Waiora kai pai

Overview

In this lesson (4 of 10), students explore different fruits and vegetables and connect healthy food choices to Waiora (wellbeing) across tinana (body), hinengaro (mind), and whānau (belonging/support). Students practise making a simple “healthy meal” together and reflect on how food helps them feel energised and safe for learning.

Learning intentions

• WALT identify common fruits and vegetables and name them in English and Te Reo Māori.
• WALT explain how healthy food helps our tinana (body) and hinengaro (mind).
• WALT contribute ideas for a healthy meal using a simple set of choices.
• WALT show manaakitanga by encouraging others and sharing responsibilities during group activities.

Success criteria

• I can name at least 3 fruits or vegetables (with help) and match them to pictures/real items.
• I can say one reason healthy food helps me (e.g., “gives me energy” or “helps me feel good”).
• I can choose foods for a simple healthy meal and explain my choice in a short sentence.
• I can work respectfully with my group and share ideas and materials.

Curriculum links

• Waiora — wellbeing is holistic, including tinana (physical/body) and hinengaro (mental); learners connect everyday choices to wellbeing.
• Waiora progression — learners begin to understand how daily practices (like food choices) support wellbeing and growth.
• Health and wellbeing focus — students develop understanding of caring for self and others through everyday actions.
• Values alignment — Kotahitanga (shared participation), Manaakitanga (care for others), and Whakamana (affirming learners’ contributions).

Lesson structure (30 minutes)

1. 0–5 min · Whai wāhi (welcome + hook). Teacher shows a tray of mixed fruit/vegetables and asks: “Which one is your favourite today? Why?” Students respond with a thumb signal and/or one-word answer; teacher captures ideas on a simple class chart.

2. 5–12 min · Explore and name (fruit/veg carousel). Teacher holds up each item, says the English name and Te Reo Māori name, and briefly asks what it feels/smells like. Students move in pairs to stations, point to the picture cards, and repeat names (with sentence starters: “This is a ___ / He ___.”).

3. 12–20 min · Connect to Waiora (tinana + hinengaro). Teacher displays two drawings: a “body” and a “mind/brain” with speech bubbles. Students sort food pictures under “helps my body” and “helps my mind,” then share one idea: “Healthy food helps me because…” Teacher guides toward energy, growth, concentration, and feeling good.

4. 20–28 min · Create a healthy meal (group task). Teacher gives each group a “plate template” and a set of food pictures. Groups build a simple meal using at least:

• 1 fruit or vegetable
• 1 other food choice from the class set (e.g., bread/grains or protein card if available) Students present: one student says what’s on their plate and one reason it supports Waiora.

5. 28–30 min · Exit reflection (quick check). Students complete a one-sentence oral or written prompt: “A healthy meal helps my ___ because ___.” Teacher listens and notes who needs more support with naming and reasons.

Resources

• Real fruit and vegetables (e.g., banana, apple, cucumber, carrot) plus safe tasting if school policy allows
• Food picture cards and a matching set for English and Te Reo Māori (with clear images)
• Tray/table stations for carousel activity
• Large “Waiora sorting” posters: tinana (body) and hinengaro (mind)
• Group plate templates and glue sticks (or magnetic/Velcro food cut-outs)
• Sentence starters: “This is a ___ / He ___.” “Healthy food helps me because…”
• Teacher chart for favourite foods and reasons

Assessment

• Teacher observation during carousel: Can students name and match foods?
• Sorting activity check: Are students placing foods under tinana/hinengaro with a reason?
• Exit reflection: A quick sentence showing understanding of how healthy food choices support Waiora.

Differentiation

• Support:
• Provide visual prompts and sentence starters for both English and Te Reo Māori.
• Pair students strategically (one confident speaker with one developing speaker).
• Use fewer food choices for students who need them; gradually add more options.
• Extension:
• Challenge students to add a second fruit or vegetable and explain how two foods support wellbeing in different ways.
• Ask: “What could we change in our meal to make it healthier?”
• EAL/SEN:
• Allow pointing, repeating, and single-word responses first; build to full sentences.
• Keep routines consistent: same group roles each lesson (e.g., collector, sorter, presenter).
• Use tactile time (touch/smell) to support understanding of unfamiliar items.
• Values integration:
• Teach “manaakitanga language” for group work: “Your idea is helpful.” “Let’s try together.”