Divison of School Improvement - Model Curriculum Units

In guided practice, students analyze provided consumer information to clarify meaning.

R3A Students will analyze the features of consumer texts, such as product information and instructional data to clarify meaning in nonfiction text.

Each group shares which products they decided were the most and least healthful. The groups should also provide two justifications. Scoring guide provided.

1. Hold up two healthful food products. Students predict which food product is more healthful.

Questions

for

Students

Which product do you believe is more healthful?

What is your justification for this prediction?

2. Direct students’ attention to the nutrition facts table on each product. Read the labels. Emphasize the similarities and differences among the nutrients. Also, keep in mind the amount of each nutrient per serving. Read the article, “Fast Food Facts.”

Questions

for

Students

Do all healthful foods meet the minimum daily requirements?

What can you infer from the nutritional value of the foods? (Not all foods are as healthful as we think; some items may contain so much of a nutrient that it becomes harmful, etc.)

Suggestions

Discuss how portion size makes a difference as to the nutritional value of the foods.

Encourage students to think about how many healthful foods they eat on a regular basis.

3. Supply six food items (canned or packaged) such as green beans, corn, carrots, peas, dried spaghetti, etc., to small groups of students. Draw a bar graph on the board or overhead projector. Chart the ingredients of one food as a class, and then students complete the chart with their group. Use provided comparison chart if desired.

Formative

Assessment

Scoring Guide

2 points: Group identified most and least healthful food product and provided at least two justifications.

1 point: Group identified most and/or least healthful food product and provided one justification.

0 points: Group did not complete task.