Content Area: Health and Physical Education

 

Index: 2.1C Grade 6 CPI 3

 

Standard: 2.1 - Wellness

 

Strand: C - Nutrition

 

Cumulative Progress Indicator: 3 - The student will analyze nutrition information on food packages and labels.

 

Grade: 6

 

Sample Activities:

 

·        READ THAT LABEL - Ask the students how they decide what to eat for breakfast. Write the factors that were considered on the board. Place five napkins on a desk and pour a different kind of cereal (about 1/2 cup) on each one. (Don’t let students see the brand name of the cereal.) Using a 5-point scale, (1 = Poor, 5 = Great), students rate each cereal for healthy nutrition based solely on its appearance. Students justify their answers. Next, divide the class into five groups. Give each group a “Nutrition Facts Label” cut from the box of one of the cereals used in the rating. Each group matches the label, the cereal, and the brand by analyzing the ingredients and nutrients listed on the label. (You may want to copy the nutritional information so students cannot obtain clues from the color or size of the cutout label.) Discuss their selections and reinforce information about making healthy food choices using nutrition labels. As follow-up, students select one food product from a different category (e.g., canned products, juice drinks, frozen entrees) bring in a label, and analyze it.

Variation: Play a modified version of “The Price is Right” or “Supermarket Sweep.” Line up five different brands of products. Students guess which product is the most expensive. Students match the ingredients with the right product and justify their answers.

 

      Variation: Provide students with a number of supermarket circulars. Using a predetermined grocery list, students search the ads for the best buys. Are nutritious, healthy foods more expensive? Where might you shop for the best prices and value?

 

·        NAME THE BETTER VALUE - Show students examples of brand name and generic products. Divide the class into groups of five and have each group compare the information found on package “X” with that of package “Y.” Each group lists similarities and differences and presents this information to the rest of the class.

Variation: Students investigate the cost of an imaginary shopping list. One half of the class prices only generic or store brand products while the other half of the class prices only name brands. Encourage the students to practice shopping at stores in their community. Students compare the costs and write five tips for smart shoppers.