health promoting schools: unit plan – healthy eating level...

Health Promoting Schools: Unit Plan – Healthy Eating Level 1

Purpose: To investigate what the students and school community can do at school to promote healthy eating.Curriculum Level(s) 1Curriculum Areas Incorporated

Achievement ObjectivesRelevant to the activity, including possible links

Specific Learning Outcomes. Students will be able to

English Literacy

Processes and strategies Acquire and begin to use sources of information,

processes, and strategies to identify, form, and express ideas.

use sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts,

use processing and some comprehension strategies with some confidence,

develop the ability to think critically about texts, begin to monitor, self-evaluate, and describe

progress, show an awareness of the connections between

oral, written, and visual language when creating text,

seek feedback and make changes to texts, become reflective about the production of own

texts.

Listening, reading, and viewing Recognise that texts are shaped for different purposes

and audiences.Speaking, writing, and presenting Recognise how to shape texts for a purpose and an

audience.

Mathematics and Statistics

Statistics

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:

plan a survey, conduct a survey, pose and answer questions, gather, sort, count, and display category data, discuss the results, gather and clean data, interpret statements made by others from

statistical investigations and probability activities.

Statistical InvestigationConduct investigations using the statistical enquiry cycle: posing and answering questions gathering, sorting and counting, and displaying category

data discussing the results.Statistical literacy Interpret statements made by others from statistical

investigations and probability activities.

HPS L4 Healthy Eaing | document.docx | of 20


Purpose: To investigate what the students and school community can do at school to promote healthy eating.Health and Physical Education

Health

Healthy Communities and EnvironmentsPeople and the environment Rights, responsibilities, and laws; People and the

environment Take individual and collective action to contribute to

environments that can be enjoyed by all.

take individual action to contribute to environments that can be enjoyed by all,

take collective action to contribute to environments that can be enjoyed by all.

Arts Drama

Developing practical knowledge Explore the elements of role, focus, action, tension, time,

and space through dramatic play. sustain a role, remain focussed in the Healthy

Food Drama.

Links to CurriculumTo be encouraged, modelled and explored. (NZC p9-11). What aspects of the values does this activity explore, encourage or model.VisionWhat we want for our young people

PrinciplesBeliefs about what is important

ValuesExpressed in thought and actions

Key competenciesWhich of the key competencies (NZC p12-13) are used in the activity? Specific examples rather than just thinking, what type of thinking?

Pedagogical ApproachesBased on the HPS Inquiry Model (see attached) All units follow this process. Aspects of effective pedagogy (NZ p34-36) are highlighted in the activity.



Confident Connected Actively involved Lifelong learners

High expectations Treaty of Waitangi Cultural diversity Inclusion Learning to learn Community

engagement Coherence Future focus

Excellence Innovation, inquiry

and curiosity Diversity Equity Community and

participation Ecological

sustainability Integrity

Thinking e.g. planning and,

reflecting Using language,

symbols, and texts e.g. collecting,

interpreting and presenting data

Managing self e.g. preparing a

survey on time, making good use of resources

Relating to others e.g. carrying out

interviews, Participating and

contributing e.g. contributing

constructively to pair and group work, making a presentation

Creating a supportive learning environment

Encouraging reflective thought and action

Enhancing the relevance of new learning

Facilitating shared learning

Making connections to prior learning

Providing sufficient opportunities to learn

E-learning Engaging Maori /

Pasifika students and their communities http://www.educationalleaders.govt.nz/Leading-change/Maori-education-success/Podcast-Professor-Russell-Bishop

National Standards AssessmentNational Standards Assessment Literacy - After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the green

level of Ready to Read (the core instructional series that supports reading in The New Zealand Curriculum). In writing students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum.

Numeracy - After one year at school, students will be achieving at early level 1 in the mathematics and statistics learning area of The New Zealand Curriculum. In contexts that require them to solve problems or model situations, students will be able to: Investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or counting category data.

Planned Assessments: This may be formative or summative.



Literacy - At the conclusion of the unit of work, students will have demonstrated an ability to: read, respond to, and think critically about fiction and non-fiction texts at the green level of Ready to Read

Numeracy - Investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or counting category data.

