FCS/FBU Lesson Plan (full) for FCS 470) Modified by J. Duncan 8.19.

15
Student Name Chelsea Koenigsfeld
Target Audience 6th-8th grade students Length of session: 45-50 minutes
Title of Lesson: Label Reading
1. Standards/Quality Indicators/Skills
2.1.3 Analyze decisions about providing safe and nutritious food for individuals and families.
2.2.3 Demonstrate behaviors that conserve, reuse, and recycle resources to maintain the
environment.
3.5.2 Design or analyze a consumer product.
3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods.
4.3.1 Analyze a variety of curriculum and instructional models.
4.3.4 Demonstrate a variety of teaching methods to meet individual needs of children.
9.1.2 Analyze opportunities for employment and entrepreneurial endeavors.
9.3.6 Critique the selection of foods to promote a healthy lifestyle.
9.4.1 Analyze nutritional needs of individuals.
9.5.3 Prepare food for presentation and assessment.
9.5.6 Conduct sensory evaluations of food products.
14.2.1 Analyze the effect of nutrients on health, appearance, and peak performance.
14.2.4 Analyze sources of food and nutrition information, including food labels, related to health
and wellness (NASAFACS).
Apply nutrition knowledge to compare the nutrient contribution of a food to its energy
contribution
Identify allergy information on food labels
Analyze and critique food labeling information to determine calories, nutrients, serving size,
types of ingredients and nutritional value in a product
Apply nutrition knowledge to compare the nutrient contribution of a food to its energy
contribution (MO Standards)
Learning Objectives/Goals
2. GOAL:
To educate students on the importance of knowing how to read a food label and analyze the
information based on their own nutritional needs.
3. LEARNER OUTCOME(S):
After the explanation of labels on food packaging, the students will be able to
analyze foods with nutrition labels in their own home by accurately comparing two
foods and choosing the more beneficial item (affective)
After reviewing the enforcement of nutrition labels, each student will be able to
recite two required components (cognitive)
After participating in the activity of comparing common food labels, students will be
able to modify their diet by choosing foods the more nutrient dense food twice a
week (affective)

4. Assessment

Assess students knowledge before the lesson by having them identify components
of a food label commonly found in their homes (DOK 1)
Assess students knowledge after the lesson by asking them to identify what is
included on a nutrition label (DOK 1)
Assess students knowledge after the lesson by asking them to differentiate labels
and explain why one is more nutritious than the other (DOK 1)

5. Lesson Structure and Procedures

I.
II.

Assess knowledge by asking what the students think is required to include on a food label
Review the objectives listed at beginning of PowerPoint

III.

Begin with lecture over which foods require a food label using PowerPoint (Visual,
Cognitive)
Have discussion on who regulates food labels and why (Cooperative learning, Cognitive)
Explain all components of nutrition facts label using PowerPoint (Visual)
Explain comparison example of 2% milk and nonfat milk (Visual)
Complete activity requiring students to pick two food labels (Kinesthetic, Psychomotor)
Have students compare and contrast their nutrition labels (Intrapersonal, Cognitive)
Complete discussion on which product is a better choice, if one is a good source of a
nutrient, if so, which, and how they would incorporate label reading into their lives
(Interpersonal, Affective)

IV.

Presentation over concepts of nutrition facts labels, comparison of nutrition labels chosen,
explanation of reasoning, and group discussion.

V.

How are you going to incorporate your knowledge with label reading into your diet?

VI.

Lecture over nutrition facts labels, comparison of two nutrition facts, exemplifying
knowledge to decide which is the more beneficial option, discussion on all students
nutrition labels, discussion on how to incorporate knowledge into decision making

VII.

After learning how to accurately read a nutrition label, students will be prepared to assess
other nutrient factors on nutrition labels, such as sugars. Students will be able to recognize
nutrition labels, therefore, we will be assessing popular drink choices and learning the
importance of drinking enough water for the body to function at full potential.

VI.

Differentiation/Accommodations/Modifications/Increase in Rigor
To achieve further education in all students, I taught at several different approaches, using
visual, kinesthetic, intrapersonal, and interpersonal to enhance my techniques and the learning
in my students.

VII.

Resources and Materials (List all here; it should match the resources and materials
note in the lesson structure and procedures section above.)

Powerpoint and containers and boxes of popular foods

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