Healthy Eating Project

1st Week

Food Pyramid, let's get to know it?

6th grade

Learning objectives
Know and discuss the properties of the Brazilian food pyramid.
Skill of the National Common Curriculum Base
Organize a balanced menu based on the characteristics
two food groups (nutrients and calories) and individual needs
(activities carried out, age, sex, etc.) for the maintenance of health of
organism.
Elaine Estevam
Bruna Carolina

About this class: In this class, initial topics regarding the

skill presented in this introductory slide. It is intended that this be a
moment I introduce the topic to the students. Therefore, the goal is not to
present a deepening of the theme, but rather carry out a
approach of the class to the knowledge that is intended to be built throughout
from some classes. For a deeper exploration of the topic, the teacher can
apply later the plans CIE5_07VE02, CIE5_07VE03,
CIE5_07VE04 and CIE5_07VE05.
Materials needed for the class: A poster board and/or brown paper with the
skeleton of the food pyramid, print of a food pyramid
Brazilian (available in the supplementary material of this plan), strips of leaf
sulfite (it can be scraps of paper) and adhesive tape.

Ask the students:

Has anyone heard of the food pyramid?

What is the shape of a pyramid?
What is it used for?
These questions should introduce the discussion about the food pyramid and its
utility. This is not the time to bring established concepts to the
students, but rather to engage them in the theme of the class, encouraging participation
of everyone and discovering what prior knowledge they bring with them.

Context

Ana's cousin only put rice on the plate. Is eating only rice the
ideal for our body to function well?
And the uncle's dish that only had meat and pasta, is it a dish?
balanced?
Do all foods (fruits, bread, meat, sweets, butter) make
part of a single group?
What is the difference between them?

What do they have in common?

For each question asked, the teacher should allocate approximately 1 minute.
for the students to discuss among themselves.
Triggering question

Take the moment to raise the students' experiences regarding the

theme:

What do you usually eat?

Which foods are part of your daily life?
What does it mean to eat well?

As the students respond, take note of the hypotheses raised, to

that can be resumed in the systematization of the lesson.

Hands on the dough

Suggested time: 25 minutes

Each student will receive materials about a type of food group (or
energetic, or regulator or builder.

Ask the students to read their material and take note on a sheet of paper the following

aspectos
What benefit does this type of food bring to the body?
Are there subgroups within this food group?

Talk to the group that they should write on the strips of paper in
white, foods that they consider relevant to the group of foods of your
research, beyond those who are already registered in the material that
they received. Guide the children to name common foods in the region where
I have to.

Note: It is important to pay attention to the students who still do not read with
fluency. The teacher can play the role of a reader or appoint a student
fluent in reading to do it out loud in the group.

Hands on the dough

 Are all foods in the correct groups?
Why do you think this food is part of this group?
If you don't belong to this group, which one would you fit into?

These questions should be asked only for foods that do not

fit into the food group being discussed. If the students do not
If you know how to classify any food, leave it out of the pyramid. In the systematization,

when the Brazilian food pyramid is presented, it will be the moment to

resume the foods that raised doubts. At the end of the filling out of the
pyramid, go back to the context slide and ask the class:

Now that you know a little more about food, the dishes of
Aunt and Ana's cousin contain the necessary foods for good
functioning of our body?
Systematization

Comparing with the Brazilian food pyramid, are we organized

Are the foods in our pyramid in the correct way?
And the foods we were unsure about, will we be able to fit them in?
in a group now? (this question should only be asked if the class does not
Did you manage to classify any food?
Do you think we need to reorganize any food? Why?
What is the importance of knowing the food pyramid?
What do you consider a balanced diet?
The information from this lesson may change some of your eating habits or
from your family?
 2nd Week

About this class: In this class, initial topics regarding the

skills presented in this introductory slide. It is intended that this be
a moment that inaugurates the theme for the students. Therefore, the goal is not to

provide a deeper understanding of the theme, but make an approach to the

class to the knowledge that is intended to be built over some
classes.
Materials needed for the class: for this class it is necessary for the students
I will pre-draft packaging or labels for food products.
It is suggested that the teacher send a note one week in advance.
in advance to ensure the variety of packaging. Sheets of bond paper.
What will be the calorie count of the foods?

What are calories for?

Ask the students to converse and discuss ideas and hypotheses, if deemed appropriate.

necessary, write them on the board.