Spotlight on: Inquiry based learning, e-learning Links Statistical Investigations Curriculum Exemplar www.tki.org.nz/r/maths/curriculum/statement/p182_185_e.phpConnections:DigiVillage http://digivillage.org.nz Digistore http://digistore.tki.org.nz/ec/search?topic=Column+graphs/The Heart Foundation www.heartfoundation.org.nz/index.asp?pageID=2145820280 5 + A Day www.pickthetick.org.nz/Industry/index.htmlDiabetes Projects Trust www.diabetes.org.nz/food_and_nutrition Ministry of Health www.healthed.govt.nz/About/Index.aspxTKI Healthy Food and Nutrition http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food-and-nutrition-for-healthy-confident-kidsFood and Beverage Classification System for Years 1-13 http://www.healthed.govt.nz/resources/foodandbeverageclassificationsyste2.aspxLearning Media: Curriculum in Action. Healthy People Eat Healthy Food: Food and Nutrition: Years 1-3


http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food_and_nutrition_for_healthy_confident_kids

http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food_and_nutrition_for_healthy_confident_kids

http://www.healthed.govt.nz/About/Index.aspx

http://www.diabetes.org.nz/food_and_nutrition

http://www.pickthetick.org.nz/Industry/index.html

http://www.heartfoundation.org.nz/index.asp?pageID=2145820280

http://www.tki.org.nz/r/maths/curriculum/statement/p182_185_e.php


UNIT PLAN: LESSON SEQUENCEResources Structure Assess

mentLesson 11. ReflectionNeeds Analysis What things help us do well at school/ work? What can we do better? Students survey

o Selfo Peers (4)o Family (4)

Identify most popular things Class, collect, analyse, prioritise Access to computers Templates attached – Resource 1 - Healthy Choices Resource 2 - Healthy Choices Images Resource 3 – Food, Fruit and Vegetables

Introduction- Big Picture Needs Analysis

Prepare – Download Resource 1 - Healthy Choices and Resource 2 - Healthy Choices Images. Enlarge to A3 Size. Cut up the images. Download the Resource 2 - Food, Fruit and Vegetables template. Enlarge to A3 Size. Make 2 copies Cut up images of food fruit and vegetables. Name each item on big strip of paper and glue an image onto each item with its name. Connect – The purpose of today’s lesson is to think about and understand: What things help us do well at school? We will be sorting and displaying images today and finding out the names

of things.Brainstorm with the children what makes them do well at school. Write their responses on large strips of paper. Encourage the students to list as many things as possible. Keep these for the end of the lesson.



Resources Structure Assessment

Activate – Place the Resource 1 - Healthy Choices template on the table. Show the students the Resource 2 - Healthy Choices Images one by one. Can they identify each image? Name the image e.g. orange. Can we name and sort them into two piles? 1. ‘Things That Help Us Do Well At School’ pile or the 2. Things That Won’t Help Us Do Well At School’ pile? What do they notice about the images? (There are lots of images of food). Are there some things we’re not sure about?Demonstrate- Thinking about the importance of eating healthy food …Ask the students to select the images from Resource 3 - Food Fruit and Vegetables template and put them under the correct heading on the template. Discuss their choices. Hold up the names of each item on the strips of paper and say the names of each item aloud. Explain what the type of food each is. Can they read the names? Consolidation – Recap for the students the items they sorted and displayed as being important to doing well at school at the beginning of the lesson. Do some things seem to be more important than others now? Why would that be?

Lesson 2 Access to the internet Resource 4 - Tally Sheet Resource 5 - What is My Name?

Big Picture AnalysisPrepare – Copy the Resource 4 - Tally Sheet onto an A3 size piece of paper. Make new copies of the Resource 2 - Healthy Choices Images and cut them up. Copy the Resource 5 - What is My Name? – enough for one for each student.Connect- Remind the students of their good work in the previous lesson when they were thinking about ‘What things can help us to do well at school? Look at the strips of paper with the titles on them and read them aloud together.




