Fuel and Food

Overview

In this introductory Health unit lesson, students explore what nutrients are, why they matter for the body, and how everyday food choices support health. They practise using simple nutrition ideas to judge foods and communicate reasons.

Learning intentions

• Students will identify key nutrients found in common foods and describe their role in the body.
• Students will explain why nutrients are important for health and growth.
• Students will recognise that nutrition needs can vary for different people and circumstances.
• Students will apply nutrition knowledge to make and justify an everyday food choice.

Success criteria

• I can name major nutrients (carbohydrate, protein, fat, fibre, vitamins and minerals, water).
• I can match nutrients to simple body functions (energy, growth/repair, protection, gut health, regulation).
• I can use nutrition information to give a reason for a food choice.
• I can reflect on how my choices can support wellbeing.

Curriculum links

• Health — Students investigate health information, products and support services to propose strategies that enhance safety, health and wellbeing.
• Health — Students demonstrate ways to access reliable source of health information or support services.
• Food selection for nutrition and health — Students identify the importance of nutrients for the body.
• Food selection for nutrition and health — Students recognise food used in everyday contexts.

Lesson structure (50 minutes)

1. 0–5 min · Hook. Teacher displays the introduction slides and asks: “Why do people feel different after eating different meals?” Students turn-and-talk to share one example from their own day.
2. 5–12 min · Direct teach: what nutrition means. Teacher uses the introduction slides to introduce nutrients and “food fuels the body” with simple everyday examples. Students complete a quick “Think–Write” on mini whiteboards: list one nutrient they already know and what they think it does.
3. 12–20 min · Key concepts mini-lesson. Teacher continues with the introduction slides showing a simple nutrient-function table:

• Carbohydrate: energy
• Protein: growth and repair
• Fat: energy storage and protection
• Fibre: digestion/gut health
• Vitamins & minerals: body regulation (e.g., bones/immune function)
• Water: transport and temperature regulation Students underline the top 2 nutrients they will remember and copy one function statement.

4. 20–28 min · Guided activity: “Nutrient Detective”. Teacher distributes the nutrition detective worksheet and explains the task while referring to the introduction slides. Students work in pairs to choose one of three sample meals (teacher-selected on the sheet) and identify which nutrients each meal likely provides, then write one health reason (e.g., “helps energy for sport” or “supports growth”).
5. 28–36 min · Share and refine. Teacher prompts using the introduction slides: “Which nutrient is most important for this meal’s main job?” “What clue in the food suggests that nutrient?” Students do a quick gallery-share: each pair states one nutrient + one body function, and teacher records accurate ideas on the board.
6. 36–42 min · Reliability check (health information). Teacher uses the introduction slides to model how to access reliable information (e.g., ingredient lists, nutrition panels, reputable health sites, guidance from school/home resources) and stresses “use evidence, not rumours.” Students complete a short check on the nutrition detective worksheet: underline one place they could find reliable nutrition information and circle why it is reliable.
7. 42–50 min · Plenary and exit ticket. Teacher returns to the introduction slides for the final slide prompt: “What is one nutrient and one reason it matters?” Students complete a 1-minute exit ticket at the bottom of the nutrition detective worksheet: “Today I learned… / My next step is…” Teacher collects for quick formative assessment.

Resources

• the introduction slides
• the nutrition detective worksheet
• Board/markers for recording student ideas
• Mini whiteboards or scrap paper for quick responses (optional but useful)
• Pairs/groups of two (25 students → 12–13 pairs)

Assessment

• Formative: observe pair work in “Nutrient Detective” for correct nutrient-function matching.
• Formative: check whiteboard/mini responses for misconceptions (e.g., “vitamins are energy”).
• Exit ticket from the nutrition detective worksheet to gauge whether students can explain why nutrients matter and name reliable information sources.

Differentiation

• Support: provide sentence starters on the worksheet (e.g., “This meal may contain…, which helps…” “I can find reliable info from…”).
• Support: offer a small word bank for nutrients and body functions.
• Extension: challenge pairs to justify a choice for a specific need (e.g., “before sport” vs “after sport”) using at least two nutrients and two reasons.
• EAL/SEN: use visual cues on the slide deck (nutrient icons/colour-coded categories) and allow oral responses before writing.