Published 2011 for Nestlé New Zealand by Learning Media Limited, Box 3293, Wellington 6140, New Zealand.

Transcription

1 rce u o s e R i r o ik r o K a i K, Kia Ora SUPPORTING HEALTH AND PHYSICAL EDUCATION IN YEARS 7 AND 8

2 Foreword We all want to be healthy and live full and balanced lives. However, Kiwis have never been busier or been faced with as many choices of what to eat, what activities to engage in, and what values to use to guide their actions. Helping children to understand these choices and providing them with the knowledge and skills to make good decisions has become increasingly important. Be Healthy, Be Active is an exciting new programme developed for New Zealand teachers and students in years 7 and 8. It includes this Teachers Resource, student Read and Respond Cards, an Online Journal, an interactive whiteboard resource, an interactive game, and a useful tips booklet. All of these materials are provided free of charge to teachers of year 7 and 8 students. They have been aligned with the objectives of the Health and Physical Education learning area of The New Zealand Curriculum. Nestlé New Zealand has funded the new Be Healthy, Be Active programme as part of the Nestlé Global Healthy Kids Programme. The materials that make up Be Healthy, Be Active have been developed in collaboration with Nestlé New Zealand s partners, the Millennium Institute of Sport and Health and the New Zealand Nutrition Foundation. The content of the programme is not commercial in nature. We hope that teachers and students will enjoy Be Healthy, Be Active and that New Zealand as a whole will benefit from the programme, creating a happier, healthier nation. Published 2011 for Nestlé New Zealand by Learning Media Limited, Box 3293, Wellington 6140, New Zealand. The whare tapa whā diagram on page 8 is adapted from Dr Mason Durie s Whaiora: Māori Health Development. Auckland: Oxford University Press, All other text copyright Nestlé New Zealand 2011 All other photographs and illustrations copyright Nestlé New Zealand 2011 All rights reserved. Enquiries should be made to Nestlé New Zealand, PO Box 1784, Auckland 1015, New Zealand. Phone ; ISBN

3 Contents Introduction...2 The Components of Be Healthy, Be Active Kia Ora, Kia Korikori...2 Links to The New Zealand Curriculum...4 Putting It All Together...4 Building a Teaching Plan...5 Background Information for Teachers...5 An Overview of Suggested Achievement Objectives...6 Useful References...7 Module 1. A Good Life! Hauora...8 Module 2. Food and You Ko Koe Me To Kai...14 Module 3. A Fit Body Tinana Pakari...20 Module 4. Fit for Life! Oranga Hauora...26 Acknowledgments Nestlé New Zealand, the Millennium Institute of Sport & Health, and the New Zealand Nutrition Foundation would like to thank: the following organisations and people who contributed to the development of this resource: Claire Turnbull (Nutritionist), Learning Media Limited (who developed and trialled the resource), Admission Interactive Limited (for The Fuel Up Challenge), Linda Butcher (Project Manager), Amanda Haronga (Lecturer, Faculty of Education, Victoria University of Wellington), Christine McKinley (Health Curriculum Leader, Evans Bay Intermediate School). the staff and students of the eight schools where the resource was trialled. BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 1

4 INTRODUCTION Be Healthy, Be Active Kia Ora, Kia Korikori has been designed to support the vision and objectives of The New Zealand Curriculum (2007), in particular the learning area of Health and Physical Education at levels 3 and 4 for students in years 7 and 8. THE COMPONENTS OF BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI Be Healthy, Be Active Kia Ora, Kia Korikori is a combination of hard copy and digital resources. The components are: this Teachers Resource the Students Online Journal Read and Respond Cards the Interactive Food Plate the The Fuel Up Challenge game Be Healthy, Be Active Useful Tips booklet. Together they are a powerful set of tools for teaching and learning, using modules that are flexible and aligned to the curriculum. Be Healthy, Be Active Kia Ora, Kia Korikori can be used as a whole or to complement your existing teaching plan. The resource comprises four modules: Module 1: A Good Life! Hauora Module 2: Food and You Ko Koe Me To Kai Module 3: A Fit Body Tinana Pakari Module 4: Fit for Life! Oranga Hauora Teachers Resource This Teachers Resource is a key component of Be Healthy, Be Active Kia Ora, Kia Korikori. It describes how the materials in the resource link to, and are aligned with, the curriculum. It also suggests activities for you to use in building teaching plans that address the needs of your year 7 and 8 students. This guide should be used in conjunction with The New Zealand Curriculum and other relevant documents, such as those listed in Useful References on page 7. Students Online Journal The Online Journal gives students their own pages in cyberspace. Set up your class on the website and allocate an access number to each student. This access number allows them to log on and set up their own home page. The students can go to their home page to complete assignments associated with the modules, carry out longer-term activities, and share their ideas on the virtual Thinking Wall. Their access number also allows them to log on to their Online Journal at home. As master user, you activate the pages and allow the students access to the modules and activities. You have access to the students home pages and can check their work. You can also give rewards that let students customise their home page. Where home or school online access is limited, you can print out students work so they can complete it on hard copy, transferring it to their Online Journal when time allows. Note: Guidelines for setting up and using the Online Journal can be found on the inside back cover of this Teachers Resource. Disclosure: Your details and that of your students will be kept confidential. Full information on the Privacy Policy can be found on the web site. A letter to advise parents of the programme and Online Journal can be found on the Registration page of the web site and can be given to the class. Read and Respond Cards The sixteen Read and Respond Cards provide students with engaging scenarios that invite their response. There are four cards for each module. The cards are linked to specific activities that you can use in your teaching plan, but they can also be used at any point in a module. The cards are perfect for independent work, for use in thinkpair-share exercises, and as a discussion starter in small groups. For whole-class discussion, use the PDFs of the Read and Respond Cards, which are available in the Downloads section of the Online Journal. These files can be used with a data projector to involve all students as they explore the ideas in the module. A range of suggested activities is listed on the reverse of each card. Two of the four cards for each module invite students to respond in their Online Journal. However, responses to all cards can be completed with pen and paper where online access is limited. To order multiple copies of the Read and Respond Cards visit Interactive Food Plate The Interactive Food Plate is a visual way of exploring food groups and discovering sensible choices for a balanced diet and it s fun and engaging! The plate shows a range of common foods, the main food group each food falls into, and the suggested number of serves per day. The interactivity is designed to allow you and your students to explore the many aspects of a balanced diet and wise food selection. The plate links to a number of activities in the modules, but it can be used at any time when focusing on the importance of sensible eating and how it helps people to feel good and stay healthy. You can download the Interactive Food Plate from the Downloads section of the Online Journal. It can be used with an interactive whiteboard or on a computer. 2 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

