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Home economics level 8 unit plan: Who cares?

Your school may have its own template for unit plans.

People and society make many decisions relating to food without considering the ethical aspects of the decision. This unit looks at the ethics of a food-related decision. In doing this analysis, students will use essential critical thinking tools that can be used now and in the future.

Depending on the context of the ethical dilemma, this unit links to the level 8 NZC achievement objectives C2, D1, D2, D3, and D4. 

The unit is based on the underlying curriculum concepts of the sociological perspective, attitudes and values, health promotion, and well-being.

Possible assessment

The following achievement standards could be used to assess this unit:

  • AS91468 Home economics 3.3: Analyse a food related ethical dilemma for New Zealand society
  • AS91469 Home economics 3.4: Investigate the influence of multinational food corporations on eating patterns in New Zealand
  • AS91470 Home economics 3.5: Evaluate conflicting nutritional information relevant to well-being in New Zealand society

Learning activities

It is important to have an engaging activity to generate interest in the learning to come. Video clips (for example, from YouTube) can provide a springboard.

Repeat some of the steps in the action competence cycle (using a different context), such as using the thinking tools to reinforce the learning.

Unit plan: Who cares?

Learning intention 1 | 2 | 3 | 4 | 5 | 6 | 7

Learning intention 1

Students will decipher the language in this unit of learning.

Questions to unpack learning intentions

Define some of the key terms:

  • ethics
  • dilemma
  • stakeholders
  • attitudes
  • values
  • beliefs
  • analyse
  • evaluate
  • social justice.

What are the different ways in which ethics can be viewed?

Define an ethical dilemma.

Possible learning activities

Recap students’ knowledge on the determinants of health from previous learning by using interactive activities such as a jigsaw activity or home and expert groups. 

Think, pair, share, and compare.

Matching.

Literacy activity for deeper learning of the concept of “ethics”.

Expert jigsaw.

True/false statement – what type of ethics does it best fit?

Possible lesson allocation

Four lessons.

Learning intention 2

Students will analyse the ethical thinking tools.

Questions to unpack learning intentions

How can the different question frames on the Biotechnology Learning Hub be used to create a deeper understanding of an ethical dilemma?

Possible learning activities

Examine an ethical dilemma using a range of ethical thinking tools. Use graphic organisers and the online biotechnology learning tool.

Possible lesson allocation

Three to five lessons.

Learning intention 3

Students will apply the ethical thinking tools to a chosen context.

Questions to unpack learning intentions

What do you know about this situation?

How have you come to know this?

Which tools will be the best set for this dilemma?

Apply the tools to analyse the ethical dilemma.

Possible lesson allocation

Five lessons.

Learning intention 4

Students will examine the evidence of the viewpoints of stakeholders involved in the chosen dilemma.

Questions to unpack learning intentions

What are the opposing viewpoints for and against this ethical dilemma?

What evidence is there to support these views?

Possible lesson allocation

Four to five lessons.

Learning intention 5

Students will analyse the attitudes and values that underpin their viewpoints.

Questions to unpack learning intentions

What beliefs and values do the stakeholders have?

Where do these beliefs and values come from?

Why do the stakeholders hold these views?

Possible lesson allocation

Three lessons.

Learning intention 6

Students will relate the ethical dilemma to health promotion models (if it applies).

Questions to unpack learning intentions

What features of health promotion is this proposal closest to?

How do you know?

Possible learning activities

How has the proposal been implemented? What considerations did they have to take into account to get to this point?

What form of health promotion is being used? What are the health promotion features that support your answer?

Possible lesson allocation

Two to three lessons.

Learning intention 7

Students will make predictions of the possible outcomes of both sides of the dilemma.

Questions to unpack learning intentions

What would be the impact on well-being for individuals and society if New Zealand:

  • supported the issue?
  • opposed the issue?

If applicable, use the health promotion model to make a judgment on the possible effectiveness of the proposal under investigation.

Possible learning activities

What are the possible effects (both positive and negative) on the health of individuals in the short and long term?

What are the possible effects (both positive and negative) on the health of New Zealand society in the short and long term?

Will it go ahead?

Who will make the final decision? How? Why will they be the ones to make it?

Possible lesson allocation

One to two lessons.

Possible resources for this unit

  • Making Meaning Making a Difference, pages 14–17 and page 130

Web-based resources

Last updated May 31, 2017



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