Context

Why do you think Vitória needed to change her diet to

reach the ideal weight?
 What would be the ideal weight?

Have you ever heard of a situation similar to Vitória's?

In addition to making changes to her diet, what other actions can she take?
what to do to reach the ideal weight?
Why being at the ideal weight has become a concern for
Victory?
What could Vitória do to monitor her diet?

Incentive, during the discussion, for children to present their points of

speak freely. Each student's voice should be valued and enhanced.
Remember that this is a moment for raising hypotheses and not for
correction of concepts, which will be explored and systematized throughout the
class. The teacher must be the mediator of the discussions. It is also important
stay alert to the issue of stereotypes. If necessary, intervene,
bringing the focus of the lesson to the theme 'healthy eating' and not to
socially established standards, which may not align with habits
healthy.

Trigger question
Promote a discussion with the class about her.
Is there any way to check the amount of energy
contained in food?
How much energy does a person need per day to feel
Good?
Are there days when we need more energy and days when
do we need less?
What happens when we consume foods that give us more energy
what does our body need at that moment?

These are some suggestions; however, more can be presented.

questions, based on the path traced by the class during the
discussion.

Hands on deck

It is important that each student receives the same number of packages.

next, ask the children to observe the packaging and raise
hypotheses about nutritional information (take a minute). Ask the
group:
Do you know and/or recognize any of this information from
nutritional table?
What are the functions of this information?
Returning to the energy value, why is it important to observe this
measure?

These questions serve as a starting point for the discussion. The teacher
you can add others if necessary. Remember that at this moment, it is
it's interesting to discuss only the hypotheses raised by the students, the
concepts will be addressed in the systematization.

Distribute a sheet of paper to each group and ask them to write down the name of the
product and its respective energy value.

Hands on the dough

Instructions: Now that the registration has been closed, ask the group to add up the

energy value of all the products they worked with. Then,

ask each group to present their products and their total energy value.

Ask the class:

Which group has the highest energy value?

What might this value influence in our diet?
Is there an ideal amount of energy value for
do we consume daily?
Looking at the nutritional table, what unit of measurement represents the
energy value?

Systematization

Instructions: Talk to the students informing them that, after the investigation
In the nutritional tables, we can observe that each food has a value.
energy-related. Revisit the answers to the questions raised when reading the issue.
trigger.
Is there any way to check the amount of energy?
contained in food?
 How much energy does a person need per day to feel
good?
Are there days when we need more energy and days when
do we need less?
What happens when we consume foods that give us more energy
What does our body need?

Now, lead the class to a new reflection:

Would you change any answer you gave at the beginning of the class?
what?
Did you find out if there is a way to check the amount of
energy in food? Which one?

These are suggestions for questions. Depending on the students' answers, the
the professor can formulate other questions that lead the students to understand the
importance of observing the nutritional table, as well as investigating about the
information contained in it.

Systematization

Talk to the group, remembering that it’s time to tie the ideas together.
regarding everything that was discussed in class. Discuss collectively with the group
and together, come to an answer for the questions. In the end, ask that the
students should record in their notebooks the collective construction of concepts

seized, for later consultations.

3rd Week

About this lesson: This plan is a continuation of the 'Food pyramid' plan,
let's get to know!
Materials needed for the class: For this class, it will be necessary for the
students bring market flyers in advance. It is suggested that the
Professor sent a note a week in advance to ensure.
that the material is available in the application of the plan; sheet of sulfite and sheet
printed with research material (available in the supplementary material of this
plan).
Title of the class

The questions below should help the teacher to mediate a brief

discussion about the theme of the class, instigating the curiosity of the class:

What do you think this lesson will be about?

Have you heard about nutrients?
What do you know about them?

Why are they important?

Context

Talk to the class about National Health and Nutrition Day, which was
instituted by the Ministry of Health and aims to awaken society
for discussion and awareness about health and good dietary practices.
Promote a discussion about the poster and ask the class:
Do you think there is a need to create a day to raise awareness?
a discussion about good nutrition?
What do you understand by nutrition?
Does nutrition influence health?

Remember that this is a moment of hypothesis raising and not of

correction of concepts. Throughout the class, such concepts will be explored and
systematized. Therefore, value and encourage each student's speech, mediate and
enhance the discussions by adding other questions, if necessary.

