Processes and strategies - Te Kete Ipurangihps.tki.org.nz/content/download/303/1306/file/Unit Plan - …  · Web viewPurpose: To investigate what the students and school community

Purpose: To investigate what the students and school community can do at school to promote healthy eating.Curriculum Level(s) 4Curriculum Areas Incorporated

Achievement ObjectivesRelevant to the activity, including possible links

Specific Learning Outcomes. Students will be able to

English Literacy Processes and strategies

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.Listening, reading, and viewing

Integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts.Speaking, writing, and presenting

Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.

integrate sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts,

create a range of increasingly varied and complex texts by integrating sources of information and processing strategies,

-

seek feedback and make changes to texts to improve clarity, meaning, and effect’

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reflect on the production of own texts: monitor and self-evaluate progress, articulating learning with confidence

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:

Statistical investigation

Plan and conduct surveys and experiments using the

plan a survey conduct a survey determine appropriate variables and measures consider sources of measures gather and clean data use multiple displays, and re-categorise data to find

patterns, variations, relationships, and trends in

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

statistical enquiry cycle:

determining appropriate variables and measures

considering sources of variation gathering and cleaning data using multiple displays, and re-

categorising data to find patterns, variations, relationships, and trends in multivariate data sets

comparing sample distributions visually, using measures of centre, spread, and proportion

presenting a report of findings.

multivariate data sets Compare sample distributions visually, using measures

of centre, spread, and proportion Present a report of findings

Health and Physical Education

HealthHealthy Communities and Environments

People and the environment

Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects.

investigate aspects of the school environment that affect people’s well-being

evaluate aspects of the school environment that affect people’s well being

take collective action to enhance aspects of people’s well-being in the school environment

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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 Big Picture 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

Thinkinge.g. planning and, reflecting

Using language, symbols, and textse.g. collecting, interpreting and presenting data

Managing self e.g. preparing a survey on time, making good use of resources

Relating to otherse.g. carrying out interviews,

Participating and contributinge.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 Assessment: Literacy – By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading demands of the New

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Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.Numeracy – (By the end of year 8) Statistics- In contexts that require them to solve problems or model situations, students will be able to:-investigate summary, comparison, and relationship questions by using the statistical enquiry cycle:- gather or access multivariate category, measurement, and time-series data- sort data and display it in multiple ways, identifying patterns, variations, relationships, and trends and using ideas about middle and spread where appropriate- interpret results in context, identifying factors that produce uncertainty-express as fractions the likelihoods of outcomes for situations involving chance, checking for consistency between experimental results and models of all possible outcomes.

Planned Assessments:Assessments should include both formative and summative and any suggestions made in this unit need to be cognisant of student needs and abilities. Within the inquiry model assessment should be on-going reflecting understanding at key points along the way.

Inquiry Learning – Developing Rubrics http://www.galileo.org/research/publications/rubric.pdf

LiteracyAt the conclusion of the unit of work, students will have demonstrated an ability to:

- competently read, respond to, and think critically about texts, - locate, evaluate, and synthesise information and ideas within and across a range of texts- generate and answer questions about ways in which the students and school community can improve their health by eating healthy

food.Numeracy- investigate summary, comparison, and relationship questions by using the statistical enquiry cycle:- gather or access multivariate category, measurement, and time-series data- sort data and display it in multiple ways, identifying patterns, variations, relationships, and trends and using ideas about middle and spread where appropriate- interpret results in context, identifying factors that produce uncertainty

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Spotlight on: Inquiry based learning, e-learning Links: Statistical Investigations Curriculum Exemplar http://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 http://www.heartfoundation.org.nz/index.asp?pageID=2145820280 5 + A Day 5 + A Day http://www.pickthetick.org.nz/Industry/index.htmlDiabetes Projects Trust http://www.dptresources.org.nz/Ministry of Health http://www.healthed.govt.nz/About/Index.aspxFood and Beverage Classification System for Years 1-13 http://www.healthed.govt.nz/resources/foodandbeverageclassificationsyste2.aspxFood and Nutrition for Healthy Confident Kids http://healthylifestyles.tki.org.nz/national_nutrition_resource_list/food_and_nutrition_for_healthy_confident_kidsSee also: Useful Websites for Health Promoting Schools – Healthy Eating

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Unit Plan: Lesson Sequence

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1. Reflection

Needs Analysis- What

things help us do well at school/ work?