5 Food Groups Snack Time Serve It Up! Check out the definition and make-up of each food group and see examples of how much is a serve. Find out about the importance of healthy snacks, and try some of the easy recipes for healthy snack foods. Find out what a serve is and how many serves of each food group we should eat each day. Vegetarians Get advice about maintaining a healthy diet as a vegetarian. Make a Meal/Make a Sandwich Drink Up! Daily Serves Hungry? Make a meal or a sandwich. Use the drag-and-drop feature to choose items from the food plate to make a balanced meal or a healthy sandwich. Find out why your body needs water and why it s important to drink enough water each day. See how much each serve contributes to your recommended daily serves. The Fuel Up Challenge This fun and informative online game teaches students the value of healthy eating and how this relates to exercise. The game is available from The Millennium Institute of Sport & Health website The Institute is a high-performance training centre for elite and up-and-coming New Zealand sportspeople and is a community resource. The Institute can help athletes focus on their goals and encourages a healthy, balanced lifestyle and hauora. Their website ( provides more information about the organisation and how it supports athletes to achieve the very best and make a good life for themselves. It also has a series of sports-specific Nutrition Advice Sheets that contain valuable information on eating well for your specific sport and about nutrition for junior athletes. Encourage the students to use this site in their research. Be Healthy, Be Active Kia Ora, Kia Korikori Useful Tips booklet This colourful free take-home booklet lays out some easy steps to eating well and being active. It is referred to in a number of the activities in this Be Healthy, Be Active Kia Ora, Kia Korikori teachers guide. The booklet is available from Nestlé. To order it, visit BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 3

6 LINKS TO THE NEW ZEALAND CURRICULUM The vision, principles, and values The New Zealand Curriculum begins with a vision of young people as confident, connected, actively involved, lifelong learners. Underpinning this vision are the principles of curriculum decision making, which put students at the centre of teaching and learning, and the values of individuals, the school, and the community. Your school and community s values and the curriculum s principles should be your touchstones as you plan, prioritise, and review the learning from the four modules in Be Healthy, Be Active Kia Ora, Kia Korikori. The key competencies The New Zealand Curriculum identifies five key competencies that people use to live, learn, work, and contribute as active members of their communities. They are: thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing. These key competencies are the key to learning in every learning area. (The New Zealand Curriculum, page 12) As students take part in activities from Be Healthy, Be Active Kia Ora, Kia Korikori, they will have many opportunities to use and develop the competencies. See pages 8 to13 of The New Zealand Curriculum for explanantions of principles, values, and key competencies. Achievement objectives and learning intentions The content of Be Healthy, Be Active Kia Ora, Kia Korikori is crafted around achievement objectives from the Health and Physical Education learning area at levels 3 and 4. The key to this resource s effectiveness is the match between the achievement objectives you choose for each module and the activities you use in your teaching plan. Note that the achievement objectives listed for each module are only suggestions. You can use these or choose others, based on your students learning needs. Determine these needs through ongoing assessment, discussion with students, and interaction with parents/caregivers and whānau. Focus on a few relevant and achievable objectives rather than listing many objectives and possibly creating a teaching plan where learning intentions are diluted. Suggested learning intentions are given for each module. These should be a basis for discussion between you and your students collectively agree on meaningful intentions that take into account the aspirations of the students, the school, and the community. As you work with Be Healthy, Be Active Kia Ora, Kia Korikori, make links with other learning areas where possible as this will result in richer and more comprehensive units of work. For an overview of suggested achievement objectives, see page 6. PUTTING IT ALL TOGETHER With the support of this teachers resource, you can use all of the components in Be Healthy, Be Active Kia Ora, Kia Korikori to create exciting and engaging learning opportunities for your year 7 and 8 students. The resource is designed to be flexible. The modules can be explored separately and in any order, although we recommend you begin with A Good Life! Hauora as this forms a foundation for the other modules. The four modules provide a basis for your teaching plans in both years 7 and 8. After using a module such as A Fit Body Tinana Pakari in year 7, the topic can be explored again in year 8, revisiting the key ideas and extending the activities. In this way, students are able to work twice with the four topics, building their understandings of this important learning area. This structure is further explained in the following section, Building a Teaching Plan. 4 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