Trigger question
Propose the following questions to the class as the discussion unfolds.
unroll
What are nutrients?
Where can we find them?
Is it necessary to know what they are for? Why?
Incentive the students to discuss the answers among themselves and then,
write individually, on a sheet or in the notebook, what you think about
the questions. This record will be resumed at the end of the class, with the goal of
confront what they knew before the discussion and what they learned at the end of it.
The teacher should pay attention to the students who still have some difficulty with
Writing, one strategy would be to create a productive duo.

Hands on the task

. Then ask:
What are nutrients used for?
Did you know that foods could be classified?
What is this classification for?

After the discussion, if the students do not raise hypotheses about the importance
Regarding two nutrients, it is necessary for the teacher to summarize the ideas.
mentioning that nutrients are essential for the proper functioning of the
our organism. However, we need to consider that excess and/or lack of
nutrients can cause health problems.

Hands on the job

Distribute some market flyers to each student in advance.
raised (it is important to observe the variety of foods that the leaflet
has options for children). Also provide a sheet of
sulfite for carrying out the activity and the support material for consultation (for
access the material check the supplementary material of this plan.

Ask the groups to read the supporting material and discuss the content.
During the reading, ask them to pay attention to the function of each nutrient and which ones.

food groups fit into the type of nutrients (for this moment
reserve 3 minutes.

Talk to the group because now it's time to put into practice what
they have learned so far. Explain that the proposal of the activity is to assemble

a meal suggestion based on different types of nutrients.

the attention to the variety and quantity of foods.

Before starting the activity, ask the class:

What is important to know when choosing food?

Is it necessary to pay attention to the amount of food placed on the plate?
Or is it just paying attention to the type of nutrient?
For each question asked, ask them to talk to each other. At the end, ask them to start the

assembly of your dishes.

At the end of the activity, put the meal suggestions from each group in
a place visible to everyone.

Talk to the group because now is the time to discuss the dish suggestions.
mounted by the groups. Ask each group to present their dish. To
to promote a discussion related to choices, the teacher can ask:

Why did you choose these foods?

When choosing the foods for the dish, did you think about the types
of nutrients?
Are there any types of nutrients that you consider more important? Why?
what?
How did you think about the issue of the nutritional balance of the dish?

Systematization

Ask some students to read their initial responses and ask if they still
they think the same way or if they learned something different. After the discussion,
 How much energy does a person need per day to feel
good?
Are there days when we need more energy and days when
do we need less?
What happens when we consume foods that give us more energy
What does our body need?

Now, lead the class to a new reflection:

Would you change any answer you gave at the beginning of the class?
what?
Did you find out if there is a way to check the amount of
energy in food? Which one?

These are suggestions for questions. Depending on the students' answers, the
the professor can formulate other questions that lead the students to understand the
importance of observing the nutritional table, as well as investigating about the
information contained in it.

Systematization

Talk to the group, remembering that it’s time to tie the ideas together.
regarding everything that was discussed in class. Discuss collectively with the group
and together, come to an answer for the questions. In the end, ask that the
Context

Ask the questions to the class.

To enhance the discussion, you can ask:

Why is it important for us to know these terms?

How do they influence food?

Promote the discussion and note the different hypotheses raised by the students.
Incentive, during the discussion, for the children to present their points of
speak freely. The voice of each student should be valued and empowered.
Remember that this is a moment of hypothesis raising and not of
correction of concepts. This will be explored and systematized during the
class. The teacher must be the mediator of the discussions.

Trigger question
To enhance the discussion, propose the following questions to the class:
Nutrients are found in foods, but for them to
Do they serve?
Do you eat more natural or industrialized products?

It is possible that some student brings with them some information that the food
processed foods can be harmful to health. The idea here is to raise a
brief discussion about this information as an introduction to the theme of
class. The teacher may ask about the reason they believe that
Are there or are there not nutrients in processed foods, and if they reach the ...
consensus that there is not, ask them what happened for that
food loses its nutrients. Encourage students to discuss about the
answers among themselves and then write individually on a sheet or
In the notebook what they think about the issues. This record will be revisited in
end of the class, with the aim of confronting what they knew before the discussion and the
what they learned at the end of it.

The teacher should be attentive to the students who still have some difficulty.
of writing. One strategy would be to create a productive duo.
Hands on the job
In this class, Hands-On will be divided into two stages. Talk to the
Group, today the work will be done in groups and everyone will have a role.
important in production. Emphasize also that research is fundamental for
that they build new knowledge.
Stage 1

Present the scheme about the category of foods to the class, in order to
promote a small discussion. Here are some suggested questions:

Why is it that foods are divided into categories?