- What can we do better?

- Students survey• Self• Peers •

Adults/Family

1 Templates and an Big Picture of a Big Picture Survey attached: Data ShowResource 1 - Big Picture Survey QuestionsResource 2 - Big Picture Collation of Survey Results by Question TypeStatistical Investigations Curriculum Exemplar http://www.tki.org.nz/r/maths/curriculum/statement/p182_185_e.php

Introduction - Big Picture Needs AnalysisPrepare – Provide the class with copies of the Big Picture Survey: the Resource 1 - Big Picture Survey Questions and the Resource 2 - Big Picture Collation of Survey Results by Question Type and identify and discuss the various types of questions asked.Connect – The purpose of today’s lesson is to conduct a needs analysis around what things help us to do well at school/work and what we could do better.Think, Pair, Share -Ask the students to think, then in pairs and share in the following questions;- What things help us do well at school/ work?- What can we do better?

- How could they find out what others think about the questions above?

- Who would they ask? We will consider what things contribute to our:

Taha Tinana e.g. energy levels of mind and body Taha Wairua e.g. Tikanga- the way we do things Taha Hinengaro e.g. feelings about ourselves and our emotions

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- Identify most popular things

- Class, collect, analyse, prioritise

Taha Whanua e.g. relationships with other people

Activate – Using the data show work through the Resource 1 - Big Picture Survey Questions and the Resource 2 - Big Picture Collation of Survey Results by Question Type sheets. Give the students the opportunity to question one another, using the sample questions and recording the answers. Students then rank the Big Picture Survey Question types in terms of ease to answer and collate (1= easy to use, 2 = OK and 3 = difficult)Demonstrate - Students design their own Big Picture Survey (using no more than two types of questions) to find out what things help us to do well at school/work and what things we could do better? Students complete the Big Picture Survey themselves. They identify who else they could carry out the Big Picture Survey with (classmates, teachers, parents/whanau, church/marae members). Students conduct a trial of the Big Picture Survey on a class mate. Prepare to conduct the Big Picture Survey on an adult.Consolidation -What do the students need to know/adjust before they can conduct the Big Picture Survey on their family members or classmates?Students make adjustments to the Big Picture Survey and prepare to conduct 3 Big Picture Surveys with classmates, teachers, parents/whanau, or church/Marae members as well as themselves for homework using the Big Picture Survey they have developed.

2 Access to the internet Big Picture Analysis

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Templates attached:Resource 1 - Big Picture Survey QuestionsResource 2 - Big Picture Collation of Survey Results by Question TypeResource 3 – Graphic Organisers TemplateDigistorehttp://digistore.tki.org.nz/ec/search?topic=Column+graphs

Prepare – On the whiteboard- DO NOW – Locate your filled in Big Picture Surveys. Find a partner and discuss your Big Picture Survey’s results. Connect - Ask students what the reaction was to conducting the Big Picture Survey with classmates, teachers, parents/whanau, church/Marae members friends and family/adults. The purpose of today’s lesson is to gather, sort and display results of our Big Picture Survey in tables and bar graphs and vote on what things we could improve on to help us do better at school.Activate – In pairs students find the most common responses they had to:

What things help us to do well at school? What things we could improve on to help us do better at school?