7 BUILDING A TEACHING PLAN When you choose a module, familiarise yourself with the suggested achievement objectives and the activities. Then, from your assessment of your students learning needs, build your teaching plan. Choose one or two achievement objectives and a mixture of activities that will help you and your students work towards these objectives. We suggest you begin each module with the two sessions that are described in general terms below Introducing the Module and Activity 1. Introducing the module This first session provides an orientation to the module, encourages students to contribute by drawing on their prior knowledge, and provides an opportunity to collectively set some learning goals. The suggested learning intentions can be the basis for your discussion, but you should personalise these or add to them so that students feel a connection to the learning. Once you have done this, record and display the learning intentions so students can refer to them throughout the module. MODULE VOCABULARY In the introduction to each module, there is a list of words and ideas that are related to the topic. You may want to display these in your classroom so that students can refer to them and add to them as they work on the module. You can explore the meanings and the real-life applications of these terms as they arise in discussion. Activity 1 The first activity in each module is designed to run for at least one week. It encourages students to visit their Online Journal and record comments on an ongoing basis. Adapting the modules As well as using your selected activities, you can amend your plan to take advantage of the teachable moment. Unplanned events and visitors can be valuable additional resources. You can also make links with other learning areas where this is practical. BACKGROUND INFORMATION FOR TEACHERS The material in this resource is based on the Food and Nutrition Guidelines issued by the New Zealand Ministry of Health. The guidelines outline the importance of a varied, balanced diet, along with regular physical activity, for maintaining good health. There are four main food groups. Each group provides a part of the body s nutritional requirements. The guidelines recommend the amount of food that healthy adults and children need from each group. BREAD AND CEREALS Bread, cereals, rice, pasta, and noodles are good sources of carbohydrate, which provides fuel for the body. Try to eat at least six serves each day. MILK AND MILK PRODUCTS Milk, yoghurt, cheese, and custard are full of calcium, which helps our bones to grow and stay strong. They also provide protein, vitamins, and minerals. Try to eat two to three serves each day. Reduced-fat varieties are suitable for everyone over two years of age. VEGETABLES AND FRUIT We need to eat plenty of vegetables and fruit. They are packed with fibre, vitamins, minerals, and antioxidants. Aim for at least three serves of vegetables and two serves of fruit each day. MEAT, FISH, AND ALTERNATIVES Lean meat, chicken, fish, eggs, legumes (such as baked beans, lentils, and chickpeas), tofu, and nuts provide protein and important vitamins and minerals. Try to eat one to two serves each day. The resource also includes information about treats. It promotes the message that while it s nice to have a treat, foods like chips or cakes should be eaten only occasionally and in small amounts. See page 7 for a list of useful references providing more detailed information on food groups, nutrition, and recommended serves, and also on recommended amounts of physical activity. BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 5

8 AN OVERVIEW OF SUGGESTED ACHIEVEMENT OBJECTIVES Health and physical education comprises three subjects: health education, physical education, and home economics. These subjects are explored in different combinations across the four modules of Be Healthy, Be Active Kia Ora, Kia Korikori. The achievement objectives in this resource are taken from levels 3 and 4 of The New Zealand Curriculum. Choose one or two of the suggested objectives or select others that meet the needs of your learners. Use your professional judgment to assess how far your students have progressed and choose objectives that will best help them to move forward. Depending on how your school is organised, you could use this resource in collaboration with other teachers to plan an integrated programme that makes use of each teacher s specialist knowledge. SUGGESTED HEALTH AND PHYSICAL EDUCATION ACHIEVEMENT OBJECTIVES Module 1: A Good Life! Hauora Activity Title AO 1 Well-being Diary 3A4 2 A Question of Balance 3A4 3 Small Steps 3A4 4 Needs and Wants 3A4, 4A4 5 Are You Receiving? 4A4 6 Feeling Great Together 3D2 7 What s Out There? 4D2 8 My Kind of Meal 4C2 9 Cut It Out! 4C2 10 Shining Through 3A4 Module 2: Food and You Ko Koe Me To Kai Activity Title AO 1 Are You on Target? 3A1 2 The Best Start to the Day 3A1 3 Setting Goals 3A1 4 A Snack or a Meal? 3A1 5 What s in It? 3A1 6 Fuel Up! 3A1 7 Drink Up! 3A1 8 It s Your Choice 3A1, 4D1 9 Let s Go Shopping 4D2 10 Fit for the Job 3A1 Module 3: A Fit Body Tinana Pakari Activity Title AO 1 Activity Every Day 3A2, 4A2 2 Time for a Snack 3A1 3 Planning for Change 3A1, 3A2, 4A2 4 Fit for Sport 3A1, 3A4 5 Five Times S 3A1, 3B3 6 Keeping the Beat 3B3 7 Fitness Fun Challenge 3B3, 4B2 8 Muscle Power 3B3 9 So Many Sports 4B2 10 Striving to Be the Best 3A1, 4A2 Module 4: Fit for Life! Oranga Hauora Activity Title AO 1 Goals for Life 4A2 2 Community Walk 3D2, 4A2, 4D2 3 Share and Care 4D3 4 Keep It Safe 4A2, 4D3 5 The Ideal Meal 3D2, 3D4 6 Problem Solved 3D4, 4D3 7 A Sporting Nation 4A2, 4D1 8 Local Heroes 4D1 9 Cook-off 3D2, 3D4 10 All in Together 4D3 6 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

9 Level 3 (AO: 3A1) Personal Health and Physical Development: Personal growth and development Students will identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. (AO: 3A2) Personal Health and Physical Development: Regular physical activity Students will maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being. (AO: 3A4) Personal Health and Physical Development: Personal identity Students will describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. (AO: 3B3) Movement Concepts and Motor Skills: Science and technology Students will participate in and describe how their body responds to regular and vigorous physical activity in a range of environments. (AO: 3D2) Healthy Communities and Environments: Community resources Students will participate in communal events and describe how such events enhance the well-being of the community. (AO: 3D4) Healthy Communities and Environments: People and the environment Students will plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment. Level 4 (AO: 4A2) Personal Health and Physical Development: Regular physical activity Students will demonstrate an increasing sense of responsibility for incorporating regular and enjoyable physical activity into their personal lifestyle to enhance well-being. (AO: 4A4) Personal Health and Physical Development: Personal identity Students will describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth. (AO: 4B2) Movement Concepts and Motor Skills: Positive attitudes Students will demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in movement-related activities. (AO: 4C2) Relationships with Other People: Identity, sensitivity, and respect Students will recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people. (AO: 4D1) Healthy Communities and Environments: Societal attitudes and values Students will investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. (AO: 4D2) Healthy Communities and Environments: Community resources Students will investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the wellbeing of community members. (AO: 4D3) Healthy Communities and Environments: Rights, responsibilities, and laws; People and the environment Students will specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community. USEFUL REFERENCES For more detailed information on the food groups, the nutritional value of specific foods, and recommended serves, see: New Zealand Ministry of Health Food and Nutrition Guidelines: nutrition-foodandnutritionguidelines New Zealand Nutrition Foundation: The Millennium Institute s Eating for Your Sport and Sport Nutrition Advice Sheets: Nestlé s Nutrition, Health, and Wellness pages: The World Health Organisation s publications on nutrition health topics: topics/en For information on the recommended daily amount of physical activity, see: New Zealand Ministry of Health Physical Activity guidelines: activity-guidelines BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 7

