati
on
•
In g
rou
ps,
stu
den
ts t
o i
nte
rvie
w e
ach
oth
er,
reco
rdin
g o
n t
he
inte
rvie
w s
hee
t ab
ov
e. O
ne
to
con
du
ct i
nte
rvie
w,
on
e to
rec
ord
, an
d t
he
oth
er t
o o
bse
rve.
Ro
tate
ro
les.
•
Aft
er t
he
fou
r in
terv
iew
s, a
sk e
ach
gro
up
to
co
nsi
der
‘w
hat
did
we
do
wel
l, w
hat
did
we
no
t
do
wel
l, w
hat
co
uld
we
imp
rov
e o
n n
ext
tim
e an
d h
ow
?’
htt
p:/
/ww
w.s
tat.
auck
lan
d.a
c.n
z/su
rve
y/
htt
p:/
/ww
w.s
tats
.go
vt.
nz/
met
ho
ds_
an
d_
serv
ices
/gu
ide-
and
-tu
tori
als/
use
r-
gu
ides
/gu
ide-
to-g
oo
d-s
urv
ey-d
esig
n-
2n
d-e
dit
ion
.asp
x
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Sel
ect
rele
van
t in
form
atio
n
•
Lan
gu
age
dev
elo
pm
ent
and
dev
elo
pin
g a
n u
nd
erst
and
ing
abo
ut
inte
rper
son
al
16
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
7
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
com
mu
nic
atio
n s
kil
l
dev
elo
pm
ent
th
rou
gh
fo
cuss
ed
smal
l g
rou
p d
iscu
ssio
n
•
See
ks
feed
bac
k a
nd
mak
es
chan
ges
bas
ed o
n
reco
mm
end
atio
ns.
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:-
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
9:
Da
ta G
ath
erin
g a
nd
An
aly
sis
Pra
cti
ce
Ove
rvie
w:
We
are
pra
ctic
ing
ski
lls
ass
oci
ate
d w
ith
ga
ther
ing
, co
lla
tin
g a
nd
an
aly
sin
g d
ata
(E
SL
O 1
,2,
3,4
, M
SL
O 1
, 2
T S
LO
1,2
,3,4
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Dem
on
stra
te t
he
ora
l, r
ead
ing
and
wri
tten
co
mm
un
icat
ion
sk
ills
req
uir
ed t
o c
on
du
ct a
su
rvey
(ask
ing
peo
ple
to
tak
e p
art,
read
ing
qu
esti
on
s cl
earl
y,
reco
rdin
g a
nsw
ers
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Rev
iew
in
terv
iew
sh
eets
. A
sk e
ach
gro
up
to
tal
ly u
p t
hei
r g
rou
p r
esu
lts
un
der
th
e h
ead
ing
s
‘Bre
akfa
st f
oo
ds
we
ate’
an
d ‘
Nu
mb
er w
ho
ate
th
em’.
Acti
va
te
•
Wh
at a
re t
he
con
clu
sio
ns
we
mig
ht
dra
w f
rom
th
is i
nfo
rmat
ion
? M
od
el h
ow
th
is m
igh
t b
e
Use
ful
site
s
htt
p:/
/ww
w.t
ki.
org
.nz/
r/m
ath
s/cu
rric
u
lum
/sta
tem
ent/
stat
isti
cs_
lev
el3
_e.
ph
p
htt
p:/
/ww
w.n
zmat
hs.
co.n
z/st
atis
tica
l-
inv
esti
gat
ion
s-u
nit
s-w
ork
Ped
ag
og
ica
l li
nk
s:
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
6
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
•
Iden
tify
an
d p
lan
th
e so
rts
of
qu
esti
on
s w
e n
eed
to
ask
in
ord
er
to o
bta
in s
pec
ific
in
form
atio
n
•
Iden
tify
an
d d
emo
nst
rate
effe
ctiv
e in
terv
iew
ing
tec
hn
iqu
es
•
Giv
e an
d r
ecei
ve
con
stru
ctiv
e
feed
bac
k
•
Mak
e im
pro
vem
ents
bas
ed o
n
the
feed
bac
k r
ecei
ved
.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns
as e
vid
ence
of
nu
mer
acy
sta
tist
ics
and
lit
erac
y f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es
Co
nn
ect
•
Rea
d i
nte
rvie
w a
rtic
le t
og
eth
er a
nd
dis
cuss
.
•
Fo
cus
on
th
e in
tro
du
ctio
n,
wh
ich
giv
es s
om
e b
ack
gro
un
d t
o p
lay
er/i
nte
rvie
w.
Wh
at b
rief
bac
kg
rou
nd
in
form
atio
n c
ou
ld w
e fi
nd
ou
t ab
ou
t o
ur
ath
lete
s w
hen
we
inte
rvie
w t
hem
?
Ho
w m
igh
t w
e in
tro
du
ce o
urs
elv
es a
nd
ou
r st
ud
y?
Acti
va
te
•
Wh
at w
ord
s ar
e u
sed
to
sta
rt e
ach
qu
esti
on
? L
ist
them
(i.
e. w
hen
, w
hy
, w
hic
h).
Wh
y d
o
yo
u t
hin
k t
hes
e w
ord
s ar
e u
sed
? A
ny
oth
er w
ord
s w
e co
uld
use
fo
r o
ur
inte
rvie
w
qu
esti
on
s? D
isp
lay
on
th
e b
oar
d a
s q
ues
tio
n s
tart
ers
•
Co
ver
up
qu
esti
on
1 b
y H
ow
. L
oo
k a
t th
e an
swer
to
qu
esti
on
1.
Wh
at m
igh
t th
e q
ues
tio
n
be?
If
we
wan
t sp
ecif
ic i
nfo
rmat
ion
th
en w
e n
eed
to
be
ask
ing
sp
ecif
ic q
ues
tio
ns.
Giv
e
stu
den
ts s
om
e si
mp
le a
nsw
ers
and
see
if
they
can
fra
me
a q
ues
tio
n t
hat
fit
s th
e an
swer
,
usi
ng
th
e q
ues
tio
n s
tart
ers
(e.g
. B
anan
a, 3
pm
).
Dem
on
stra
te
•
Ref
er t
o ‘
Pla
n o
f A
ctio
n’
(In
form
ati
on
Sh
eet
5)
•
Wh
at d
o w
e w
ant
to f
ind
ou
t fr
om
ou
r at
hle
tes?
Rem
ind
th
em o
f sp
ecif
ic q
ues
tio
ns.
A
sk
gro
up
s to
use
qu
esti
on
sta
rter
s to
fra
me
thei
r in
terv
iew
qu
esti
on
s
•
Gro
up
s to
fee
db
ack
qu
esti
on
su
gg
esti
on
s an
d c
lass
ag
rees
on
bes
t ch
oic
es.
Co
nst
ruct
a
surv
ey f
orm
(ta
sk f
or
exte
nsi
on
stu
den
ts)
•
Mo
del
go
od
an
d n
ot
so g
oo
d i
nte
rvie
win
g t
ech
niq
ues
th
rou
gh
ro
le p
lay
an
d a
sk s
tud
ents
to
iden
tify
th
ese
feat
ure
s (e
.g.
no
t lo
ok
ing
at
per
son
, m
uff
led
vo
ice,
sp
eak
ing
to
o q
uic
kly
)
Cre
ate
a ch
eck
list
of
inte
rvie
w t
ech
niq
ue
rem
ind
ers.
Ad
d t
o i
nte
rvie
w s
hee
t.
Co
nso
lid
ati
on
•
In g
rou
ps,
stu
den
ts t
o i
nte
rvie
w e
ach
oth
er,
reco
rdin
g o
n t
he
inte
rvie
w s
hee
t ab
ov
e. O
ne
to
con
du
ct i
nte
rvie
w,
on
e to
rec
ord
, an
d t
he
oth
er t
o o
bse
rve.
Ro
tate
ro
les.
•
Aft
er t
he
fou
r in
terv
iew
s, a
sk e
ach
gro
up
to
co
nsi
der
‘w
hat
did
we
do
wel
l, w
hat
did
we
no
t
do
wel
l, w
hat
co
uld
we
imp
rov
e o
n n
ext
tim
e an
d h
ow
?’
htt
p:/
/ww
w.s
tat.
auck
lan
d.a
c.n
z/su
rve
y/
htt
p:/
/ww
w.s
tats
.go
vt.
nz/
met
ho
ds_
an
d_
serv
ices
/gu
ide-
and
-tu
tori
als/
use
r-
gu
ides
/gu
ide-
to-g
oo
d-s
urv
ey-d
esig
n-
2n
d-e
dit
ion
.asp
x
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Sel
ect
rele
van
t in
form
atio
n
•
Lan
gu
age
dev
elo
pm
ent
and
dev
elo
pin
g a
n u
nd
erst
and
ing
abo
ut
inte
rper
son
al
17
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
8
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
accu
rate
ly/l
egib
ly a
nd
th
ank
ing
par
tici
pan
ts f
or
thei
r ti
me
etc.
).
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics,
rea
din
g a
nd
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
reco
rded
in
su
mm
ary
sta
tem
ents
. A
sk s
tud
ents
to
wri
te t
hei
r o
wn
co
ncl
usi
on
s
•
Wh
at c
om
par
iso
ns
mig
ht
we
mak
e w
ith
th
is i
nfo
rmat
ion
? M
od
el e
xam
ple
s. S
tud
ents
com
ple
te a
t le
ast
on
e.
•
Dis
cuss
an
d m
od
el h
ow
to
gra
ph
th
is i
nfo
rmat
ion
(e.
g.
typ
e o
f g
rap
h,
axis
hea
din
gs
etc.
). I
f
po
ssib
le s
tud
ents
to
lo
ok
at
exam
ple
s o
n h
ttp
://w
ww
.nzm
ath
s.co
.nz/
stat
isti
cal-
inv
esti
gat
ion
s-u
nit
s-w
ork
•
Stu
den
ts t
o g
rap
h i
nfo
rmat
ion
(in
div
idu
ally
or
as a
gro
up
).
•
Rec
ord
eac
h o
f th
ese
step
s o
n a
n A
3 p
aper
fo
r re
ferr
al t
hro
ug
ho
ut
anal
ysi
s.
Dem
on
stra
te
•
Ho
w d
o t
he
foo
ds
we
eat
for
bre
akfa
st m
easu
re u
p a
gai
nst
th
e fo
ur
foo
d g
rou
ps?
On
th
e
bo
ard
wri
te t
he
fou
r fo
od
gro
up
hea
din
gs
and
ask
gro
up
s to
pro
vid
e o
ne
exam
ple
of
each
that
can
be
asse
ssed
. R
emin
d s
tud
ents
ho
w l
abel
rea
din
g w
ill
sup
po
rt a
ny
ad
dit
ion
al
info
rmat
ion
req
uir
ed.
Lab
els
for
pac
ket
s n
ot
in c
lass
can
be
fou
nd
at
sup
erm
ark
et/o
nli
ne
•
Ho
w m
igh
t w
e g
rap
h t
his
in
form
atio
n?
Dis
cuss
•
Wh
at m
igh
t w
e d
o w
ith
th
e ad
dit
ion
al i
nfo
rmat
ion
gat
her
ed?
(E.g
. ch
alle
ng
es,
reas
on
s fo
r
eati
ng
bre
akfa
st).
