Nutrition Lesson Day 1

Developmental Lesson Plan

Teacher Candidate: Kira, Jillian, Madelyn Date: 10/7/19

Group Size: General Ed. Classroom Allotted Time: 30-40min Grade Level: 4th

Subject or Topic: Reading and Understanding Food Labels

Common Core/PA Standard:

● 10.1.6.C. - Analyze nutritional concepts that impact health. Caloric content of foods,
relationship of food intake and physical activity (energy output), nutrient requirements,
label reading, healthful food selection.

Learning Targets/Objectives:
● Students will be able to analyze nutritional concepts by participating in various food label
reading activities.

Assessment Approaches:
1. Reading and filling out a food Observational
label

2. Ordering and comparing the Observational

healthiest options to the least
healthiest.

3. Exploring 3 labels and comparing Collecting data on how accurate the

the components of each label. students answers were and how well they
understood the main idea.

Evidence:
3. Collecting data on how accurate the students answers were and how well they understood the
main idea.
● This will be performed through a check system of check plus, check, and check minus.
● Each check will align with point(s).
● Provide the students with feedback

Assessment Scale:
● Check Plus: 3 points- Understands how to read and compare food labels and nutrition
facts with no errors.
 ● Check: 2 points- May contain an error when reading and comparing food labels and
nutrition facts.
● Check Minus: 1 point- Contains errors and needs improvement on how to read and
compare food labels and nutrition facts.
○ Provide the students with feedback

Subject Matter/Content:
Prerequisite Skills:
● Be able to read
● Be able to locate the food label on a container/box/ or bag of food
● Be able to understand that the higher the number on a label is, the less healthy it is.

Vocabulary:
● Calories: A unit of energy that describes how much energy your body could get from
eating or drinking it.
● Serving Size: A standardized amount of food for one person
● Saturated Fat: A type of fat in which the fatty acid chains have all or predominantly
single bonds. Foods containing high amounts of saturated fat include: butter, cheese,
pizza, and coconut oil.
● Trans Fat: A type of unsaturated fat that occurs in small amounts in meat and milk fat.
Foods containing high amounts of trans fat include: cake, breakfast sandwiches,
microwave popcorn, and doughnuts.
● Sodium- White chemical element found in salt, this is found in most foods
● Cholesterol- A type of fat found in meat, fish, eggs, butter, cheese, and milk
● Fiber- A type of carbohydrate that the body does not digest, found in fruits, vegetables,
and grains.
● Sugar- A carbohydrate that is used to sweeten or preserve a food
● Protein- An essential nutrient that is found in meats, nuts, and legumes
● Vitamins- An organic compound that is essential to the human body, found in most foods
● Grams- A metric unit of mass, equal to one thousandth of a kilogram
● Percent- Ratio, or fraction over 100
● Milligrams- One hundredth of a gram

Facts/Content:
● Reading a food label accurately by knowing the different nutrition facts.
○ Look at each component listed
● Understand portion/ serving size
 ● Being
aware of
what you
are
putting in
your
body by
knowing
the
number
of

recommended calories you should be consuming.

○ Use the calorie calculator to determine the recommended calories each student
should have a day based on their individual body types.
https://www.bcm.edu/cnrc-apps/bodycomp/energy/energyneeds_calculator.htm
● Powerpoint to teach about food labels and their nutritional components.

Implementation:
Introduction/Activating/Launch Strategies create clear lesson goals:
● Ask the students to share with their neighbor what their favorite foods and snacks are.
● “10 Rules For Reading a Food Label”
○ https://www.youtube.com/watch?v=R-o-83k8dP0
● After the video is played, say to class “ Today we are going to explore the different parts
of a food label”.

Development/ Teaching Approaches:

