Identifying Nutrients

Lesson Plan

Grade(s): 4 Unit: Healthy Eating

Lesson: 1 of 4

H&PE Curriculum Expectations

2019 H&PE Curriculum Expectations: A1.6, D1.1

Materials
Access to a shared document (chart paper and markers or online interactive tool)

Image of Canada’s Food Guide Food Plate

Teacher Resource: Anecdotal Recording Chart

Learning Goals
We are learning to identify key nutrients provided by foods and beverages and describe their importance for
growth, mental and physical health, learning, and physical performance.

Overall Assessment
Using the Teacher Resource: Anecdotal Recording Chart, observe students and provide verbal and written
feedback on their ability to identify key nutrients provided by foods and beverages and describe their
importance to their growth, mental and physical health, learning, and physical performance.

Minds-On
Share the learning goals with the class and co-construct success criteria with students. Consider posting the
success criteria in the learning space for reference throughout the lesson.

© Ophea | H&PE Elementary Resources | Page 1 of 4

Post an image of Canada’s Food Guide Food Plate for students to reference. Using the Direct Instruction
strategy, review the three food groupings: vegetables and fruits, protein food and whole grains. Note the
image of the glass of water which reminds users that water should be the drink of choice more often. Explain
that food provides nutrients that are important for overall health.

Post the word “nutrient” for students to view. Use a Think, Pair, Share strategy and the following teacher
prompt for students to determine what they know about nutrients.

Teacher prompt: “What does the word ‘nutrient’ mean to you and why is it important to a person’s overall
health?” Sample student response: Comes from food, provides energy, important for proper body function,
growth, learning, being active, staying healthy, concentration, mood.

Continuing with Direct Instruction, share the definition of a nutrient with students: A substance that provides
essential nourishment. Types of nutrients include carbohydrates, fats, proteins, vitamins, and minerals. (The
definition was extracted from: Ontario Ministry of Education. (2019). The Ontario Curriculum, Grades 1-8:
Health and Physical Education, p.310)

Action
Post the following key nutrients for students to reference: carbohydrate, fat, protein, water, vitamins, and
minerals. Divide students into six groups and provide access to Canada’s Food Guide and a shared
document to record their information. Assign each group one of the key nutrients to research and locate the
following information:

Identify which food group(s) are sources for their nutrient (e.g., carbohydrates: vegetables and fruits,
whole grains, and protein foods groups)

Provide examples of foods that supply their nutrient (e.g., carbohydrates: carrots, corn, whole grain
bread and pasta, lentils)

Explain how their nutrient supports a person’s growth, mental and physical health, learning, and
performance (e.g., gives the body and brain energy for learning and physical activity)

Have groups share their information with the class, using the sharing to clarify students' understanding of key
nutrients provided by foods and beverages and their importance for growth, mental and physical health,
learning, and performance.

© Ophea | H&PE Elementary Resources | Page 2 of 4

Consolidation
Use an Elbow Partner strategy for students to identify food they like to eat regularly, which nutrients are in
their food choice and how the nutrients in the food item can help them (e.g., for growth, learning, health).
Have partners join another pair to form a group of four to share their information. Invite groups to share their
ideas with the class, using the sharing to clarify and extend students' understanding of key nutrients provided
by foods and beverages that support their growth, mental and physical health, learning, and physical
performance.

Notes to Teachers
Be mindful of the “do no harm” approach to teaching about healthy eating:

Be mindful that food access and affordability differ among families and food scarcity may be an issue
for students. Government of Canada: Household food insecurity in Canada: Overview

Keep messages and views about food positive and avoid negative or fear-based statements. Avoid
labelling food as “good” or “bad” and “healthy or “unhealthy” (e.g., “X food isn’t healthy”). All foods can
align with the learning in the lesson.

Never tell a child that they are wrong or incorrect if they choose ice cream, candy, chips, French fries,
or other food that they enjoy.

Make food fun. Talk about how it looks, smells, tastes, and feels. Talk about which foods you enjoy,
when you eat them, and why you like them.

Instead of focusing only on food and health, remember that food is part of learning. Cooking, baking,
celebrating holidays, and food shopping, are other ways to learn about food.

Address judgmental or negative statements about food or weight. Ensure everyone understands that
bodies are unique and that they come in all shapes and sizes. They are all beautiful and equal.

Do not encourage weight loss diets or fad diets with students.

Do not teach students to count calories or nutrients for every food they eat, which promotes diet culture
and obsessive food behaviours.

Respect that families may define “healthy food” differently and children have different health needs.

For information on the teaching strategies used in this lesson (i.e., Direct instruction, Elbow Partner, and
Think, Pair, Share), consult Teaching Strategy Descriptions.

For additional information about food nutrition, consult these helpful resources on the Canada’s Food Guide
website:

© Ophea | H&PE Elementary Resources | Page 3 of 4

 Eating a variety of vegetables and fruits

Eating whole grain

Eating protein foods

Enjoying your food

Cultures, food traditions, and healthy eating

For additional information about food literacy, consider consulting Ophea’s Food For Thought - Improving
Food Literacy resources.

© Ophea | H&PE Elementary Resources | Page 4 of 4