Nutrition Unit Plan 
for Sixth Graders

Lesson 2 - Don’t Let Food Labels Fool You!

Lesson Goal:  Students will define common terms found on most food labels. Students will demonstrate the ability to determine the nutritional merits of a food product by analyzing the food label.

Time Frame: Three 60-minute class periods

Objectives:
As it relates to the human body,

·        Students will state the definition and function of nutrients.

·        Students will state the definition and function of calories

·        Students will state the definition and function of carbohydrates.

·        Students will state the definition and function of protein.

·        Students will state the definition and function of fats.

·        Students will distinguish the differences between saturated fats and trans fats.

·        Students will state the definition and function of cholesterol.

·        Students will distinguish the differences between the two types of cholesterol.

·        Students will state the definition and function of sodium.

·        Students will state the definition and function of dietary fiber.

·        Students will state the definition and function of Vitamin A.

·        Students will state the definition and function of Vitamin C.

·        Students will state the definition and function of Iron.

·        Students will apply the “serving size” information on the food label to actual portions.

·        Students will use the % daily values to see if a food has a little or a lot of a nutrient.  

Materials:
Computer
Internet Access
Scanner
Digital Editing Software
Power Point Software

Library books:
Fuel Up!: A Girl's Guide to Eating Well; by Leslie Levchuck, L Levchuck

The Complete Idiot’s Guide to Looking Good for Teens
By Erica Lutz

Nutrition For Dummies
by Carol Ann Rinzler

Eat, Play and Be Healthy
by W. Allan Walker and Courntey Humphries

Web Sites:
HealthCheck Systems:  What is a Food Label
http://www.healthchecksystems.com/label.htm
Teen's Health:  The food Guide Pyramid
http://www.kidshealth.org/teen/food_fitness/nutrition/pyramid.html
How Calories Work
http://www.howstuffworks.com/calorie.htm
How Cholesterol Works
http://www.howstuffworks.com/cholesterol.htm
Teen's Health:  What is Cholesterol
http://www.kidshealth.org/teen/food_fitness/nutrition/cholesterol.html
Types of Cholesterol
http://healthlink.mcw.edu/article/928594444.html
Under the Microscope:  The Nutrition Facts Label –Your Healthy Eating Tool
http://www.bam.gov/sub_foodnutrition/diningdecisions_microscope.html

Rubric for Power Point Evaluation


Procedure:

I. Making the Connection
The instructor will lead a brainstorming discussion with guiding questions that metaphorically link the needs of the human body to the fuel and water needs of a machine like a car. 

*The information will be recorded on a blackboard or flip chart by a teacher assistant if available or a student scribe.

a.       The instructor will move into soliciting ideas about the things that the human body needs to stay healthy.  Why is it said, “We are what we eat?” Again, the responses will be recorded by scribe.

b.      The instructor will validate the responses by explaining the concept of nutrients, breaking down the fact that more than 40 nutrients in food are classified into six categories: carbohydrates, fats, proteins, vitamins, minerals and water.  Each nutrient has a specific function and they all work together for your health.

c.       c. Students will pair up and be given 20 minutes to explore this website, “Under the Microscope” with the objective of becoming familiar with the definitions of different components of a food label.
Department of Health and Human Services
Center for Disease Control and Prevention
BAM (Body and Mind) http://www.bam.gov/sub_foodnutrition/diningdecisions_microscope.html

d.      d. The teacher will bring the group back together and facilitate a large group discussion on interpreting a sample nutrition label for macaroni & cheese:  1.) applying the serving size information to actual portions and 2.) analyzing % daily values to see if a food has a little or a lot of a nutrient. 

e.       e. The teacher will break the class into six groups. Each group will collect and synthesize information in order to gain an in-depth understanding of one category of nutrient and become an “expert” on that nutrient.

f.        f. Each group will relay their findings through a PowerPoint presentation, followed by class discussion. Within the class discussion re-analyze the macaroni & cheese label to discover new insights.  

Assessment:

Rubric for PowerPoint Presentation

 
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Last Update 10/20/06
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