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Analyzing Personal Nutrition

Most recently taught: October 2021

Key Concept: Change


Related Concepts: Energy, Function


Statement of Inquiry: A change in food consumption can increase energy and body function.


Global Context: Globalization and Sustainability (Consumption)


Learner Profile: Principled


Unit Outline


This unit will explore the nutrient intake of students, allowing them to reflect and analyze their current diet. Students will learn about macronutrients and micronutrients, being able to calculate the amount in the food that they eat. Understanding that there is not a “one size fits all” to healthy eating, students will constantly reflect on their personal experiences as it relates to meal planning, eating and living healthy.


This unit was taught over 6 weeks (12 hours) of online learning but is easily adaptable to in-person learning with the same formative learning experiences. 

Learning Experiences

Lesson 1: Discussion and reflection on healthy eating, personal experiences.

Lesson 2: Brainstorm and analyze a day's worth of meals. Group discussion of protein/fats/carbs.

Lesson 3: Group breakdown of a day's worth of meals. How many carbs/proteins/fats did this person consume and is it appropriate for them? Why or why not?

Lesson 4: Macronutrient poster creation.

Lesson 5: Partner micronutrient research. Fill out a table on specific vitamins or minerals. Share.

Lesson 6: Debate: Should unhealthy food be allowed in the cafeteria? Interview partner on their healthy eating habits.

Lesson 7: Use previous lessons interview to develop a healthy eating plan for a partner.

Lesson 8: Jeopardy Review Game

Lesson 9 - 12: Summative Project 

Formative Assessments

Whole class discussion on provocation videos and Jeopardy review game

Individual tasks including brainstorming and analyzing their dietary habits, creating a poster about a specific macronutrient.

Frequent use of breakout rooms to encourage small group discussions and allow for more targeted teacher questioning. 

Partner assignment of students interviewing each other about their healthy eating preferences and physical activity interests. Using this data to develop a daily meal plan and exercise recommendations.


Summative Assessment

Criterion A: Knowledge and understanding

Students will demonstrate their understanding of the main nutrition terms throughout their podcast script, and ensure they apply their knowledge to solve the problem on how they could improve their diet. Students will ensure they compare their nutrition intake of their own diet and analyze the effects of nutrients they are lacking. 

Criterion D: Reflecting and Improving Performance​

​Students will reflect on the podcast planning, the knowledge they gained in this unit, and how their perspectives may have shifted as they learned about macro and micronutrients. Students will answer reflection questions upon submission of the podcast project. 


ATL’s focused on in this unit

Research - Collect and analyse data to identify solutions and make informed decisions


In order for students to demonstrate knowledge and understanding (Criteria A):  of nutrition differences and norms around the world, they will need to collect and analyse data to identify solutions and make informed decisions.

The strategy that will be explicitly taught is:

-collect and analyze data: learning to use to calculate the macronutrients and calories in each food item. Comparing the findings to norms for their age.

-identify solutions and make informed decisions: understanding what foods they can eat to meet nutritional guidelines and recognizing the impact of fitness activities on healthy living. 


Thinking - Draw reasonable conclusions and generalizations


In order for students to reflect and improve performance (Criteria D): in this nutrition unit, they will need to draw reasonable conclusions and generalizations about their personal eating habits, nutritional intake and motivations for making the choices that they do.


The strategy that will be explicitly taught is:

-draw reasonable conclusions: frequent reflection and discussion on what macronutrient data can tell them. Using researched baseline data to conclude if they have enough protein, carbs or fats in their diet. 

-make generalizations: explaining if they are healthy based on personal opinion combined with knowledge of nutritional needs and physical activity explored in class.

Teacher Reflection


This unit was heavily student led in the direction we went, with learning experiences such as the debate barely needing myself for more than occasional moderation. Students were creative in the execution of a podcast choosing a wide range of styles to share the necessary information. 


The formative tasks provided a good mix of individual, partner and bigger group breakout sessions, although I found students were a lot more talkative and driven when working with a few others compared to being by themselves. 


This was a successful next step unit from the MYP 2 “Nutrition Around the World” unit, as students could explore the specifics of nutrients in greater detail while still using their knowledge of food guides and healthy eating learned previously.


Thoughts, questions, concerns? Let me know on twitter @tannernickel or send me an email. I am always looking for ideas and ways to improve my inquiry teaching.

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