Demonstrate - Students then form groups of four and find the 2 or 3 most common responses to each question. They write these on a large sticky note and place on a whiteboard under the appropriate question.The Teacher collates total responses on white board to gain a class overview. Using the Digistore resource (or similar) for reference, students transform the collated data into bar graphs and tables. Class examines the most frequent responses to the two questions. Class vote on which issue in the ‘things they could improve on to help us to do better at school’ to use as a basis for their inquiry. For the purpose of this exemplar we have pre-supposed the class have chosen ‘healthy eating’ as a topic.

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Students then brainstorm: What does healthy eating mean?

What helps people to eat in a healthy way healthy eating? (e.g. accessibility to foods, marketing, taste, culture, age)

Consider: Taha Tinana e.g. effects of food availability on healthy eating

choices? Taha Wairua e.g. What is the importance of tikanga (rituals) and

karakia (prayers) associated with food? Taha Hinengaro e.g. What types of food are associated with

celebrating across cultures? Taha Whanau e.g. how food enhances our relationships with other

people. When and what foods do we like to share with other people?Consolidation –Students record results of the brain storm in a Resource 3 - Graphic Organisers Template.

2. Knowledge Attack• Of most

popular items from needs survey

• The class

3 Eating for Healthy Teenagers from http://www.healthed.govt.nz/resources/eatingforhealthyteenagersateenager.aspx or order hardcopies from http://www.healthed.govt.nz Templates attached:Resource 4 - Alphabet StewResource 5 – KWHL Frame

What is Healthy Eating?Prepare – Using the Resource 4 - Alphabet Stew sheet to list all the Healthy Eating related words that begin with each letter of the alphabet on the sheet. Download a copy of Eating for Healthy Teenagers.Connect - Students read the pamphlet Eating for Healthy Teenagers and complete the Resource 5 - KWHL Frame.In this lesson students will increase their knowledge about healthy eating.Activate- Working individually and in pairs students answer the questions

Formative

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or students choose one area for study

Resource 6 - Three level Thinking GuideResource 7 - Discussion WebResource 8 - Say It Grid

about what enablers and barriers exist for teenagers to eat healthy foods.Demonstrate- Students read closely in order to complete the Resource 6 - Three Level Thinking Guide.In pairs, students brainstorm what contributes to healthy eating by completing the following table in order to answer the question:

What are the things that make it easy (enablers) and difficult (barriers) for teenagers to eat healthy foods?

Try to draw out a range of social, cultural, political and environmental factors from a Maori/Pacific world view or a wider world view. Enablers Barrierse.g. fruit is cheaper than e.g. taste, culture, accessibility chocolate bars,

Ask students to look at the information about food and marketing from http://foe.org.nz/issues/tv-advertising/ and complete the Resource 7 - Discussion Web.Ask students to re-visit their ‘Enablers and Barriers’ and see if they have anything further to add following their Resource 7 - Discussion Web. Decide on what are the main barriers to healthy eating for teenagers. Complete the text-frame below describing how we could overcome these barriers in the school. After proof reading your paragraph, write your paragraph on a sticky label and place on the white board under possible

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actions Text-frame:The three main barriers that prevent teenagers from eating healthy food in our school are:

1. .. 2. ..3. ...

The possible solutions would be to:1. .. 2. ..3. ...

( these are possible hypotheses)

Consolidate – Resource 8 - Say It GridStudents work in pairs and complete the Resource 8 - Say It Grid.Share: How could students discuss these findings and get further input with key people in their lives (including classmates, teachers, parents/whanau, church/Marae members)?

4 Access to the internet and computers.Templates attached:Resource 9 - Things Which Impact On Our Health And Wellbeing Task Sheet and internet time

How healthy eating can positively affect our health and wellbeing.Prepare – Copy and make available: Resource 9 - Things Which Impact On Our Health And Wellbeing Task Sheet. Arrange time for internet use.DO NOW – Students in pairs write down three things related to healthy eating which they believe will impact positively on their health and wellbeing, and three things which might impact negatively.

Formative

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Connect - Divide the board in half and record the offers given by the students under the Positive and Negative headings.

