Food Label Lesson Plan

Lesson Plan Title: Food labels
Date: TBA
Subject: Health Science 20 Grade: 11
Topic: Essential Question: How does the information on the food
I eat affect me?
Materials:
-sugar to represent the amount in coke, pepsi, Gatorade and juice.
-food labels worksheet Appendix a
-iPads
Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
-Identify key aspects of the food label
-determine the health content of a food based on the information from the food label
-determine if a food item is healthy enough to be in a school vending machine
Broad Areas of Learning:

Engaged citizens- By investigating different cultures, students will have to think about the world around them.
They will be given the opportunity to compare information from a wide variety of food labels.
Sense of self, community and place- Students will gain an understanding of how Canada has made it
mandated to have food labels on all food. Understand the importance of reading food labels when making
educated decisions in regard to their nutrition.
Lifelong learners-information students learn from this lesson will foster inquisition about food guides, the
knowledge of reading a food guide will help students be life-long learners in nutrition.
Cross-Curricular Competencies:
Developing thinking-students will be given the opportunity to construct the knowledge to make sense of the
world around them. They will build on what they already know to make observations of various food labels
from foods they eat all the time.
Developing identity and interdependence- students will be given the opportunity to work independently and
also in a partnership in order to reach a common goal.
Developing literacies-the worksheet will help develop their ability to see a visual and interpret the
information given from food labels.
Developing Social responsibility- In group work students will work harmoniously with each other to reach a
common goal.
Outcome(s):
HS20-NU2: Analyze dietary choices based on personal and cultural beliefs and scientific understanding of
nutrition.
PGP Goals:
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings.
1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
- Determine the level of understanding by asking questions during the motivational set
- Walk around the room during the work time to determine if students are correctly analyzing food labels
and filling in the appropriate information in the worksheet.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
-have students complete their worksheet and hand it in

-have students write an exit card with 2 things they have learned about food labels.
Stage 3- Learning Plan
Motivational/Anticipatory Set (introducing topic while engaging the students) ( 5 mins)
Start with a demonstration of a wide variety of beverages such as coke, coke zero, PowerAde, apple juice and
water. Have the students guess which drink has the most grams of sugar in it. Show the students the amount
of sugar that corresponds to each drink item.
Main Procedures/Strategies:
-group discussion(10 minutes) - in groups of 3 or 4 have students discuss what they learned from the
Traditional Knowledge Keeper. Bring it back into a big discussion about how culture and food is related. Write
on the board key take aways from the group discussion.
Questions( 10 minutes)
Ask students if they read food labels? Ask them what important information can you get from a food label?
Using the Following example I will ask the students which cracker is more nutritious? Think. Pair. Share. After
think pair share I will explain the Things to look for: Serving size, calories, Fat-from trans and saturated, sugar,
The purpose of the assignment is to determine if the food item you have chosen is healthy enough for the
school vending machine. TO BE CONSIDERED FOR OUR SCHOOL’S VENDING MACHINE AND
A“HEALTHY” PRODUCT IT MUST BE LESS THAN 35 % FAT + LESS THAN 35 % SUGAR.
Work period(30 mins) - students will choose a food item they want to see in the vending machines.
They will find the food label online and fill out the Worksheet.
Adaptations/Differentiation:
-guided notes for EAL students
-allow students to work in groups or solo during activity portion
-have class put into predetermined small groups for the discussion
-allow students to use iPads to find food labels
-use visuals when demonstrating the food labels
Closing of lesson:(10 mins)
Use google slides I will ask students to write their food product and whether it was healthy enough to be in
the schools vending machines.
Personal Reflection:
Name:____________________________________ Per:_______ Date:_________
Food Label Worksheet
2.
look at this -
look at this - 6. Calories from Fat

3. look at this - ÷ Total Calories
look at this -
4.
This is only if you should
eat about 2,000 calories
per day
7. Sugar grams
5. ÷ Total Grams or no
look at this -
more than 15 gr.
look at this ? -
This is only if you

IS A PRODUCT should eat about
HEALTHY? HERE'S 2,000 or 2500
HOW YOU FIND calories per day
OUT...
Choose a food label from the class box - the product must have fat and sugar in it:
1. Write the name of your food product here:_______________________________________
2. Write the Serving Size of your product: _________________________________________
3. How many Servings Per Container?___________________________________________
-If there is more than one serving per container, and you ate THE WHOLE CONTAINER, how
many calories would you really be eating? (Calories x how many servings = ) ______________.
-If there is more than one serving and you ate the whole container, how many Total Fat grams would
you really be eating? (Total Fat grams x how many servings = ) ______________.
Is your product’s serving size realistic for you to eat? YES_____ or NO______
Have they been deceptive by listing a small serving size? YES____ or NO_____
4. What is the Total Fat listing for 1 serving of your food?__________________
The two fats that are bad for you are: SATURATED FAT + TRANS FAT.
If your product has Saturated Fat, how many grams are in one serving?______
If your product lists the ingredients, do you see “hydrogenated,” or “partially hydrogenated” ?
YES_______ (If yes, THAT’S TRANS FAT!) NO_______
5. What are the Sugars grams listed for 1 serving of your food?__________________
TO BE CONSIDERED FOR OUR SCHOOL’S VENDING MACHINE AND A“HEALTHY”

PRODUCT IT MUST BE LESS THAN 35 % FAT + LESS THAN 35 % SUGAR.
FIGURE:
6. FIGURE FOR FAT:
Calories from Fat ÷ total calories =________________ % Total Fat
Is your product’s total fat under 35%? YES_______ or NO_______
7. FIGURE FOR SUGAR:
Sugar grams ÷ total grams (the weight of product) =________________ Sugar
and can be no more than 15 grams.
Is your product’s sugar weight less than 35% sugar? YES________ NO________
IS YOUR PRODUCT HEALTHY ENOUGH TO BE IN THE SCHOOL VENDING MACHINE:
YES _____________ NO_____________

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
References
http://lessonplanspage.com/food-label-reading-lesson-and-powerpoint-is-this-product-healthy/

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Lesson Plan Title: Food labels

Stage 1- Desired Results – you may use student friendly language

Broad Areas of Learning:

-have students complete their worksheet and hand it in

Motivational/Anticipatory Set (introducing topic while engaging the students) ( 5 mins)

Closing of lesson:(10 mins)

look at this - 6. Calories from Fat

This is only if you

1. Write the name of your food product here:_______________________________________

2. Write the Serving Size of your product: _________________________________________

3. How many Servings Per Container?___________________________________________

4. What is the Total Fat listing for 1 serving of your food?__________________

TO BE CONSIDERED FOR OUR SCHOOL’S VENDING MACHINE AND A“HEALTHY”

6. FIGURE FOR FAT:

Calories from Fat ÷ total calories =________________ % Total Fat

Is your product’s total fat under 35%? YES_______ or NO_______

7. FIGURE FOR SUGAR:

Sugar grams ÷ total grams (the weight of product) =________________ Sugar

and can be no more than 15 grams.

IS YOUR PRODUCT HEALTHY ENOUGH TO BE IN THE SCHOOL VENDING MACHINE:

YES _____________ NO_____________

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Is your product’s total fat under 35%? YES_ or NO_

YES _ NO_