Health and Physical Education

Title: Whats in Your Lunchbox?

NZC level: 1
Created by: Klaire Ross

Student Needs:
The students have had very little teaching of food & nutrion.
Some may have covered healthy foods with Harold from the Life
Education Trust however most student still need to learn the
basics of food and nutrition. They have not yet learnt about the
food groups, the purpose of eating nor what food provides for us.

Unit Aim:
We want them to understand what is healthy for
their body and why e.g. how it contributes to their
physical growth and impacts on their ability to
perform e.g. concentrate
Key Competencies:
Thinking:
Making sense of nutrition information and
how it effects our health & how it may effect
our future decision making on what we
eat/put in our lunchbox
Partiipating & Contributing
Being actively inolved in class activities
Volunteering opinions and contributing
ideas
Sharing their knowledge with whanau

HPE Achievement Objectives:
Personal Growth and Development
Describe feelings and ask questions about their
health, growth, development, and personal needs
and wants.
Relationships with Other People
Interpersonal Skills express their own ideas,
needs, wants and feelings, clearly and listen to
those of other people.


New Zealand Curriculum Values:
Integrity
Being responsible and accountable for our
health including what we eat and what
others eat

Innovation/inquiry and Curiosity
Thinking critically, creatively and reflectively
about food substitutes, classifying what we
should be eating a lot of and a little of.
Creating their own balanced lunchbox.

HPE Underlying Concepts:
Attitudes and Values have a positive
attitude, be respectful and show concern for
our own and others health
Health Promotion understand that what
we eat influences the health of individuals,
groups and societies.

HPE Key Area(s) of Learning:
Food & Nutrition

Considerations for this group/class:
Cultural e.g. Muslims eat Halal meat
Vegetarians/Vegans
Special Dietery Requirements e.g.
lactose intolerance
Ethical/Sustainability
Body Image
Not playing with food
Economic
Economic
Preparation for this Unit:
Ensure there is adequate mat space in the
classroom
Supermarket Catalogues
A range of images and tangible foods
Ineractive Whiteboard
Unit Learning Intentions
We are learning to
Success Criteria
We will know we have learnt this when we
can
Teaching Learning Activities
In order to be able to achieve criteria students will:

Make informed decisions about the
foods we eat that will effect our
health, growth and development




Classify food items according to how often we
should eat them















Create a healthy balanced lunchbox















Share their prior knowledge and experiences of what
healthy foods and meals are

Food Pyramid As a class, classify foods into the six
food groups (sugars/fats/oils, vegetables, fruits, meats
& beans, dairy, breads/cereals/grains)

MyPlate As a class illustrate the proportions of each
food group that should be present in healthy meals + in
pairs, create their own dinner plate

Learn to classify foods by playing the Add it On game
using their MyPlates teacher calls out foods from 3 of
the food groups, students have to identify a food from
the missing food group


Analyze and discuss examples of healthy and
unhealthy lunchboxes in order to understand what
consititues a balanced lunch

Using powerpoint, identify unhealthy foods and try to
find a healthy substitue e.g. switch coke for water or
milk

Set their own guidelines for what their lunchbox should
contain, based on what they have learnt about food
proportions and how often they should eat foods

Create their own healthy balanced lunchbox using
pictures from supermarket catalogues and drawings


Explain in simple terms why we need to eat
foods from different food groups, in different
amounts



Healthy Meals Song by Helen Banoff to the tune of
twinkle twinkle little star

Go Foods (Grains & Sugar) Carbohydrates & Sugar

Analyze how different types of go foods provide
different types of energy for working and playing
e.g. whole grains provide sustained energy
whereas sugars provide energy for a short
period

Create a collage of go foods and energetic
activities to help students form the connection
between the two e.g. bread and a person
running, skipping

Look at how much sugar is in the drinks and
cereals they eat and how it can negatively affect
their health + come up with solutions and
alternatives

Glow Foods(Fruit &Veges) Nutrients & Vitamins

Create a class collage of Glow foods and
different shades of glowing hair and skinexplain
why fruits and vegetables are important for good
eyesight, glowing skin, and shiny hair

The Fruit & Vege Rainbow Challenge
encourage students to eat a variety of fruits and
vegeatables by asking them to collect the
stickers from fruit and vegetables and stick them
to the corresponding colour chart.




Allow students to explore the different fruits and
vegetables available by reading Eating the
Alphabet: Fruit & Vegetables from A-Z by Lois
Ehlert and conducting a Fruit & Vegetable
Scavenger Hunt

Grow Foods (Milk & Meat) Proteins and Dairy

Create a class collage about Grow foods and
pictures of growing things e.g. muscles, trees,
bones draw examples and explain why meat
and dairy are important for strong bones
repairing tissue and helping us to grow


Express our ideas, about food &
nutrition, and to listen and respond to
those of other people

State and justify our ideas and views about
food using I and because statements e.g. I
think because


Take turns at expressing our ideas and
opinions e.g. letting others have a say

Listen and respond positively to other peoples
views e.g. by agreeing with their opinion or
respectfully challenging their views







The Food Pyramid, MyPlate, Add it On game and
analyzing lunchbox activites all offer students the
opportunity to express their ideas and justify their
classifications and food choices.

The students are from a wide variety of cultural
backgrounds and have varying dietary requirements, all
of the activities will stimulate conversations about their
ideas and views of food. When ideas are expressed
students will learn to listen to others views and respond
positively e.g. vegetarians will be given the opportunity
to explain why they dont eat meat in a safe
environment, after listening other students will have the
chance to respond