What happens to the nutrients in each category?

For each question, encourage the group to discuss the hypotheses. Then,
deliver the student support material. To access it, just search in
supplementary materials for this class. Guide the class to do the reading and
highlight that this moment is fundamental for the construction of the game. To
at the end of the reading, revisit the questions above and ask them if, after the reading,
Would someone change their answer.

Hands on deck
Talk to the group that they will be responsible for building a
board game. For this, it will be necessary to use the material to take out
possible doubts during construction. Each group will receive a board of
paper and instruction cards to be filled out. To access the template,
look for it in the supplementary materials of this class.

Now it is time to create the card instructions. Each group will receive a
For example, reinforce with the group that it is important that, in the instruction, there appears a

Question that involves a food and what category it fits into.

For group work, it is important that the discussion is collective, however it is

it is necessary for each member to assume a role: one will be the scribe, another
reviewer, another can cut the cards and so on. During the construction
It is important for the teacher to circulate among the groups with the cards. Upon noticing

that the group makes mistakes in the classification of food, you can ask:

In which category does this food fit?

Relate his characteristics. Thinking about those characteristics, what is
his category?
Students may also have difficulty in constructing questions. For
help them, you can ask:

Is the information complete?

What can we improve for the other to discover the category of
food?

At the end of the construction, announce that it is now time to play, but they will not play.

your game is indeed that of another group (swap the games between the groups). If a
group observe some flaws in the construction of the instruction cards, well
As for the information, encourage them to make suggestions for improvements to the

card.

Game rules:

Distribute a pin for each player;

Everyone must place the pin in the 'Exit' house;

Ask the players to roll the dice. Whoever gets the highest number will start the game.

game

The player must roll the dice and move forward the corresponding number of spaces;

If you land on the house with the '?', another player must draw a card and do the
question contained in it, wait for the answer and check if the answer is correct
oh no.

The one who arrives first at the 'Finish' wins.

Systematization
Talk to the group that today we learned that foods can undergo
transformations and, in these processes, can lose their nutritional value.
Knowing these processes and their implications is essential for making a choice.
of a healthy, balanced and moderate diet. Resume with the group the
triggering question and its respective notes.
Trigger question: What are the differences between industrialized food and the
natural food?
After everything we've studied, what would you answer differently from the
start of the class?

Can we consume these types of products daily? Why?

They have nutrients that assist in the proper functioning of our
body?

Write on the board the students' conclusion and ask them to copy it into their notebooks.

notebooks, for future references. Build a textual map with the class.
to systematize what has been learned. It is interesting that the map is
built on a poster board or brown paper, so that it can be displayed in the room.
For this construction, use the small texts found in the materials.
complementary to this class. Read each small text and decide with the group
where he fits in the textual map.
 5th Week

About this class: In this class, important topics will be addressed.

trigger reflections on the importance of developing eating habits
healthy, it is worth remembering that this class begins a look at such changes.
It is intended that this be a moment for the students, through the
knowledge already acquired from previous reflections and studies,
analyze and reflect on changes in your habits. The goal is not to
present a deepening of the theme, but rather, carry out a
approaching the class to the knowledge we intend to build over time
from some classes. Materials needed for the class: For this class it is
printed sheet necessary, containing guideline card for the construction of
menu (available in the supplementary materials of this lesson).

Lesson Title

Ask:
What do you think is important for a child to eat?

Ask the students to talk to each other and discuss ideas and hypotheses. If you deem it necessary.

necessary, write them on the board, to revisit them at the end of the class, at the moment

of the systematization of the concepts developed during the class.

Context
The goal is for children to recognize themselves in a phase and reflect on it.
the particularities of her. The teacher should bring the focus to the different types
of feeding in each phase.
In which phase are you? Do you agree with the specifics?
of this phase?
From the early stages of childhood, our diet continues to
same? Why?
Thinking that each phase has its particularity, like the
Should nutrition be modified to fit these particularities?

Incentive, during the discussion, for children to present their points of view.
Speak freely. The speech of each student should be valued and enhanced.
Remember that this is a moment for raising hypotheses and not for
correction of concepts, which will be explored and systematized throughout the
class. The teacher should be the mediator of the discussions.

Trigger question
 What do you usually eat at each meal?
How these foods contribute, or not, to development
healthy for your body?
What would you change in the food you consume daily?
Considering the needs of the phase you are in, what would it be
Is it important to be part of your diet?