Dis
cuss
ho
w t
o w
rite
co
ncl
usi
on
s/su
gg
esti
on
s fo
r th
ese.
•
Rec
ord
th
ese
add
itio
nal
ste
ps
on
A3
pap
er a
bo
ve.
Co
nso
lid
ati
on
•
Rev
iew
eac
h o
f th
e st
eps
req
uir
ed f
or
dat
a co
llat
ion
an
d a
nal
ysi
s.
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
18
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
9
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
Less
on
10
: D
ata
Ga
therin
g/I
nte
rv
iew
s
Ove
rvie
w:
We
are
un
der
taki
ng
in
terv
iew
s w
ith
ch
ose
n a
thle
tes.
(E
SL
O 1
,2,
3,4
, M
SL
O 1
, T
SL
O1
,2,3
,4,5
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Dem
on
stra
te t
he
ora
l, r
ead
ing
and
wri
tten
co
mm
un
icat
ion
sk
ills
req
uir
ed t
o c
on
du
ct a
su
rvey
(ask
ing
peo
ple
to
tak
e p
art,
read
ing
qu
esti
on
s cl
earl
y,
reco
rdin
g a
nsw
ers
accu
rate
ly/l
egib
ly a
nd
th
ank
ing
par
tici
pan
ts f
or
thei
r ti
me
etc.
).
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect/
Acti
va
te
•
Rev
iew
in
terv
iew
sh
eets
an
d p
roce
du
re/t
ech
niq
ues
.
Dem
on
stra
te
•
Stu
den
ts i
nte
rvie
w a
thle
tes
eith
er a
t sc
ho
ol
or
ho
me.
Th
ank
ath
lete
s.
Co
nso
lid
ati
on
•
Stu
den
ts r
evie
w i
nte
rvie
w i
nfo
rmat
ion
in
gro
up
s. D
iscu
ss w
hat
wen
t w
ell,
wh
at d
idn
’t g
o
wel
l an
d h
ow
th
ey c
ou
ld i
mp
rov
e n
ext
tim
e. S
tud
ents
to
co
llec
t an
y l
abel
s re
qu
ired
fo
r th
eir
bre
akfa
st f
oo
d a
nal
ysi
s (e
.g.
fro
m s
up
erm
ark
et,
on
lin
e).
Ped
ag
og
ica
l li
nk
s:
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Nu
mera
cy
lin
ks:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g f
ind
ing
s
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 1
8
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
accu
rate
ly/l
egib
ly a
nd
th
ank
ing
par
tici
pan
ts f
or
thei
r ti
me
etc.
).
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics,
rea
din
g a
nd
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
reco
rded
in
su
mm
ary
sta
tem
ents
. A
sk s
tud
ents
to
wri
te t
hei
r o
wn
co
ncl
usi
on
s
•
Wh
at c
om
par
iso
ns
mig
ht
we
mak
e w
ith
th
is i
nfo
rmat
ion
? M
od
el e
xam
ple
s. S
tud
ents
com
ple
te a
t le
ast
on
e.
•
Dis
cuss
an
d m
od
el h
ow
to
gra
ph
th
is i
nfo
rmat
ion
(e.
g.
typ
e o
f g
rap
h,
axis
hea
din
gs
etc.
). I
f
po
ssib
le s
tud
ents
to
lo
ok
at
exam
ple
s o
n h
ttp
://w
ww
.nzm
ath
s.co
.nz/
stat
isti
cal-
inv
esti
gat
ion
s-u
nit
s-w
ork
•
Stu
den
ts t
o g
rap
h i
nfo
rmat
ion
(in
div
idu
ally
or
as a
gro
up
).
•
Rec
ord
eac
h o
f th
ese
step
s o
n a
n A
3 p
aper
fo
r re
ferr
al t
hro
ug
ho
ut
anal
ysi
s.
Dem
on
stra
te
•
Ho
w d
o t
he
foo
ds
we
eat
for
bre
akfa
st m
easu
re u
p a
gai
nst
th
e fo
ur
foo
d g
rou
ps?
On
th
e
bo
ard
wri
te t
he
fou
r fo
od
gro
up
hea
din
gs
and
ask
gro
up
s to
pro
vid
e o
ne
exam
ple
of
each
that
can
be
asse
ssed
. R
emin
d s
tud
ents
ho
w l
abel
rea
din
g w
ill
sup
po
rt a
ny
ad
dit
ion
al
info
rmat
ion
req
uir
ed.
Lab
els
for
pac
ket
s n
ot
in c
lass
can
be
fou
nd
at
sup
erm
ark
et/o
nli
ne
•
Ho
w m
igh
t w
e g
rap
h t
his
in
form
atio
n?
Dis
cuss
•
Wh
at m
igh
t w
e d
o w
ith
th
e ad
dit
ion
al i
nfo
rmat
ion
gat
her
ed?
(E.g
. ch
alle
ng
es,
reas
on
s fo
r
eati
ng
bre
akfa
st).
Dis
cuss
ho
w t
o w
rite
co
ncl
usi
on
s/su
gg
esti
on
s fo
r th
ese.
•
Rec
ord
th
ese
add
itio
nal
ste
ps
on
A3
pap
er a
bo
ve.
Co
nso
lid
ati
on
•
Rev
iew
eac
h o
f th
e st
eps
req
uir
ed f
or
dat
a co
llat
ion
an
d a
nal
ysi
s.
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
19
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
0
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
11
: A
na
lysi
s P
art
1
Ove
rvie
w:
We
are
co
lla
tin
g a
nd
an
aly
sin
g g
rou
p d
ata
. (H
P S
LO
1,2
,3,4
E S
LO
1,2
,3,4
, M
SL
O 1
, 2
, T
SL
O1
,2,3
,4 )
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Co
llat
e fi
nd
ing
s fr
om
ou
r su
rvey
•
Sel
ect
the
bes
t w
ay t
o
pre
sen
t/d
isp
lay
ou
r fi
nd
ing
s
•
Iden
tify
pat
tern
s, t
ren
ds
and
rela
tio
nsh
ips
wit
hin
th
e d
ata
•
Mak
e co
mp
aris
on
s b
etw
een
th
e
dat
a.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Stu
den
ts g
o o
nto
‘T
KI
Dig
isto
re f
or a
dd
itio
na
l su
pp
ort.
Stu
den
ts t
hen
dra
w a
flo
w
dia
gra
m t
hat
ex
pla
ins
the
step
s fo
r an
aly
sis
they
use
d.
•
Gro
up
s co
llat
e th
eir
dat
a o
n a
tal
ly c
har
t u
nd
er t
he
hea
din
gs
‘Bre
akfa
st f
oo
ds
ath
lete
s at
e’
and
‘N
um
ber
wh
o a
te t
hem
’.
Acti
va
te
•
Gra
ph
dat
a an
d r
eco
rd a
t le
ast
two
co
ncl
usi
on
s an
d o
ne
com
par
iso
n b
y s
po
rt c
od
e, b
y
gen
der
, b
y a
ge.
•
Are
th
ere
any
pat
tern
s o
r tr
end
s?
Dem
on
stra
te
•
Ho
w d
o t
hes
e b
reak
fast
fo
od
s ea
ten
by
th
e su
rvey
par
tici
pan
ts m
easu
re u
p a
gai
nst
th
e F
ou
r
foo
d g
rou
ps?
Co
mp
lete
Reso
urce 7
fo
r th
e b
reak
fast
fo
od
s id
enti
fied
. F
or
foo
ds
that
are
un
able
to
be
asse
ssed
im
med
iate
ly,
stu
den
ts t
o u
se l
abel
s an
d R
eso
urce 5
to
ass
ist.
Tra
nsf
er i
nfo
rmat
ion
to
Reso
urce 7
.
•
Dis
cuss
res
po
nse
s to
‘w
hy
’ at
hle
tes
ate
cert
ain
fo
od
s an
d t
he
chal
leng
es t
hey
hav
e. C
oll
ate
answ
ers
and
pro
vid
e ad
vic
e w
her
e n
eed
ed.
Co
nso
lid
ati
on
•
Sh
are
fin
din
gs
wit
h t
each
er a
nd
wit
h o
ne
oth
er g
rou
p.
Ped
ag
og
ica
l li
nk
s:
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Rea
din
g a
nd
wri
tin
g f
or
NS
.
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
20
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
1
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
R
eo -
Ko
au
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
12
/13
: A
na
lysi
s P
art
2/C
on
clu
sio
ns
Ove
rvie
w:
We
are
co
lla
tin
g a
nd
an
aly
sin
g c
oll
ecti
ve d
ata
fro
m t
he
cla
ss.
Dra
win
g c
on
clu
sio
ns
an
d p
rese
nt
da
ta a
pp
rop
ria
tely
(H
P S
LO
1,2
,3,4
E S
LO
1,2
, 3
,4,
M S
LO
1,
T
SL
O 1
,2,3
,4 )
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Co
llat
e fi
nd
ing
s fr
om
ou
r su
rvey
•
Sel
ect
the
bes
t w
ay t
o
pre
sen
t/d
isp
lay
ou
r fi
nd
ing
s
•
Iden
tify
pat
tern
s, t
ren
ds
and
rela
tio
nsh
ips
wit
hin
th
e d
ata
•
Mak
e co
mp
aris
on
s b
etw
een
th
e
dat
a.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Dra
w a
lar
ge
tall
y c
har
t o
n t
he
bo
ard
un
der
th
e h
ead
ing
s ‘B
reak
fast
fo
od
s at
hle
tes
ate’
an
d
‘Nu
mb
er w
ho
ate
th
em’.
Rec
ord
fo
od
s an
d t
ota
ls l
iste
d f
rom
eac
h g
rou
p.
Wh
at a
re s
om
e o
f
the
con
clu
sio
ns
we
mig
ht
dra
w f
rom
th
is i
nfo
rmat
ion
? W
hat
are
so
me
of
the
com
par
iso
ns
we
mig
ht
mak
e?
Acti
va
te
•
Ho
w d
o t
hes
e fo
od
s m
easu
re u
p a
gai
nst
th
e F
ou
r fo
od
gro
up
s? E
ach
gro
up
to
pro
vid
e
info
rmat
ion
fo
r la
rge
clas
s co
py
of
Reso
urce 7
. W
her
e n
eed
ed j
ust
ify
an
swer
s u
sin
g l
abel
read
ing
in
form
atio
n.
•
Wh
at a
re s
om
e o
f th
e co
ncl
usi
on
s w
e m
igh
t d
raw
fro
m t
his
in
form
atio
n?
Wh
at a
re s
om
e o
f
the
com
par
iso
ns
we
mig
ht
mak
e?
•
Ref
er t
o t
he
‘big
qu
esti
on
’ in
th
e p
lan
of
acti
on
. W
hat
are
th
e b
est
bre
akfa
st f
oo
ds
for
ou
r
ath
lete
s to
eat
(i.
e. o
nes
th
at m
eet
the
reco
mm
end
atio
ns)
? W
hat
are
th
e fo
od
s w
hic
h a
ren
’t
go
od
fo
r b
reak
fast
? R
evie
w L
esso
n 2
fo
rmat
ive
nu
trit
ion
tas
k a
nd
co
mp
are.
