Nutrition Choices

Overview

In this lesson, students investigate what “good nutrition” means for their bodies and how media and influencers can shape food decisions. They practise critiquing nutrition messages, then apply their learning to plan a healthier, realistic choice for their own day.

Learning intentions

Students will be able to:

• Identify and explain the roles of key nutrients and energy in the body using accurate health terminology.
• Critically evaluate nutrition information and influencer messages for accuracy and influence.
• Apply respectful, evidence-based decision-making to nutrition-related statements.
• Analyze how food choices impact overall wellbeing beyond just "being healthy".
• Collaborate in group discussions to share and develop nutrition knowledge.
• Interpret food labels to assess nutritional content and make informed choices.

Success criteria

Students can:

• identify at least 4 nutrient/energy factors (e.g. carbs, protein, fats, fibre, vitamins/minerals, water) and describe a simple function
• describe one way social media/influencers can influence attitudes and actions
• use a critique checklist to judge a nutrition claim as helpful, misleading, or needs more evidence
• participate in a movement activity respectfully and justify choices using examples

Curriculum links

• AC9HP10P09: critique health information, services and media messaging about relationships, lifestyle choices, health decisions and behaviours to evaluate their influence on individual attitudes and actions
• AC9HP10P10: plan, justify and critique strategies to enhance their own health and wellbeing
• AC9HP10P02: refine, evaluate and adapt strategies for managing changes and transitions (used here through practising refusal/choice language when pressured)

Lesson structure ({total minutes})

1. 0–10 min · Hook & set-up (move + think). Teacher displays the nutrition influence intro slides and asks the provocative question: “If a post says ‘this food fixes everything’, should you trust it?” Students do a quick think-pair-share, then stand in place for “silent vote” (show thumbs: trust / unsure / don’t trust) before settling into groups.

2. 10–20 min · Direct teach (what nutrition does). Teacher uses the next slides to explain: energy vs nutrients, how food supports growth, repair, activity and mental wellbeing, and the idea that balanced patterns matter more than “magic foods”. Students complete short notes on the nutrition nutrients and claims worksheet: list 3 functions of nutrients/energy in their own words.

3. 20–35 min · Hands-on concept: “Build a balanced day”. Teacher sets up a movement-friendly station task using the classroom layout (four corners labelled: “Energy”, “Build”, “Protect”, “Function/Regulate”). Students rotate every 2–3 minutes, and each group sorts food examples into the best corner(s), then explains why using one nutrient word from their notes. Teacher checks misconceptions in-the-moment and keeps groups moving (attention support through purposeful transitions).

4. 35–55 min · Influencer claim critique (agree/disagree line). Teacher returns to the nutrition influence intro slides for the case-study section, presenting 6 “influencer-style” statements (e.g. “Cut carbs and you’ll lose weight instantly”, “This supplement is safer than food”, “Detox cleans your body”). Students stand on an agree/disagree continuum along the room; after each statement, students have 15 seconds to reposition, then 1 student per side must give a justification using the critique prompts on the slide and evidence from class notes. Teacher explicitly models language to critique without attacking people: “That claim might be misleading because…”. If time allows, students do a quick “challenge move”: one student from the minority side must say what evidence would be needed to change their mind.

5. 55–70 min · Apply: plan a realistic healthier choice. Teacher guides students to use the nutrition nutrients and claims worksheet to choose one “common situation” (e.g. buying snacks at lunch, post-training food, school canteen, after-school scrolling leading to impulse buys). Students write a short plan:

• What I will choose
• Why it supports my wellbeing (nutrient/energy link)
• One way I’ll handle influencer pressure (use respectful refusal/choice language)

6. 70–80 min · Plenary & exit. Teacher brings attention back to the nutrition influence intro slides for a final checklist: “Does it fit my body’s needs? Is it hiding uncertainty? Does it encourage balance and realistic habits?” Students complete the final 2-minute reflection at their desks (one sentence on the worksheet): “Next time I see nutrition advice online, I will…”

Resources

• The nutrition influence intro slides
• The nutrition nutrients and claims worksheet
• Printed statement cards OR the slide statements copied onto board for visibility during the agree/disagree continuum
• Sticky notes or mini whiteboards for quick “trust / unsure / don’t trust” vote (optional)
• Timer (on screen or handheld) to support rapid rotations
• Continuum tape line on the floor/walls with clear “Agree” and “Disagree” markers
• Short educational videos or infographics on nutrition basics and media influence (suggested search: "nutrition basics infographic" or "media influence on food choices video")
• Food labels samples or images for analysis activities

Assessment

• Formative: teacher checks nutrient-function notes during the 10–20 minute section (listen for correct ideas like energy for activity and nutrients for body functions)
• Formative: observe agree/disagree justifications for use of critique prompts (not just opinions)
• Formative: review the plan and reflection sentence on the nutrition nutrients and claims worksheet for evidence-based reasoning and respectful decision-making
• Formative checkpoint mid-lesson during the "Build a balanced day" activity to assess understanding of nutrient roles and food sorting accuracy
• Summative reflection at lesson end where students set a personal goal related to evaluating nutrition advice online

Differentiation

• Support: provide sentence starters on the nutrition nutrients and claims worksheet (e.g. “This claim may be misleading because…”, “Evidence I would look for is…”)
• Support for attention needs: movement rotations every 2–3 minutes and structured turn-taking in the continuum activity
• Extension: challenge students to rewrite one influencer claim into a balanced, realistic statement that encourages wellbeing
• EAL/SEN: allow justification using fewer words but with required elements (nutrient link + critique reason)
• Differentiated tasks: group discussions for collaborative learners; individual food label analysis for independent learners; scaffolded worksheets for those needing extra support
• Extension activity: create a short infographic or video clip summarizing key nutrition messages and how to critically evaluate influencer claims