Food Labels Insight

Context

This is Lesson 3 of 3 in the Year 11 Health unit "Nutritional Knowledge and Choices." It follows previous lessons on basic nutrition and making nutritional choices. It focuses on hands-on analysis of food labels and understanding nutritional frameworks critically.

---

Curriculum Links

Learning Area: Health and Physical Education (Years 9–11)

• Achievement Objective:
• Healthy Communities and Environments
• Students will understand factors influencing food choices and the impact of those choices on wellbeing.
• Key Competencies:
• Thinking (critically analyze food labels and nutritional information)
• Using language, symbols and texts (interpret food label information)
• Managing self (make informed, healthier food choices)
• Relating to others (engage respectfully in group discussions)

Principles Supported

• Treaty of Waitangi: Recognising bicultural foundations; incorporating Māori perspectives in nutrition and food choices (link to Tātaiako)
• Cultural Diversity: Respect and inclusion of Pasifika and other cultures with diverse food practices (reference Tapasā)
• Inclusion: Differentiation and universal design for learning (UDL) for diverse learners including dyslexic students

---

Lesson Details

• Duration: 40 minutes

• Number of Students: 20

• Learning Intentions (WALT): We Are Learning To apply food labeling knowledge to make healthier choices.

• Success Criteria:

• I can interpret the nutritional content of two different food labels.

• I can critique one common nutrition framework/model and its usefulness.

---

Resources Needed

• Printed food labels (both standard and simplified for lower readers)
• Graphic organisers for label analysis (dyslexia-friendly)
• Copies or summaries of one nutrition framework/model used in NZ (e.g. the Food and Nutrition Guidelines or the Health Star Rating system)
• Whiteboard/markers
• Projector (optional)

---

Lesson Plan

1. Warm-up & Prior Learning Review (5 minutes)

• Activity: Quick whole-class quiz or think-pair-share:
• What information do we get from food labels? (e.g., calories, ingredients, serving size)
• Why is understanding food labels important?
• Use questions to connect back to previous lessons on nutritional knowledge.

2. Introduction to Food Labels (5 minutes)

• Brief tutor-led explanation: How to read key parts of food labels (serving size, energy/kilojoules, sugar, fat, salt content) and nutritional claims.
• Show different types of food labels including a simplified version for some students.

3. Group Work: Food Label Analysis (15 minutes)

• Activity:
• Split class into pairs (or small groups of 3).
• Each group receives two food labels (one standard, one simplified optional depending on individual needs).
• Using the graphic organiser, students identify and record: serving size, energy, sugar, fat, salt, key nutrients.
• Then discuss which label indicates a healthier choice and why.
• Differentiation:
• Simplified labels and scaffolded graphic organisers for students with reading difficulties, including dyslexia.
• Extension: More able students to compare labels using the Health Star Rating framework and justify their healthier choice.

4. Critique a Nutrition Framework (10 minutes)

• Activity:
• Present one commonly used NZ nutrition framework or model (e.g., Food and Nutrition Guidelines or Health Star Ratings).
• In pairs, students discuss:
• What do they like or find helpful about the model?
• Are there any limitations or things missing?
• Share highlights as a class.
• Supporting cultural perspectives: Invite students to consider how well the framework respects different cultural food practices, referencing Tātaiako and Tapasā principles.

5. Wrap-up and Reflection (5 minutes)

• Recap WALT and success criteria, ask students to self-assess.
• Quick exit slip: Write one tip you learned today that will help you make healthier food choices.

---

Differentiation Strategies

• Use simplified food labels and graphic organisers for lower literacy or dyslexic students.
• Pair students strategically for peer support.
• Use oral instructions and visual aids.
• Allow extra processing time and clarifications as needed.

---

Extension Activity (Optional Homework or Follow-up)

• Conduct a mock supermarket audit: Students bring in photos or lists of food items from home or local shops, then present in the next lesson their healthier alternatives with reasons, applying food label knowledge and the nutrition framework.

---

Inclusion of Cultural Competency

• Acknowledge Māori values and perspectives on food as part of wellbeing (refer to Tātaiako principles).
• Recognise Pasifika food traditions, encouraging discussion on how these nutrition frameworks fit or don’t fit these cultural contexts (refer Tapasā).
• Create an inclusive, respectful environment for sharing diverse food experiences and choices.

---

This lesson plan aligns with New Zealand Curriculum Health and Physical Education achievement objectives for years 9-11, focusing on critical thinking, informed decision-making, and wellbeing, all scaffolded within inclusive pedagogies respecting cultural identity and diversity.