Dem
on
stra
te
•
As
ind
ivid
ual
s, g
rap
h r
esu
lts
fro
m t
ally
ch
art
and
wri
te a
t le
ast
two
co
ncl
usi
on
s an
d o
ne
com
par
iso
n.
•
As
ind
ivid
ual
s, g
rap
h r
esu
lts
fro
m R
eso
urce 7
an
d w
rite
at
leas
t tw
o c
on
clu
sio
ns
and
on
e
com
par
iso
n.
Co
nso
lid
ati
on
•
Wh
at o
ther
in
form
atio
n d
id w
e u
nco
ver
(ch
alle
ng
es,
reas
on
s b
reak
fast
eat
en)?
Wh
at w
ere
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
0
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
11
: A
na
lysi
s P
art
1
Ove
rvie
w:
We
are
co
lla
tin
g a
nd
an
aly
sin
g g
rou
p d
ata
. (H
P S
LO
1,2
,3,4
E S
LO
1,2
,3,4
, M
SL
O 1
, 2
, T
SL
O1
,2,3
,4 )
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Co
llat
e fi
nd
ing
s fr
om
ou
r su
rvey
•
Sel
ect
the
bes
t w
ay t
o
pre
sen
t/d
isp
lay
ou
r fi
nd
ing
s
•
Iden
tify
pat
tern
s, t
ren
ds
and
rela
tio
nsh
ips
wit
hin
th
e d
ata
•
Mak
e co
mp
aris
on
s b
etw
een
th
e
dat
a.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Stu
den
ts g
o o
nto
‘T
KI
Dig
isto
re f
or a
dd
itio
na
l su
pp
ort.
Stu
den
ts t
hen
dra
w a
flo
w
dia
gra
m t
hat
ex
pla
ins
the
step
s fo
r an
aly
sis
they
use
d.
•
Gro
up
s co
llat
e th
eir
dat
a o
n a
tal
ly c
har
t u
nd
er t
he
hea
din
gs
‘Bre
akfa
st f
oo
ds
ath
lete
s at
e’
and
‘N
um
ber
wh
o a
te t
hem
’.
Acti
va
te
•
Gra
ph
dat
a an
d r
eco
rd a
t le
ast
two
co
ncl
usi
on
s an
d o
ne
com
par
iso
n b
y s
po
rt c
od
e, b
y
gen
der
, b
y a
ge.
•
Are
th
ere
any
pat
tern
s o
r tr
end
s?
Dem
on
stra
te
•
Ho
w d
o t
hes
e b
reak
fast
fo
od
s ea
ten
by
th
e su
rvey
par
tici
pan
ts m
easu
re u
p a
gai
nst
th
e F
ou
r
foo
d g
rou
ps?
Co
mp
lete
Reso
urce 7
fo
r th
e b
reak
fast
fo
od
s id
enti
fied
. F
or
foo
ds
that
are
un
able
to
be
asse
ssed
im
med
iate
ly,
stu
den
ts t
o u
se l
abel
s an
d R
eso
urce 5
to
ass
ist.
Tra
nsf
er i
nfo
rmat
ion
to
Reso
urce 7
.
•
Dis
cuss
res
po
nse
s to
‘w
hy
’ at
hle
tes
ate
cert
ain
fo
od
s an
d t
he
chal
leng
es t
hey
hav
e. C
oll
ate
answ
ers
and
pro
vid
e ad
vic
e w
her
e n
eed
ed.
Co
nso
lid
ati
on
•
Sh
are
fin
din
gs
wit
h t
each
er a
nd
wit
h o
ne
oth
er g
rou
p.
Ped
ag
og
ica
l li
nk
s:
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Rea
din
g a
nd
wri
tin
g f
or
NS
.
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
21
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
2
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
the
chal
len
ges
en
cou
nte
red
an
d w
hat
su
pp
ort
do
gro
up
s re
com
men
d?
Wh
at w
ere
the
mo
st
com
mo
n r
easo
ns
peo
ple
gav
e fo
r ea
tin
g b
reak
fast
an
d n
ot
eati
ng
bre
akfa
st?
Dis
cuss
answ
ers.
Lit
era
cy
:
•
Wri
tin
g a
nd
pre
sen
tin
g f
or
NS
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:-
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
14
-16
Acti
on
- W
here t
o f
ro
m h
ere?
Ove
rvie
w:
We
are
dis
cuss
ing
wh
o i
nfo
rma
tio
n i
s to
be
pre
sen
ted
to
, h
ow
th
is w
ill
be
pre
sen
ted
an
d w
ays
to
eva
lua
te i
ts s
ucc
ess.
Ea
ch g
rou
p t
o c
om
ple
te a
‘P
rese
nta
tio
n A
ctio
n
Pla
n’
an
d t
hen
wo
rk o
n t
hei
r p
rese
nta
tio
ns
(HP
SL
O 1
,2,3
,4 E
SL
O 1
,2,
3,4
, M
SL
O 1
, 2
, T
SL
O1
,2,3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Ex
pla
in w
hat
th
e b
est
bre
akfa
st
foo
ds
for
ath
lete
s ar
e
•
Iden
tify
way
s to
en
cou
rag
e
oth
ers
to b
e m
ore
cri
tica
lly
aw
are
of
go
od
bre
akfa
st f
oo
ds
•
Iden
tify
act
ion
s th
at w
ill
enco
ura
ge
oth
ers
to b
eco
me
mo
re a
war
e o
f th
e p
ow
er o
f
adv
erti
sin
g
•
Iden
tify
an
d c
arry
ou
t ac
tio
ns
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Rev
iew
wh
at t
he
bes
t b
reak
fast
fo
od
s fo
r at
hle
tes
are.
Acti
va
te
•
Ref
er b
ack
to
Les
son
6 w
her
e id
eas
for
pre
sen
tati
on
of
info
rmat
ion
wer
e d
iscu
ssed
.
•
Bra
inst
orm
th
e fo
llo
win
g:
wh
o w
e n
eed
to
pre
sen
t th
is i
nfo
rmat
ion
to
(e.
g.
ou
r cl
ass,
ath
lete
s in
terv
iew
ed,
par
ents
, sc
ho
ol)
; w
hat
is
the
bes
t w
ay t
o p
rese
nt
this
in
form
atio
n t
o
thes
e p
eop
le (
e.g
. th
rou
gh
new
slet
ter,
dis
pla
y,
in p
erso
n);
wh
at d
o w
e n
eed
to
do
th
is (
e.g
.
mat
eria
ls?)
; h
ow
co
uld
we
eval
uat
e p
eop
le’s
th
ou
gh
ts/a
ctio
n a
rou
nd
th
e in
form
atio
n?
Rec
ord
an
swer
s
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
22
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
3
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
that
en
cou
rag
e p
eop
le t
o e
at
hea
lth
bre
akfa
sts.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys,
res
ult
s an
d p
rese
nta
tio
ns
as
evid
ence
of
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
•
Gro
up
s to
dec
ide
on
wh
o t
hey
wis
h t
o p
rese
nt
to.
Th
ere
may
be
mo
re t
han
on
e g
rou
p
pre
sen
tin
g t
o t
he
sam
e p
eop
le.
Tea
cher
dis
cret
ion
to
be
use
d h
ere.
En
sure
a r
ang
e o
f
peo
ple
are
co
ver
ed.
Dem
on
stra
te
•
Issu
e R
eso
urce 8
to
gro
up
s. D
emo
nst
rate
ho
w t
o c
om
ple
te.
Eac
h g
rou
p c
om
ple
tes
and
has
teac
her
sig
n o
ff o
n i
t
•
Gro
up
s to
gat
her
res
ou
rces
fo
r p
rese
nta
tio
ns
•
Gro
up
s w
ork
on
pre
sen
tati
on
s o
ver
a c
ou
ple
of
less
on
s.
Co
nso
lid
ati
on
•
Tea
cher
to
ch
eck
-off
pre
sen
tati
on
pro
gre
ss a
fter
eac
h l
esso
n
•
Gro
up
s to
sh
are
thei
r p
rese
nta
tio
ns
wit
h t
he
clas
s an
d e
xp
lain
ho
w i
t w
ill
be
use
d,
wh
ere
it
wil
l b
e p
ut
and
ho
w i
t w
ill
be
eval
uat
ed
•
Pre
sen
tati
on
s d
isp
lay
ed.
op
po
rtu
nit
ies
to l
earn
•
E-l
earn
ing
•
En
gag
ing
Mao
ri/P
asif
ika
stu
den
ts a
nd
th
eir
com
mu
nit
ies.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Wri
tin
g a
nd
rea
din
g a
s ev
iden
ce
for
NS
.
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
2
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
the
chal
len
ges
en
cou
nte
red
an
d w
hat
su
pp
ort
do
gro
up
s re
com
men
d?
Wh
at w
ere
the
mo
st
com
mo
n r
easo
ns
peo
ple
gav
e fo
r ea
tin
g b
reak
fast
an
d n
ot
eati
ng
bre
akfa
st?
Dis
cuss
answ
ers.
Lit
era
cy
:
•
Wri
tin
g a
nd
pre
sen
tin
g f
or
NS
Nu
mera
cy
:
•
Co
nd
uct
an
in
ves
tig
atio
n u
sin
g
the
stat
isti
cal
enq
uir
y c
ycl
e:-
po
sin
g a
nd
an
swer
ing
qu
esti
on
s,
gat
her
ing
, so
rtin
g a
nd
dis
pla
yin
g
dat
a an
d c
om
mu
nic
atin
g
fin
din
gs.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Less
on
14
-16
Acti
on
- W
here t
o f
ro
m h
ere?
Ove
rvie
w:
We
are
dis
cuss
ing
wh
o i
nfo
rma
tio
n i
s to
be
pre
sen
ted
to
, h
ow
th
is w
ill
be
pre
sen
ted
an
d w
ays
to
eva
lua
te i
ts s
ucc
ess.
Ea
ch g
rou
p t
o c
om
ple
te a
‘P
rese
nta
tio
n A
ctio
n
Pla
n’
an
d t
hen
wo
rk o
n t
hei
r p
rese
nta
tio
ns
(HP
SL
O 1
,2,3
,4 E
SL
O 1
,2,
3,4
, M
SL
O 1
, 2
, T
SL
O1
,2,3
,4)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Ex
pla
in w
hat
th
e b
est
bre
akfa
st
foo
ds
for
ath
lete
s ar
e
•
Iden
tify
way
s to
en
cou
rag
e
oth
ers
to b
e m
ore
cri
tica
lly
aw
are
of
go
od
bre
akfa
st f
oo
ds
•
Iden
tify
act
ion
s th
at w
ill
enco
ura
ge
oth
ers
to b
eco
me
mo
re a
war
e o
f th
e p
ow
er o
f
adv
erti
sin
g
•
Iden
tify
an
d c
arry
ou
t ac
tio
ns
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Rev
iew
wh
at t
he
bes
t b
reak
fast
fo
od
s fo
r at
hle
tes
are.
Acti
va
te
•
Ref
er b
ack
to
Les
son
6 w
her
e id
eas
for
pre
sen
tati
on
of
info
rmat
ion
wer
e d
iscu
ssed
.
