Eat Well and Be Active Educational Toolkit

Teacher Supplement for Activity Plan #4: Nutrition Facts Table

Return to: Activity Plan #4

Purpose

The Teacher Supplement complements the Eat Well and Be Active Education Toolkit's Activity Plans. The Supplement includes:

  • Assessment tools: These tools will allow teachers to assess student work for completion and/or level of performance. The assessment tools are based on the specific learning objectives in each activity plan. They are designed for teacher use but they can be adapted for students to use.
  • Extension activities: These activities will provide the teacher with suggestions and the necessary information to align the Activity Plan's activities with various school subjects (cross-curricular). Although activities are targeted to grade 4 to 6 students, teachers of various levels are encouraged to adapt the activities to best suit their needs.

Assessment Tools for Activity Plan #4: Nutrition Facts Table

Assessment Tool: A closer look at % Daily Value: a) How to Choose

A closer look at % Daily Value: a) How to Choose
Checklist Student Names
                   
The student demonstrated an understanding of the three steps on how to choose food.
The student participated by using the three steps on how to choose food by identifying the answers using an example. 
The student compared the amount of food (serving size) listed in the Nutrition Facts table to what participants actually eat in one sitting.
The student was able to adjust the % DV in the Nutrition Facts table based on the amount of food actually eaten.  
Using the % DV, the student demonstrated an understanding that a good food choice is a food that is lower in fat (saturated and trans fat) and sodium and is higher in fibre, vitamins, calcium and iron.
The student demonstrated an understanding of what the % Daily Value is and that a % DV of 5% or less is a little and 15% or more is a lot.
The student successfully identified where to find the % DV and serving size on a Nutrition Facts table.

Assessment Tool: A closer look at % Daily Value: b) How to Compare

A closer look at % Daily Value: b) How to Compare
Checklist Student Names
                   
The student participated in the discussion about the Nutrition Facts tables.
The student successfully compared two items using the % Daily Value.
The student compared two items and provided an explanation of their food choice using their knowledge of serving size and % Daily Value.

Assessment Tool: Getting to Know the % Daily Value: The Facts on Nutrition Facts

Getting to Know the % Daily Value: The Facts on Nutrition
Checklist Student Names
                   
The student participated in the lesson by identifying if the statements were true or false.
The student demonstrated an understanding on how the % Daily Value helps consumers compare food products in order to make healthier food choices.
The student used % Daily Value to identify if a food has little or a lot of a nutrient.

Assessment Tool: Grocery Map

Section: Activities > Grocery Map

Grocery Map
Checklist Student Names
                   
The student actively participated in the Grocery Store Map activity by answering posed questions and recalling information.
The student demonstrated their knowledge of Canada's Food Guide by answering more than one question correctly.
The student demonstrated their knowledge by recalling facts about using Canada's Food Guide and the Nutrition Facts table to make informed choices. 

Extension Activities for Activity Plan #4: Nutrition Facts Table

Extension Activities: A closer look at % Daily Value: a) How to Choose

Section: Activities > A closer look at % Daily Value > a) How to Choose

  • Mathematics and Health Education: Create six or more word problems related to the Nutrition Facts table of different food products. Disperse them around the school, classroom or gym to create a scavenger hunt for the students. The answers to the word problems will give them a hint to the next word problem.

    Example: The Nutrition Facts table on a can of soup says that 125 mL contains 13% Daily Value (DV) for sodium.  A full can of soup contains 500 mL. If you ate half a can of soup, what % DV of sodium would you consume?

  • Language Arts and Health Education: Use the Interactive Nutrition Facts table. Divide students into groups. Have each student in the group investigate a different nutrient on the Nutrition Facts using the Interactive Nutrition Facts table (i.e., carbohydrates, sodium, saturated and trans fats, fibre, sugar, protein, etc.). Once each student has gathered information about their nutrient, such as: What are its good food sources? Why is it important to include it in the diet? etc., have them create a display board to share the information about their nutrient with other students. Once the displays are completed have students travel around the classroom with a list of questions to answer using the information provided in the student displays.

