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Food and Nutrition: I know what I like/Challenging attitudes and values

Students require opportunities to develop their understanding of how nutrition and well-being are related.

Suggested learning outcomes

Students will:

  • investigate ways in which advertising can influence their health-related choices (5D1);
  • identify the ways in which their choices about what to drink can be influenced by their peers and use this information to make better-informed choices (5C1);
  • investigate and explain why people choose to consume foods and drinks that may have negative effects on their physical well-being (6A1);
  • distinguish between the real and perceived risks associated with the consumption of certain drinks and plan ways to manage these risks (6A3);
  • compare and contrast the various ways in which people's personal values affect the decisions they make about food and nutrition (6D3);
  • demonstrate a range of interpersonal skills that help them to make decisions that keep people safe and promote their well-being (5C3).

Hauora: Considering how decisions about nutrition affect all dimensions of hauora.

Attitudes and values: Reflecting on how their beliefs influence their choices, which in turn affect their well-being.

Possible learning activities

I know what I like

The students draw a star diagram with the name of a non-alcoholic drink that they like in the middle. Around this name, they add words that they associate with that drink radiating out from the centre. The whole class could brainstorm a list of possible words and discuss the meanings if necessary.

Postbox activity

The students write their personal answer to each of the following questions on a separate piece of paper and place these in the appropriate one of ten numbered containers. They then form ten groups. Each group reads and analyses the information from one container and then shares their analysis with the class. This information can be recorded on the board.

Ten questions

  • If you could have a drink now, what would you have?
  • What do you drink for breakfast?
  • What would you choose to drink when walking home from school with friends?
  • What do you drink with your evening meal?
  • What would you drink before playing a game of sport?
  • What would you drink if you woke up at night thirsty?
  • What do you drink during extreme physical activity?
  • What do you buy from the school canteen to drink?
  • When you visit your whānau or family, what do they give you to drink?
  • When you are not feeling well, what do you like to drink?

In the same groups, the students consider the analyses that have been shared, reflect on how each aspect of hauora is influenced by these kinds of choices, and identify ways of supporting decisions about what to drink that will promote people's well-being.
The package or the taste?

Ask the students whether they believe that they are more influenced by the packaging of the drinks they buy or by the taste of the drink. The students test themselves, to see how far taste actually influences their choice of drink by going through at least one of the following three processes.

  • They design a taste test to prove or disprove the hypothesis that "Students are influenced more by the packaging of soft drinks than by their taste". The students running the test choose the drinks for testing (without letting the other students see which they select), carry out the investigation, analyse the results, and report their findings to the class.
  • They carry out a formal "triangle test" using three coded samples of drinks, two from one can of drink and one from another. The students attempt to name the drink in each sample and record and analyse their results. They go on to discuss the accuracy of their identifications and consider to what degree it is their sense of taste that influences their choice and how much their choice is affected by the packaging.
  • Some of the students undergo a "preference test". Two or more coded samples are presented, and each tested student is asked to state which of the samples they prefer and to attempt to name each sample. The students who are running the test record and analyse their findings. They note whether the tested students can identify the drinks by name correctly and whether the students preferred the products that they expected to. In groups, the students discuss whether the results of the test give any insights into how young people choose drinks. They go on to draw conclusions and report their conclusions to the class.

Challenging attitudes and values

  • Discuss, as a class, the role that people's attitudes and values play in their decision making. For example, a person may decide that they will not buy foods high in saturated fat or foods that have been genetically modified, or they may decide to buy only drinks that are made in New Zealand.
  • Each student writes about a time when they have made a decision about food or drink that was based on their personal, chosen values or about a time when they have been influenced to make a decision that goes against some of their own values. For example, a teenager may have chosen to buy hot chips when their friends did even if they had made a personal commitment to reduce the fat in their diet.
  • Each student shares their story with a partner and discusses how they came to their decision and what influenced them. Each pair joins with another pair to make groups of four. In their groups, the students draw up a set of guidelines for making personal decisions about food and drink that enhance well-being and develop an interactive presentation to pass these guidelines on to other young people.
  • The presentations include comparisons and contrasts between different ways of making food-related decisions and the differing values on which such choices may be based (6D3).

Assessment opportunity

The students' interactive presentations include comparisons and contrasts between different ways of making food-related decisions and the differing values on which such choices may be based (6D3).