•
Bra
inst
orm
th
e fo
llo
win
g:
wh
o w
e n
eed
to
pre
sen
t th
is i
nfo
rmat
ion
to
(e.
g.
ou
r cl
ass,
ath
lete
s in
terv
iew
ed,
par
ents
, sc
ho
ol)
; w
hat
is
the
bes
t w
ay t
o p
rese
nt
this
in
form
atio
n t
o
thes
e p
eop
le (
e.g
. th
rou
gh
new
slet
ter,
dis
pla
y,
in p
erso
n);
wh
at d
o w
e n
eed
to
do
th
is (
e.g
.
mat
eria
ls?)
; h
ow
co
uld
we
eval
uat
e p
eop
le’s
th
ou
gh
ts/a
ctio
n a
rou
nd
th
e in
form
atio
n?
Rec
ord
an
swer
s
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
23
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
4
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
Less
on
17
: E
va
lua
tio
n
Ove
rvie
w:
We
are
eva
lua
tin
g o
ur
pre
sen
tati
on
wo
rk a
nd
ga
ther
ing
eva
lua
tio
n d
ata
, re
cord
ing
th
is u
nd
er q
ues
tio
n h
ead
ing
s. E
valu
ati
ng
if
ou
r fi
nd
ing
s a
nd
pre
sen
tati
on
s h
elp
ed a
thle
tes
an
d t
hei
r p
are
nts
in
th
eir
kno
wle
dg
e o
f th
e b
est
foo
ds
to e
at
for
bre
akf
ast
. (H
P S
LO
1,2
,3,4
E S
LO
1,2
, 3
,4,
M S
LO
1,
2,
T S
LO
1,2
,3,4
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Ev
alu
ate
the
use
fuln
ess,
val
idit
y,
reli
abil
ity
an
d r
igo
ur
of
the
surv
ey w
e co
nd
uct
ed
•
Ex
pla
in t
he
new
lea
rnin
g w
e
hav
e ex
per
ien
ced
as
a re
sult
of
the
inq
uir
y
•
Iden
tify
th
e u
sefu
lnes
s o
f th
is
new
lea
rnin
g a
nd
ho
w w
e ca
n
use
it
in t
he
futu
re.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Usi
ng
Reso
urce 9
gro
up
s to
un
der
tak
e a
rev
iew
of
ho
w t
hey
hav
e w
ork
ed t
og
eth
er a
nd
wh
at t
hey
hav
e le
arn
t. S
har
e w
ith
on
e o
ther
gro
up
.
Acti
va
te
•
Gat
her
ev
alu
atio
n d
ata
for
each
gro
up
•
Rev
iew
ho
w e
val
uat
ion
dat
a is
to
be
asse
ssed
. R
efer
Pre
sen
tati
on
Act
ion
Pla
ns.
Dem
on
stra
te
•
Gro
up
s as
sess
th
eir
dat
a u
nd
er t
he
hea
din
gs
list
ed i
n t
hei
r P
rese
nta
tio
n A
ctio
n P
lan
s.
Co
nso
lid
ati
on
•
Sh
are
fin
din
gs
wit
h t
each
er a
nd
wit
h c
lass
•
Dis
cuss
ho
w w
e as
in
div
idu
als
can
co
nti
nu
e to
use
th
e k
no
wle
dg
e w
e h
ave
lear
nt
to h
elp
us
at s
cho
ol
and
in
sp
ort
.
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Wri
tin
g a
nd
rea
din
g a
s ev
iden
ce
for
NS
.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
24
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
5
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
reso
urc
e b
oo
kle
t).
Stu
den
t, P
eer
and
Tea
cher
ass
essm
ent
on
-go
ing
.
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Ass
essm
ent-
op
po
rtu
nit
ies
Heart
Foundation:
Unit P
lan –
Bre
akfa
st N
utr
itio
n –
Level 3
|
Page 2
4
Op
po
rtu
nit
ies
for a
ssess
men
t
Str
uctu
re
Cu
rric
ulu
m &
reso
urce l
ink
s
Less
on
17
: E
va
lua
tio
n
Ove
rvie
w:
We
are
eva
lua
tin
g o
ur
pre
sen
tati
on
wo
rk a
nd
ga
ther
ing
eva
lua
tio
n d
ata
, re
cord
ing
th
is u
nd
er q
ues
tio
n h
ead
ing
s. E
valu
ati
ng
if
ou
r fi
nd
ing
s a
nd
pre
sen
tati
on
s h
elp
ed a
thle
tes
an
d t
hei
r p
are
nts
in
th
eir
kno
wle
dg
e o
f th
e b
est
foo
ds
to e
at
for
bre
akf
ast
. (H
P S
LO
1,2
,3,4
E S
LO
1,2
, 3
,4,
M S
LO
1,
2,
T S
LO
1,2
,3,4
)
We
are
succ
essf
ul
wh
en w
e ca
n:
•
Ev
alu
ate
the
use
fuln
ess,
val
idit
y,
reli
abil
ity
an
d r
igo
ur
of
the
surv
ey w
e co
nd
uct
ed
•
Ex
pla
in t
he
new
lea
rnin
g w
e
hav
e ex
per
ien
ced
as
a re
sult
of
the
inq
uir
y
•
Iden
tify
th
e u
sefu
lnes
s o
f th
is
new
lea
rnin
g a
nd
ho
w w
e ca
n
use
it
in t
he
futu
re.
Te R
eo
Lea
rnin
g i
nte
nti
on
s an
d s
ucc
ess
crit
eria
ru
bri
cs
for
Te
Reo
- K
o a
u
(I,
me,
my
self
)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Te wā
Ka
i u
sin
g s
ucc
ess
crit
eria
an
d
asse
ssm
ent
rub
rics
at
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-3
-Kai
/Lea
rnin
g-
inte
nti
on
s-an
d-s
ucc
ess-
crit
eria
Ev
iden
ce:
to a
sses
s T
au
ma
ta l
ev
el
3
Ev
iden
ce –
kee
p s
tud
ent
acti
on
pla
ns,
surv
eys
and
res
ult
s as
ev
iden
ce o
f
nu
mer
acy
sta
tist
ics
and
wri
tin
g f
or
NS
.
Ev
iden
ce:
Tea
ch a
nd
Ass
ess
soci
al
and
in
terp
erso
nal
sk
ills
(p
p5
-14
in
Prep
are
•
See
Les
son
Ov
erv
iew
fo
r R
eso
urc
es.
Co
nn
ect
•
Usi
ng
Reso
urce 9
gro
up
s to
un
der
tak
e a
rev
iew
of
ho
w t
hey
hav
e w
ork
ed t
og
eth
er a
nd
wh
at t
hey
hav
e le
arn
t. S
har
e w
ith
on
e o
ther
gro
up
.
Acti
va
te
•
Gat
her
ev
alu
atio
n d
ata
for
each
gro
up
•
Rev
iew
ho
w e
val
uat
ion
dat
a is
to
be
asse
ssed
. R
efer
Pre
sen
tati
on
Act
ion
Pla
ns.
Dem
on
stra
te
•
Gro
up
s as
sess
th
eir
dat
a u
nd
er t
he
hea
din
gs
list
ed i
n t
hei
r P
rese
nta
tio
n A
ctio
n P
lan
s.
Co
nso
lid
ati
on
•
Sh
are
fin
din
gs
wit
h t
each
er a
nd
wit
h c
lass
•
Dis
cuss
ho
w w
e as
in
div
idu
als
can
co
nti
nu
e to
use
th
e k
no
wle
dg
e w
e h
ave
lear
nt
to h
elp
us
at s
cho
ol
and
in
sp
ort
.
Ped
ag
og
ica
l li
nk
s:
•
Cre
atin
g a
su
pp
ort
ive
lear
nin
g
env
iro
nm
ent
•
En
cou
rag
ing
ref
lect
ive
tho
ug
ht
and
act
ion
•
En
han
cin
g t
he
rele
van
ce o
f n
ew
lear
nin
g
•
Fac
ilit
atin
g s
har
ed l
earn
ing
•
Mak
ing
co
nn
ecti
on
s to
pri
or
lear
nin
g
•
Pro
vid
ing
su
ffic
ien
t
op
po
rtu
nit
ies
to l
earn
.
Key
co
mp
ete
ncie
s:
•
Th
ink
ing
•
Usi
ng
lan
gu
age,
sy
mb
ols
an
d
tex
ts
•
Man
agin
g s
elf
•
Rel
atin
g t
o o
ther
s
•
Par
tici
pat
ing
an
d c
on
trib
uti
ng
.
Lit
era
cy
:
•
Wri
tin
g a
nd
rea
din
g a
s ev
iden
ce
for
NS
.
Te R
eo
:
On
-go
ing
op
po
rtu
nit
ies
to a
sses
s T
e
Reo
- K
o a
u (
I, m
e, m
yse
lf)
htt
p:/
/her
eoo
ra.t
ki.
org
.nz/
Un
it-
pla
ns/
Un
it-1
-Ko
-au
/Ass
essm
ent-
op
po
rtu
nit
ies
Te wā
Ka
i:
25
Heart Foundation
1
Level 3: Breakfast Nutrition
Contents
Resources and information sheets RESOURCE 1: Story board pictures ................................................................................................. 2
RESOURCE 2: Four food groups pictures ......................................................................................... 3
RESOURCE 3: Breakfast around the world ....................................................................................... 4
RESOURCE 4: Label reading………………………………………………………………………………………………………..5
RESOURCE 5: Breakfast food analysis ............................................................................................. 9
RESOURCE 6: Plan of action template ........................................................................................... 10
RESOURCE 7: Four food group analysis ........................................................................................ 11
RESOURCE 8: Presentation plan ................................................................................................... 12
RESOURCE 9: Group reflection ..................................................................................................... 13
RESOURCE 10: Group work – what works ..................................................................................... 14
Group work – What works ........................................................................................................... 15
INFORMATION SHEET 1: Scenario work ....................................................................................... 25
INFORMATION SHEET 2: Breakfast eaters have it better ................................................................ 26
INFORMATION SHEET 3: Four food groups overview ..................................................................... 27
INFORMATION SHEET 4: Bus stop activity .................................................................................... 28
INFORMATION SHEET 5: Plan of action example ........................................................................... 29
INFORMATION SHEET 6: Presentation plan example ..................................................................... 30
INFORMATION SHEET 7: Hauora Concept .................................................................................... 31
26
27
28
29
30
34
35
36
37
38
39
40
50
51
52
53
54
55
56
Heart Foundation
2
RESOURCE 1: Story board pictures
a) What we eat affects how we feel, how we perform at school and how others feel about us.
b) The actions of others impact on how we feel about ourselves and how safe we feel in different
places.
c) Our identity as Kiwis makes us feel proud of our country and links us to others.
d) Friends are important in helping us feel like we belong.
