Food Choices Insight

Learning Intentions

Understand the concept of food literacy and its importance in daily life.
Know how food literacy influences personal food choices and preparation skills.
Be able to apply food literacy skills to plan, select, prepare, and assess food choices in a healthful and sustainable way.

Success Criteria

Explain what food literacy means and identify its components.
Analyse factors that influence food choices and demonstrate basic food preparation skills.
Create a simple, nutritious meal plan reflecting good food literacy principles.

Curriculum Alignment

Health and Physical Education learning area:

Level: Year 11 (Level 6 of the New Zealand Curriculum)
Achievement Objectives:
Understanding Healthy Communities and Food Choices:
Understand the factors that influence food choices and preparation including cultural, social, and economic factors.
Develop and apply practical food preparation skills.
Demonstrate knowledge of nutrition to support personal and community well-being.
Key Competencies:
Managing self — Plan and prepare nutritious meals independently.
Relating to others — Work cooperatively in group activities.
Participating and contributing — Actively engage in decision-making around food selection.
Thinking — Critically evaluate the impact of food choices on health and wellbeing.
Using language, symbols, and texts — Interpret food labels and nutritional information.
NZC Pedagogical Model: Focus on Understand, Know, and Do framework:
Understand food literacy concepts and their role in wellbeing.
Know factors influencing food choices and the basics of food preparation.
Do practical activities to prepare food, plan meals, and reflect on choices.

Lesson Overview (120 minutes)

Time	Activity	Description	Resources & Strategies	Differentiation	Extension
0-15 min	Introduction & Engagement	- Activate prior knowledge by discussing "What is food literacy?" - Show contrasting images/scenarios illustrating good and poor food literacy. - Use think-pair-share to reflect on students' food choices.	Images from "Food Literacy versus Food Skills" presentation. Teacher-led discussion with open questions. Whiteboard/Smartboard.	Support by providing sentence starters for discussion. Visual aids to support understanding.	Ask advanced learners to research and share a definition of food literacy from different sources.
15-35 min	Understanding Food Literacy	- Present the definition and components of food literacy: planning, selection, preparation, and eating. - Discuss the health, social, cultural, and sustainability dimensions. - Link to Hauora model: physical, mental & emotional, social, and spiritual wellbeing.	Slide presentation summarizing key points (adapted from the uploaded resources). Handout outlining food literacy domains. Group brainstorm.	Use graphic organizers to map food literacy domains. Explain Hauora concepts clearly for diverse learners.	In small groups, invite learners to create posters linking food literacy and Hauora dimensions.
35-60 min	Investigating Food Choices	- Explore factors influencing food choices: cost, culture, availability, marketing, skills. - Analyze food labels and nutritional information. - Activity: Students work in pairs to compare two food products on labels and discuss which is healthier and why.	Samples of food packaging or printed labels. Worksheet for guided analysis. Teacher models label reading.	Provide labelled diagrams explaining nutritional terms. Allow verbal or visual responses for analysis.	Challenge advanced learners to identify misleading marketing tactics on labels.
60-70 min	Break / Teachable Moment	Encourage informal discussion, relate food literacy to students' personal experiences.	Reflection prompts on board. Encourage sharing stories and questions.	Ensure a calm environment for reflection and informal learning.	N/A
70-110 min	Practical Preparation Activity	- Demonstrate basic food preparation skills that support food literacy: measuring, chopping, cooking simple dishes. - Students prepare a simple, healthy recipe in small groups (e.g., vegetable stir-fry or wrap). - Emphasize safe food handling, hygiene, and adaptation skills.	Ingredients, kitchen equipment. Recipe cards with step-by-step instructions. Safety guidelines and posters.	Provide step-by-step visual instructions for students needing extra support. Assist students with physical or learning needs via paired teamwork.	Allow advanced learners to creatively modify the recipe to improve nutrition or sustainability.
110-120 min	Reflection and Assessment	- Group discussion reflecting on food literacy learnt and its impact on choices. - Each student writes a short personal goal related to improving their food literacy. - Quick quiz/game to recap key learning points.	Reflection sheets. Quiz with multiple choice and open questions. Peer feedback opportunity.	Offer alternative formats for reflection (oral, visual). Provide positive reinforcement and specific feedback.	Encourage learners to set challenging goals such as trying new food preparation techniques at home.

Assessment

Informal assessment through observation during practical activities and discussions.
Worksheet completion and food label analysis.
Written reflection and personal food literacy goal.
Participation in group activities and quality of contributions.
Optionally, the practical task can contribute towards Hospitality unit standards as part of the assessment portfolio.

Differentiation Strategies

Use varied media (visual, verbal, tactile) to explain concepts.
Scaffold label reading with guided questions and vocabulary support.
Pair students strategically for peer support.
Simplify or extend recipe complexity based on student skill levels.
Provide alternative ways to express reflections (e.g., drawing, oral presentation).

Extension Activities for Advanced Learners

Research and present how food literacy impacts different cultural groups in New Zealand.
Investigate the environmental impact of local food versus imported food.
Design a meal plan for a specific dietary requirement, considering nutrition and budget.
Explore digital tools or apps that support food literacy and meal preparation.

Teaching Style and Teachable Moments

The lesson explicitly teaches core concepts and skills but encourages flexibility to take opportunities as students share experiences or ask questions relating to food in their own lives. Scenario discussions, e.g., "What would you do if...?" relate directly to real-life contexts increasing relevance and engagement. This also aligns with the teacher’s preference for explicit teaching combined with adaptability.

References to Uploaded Material

Food literacy definitions and frameworks from "food-literacy-versus-food-skills (1).pptx" and "4. 1.1 Workbook.pdf" provide foundational knowledge for lesson content.
The connection between food literacy and Hauora wellbeing is drawn from the workbook material.
Practical examples and emphasis on food preparation skills are supported by the guidance in the Food Literacy presentation and workbook.
Awareness of socio-cultural influences on food choices is guided by concepts in "What is Food Literacy_.pdf".
The lesson incorporates the "Understand, Know, and Do" model from the New Zealand Curriculum update and Te Mātaiaho guidance.

This detailed plan offers a balanced and curriculum-aligned experience focused on food literacy, promoting health and wellbeing and practical skills necessary for students’ lifelong food choices.

Teaching Instructions