Fuel for Health

Overview

In this lesson, students develop a practical understanding of nutrition basics and use key vocabulary to explain why different foods are chosen. The lesson builds students’ ability to connect food choices to energy needs and overall wellbeing, linking to Health and Physical Education learning about nutrition and making informed decisions.

Learning intentions

• Students will be able to explain what nutrition is and why it matters for health and performance.
• Students will be able to describe the difference between macronutrients and micronutrients.
• Students will be able to label key nutrition vocabulary using correct definitions.
• Students will be able to analyse an example day of eating and justify food choices using “why” reasoning.

Success criteria

• I can define nutrition, energy, balanced diet, macronutrients, and micronutrients using my own words.
• I can give at least one example food for each macronutrient and explain what each one does in the body.
• I can identify micronutrients (vitamins and minerals) and explain what they help the body do.
• I can explain why foods were chosen in an example day of eating, not just what foods were eaten.

Curriculum links

• Health and Physical Education: develops knowledge and understanding to make informed decisions about health, wellbeing, and food choices.
• Relationships with others and self: supports students to reflect on personal wellbeing and respectful decision-making around food.
• Developing communication skills: students use subject vocabulary to explain ideas clearly in discussion and writing.

Lesson structure (55 minutes)

1. 0–5 min · Starter: Nutrition prompt. Teacher writes: “What does your body need from food?” and shows 3 quick options (energy, growth, protection). Students do a quick think on paper, then share one idea with a partner.

2. 5–15 min · Direct teach: Key nutrition vocab. Teacher introduces and models definitions with examples: nutrition, energy, balanced diet, macronutrients, carbohydrates, protein, fats, micronutrients, vitamins, minerals, hydration (as support for wellbeing). Students complete a vocab matching sheet (definition to term) and highlight words they’re unsure about.

3. 15–25 min · Mini-lesson: Macro vs micro. Teacher explains:

• Macronutrients: carbohydrates, protein, fats (the “bigger fuel” categories).
• Micronutrients: vitamins and minerals (the “support systems”). Students fill a 2-column table: “Macro does…” and “Micro does…”, using sentence starters provided on the board.

4. 25–38 min · Food function sorting activity. Teacher distributes mixed food cards/labels (e.g., chicken, yoghurt, lentils, rice, nuts, fruit, vegetables, eggs, wholegrain bread, olive oil, milk/fortified alternatives, leafy greens). Students work in small groups to sort foods into categories and add a “why” statement for each group (e.g., “This supports energy because…”; “This supports muscle repair because…”).

• Teacher circulates using a quick checklist: correct category + clear function explanation.

5. 38–50 min · Example day: Why those foods? Teacher presents an “example day of eating” scenario (breakfast, lunch, snack, dinner) with a variety of food types. Students:

• identify the likely macronutrient balance,
• point out at least 3 micronutrient sources (vitamins/minerals),
• write 3 “why” justifications using the sentence stems: “These foods were chosen because…”, “This helps the body by…”, “Including this supports wellbeing by…”.

6. 50–55 min · Exit ticket: Quick check. Students answer 3 prompts:

• Define macronutrients and micronutrients in one sentence each.
• Name one macronutrient and one micronutrient example food.
• Write one “why” sentence from the example day.

Resources

• Vocab matching sheet (terms + definitions)
• Macro/micro function table worksheet
• Food cards or printed food labels (varied examples)
• Example day of eating handout (with meals/snacks listed)
• Sentence stems for “why” justifications
• Markers, board, timer
• Pencils and scrap paper
• Optional: simple slides or visual poster showing macro vs micro

Assessment

• Formative: observe group sorting for correct classification and reasoning quality.
• Formative: check vocab matching accuracy and students’ use of key definitions during discussion.
• Summative (for this lesson): exit ticket confirming definitions + examples + one justified “why” statement.

Differentiation

• Support: provide a word bank, sentence starters, and an example “why” model for the scenario activity.
• Support for language learners: allow definitions to be recorded in simpler sentences first, then expanded using the stems.
• Extension: ask students to critique the example day by suggesting one improvement and justifying it using macro/micro reasoning and balanced diet concepts.
• SEN: offer a reduced set of food cards or pre-sorted categories; allow partner support during sorting.

Extension (optional)

• N/A (not requested)