√
SCOREBOAR
D
ALL BLACKS
30
AUSTRALIA
20
I don’t like
school
Heart Foundation
1
Level 3: Breakfast Nutrition
Contents
Resources and information sheets RESOURCE 1: Story board pictures ................................................................................................. 2
RESOURCE 2: Four food groups pictures ......................................................................................... 3
RESOURCE 3: Breakfast around the world ....................................................................................... 4
RESOURCE 4: Label reading………………………………………………………………………………………………………..5
RESOURCE 5: Breakfast food analysis ............................................................................................. 9
RESOURCE 6: Plan of action template ........................................................................................... 10
RESOURCE 7: Four food group analysis ........................................................................................ 11
RESOURCE 8: Presentation plan ................................................................................................... 12
RESOURCE 9: Group reflection ..................................................................................................... 13
RESOURCE 10: Group work – what works ..................................................................................... 14
Group work – What works ........................................................................................................... 15
INFORMATION SHEET 1: Scenario work ....................................................................................... 25
INFORMATION SHEET 2: Breakfast eaters have it better ................................................................ 26
INFORMATION SHEET 3: Four food groups overview ..................................................................... 27
INFORMATION SHEET 4: Bus stop activity .................................................................................... 28
INFORMATION SHEET 5: Plan of action example ........................................................................... 29
INFORMATION SHEET 6: Presentation plan example ..................................................................... 30
INFORMATION SHEET 7: Hauora Concept .................................................................................... 31
27
Heart Foundation
3
RESOURCE 2: Four food groups pictures
28
Heart
Foundation
4
RE
SO
UR
CE
3:
Bre
ak
fast
aro
un
d t
he
wo
rld
C
ou
ntr
y
Bre
ak
fast
Bre
ad
s a
nd
ce
rea
ls
Fru
it a
nd
ve
ge
tab
les
Mil
k a
nd
mil
k
pro
du
cts
Le
an
me
ats
,
ch
ick
en
, se
afo
od
, e
gg
s &
leg
um
es.
Occa
sio
na
l
New
Zeala
nd
Weetb
ix, m
ilk, peach
es
√
√
√
Sam
oa
Papaya, pin
eapple
,
banana
Fiji
Babakau (
panca
ke w
ith
jam
)
Vie
tnam
Pho B
o (
beef
noodle
soup w
ith b
eef,
noodle
s, b
ean s
hoots
, sp
ring o
nio
ns)
Japan
Ric
e, fish
, to
fu,
vegeta
ble
s
Chin
a
Ric
e n
oodle
s, b
eef,
shallo
ts, garlic
, ch
illi
Re
co
rdin
g i
nfo
rma
tio
n
1 t
ick p
er
item
in t
he b
oxes
that
apply
Som
e b
oxes
may h
ave m
ore
than o
ne t
ick
If a
food is
occ
asi
onal put
a c
ross
in t
he b
ox.
Heart Foundation
3
RESOURCE 2: Four food groups pictures
29
Heart Foundation
5
RESOURCE 4 – LABEL READING
When comparing two similar products: always look at the ‘per 100g’ column, not the ‘per serve’
column, as serving sizes can be different with different products. Looking at the 100g allows for
consistency.
Nutrient Information
Protein - Protein has a number of key roles in our bodies: it enables the growth and repair of body
tissues; forms muscles, skin and hair; maintains fluid balance and enables cell-to-cell communication,
among many other things.
Carbohydrate - Carbohydrates are the main source of fuel for our brains and bodies. There are two
types of carbohydrates: the first are simple carbohydrates, such as lollies and milk. These release
energy in our blood stream quickly and can leave us feeling hungry and sometimes tired soon after we
have eaten them. The second type of carbohydrates are complex carbohydrates which are whole
grains, such as whole grain bread, brown rice, lentils, beans and some vegetables. Complex
carbohydrates provide us with energy throughout the day.
Fat – is an important nutrient for our bodies. It provides protection for our organs and insulates our
bodies. It also helps fuel our bodies if our energy demands suddenly increase. However, too much fat
is not good for us and is linked to many health problems such as heart disease.
Sugar – Carbohydrates are the main source of fuel for our bodies and sugar is one of these. However,
if we eat foods with too much sugar and little other nutrients in them, then our energy levels will not
be sustained. Too much sugar also contributes to tooth decay.
Fibre – is the roughage found in cereals, fruit and vegetables. It helps to flush out our systems and
keep us regular.
Sodium – is an important nutrient which helps regulate the amount of fluid in our bodies. Most of our
sodium intake comes from eating a healthy diet. Too much sodium can inhibit the uptake of calcium in
our bodies, which is important for growth and development.
When looking at nutrient information these are good guidelines to follow:
Total fat less than 10g per 100g
Sugar less than 15g per 100g
Dietary fibre greater than 6g per 100g
Sodium less than 400mg per 100g
Note: 4g of sugar = 1 teaspoon
Label reading examples:
Foods need to meet all of the recommendations to be part of the four food groups. If they don’t then
they are an ‘occasional’ food.
In the example below a breakfast of Nutritious Grain is :
• Above the fat recommendation
• Above the sugar recommendation
• Ok with the sodium recommendation
In the example a breakfast of Weety-Bix is:
30
Heart Foundation
6
• Ok with the fat recommendation
• Ok with the sugar recommendation
• Below the recommendation for fibre
• Above the recommendation for sodium
Nutritious-grain
Nutrition Information Panel
Qty. Per Serving
(30g per
serving)
Qty. Per 100g
Energy 480kJ 1600kJ
Protein 6.6g 21.9g
Fat, Total 0.2g 0.6g
Fat - Saturated <0.1g 0.1g
Carbohydrate, Total 20.8g 69.4g
Carbohydrate - Sugar 9.6g 32.0g
Sodium 180mg 600mg
Fibre 0.8g 2.7g
Ingredients: Cereals, (44%) (wheat flour, oatmeal, maize flour), sugar, wheat gluten, molasses, salt,
barley malt extract, minerals (calcium carbonate, iron), mineral salt (sodium bicarbonate), natural
colour, paprika, turmeric, vitamin C, niacin, thiamin, vitamin B6, riboflavin, folate.
Weety-Bix
Nutrition Information Panel
Qty. per serve
(serve = 2
Weety-bix
Qty. per 100g
Energy 441kJ 1470kJ
Protein 3.6g 12.0g
Fat, total 0.4g 1.4g
Fat, saturated 0.1g 0.3g
Carbohydrate, total 20g 67g
Carbohydrate, sugars 0.8g 2.8g
Dietary fibre 3.2g 10.5g
Sodium 85mg 285mg
Ingredients: Whole Grain Wheat 97%, Sugar, Salt, Barley Malt Extract, Vitamins Niacin, Thiamin,
Riboflavin, Folate, Mineral Iron,
Heart Foundation
5
RESOURCE 4 – LABEL READING
When comparing two similar products: always look at the ‘per 100g’ column, not the ‘per serve’
column, as serving sizes can be different with different products. Looking at the 100g allows for
consistency.
Nutrient Information
Protein - Protein has a number of key roles in our bodies: it enables the growth and repair of body
tissues; forms muscles, skin and hair; maintains fluid balance and enables cell-to-cell communication,
among many other things.
Carbohydrate - Carbohydrates are the main source of fuel for our brains and bodies. There are two
types of carbohydrates: the first are simple carbohydrates, such as lollies and milk. These release
energy in our blood stream quickly and can leave us feeling hungry and sometimes tired soon after we
have eaten them. The second type of carbohydrates are complex carbohydrates which are whole
grains, such as whole grain bread, brown rice, lentils, beans and some vegetables. Complex
carbohydrates provide us with energy throughout the day.
Fat – is an important nutrient for our bodies. It provides protection for our organs and insulates our
bodies. It also helps fuel our bodies if our energy demands suddenly increase. However, too much fat
is not good for us and is linked to many health problems such as heart disease.
Sugar – Carbohydrates are the main source of fuel for our bodies and sugar is one of these. However,
if we eat foods with too much sugar and little other nutrients in them, then our energy levels will not
be sustained. Too much sugar also contributes to tooth decay.
Fibre – is the roughage found in cereals, fruit and vegetables. It helps to flush out our systems and
keep us regular.
Sodium – is an important nutrient which helps regulate the amount of fluid in our bodies. Most of our
sodium intake comes from eating a healthy diet. Too much sodium can inhibit the uptake of calcium in
our bodies, which is important for growth and development.
When looking at nutrient information these are good guidelines to follow:
Total fat less than 10g per 100g
Sugar less than 15g per 100g
Dietary fibre greater than 6g per 100g
Sodium less than 400mg per 100g
Note: 4g of sugar = 1 teaspoon
Label reading examples:
Foods need to meet all of the recommendations to be part of the four food groups. If they don’t then
they are an ‘occasional’ food.
In the example below a breakfast of Nutritious Grain is :
• Above the fat recommendation
• Above the sugar recommendation
• Ok with the sodium recommendation
In the example a breakfast of Weety-Bix is:
31
Below the recommendation for sodiumAbove the recommendation for fibre
Heart Foundation
7
Comparison of the two cereals:
Nutrient Nutritious grain (per
100g)
Weety-Bix (per 100g)
Total fat
0.6 1.4g
Sugar
32.0g 2.8g
Dietary fibre
2.7g 10.5g
Sodium (salt) 600mg 285mg
Recommended Dietary Intakes: RDI
To maintain a balanced diet and ensure you are getting the right amount of fuel and nutrients for
growth and optimum performance the Recommended Daily Intakes are:
The average daily energy intake for a 10 yr. old child with light physical activity level is 8300kj for
males and 7600kj for females.
Carbohydrates: Ideally 45-65% of our energy will come from carbohydrates. This means a
maximum of 800g of carbohydrate is needed every day for a 10 yr. old child.
Protein: A minimum of 15% of energy from protein is recommended. This means a
maximum of 73g of protein is needed every day for a 10yr old child.
Fat: 25-35% of energy from fat is recommended. This means a maximum of 79g fat is
allowed for a 10 yr. old child.
Sugar: Ideally less than 15% of our energy will come from sugars, that is a maximum of
78g a day for a 10 yr. old child.
Fibre: Recommended Intake:
Females: 25-28g
Males: 30-38g
32
Heart Foundation
8
Comparison of the two biscuits:
Nutrient Chocolate Chip
Cookies (per 100g)
Litebread crackers
(per 100g)
Total fat
14.1g 1.8g
Sugar
43.4g 5.5g
Dietary fibre
Not recorded 4.3g
Sodium (salt)
200mg 520mg
Nutrient Information
Fat – is an important nutrient for our bodies. It provides protection for our organs and insulates our
bodies. It also helps fuel our bodies if our energy demands suddenly increase. However too much fat
is not good for us and is linked to many health problems such as heart disease.
Sugar – Carbohydrates are the main source of fuel for our bodies and sugar is one of these. However
if we eat foods with too much sugar and little other nutrients in them then our energy levels will not be
sustained. Too much sugar also contributes to tooth decay and diabetes.
Fibre – is the roughage found in cereals, fruit and vegetables. It helps to flush out our systems and
keep us regular.
Sodium – is an important nutrient which helps regulate the amount of fluid in our bodies. Most of our
sodium intake comes from eating a healthy diet. Too much sodium can inhibit the uptake of calcium in
our bodies which is important for growth and development.
When looking at nutrient information these are good guidelines to follow:
Total fat less than 10g per 100g
Sugar less than 15g per 100g
Dietary fibre greater than 6g per 100g
Sodium less than 400mg per 100g
Note: 4g of sugar = 1 teaspoon
Foods need to meet all of the recommendations to be part of the four food groups. If they don’t then
they are an ‘occasional’ food.
