Making Healthy Food Choices Anywhere...Unit Name: Making Healthy Food Choices Anywhere Lesson Title: Identifying Nutrients Curriculum Expectations A1.6, D1.1 Materials Paper (1 per

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Grade: 4

Lesson: 1

Unit Name: Making Healthy Food Choices Anywhere

Lesson Title: Identifying Nutrients

Curriculum Expectations

A1.6, D1.1

Materials

Paper (1 per student)

Teacher Resource: Anecdotal Recording Chart

Learning Goals

We are learning to identify key nutrients provided by foods and beverages.

Overall Assessment

Teacher observations of students’ demonstrated application of thinking ski lls to identify

key nutrients provided by foods and beverages and describe their importance using an

Anecdotal Recording Chart.

Minds-On

Review Eat Well Plate and the three food groupings with the class in a large group

discussion.

Working in pairs, students think of four different types of food that are classified in each

food grouping and record them on a piece of paper (e.g., whole grain foods: bread,

pasta, cereal, rice). In a large group, ask students to share their responses for different

types of food how they align with the Eat Well Plate, and how they contribute to a

healthy eating pattern. Record answers on the board.

Action

Write the word “nutrient” on the board. Using the Think-Pair-Share Strategy, have

students discuss what they think the definition of “nutrient” is. Have each group share

one response with the class. Key terms to look for in the student responses might

include: energy, proper body function, grow, food, healthy, learn, be active, stay healthy,


concentration, mood. Explain the definition of “nutrient” from the Notes to Teachers

section.

Divide students into six groups. Have each group discuss and research the definition of

the word “nutrient” (carbohydrate, fat, protein, water, vitamins and minerals), provide an

example, and identify its purpose. Share and c larify the correct definitions of the names

of the six key nutrients on the board. Mention that most foods contain a combination of

macro- and micronutrients.

Connect each nutrient with a food grouping category and specific food item and explain

its importance for growth, health, learning and/or physical performance. For example:

Nutrient Food grouping nutrient is found in

Example food item How it supports growth, learning,

and physical performance

Carbohydrates Vegetables and

fruits

Whole grains

Proteins

Sweet potato, apple

Whole wheat pasta

Lentils

Gives the body

energy

Proteins Proteins Kidney beans, tofu, fish, beef, milk

Helps build the body and take care of its parts

Fats Vegetables and

fruits

Proteins

Avocado, vegetable

oil

Almonds, meat

Supplies energy,

helps the body absorb some

vitamins, helps protect body’s organs

Water Water as a drink and in cucumber, watermelon, and

other foods

Carries the other nutrients to all parts of the body, carries

waste from all parts of the body, helps

regulate body temperature

Vitamins Vegetables and fruits

Whole grains

Vitamin C in citrus fruits, vitamin A in

carrots

Help the body grow, work properly, and

stay healthy


Nutrient Food grouping nutrient is found in

Example food item How it supports growth, learning, and physical

performance

Proteins

Minerals Vegetables and fruits

Whole grains

Proteins

Calcium in yogurt, magnesium in

whole grains

Help the body build bones and teeth,

help muscles work

Consolidation

Using the Think-Pair-Share Strategy, have students reflect individually on examples of

food they like to eat, identifying which nutrients are in each food and identifying how the

nutrients in the food item can help them (e.g., for growth, learning, health). Then, pair

students in groups of two to exchange their information. Each pair then shares their

ideas with the class.

Students complete a self-assessment using the Thumbs-Up Strategy of whether they

think they have a good understanding of the six nutrients and are able to identify a type

of food that is associated with each one and a health benefit.

Notes to Teachers

Healthy eating helps chi ldren meet their energy needs for growth, development and

activity. Nutrients in food provide energy, facilitate growth and help the body function

properly.

A “nutrient” is defined as a chemical substance in food that is used by the body for

growth and health. Nutrients are the building blocks of food. Nutrients provide energy,

serve as building material, and help maintain or repair body parts. Nutrients include

carbohydrates, fats, proteins, vitamins, minerals and water. There are two main

categories of nutrients: macronutrients and micronutrients.

Macronutrients are needed in relatively large quantities and they provide energy for the

body. The three types of macronutrients are:

Carbohydrates

Fats

Proteins


Micronutrients are needed in relatively small quantities, perform specific functions and

help the body use the macronutrients. Micronutrients do not provide energy. The three

types of micronutrients are:

Vitamins

Minerals

Water


Grade: 4

Lesson: 2


Lesson Title: Nutrients and Food


A1.6, D1.1, D2.1

Materials

Chart Paper and markers

Paper for Exit Cards (1 per student)

Recipes from Canada’s Food Guide


Learning Goals

We are learning to identify key nutrients provided by foods and beverages.