Extension Activities: A closer look at % Daily Value: b) How to Compare

Section: Activities > A closer look at % Daily Value > b) How to Compare

  • Language Arts and Health Education: Challenge students to go grocery shopping with the people at home. While students are grocery shopping, have them compare the Nutrition Facts of their favourite cereal to a cereal they have not tried. Have students make notes about the Nutrition Facts table (the % Daily Value of nutrients and serving size). Once students have made the comparison, using their knowledge of the Nutrition Facts table, have students provide an explanation of which cereal is the healthier choice.
  • Language Arts, Drama, and Health Education:Set the classroom up as a grocery store. Provide each student a different identity to role play. For example, you are a 65 year old woman who enjoys roller skating and playing cards daily. Have students role play as they are moving their way through each grocery section. Students should compare the Nutrition Facts tables for the products they are looking to 'buy'.

Extension Activities: Getting to Know the % Daily Value: The Facts on Nutrition Facts

  • Language Arts and Health Education: Have students use the Interactive Nutrition Label and Canada's Food Guide to create True of False questions. Have each student submit five questions to the educator. The educator will then look over the questions to ensure there is no repetition and edit the questions. Once the questions are compiled set the room up as a game show. Have four or five contestants, give each contestant a buzzer (whistle or bell). When the question is asked, the first contestant to hit the buzzer answers the question. For each question the contestant gets right they receive one point. The first contestant to 10 points wins the game!
  • Visual Arts, Language Arts and Health Education: Have students create a brochure, pamphlet, or advertisement to promote the use of the Nutrition Facts table on food products. Students should highlight how to properly read and use the information found on the table in order to make healthier food choices. Refer to Using the Nutrition Facts table factsheet.

Extension Activities: Grocery Map

Section: Activities > Grocery Map

  • Geography, Mathematics, and Health Education: Have students go to a grocery store with the people from home (or take a class trip) and have students create a map of the grocery store making note of where different types of food are located i.e. vegetables and fruit, grain products, milk and alternatives, meat and alternatives, bakery, frozen foods, condiments, canned and dry goods, etc. Their maps should include a scale, legend, and title. Have students compare their maps with their classmates who have mapped different grocery stores. What are the similarities and differences between stores? Have students discuss answers to the following questions: Why do you think the fruit and vegetables are located at the front of the store? Why do you think the milk and eggs at the back of the store? Discuss how marketing plays a role in the layout of a grocery store. Alternatively, for schools without access to a grocery store, floor plans can be found online. Once floor plans are obtained, have students analyze the floor plans by answering similar questions as above. Then, have students create their own grocery store using information from their analysis.
  • Language Arts, Mathematics, and Health Education: Ask students to gather information on three different brands of crackers. Students should record the information found on the Nutrition Facts table, the product/brand name, and price. Have students identify what nutrients are considered to have "a little" (5% DV or less) and which nutrients are considered to have "a lot" (15% DV or more). Students should refer to the three steps when reviewing the information on the Nutrition Facts table to help determine the healthier cracker. Using this information, ask students to write a brief report that explains the reasoning behind their selection. 
  • Health Education: Setup the classroom into approximately twenty stations. Each station will have a question pertaining to Nutrition Facts and Canada's Food Guide that uses objects for tactile and visual learners such as measuring cups, Nutrition Facts tables, food items, etc. For example, a question at one station might be, "Identify the measuring cup with one (1) Food Guide Serving of blueberries." At the station would be three measuring cups: one labeled 'A' with ½ cup of blueberries, the second labeled 'B' with ¾ cup of blueberries and the third labeled 'C' with a ¼ cup of blueberries. Students have two minutes to read and answer the question at their assigned station before moving to the next station. This activity is referred to as a "Bell Quiz" because at the end of two minutes a bell or signal will sound to indicate it is time for the students to move to the next station and answer the next question.
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