LEARNING OBJECTIVES

Read opposing viewpoints and take a side; evaluate potential reasons for and against placing warning labels on packaged snacks.

HEALTH ED STANDARDS

NHES 2: Analyze influences that affect health and well-being of self and others.

 

CASEL: Social awareness

Lesson Plan: Should Snacks Have Warning Labels?

Supporters say that they encourage people to make healthy choices. But critics say they may create unnecessary fear and stress in customers. What do you think?

PREPARING TO READ

Before you read the debate “Should Snacks Have Warning Labels?” ask your students the following pre-reading question:

What are the pros and cons of placing warning labels on packaged snacks?

READING AND DISCUSSION

  • Have your students read the debate “Should Snacks Have Warning Labels?” independently; read the debate out loud to them; or have one student read one side of the debate and another student read the other side.
  • After they’ve read the debate, revisit the pre-reading question. Have their answers changed?

BUILDING COMPREHENSION

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

  • Comprehension Quiz

EXPANDING SEL OPPORTUNITIES

Continue the learning journey with the following extension activity:

In this SNACK LABEL FEEDBACK, have students imagine that they are at the store looking for their favorite packaged snack. When they spot it, they notice something they haven’t seen before: a warning label! Have them plan and write an email to the snack company letting them know whether they approve or disapprove of the new warning label, and why. If there is time, have student volunteers share their email messages with the class to spark discussion.

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