Lesson 1: Nutrition

What is nutrition, and why is it important for long term health?
What are the key terms related to nutrition that we need to know?
How do we read and comprehend nutrition labels?
What are the USDA MyPlate guidelines, and how can they help us make healthier food choices?
What is food for?
What foods help our bodies grow?
How do we use MyPlate guidelines?
Which food is a better choice? (side-by-side pictures)
What does the label tell us?

Nutrition
Macronutrients (Carbohydrates, Proteins, Fats)
Micronutrients (Vitamins, Minerals)
Calories
Nutrient Density
USDA MyPlate
Portion Size
Serving Size
Fruits
Vegetables
Grains (bread, rice, pasta)
Protein (eggs, beans, chicken)
Dairy (milk, yogurt, cheese)
Water
Fiber
Sodium
Added Sugars
Saturated Fat
Trans Fat

National Standards for Family and Consumer Sciences Education:
14.1 Analyze factors that influence nutrition and wellness practices across the life span.
14.2 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the life span.
14.3 Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the life span.

Reading: Reading comprehension and analysis of informational texts and graphs.
Math: Analyzing nutrition labels and creating balanced meal plans.

Introduction to Nutrition (DOK 1)
Students identify healthy foods using pictures and models.
Label Reading (DOK 2)
Students point to or circle calories or sugar with support.
MyPlate Meal Building (DOK 2–3)
Students build a meal on a MyPlate mat with guidance.
Healthy Choices Discussion (DOK 3–4)
Students decide between two foods and explain (verbally or by pointing) why one is better.

Discuss foods students eat at home and holidays including cultural foods.
Exploring various factors can influence and or limit access to nutritious foods.

All snacks are bad.
Healthy food doesn’t taste good.
Bigger is better.
Juice is the same as water.
Low-fat means I can eat a lot.

For struggling students: Provide additional visual aids, food models, simplified instruction, reading materials at various reading levels. and one-on-on support
Picture schedules and step-by-step visuals
Color-coded MyPlate mats
Real food models instead of worksheets
Sentence starters:
“This food helps my…” (body/brain/teeth)
Peer buddy support
Extra wait time
Choice-making activities
Use AAC devices, pointing, or gestures
Short movement breaks
Reduce reading to short phrases/sentences.

Class participation in discussions and activities.

Nutrition label analysis verbal exit ticket.

Teacher observation checklist
Picture matching Sorting activities “Build a Plate” coloring assessment Single-question exit tickets (point/circle) Lab participation

USDA MyPlate posters,handouts, and on-line materials

Plastic food models or laminated pictures

Large printed food labels (simple and bold)

Paper plates, glue sticks, markers

Simple healthy snack ingredients