10 A GOOD LIFE! HAUORA Hauora, or well-being, is a concept unique to New Zealand. It is a Māori philosophy made up of four dimensions. These dimensions have been compared with the four walls of a whare, with each wall representing a different influence in our lives spiritual, mental and emotional, physical, and social. Each dimension supports the others to provide symmetry and strength. The state of hauora is the feeling of healthiness and happiness that results when the four elements are in balance. You will discuss this concept as a part of Introducing the Module on page 9. For more about this concept, refer to Mason Durie s Whaiora: Māori Health Development or go to: page31_e.php Whare Tapa Whā Taha hinengaro mental and emotional well-being Clear thinking, acknowledging and expressing thoughts and feelings, and responding constructively. Taha whānau social well-being Family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion and caring, and social support. Taha tinana physical well-being The physical body, its growth, development, and ability to move and ways of caring for it. Taha wairua spiritual well-being Values and beliefs that determine the way people live. For some, this is linked to a particular faith or set of beliefs. Adapted from Dr Mason Durie s Whaiora: Māori Health Development. Auckland: Oxford University Press, 1994, page 69. HAUORA In each of the four modules of Be Healthy, Be Active Kia Ora, Kia Korikori, the concept of hauora provides a strong underpinning for the exploration and understanding of ideas. Working towards a good level of fitness, eating healthily, and being part of a healthy community contribute to a person s feelings of hauora. As you build your teaching plan, think about how you can relate your teaching to the overall concept of hauora. VOCABULARY Encourage students to use the words below as they respond to the topic of hauora in the activities and in their Online Journals. achieving, balance, commitment, confident, contributing, fitness, happy, hauora, healthy, informed decision making, lifestyle, positive attitude, relationships, respect, responsibility, skill, sleep, strong, supported, team, values, well-being, whare tapa whā 8 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

11 MODULE 1 ACHIEVEMENT OBJECTIVES Choose one or two of these suggested objectives or select others listed for Health and Physical Education at these levels to meet the learning needs of your students. LEVEL 3 (AO: 3A4) Personal Health and Physical Development: Personal identity Students will describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. (AO: 3D2) Healthy Communities and Environments: Community resources Students will participate in communal events and describe how such events enhance the well-being of the community. LEVEL 4 (AO: 4A4) Personal Health and Physical Development: Personal identity Students will describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth. (AO: 4C2) Relationships with Other People: Identity, sensitivity, and respect Students will recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people. (AO: 4D2) Healthy Communities and Environments: Community resources Students will investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the well-being of community members. SUGGESTED LEARNING INTENTIONS Students will be able to: list the four dimensions of hauora/well-being, explain how each dimension supports the others, and describe what factors affect their feelings of well-being; describe with confidence what hauora/well-being means in their own lives and how it is connected with their personal abilities, their family and friends, and the community they live in. Discuss these learning intentions with your students and modify or add to them as appropriate. Have the students set success criteria that will help them to decide whether they have met the learning intentions. For example: How will we know that we can explain how each dimension of hauora supports the other? How will we know that we can explain with confidence what hauora means in our own lives? Display the agreed intentions on a chart so they can be referred to during the module and used in the Reflection on Learning session at the end. Use We will be able to: as a heading. BUILDING A TEACHING PLAN FOR A GOOD LIFE! HAUORA Based on the available time, choose a mix of the activities from this module to complement the introductory session and Activity 1. INTRODUCING THE MODULE Time: 20 minutes Materials: Pieces of thick card (A4), tape, marker pens Tell the students that you are going to build a whare with them. Show them four pieces of card and ask volunteers to arrange them so they stand on their own, like walls of a whare. When someone discovers how to get the four pieces of card standing, discuss how the walls support each other. Have the students work in pairs. Give each pair four pieces of card and ask them to replicate the four-walled structure. Discuss ways to get the strongest structure. Introduce the concept of hauora and how it relates to the whare they have built. (Each part supports the other and gives strength.) Use a marker pen to write the name of one dimension of hauora on each card. Now ask the students: What things make you feel good? (e.g., a nice meal, reading a good book, being with friends, going to the beach, visiting Gran, playing soccer) BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 9

