Nutrition Lesson Plan

Instructor: Dana Dance-Schissel

Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community psychology.

Explore nutrition with a video, reinforce the key concepts through examining vocabulary and through an activity that looks at student nutrition. For further study, supplementary activities and related lessons are included.

Learning Objectives

Upon completion of this lesson, students will be able to:

  • Define nutrition
  • Explain the process of nutrition
  • Evaluate foods in regards to nutritional values
  • Apply nutritional values to personal diet


30 minutes to 1 hour


  • White board or chalkboard
  • Dry erase markers or chalk
  • Notebook paper
  • Colored pens or pencils
  • Tablets, computers or projector to display lesson

Curriculum Standards

  • CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
  • CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Key Vocabulary

  • Nutrition
  • Nutrients
  • Carbohydrates
  • Lipids
  • Proteins
  • Water
  • Vitamins
  • Minerals
  • Macronutrients
  • Micronutrients


  • Show the video lesson What is Nutrition? to the class in its entirety.
  • List the key vocabulary words on the board and review their meanings with students.
  • Pass out the paper and pencils/pens, and have students list the foods they have consumed in the last 24 hours.
  • Now ask students to label the foods according to the six classes of nutrients using a different color pen/pencil for each (i.e. carbohydrates, lipids, proteins, water, vitamins and minerals). For example, if the student ate a steak, that would be labeled as a protein in red ink, while a cookie would be a carbohydrate in blue ink. Some items may have two or more labels (e.g. fruit might be labeled as a carbohydrate, vitamin, and mineral, while a hamburger would be a protein and a carbohydrate).
  • Next have the students look at their list of food items and try to determine if any of their food items contain water.
  • Using a new sheet of paper, have the students group their foods into macronutrients and micronutrients.
  • Finally, complete the associated quiz on as a group.


  • Have students analyze the food labels from their lunches to identify nutritional values.
  • Ask students to create two menus for different athletes: one designed to provide quick energy for a sprinter and another for sustainable energy in a marathon runner.

Related Lessons

How to Read Food Labels: Understanding Claims & Components

Assessing Your Nutrition, Diet & Health: How to Avoid Disease

How to Create a Healthy Eating Plan

Making Healthy Nutritional Choices: Habits, Behaviors & Resources

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