Nutrients in the Body

Overview

In this first lesson of “Nutrient Essentials Unlocked”, students explore how nutrients support the body and distinguish between macronutrients and micronutrients, including key functions for each type.

Learning intentions

• Students will be able to describe what nutrients are and why the body needs them.
• Students will be able to classify nutrients as macronutrients or micronutrients.
• Students will be able to identify at least two functions of each nutrient type (macronutrients and micronutrients).
• Students will be able to use simple evidence from labels or everyday sources to support nutrient claims.

Success criteria

• I can correctly explain what nutrients do for the body.
• I can name the nutrient types (macronutrients vs micronutrients) and group examples correctly.
• I can identify at least two functions of macronutrients.
• I can identify at least two functions of micronutrients.

Curriculum links

• Life processes and cells: understanding how the body relies on biological processes for growth and health.
• Health and safety in everyday contexts: making informed choices about nutrition.
• Using scientific knowledge to explain observations and make reasoned conclusions.

Lesson structure (60 minutes)

1. 0–5 min: Starter—“Nutrients on the Mind”

• Students write one question they have about nutrients and one place they might find nutrients (e.g., food labels, school meals).
• Teacher briefly shares the lesson purpose: nutrient roles in the body, with a focus on macronutrients and micronutrients.

2. 5–15 min: Mini-input—What nutrients do

• Teacher models a clear explanation: nutrients help the body work, including energy, growth, repair, and regulation.
• Show a simple body “function map” on the board (energy, building/repair, protection/regulation), without overloading detail.

3. 15–28 min: Sort and classify—Macronutrients vs micronutrients

• In groups of 2–3, students receive nutrient cards (for example: carbohydrate, protein, fat; vitamins, minerals, water).
• Students sort cards into macronutrients and micronutrients, then add one short rationale (e.g., “needed in larger amounts” vs “needed in smaller amounts” where appropriate).
• Teacher circulates, prompts accurate grouping, and addresses misconceptions.

4. 28–45 min: Function stations—Two functions each

• Students rotate between two stations:
• Station A: Macronutrient functions (identify at least two: energy provision and building/repair, with protein and fats as examples).
• Station B: Micronutrient functions (identify at least two: regulation/protection and support for processes like growth and immune function, using vitamins/minerals examples).
• Each station uses short, dyslexia-friendly reading strips (chunked sentences, large font) and a model “sentence starter”:
• “Macronutrients help the body by…”
• “Micronutrients help the body by…”

5. 45–55 min: Apply—Food label claim check

• Using a provided mock label (or printed nutrition info from a common food), students identify which nutrient headings are present.
• Individually, they write two claims: one about a macronutrient function and one about a micronutrient function linked to something on the label.
• Volunteers share; teacher checks accuracy and clarifies scientific wording.

6. 55–60 min: Exit ticket—Success criteria check

• Students complete a quick exit ticket: “Name two macronutrient functions” and “Name two micronutrient functions”.
• Teacher collects for next lesson planning (common gaps and misconceptions).

Resources

• Nutrient cards (macronutrients and micronutrients), laminated if possible
• Dyslexia-friendly reading strips (large font, short lines, clear headings)
• Function station sheets with sentence starters
• Mock food labels for practice (printed, no hyperlinks)
• Highlighters or coloured pens for grouping
• Exit tickets (half-page) and pens/pencils
• Timer and projector/board space for the “function map”
• Teacher key for macronutrient and micronutrient functions (for marking)

Assessment

• Formative: teacher observation during sorting and station rotation, noting correct classifications and the quality of “one reason” statements.
• Formative: written claims on the mock label to check understanding of functions.
• Summative for this lesson: exit ticket requiring at least two functions for each nutrient type.

Differentiation

• Support for dyslexia/SEN: dyslexia-friendly reading strips, sentence starters, reduced text load per card, and allowance to discuss answers before writing.
• Support for all learners: model one example function sentence before independent work; provide a word bank (energy, growth, repair, regulation, protection).
• Extension for advanced learners: add an extra challenge—students must link one nutrient example to a likely effect of deficiency or imbalance (written as a careful statement, not a dramatic claim).
• EAL: allow oral rehearsal with a speaking frame (“I think this is a macronutrient because…”; “It helps the body by…”), and provide bilingual-friendly glossaries where available in class.

Extension (optional)

• Students design a mini “nutrient poster” for the next lesson using two macronutrients and two micronutrients, each with two functions.