Unit+Overview

//For a full comprehensive list of the Listening, Reading and Viewing Achievement Objectives click here.// //For a full and comprehensive list of the Speaking, Writing and Presenting Achievement Objectives click here.// ||< Students will: __Level 3:__ Statistical Investigation** Conduct investigations using the statistical enquiry cycle: __**Level 2:**__ Statistical Literacy Compare statements with the features of simple data displays from statisical investigations or probability activites undertaken by others ||< Students will: || **__Personal Health & Physical Develeopment__****__Level 2:__****__Personal Growth & Development__** * Describe their stages of growth and their development needs and demonstrate increasing responsibility for self-care. __**Rights, Responsibilities and Laws / People and Environment**__ __**Societal Attitudes and Values**__ __**Societal Attitudes and Values**__ __**People and Environment**__ use charts and graphs to make decisions about healthy guidelines for nutrition and growth. * critique weekly food logs and make decisions about a healthy "diet."
 * > [[image:English.png width="134" height="70" link="English"]] ||< //**Due to the nature of the unit and the extensive coverage of the English Curriculum throughout this unit you will need to select the appropriate AO's for whichever area you choose to explore.**//
 * View a range of advertising media
 * Design a rubric with criteria for a great poster
 * Create a graphic representation of an advert displaying techniques and tools used by media giants
 * Debate an argument relating to fast food and it's impact on obesity
 * Present your work to an audience
 * Interview a variety of people use a range of open and closed questioning techniques ||
 * > [[image:Maths.png width="86" height="61" align="left" link="Mathematics"]] ||< **//In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to://**
 * gathering, sorting, and displaying multivariate category and whole-number data and simple time series data to answer questions
 * identifying patterns and trends in context, within and between data sets
 * communicating findings, using data displays.
 * decide on a "big question"
 * use Survey Monkey to create an online survey with a range of question types, ie Multichoice
 * collate data from an identified source (please note you may like to incorporate a range of different demographics here i.e Children from another country, Teachers, peers or parents
 * analyse data - what are some trends?
 * create graphs displaying findings
 * make links - are there any relationships between what you have discovered and health concerns or risks?
 * research and locate evidence that ||
 * > [[image:Health.png width="70" height="33" align="left" link="Health & Physical Education"]]
 * Contribute to and use simple guidelines and practices that promote physically and socially healthy classrooms, schools and local environments.
 * Explore how people's attitudes, values, and actions contribute to healthy physical and social attitudes.
 * __Level 3:__**
 * __Personal Growth & Development__**
 * Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes.
 * Identify how health care and physical activity practices are influenced by community and environmental factors
 * Plan and implement a programme to enhance and identified social or physical aspect of their classroom or school environment. ||> Students will: *
 * create recipes and menus to replace unhealthy choices
 * discuss perceptions about healthy weight and how weight can affect self-esteem
 * become confident at making sound judgments about food an exercise.
 * discuss how media can influence nutritional choices and take steps to critically analyse what influences the media has on them personally. ||

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References:

Ministry of Education. (2007). //The New Zealand Curriculum.// Wellington: Learning Media.