12 As the students make suggestions, ask them to nominate the dimension (or wall of the whare) that their suggestion relates to, and write each suggestion on the appropriate card. Discuss how everyone has a unique set of experiences that gives them a sense of well-being. There are no rights or wrongs here. For example, walking a dog may be taha wairua for many people and taha tinana for others. Going bike riding may be more taha hinengaro than taha tinana for some. Use clear tape to fix the four walls into a whare shape. Put the whare in a place where students can add suggestions over the course of the module. ACTIVITY 1: WELL-BEING DIARY AO: 3A4 Time: 10 minutes introduction, ongoing Materials: Be Healthy, Be Active Useful Tips booklets, OLJ Well-being Diary Discuss how the things you do and what you eat and drink have a big effect on how you feel, physically and emotionally. I feel great when I go for a run in the morning or when I finish a job that has taken a long time. Foods high in fat make me feel bad. Ask the students for their experiences of food or activities that affect how they feel. Suggest that students look through the Be Healthy, Be Active Useful Tips booklet for helpful ideas on eating well and being active. Students can use the Well-being Diary in their Online Journal to keep a record of their eating, drinking, and activity over a one-week period and to note how they feel. By doing this, they will see that some things result in feelings of well-being, while others make them feel tired, bored, or uncomfortable. At the end of this module, ask them to review and discuss their findings. Encourage them to look for patterns, for example, realising that they feel uncomfortable after eating too much or agitated if they don t get enough exercise. Consider starting a Thinking Wall to encourage students to share their ideas. Post the question: What things can we do that contribute to a positive hauora? ACTIVITY 2: A QUESTION OF BALANCE AO: 3A4 Time: 10 minutes introduction, 20 minutes writing Materials: Read and Respond Card Healthy Lifestyles? OLJ A Question of Balance Read the scenarios on the card together and discuss the descriptions of Mere and Ben s lifestyles. How are they the same? How are they different? Can you identify with Mere or Ben? Why/why not? Have the students work in pairs to discuss the three questions on the reverse of the card, then ask them to share their ideas with the rest of the class. They can then log on to their journals (A Question of Balance) in their own time to respond to the activity. Start a Thinking Wall to discuss the questions: What are the differences between a meal, a snack, and a treat? How often and how much should we eat of each? ACTIVITY 3: SMALL STEPS AO: 3A4 Time: 15 minutes Materials: Be Healthy, Be Active Useful Tips booklets, OLJ Small Steps, Millennium Institute website Write on the Thinking Wall the question: What small steps can we take to increase our feelings of wellbeing/hauora? Give students copies of the Be Healthy, Be Active Useful Tips booklet. Skim through it together, discussing each of the headings and working through any questions that arise. Emphasise that increasing our well-being/hauora isn t a race we can take small steps. Ask the students to take the booklet home and look through the first six pages with a parent or older sibling. They can note two steps that might help them to improve their well-being, for example, Blast off with breakfast and Exercise bites. In their own time, they can add their suggestions, and their reasons, on the Thinking Wall underneath your question. 10 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

13 MODULE 1 In their own time, students can complete Small Steps in their Online Journals. You can find useful information to help with taking small steps towards well-being on the Millennium Institute s website under Health Zone and Nutrition. ACTIVITY 4: NEEDS AND WANTS AO: 3A4, 4A4 Time: 20 minutes Materials: chart paper, marker pens, OLJ Needs and Wants With the students, make a list of all the things they think are cool and would love to have. For each suggestion, ask the student why it s important to have that thing. How would it change the way you feel about the world or about yourself? Now, write up two headings Needs and Wants. Ask the students to consider whether the items are needs or wants. Which of these helps to make a good life? Why do wants sometimes seem like needs? (some messages in advertising, peer group pressure) How much would not having this thing affect your well-being? Discuss how advertising tries to create needs so we feel pressure to buy a product. In their own time, students can use their Online Journals to complete Needs and Wants. ACTIVITY 5: ARE YOU RECEIVING? AO: 4A4 Time: minutes Materials: a collection of advertisements or articles from magazines, sheets of A3 paper, glue or tape, marker pens, OLJ Are You Receiving? In this activity, students explore messages in the media and how these messages often contain pressures and stereotypes. Choose one advertisement that shows a strong message, for example, using a particular product will make you look better and feel happier. Who is the advertisement aimed at? What message is it giving? What claims are being made about the product? Will this product really make someone feel better? Have the students work in pairs. Give each pair an advertisement and ask them to stick it in the middle of a sheet of paper. Ask them to look for messages and write these around the bottom of the advertisement. For example: If you use this, you ll feel a lot better. Everyone else uses this, so why don t you? If you don t have one of these, you re not cool. You deserve this, so treat yourself. You need this to feel good. Discuss how messages such as these affect feelings of well-being, for example, in the dimensions of taha wairua and taha hinengaro. (Very few people will match the stereotypes used in advertising. Not having money to buy what s cool can make some people feel on the outer.) What can you tell yourself to counteract these messages? (Even though I may want these things, I don t need them to feel good about myself. No one really looks like that, and it s not important anyway. They are just trying to get me to spend more money.) Have the students write these statements around their advertisement, then ask them to share these, along with their ideas, with the class. Display the sheets so that they can be seen and referred to during the module. In their own time, students can use their Online Journals to complete Are You Receiving? You could consider starting a Thinking Wall so that students can discuss what makes a good advertisement. Post the question: What advice would you give to someone who is making an advertisement? ACTIVITY 6: FEELING GREAT TOGETHER AO: 3D2 Time: 30 minutes Materials: poster paper, collage materials, glue sticks, marker pens, OLJ Feeling Great Together Participating in community events contributes to our well-being, individually and collectively. Discuss the kinds of events or community resources that bring the community together. For example, school galas, community walks, street barbecues. Who needs to be involved to make these events a success? What resources might they need? What vision might organisers have for these events? BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 11

14 List the students ideas under the headings People and Resources. Have the students work in groups of three to plan an event to bring the community together. The students need to consider the points on the list, as well as their own ideas, about what contributes to community wellbeing. Ask each group to design a poster advertising their event. Together, choose one idea from those on the posters and discuss bringing the idea to fruition. For example, you may choose to put on a shared school or whānau lunch. How do we decide what food to have? (by making a list and choosing healthy ones) How will we let people know about the lunch? (an advertisement in the school newsletter, by , computer-generated flyers) Which families can contribute ethnic foods, such as sushi, poppadoms, taro? What items, such as plates and cutlery, will we need to provide? Where will we serve the lunch? In their own time, students can use their Online Journals to complete Feeling Great Together. ACTIVITY 7: WHAT S OUT THERE? AO: 4D2 Time: 20 minutes Materials: map of your town/city/country area, sticky notes, OLJ What s Out There? Ask the students what facilities contribute to the wellbeing of the community and list these on the board. What kinds of places does a community need so that people can enjoy meeting together and having fun? What places does a community need to stay healthy? (library, pool, park, cycle paths, established walking paths, sports facilities, theatres, farmers markets, medical centre) Where are these in our community? Ask the students to write their suggestions on sticky notes and place them on the map. Are the facilities spread throughout the community? Ask the students to identify any important facilities that are missing. How would having these facilities help to build community well-being? In their own time, students can use their Online Journals to complete What s Out There? ACTIVITY 8: MY KIND OF MEAL AO: 4C2 Time: 10 minutes introduction, 20 minutes discussion and writing Materials: Interactive Food Plate, Read and Respond Card Crazy, Hot Stuff, Be Healthy, Be Active Useful Tips booklets Use the Interactive Food Plate to show students that there are many choices available that enable people to eat healthily. Choose a food, for example, yoghurt. If using an interactive whiteboard, tap on the food to view the pop-up information. Who likes yoghurt? Who doesn t like it? Ask the students to take turns to tap foods they like, then ask the same questions. Work towards the understanding that we all have preferences foods we enjoy and that make us feel good and we should respect one another s likes and dislikes. Read the story on the Read and Respond Card together. Discuss the interactions between the students as they ate their lunches. Did Keito understand what was going on when some of the other students started laughing? Why do you think the others acted in this way? Who made Keito feel better about the situation? Have you ever been made fun of like this? How did you feel? Ask the students to work in pairs to discuss the three questions on the reverse of the card. Have them share their ideas with the rest of the class. They can then complete the final activity in their own time. They can incorporate some of the ideas from Ten steps to eating well in the Be Healthy, Be Active Useful Tips booklet. Discuss how each of these facilities might add to the well-being of various groups in the community. 12 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

