Fuel for Life

Overview

Students explore the basics of nutrition, identifying key nutrients and how they support health. They also practise using reliable health information to make safer, healthier food and lifestyle choices.

Learning intentions

• Students will identify key nutrients in foods and explain their roles in health.
• Students will describe what “good nutrition” looks like using simple, age-appropriate examples.
• Students will use health information to make decisions about nutrition and wellbeing.
• Students will demonstrate ways to access reliable health information and support services.

Success criteria

• I can name at least 3 key nutrients and match each to a health role (e.g. growth, energy, protection).
• I can explain how nutrition choices can affect my health and wellbeing.
• I can spot a reliable source of nutrition information and explain why it is reliable.
• I can propose one strategy to improve health using trustworthy information.

Curriculum links

• PH4-IPS-01: Investigate and use health information, products and support services to propose strategies for enhancing safety, health and wellbeing.
• PH4-SHP-01: Understand and apply health concepts to support safe, healthy choices and wellbeing (including nutrition as part of lifestyle decisions).
• PHLS-IPS-01: Access and demonstrate use of reliable sources of health information or support services.
• PHLS-SMI-01: Use health information/strategies to manage wellbeing and promote safer decisions (e.g. evaluating claims and choosing actions).

Lesson structure (50 minutes)

1. 0–5 min · Hook (nutrition myths). Teacher displays a short scenario on the introduction slides: “Do you need ‘detox water’ to ‘cleanse’ your body every day?” Students do a quick think-pair-share: What does nutrition have to do with health, and how could you check what’s true?

2. 5–15 min · Direct teach: nutrients and roles. Teacher uses the introduction slides to introduce the “nutrient basics” (carbohydrates, protein, fats, vitamins, minerals, fibre, water) with simple body roles. Students copy a mini table into their notes (or on the worksheet space): nutrient → function → one food example.

3. 15–25 min · Key idea check: nutrition and health. Teacher returns to the introduction slides and asks: “How could poor nutrition affect energy, growth, immunity, and concentration?” Students complete a quick “hand signal” check: thumbs up for examples linked to health roles (e.g. low iron → tiredness), thumbs sideways for unclear links, then justify one answer with a partner.

4. 25–38 min · Reliability task (information evaluation). Teacher explains the task using the nutrition source evaluation worksheet: Students read 4 short statements about nutrition (some reliable, some misleading) and rate reliability (reliable / unsure / not reliable), then give a reason (e.g. source type, evidence, expertise, whether it makes extreme claims). Students work in pairs, using the worksheet to choose one statement to “trust” and write a safer alternative action (e.g. “Use reputable health services and look for evidence-based guidance.”). Teacher circulates and provides sentence starters if needed.

5. 38–45 min · Strategy proposal (connect to wellbeing). Teacher brings students back to the introduction slides for a model: choose one nutrient-related improvement strategy supported by reliable information. Students draft a 2–3 sentence response: “Using reliable information, my strategy is… because… and it supports…”

6. 45–50 min · Plenary exit ticket. Teacher collects the nutrition source evaluation worksheet and asks each student to complete an exit ticket on the back or last lines:

• Name one nutrient and its role.
• Circle the most reliable source type.
• Write one strategy that improves health and wellbeing.

Resources

• the introduction slides
• the nutrition source evaluation worksheet
• Pens/pencils for all students
• Display area for teacher scenarios (projector/screen)
• Timer for pair work and exit ticket
• Sentence starters on a class reference card (teacher-provided)
• Optional: small printed example cards of “nutrition claims” for quick teacher demonstration (if slides need backup)

Assessment

• Formative checks during the hand-signal link activity (misconceptions spotted quickly).
• Worksheet reliability ratings with justification (checks PHLS-IPS-01 and PH4-IPS-01).
• Exit ticket responses (checks nutrient role accuracy and ability to propose a strategy).

Differentiation

• Support: sentence starters for reasons (“I think it is reliable/not reliable because…”), plus a word bank of nutrient roles on the introduction slides.
• Support: allow students to circle key words in claims (e.g. “guaranteed”, “detox”, “no evidence”).
• Extension: challenge question—“What evidence would you look for to confirm or reject the claim?” and ask students to rewrite the claim into a safer, realistic statement.
• EAL/SEN: provide simplified versions of statements on the nutrition source evaluation worksheet and allow oral discussion before writing.
• Monitoring: teacher uses a quick misconception checklist (e.g. “vitamins=magic”, “carbs are always bad”, “water=only when thirsty”).