Activate – The purpose of today’s lesson is to discover how healthy eating can have an impact on our health and wellbeing. List the things that you predict we will find out today.

Demonstrate - Students use the Internet to investigate the reality of some of these suggestions. Students work independently to complete the Resource 9 - Things Which Impact On Our Health And Wellbeing Task Sheet.

Consolidation –Ask students to identify three new things they learnt today about how our healthy eating impacts on our health and wellbeing.

5 Breakfast food packets and snack food packetsWebsite downloads:Food and Beverage Classification System for Years 1-13 User Guide from http://www.moh.govt.nz/moh.nsf/pagesmh/6510/$File/heha-ece-user-guide-section4.pdf or order hard copies from the Ministry of Education.

Choosing Healthy Options- Food Labelling, Tick Programme, Food and Nutrition GuidelinesPrepare - Provide breakfast food and snack food packets for students to examine in pairs. Find Appendix 1: Understanding Labels in the Ministry of Health’s Food and Beverage Classification System for Years 1-13 User Guide On the white board -DO NOW- Study the details on the breakfast food and snack food packets in front of you. Locate the information about the food content. Connect- Using Appendix 1: Understanding Labels, students discuss

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Media Release fromhttp://www.pickthetick.org.nz/TickNews/news.breakfast.htmlTemplates attached:Resource 3 - Graphic Organisers TemplateResource 10 - Understanding Food Labelling Resource 11 – Heart Tick Task Sheet

with a partner the meaning of any scientific terms you are unsure about e.g. Kj, Kcal, cal, g, mg. Activate- Today’s lesson is about investigating and understanding how Food Labelling and guidelines can help us to make healthy food choices.Demonstrate - Provide students with a copy of the Resource 3 - Graphic Organisers Template and the Resource 10 - Understanding Food Labelling task sheet. Write down the meaning of the terms.Have a look at the Media Release http://www.pickthetick.org.nz/TickNews/news.breakfast.html and complete the questions on the Resource 11 - Heart Tick Task Sheet.Consolidate - Ask the students to provide suggestions about what they now know about the topic and summarise these on the whiteboard.Now that you have more information, make a list of the things:

1. We are doing well in the school in relation to healthy eating.2. We can improve in the school to encourage healthy eating.

3. Problem / Essential questionE.g. What can we do better at school to ensure we

6 Access to the internet and computersWebsite downloads:Celebrity Fruit and Vegetableshttp://www.5aday.co.nz/5aday.html?mode=display&parent_id=2013&content_id=2255&id=2255&section_id=

Narrowing the Focus - Developing HypothesesPrepare- DO NOW – In pairs, students discuss their favourite fruits, vegetables, meat, fish and types of bread. Connect - Ask the students to work in pairs to compare their own choices of food with those of three sporting and arts celebrities by looking at the Celebrity Fruit and Vegetable page on the 5+ A Day website.

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eat healthy food?• How will

we go about answering the question?

• Do we understand the question/ problem?

• Brainstorm possible solutions to the question

These are the hypotheses

Why does the celebrity eat what they do? How has this added to your understanding about healthy eating for

teenagers?Add to the lists of things we are doing well at school begun in lesson 5 and areas the school could make improvements in.Activate – The purpose of today’s lesson is to develop hypotheses around the central question; “What can we do better at school to promote healthy eating?” Demonstrate – Re-visit the brainstorm students did in Lesson 2 about what is healthy eating. Add into the brainstorm in a different colour pen what they now know as a result of their knowledge attack. Also review the list made in Lesson 5 (about the school’s contribution to healthy eating) and add it to the brainstorm.

For the purposes of this topic we will presume that the students have decided to focus on a Class Hypothesis that: Improved labeling of food items available to be purchased in our school (e.g. in a lunch bar or tuck shop) will make it easier for students to eat healthy foods.Ask the students to brainstorm in groups to come up with possible solutions to the problem.

What will the labelling need to be? (Remind them of their research around Every Day, Sometimes and Occasional foods.)

