LEARNING OBJECTIVES

Identify qualities of highly processed foods; identify a range of health risks associated with consuming processed foods; distinguish facts from myths about processed foods.

HEALTH ED STANDARDS

NHES 7: Avoid or reduce health risks.

CASEL COMPETENCY: Responsible decision-making

KEY VOCAB

additives

appetizing

nutrients

Lesson Plan: Your Body On Processed Food

Why you should say “no thanks” to foods made with ingredients you can’t pronounce.

PREPARING TO READ

Before you read the article “Your Body On Processed Food,” ask your students the following pre-reading question:

How does eating processed foods affect your mind, body, and mood?

READING AND DISCUSSION

  • Have your students read the article “Your Body On Processed Food”; read the article out loud to them; or have students partner-read the article out loud.
  • After they’ve read the article, revisit the pre-reading question. Have their answers changed?

BUILDING COMPREHENSION AND VOCAB

Check students’ comprehension of and engagement with the story with the following assessment tools:

  • Comprehension Quiz
  • Vocab Builder

EXPANDING SEL OPPORTUNITIES

Continue the learning journey with the following writing prompt:

In A GUIDE TO NATURAL FOOD, have students write a two- to three-page explanatory essay about processed foods versus natural foods. They should start by describing the main differences between processed and natural foods. Then, have them list two or three food options they think are highly processed. Students should use what they learned in the article to explain what makes these choices less healthy, and list some healthier alternatives with real ingredients. Finally, have them consider ways people can incorporate more foods with real ingredients into their diets, such as planning meals and snacks ahead of time or looking for foods with ingredients that they recognize.

Print the Lesson Plan

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