Activate – The purpose of today’s lesson is to gather, sort and display items in a new way and to confirm our understanding of the new words. We can refine our choice of what things help us to do better at school.Use the Resource 4 - Tally Sheet to collate the Healthy Choices where Number 1 is the most important and Number 8 is least important. Students choose an image and put it on the Resource 4 - Tally Sheet. The teacher tallies the results on the board and communicates the results of the tally to the students.Demonstrate- Do the students think that we eat healthy food at school? What does the result of this activity tell us? We now need to confirm what we have learnt. Some foods that we eat are what we might call Everyday foods – they are good for us on a daily basis. Some are more special foods that we might call Treats or Sometimes foods. When they look at the Resource 2 - Healthy Choices Images are there any food that could be Sometimes foods? Which ones do they think might be Everyday foods? Confirm their understanding. They can use the strips of paper with the names on them to help them fill in their Resource 5 - What is My Name? sheets.Students are assisted to fill in Resource 5 - What is My Name? which confirm their understanding.Consolidation – The teacher confirms the students understanding by marking the Resource 5 - What is My Name? with them, rewarding them for their correct answers.

Lesson 3 Teacher access to the internet Pictures of various types of food including fruit,

vegetables, meat, milk, breads, eggs, beans.

What is Healthy Eating? Research FormativePrepare – Download a copy of the Eating for Healthy Children Aged 2

to 12 for teacher background information.Download a copy of the 5+ A Day Primary School Resource. www.5aday.co.nz/cms-resources/Primary-20School-20Resource-202010.pdfOrder 5+ A Day Posters and display them around the room with titles of fruit and vegetables under them.


http://www.5aday.co.nz/cms_resources/Primary%20School%20Resource%202010.pdf



Eating for Healthy Children Aged 2 to 12 from www.healthed.govt.nz/resources/eatingforhealthychildrenaged2to12t.aspx or order hardcopies from http://www.healthed.govt.nz

5+ A Day Primary School Resource 2010 from www.5aday.co.nz/cms-resources/Primary-20School-20Resource-202010.pdf

5+ A Day Posters from www.5aday.co.nz/5aday.html?mode-display&parent-id-2014&content-id-2046&id-2046&section-id

Resource 6 - Healthy Food Questions

Connect –Last lesson we worked out how we could decide what foods are healthy or unhealthy for us as Every Day foods. List 3 that you can remember are healthy for us.Activate- The purpose of today’s lesson is to investigate more about what makes foods healthy or unhealthy to eat. Where can we look for information?Sources students may identify for their research include: the internet, picture books, posters e.g. Five a Day, a simple dictionary, asking the teacher, asking a peer –an older student.Demonstrate- Divide the students into groups using available resources. They research in a group and bring their findings back to the class. Students individually complete the Resource 6 - Healthy Food Questions template. In addition each student needs to answer the question, “How can we decide what is healthy food?” They individually complete the statement that “Healthy Food is food that…” Students write the statement with assistance individually on their own sheets. In a group they do a Think/ Pair / Share to come up with one group statement.Consolidate- Give the students feedback on their research efforts. Write down the new group sentence.

Lesson 4 Students Collated Group statements 5+ A Day Posters (from lesson 3) Fruit and food samples

What is Healthy Eating? (Food Survey and food introduction)Prepare- Collate the group statements “Healthy Food is food that…” statements on strips of paper. The students’ Healthy Food Statements are displayed on the walls of the classroom. The 5+ A Day Posters are on the wall with their food titles. Teacher provides a variety of fruit and vegetable samples.Connect – How can we find out what healthy food is? Bus Stop activity. Students tour the work displayed on the wall and read aloud the statements. Teacher sums up the student perspective.


http://www.5aday.co.nz/5aday.html?mode=display&parent_id=2014&content_id=2046&id=2046&section_id





http://www.healthed.govt.nz/

http://www.healthed.govt.nz/resources/eatingforhealthychildrenaged2to12t.aspx

http://www.healthed.govt.nz/resources/eatingforhealthychildrenaged2to12t.aspx



Activate- The purpose of the lesson is to increase our knowledge about fruit and vegetables.Using the 5+ A Day Posters conduct a survey and collate answers on the board. Which are the most popular fruit and vegetables, which are the least popular? Which fruits and vegetables are the students most familiar with? Which least familiar?Demonstrate- Volunteer students are blindfolded – they feel, smell and guess what each whole fruit and vegetable is. Some do a taste test and report on whether or not the food is sweet, sour or bitter. Students report on the texture; is it smooth, rough or slimy? (Check for allergies before beginning the activity – avoid foods like peanuts). Class favourite foods are identified and everyone is able to try new foods. Ask the class how often they eat fruit? How can we ensure that students can have plenty of fruit and vegetables to eat at school? Brainstorm ideas on the board. Consolidation- Sum up for the class what they have suggested as a theoretical solution to the problem. The class will do more investigation first.