These questions are suggestions as the hypotheses are being formed.

raised by the students, other questions can be added.
Meanwhile, this is not a moment for discussing concepts but rather for
raise the students' knowledge about the theme. Ask the students to
take notes in your notebooks the answers so that they can be revisited at the end of

classroom.
Hands on the dough

Then, discuss with the class:

What do you understand by menu?
Do you agree with the tips for a good menu?
In the food that you consume daily, these items make
part? In these same proportions?
Do you believe that fried foods, snacks, sodas, and others,
do they contribute to the proper functioning of our body? Why?

This is an important moment to bring up the discussion of habits.

personal food and questioning whether the consumed foods help in
child growth or may harm health. It is important to pay attention that the
the process of changing a habit does not occur solely in one activity, it is
a process, the objective of this plan is to initiate discussions and reflections in order to

awaken your perspective on your eating habits and reflect on whether they are
healthy or not. It is also important to respect the existing habits in the
family and not bringing judgments about what is eaten, or what is accessible.
Hands on the job

To maximize the discussions, groups of 5 are suggested.

students. Talk to the group that today's proposal is to create a menu
healthy and attractive. For this, each group will produce a commercial for
disclose your menu.
Stage 1 (6 minutes)

At first, each group will create a menu, paying attention to

the healthy plate chart. Talk to the class that the recommendations should
to be respected. The menu will be constructed based on the children's repertoire.

Discuss with the class:

What you need to pay attention to in order to create a menu that meets
to the needs of our body?

Write on the board the common points that the groups present so that
use as references for the construction of the menus. Paste in a visible location the
Everyone (or distribute one per group) the guidance poster for a dish
healthy, you can find it in the supplementary materials for this class.
During the construction, it is important for the teacher to circulate among the groups and do

the necessary interventions so that the students do not lose the proposed objective.

Intervention suggestion:

How many suggestions of animal proteins will you include? How many?
are they necessary?
Are legumes and vegetables the same thing?
How many and which vegetables will they put in? And greens?

These are suggestions for questions. According to the discussions of each group,
other questions can be added.

Stage 2 (15 minutes)

In this proposal, we will use the textual genre of advertising announcement. For this
work, it is important to bring to children that the purpose of a
propaganda is the presentation and dissemination of a product, for this, it is
it is necessary to know the characteristics of what one wants to present and

argue about the importance of its use. This is a moment where the class
you can put your knowledge and arguments into practice about the
importance of consuming an appropriate menu.

After finalizing the menus, talk to the group that arrived

the moment to create your advertisements to present the menu
produced. For this construction, draw attention to the following aspects:

What are the benefits of using a healthy menu?

What foods are present on the constructed menu and why are they included?
are they important?
Why is your menu good?

Write these items on the board and reserve two minutes for the groups.
decide what will be said and who will do the advertising (the group can decide
how many members will present), based on the aspects above.

Involve the class in the situation of recording a commercial, say that

they are usually recorded in a studio. To start the presentation, the
The professor can say 'Recording in 3, 2, 1' and at the end, can use the
"Cut." To further engage them, if recording is not possible.
through some electronic equipment, ask a student to simulate the function
camera operator (person who records commercials).

At the end of each presentation, it is important for the teacher to promote a

quick discussion about the choices on that menu, ask others
Groups, share your opinions on whether the menu can be considered healthy and which items.

contributions to make for its improvement.

Systematization

Before the students begin their registration, ask them to review the records made.
at the beginning, based on the following questions:

What do you usually eat at each meal?

Considering the needs of the phase you are in, what would be
Is it important to be part of your diet?
What would you change in the food you consume daily?

Ask if they would change any answer and why. Ask them to talk.
among themselves. Then, ask them to draw what they would change in their
nutrition.
 6th Week

About this class: In this class, important topics will be addressed for
to trigger reflections on the importance of developing eating habits
healthy at different stages of life. It is intended that this be a
moment that students, through the knowledge already acquired from
reflections and previous studies, reflect on the phase the individual is in,
analyze your conditions in order to then make decisions about habits
adequate nutrition. The goal is not to present a deepening of
a thematic approach, but rather, to bring the class closer to the knowledge that
we intend to build over the course of a few classes.

Class Title

What is a menu? What is its function?

What are the differences between a nutritious menu for a child and
for an adult?
Should all people eat the same foods?