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Who will they need to talk to about their ‘Big Idea’? ( E.g. Principal, Board members, staff and students, Tuck Shop personnel,

classmates, teachers, parents/whanau, church/Maraemembers) Who will do these tasks?

Consolidation –Review the process whereby the class arrived at writing possible actions related to the group hypothesis focussed on Healthy Eating. Each student provides feedback to the planning questions on a large sticky label. Post the answers on an A3 sheet with the Class Hypothesis written at the top.

4. Plan• How will

we design our convenience sampling method?

• What should we measure/ research? and how should this be done?

• Recording

7 Access to computersTemplates attached:Resource 1 - Big Picture Survey QuestionsResource 2 - Big Picture Collation of Survey Results by Question Type

Planning and design of surveyPrepare – Ensure the students have available for reference purposes, their personal copies of:

Resource 1 - Big Picture Survey Questions Resource 2 - Big Picture Collation of Survey Results by

Question Type The Class Hypothesis (from lesson 6)

Connect - Students DO NOW- Consider the questions and answers written on Sticky Notes attached to the A3 sheet.Activate – The purpose of this lesson is to create a survey to gain support for our proposed action of providing Healthy Food Labels for foods available through the school.

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results?• Collecting

information from whom and where?

Demonstrate – Teacher asks the students to consider: What does our school do now about healthy food labelling? Why do we think there is a need to do something different? When we survey people before they undertake the project, what

questions will we ask to gain support for our idea? How will we know that we have support to go ahead with our project

idea? How will we record the answers to our hypothetical question? What types of question will we ask? How will we be able to measure the outcome of our research

questions? How will we record the results?

Students create their survey questions as a class and these are recorded on the board. What are their key questions? They type them into a file which includes their Class Hypothesis. The file is their Healthy Food Labeling Survey.Consolidation –Acknowledge the work that the students have achieved and discuss the range of questions offered.

8 Access to the internet and computersHealthy Food Labeling Survey

Pilot of surveyPrepare - Ensure the students have copies of their Healthy Food

Summative

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(from lesson 7) Labeling Survey sheets.DO NOW- working in pairs, students interview their partner using their class survey sheets. Connect - Students need to ensure that the survey questions are specific and that they reflect the chosen hypothesis. Which questions were unclear? Did the survey take too long to answer? Activate – The purpose of the lesson is to pilot and revise the survey and construct a Healthy Food Labeling Collation Sheet. Demonstrate – Students revise their Healthy Food Labeling Sheet on the basis of their trial interview and feedback from their partner. They construct a class Healthy Food Labeling Collation Sheet.Support students as they work on the surveys and develop the collation sheet. Students survey 4 classroom peers and collate the results on their sheets. Consolidation – Students review their planning and design. What have they had to change? What have they learnt for the next time that they do a survey?

5. Gathering data• Collection

(how?)• Managem

ent

9 Access to the internet, computers & printersHealthy Food Labeling Survey (from lesson 7) Healthy Food Labeling Collation Sheet (from lesson 8)

Conducting survey interviews (may take 2 lessons / homework)Prepare – Assist students to make copies of their Healthy Food Labeling Sheet and Healthy Food Labeling Collation Sheet.Connect - Students and Teacher identify and agree on an appropriate list of classmates, Principal, Board of Trustees members, Tuck Shop personnel, teachers, parents/whanau, church/Marae members to be interviewed – see

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• Cleaning- To find out- What we

currently do?

What research says we should be doing as individuals, class, school, family and community?

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

Lesson 8 above.Activate – The purpose of this lesson is to conduct the Healthy Food Labeling Survey interviews. 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 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 begin conducting interviews. Consolidation – Teacher supports students to carry out their interviews.

