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Grade 3: Reading and Understanding Food Labels/Nutrition Facts
ACTIVITY 1
Objectives:
1. Identify where the food label/nutrition facts can be found on food items
2. Understand the order of foods displayed on the food ingredient list
3. Identify the main nutritional components of a food label
4. Understand how physical activity plays a role in nutrition
Bench Marks:
PE.3.L.2.12: Read food labels for specific nutrition facts.
PE.3.C.1.2: Understand the importance of safety rules and procedures in all physical activities.
PE.3.L.1.2: Demonstrate involvement in physical activities both during and after the school day.
PE.3.R.1.4: Corporate with all class members by sharing and taking turns.
HE.3.B.1.1: Locate resources from home, school, and community that provide valid health information.
Materials Needed
• Generic food label blown up (either PowerPoint/Projector) for class to see
• Five food labels placed in five stations around the room
o 1-2 questions based on the food label per station (e.g., how many calories are in 1 serving of this food? Based on the list of ingredients, which ingredient is used in the highest amount in this food?)
o Include one physical activity per station (e.g., students must do 10 jumping jacks)
Activity 1 Introduction (15 Minutes)
1. Identify the key components of a nutrition fact label by showing class a generic food label on PowerPoint/overheard projector.
a. Serving Size
b. Calories
c. Nutrients
• Total fat
• Sodium
• Fiber
• Calcium
• Iron
• Protein
• Vitamin A
• Vitamin C
2. Discuss the amounts listed on label and how they are equal to one serving
a. One serving may not equal the whole package.
3. Discuss nutrients found on food label in simplistic terms.
a. Explain which nutrients your body needs more of (e.g., iron, calcium, fiber) and which nutrients your body needs in lesser amounts (e.g., sodium, fat).
• Iron and Calcium are minerals that your body needs to function properly.
• Fiber helps to keep your intestines healthy and regular.
• A small amount of sodium is necessary for you cells to work properly, however, consuming too much can lead to health problems.
• A small amount of fat is a necessary component of the diet: It helps us absorb vitamins and minerals. However, consuming too much can lead to health problems.
4. Discuss the ingredient list.
a. Explain that all ingredients displayed in the ingredient list are in the food item.
• The first ingredient listed is the most abundant ingredient in the food item. The last item listed is the least abundant ingredient.
• Explain that the food items with the fewest ingredients listed on the food label tend to be better choices (e.g., these are typically less processed).
Activity 1 (25 minutes)
Food Labels Investigation Stations
1. Explain the rules of the activity (e.g., in groups, students will work together at each station to answer the questions; the students will complete the physical activity at each station).
2. Remind the students of the safety rules (e.g., students will remain clear of objects, other students, and furniture when completing the physical activity).
3. Separate the class into small groups.
4. Each group will travel to stations and answer the questions about the food label on a piece of paper. Give students 2-5 minutes per station.
5. Before the students are able to move on to the next station they must complete the designated physical activity.
6. Once the groups have traveled to all of the stations and answered all of the questions, have the students return to their seats and discuss their answers as a class.
a. Discuss why physical activity is important.
b. Discuss the role nutrition plays in physical activity.
Resources:
1. MyPlate:
•
2. Nutrition Facts Panel Information
•
3. Nutrition for growing bodies
•
4. Physical Activity and kids
•
5. Make your calories count
•
6. How to Understand and Use the Nutrition Facts Label
•
7. Read It before you eat it handout
•
Created by:
Brittany Pond and Julie Rankin
Dietetic Interns
Division of Food, Nutrition and Wellness
Florida Department of Agriculture and Consumer Services
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