We are learning to set a goal for developing healthier eating habits using

Canada’s Food Guide.

Overall Assessment

Teacher observations of students’ ability to identify key nutrients provided by foods and

beverages, and their use of thinking skills to set a goal for developing healthier eating

habits on the basis of recommendations in Canada’s Food Guide using an Anecdotal

Recording Chart.

Minds-On

Working in pairs, have students recall and discuss the six nutrients from the previous

lesson and list examples of food that are associated with each.

Write the following information on the board and review it with the class and discuss

foods associated with each:

Carbohydrates: from vegetables and fruits, whole grains, and protein foods (e.g.,

carrots, corn, apples, oranges, whole grain bread, lentils) gives the body energy;


Proteins: from protein foods (e.g., beans, lentils, nuts, fish, milk, chicken, beef)

helps build and repair the body’s tissues and muscles;

Fats: from vegetable oils, nuts and seeds, and meat (e.g., olive oil, almonds,

beef, pork, chicken, milk) supplies a lot of energy and helps the body absorb

vitamins A, D, E and K;

Water: from vegetables and fruits and drinking water (e.g., celery, watermelon,

cucumber) carries the other nutrients to all parts of the body, carries waste from

all parts of the body, and helps regulate body temperature;

Vitamins: from vegetables and fruits, whole grains, and protein foods (e.g.,

peppers, oranges, oats, chickpeas,) do many things to help the body grow, work

properly, and stay healthy;

Minerals: from vegetables and fruits, whole grains, and protein foods (e.g.,

brussels sprouts, broccoli, quinoa, fish) help the body in many ways including

building bones and teeth; help muscles work; help cells and organs do their jobs.

Action

Create a three column chart on the board. Title the first column “Food/Beverage”, the

second column “Food Guide Grouping” and the third column “Nutrient”.

Show recipes from the Canada’s Food Guide website to the class. Have students

analyze the recipes and add the ingredients to the appropriate column on the chart on

the board.

Have students discuss how the foods they chose will help their body function by looking

at the definitions of the nutrients written on the board from the Minds-On activity.

Consolidation

Students complete an Exit Card on a sheet of paper responding to the following

prompts:

1. Why are nutrients important?

2. Why is it important to eat a variety of foods?

3. Name one nutrient that gives you energy and a food/beverage in which you can

find it.

Identify something you can do to develop healthy eating habits (e.g., use a reusable

water bottle, try a new vegetable, help with grocery shopping).


Grade: 4

Lesson: 3


Lesson Title: The Food Guide


A1.5, A1.6, D2.1

Materials

Food picture cards (4-5 per group)


Learning Goals



Overall Assessment

Teacher observations of students’ demonstrated application of self monitoring a nd

thinking skills to identify personal eating habits using an Anecdotal Recording Chart.

Minds-On

Review Canada’s Food Guide and the Eat Well Plate and provide examples of foods

from each grouping. Also discuss that a meal or snack can be a combination dish that

contains at least two food groupings, for example, a sandwich.

Teacher prompt: “Being aware of your eating habits is important. As a grade 4 student,

you don’t always have control over what you eat, but there are still things you can do to

have healthier eating habits. For example, you can make water your drink of choice or

help make the lunches for the next day.”

Students reflect on a recent meal or snack they’ve had and identi fy what they might

have done to make it healthier (e.g., included a piece of fruit, ate the meal with other

people, ate the meal at a table).


Action

Teacher leads a large group discussion using the following teacher prompt: “Hea lthy

eating is about more than just what foods you eat; it is also about being mindful of

where, when, why, and how you eat. How is where, when, why, and how you eat

connected to healthy eating habits and patterns?”

Student response: “Canada’s Food Guide tells us about more than just the foods we

eat, it also tells us how to lead healthy eating habits. Where I am eating, the time I

choose to eat, the purpose of why I am eating, and how I am eating, all affect my food

choices and my enjoyment of eating.”

Lead a large group discussion on why being mindful about eating habits is important.

Highlight for students that being mindful can help you:

Make healthier choices more often

Make positive changes to what and how you eat every day (e.g., eating with your

friends at school)

Pay attention to what and how you’re eating and whether or not you’re distracted

(e.g., looking at a screen)

Notice when you’re feeling hungry or full

Reconnect to the eating experience by creating an awareness of your feelings,

thoughts, emotions, and behaviours and how they are affecting your choices

Display five pieces of chart paper at the front of the room with the following five

questions on them “What did you eat?”, “Where did you eat?”, “When did you eat”,

“Why did you eat?”, and “How did you eat?”. With students, brainstorm questions about

what that eating habit has to do with healthy eating behaviours. Student responses

might include:

How you ate?

o Did you eat slowly?

o Were you distracted?

o Did you eat with others?

