Primary Resources - Teachers' Notes

Activity 4

Nutritional Labels

A. Learning Objective

B. Lesson Plan

1. Explain that the food we eat is labelled to tell us what it contains. Now that we can buy food that has been prepared by machines in factories, using special additives that help to improve their taste and texture and to make them last a long time in the shops (preserve them). Special laws have been made so that we can read what is in our foods on the packaging and choose the healthiest options.

2. Food labelling not only tells us what is in the foods we buy, but also helps people to avoid ingredients in foods that they do not wish to, or must not, eat. For example, people with an allergy to nuts, people trying to lose weight, and people who do not eat particular foods for religious or ethical reasons (e.g. Judaism proscribes pork, Hindus will not eat beef, vegetarians avoid meat and fish, some people will only eat free-range foods).

   If possible, point out special markings on food labels, such as the Vegetarian Society's V symbol, kosher or halal labelling and a 'this product contains nuts' warning.

3. Food is also labelled so we can find out what ingredients and nutrients it contains. We can then select the food we eat to ensure a healthy balanced diet.

   There are three main energy-giving foods that people need:
   Fats	a very good source of energy
   Carbohydrates	slow-energy release starches (complex) quick-energy boost sugars (simple)

4. Protein is important for growth and the maintenance and repair of your body.

   Vitamins and minerals are vital to good health as they take part in many chemical reactions that makes sure the body runs smoothly.

   We also need to eat plenty of fibre. Though fibre does not give any energy, it is essential for food to travel efficiently though the body and to keep the digestive system healthy.

   Water is important as it makes up about 70% of the human body and dissolves the nutritive substances we need so the body can take them in. We need to replace the water we lose through the day though urinating, breathing, sweating etc.

5. Introduce the guidelines issued by the Health of the Nation Committee. These show us that in order to be healthy, live a long time and to enjoy life fully we need to have a balanced and healthy diet:
   • Enjoy your food
   • Eat a variety of different foods
   • Eat the right amount to be a healthy weight
   • Eat plenty of foods rich in starchy carbohydrates and fibre
   • Don't eat too much fat
   • Don't eat sugary foods too often
   • Look after the vitamins and minerals in your food
   • (If you drink, keep within sensible limits)

6. Split the pupils into groups and give them a wide range of foods packaged with clear nutrition labels. These should include starchy, complex carbohydrates such as wholewheat pasta, simple sugars such as sweets, high fat chocolate bars, and low-fat yoghurts. Rice, dried fruit, breadsticks, jelly (if you want to go into gelatine), cheese, frozen peas, tins of beans, mini cereal boxes, tins of spaghetti and tomatoes, dried pulses and crisps are also good choices. Try to use food packets with simple ingredient lists.

7. Ask the children to try and identify the ingredients as animal or plant. Watch out for ingredients such as gelatine, aspic, lard and suet that may crop up in low-fat yoghurts, pies and pastries or mousses. Some additives may not be identifiable as either animal or plant based, mark these as chemical. Next, ask them to compare the food value per 100g and find out which foods have a high fat content, which are high in complex starches and which are high in sugars (carbohydrates).

   NB. Even if a product claims to be low-fat or high-fibre on the packaging design, the nutritional label may tell a different story.

   They can then make lists on the activity sheet.

8. Now ask them to identify products containing lots of vitamins and minerals, those foods high in fibre and those containing protein. Ask them to write the names of the vitamins and minerals contained in the foods in the boxes. Different foods will contain different types of vitamins and minerals.

   Fruits, vegetables, sprouted seeds, beans, nuts, cereals and grains are all high in fibre, vitamins and minerals and carbohydrates. Most also contain some protein and are low in fat. Meals containing these foods in a high proportion provide better nutrition than those made with mainly processed foods that are also high in fat and sugar.

   Finally pupils write down what foods they should keep as a treat or as an occasional food and what foods they can eat plenty of every day on the activity sheet.

Links to the National Curriculum

KEY STAGE 2 SCIENCE -
2	Science in Everyday Life
c.	relate their understanding of science to their personal health
Life Processes and Living Things
1.	Life processes
a.	that there are life processes, including nutrition, movement, growth and reproduction, common to animals, including humans
2.	Humans as organisms
	Nutrition
b.	that food is needed for activity and growth, and that an adequate and varied diet is needed to keep healthy

KEY STAGE 2 ENGLISH - READING
2	Key Skills
c	Pupils..should be given opportunities to read for different purposes, adopting appropriate strategies for the task, including...scanning to locate information and detailed reading to obtain specific information. Pupils should be taught to
	Identify the precise information they wish to know Distinguish between fact and opinion Note the meaning and use of newly encountered words Re-present the information on different forms

KEY STAGE 2 MATHEMATICS Number
1	Pupils should be given opportunities to:
a	Develop flexible and effective methods of computation and recording, and use them with understanding
b	Use calculators, computers and a range of other resources as tools for exploring number structure and to enable work with realistic data;
c	Develop the skills needed for accurate and appropriate use of equipment
2	Developing an understanding of place value and extending the number system
a	Read, write and order whole numbers, understanding that the position of a digit signifies its value; use their understanding of place value to develop methods of computation, to approximate numbers to the nearest 10 or 100, and to multiply and divide by powers of 10 when there are whole number answers
b	Extend their understanding of the number system to negative numbers in context, and decimals with no more than two decimal places in the context of measurement and money
c	Understand and use, in context, fractions and percentages to estimate, describe and compare proportions of a whole.
3	Understanding relationships between numbers and developing methods of computation
g	Extend methods of computation to include addition and subtraction with negative numbers, all four operations with decimals, and calculating fractions and percentages of quantities, using a calculator where appropriate
4	Solving numerical problems
a	Develop their use of the four operations to solve problems, including those involving money and measures, using a calculator where appropriate