Nutrition Labels

Overview

In this second lesson of “Healthy Choices Everyday”, students practise reading simple nutrition labels to make healthy food choices. They focus on what the label tells them, using colour-coded prompts and hands-on label sorting.

Learning intentions

• WALT: Learn how to read and understand nutrition labels so we can choose foods for our bodies.
• WALT: Recognise the key parts of a nutrition label (serving size, nutrients, and “sometimes”/“everyday” cues).

Success criteria

• I can point to the serving size on a nutrition label (or label card).
• I can identify the main nutrients shown (e.g. sugar, fat, salt) using pictures or words.
• I can explain, with support, what the label helps me decide.
• I can sort foods into “everyday” and “sometimes” based on a simple label rule.

Curriculum links

• Health and wellbeing: knowledge of food choices that support health and growth, including using basic label information to guide decisions.
• Personal and social capability: making informed choices and using simple reasoning to explain decisions.
• Literacy: interpreting information from everyday texts (nutrition labels) and using new vocabulary in context.

Lesson structure (40 minutes)

1. 5 min – Warm-up: “Label Detective”

• Teacher shows 2–3 real product packages (or clean label images) and asks: “What do you notice?” “Where is the nutrition information?”
• Students turn-and-talk with a partner, then share one observation.

2. 8 min – Teach: Key label parts (one at a time)

• Use a large, simplified nutrition label on the board with only a few clear sections: serving size, sugar, saturated fat, salt.
• Teacher models: pointing to each part and using a “label reading routine”: Look → Point → Say.
• Keep language concrete: “Serving tells us how much the food amount is,” “Sugars are a part of the label,” etc.

3. 10 min – Guided practice: Colour-coded matching

• Give groups of 3–4 students mixed nutrition label cards (simplified).
• Students match each card to a colour category:
• Blue = serving size
• Yellow = sugar
• Green = fat (or “saturated fat”)
• Red = salt
• Teacher circulates, prompting students to “Point to the sugar” or “Find the serving size”.

4. 10 min – Sorting activity: Everyday vs Sometimes

• Provide two sorting areas labelled: “Everyday foods” and “Sometimes foods”.
• Students use a simple class rule the teacher has taught with pictures (e.g., “Choose foods that have lower sugar/salt most of the time.” For this age group, keep the rule supportive and not overly technical.)
• Students must place the card and then say one sentence stem: “I chose this because the label shows…”

5. 5 min – Check-in: Quick oral assessment

• Show 1 new simplified label card. Students respond using a whole-class routine:
• “Where is the serving size?”
• “Show me the sugar.”
• “What does the label help us do?”
• Collect informal evidence of understanding.

Resources

• Simplified nutrition label printouts (large and individual cards)
• Real packaging samples or printed clean images (if available)
• Colour-coded labels/stickers for serving size, sugar, fat, salt
• Sentence stems on cards: “I chose this because…”
• Two poster signs: “Everyday foods” and “Sometimes foods”
• Group sorting mats
• Mini whiteboards or paper for student responses (optional)
• Teacher visual routine: Look → Point → Say

Assessment

• Observation during colour-coded matching (can students locate serving size and identify sugar/fat/salt sections?).
• Oral responses during the final check-in (can students explain what the label helps them decide?).
• Sorting choices recorded by teacher notes (evidence of applying the “everyday vs sometimes” rule).

Differentiation

• EALD support:
• Provide simplified label cards with mostly pictures and a small amount of key words only (sugar, salt, fat, serving).
• Pre-teach 3–4 label words with gestures and repeat consistently during the “Look → Point → Say” routine.
• Support for neurodivergent students:
• Use structured steps with clear start/stop signals and a visual timer.
• Offer a smaller set of label cards for some students and focus on one aspect at a time (e.g., only serving size and sugar in Week 2).
• Allow response through pointing, matching, or short spoken phrases rather than full sentences.
• Scaffolded learning:
• Sentence stems to reduce language load.
• Teacher modelling with “think-aloud” using simple, concrete statements.
• Extension (advanced learners):
• Give two products with different values and ask students to compare: “Which one is a better everyday choice and why?” using one label feature (e.g., sugar or salt).

Extension (optional)

• If time allows: “Compare and choose” pairs activity using two simplified labels.
• Students complete a quick compare using a simple template: “Product A has ____ (sugar/salt). Product B has ____. I would choose ____ because ____.”
• Teacher listens for correct use of one or two label components and a clear reason.