Nutrient Sources

Overview:
Many people may be familiar with the terms protein, vitamins, and
carbohydrates, but may not know a variety of food sources for each
nutrient. This lessons activities will allow students to explore
identifiable sources of all six types of nutrients.

Standards/Objectives: (Identify domain & level)

STANDARD 5: Students will identify and discuss the importance of
food and nutrition through class activities and lab experiences.
Objective 2: Students will discuss and analyze basic nutrition
information.
a. Review the six basic nutrients for function: (carbohydrates,
protein, fats, vitamins, minerals and water).
b. Use resources to advocate food sources for the six basic
nutrients (carbohydrates, protein, fats, vitamins, minerals
and water).
Objective: Students will differentiate between the 6 types of
nutrient and provide examples of sources for each (Cognitive
Domain, Level IV: Analysis)

FACS Exploration
Grade 8
60 minutes

Teaching Materials

White paper
Markers/crayons/etc.
Tape
Textbooks

Other
Resources/Technology

Sesame Street Healthy

Foods Clip
Something to access the
internet (computer lab,
iPads, smartphones, etc.)

Introduction/Set Induction (4 minutes):

Students will watch the clip Healthy Foods from Sesame Street. What makes a food healthy? Where do you find
healthy foods?

Transition (1 minute):
As a class, students will say out loud the days I Can Statement: I can tell the food sources of the 6 basic
nutrients. Students will then pull out a paper and pen or pencil.

Lesson Body (50 minutes):

Concept Attainment:
PHASE 1: Presentation of Data & Identification of Concept (10 minutes):
Examples and Non-examples are presented to students:
Slides #1-4 of the Concept Attainment PPT
Students will individually write down what they think the central concept or idea is being presented.
Students compare attributes in examples and non-examples:
Class will discuss what the pictures have in common in both slides of examples.
Students will share their predictions with the class
Students generate and test hypotheses:
Students will turn to a neighbor and share their predictions. Teacher will move through slides #5-7. Students
will adjust their guesses. What changed?
Students state a definition according to the essential attributes:
Slide #8: Proteins. As a class, list foods that count as a protein.

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PHASE 2: Testing Attainment of the Concept (25 minutes):

Students identify additional unlabeled examples as yes or no:
Students will use resources (textbooks, internet) to identify examples of all 6 basic nutrients (carbohydrates,
protein, fats, vitamins, minerals and water). Students will get in groups of 3-4, and each group will choose
one nutrient to focus on. Students will write down yes examples and no examples. They will not label
which nutrient they have chosen. Students will tape their papers around the room. Teacher will label each
paper numerically.
All students will have a paper and pen, and will number their paper (if there are 10 papers, the students
paper will be numbered to 10). Students will go around the room, writing a guess down for each papers
nutrient.
Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes:
Teacher will go around the room and point out each paper, stating examples. Volunteers will share their
guesses. Teacher will add his/her own guess. Group that made the paper will then confirm which nutrient
they focused on.
Students generate examples:
On their papers, students will take what they have learned from group papers, and write examples of each
nutrient group.
PHASE 3: Analysis (15 minutes):
Students describe thoughts:
Before we explored the types of nutrients, what foods did you think were proteins? Carbohydrates? Fats?
Vitamins? Minerals? Water?
Why is it important to know what foods are in which category?
Students discuss role of hypotheses and attributes:
What did you find in common with foods with protein? Carbohydrates? Fats? Vitamins? Minerals? Water?
What would someone need to do if they were vegan or vegetarian, and couldnt eat meat? What could
someone do if they couldnt eat foods with gluten? What if they were lactose intolerant? A nut allergy?
What adjustments would need to be made?
Students discuss type and number of hypotheses:
Were there characteristics of one nutrient that was the same for another?
What is a characteristic of a food that would be a good indication that they were a
protein/carb/fat/vitamin/mineral? Write students answers on the board, and encourage them to write
them in their notes.

Transition (2 minutes):
Have one person from each group pull down their paper, fold tape down so it wont stick to anything, and pile it
on the front table. Put notes away, pull out journals.

Summary/Closure (3 minutes):
Students will do a quick write in their journals, summarizing what they learned, including a summary of what they
explored in the activities. Students will share a one-sentence summary of what they learned.

Assessment/Evaluation:
Nutrient yes/no example papers will be collected and assessed for completion, variety of examples, and
participation.

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