In the example above the chocolate chip cookies are:
• Above the fat recommendation
• Above the sugar recommendation
• Ok with the sodium recommendation
In the example above the Litebread crackers are:
• Ok with the fat recommendation
• Ok with the sugar recommendation
• Below the recommendation for fibre
• Above the recommendation for sodium
Heart Foundation
7
Comparison of the two cereals:
Nutrient Nutritious grain (per
100g)
Weety-Bix (per 100g)
Total fat
0.6 1.4g
Sugar
32.0g 2.8g
Dietary fibre
2.7g 10.5g
Sodium (salt) 600mg 285mg
Recommended Dietary Intakes: RDI
To maintain a balanced diet and ensure you are getting the right amount of fuel and nutrients for
growth and optimum performance the Recommended Daily Intakes are:
The average daily energy intake for a 10 yr. old child with light physical activity level is 8300kj for
males and 7600kj for females.
Carbohydrates: Ideally 45-65% of our energy will come from carbohydrates. This means a
maximum of 800g of carbohydrate is needed every day for a 10 yr. old child.
Protein: A minimum of 15% of energy from protein is recommended. This means a
maximum of 73g of protein is needed every day for a 10yr old child.
Fat: 25-35% of energy from fat is recommended. This means a maximum of 79g fat is
allowed for a 10 yr. old child.
Sugar: Ideally less than 15% of our energy will come from sugars, that is a maximum of
78g a day for a 10 yr. old child.
Fibre: Recommended Intake:
Females: 25-28g
Males: 30-38g
33
Heart
Foundation
9
RE
SO
UR
CE
5:
Bre
ak
fast
foo
d a
na
lysis
Bre
ak
fast
foo
ds
Su
ga
r Less
than 1
5g p
er
100g;
if s
ugar
from
dried f
ruit
then less
than 2
5g p
er
100g
Fa
t Tota
l fa
t le
ss t
han 1
0g
per
100g
Fib
re
Gre
ate
r th
an 6
g p
er
100g
So
diu
m
Less
than 4
00m
g p
er
100g
Co
mm
en
ts
Coco
Snaps
44g
(11 t
easp
oons)
.6g
0g
485g
Coco
Snaps
has
far
too
much
sugar
in it,
no
fibre
and a
bit t
oo m
uch
sodiu
m.
4g
of
su
ga
r =
1 t
ea
sp
oo
n o
f su
ga
r
A f
oo
d h
as t
o m
ee
t a
ll o
f th
e r
eco
mm
en
da
tio
ns f
or
it t
o b
e i
nclu
de
d i
n t
he
fo
ur
foo
d g
rou
ps.
34
Heart Foundation
10
RESOURCE 6: Plan of action template
Group name:
Members of our group:
Start date:
Finish date:
Teacher signature:
Areas we need to check What we need Tick when
done
Our big question is:
Our smaller questions are:
We are collecting information from four
athletes in our school or community. They
are:
We are going to collect information by:
With our findings we will:
Heart
Foundation
9
RE
SO
UR
CE
5:
Bre
ak
fast
foo
d a
na
lysis
Bre
ak
fast
foo
ds
Su
ga
r Less
than 1
5g p
er
100g;
if s
ugar
from
dried f
ruit
then less
than 2
5g p
er
100g
Fa
t Tota
l fa
t le
ss t
han 1
0g
per
100g
Fib
re
Gre
ate
r th
an 6
g p
er
100g
So
diu
m
Less
than 4
00m
g p
er
100g
Co
mm
en
ts
Coco
Snaps
44g
(11 t
easp
oons)
.6g
0g
485g
Coco
Snaps
has
far
too
much
sugar
in it,
no
fibre
and a
bit t
oo m
uch
sodiu
m.
4g
of
su
ga
r =
1 t
ea
sp
oo
n o
f su
ga
r
A f
oo
d h
as t
o m
ee
t a
ll o
f th
e r
eco
mm
en
da
tio
ns f
or
it t
o b
e i
nclu
de
d i
n t
he
fo
ur
foo
d g
rou
ps.
35
Heart
Foundation
11
RE
SO
UR
CE
7:
Fo
ur
foo
d g
rou
ps a
na
lysis
B
rea
kfa
st
foo
ds
Bre
ad
s a
nd
ce
rea
ls
Fru
it a
nd
ve
ge
tab
les
Mil
k a
nd
mil
k
pro
du
cts
Le
an
me
ats
,
ch
ick
en
, se
afo
od
, e
gg
s &
le
gu
me
s.
Occa
sio
na
l
Re
co
rdin
g i
nfo
rma
tio
n
1 t
ick p
er
item
in t
he b
oxes
that
apply
If a
food is
occ
asi
onal put
a c
ross
in t
he b
ox.
36
Heart Foundation
12
RESOURCE 8: Presentation plan
Group name:
We will present our breakfast study findings to:
We will present them by:
Questions
PREPARE/PLAN
What information needs
to go on our
presentation?
What resources do we
need for our
presentation? Where will
we get these from?
How do we want it to
look?
(Attach a draft if needed)
TAKE ACTION
Who do we need to ask
about where our
presentation is allowed to
go? How will we ask
them?
What are the steps we
will take in making our
presentation? E.g.
Step 1 – Collect materials
Step 2 – Allocate jobs
EVALUATION
How will we ask people to
evaluate our project? Eg.
email, post it box
What questions will we
ask them?
Heart
Foundation
11
RE
SO
UR
CE
7:
Fo
ur
foo
d g
rou
ps a
na
lysis
B
rea
kfa
st
foo
ds
Bre
ad
s a
nd
ce
rea
ls
Fru
it a
nd
ve
ge
tab
les
Mil
k a
nd
mil
k
pro
du
cts
Le
an
me
ats
,
ch
ick
en
, se
afo
od
, e
gg
s &
le
gu
me
s.
Occa
sio
na
l
Re
co
rdin
g i
nfo
rma
tio
n
1 t
ick p
er
item
in t
he b
oxes
that
apply
If a
food is
occ
asi
onal put
a c
ross
in t
he b
ox.
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Heart Foundation
13
RESOURCE 9: Group reflection
A) Consider the way you worked as a group throughout the unit. For each of the areas below put a
circle around the number which best indicates how you think your group worked.
1 = not well at all
5 = really well
1. Taking turns
__/____________/___________/____________/___________/__
1 2 3 4 5
2. Listening to each other
__/____________/___________/____________/___________/__
1 2 3 4 5
3. Sharing the responsibilities
__/____________/___________/____________/___________/__
1 2 3 4 5
4. Solving problems
__/____________/___________/____________/___________/__
1 2 3 4 5
5. Producing work we are proud of
__/____________/___________/____________/___________/__
1 2 3 4 5
B) Now consider what you have learnt as a group throughout the study. List the three most
interesting things your group has learnt.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
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Heart Foundation
14
RESOURCE 10: Group work – What Works
1. For the teacher – group work checklist
2. Student group work – rules and agreement
3. Student feedback on group work (form)
4. What group strategies are effective in your school
5. Strategies for effective group work
6. Essential group dynamics
7. Group work: lesson plan – an example
8. Evaluation of group dynamics
9. Social skills score cards – levels 1-4
Heart Foundation
13
RESOURCE 9: Group reflection
A) Consider the way you worked as a group throughout the unit. For each of the areas below put a
circle around the number which best indicates how you think your group worked.
1 = not well at all
5 = really well
1. Taking turns
__/____________/___________/____________/___________/__
1 2 3 4 5
2. Listening to each other
__/____________/___________/____________/___________/__
1 2 3 4 5
3. Sharing the responsibilities
__/____________/___________/____________/___________/__
1 2 3 4 5
4. Solving problems
__/____________/___________/____________/___________/__
1 2 3 4 5
5. Producing work we are proud of
__/____________/___________/____________/___________/__
1 2 3 4 5
B) Now consider what you have learnt as a group throughout the study. List the three most
interesting things your group has learnt.
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
39
Heart Foundation
15
Group work – What works
1. A Positive Attitude
Teachers need to believe that students are capable of learning. They need to have high
expectations and make students accountable for meeting these expectations.
2. Be generous with praise
There are no failures – only opportunities to learn. Celebrate events “Birthdays” and small
successes e.g. the group that listened most attentively to each other.
3. Reward success or task completion
Food is still a very popular award so is extra time at PE for this class.
4. Ensure your instructions and criteria for success are clear
5. Teach and assess the social and interpersonal skills
These include:
• Level 1
Building trust, listening, taking turns, looking at people when they talk, forming
groups quickly and efficiently, taking responsibility for their own and the group’s
behaviour, accepting and valuing differences, resolving conflict constructively.
• Level 2
Active listening, asking questions, clarifying, constructive criticism, helping and
accepting others, paraphrasing, summarising.
• Level 3
Interviewing, coaching, teaching, negotiating, brainstorming, building on each other’s
ideas.
• Level 4
Creative group problem solving, conflict resolution, planning and organising, decision-
making, individually negotiating curriculum and research.
6. Use a variety of team formations
Teacher-selected groups can be your primary groupings, but you can vary this by using
randomly-selected and student-selected groups. Students who do not work in student-
selected groups may lose this privilege and be placed in teacher-selected groups or work
individually on projects.
7. Ensure your instructional presentation follows a clear sequence of overview,
explanation, demonstration, guided practice and feedback
8. Outline a set of group work skills at the beginning of the year
Write them up and display them. Handle any infractions promptly and re-teach the skill.
9. Teach Learning strategies and problem–solving strategies
10. Ensure students understand their positive interdependence within the group
(outcome and means interdependence)
Students realise that they “sink or swim together”. Their responsibilities are to learn the
assigned material and ensure that all members of the group learn the assigned material.
The combination of goal and resource interdependence increases productivity more than
goal interdependence alone or individualistic efforts.
INSTRUCTIONAL ENVIRONMENT & MANAGEMENT
COMPONENTS
FOR EFFECTIVE CO-OPERATIVE LEARNING
40
Heart Foundation
16
11. Encourage considerable promotion of (face to face) interaction
Students are encouraging and facilitating each other’s efforts to achieve, complete tasks
and produce in order to reach the group’s goals.
12. Individual accountability and personal responsibility are paramount
Each student is held responsible by group members for contributing his or her fair share
to the group’s success. The teacher is no longer the fountain of all knowledge, but is a
resource guide.
13. Ensure there is group processing at the end of every session
Groups reflect on how well they are functioning by-
− Describing what actions were helpful and unhelpful
− Making decisions about what actions to continue or change
− Group processing also promotes a sense of self-efficacy
14. Stress the importance of attendance
Each student needs to feel that there is ownership and a responsibility to turn up. They
will be answerable to their group when their absence negatively impacts on the group’s
ability to complete a task.
15. Consistency. Arrange your room so that group work can take place frequently
Use co-operative learning regularly as “you have to sweat in practice before you can
perform in concert”. The skill needs to be practiced until it becomes an automatic habit
pattern.
16. Reward often
Use both extrinsic and intrinsic rewards.
17. Provide frequent specific feedback on the task
18. Monitor the progress of the groups
Keep a book that details the points and bonus points students have gained for effort and
social skills as well as the task specific skills
19. Everyone has a role to play
Groups need a chairperson, recorder, timekeeper, clarifier and summariser.
20. Be patient
New skills take a while to master. Students need a lot of practice before it becomes
automatic.
Heart Foundation
15
Group work – What works
1. A Positive Attitude
Teachers need to believe that students are capable of learning. They need to have high
expectations and make students accountable for meeting these expectations.