Teacher access to the internet Pictures of various types of food including fruit,

vegetables, meat, milk, breads, eggs, beans. Eating for Healthy Children Aged 2 to 12

(from lesson 3) 5+ A Day Primary School Resource 2010

(from lesson 3) 5+ A Day Posters (from lesson 3) Templates attached: Resource 7 – Lunchbox Contents

What is Healthy Eating?Prepare – Download a copy of the Eating for Healthy Children resource for teacher background information.Download a copy of the 5+ A Day Primary School Resource 2010. Copy or project the image on Page 2 of the 5+ A Day logo.Have 5 + A Day Posters displayed around the room with titles of foods under them. Make available copies of the Resource 7 – Lunchbox Contents.Activate –The purpose of the lesson is to find out more about our own likes and dislikes. The students complete the Resource 7 – Lunchbox Contents sheet with support.Students look at the 5+ A Day logo – which foods can they highlight in their lunchbox list that would be 5+ A Day foods? http://www.5aday.co.nz/5aday.html


http://www.5aday.co.nz/5aday.html



Demonstrate -.Students read closely with the support of the teacher. Teacher uses an A3 sized or projected version of the Resource 7 – Lunchbox Contents to find out what the class profile is by asking students to volunteer answers to questions. Teacher collates examples and numbers of students who support each answer / example.

Lesson 5Collated class version of the templates attached: Resource 8 - Healthy Food Shop Sheet 5+ A Day Posters (from lesson 3) An empty shopping bag or basket

Prepare – Download copies of the Resource 8 - Healthy Food Shop Sheet and run these off.Teacher and Students in Role. The teacher prepares the role as a person who is a caregiver to a child who is about to visit from overseas. The 5+ A Day Posters on the wall of the fruit and vegetables become the supermarket display. Need an empty shopping bag or basket.

Formative

Connect- The teacher is in role as the parent / grandparent who is out of their depth shopping in a big centre. (Suggest they use a neutral name that fits their own (real) cultural back ground e.g. Mrs Lee, Mrs Smith, Mrs Patel.)There is no need to dress differently or ‘act’. The signifier is the empty shopping basket. The teacher tells the students they will be in role as people working in the supermarket. They decide on the name of the supermarket. They will become the staff in the supermarket. Students ‘adopt’ a vegetable or other food sections of the supermarket e.g. meat / fish / milk/ cheese /cereals/breads yoghurt. They will become experts in their sections. See list on Resource 8 - Healthy Food Shop Sheet.Activate- The purpose of the lesson is to investigate how food choices affect the body and impact on our health.




Demonstrate- The teacher and the students arrange the room to represent a supermarket using the 5+ A Day Posters and the other fresh food sections in the supermarket. Students individually make a badge becoming experts on a type of fruit / vegetable / meat /fish/ cheese/ yogurt / milk / eggs. E,g. Tom Head of Banana Section. Using the internet they research the food value of their chosen or given food and fill out their Resource 8 - Healthy Food Shop Sheet. They also find out about ‘foods of the world’ http://www.5aday.co.nz/5aday.html?mode=display&parent_id=2013&content_id=2257&id=2257&section_idThe teacher checks that the students have filled out their sheets correctly. The students read their filled in sheets in a group to three other students. The teacher in role ‘enrols’ the students in the Drama by telling them that Mr/ Mrs X has a foreign child who is the same age as themselves, coming to stay and that he/she is worried about what to feed them. The food has to be culturally appropriate / healthy and nutritious. How will he / she know if it’s good enough? Can the Heads of Section ‘food experts’ help? The teacher identifies which country the student is coming from and then tours the ‘sections’ of the supermarket and interviews each Head of Section and their assistants about the likely food value of chosen food and how it will impact positively or negatively on our health. Will the food be recognisable to the foreign student? The teacher- in Role wants to know if the food is for Everyday / Sometimes or Occasional use and if it will satisfy the need for the food to be nutritious and appropriate for the child visitor. Why? Why not? The teacher in role is uncertain about the food value of items and needs to be reassured. The teacher in role may ‘make mistakes’ and ask other heads of section whether or not she / he are making the right purchasing decision. The students in role fill her shopping basket /bag.The teacher comes out of role and asks the students to become themselves. They change to room back into a classroom together.