Ask the students to talk to each other and discuss ideas and hypotheses. If you consider it appropriate.

necessary, write them on the board, to revisit them at the end of the class, at the moment

of the systematization of the concepts developed during the lesson.

Context

After reading, ask the class:

What changes does the body go through over the course of life?

What is the relationship between these changes and eating habits?

Is it only elderly people who need adjustments in their diet?
Do you know someone who doesn't eat a certain type of food?
Why does this person impose this restriction?

What is important to pay attention to when making decisions about the

food options?

Incentive, during the discussion, for the children to present their points of
speak freely. The speech of each student should be valued and empowered.
Remember that this is a moment of hypothesis raising and not of
correction of concepts, which will be explored and systematized throughout the
classroom. The teacher should be the mediator of the discussions.
Trigger question

What we should pay attention to in the changes of the body over time.
life, so that we can rethink our eating habits?
What foods do you eat today that you believe are not ideal to eat?
throughout life?
Do you believe that nutrition influences our lives so much? Why?
what?

These questions are suggestions as the hypotheses are being formulated.

Questions raised by the students, other questions can be added.
Meanwhile, this is not a moment for discussing concepts but rather for
raise the students' knowledge on the subject. Ask the students to
note in your notebooks the answers to be revisited at the end of the
classroom.
Hands on the task

How do you think the nutritionist works?

This professional should be consulted only when we need to.
to lose weight?

If necessary, write on the board the most relevant points raised.

by the students, about the profession of nutritionist. Talk to the class that
Today they will be the nutritionists and have the responsibility to create a menu.
for a person who needs to modify their eating habits, with the
the objective of assisting in the maintenance of your body. Divide the class into 6 groups and

distribute a case study to each group (the case studies can be

found in the supplementary material for this class.

Note: In this lesson, only 3 case studies are proposed.

thus, two groups receive the same study. This is necessary for the
groups can confront their ideas. To assist in the preparation of the menu,
distribute the reference material on food and its functions in our
organism. It can be found in the supplementary materials of this class.
Distribute the case studies among the groups, ask them to read, and then ask
to look back on 3 questions:
 What difficulty does the person in the case study have, in order to
What does it mean to change your eating habits?

What foods are recommended for this person's case?

What is the proportion that each food should be consumed?

Talk to the group that now is the time to get hands-on. Ask them to
read the case studies, raise your ideas and use the material from
consultation to make the best decisions for the analyzed case. In
moment that the groups are working, the interventions made by the
professors are essential for students to advance in their hypotheses,
meanwhile, this is not the time to correct but to problematize ideas
raised by the students.

Intervention suggestions:

Have you found the foods that help with the person's difficulty?
of the case study? How did you propose the consumption of this food?
Is it important to observe the amount of food on the plate? How do you
Will they think about this quantity?

If there is more than one type of food for this difficulty, how will they proceed?

the choice?

These are suggestions for questions, according to the development of the proposal,
the teacher can add others.

Hands on the job

Talk to the group that this is the time to share your work.
and also to confront ideas and hear suggestions so that the menus
they can be improved. Ask both groups with the same study of
If so, present your menus (one at a time), and then attach them one to the other.
side by side so that the common points and differences are highlighted.
This is a fundamental moment for students to reflect on their
decisions. You may ask:
Despite being from the same case study, are the menus the same?
Why?
Do these differences mean that one is right and the other is wrong?
Do you believe that any of the highlighted foods do not fit in?
in the needs of the person in the case study?

These are suggested questions, according to the referral of

discussion, the teacher can add others. Remember that this confrontation
of ideas is the moment when students have the opportunity to review the
concepts.

Systematization

Talk to the group because now it's time to systematize everything that has been done.

discussed in this class. revisit the triggering question and the notes made
by the students. Trigger question: For each phase of life, our body has
different needs. What we should change in our habits
food, in these different stages of life? Ask them to revisit their
notes and ask: "After everything you have learned, would you change the
What did they write at the beginning of the class? If so, what would they change?

Talk to the class, it is now time to highlight what is important

pay attention to the choice of an appropriate menu. Use the squares
to highlight what is essential to observe in order to make choices.
Build the ideas together with the students, ask them to copy it into their notebooks.

for future inquiries.

Suggestion of points to be highlighted:

What phase of life are we in?

Specificities of our body at that moment.
Foods that can assist with these specificities.