6. Analysis• Sort data• Construct

tables and graphs

• Look for patterns

• Identify gap between what we

10 Access to computers and the internetHealthy Food Labeling Survey (lesson 7)Healthy Food Labeling Collation Sheet (lesson 8)Digistorehttp://digistore.tki.org.nz/ec/search?topic=Column+graphs

Analysis of class data related to hypothesisPrepare – Students locate their Healthy Food Labeling Survey’s and Healthy Food Labeling Collation Sheets.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 Big Picture Survey (lesson 1 and 2)? What did they find out?Activate – The purpose of the lesson is to compare results and transfer individual survey data into collective class results and then translate this into a statistical format.Demonstrate – Collate the findings from their individual survey into a class

Summative

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do and what research says we should be doing?

• Re look at our first hypotheses

• Emerging questions as a result?

• May need to go back and gather more data to answer emerging questions

table/graph of collective results. Students refer to Big Picture s of various types of graphs and tables presented in the TKI Digistore in order to present their raw data in appropriate ways. Class identifies:

how they are going to analyse the collective data in order to show a summary.

patterns, gaps between what they do and what research says they should be doing.

whether they need to go back and gather more data to answer emerging questions.

Types of presentation could 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.Consolidation: The class writes emerging questions in relation to their hypothesis and post on the hypothesis wall chart with a display of their results. Students publish the results of their statistical work to add to their portfolio to present for interpretation and final assessment.

7. Action 11 Access to computers and the internetDigital Camera and laptopTemplates attached:Healthy Food Labeling Collation

Creating Healthy Food Labels for the School CommunityPrepare - Teacher ensures that agreements are in place to proceed with the project of creating food labels to promote healthy eating, and that the relevant members of the school community have been consulted.

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Sheet (lesson 8) Connect – Students form groups of 4 to consider the actions they can take on their Healthy Food Labelling Project.Activate - The purpose of today’s lesson is to begin the process of creating suitable Every Day, Sometimes and Occasional labels and Healthy Food Labelling Guidelines for foods that are available in our school community.Demonstrate – Students collate responses and identify the best way to display the findings. Students display findings from their survey and identify:

Expected results Surprises Significant trends Reasons for the results

Teacher supports the students as they begin to make and provide the Healthy Food Labels and Healthy Food Labelling Guidelines to the relevant people in the school community. They use all the previous research to help them complete the work.Class members record the activity in still camera shots.The Teacher invites the class members to share their experiences of working together on the project in a Talking Circle. The circle is photographed.

One thing I learnt from making the labels for Healthy Foods is…

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Consolidation – Teacher indicates that students will be distributing Healthy Food Labels and Healthy Food Labelling Guidelines in the following lesson and seeking oral feedback.

12 Digital Camera and laptopHealthy Food Labels Healthy Food Labelling Guidelines

Distributing Healthy Food Labels and Healthy Food Labelling Guidelines to the School CommunityPrepare - Teacher ensures that agreements are in place to proceed with the project of distributing Healthy Food Labels and Healthy Food Labelling Guidelines to promote healthy eating, and that the relevant members of the school community have been consulted. Connect – Students get ready to distribute the Healthy Food Labels and Healthy Food Labelling Guidelines to members of the school community. Activate - The purpose of today’s lesson is to distribute the Every Day, Sometimes and Occasional labels and Healthy Food Labelling Guides we have created to our school community members E.g . Classes, Teachers, Principal, Tuck Shop Operator.Demonstrate – Support the students as they begin to distribute the Healthy Food Labels and Healthy Food Labelling Guidelines to the relevant people in the school community.Class members record the activity in still camera shots.Consolidation – Teacher gives students support and feedback on their efforts and indicates that next lesson they will be preparing to present to two forums. What reaction did they have to the distribution process?