Consolidate – On the Whiteboard they make a list of all the goods that were purchased with a reason why related to food value and the human body – e.g. good for… The students check their understanding of the food value and need for the body to have certain foods to be healthy, referring the following websites:http://www.nuforce5.co.nz/nutrition.aspx http://kidshealth.org/teen/misc/mineral_chart.htmlhttp://kidshealth.org/teen/misc/vitamin_chart.html

Lesson 5 Access to internet and computersWebsites: Cool Kids Cooking Show

www.coolkidscooking.com/recipes.php?recipe=17

Food and Beverage Classification System for Years 1-13 User Guide from www.healthed.govt.nz/resources/foodandbeverageclassificationsyste2.aspx

Ingredients (recipe, Heart Tick examples, 5+ A Day examples)

Resource 9 - Graphic Organisers Template

Choosing Healthy Options- Food labelling, Tick Programme, Food and Nutrition GuidelinesPrepare- Choose a recipe from the Cook Kids Cooking TVNZ show website. Write

the recipe on the whiteboard. Order a copy of the Food and Beverage Classification System for Years 1-13 User Guide or download from the site.

Bring the relevant ingredients to the classroom and provide a means of making the meal. Write down the contents of Mr / Mrs X’s shopping basket on the Whiteboard. Have the real food samples in front of the students.

Have some packages with Heart Ticks on them (e.g. spreads or oils) and some 5+ A Day items.

On the Whiteboard – Mr / Mrs X warmly invites the Heads of Section and their assistants from Y Shop to come to Mr / Mrs X’s home at __ (time) today to help her with the meal for the visitor.

DO NOW – Students locate their Head of Section badges and their filled out Resource 8 - Healthy Food Shop Sheet (from lesson 4).

Connect- The Teacher-in Role establishes the place in the room where the Experts will be invited to come to.


http://www.healthed.govt.nz/resources/foodandbeverageclassificationsyste2.aspx

http://www.healthed.govt.nz/resources/foodandbeverageclassificationsyste2.aspx

http://kidshealth.org/teen/misc/vitamin_chart.html

http://kidshealth.org/teen/misc/mineral_chart.html

http://www.nuforce5.co.nz/nutrition.aspx



Activate- Today’s lesson is about investigating and understanding how Food Labelling can help us to make healthy food choices. The teacher in role moves to the prepared area and invites the Heads of Section to visit. The Teacher in role asks for advice about the food items he /she has chosen and about the meaning of the labelling. Demonstrate- The food is prepared and shared with the Heads of Section and their assistants -everyone gets a taste of the food. The recipe is examined. Origins of foods are discussed. The packaging is discussed. He/she is puzzled by the Heart Tick on the packaging – what does it mean? Can the Heads of Section and their assistants advise? Food value is discussed. Quantities are discussed. The Heads of Section and their assistants are consulted. Mr /Mrs X thanks the Heads of Section and their assistants for helping him / her with their problem. They move out of the drama.Consolidate- Students visit the Kids Cooking website. Students use a simple web diagram to draw and total the number and quantities of the food ingredients in the dish (refer to Resource 9 - Graphic Organisers Template). Ask the students to provide suggestions about one thing they have learnt about Food labelling, or the Tick Programme or the Heart Tick. The teacher writes their item on a sticky label and posts it on a chart under the appropriate heading.