I Do:
● The teacher will begin the lesson by using a powerpoint to introduce the nutrition unit
and important things to know about food labels including how to read them and
understand what each nutritional component means.
○ https://www.slideshare.net/CarolSchwarz/whats-on-a-food-label-165644077
● The teacher will then begin the food label activity by performing an inquiry by modeling
with three food labels that the teacher has brought from home and put them in order from
the healthiest to the least healthiest from the three labels that the teacher has brought from
home before reading the nutritional facts on the labels.
○ This will demonstrate what the teacher knows about the nutrition of these foods.
● The teacher will then model how to read and understand the parts of the food labels.
○ The teacher will project on the board the food labels they will be using and
comparing.
○ Each student will also have a copy of the labels that are on the board.
○ The teacher will discuss each of the three food labels components by talking
about and explaining the amount of calories, sodium, suggars, fat, etc. and what
they mean.
● Next the teacher will compare and record the amount of each of the nutritional facts from
the three different labels on the comparing inquiry sheet.
○ The teacher compares the order they put the food labels in from healthiest to least
helathiest to the results on the inquiry sheet after comparing the labels.
○ Then the teacher will select the healthiest snack.
We Do:
● We will perform an inquiry together as a class by using three different labels that the
teacher chooses and hands out copies to the students.
● The teacher will then work with and guide the class to put in order of what they think the
food labels should be ordered in from healthiest to least healthiest before reading the
nutritional facts on the labels.
○ This will demonstrate what the class as a whole knows about the nutrition of these
foods.
● We will then practice how to read and understand the parts of the food labels.
○ We will discuss each of the three food labels components by talking about the
amount of calories, sodium, suggars, fat, etc. and what they mean.
● Then we will compare and record the amount of each of the nutritional facts from the
three different labels on the comparing inquiry sheet.
○ Students will volunteer to come up to the board and share a nutritional fact from
the labels.
○ Students will also come up to the front of the room and put in order of what they
think is the healthiest to least healthiest option.
 ■ If students disagree, they will come up and place the labels in the order
they believe to be correct while supporting why they think this.
○ We will compare the order we put the food labels in from healthiest to least
helathiest to the results on the inquiry after comparing the labels.
○ Then the class will select the healthiest snack.

You Do:
● The students will now perform their own inquiry by taking their three labels from home
and order them from the healthiest to the least healthiest option before reading the
nutritional facts on the labels.
○ Each student will bring in three different food labels from home so they can learn
whether or not their favorite food choices are healthy or not.
○ This will demonstrate what the students know about the nutrition of these foods.
○ If students forget their labels they will be provided with extra labels from the
teacher.
● The students will then read and understand the parts of the food labels.
○ They will look at the amount of calories, sodium, suggars, fat, etc. and be able to
identify and understand what each means.
● Then the students will compare and record the amount of each of the nutritional facts
from the three different labels on the comparing inquiry sheet.
○ The students will compare the order they put the food labels in from healthiest to
least healthiest to the results on the inquiry sheet after comparing the labels.
○ Then the students will select the healthiest snack.
● The students will share what snack labels they had and what is the healthiest and least
healthiest.

Closure/Summarizing Strategies approaches:

● Play the video “Nutrition Facts Labels - How to Read - For Kids - Dr. Smarty”
○ https://www.youtube.com/watch?v=ylY0w04AAVk
● Before the lesson is over, remind the students about how important it is to be aware of
what we are putting in our bodies and that they now have a better idea on how to keep
track of it.

Accommodations/Differentiation:
● Provide food labels with a larger font
● Provide a word bank for assessment
● Provide a list of vocabulary words

Process:
 ● If students have difficulty seeing and reading the food labels they will be provided an
enlarged version of their label or they will be given a different food label that is larger.
● Some students may also need a word bank to be reminded of different terms they learned
and to guide them to learn the correct spelling of the terms.
● Students may need additional support in learning the definitions of the terms they learned
and this can help them better understand and assess the differences between food labels.

Product:
● Other assessment types that can be performed on students with various learning abilities
can be through a verbal summary of what they know about food labels.
○ This can allow the student to explain their thoughts that they may struggle to put
into words on paper.

Materials/Resources:
1. Computer and projector
2. Introduction video: https://www.youtube.com/watch?v=R-o-83k8dP0
3. Closure video: https://www.youtube.com/watch?v=ylY0w04AAVk
4. Powerpoint https://www.slideshare.net/CarolSchwarz/whats-on-a-food-label-165644077
5. Calorie counter website: https://www.bcm.edu/cnrc-
apps/bodycomp/energy/energyneeds_calculator.htm
6. Each student will bring in three different food labels from home.
7. Teachers food labels and a copy of the labels for the students.
8. Comparing label inquiry sheet http://www.nourishinteractive.com/nutrition-education-
printables/30-comparing-food-labeling-nutrition-facts-fill-in-blanks-food-label-
worksheets
9. Pencils

Reflective Response:
-Report of Student Learning Target/Objectives Proficiency Levels
-Reflect after lesson is taught
-Includes remediation for students who fail to meet acceptable level of achievement
-Remediation Plan (if applicable)

Personal Reflection:
-Questions, written before the lesson is taught, pertaining to YOUR GROWTH as a teacher.
-Consider setting goals/focus to enhance your growth.
-Additional reflection/thoughts can also be included.
Sample food labels:

Cheddar Goldfish: Cheezit: Ritz Crackers:

Teddy Grahams: Cheese Doritos:
Welch's Fruit Snacks: