Curriculum Level 3 Unit Plan Breakfast Nutrition · 2016-08-08 · Curriculum Level 3 Unit Plan UNIT PLAN 3 An inquiry-based unit plan that aims to engage students in exploring and

Page 1

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

Page 2

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

Page 3

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

Page 4

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

Page 5

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

Page 6

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

Page 7

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

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ey=

28

13

6&

gro

up

_k

ey=

0

Lin

ks

an

d r

eso

urces

TK

I

4

Page 8

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:/

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eom

aori

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i.o

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z/C

urr

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lum

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gu

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ines

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els-

1-8

-Cu

rric

ulu

m-G

uid

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or-

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aori

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els-

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nd

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egin

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g-t

o-u

se-t

e-re

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aori

and

cu

rric

ulu

m l

evel

s 3

–4

. In

ad

dit

ion

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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

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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

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n

Ed

uca

tio

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htt

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dex

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?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

Page 9

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:/

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w.f

oo

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rth

ou

gh

t.co

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Ho

tu M

anaw

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aori

- h

ttp

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ww

.teh

otu

man

awa.

org

.nz/

nu

trit

ion

-an

d-p

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l/re

sou

rces

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Min

d M

att

ers

Reso

urce –

av

ail

ab

le o

nli

ne f

or f

ree

htt

p:/

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w.m

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mat

ters

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u

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p:/

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w.m

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mat

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cin

g_

resi

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1.h

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Sit

es

to a

ssis

t in

th

e d

ev

elo

pm

en

t o

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rv

ey

qu

est

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s:

htt

p:/

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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

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/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

Page 10

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

Page 11

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