Understanding the Functions and Source of Nutrients

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Nutrition & Wellness
  Course Title: Nutrition & Wellness
  Course Number: 8500355
  Career Cluster: Hospitality & Tourism
  Health Science
  CIP Number: 09200117PA
  Course Type: CAR-PREP - High School Career Preparatory Program
  
  

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Fueling Perfection.” See CPALMS resource ID# 221271. This lesson is part 1 of a 2-part series.

• Career Connection

  
  

  This lesson plan connects academic learning to real-world careers in nutrition and hospitality by having students apply their knowledge to performance-based meal planning. Through activities like group research, students build durable skills such as collaboration, communication, and critical thinking. They will also develop digital literacy and practice using academic vocabulary in a professional context.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and explain the functions and food sources of key nutrients.
  • Integrate academic and nutritional vocabulary into a research-based group presentation.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Participating in group discussions and collaborating with peers.
  • Online Research.

• Guiding Questions

  
  
  • How do different nutrients help the body perform at its best, and what happens when those nutrients are missing?

• Procedure

  
  
  1. To introduce the lesson, teacher can pose the following question: “How do different nutrients help the body perform at its best, and what happens when those nutrients are missing?”
  • Allow students time in small groups/pairs to discuss. Once groups have had a few minutes teacher can record student answers on the board.
  2. Before introducing the case study, the teacher can provide students with 3-5 vocabulary terms, chosen from included Word Bank (see attachments), to write in the margins on the case study.
  • Provide students with the case study, allow them time to read and identify the any of the pre-selected vocabulary terms.
  • Begin a discussion with the students about the words and provide student-friendly definitions. Ask, “What did you already know about these keywords and their meanings? What can we add to these definitions that will help us better understand their meanings?”
  3. After whole group vocabulary discussion, allow students time to discuss and analyze the Case Study: “Fueling Perfection.” See CPALMS resource ID# 221271. Students can be provided with a copy of the guided discussion questions, (see the attachment Case Study Discussion Questions). Students can orally discuss these or take notes in the provided section of the handout for the following questions:
  • What are the major challenges Sofia faces in preparing these performance-based menus?
  • How can Sofia use her understanding of macronutrients and micronutrients to support the athletes' performance and recovery in the menus she wants to create?
  • What role do carbohydrates, proteins, and fats play in fueling athletic performance, and how might Sofia balance these macronutrients in the meals?
  • Why would it be important for Sofia to select specific nutrient-dense foods for snacks and meals, and how could these choices support the hydration and wellness needs of a semi-professional soccer team?
  • In what ways could Sofia adjust her menus for different clientele, such as corporate teams versus athletes, while still meeting nutritional goals?
  4. Afterwards divide students into small groups. Each group can be assigned a different nutrient from Sofia's Planning list in the Case Study. Each group will complete a create a nutrient profile poster or brochure for their nutrient. Using the provided Word bank, groups should choose at least 2-3 keywords to include in their poster or brochure. Students can then present their project to the class as a whole.
     • Students should include the following information in their nutrient profile:
       • Role it plays in the body
       • Effects of nutrient deficiency
       • Healthiest food sources
  5. While students are listening to other groups present, they will be asked to fill out a peer presentation rubric (see attachment Peer Review) for at least 3 presentations.
  6. To bring the lesson to a close, teacher can pose the following future career connection questions for small or whole group discussion:
  • How might understanding the functions of nutrients help you in a future career like sports nutrition, meal planning, or wellness coaching?
  • If you were in Sofia’s position, what steps would you take to ensure your menus meet the nutritional needs of different clients, and how could this apply to your own career interests?
  • What does Sofia’s career path teach you about the importance of education and training in nutrition, and how might you prepare for a similar role in the wellness industry?

• Teacher Notes

  
  
  • This lesson can be completed over 2 class periods as needed.
  • This lesson is Part 1 of a 2-part series.

• Optional

  
  
  • To enhance vocabular understanding, make a T-chart on the board for each word and have students provide examples on one side and non-examples on the other.