2. Be generous with praise
There are no failures – only opportunities to learn. Celebrate events “Birthdays” and small
successes e.g. the group that listened most attentively to each other.
3. Reward success or task completion
Food is still a very popular award so is extra time at PE for this class.
4. Ensure your instructions and criteria for success are clear
5. Teach and assess the social and interpersonal skills
These include:
• Level 1
Building trust, listening, taking turns, looking at people when they talk, forming
groups quickly and efficiently, taking responsibility for their own and the group’s
behaviour, accepting and valuing differences, resolving conflict constructively.
• Level 2
Active listening, asking questions, clarifying, constructive criticism, helping and
accepting others, paraphrasing, summarising.
• Level 3
Interviewing, coaching, teaching, negotiating, brainstorming, building on each other’s
ideas.
• Level 4
Creative group problem solving, conflict resolution, planning and organising, decision-
making, individually negotiating curriculum and research.
6. Use a variety of team formations
Teacher-selected groups can be your primary groupings, but you can vary this by using
randomly-selected and student-selected groups. Students who do not work in student-
selected groups may lose this privilege and be placed in teacher-selected groups or work
individually on projects.
7. Ensure your instructional presentation follows a clear sequence of overview,
explanation, demonstration, guided practice and feedback
8. Outline a set of group work skills at the beginning of the year
Write them up and display them. Handle any infractions promptly and re-teach the skill.
9. Teach Learning strategies and problem–solving strategies
10. Ensure students understand their positive interdependence within the group
(outcome and means interdependence)
Students realise that they “sink or swim together”. Their responsibilities are to learn the
assigned material and ensure that all members of the group learn the assigned material.
The combination of goal and resource interdependence increases productivity more than
goal interdependence alone or individualistic efforts.
INSTRUCTIONAL ENVIRONMENT & MANAGEMENT
COMPONENTS
FOR EFFECTIVE CO-OPERATIVE LEARNING
41
Heart Foundation
17
GROUP RULES AND AGREEMENT
You will need to discuss and then write a list of agreed rules that will govern your group. Each
member of your group will need to sign the agreement below.
Points to consider:
1. A positive attitude
2. Be generous with praise for each other
3. Listen while others talk, take turns, look at people when they talk, form the group quickly,
take responsibility for your own and the group’s behaviour, resolve conflict constructively.
4. Remember you ‘sink/swim” together.
5. Each group member is responsible to the group for contributing her fair share
6. Each group member is responsible for the outcome – they need to show up to class.
7. Be patient with those who find it difficult to understand the first time.
Group members:
List of rules for our group:
My role in this group is: ______________________
Signed:________________________
Date:_________________
42
Heart Foundation
18
FEEDBACK ON GROUP WORK
Besides each of the statements write the number that best describes your judgement.
1 = always, 2 = often, 3 = usually, 4 = sometimes, 5 = never
Individual Grade 1-5 Group
1. I had a positive attitude when
working with the group
The group had a positive
attitude.
2. I was generous with praise for
others in my group
My group was generous
with praise for each
other.
3. I listened while others talked My group listened while
others talked.
4. I took my turn to contribute and
talk.
We took turns to
contribute and talk
5. I looked at people when I talked
to them.
We looked at people
when we talked to them.
6. I joined my group quickly. We joined our group
quickly.
7. I took responsibility for my own
behaviour
We took responsibility for
our own behaviour
8. I took responsibility for the
behaviour of my group
members.
We took responsibility for
the behaviour of our
group members.
9. I worked together with the
others to ensure that we
“swam” rather than “sunk”.
We worked together to
ensure that we “swam”
rather than “sunk”.
10. I contributed my fair share to
the group.
We all contributed our
fair share to the group.
11. I showed up regularly to class. We showed up regularly
to class.
12. I was patient with those who
found it difficult to understand
the first time.
We were patient with
those who found it
difficult to understand
the first time.
Heart Foundation
17
GROUP RULES AND AGREEMENT
You will need to discuss and then write a list of agreed rules that will govern your group. Each
member of your group will need to sign the agreement below.
Points to consider:
1. A positive attitude
2. Be generous with praise for each other
3. Listen while others talk, take turns, look at people when they talk, form the group quickly,
take responsibility for your own and the group’s behaviour, resolve conflict constructively.
4. Remember you ‘sink/swim” together.
5. Each group member is responsible to the group for contributing her fair share
6. Each group member is responsible for the outcome – they need to show up to class.
7. Be patient with those who find it difficult to understand the first time.
Group members:
List of rules for our group:
My role in this group is: ______________________
Signed:________________________
Date:_________________
43
Heart Foundation
19
WHAT GROUP WORK STRATEGIES ARE EFFECTIVE IN YOUR SCHOOL?
SUMMARY:
GOALS expectation clearly expressed (verbally and on OHT/board)
RULES individual roles within team
OBJECTIVES clear time allocation
UNDERSTANDING Student behaviour – (the shy; the outcasts; the saboteur)
PLANNING where in the unit will this fit?
WHEN? Time of day / week / term?
ORGANISATION environment / resources – well before the lesson
RESOURCES an obvious one
KNOWLEDGE development of group work skills
EVALUATE student feedback/strategies for group work reflection – i.e.
score cards; discussion; self-evaluation (student &teacher)
STRATEGIES FOR EFFECTIVE GROUP WORK
1. Group size Maximum 5, 3-4 ideal.
2. State objectives and set goals
E.g. give each group (4) an egg, 4 straws, 6 sheets of paper and cello tape. Design a
contraption using these materials to stop an egg breaking when it is dropped from a
height of 5 meters.
3. Identify strategies for working together (Group dynamics)
This may be done at the start of the year or lesson to set the scene for appropriate
group work (see attached ESSENTIAL GROUP DYNAMICS).
4. Resources
Ensure you have enough resources for each group.
5. Identify roles
Design some role – play cards, which clearly describe the job of each member of the
group. e.g. Initiator – must get the group started in discussion.
44
Heart Foundation
20
Assign roles to each member of the group.
Roles can include:
Initiator: must get the group started in discussion
Reader: reads problems to the group and comes up with the first idea
Reporter: writes down group ideas
Evaluator: writes down how well the group worked together
Improver: writes down things the group could do to improve and works closely with
the evaluator.
6. Evaluation
After participating in a group activity evaluate how well the group worked together.
Teacher can share their observations.
ESSENTIAL GROUP DYNAMICS
Below is a list of essential elements important to establishing a co-operative group. These will be important when working together in groups or as a class. Head up “Essential Group Dynamics” and copy the following.
1. Good leaders and followers
These people can make decisions, keep things moving and can work with others in the
group to achieve goals. They should never totally dominate but look to include others
opinions because these can be valuable. Good followers should offer opinions and support
the leaders approach to completing a task. It should not be up to the leader alone to
complete tasks.
2. Give everyone a chance
Statements like “What do you think _ _ _ _” can help include others in group discussions.
Always look for those who aren’t involved and help them feel accepted into your group;
especially if they are people you do not generally talk to in class.
3. Be involved yourself
What you think is often what you never say because you feel others will “shame you out”.
If we support others opinions and challenge opinions carefully people don’t get hurt.
4. Good groups and individuals co-operate
Identify your challenges and set goals either in debate or discussion and sort out a plan
of attack. A group’s decision may not always be what you agree with. Good team
members are people who can accept team decisions. (Think of some of the rules your
parents set you – you may not agree with these). Distribute the tasks so time is
maximized and everyone feels involved.
Some groups argue, some debate and others discuss. Arguing can slow things and harm others.
Debating and discussion provides many opinions and solutions to challenges.
The most important component of all these is CO-OPERATION.
Heart Foundation
19
WHAT GROUP WORK STRATEGIES ARE EFFECTIVE IN YOUR SCHOOL?
SUMMARY:
GOALS expectation clearly expressed (verbally and on OHT/board)
RULES individual roles within team
OBJECTIVES clear time allocation
UNDERSTANDING Student behaviour – (the shy; the outcasts; the saboteur)
PLANNING where in the unit will this fit?
WHEN? Time of day / week / term?
ORGANISATION environment / resources – well before the lesson
RESOURCES an obvious one
KNOWLEDGE development of group work skills
EVALUATE student feedback/strategies for group work reflection – i.e.
score cards; discussion; self-evaluation (student &teacher)
STRATEGIES FOR EFFECTIVE GROUP WORK
1. Group size Maximum 5, 3-4 ideal.
2. State objectives and set goals
E.g. give each group (4) an egg, 4 straws, 6 sheets of paper and cello tape. Design a
contraption using these materials to stop an egg breaking when it is dropped from a
height of 5 meters.
3. Identify strategies for working together (Group dynamics)
This may be done at the start of the year or lesson to set the scene for appropriate
group work (see attached ESSENTIAL GROUP DYNAMICS).
4. Resources
Ensure you have enough resources for each group.
5. Identify roles
Design some role – play cards, which clearly describe the job of each member of the
group. e.g. Initiator – must get the group started in discussion.
45
Heart
Foundation
21
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46
Heart
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22
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Heart
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48
Heart
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24
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49
Heart Foundation
25
INFORMATION SHEET 1: Scenario Work
Scenario 1
Annie has an important hockey match on Saturday morning. Her team is playing in the final match of
the season to decide who is the winner of the grade. She is feeling very nervous but also very excited
about the game. Annie’s coach has given her some advice for the morning of the game, reminding her
of the things she must do to make sure she is feeling her best and that she is well prepared for the
game.
List the things that you think her coach might have said to her.
50
Heart Foundation
26
INFORMATION SHEET 2: Breakfast eaters have it better http://www.breakfast-eaters.org.nz/content/benefits-breakfast
Why do breakfast-eaters have it better?
Eating breakfast gives kids a real head-start. There are many benefits to eating a good breakfast every
day.
Breakfast gives kids the energy to learn better.
• Breakfast-eaters are more alert and have better concentration and memory.
• Studies have shown eating breakfast can improve school performance.
Breakfast-eaters have more energy to play sport.
• Eating a good breakfast boosts kids’ energy stores and provides their bodies and brains with the
fuel to keep going through the day.
• One study showed children ran better after eating a good breakfast compared with a light
breakfast or snack.
Breakfast gives children a head-start.
• A good breakfast helps you grow strong and healthy.
• Children who eat breakfast are more likely to eat fruit, vegetables and wholegrains, and drink
milk.
Eating breakfast is a good way to maintain a healthy weight.
• Breakfast-eaters are less likely to snack on less healthy foods later in the day.
• Studies have shown eating breakfast is related to lower waist measurement, lower body mass
index (BMI), and less weight gain.
• People who sometimes or never eat breakfast are much more likely to have sweets, pies and
soft drinks than children who always eat breakfast.
Heart Foundation
25
INFORMATION SHEET 1: Scenario Work
Scenario 1
Annie has an important hockey match on Saturday morning. Her team is playing in the final match of
the season to decide who is the winner of the grade. She is feeling very nervous but also very excited
about the game. Annie’s coach has given her some advice for the morning of the game, reminding her
of the things she must do to make sure she is feeling her best and that she is well prepared for the
game.
List the things that you think her coach might have said to her.
51
Heart Foundation
27
INFORMATION SHEET 3: Four food groups overview (information taken from MOH ‘Healthy Children aged 2-12 years’)
Choose a variety of foods from the Four Food Groups every day.