Why did you eat?

o Were you hungry?

o Was it offered to you?

o Were you craving the food?

o Were you trying a new food?

What did you eat?

o What food did you have?

o What beverage did you have?

o Did you have a choice in the food you ate?


o Was the food you ate fresh or processed?

o How did your food look, smell, and taste?

When did you eat?

o What time was it?

o How long had it been since the last time you ate?

o Did you feel rushed?

o Were you feeling hungry/full when you ate?

Where did you eat?

o Were you in a space meant for eating?

o Did you feel crowded?

o Was it an enjoyable place to eat?

Why did you eat?

o Were you hungry?

o Was it offered to you?

o Were you craving the food?

o Were you trying a new food?

How did you eat?

o Did you eat slowly?

o Dere you distracted?

o Did you eat with others?

Students reflect on their recent eating experience from the Minds-On or on an eating

experience they remember. Have students complete a Gallery Walk and individually

answer the questions they generated on their previous meal.

Consolidation

Use the Think-Pair-Share strategy to have students reflect on a meal they recently

enjoyed. What made it so enjoyable? Who was with them when they ate? Where did

they eat the meal?. Have students discuss their answers with a partner. Students can

record their answers on a sheet of paper with their name and hand it in before the end

of the lesson.

Notes to Teachers

For additional information on healthy eating habits, reference Canada’s Food

Guide: https://food-guide.canada.ca/en/healthy-eating-habits/

https://food-guide.canada.ca/en/healthy-eating-habits/


Grade: 4

Lesson: 4


Lesson Title: Healthy Eating Goal Setting


A1.5, A1.6, D2.1

Materials

Chart paper or whiteboard (optional)

Paper (1 per student)

Teacher resource: Anecdotal Recording Chart

Learning Goals



Overall Assessment

Teacher observations of students’ demonstrated application of self monitoring and

thinking skills to identify personal eating habits using an Anecdotal Recording Chart.

Minds-On

Lead students through the following large group discussion. Teacher prompt: “What do

you need to consider when making healthy eating goals?”

On the board, create a mind map with the words “Healthy Eating Goal” in the centre.

Students share examples of healthy eating goals (e.g., bring a reusable water bottle,

eating more vegetables and fruits, helping to pack their own lunch, eating together as a

family, being open to tasting new foods, taking time when you eat, noticing when you

are hungry or full), and record their ideas on the mind map.

Action

Explain to student that Canada’s Food Guide also includes information on creating

healthy eating habits. These include being mindful of eating habits, cooking more often,

enjoying your food, and eating food with others. When eating a variety of foods from the


three food groupings, we should also keep these habits in mind. Have students identify

other considerations they should make when eating (e.g., activity level, hunger cues,

age, healthy eating habits, what they ate earlier in the day or week).

Provide each student with a piece of blank paper. Students select one day from the

previous week and record where and what they ate throughout the day and when

(including drinks).

When students have finished, have them reflect on the following questions. Consider

displaying the questions on chart paper or whiteboard:

How many meals did you have during the day?

When you were hungry/full, were you able to listen and respond to your body

cues?

Who prepared your meal/snack?

Where did you eat your meals or snacks? Was it a space meant for eating?

Who did you eat with?

Did you try any new foods?

How did you feel after you ate?

Using the information from Canada’s Food Guide and the class discussions, students

each set a healthy eating habit goal. Students record their goal on their paper.

Consolidation

Invite students who would like to share their healthy eating goal and discussion

responses with their elbow partner. Students interview their partner about their goal,

using the questions from the Action as a guide.


Grade: 4

Lesson: 5


Lesson Title: Places and Food


A1.6, D3.1

Materials

8-10 Index cards with eating locations (e.g., home, school, community

centre/recreation centre, restaurant, food court, convenience store, amusement

park, summer camp)

Teacher Resource: Rubric

Learning Goals

We are learning ways of promoting healthier eating habits in different settings

and situations.

Overall Assessment

Teacher observations of students’ application of thinking skills to promote healthier food

choices in a variety of settings and situations using a Rubric.

Minds-On

Have students brainstorm examples of places where they eat and make food selections

(e.g., school, restaurants, food courts, recreation centres). Record students’ answers on

the board.

Explain that where students eat and the foods available in those settings can influence

their food selections. When healthy food and beverages are available, it is easier to

make healthy food selections.

Teacher prompt: “Our school is a healthy school, and we have a breakfast program and

a snack program. How do these programs affect people’s food choices? How can these

programs promote healthier food choices?”; or "When you go to the mall with your

family and eat in the food court, there are lots of places to choose from. What do you


usually choose, and why? Are there a variety of healthier choices there that you could

make?”

