Reading Labels

Overview

In this third lesson of “Nutrition and Growth Essentials”, students practise reading common food label fields to make informed choices. They build on earlier discussions about healthy choices and how food affects growth, energy and wellbeing, using a structured approach to interpret information accurately.

Learning intentions

• Students will be able to identify key nutrition information on Australian food labels.
• Students will be able to interpret serving size and nutrients (especially energy, saturated fat, sugars and sodium).
• Students will be able to compare two similar foods and justify a healthier choice using evidence from the label.
• Students will be able to recognise that labels can be misleading without checking the serving size and nutrition per serve.

Success criteria

• I can find the serving size and “per serve” nutrition information on a label.
• I can explain what energy, sugars, saturated fat and sodium mean in simple terms.
• I can compare two products using label information, not opinions.
• I can write a short justification for my choice that includes at least two label details.

Curriculum links

• Health — Students plan and implement strategies to enhance their own and others’ health, safety, relationships and wellbeing, including evaluating the impact of health behaviours (using credible information to support healthier decisions).
• Health — Students investigate how media and influential sources can impact attitudes and decisions in relation to health, safety, relationships and wellbeing, by applying credible information from labels to make decisions.
• Health — Students analyse how changes and transitions affect wellbeing and devise strategies to support themselves and others (using label reading as a practical self-management skill during school food choices and growth needs).

Lesson structure (40 minutes)

1. 0–5 min · Warm-up prompt. Teacher displays two product fronts (no full nutrition panels yet) and asks: “Which one looks healthier and why?” Students quick-write one reason, then share with a partner.

2. 5–12 min · Mini teach: label parts that matter. Teacher explains and models where to find: serving size, energy per serve, saturated fat, sugars, sodium, ingredients, and “per 100 g vs per serve”. Students follow along on a sample label worksheet, circling each field as the teacher calls it out.

3. 12–25 min · Label detective (group comparison). Teacher assigns groups of 3–4 and gives each group two similar foods (e.g. two snack bars, two yogurts, two drinks) with the full label panels. Students complete a comparison table:

• Serving size: ___
• Energy: ___
• Saturated fat: ___
• Sugars: ___
• Sodium: ___ They then decide which is the “better everyday choice” and prepare a one-sentence justification using at least two data points.

4. 25–33 min · Claim–evidence share-out. Teacher leads a class discussion using student justifications and probes for accuracy (e.g. “Did you compare the same serving size?”). Students share their decision and explain their evidence; other students use sentence starters to respond respectfully:

• “I agree because…”
• “One thing to check is…”
• “Your justification is stronger if you also…”

5. 33–38 min · Check for understanding (label scan). Teacher projects a label detail only (e.g. sugars line, saturated fat line, serving size line) and asks quick questions. Students answer on mini-whiteboards or scrap paper for immediate feedback (e.g. “What does this number refer to?”).

6. 38–40 min · Exit ticket (individual). Teacher hands out an exit ticket with two short scenarios: “You’re choosing one item for recess. Explain the choice using label evidence,” plus a second prompt: “What could be misleading about the label?” Students submit before the bell.

Resources

• Printed sample food labels (at least 6 sets of 2 products for groups, with clear nutrition panels)
• Label comparison worksheet (serving size + nutrients table + justification line)
• Sample “model label” for teacher demonstration (projector or large print)
• Mini-whiteboards or scrap paper for quick checks
• Exit tickets (2 scenarios, short-answer lines)
• Markers/pens for groups
• Classroom projector (optional but helpful)

Assessment

• Formative: teacher observes group work using a checklist (serving size located, correct fields used, justification includes data).
• Formative: quick-question responses during the “label scan” show misconceptions (e.g. confusion between per 100 g and per serve).
• Summative for this lesson (informal): exit ticket accuracy—evidence-based choice and identification of a potential label misleading point.

Differentiation

• Support:
• Provide sentence starters for justifications (“I chose ___ because… The sugars are… per serve.”).
• Offer a “label word bank” (serve, energy, sugars, saturated fat, sodium, ingredients).
• For students needing more help, give a partially completed comparison table.
• Challenge/extension (kept brief):
• Ask advanced groups to include ingredients-based reasoning (e.g. wholegrain vs refined, “added sugar” wording) alongside nutrient values.
• Challenge students to identify whether a product is “sometimes” vs “everyday” based on evidence.
• Literacy/EAL:
• Use consistent visuals on worksheets (icons for sugars, saturated fat, sodium).
• Allow oral rehearsal with a partner before writing.

Extension (optional)

• None.