Whakapakari tinana

Overview

In this lesson (7 of 10) students create a simple healthy snack and talk about how nutritious choices support wellbeing. We connect “food and care” to Waiora (wellbeing) by looking at tinana (body) and whānau (support at home and school).

Learning intentions

• WALT make a simple healthy snack with guidance and safe food habits.
• WALT identify at least two nutritious choices and explain why they help our wellbeing.
• WALT use respectful whānau-based routines while working together.
• WALT name parts of Waiora we notice when we eat well (tinana, whānau, wairua/mental wellbeing in simple terms).

Success criteria

• I can wash my hands and use tools safely while making my snack.
• I can choose and add at least two healthy ingredients.
• I can say one reason my snack helps my body feel good.
• I can work kindly with my group (wait my turn, share, tidy up).

Curriculum links

• Waiora: recognises wellbeing as holistic—supporting tinana and whānau through healthy routines.
• Health and wellbeing focus: wellbeing behaviours that keep people safe and healthy in daily life.
• Social participation: working together respectfully and safely in class routines.
• Learning through everyday contexts: talk, act, and reflect on choices that support wellbeing.

Lesson structure (30 minutes)

1. 0–5 min · Karakia and hook. Teacher leads a short karakia and shows 3 picture cards: fruit/vegetable, water, sometimes/less often snack (e.g., lollies/chips). Students do a quick “show with your fingers” vote: “Which one helps our bodies feel good?” Teacher records responses on a simple chart.
2. 5–10 min · Mini-teach: Waiora and snack basics. Teacher explains in child-friendly language: “When we choose nutritious kai, we care for tinana and whānau (because we can share and help each other).” Students repeat: “My snack helps my tinana.” Teacher teaches 2–3 safety routines (handwashing, using utensils safely, keeping food at table).
3. 10–20 min · Make the snack (hands-on). Teacher models the steps first: wash hands, assemble ingredients, mix/assemble neatly, and tidy. Students work in pairs or small groups to create one simple snack such as:

• yoghurt + fruit + a crunchy topping (e.g., toasted oats) OR
• wrap/pita with spreads and chopped veg OR
• fruit salad cups (fruit + optional yoghurt). Teacher circulates, prompts safe handling, and supports language for cooperation (e.g., “Tēnā koe—your turn,” “Ka awhina au”).

4. 20–25 min · Share and talk (pair discussion). Students taste or smell (according to school practice/allergies) and complete a “One kind thing about my snack” sentence frame:

• “I chose ___ because it helps my ___.” Teacher prompts Waiora connections: “How might this make your body feel?” and “How did your group support you?”

5. 25–29 min · Quick check: sorting choices. Teacher displays two bowls (Healthy choices / Sometimes choices). Students take turns placing ingredient cards into the correct bowl and explain using one sentence: “I can explain why…”. Teacher affirms respectful language.
6. 29–30 min · Tidy and exit. Students help wipe benches and throw rubbish in the bin. Teacher collects a quick exit: each student shows either a “thumbs up” for safe habits and says one key word (tinana, whānau, healthy).

Resources

• Picture cards: fruit/vegetable, water, healthy snacks, sometimes snacks
• Simple ingredient cards for sorting (including any allergen warnings)
• Snack kit per group: e.g., yoghurt, fruit, oats/granola, spoons, cups/plates
• Handwashing access and paper towels
• Washable mats/serviettes, bins, wipes
• Student sentence starters on cards
• Te Reo Māori support cards (e.g., “tukua ki taku hoa / my turn”, “ka awhina”, “whakapaipai”)
• Allergy and dietary plan documentation (teacher-held)

Assessment

• Teacher observation during snack prep: handwashing, safe tool use, cooperative behaviours.
• Student responses: ability to name at least two nutritious ingredients and give a simple reason linked to tinana.
• Exit check: thumbs up for safety and one Waiora word (tinana/whānau).

Differentiation

• Support: provide pre-cut ingredients where possible; use visual step-by-step cards; offer sentence starters and word banks (English/Te Reo Māori).
• Support for learners needing extra processing time: assign simple roles (wash fruit, place cups, sort cards) before moving to mixing.
• Extension: ask “Which ingredient helps your tinana most and why?” or “How could we make it even healthier?” for students ready to explain further.
• EAL/SEN: model language repeatedly, pair visual cues with key phrases, and allow pointing/choosing if full sentence is hard.
• Values connection: explicitly teach Manaakitanga behaviours (sharing, kind talk, helping someone who drops a utensil) during group work.

Optional bilingual moments (woven through)

• “Kia horoi ō ringaringa” (wash your hands)
• “Ka awhina au” (I will help)
• “He kai ora mō te tinana” (healthy food for the body)
• “Manaakitanga in our group” (kindness in our group)