Student response: “The programs give us more healthy foods to choose from because

they offer us vegetables and fruits and we get to eat with our friends. They give all the

students a chance to try different kinds of healthy foods that they might not otherwise be

able to try. If we didn’t have these healthy options, we might eat less healthy options

from fast food restaurants or the convenience store.”

Action

Before the activity, prepare a number of index cards by writing a location where food is

available on each one (e.g., school, community centre/recreation centre, restaurant,

food court, convenience store, amusement park, summer camp). Divide students into

groups of 3 – 4 and give each group a prepared index card. Members of each group

identify examples of foods and beverages that are available at the location on their card.

Discuss how sometimes there aren’t many healthy options available in different settings.

Have the students create a meal or snack for various settings (e.g., school, community

centre).

Groups will also identify the Canada’s Food Guide food groupings and the key nutrients

(carbohydrates, protein, fat, vitamins, minerals and water) that are found in the meal

recommended. Have each group share their sample meal with the class, naming the

food groupings that the foods and beverages belong to and the nutrients they contain.

Consolidation

Have students think about the food choices available within their school community and

brainstorm a list of food-related events and venues where foods are available (e.g.,

special food days, breakfast, snack or lunch programs, catered/hot lunch programs,

classroom awards programs, track and field events, fundraisers, sporting events,

classroom celebrations, vending machines).

Lead a large group discussion on healthier food suggestions that could be provided at

food-related events and venues, why these healthier foods are important, and ways that

healthier food choices could be promoted (e.g., sell non-food items such as candles,

cookbooks or jewellery for fundraising, bring trays of cut fruit and vegetables as

refreshments for classroom parties, celebrate in the classroom with non-food activities

like having an extra-long recess or by playing a fun game).


Grade: 4

Lesson: 6


Lesson Title: Eating Healthy Anywhere


A1.6, D2.1, D3.1

Materials

Teacher Resource: Rubric

Learning Goals



We are learning ways of promoting healthier eating habits in different settings

and situations.

Overall Assessment

Teacher observations of students’ demonstrated application of thinking ski lls to analyse

personal food choices and their ability to promote healthier food choices in a variety of

settings and situations using a Rubric.

Minds-On

Using a large group discussion, students respond to the following prompts.

Teacher prompt: “If you are going to a lesson or a practice after school, what could you

bring as a snack that would be healthy and give you the energy you need? What factors

have an impact on your choice?”

Student response: “If I planned ahead I could bring a healthy snack like yogourt or a

piece of cheese and fruit or cut-up vegetables. If I buy a snack I think I need to think

about the healthiest choice available. Factors that affect my choices include what food

is available, how much time I have, what is convenient, how much foods cost, what I like

and dislike and what allergies I have.”


Teacher prompt: “What kinds of things might you consider before inviting a friend to

your home for a meal or a sleepover?”

Student response: “I would ask if my friend has any food allergies or cannot eat certain

foods for medical, religious or cultural reasons and make sure my family know about

these.”

Action

Introduce the culminating task using the following teacher prompt: “We know that school

is an important setting where we eat and make food selections every day. Let’s look at

what we could do to help us make healthier food choices at school. Today, we’re going

to develop a program to promote healthy food choices in the school. As a class, we will

come up with a healthy eating goal for the whole school, and then working in small

groups you will develop one activity that will help meet the goal. Each group’s activity

will be combined into a program to promote healthy food choices in the school.”

Brainstorm with students ideas of activities to promote healthier food choices. You may

want to write student responses on chart paper or on the board (e.g., bring a reusable

water bottle, healthy lunch challenge, healthy snack week, newsletter inserts and PA

announcements, promote school meal/snack program (if available) , posting healthy

eating information on bulletin boards, healthy eating poster contest). Have students

describe which activities will be most effective and why.

Divide students into groups of 4 – 5. Each group creates an activity to support the class

created goal and then selects a promotion activity based on an item from the

brainstormed list or on their own ideas.

Consolidation

Have students present their activities to the class. Ask groups to share ideas of how

their activities support the school’s healthy eating goal. Share some of the ideas with

the school administrator or student leadership team to see if any of the ideas can be

implemented.

Note to Teachers

Try to make the activity about what the school can do together to promote

healthy eating for everybody without focussing on what food and beverages

students bring to school from home.

Documents

Making Healthy Food Choices Anywhere...Unit Name: Making Healthy Food Choices Anywhere Lesson Title: Identifying Nutrients Curriculum Expectations A1.6, D1.1 Materials Paper (1 per