FRUIT AND VEGETABLES
Vegetables and fruit provide energy (sugar and starch), fibre, vitamins and minerals and are low in fat.
Other food sources: fresh, frozen, canned vegetables and fruit; dried fruit and juice diluted with 50:50
water may only count for one serving a day.
BREADS AND CEREALS
Breads and cereals are the best soured of energy for the body. Wholegrain varieties are higher in fibre
and vitamins and minerals.
Other food sources: rice, pasta .
LEAN MEATS, CHICKEN, SEAFOOD, EGGS & LEGUMES.
These foods contain protein which is important for growth. They also contain many different vitamins
and minerals, especially iron.
Other food sources: eggs, dried beans, peas, lentils, tofu, nuts.
MILK AND MILK PRODUCTS
Milk is a highly nutritious food. It has energy, protein and most vitamins and minerals. Milk and milk
products are important for growth and building bones.
Other food sources: yoghurt, cheese, soya milk.
OCCASIONAL FOODS (not classified as a food group)
Occasional foods are not part of an everyday diet. They are high in sugar, fat and salt. These foods
should only be had once a week at most as they do not provide the goodness our bodies require to grow
and develop.
Examples: potato chips, fast foods, chocolate, muesli bars, fizzy drinks, sweet biscuits and cakes.
NUMBER OF SERVINGS
Food Groups Children (2-12yrs) Teenagers Adults
Fruit and vegetables 5 5+ 5+
Breads and cereals 5-6 6+ 5-6
Lean Meats, Chicken,
Seafood, Eggs &
Legumes.
1 1-2 1
Milk and milk products 2-3 3+ 2-3
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INFORMATION SHEET 4: Bus stop activity
1. Breakfast helps us at sport by …
2. Some foods are better for breakfast than others. They are …
3. We can find out whether a food is good to eat for breakfast by …
4. Sometimes other things can stop us from having a good breakfast. They are …
5. How could our knowledge of a good breakfast help other students/athletes who play sport?
6. If we were to survey different sportspeople about their breakfast what could we ask them?
7. What would we do with this information? i.e. how could we present it to others?
Heart Foundation
27
INFORMATION SHEET 3: Four food groups overview (information taken from MOH ‘Healthy Children aged 2-12 years’)
Choose a variety of foods from the Four Food Groups every day.
FRUIT AND VEGETABLES
Vegetables and fruit provide energy (sugar and starch), fibre, vitamins and minerals and are low in fat.
Other food sources: fresh, frozen, canned vegetables and fruit; dried fruit and juice diluted with 50:50
water may only count for one serving a day.
BREADS AND CEREALS
Breads and cereals are the best soured of energy for the body. Wholegrain varieties are higher in fibre
and vitamins and minerals.
Other food sources: rice, pasta .
LEAN MEATS, CHICKEN, SEAFOOD, EGGS & LEGUMES.
These foods contain protein which is important for growth. They also contain many different vitamins
and minerals, especially iron.
Other food sources: eggs, dried beans, peas, lentils, tofu, nuts.
MILK AND MILK PRODUCTS
Milk is a highly nutritious food. It has energy, protein and most vitamins and minerals. Milk and milk
products are important for growth and building bones.
Other food sources: yoghurt, cheese, soya milk.
OCCASIONAL FOODS (not classified as a food group)
Occasional foods are not part of an everyday diet. They are high in sugar, fat and salt. These foods
should only be had once a week at most as they do not provide the goodness our bodies require to grow
and develop.
Examples: potato chips, fast foods, chocolate, muesli bars, fizzy drinks, sweet biscuits and cakes.
NUMBER OF SERVINGS
Food Groups Children (2-12yrs) Teenagers Adults
Fruit and vegetables 5 5+ 5+
Breads and cereals 5-6 6+ 5-6
Lean Meats, Chicken,
Seafood, Eggs &
Legumes.
1 1-2 1
Milk and milk products 2-3 3+ 2-3
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Heart Foundation
29
INFORMATION SHEET 5: Plan of action example
Group name:
Group members:
Start date:
Finish date:
Teacher signature:
Areas we need to check What we need Tick when
done
Our big question is:
• What are the best breakfast foods for athletes to
eat to help them perform?
Our smaller questions are:
• What foods do our athletes eat for breakfast?
• Why do our athletes eat these foods?
• Do the foods our athletes eat fit the four food
groups?
• What are some of the challenges our athletes face
in eating breakfast before a game?
• Find out some of the breakfast foods we eat
• Who eats them? (age, sex, ethnicity etc.)
• Why is breakfast food important?
• Barriers to eating breakfast foods and how to
overcome them.
We are collecting information from 4 athletes in
our school or community. They are:
• Ryan (Room 3)
• Jacob (Room 3)
• Jim Tate (Kate’s uncle)
• Mary McGregor (Tony’s Mum)
• To ask them each in
person, by letter, email
or by phone.
• Organise a day and time
to meet.
We are going to collect information by:
• Creating an interview form to complete.
• Interview form
• Pen for recording
With our findings we will:
• Analyse each athlete’s breakfast using the four
foods groups and label reading information
• Collate data with the rest of the class
• Tally the different breakfast foods eaten and graph
results
• Provide information to the class on our food group
analysis and add to class chart
• Graph combined athlete’s intake against four food
groups
• Make conclusions around the best breakfast foods
for athletes
• Make suggestions around ways to overcome
breakfast challenges.
• Copy of labels for some
breakfast foods
• Four food group and
label reading information
• Class breakfast chart
(Resource 5)
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Heart Foundation
30
INFORMATION SHEET 6: Presentation plan example
Group name: Hockey hopefuls
We will present our breakfast study findings to: Parents and students
We will present them by creating a display for the office wall
QUESTIONS
PREPARE/PLAN
What information needs to
go on our presentation?
• Why breakfast is so important
• What the best breakfast foods are and why
• What some of the ‘not so good’ breakfast foods are and why
• Show fat, sugar, fibre, sodium using visual aids
What resources do we
need for our presentation?
Where will we get these
from?
• Information from our data analysis
• Information why breakfast is so important
• Playdough, sugar, salt to show fat etc. (get from home)
• Scales, teaspoon for measurements (get from home)
• A2 card (from teacher)
• Tape, plastic bags, markers, felts (teacher and us)
How do we want it to
look?
(Attach a draft if needed)
• Show headings, where info will go, where visual aids will go etc.
TAKE ACTION
Who do we need to ask
about where our
presentation can go? How
will we ask them?
• Principal (arrange a time to ask in person)
• Office staff (ask in person)
What are the steps we will
take in making our
presentation? E.g.
Step 1 – Collect materials
Step 2 – Allocate jobs
Step 1 – Ask principal and office staff
Step 2 – Collect materials from home and teacher
Step 3 – Draw a draft of what we want presentation to look like
Step 4 – Allocate jobs for each group member to do
Step 5 – Complete jobs
Step 6 – Complete poster
EVALUATION
How will we ask people to
evaluate our project? Eg.
email, post it box
• Provide a post it box beside the presentation with pen and pieces of
paper.
What questions will we
ask them?
1. What new information did you learn from our presentation?
2. Will you change anything about what you eat for breakfast? If
so, what will you change and why?
Heart Foundation
29
INFORMATION SHEET 5: Plan of action example
Group name:
Group members:
Start date:
Finish date:
Teacher signature:
Areas we need to check What we need Tick when
done
Our big question is:
• What are the best breakfast foods for athletes to
eat to help them perform?
Our smaller questions are:
• What foods do our athletes eat for breakfast?
• Why do our athletes eat these foods?
• Do the foods our athletes eat fit the four food
groups?
• What are some of the challenges our athletes face
in eating breakfast before a game?
• Find out some of the breakfast foods we eat
• Who eats them? (age, sex, ethnicity etc.)
• Why is breakfast food important?
• Barriers to eating breakfast foods and how to
overcome them.
We are collecting information from 4 athletes in
our school or community. They are:
• Ryan (Room 3)
• Jacob (Room 3)
• Jim Tate (Kate’s uncle)
• Mary McGregor (Tony’s Mum)
• To ask them each in
person, by letter, email
or by phone.
• Organise a day and time
to meet.
We are going to collect information by:
• Creating an interview form to complete.
• Interview form
• Pen for recording
With our findings we will:
• Analyse each athlete’s breakfast using the four
foods groups and label reading information
• Collate data with the rest of the class
• Tally the different breakfast foods eaten and graph
results
• Provide information to the class on our food group
analysis and add to class chart
• Graph combined athlete’s intake against four food
groups
• Make conclusions around the best breakfast foods
for athletes
• Make suggestions around ways to overcome
breakfast challenges.
• Copy of labels for some
breakfast foods
• Four food group and
label reading information
• Class breakfast chart
(Resource 5)
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Heart Foundation
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INFORMATION SHEET 7: Hauora Concept
(Information taken from Health and Physical Education online:
http://www.wicked.org.nz/r/health/curriculum/statement/page31_e.php)
Well-being
The concept of well-being encompasses the physical, mental and emotional, social, and spiritual
dimensions of health. This concept is recognised by the World Health Organisation.
Hauora
Hauora is a Māori philosophy of health unique to New Zealand. It comprises taha tinana, taha hinengaro,
taha whānau and taha wairua.
Taha tinana - Physical well-being
The physical body, its growth, development, ability to move and ways of caring for it.
Taha hinengaro - Mental and emotional well-being
Coherent thinking processes, acknowledging and expressing thoughts and feelings and responding
constructively.
Taha whānau - Social well-being
Family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion
and caring; and social support.
Taha wairua - Spiritual well-being
The values and beliefs that determine the way people live, the search for meaning and purpose in life,
and personal identity and self-awareness. (For some individuals and communities, spiritual well- being is
linked to a particular religion; for others, it is not).
Each of these four dimensions of hauora influences and supports the others.
Dr Mason Durie's whare tapa wha model compares hauora to the four walls of a whare, each wall representing a different dimension: taha wairua (the spiritual side); taha hinengaro (thoughts and feelings); taha tinana (the physical side); and taha whānau (family). All four dimensions are necessary for strength and symmetry. (Adapted from Mason Durie's Whaiora: Māori Health
Development. Auckland: Oxford University Press, 1994, page 70).
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Thank you to the following people for their input into developing these comprehensive resources:
Sheryl Firth, Tista Lythe, Katherine Curnow and Therese Ireland-Smith – Cognition Education
Jenny Stewart, Delvina Gorton – Heart Foundation
Rebecca KauKau
Paul Engles – St Mary’s School, Northcote
Sam Holt and Laurayne Tafa – Homai Primary School, Manurewa
Evelyn Stanley – Pasifika Education Centre
Selwyn Tupou – Pasifika Education Centre.
Published 2011 for Heart Foundation New Zealand by:Sheryl Firth & Therese Ireland-Smith – Cognition Education LimitedLevel 1 Pfizer House, Mt Eden, Auckland 1024 New Zealand
Enquiries for more resources should be made to:Heart Foundation – Education Setting Schools Programme Manager P O Box 17160, Greenlane, Auckland 1546
This resource was developed by the Heart Foundation in conjunction with Cognition Education and funded by the Ministry of Health.
The Heart Foundation wants to help your school meet curriculum objectives and build healthy lifelong learners. For more support and resources go to www.heartfoundation.org.nz