15 MODULE 1 ACTIVITY 9: CUT IT OUT! AO: 4C2 Time: 30 minutes Materials: Read and Respond Card Cool Clowning Read the text on the card together and discuss Tane s reaction to being teased. Have you ever been teased like this? How did you feel? What did you do about it? Discuss the importance of being aware of how our actions make others feel. Ask the students to work in pairs to discuss the questions on the reverse of the card. Have them share their ideas with the class. ACTIVITY 10: SHINING THROUGH AO: 3A4 Time: 10 minutes introduction, 20 minutes writing Materials: Read and Respond Card The Path to the Top; OLJ Shining Through Revisit the whare tapa whā (house of well-being) model you made in the introduction, specifically the taha hinengaro wall. Ask students for examples of when they have displayed taha hinengaro. What goal were you committed to? How did you focus on the task? When we achieve, how do we feel? Are achievements always big things? What about when we fail? What does that do to our sense of well-being? Discuss what this tells us about goal setting. For example: Goals don t need to be big. We need to choose realistic goals. We won t always reach our goals. When this happens, we should look at what we did and see if we can change our approach to be more effective. Discussing a goal with a friend, parent, or teacher can help to ensure that we are on the right track. At this point, you could read the information on the card together. Ask the students to work in pairs to discuss the questions on the reverse of the card then have them share their ideas with the rest of the class. In their own time, students can use their Online Journals to complete Shining Through. REFLECTION ON LEARNING Remind the students that they started the module by agreeing on some learning intentions. These may have included being able to: list the four dimensions of hauora/well-being, explain how each dimension supports the others, and describe what factors affect their feelings of well-being; describe with confidence what hauora/well-being means in their own lives and how it is connected with their personal abilities, their family and friends, and the community they live in. Discuss how well they have met these intentions. Assessing how well students have progressed in their understanding of hauora may involve a combination of: monitoring their Online Journals; making notes on their interactions when working collaboratively with the Interactive Food Plate; taking note of their discussions during their work with Read and Respond Cards; following established assessment practices and expectations for reporting. BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 13

16 FOOD AND YOU KO KOE ME TO KAI We are often told we are what we eat this is a way of saying that how we feel and how healthy we are is a reflection of the food we eat. The aim of this module is to support students to develop healthy eating habits that contribute towards maintaining a healthy body weight. As part of this, students need to understand the concept of a balanced diet and healthy eating. They also need to understand the influences (from society, the media, their family/whānau, and their peers) on their eating habits and how they can set goals to work towards balanced eating and, therefore, optimise their performance in areas such as school work and sport. You will discuss these concepts as a part of Introducing the Module on page 15. In this, as in each of the four modules of Be Healthy, Be Active Kia Ora, Kia Korikori, the concept of hauora underpins the exploration and understanding of ideas. As you build your teaching plan from the suggested activities, think of how you can relate your teaching to the concept of hauora. Working towards a good level of fitness, eating healthily, and being part of a healthy community contribute to a person s feelings of hauora or well-being. VOCABULARY Encourage students to use the words below as they respond to the topic of healthy eating in the activities and in their Online Journals. balance, budgeting, enjoyment, exercise, fluids, food groups, fuel, meal, nutrients, portions, serve, snack, sociability, taste, variety ACHIEVEMENT OBJECTIVES Choose one or two of these suggested objectives, or select others listed for Health and Physical Education at these levels. LEVEL 3 (AO: 3A1) Personal Health and Physical Development: Personal growth and development Students will identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. LEVEL 4 (AO: 4D1) Healthy Communities and Environments: Societal attitudes and values Students will investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. (AO: 4D2) Healthy Communities and Environments: Community resources Students will investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the wellbeing of community members. SUGGESTED LEARNING INTENTIONS Students will be able to: define healthy eating and describe different food groups; explain the functions of nutrients in relation to a healthy body; identify the differences between snacks, meals, and treats; identify places in their community that provide healthy food; describe what influences their food preferences and choices; set realistic goals so they can work towards making healthier food choices. Discuss these learning intentions with your students and modify or supplement them as appropriate. Have the students set success criteria that will help them to decide whether they have met the learning intentions. For example: How will we know when we can define healthy eating and different food groups? How will we know that we can explain the functions of nutrients in relation to a healthy body? Display the agreed intentions on a chart so they can be referred to during the module and used in the Reflection on Learning session at the end. Use We will be able to: as a heading. 14 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