Lesson 6 Access to the internet and computers Chart with Sticky Labels

Narrowing the Focus- Developing HypothesesPrepare – On the white board the Big Question: “What can we do better at school to make sure we eat healthy food?” Connect – Ask students to re-read the notes they have stuck on the chart re Food labelling, or the Tick Programme or the Heart Tick and affirm their learning.Activate – The purpose of today’s lesson is to look at a Big Questio Consolidate - Select three answers to the Big Question that the class wants to test on their friends, family and other members of the school community.n: “What can we do better at school to make sure we eat healthy food?” Do the students think there is a problem in the school for some people around healthy eating? Consolidate - Select three answers to the Big Question that the class wants to test on their friends, family and other members of the school community.

Demonstrate- Brainstorm possible answers to the Big Question on the Consolidate - Select three answers to the Big Question that the class wants to test on their friends, family and other members of the school community. board. The answers are our class hypotheses. They can be written: Our class believes that we could…. Consolidate - Select three answers to the Big Question that the class wants to test on their friends, family and other members of the school community.

Consolidate - Select three answers to the Big Question that the class wants to test on their friends, family and other members of the school community.




Lesson 7Attached templates: Resource 10 - Sample Healthy Eating Survey Resource 11 - Sample Healthy Eating Collation

Sheet Resource 12 - Healthy Eating Survey Planning

Sheet

Planning and design of survey

Prepare – Ensure the students have available for reference purposes, their personal copies of Resource 10 - Sample Healthy Eating Survey, Resource 11 - Sample Healthy Eating Collation Sheet and make available copies of the Resource 12 - Healthy Eating Survey Planning Sheet.Connect- Students reread their original surveys and see how far they have come in their understanding of approaches to Healthy Eating. Activate- In this lesson we will plan our final survey to give to class member, people in the school community and family and friends. Re-read the proposed answers to the Big Question on the board. How can we turn these answers into questions we will put in our survey?What do we expect the interviewee to do? E.g. Give us Yes/No answers to indicate support?Demonstrate –Encourage the students to offer their questions orally so that the teacher can write them on the board. They fill out their Resource 12 - Healthy Eating Survey Planning Sheets. They create three corresponding questions to ask the people who will be surveyed and write them on their sheets. This will be the Survey. Every class member has the same information. Create a new sheet with the class to record /collate the information. They construct their own Collation Sheet.Decide as a class who will be interviewed, how many, when and where. E.g. Each student interviews 2 adults and 2 students who are older than the student conducting the survey.Consolidation – Students trial the questions on a class mate and receive feedback from the teacher on interviewing techniques.

Lesson 8 Access to the internet, computers & printers Conducting survey interviews (may take 2 lessons)




Surveys and Collation Sheets (from lesson 7) Prepare – Assist students to make copies of their Survey and Collation Sheets (from lesson 7) Connect- Students and teacher identify and agree on an appropriate list of students and family members or adults to be interviewed – see lesson 7 above.Activate – The purpose of this lesson is to conduct the survey interviews and begin transferring the results to the new collation sheet. Establish ground rules for interviewing with the class. Students are reminded of protocols for face-to- face interviews; the need for the researcher to interview and record rather than expect the interviewee to fill in the sheet is emphasised. Another class may be identified in the school with whom this class can reciprocate.Demonstrate – Students practice their introductory remarks in pairs. Students conduct interviews with other students from another class.Consolidation – Students collate responses on their Collation Sheets and identify the best way to display the findings. Students display as a class findings from their survey e.g. in a bar graph and identify: Expected results Surprises Significant trendsReasons for the results What do we currently do?How do the results match up with what research says we should be doing as individuals, class, school, family and community?

Lesson 9 Access to computers and the internet Analysis of data by individual and by group around each hypothesis Summa

tivePrepare – Students locate their Survey’s and their Collation Sheets.




Digistore http://digistore.tki.org.nz/ec/search?topic=Column+graphs /

Surveys and Collation Sheets (from lesson 7)

Connect- Ask students about the experience of conducting the interviews. What reaction did they get this time? How different was the experience from when they conducted a Sample Survey? What did they find out?Activate – The purpose of the lesson is to compare results and transfer individual data into class data and then translate this into a statistical format.Students collate the findings from their individual survey into a class table/graph of collective results. Students refer to examples of various types of graphs and tables presented in the TKI Digistore in order to present their raw data in appropriate ways. Types of presentation include: a bar graph, a histogram, a line graph and a pie chart. Students use the programme on the Word Doc to create the charts and graphs.Demonstrate –Class identifies how they are going to analyse and collate the collective data in order to show a summary? The class identifies: patterns, gap between what we do and what

research says we should be doing? The students transfer information from the class results onto a class

Power Point. Recommendations: What actions could the

students/adults/family/teachers/board take to ensure that students eat healthy food?

