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 New Zealand Curriculum 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.
The following achievement standards could be used to assess this unit:
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 learning process (using a different context), such as using the thinking tools to reinforce the learning.
Learning intention 1 | 2 | 3 | 4 | 5 | 6 | 7
Students will decipher the language in this unit of learning.
Define some of the key terms:
What are the different ways in which ethics can be viewed?
Define an ethical dilemma.
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?
Four lessons.
Students will analyse the ethical thinking tools.
The Science Learning Hub has guidance on how to develop strategies for supporting students’ thinking as they explore an ethical dilemma in science.
Examine an ethical dilemma using a range of ethical thinking tools. Use graphic organisers and the ethical thinking toolkit on the Science Learning Hub
Possible lesson allocation
Three to five lessons.
Students will apply the ethical thinking tools to a chosen context.
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.
Five lessons.
Students will examine the evidence of the viewpoints of stakeholders involved in the chosen dilemma.
What are the opposing viewpoints for and against this ethical dilemma?
What evidence is there to support these views?
Four to five lessons.
Students will analyse the attitudes and values that underpin their viewpoints.
What beliefs and values do the stakeholders have?
Where do these beliefs and values come from?
Why do the stakeholders hold these views?
Three lessons.
Students will relate the ethical dilemma to health promotion models (if it applies).
What features of health promotion is this proposal closest to?
How do you know?
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?
Two to three lessons.
Students will make predictions of the possible outcomes of both sides of the dilemma.
What would be the impact on well-being for individuals and society if New Zealand:
If applicable, use the health promotion model to make a judgment on the possible effectiveness of the proposal under investigation.
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?
One to two lessons.
Last updated November 24, 2023