17 MODULE 2 BUILDING A TEACHING PLAN FOR FOOD AND YOU KO KOE ME TO KAI Based on the available time, choose a mix of activities from this module to complement the introductory session and Activity 1. INTRODUCING THE MODULE Time: 30 to 40 minutes Materials: Interactive Food Plate, paper for a wall chart, marker pens Begin by referring to the whare tapa whā (house of well-being) you made as part of Module 1: A Good Life! Hauora. If you didn t make the whare as part of the first module, now might be a good time to work on this activity. How does healthy eating contribute to hauora? (What we eat [and the quantity] can have a big effect on how we feel.) Which parts of the four hauora dimensions does healthy eating affect? As the students make connections, add words or statements about healthy eating to the appropriate walls of the model. Do we eat only when we are hungry? Why else might we eat? (social occasions, boredom, time factors, training needs, because breakfast is a good start to the day) Discuss the importance of food to all cultures and the significance it can have as part of social events. For example, in Samoan culture, food reinforces family and community bonds. On Sundays, a to ona i or family meal is always held after the church service. Emphasise that foods help them grow, and balance (choosing a variety of foods from each food group) is important in terms of what and how much they eat. There is a strong link between this balance and hauora. The foods we eat affect our lives. Look at the Interactive Food Plate with the students. Why do you think the parts of the food plate are different sizes? What does this tell you about the foods in that segment? What do you notice about the segment with treat foods (chips, cakes, and lollies) on it? What does this tell you? Ask for volunteers to touch or click the food group icons at the outside edge of each segment. As they do, each pop-up will give them general information about that food group. What do you notice about the number of serves? Work towards the idea that, for a balanced diet, people need to eat different amounts from each food group. You can explore food groups more deeply in other activities from this module. Go to Serve It Up! and choose What is a serve? Read the text with the students to clarify how much is in a serve for each food group. Finally, on a large piece of paper, write the heading Healthy Eating. Ask the students to suggest statements that describe healthy eating. Write these down and then display this chart so students can refer to it during the module. ACTIVITY 1: ARE YOU ON TARGET? AO: 3A1 Time: 15 minutes introduction, ongoing Materials: OLJ Are You on Target? Be Healthy, Be Active Useful Tips booklets. Revisit the learning from the Interactive Food Plate. Ask students to read out their statements from the wall chart. It s hard to keep track of what we eat, yet this is the basis of a balanced diet. Ask the students: Can you remember what you ate yesterday? How about the day before? Why might this knowledge be important? What might help us to eat a range of food from each food group every day? Be aware that this may be a sensitive issue. If families have a limited range of food at home, some students may find this topic challenging. Discuss the idea of keeping a food diary to see if we are on target with eating a balanced diet. Show them the diary in the Online Journal and discuss how to mark one serve of a food group. Tell the students that you are going to keep a diary, too. Stress that this diary doesn t have to be shared. Ask them to also record the activities they do each day and the time spent on each. BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 15

18 At the end of the week, we can look at our diaries and see what we ve done. We can find out the areas we are able to improve on. What activities have you done during the week? Check that the food you have been eating is a good match for the amount of activity. Think about the quantity of the food you eat. Do you eat the recommended portions? Discuss the importance of breakfast as a good start to the school day. Where access to the Online Journal is limited, students can use the tear-out diary (Check! Are you on target?) on the inside back cover of the Be Healthy, Be Active Useful Tips booklet. You could make copies of the page so the students can attempt a second week once they have analysed their efforts in Activity 3: Setting Goals. ACTIVITY 2: THE BEST START TO THE DAY AO: 3A1 Time: minutes Materials: Read and Respond Card Racing the Bell, OLJ The Best Start to the Day, Millennium Institute website, The Fuel Up Challenge game Read the story on the card together and discuss what Kate and Toi have each planned for the day. How would you describe Kate s day? What about Toi s? Have they prepared well for what they are going to do? How do they each start the day? What advice could you give to Kate? Ask the students to work in pairs to discuss the three questions on the reverse of the card, then have them share their ideas with the rest of the class. Then, in their own time, they can use their Online Journals to complete The Best Start to the Day. Tell the students that sometimes you need to eat a special breakfast, for example, when you are training for a specific sport. On the Millennium Institute website, you will find Nutrition Advice Sheets for a number of sports and eating advice for junior athletes. Look at the breakfasts that runner Nina Rillstone and swimmer Melissa Ingram might eat when they are training and compare it with what you have for breakfast. Explain that the Nutrition Advice Sheets are aimed at adults and not young people. Diets for young athletes would be different. Review the Junior Nutrition Advice Sheets. At any stage during the module, encourage students to play The Fuel Up Challenge to reinforce these ideas. Consider starting a Thinking Wall to encourage students to share their ideas. Post the question: What is your favourite healthy breakfast? ACTIVITY 3: SETTING GOALS AO: 3A1 Time: 30 minutes Materials: OLJ Setting Goals Print out your food diary to discuss with the class. Which food groups did I eat too much of? Which groups could I have eaten more of? Was I on target with my healthy eating? What could I be doing differently? What steps could I take to do that? Was there anything that contributed to my eating too much or not enough? (For some students, this might be an issue related to money or access to food. This could lead to a conversation about how to deal with such issues, for example, suitable substitutes. The focus should be about making the student responsible for their learning and actions.) Tell the students that setting and sticking to goals can be a great help in changing eating habits. The diary will help them focus their goal setting and show areas that need work. Ask the students to work in pairs and discuss their diaries. Stress that the aim is to offer each other insight and helpful suggestions, not to criticise. Count up the serves for each day. Do you see anything interesting? (For example, weekend eating may be very different from school days.) Help each other write two goals to get back on target. Have the students write their goals in their Online Journals. They can then complete a second week in their diary to see if they achieve those goals, for example, eating a broader range of foods or more vegetables. Consider starting a Thinking Wall to encourage students to share their ideas. Post the questions: What things make it difficult to keep to our healthy eating goals. What things can help us to keep to our eating goals? 16 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI

19 MODULE 2 ACTIVITY 4: A SNACK OR A MEAL? AO: 3A1 Time: minutes Materials: Interactive Food Plate, OLJ A Snack or a Meal? Use Snack Time from the Interactive Food Plate to look at the definition of a snack. Ensure students understand that eating regularly is important but snacks shouldn t take the place of regular meals. Snacks are there when you need a burst of energy, such as when playing sport, or something to keep you going between meals without ruining your appetite. Morning tea and afternoon tea should be a healthy snack. Students may raise the issue of energy drinks. It is important that they understand that energy drinks (such as those with caffeine, guarana, and taurine) are not healthy choices, and are not a good way to get a burst of energy. Discuss what is a recommended portion for meals and snacks. help students work towards eating a balance of foods. Students need to be aware that, although reduced-fat options in certain foods are a good choice, we need a certain amount of fat in our diet. Also discuss how the way that food is prepared affects the nutritional value of the food. For example, if a potato is boiled or dry baked there will be a lot less fat than if it is roasted or fried. Ask students to take turns choosing items from different food groups on the plate and to look at the Daily Serves bar graph as the item changes. What do you notice? How might this information help you in your food choices? Encourage them to use the Interactive Food Plate in pairs or small groups to explore the items and build their knowledge of the foods in each group. In their own time, students can use their Online Journals to complete What s in It? Talk about treats. What is a treat and how often should you eat treats? (It s OK to eat treats, but we should only have them occasionally and as part of a well-balanced diet.) Ask the students to take turns choosing snacks from the list. Which snacks would you like to try? Why isn t this snack a meal? What favourite snack isn t on the list? Note: There is also a useful list of great snacks in the Be Healthy, Be Active Useful Tips booklet: Snacks keep you going between meals. In their own time, they can use their Online Journals to complete the activities in A Snack or a Meal? ACTIVITY 5: WHAT S IN IT? AO: 3A1 Time: minutes Materials: Interactive Food Plate, OLJ What s in It? Use the Interactive Food Plate to help students understand that food, even within one group, can be made up of different nutrients. All foods contain different levels of carbohydrates, proteins, fats, fibre, vitamins, minerals, and so on. Understanding, for example, that reduced-fat yoghurt is a better option than full-fat can ACTIVITY 6: FUEL UP! AO: 3A1 Time: minutes Materials: model car, OLJ Fuel Up!, Read and Respond Card Building a Healthy Body, The Fuel Up Challenge game Show the students the model car. What do you need to do to keep a car working well? (use good fuel, get it serviced regularly, drive carefully) What would happen if you put diesel into a petrol car? If you forgot to change the oil, what might happen? What do you do if you get a dent in the car? Explain to the students that our body is a bit like a vehicle we need to take care of it to keep it working well. What we eat and drink is like the fuel. When we are sick or injured, we go to the doctor, just like we d take the car to a mechanic. Read aloud the Read and Respond Card (or have the students read it with you). Why is it important to eat the right amount of protein? Which nutrient might be important if you were entering a very long running race? Ask the students to work in pairs to discuss the questions on the reverse of the card, then have them share their ideas with the class. In their own time, they can use their Online Journals to complete Fuel Up! BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI 17

20 At any stage during the module, encourage students to play The Fuel Up Challenge to reinforce these ideas. ACTIVITY 7: DRINK UP! AO: 3A1 Time: minutes Materials: Interactive Food Plate, chart paper, OLJ Drink Up! Ask the students what kinds of things they enjoy drinking. What happens if you forget to drink enough water and other fluids? What happens if you drink too much? (feel uncomfortable, need to go to the toilet often) Now look at Drink Up! on the Interactive Food Plate. Ask each student to choose one interesting fact from the list, discuss it with a partner, and then report back to the class. Why did you choose that fact? Why is it interesting? On the chart, draw up two columns headed Good Choices and Good Ideas to Make It Happen. Ask the students to write their suggestions for good choices on sticky notes and place them on the chart (water, milk, unsweetened juice, soup, fruit smoothies, yoghurt drinks). They can do the same with good ideas that will help them remember to drink often so that they keep their fluid level up. (Start each break with a drink of water from the fountain. Always have a water bottle near you.) In their own time, students can use their Online Journals to complete Drink Up! ACTIVITY 8: IT S YOUR CHOICE AO: 3A1, 4D1 Time: 20 minutes and independent work Materials: Read and Respond Card Cooking up a Plan Discuss food advertisements. What do you notice about adverts for food? How do the adverts make you feel? How are the food items presented? Discuss the way TV and movie advertisements often make the items look very tasty and desirable by using bright colours and close-ups of people eating with smiling faces. Talk about where we can find information about food. Where can we find out the cost of food? Where can we find ideas about how to prepare food? Where do we find information about what is in food? Read aloud the Read and Respond Card (or have the students read it with you) and then allow them to share the cards in pairs. Now ask the students to work in pairs to discuss the first three questions on the reverse of the card then have them share their ideas with the class. They can carry out the final task independently. ACTIVITY 9: LET S GO SHOPPING AO: 4D2 Time: 20 minutes and independent time Materials: map of your town/city area/ country area, chart paper, marker pens, sticky notes, OLJ Let s Go Shopping Discuss where people do their grocery shopping. Where else might people buy food? Ask the students to help you make a list of these places. They could include supermarkets, dairies, community markets, takeaway shops, roadside stalls, restaurants, and food courts. Ask the students to write next to each place the kinds of foods their family might buy there. Where are these places in our community? Write names of some of the places on sticky notes and put them on the map. Help the students to orient themselves to the map. What places can you buy healthy foods such as fruit and vegetables? Are they spread throughout the area? Why is it important to have a balance of fresh food and fast food? What is the advantage of making a shopping list? (you can plan your food for the week, you don t forget things, you re less likely to buy things on impulse that you don t need) In their own time, students can use their Online Journals to complete Let s Go Shopping. Consider starting a Thinking Wall to encourage students to share their ideas. Post the question: What food shops do you think we need that are currently missing from our community, and why do we need them? 18 BE HEALTHY, BE ACTIVE KIA ORA, KIA KORIKORI