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13 Access to computersDigital Camera and laptopAccess to Data ShowLarge sheets of paperFelt tip pens

Group development of presentation of findings Prepare – Ensure students have all research materials and survey results on hand to enable them to discuss their experience. Connect - What reaction have you had to the distribution of the labelling materials? Activate – The purpose of the lesson is for the students to create a class power point display about their project to present to the school community.Their contribution to the power point display will be assessed. It will include all aspects of the project including the research and results of their surveys related to Healthy Food Labelling.They will work in groups of no more than 4. Each group member must have a job and is accountable to the group for their contribution. Demonstrate –Class members contribute to the creation of a Class Power Point Presentation based on their group shared hypothesis and their results to present to the class. The Power Point Presentation should including hypothesis, presentation of summary data, key findings, recommendations for change, and a description of the actions they have taken in the school community’s approach to Healthy Eating that is supported by the evidence presented. Consolidation Teacher ensures the students have all contributed and acknowledges individual effort. The following lesson is an opportunity to see the work in total.

Summative

7. Conclusion/

14 Access to computers Presentation of findings to the class

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Report• Interpretat

ion• Conclusion• New ideas•

Communication of recommended actions

Data showSuccess criteria

Prepare – Set up a data show so that individual class members can present the Power Point Presentation on their shared hypothesis.DO NOW – Students prepare to present their Power Point Presentation. All have a role to play in the class presentation.Teacher and students decide on criteria to be used by students to provide feedback on the presentations e.g. quality of delivery, presentation of findings, recommended actions, work carried out on the Action Project itself.Connect - Begin the Power Point Presentation.Activate – The purpose of the lesson is to share the results of our findings and work as a class into our investigation of Healthy Eating in our school community and to consider how effective the work we have done has been. Demonstrate – Power Point Presentation. Students introduce each section.Consolidation –Inform the students that their next job will be to present the Power Point Presentation to a variety of forums (classmates, teachers, parents/whanau, church/Marae groups). Students brainstorm the most effective way that they could do this. Class votes for two forums.

15 Access to computersCopies of student data

Data Show

Preparation of Final Power Point PresentationPrepare – final Power Point Presentation and organise forums.Connect- 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 to present the Power Point Presentation, together with any other materials

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they have created during the project. Demonstrate – Students work in groups to prepare a section of the Final Power Point Presentation to be formally presented in two forums. The Final Power Point Presentation includes their original hypothesis, and statistical data they have collected which supports the Healthy Food Labelling Project. Where appropriate, students nominate spokespeople to represent various aspects of the work and to answer questions. Consolidation – Students describe how they could ensure the recommended actions on the Healthy Food Labelling Project happen.

8. Actions takenReport in public forum e.g. • School

Newsletter • Report/

presentation to Board of Trustees

• Letter to Editor of

16 - 17

Laptop and Data ShowCopies of Final Power Point Presentation

Final Power Point Presentation Prepare – Students are ready to present to Forum 1 and Forum 2.The Final Power Point Presentation is 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 Final Power Point Presentation to the forums.The forums are student led.Demonstrate –The forum members are invited to ask questions and respond to the Actions taken.

Summative

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newspaper• Letter to

principal and staff presentation

• Letter to local Council

Presentation to parents

Consolidation – Closing remarks and summing up. Feedback is received.Students self assess their work and present their individual work for final assessment.

9. Evaluation Progress of Actions• Did the

actions achieve the desired outcome?

• Have our actions helped us to do

18 Presentation Reports, Power point displays.

Reflection and Evaluation of ProgressPrepare – DO NOW- share in pairs. What actions have occurred in and around the school to support Healthy Eating? How could we monitor these changes over time? Connect - Ask students to individually reflect on the process of presenting to members of the school community and obtaining an agreement to action their recommendation. What were the highlights? Feedback from the community? What steps have been taken to put their actions in place? Activate – The purpose of the lesson is for the students to reflect on their learning, monitor progress of their action and decide on the next steps.Demonstrate –Student reflection on the feedback, quality of the Final Power Point Presentation and the likely impact and time frame for action/ class follow up. Students speak individually – use a talking stick.

Summative

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better work at school/ work?

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 above on large sticky notes and attach to a poster on the wall. Class will monitor progress of issue and identify which predictions come to fruition and why. This could form the basis of new inquiry cycle.

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