Lesson 2: Building a Foundation

Curriculum Alignment

Curriculum Area: Health and Physical Education
Achievement Objective: Understand hauora through the lens of physical health, and how individual lifestyle choices impact overall well-being.
Level: Curriculum Level 4 (Year 9)

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Lesson Overview

In this lesson, Year 9 students will explore the physical dimension of hauora as part of the Te Whare Tapa Whā model, which highlights Hauora as a holistic Māori concept of well-being (spiritual, mental/emotional, social, and physical). This lesson focuses on nutrition, exercise, and lifestyle choices to help students develop actionable strategies for promoting their physical health. A practical, hands-on session will ensure students apply their learning to their personal lives by creating a fitness plan.

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Learning Intentions

Students will:

• Understand the physical dimension of hauora and how it contributes to holistic health.
• Identify specific lifestyle behaviours (e.g., balanced nutrition, regular exercise) that support physical well-being.
• Develop a personal fitness plan that reflects their own goals and needs.

Success Criteria

By the end of the lesson, students will be able to:

• Explain in their own words the importance of the physical dimension of hauora and its interconnectedness with other dimensions.
• Evaluate their current lifestyle choices with reference to physical health.
• Construct a simple fitness plan tailored to their own abilities and goals.

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Materials Needed

• A large poster of the Te Whare Tapa Whā model for discussion.
• Printed "Personal Fitness Plan" worksheets (one per student).
• Markers and whiteboards for brainstorming.
• PE mats for warm-up activity (or designated space for physical movement).
• Example food pyramid and weekly exercise schedule (on paper or as visual aids).

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Lesson Plan

1. Introduction (10 Minutes)

Objective: Create curiosity and connect prior knowledge.

1. Begin by greeting students and asking a quick reflective question:

   • “Who can name one thing they did this week to help their physical health?” (e.g., exercising, eating fruit, drinking water).
   • Use their responses to highlight how small lifestyle choices across the day contribute to physical health.

2. Introduce the focus of today's lesson:

   • Explain that Te Whare Tapa Whā has four walls, and today’s focus is Taha Tinana (physical health). Briefly discuss how Taha Tinana influences other dimensions (e.g., mental well-being is tied to how well our bodies function).

3. Visual Recap: Use a large poster of Te Whare Tapa Whā to visually reinforce the idea that health involves interconnected aspects. Position the physical health dimension within the broader context of hauora.

Key Prompt: How does having a strong physical foundation support our ability to partake fully in life?

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2. Warm-Up Activity: Physical Movement Challenge (10 Minutes)

Objective: Engage students in physical activity to model the importance of movement.

1. Clear a small area of the classroom or move outside (if possible).
2. Lead the group in a quick 5-minute physical warm-up:
   • Students perform simple actions such as star jumps, on-the-spot jogging, or lunges.
3. Transition to a classroom brainstorm:
   • Reflect on how they felt during the activity (e.g., energised, connected, tired) and link this to the benefits of physical activity on Taha Tinana.

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3. Active Learning: Nutrition and Physical Health (15 Minutes)

Objective: Equip students with foundational knowledge on physical health.

1. Group Brainstorm: Split the class into small groups of 4-5 students. Give each group a topic to brainstorm using whiteboards or posters:

   • Group 1: “What are some examples of healthy food options?”
   • Group 2: “How does exercise support physical health?”
   • Group 3: “What are unhealthy habits that affect physical well-being (e.g., lack of sleep, too much sugar)?”
   • Group 4: “Why do people struggle to prioritise their physical health in modern society?”

2. Have groups share their findings with the class. Use their responses as an opportunity to reinforce the importance of balance—highlighting nutrition and exercise as both accessible and essential habits.

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4. Main Task: Personal Fitness Plan (20 Minutes)

Objective: Help students apply their learning through personal goal setting.

1. Distribute the "Personal Fitness Plan" worksheets. The worksheet includes:

   • A section for identifying one strength and one area of improvement (e.g., "I walk a lot, but I don’t stretch enough").
   • Space to set 2-3 short-term physical health goals (e.g., "Drink two extra glasses of water daily" or "Do 20 minutes of exercise three times a week").
   • A weekly schedule to plan actionable steps for meeting these goals.

2. Review the instructions as a class. Emphasise achievable and personalised goals.

3. Circulate the classroom to provide guidance and encouragement as students complete their plans.

4. Extension Activity (Optional): High achievers can sketch how their health goals may positively impact other dimensions of Te Whare Tapa Whā (e.g., improved fitness enhances confidence and social activities).

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5. Reflection and Closing (5 Minutes)

Objective: Reinforce key learning and foster accountability.

1. Facilitate a quick reflection where students answer:

   • “What is one thing you’ll commit to trying this week to strengthen your physical health?”

2. Acknowledge their efforts and connect back to the bigger unit:

   • “Next lesson, we’ll look at Taha Wairua (spiritual health) and how it supports the amazing work we’re doing with our physical well-being.”

3. Collect the fitness plans for review, ensuring to return them in the next class with brief feedback notes.

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Assessment

• Formative: Observe group brainstorm responses and identify areas for further clarification.
• Summative: Evaluate "Personal Fitness Plans" for realistic, actionable goals and understanding of physical well-being.

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Teacher Notes

• Focus on inclusivity: Some students may feel self-conscious about their physical abilities or eating habits. Approach sensitive topics (such as nutrition and exercise) with care and promote a strengths-based approach (highlighting what students already do well).
• Ensure the cultural dimension of hauora is included by inviting references from students’ cultural contexts wherever possible. Bring in examples like traditional Māori or Pacific kai and exercise practices if relevant.

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Follow-Up for Lesson 3

In the next lesson, students will explore spiritual health (Taha Wairua) and how it aligns with their sense of identity and inner balance. Activities will build upon the physical goals set in this session, tying into the holistic framework of hauora.