Lesson Plan

Using Evidence to Draw Conclusions

Students will know and be able to: provide evidence to support their conclusions and analyze nutrition labels in order to determine which food item is healthier
Tracey W.
Media specialist/librarian
P.S. Is 54
Bronx, United States
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My Grades Pre-K, K, 1, 2, 3, 4, 5

Students will be able to draw clear and appropriate conclusions supported by evidence and examples and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

English Language Arts
Social Studies
English Language Learning
Grades 9 – 12
All Notes
Teacher Notes
Student Notes

1 Hook & Direct Instruction

Activity: Investigating
  • Librarian models how to compare two nutrition labels using example of sugar coated cereal versus toasted oat cereal. (Students have already had a lesson on how to read a nutrition label.) Sample nutrition labels (http://extension.missouri.edu/fnep/JIFF/7samplelabels.pdf)  
  • Librarian compares how much saturated fat, sodium and sugar each has as well as examining whether each food item has significant amounts of fiber and vitamins/minerals.

    Copies of article: Nutrition: Look at the Label-Please! by: Alexis Burling. Scholastic Choices. Jan2011, Vol. 26 Issue 4, p18-20. (Lexile: 930).  (Explains how to read a nutrition label)

  • Librarian writes her conclusion in  Assessment IFC 10.4 Thinking Map: “Toasted oat cereal is a healthier choice compared to sugar-coated cereal.” Under “Evidence” she records that the oat cereal has more fiber as well as less sugar. Under examples, she records the amount of sugar and fiber each has.
Student Instructions

The teacher leads the class in comparing nutrition labels of chips and pretzels. Together, they reach a conclusion and record evidence and examples that support this conclusion.




2 Guided & Differentiation

Free, Free to try, Paid

Teacher circulates, prompting students to discuss their findings and cite evidence from the labels to support their conclusions.

Student Instructions

Students are given nutrition labels for a plain potato and French fries. Students record their conclusion, evidence and examples on a third assessment.

Students are reminded to use the article “Look at the Label – Please” as a reminder of what are healthy and unhealthy components of foods.(Read in previous class.)

Increased font size for students who may have difficulty reading small print.

Chart provided for students to more easily compare food pairs. Students can also use Padlet to create post-it like tech board to compare and contrast,

3 Closing

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Teacher wraps up lesson by restating objective and initial example. Teacher prompts for exemplars that showed superior students work and thinking from walk around.

Possible extensions:

  1. Using the nutrition label, students analyze one commonly used food in their home.
  2. Students analyze school lunches using nutrition labels.
  3. Students create a healthy and appealing lunch menu based on the MyPlate guidelines and their knowledge of nutrition.
Student Instructions

Students share their conclusions and evidence. For quicker and more critical thinking students, have tie into digital project on Haiku Deck.

Exit ticket: Think about one healthy change you could make in your diet based on what you’ve learned today. Students will post as class on Padlet.