Consolidation: Students publish the results of their individual statistical work to add to their portfolio to present for interpretation and final comment and assessment.

Lesson 10 Access to computers Presentation of findings to the school community


http://digistore.tki.org.nz/ec/search?topic=Column+graphs/

http://digistore.tki.org.nz/ec/search?topic=Column+graphs/



Data show Success criteria

Prepare – Set up a data show so that the groups can present their class Power Point display to students they interviewed.DO NOW – Students prepare to present their power point displays showing the results of the survey and recommendations for change. All have a role to play in the presentation.Teacher can provide feedback on quality of delivery, presentation of findings, recommended actions.Connect- Begin the presentations.Activate – The purpose of the lesson is to share the results of our findings as a class into our investigation of Healthy Eating in our school community and to make recommendations as a result.Record the recommendations made by each group we present to on the white board as the students present. Demonstrate –Presentations. Ask the surveyed group if we as a school community were to make one change to the way we currently do things in relation to the promotion of Healthy Eating – what would it be and why? Surveyed members vote for one recommended action. Consolidation –Inform the students that their next job will be to advocate for change around the promotion of Healthy Eating to a variety of groups. Students brainstorm the most effective way that they could do this. Class votes for two forums.

Lesson 11 Student data Preparation of Final Presentation

Prepare – final presentation and forumConnect- Inform the students about arrangements that have been made for them to present their findings.




Activate – The purpose of the lesson is for the students to prepare a Final Report in the form appropriate to the forum e.g. letter to the Board of Trustees, power point for the teachers and senior managers.Students work in groups to prepare a section of the class’ Final Report to be formally presented in one forum. The Final Report includes their original hypotheses, statistical data they have collected which supports the Action Idea, key findings and recommendations for change in the school community. If appropriate, students nominate spokespeople to represent various aspects of the work and to answer questions. Demonstrate – Students contribution to the final report Consolidation –Students to describe how they could ensure the recommended actions happen.

Lesson 12 Laptop and Data Show Copies of Final Report Success criteria

Final presentation SummativePrepare – Students are ready present to a forum.

Copies of the Final Report are made available in hard copy to relevant personnel.Connect- Introduce the students to the group and the individuals who will speak on behalf of the class.Activate – The purpose of the lesson is for the students to present their power point display to the forum.The forum is student led.Demonstrate –The forum members are invited to ask questions and respond to the Action Idea.Consolidation – Closing remarks and summing up. Feedback is received.Students collate their individual reports and power point displays to hand in for marking. They self assess their work and make changes if necessary. Recommendation is Actioned




Lesson 13 Presentation Reports, Power point displays Reflection and Evaluation of Progress Summa

tivePrepare – Recommendation is Agreed to be ActionedDO NOW- Share as a class. Has our action resulted in our community eating healthy and nutritious food? How do we know? Connect- Ask students to individually reflect on the process of presenting to members of the school community and agreement to action their recommendation. What were the highlights? Feedback from the community? What steps have been taken to put their recommended actions in place? Students speak individually – use a talking stick.Activate – The purpose of the lesson is for the students to reflect on their learning, monitor progress of their action and the next steps.Demonstrate – Student reflection on the feedback, quality of the final presentation and the likely impact and time frame for action/ class follow up. Students predict further progress of actions and expected outcomes. How will they measure the progress and how will they know if the expected outcomes have been achieved? How can they ensure the changes are sustained? (This leads to a second cycle.)Consolidation – Students write the questions above on large sticky note pads and attach to a poster on the wall titled Health Eating and Nutrition Project Outcomes. Class will monitor progress of issue and identify which predicted action comes to fruition and why. This could form the basis of new inquiry cycle. They report progress to the school community.


health promoting schools: unit plan – healthy eating level...

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