What Are Nutrients?

The goal of this lesson is to explain to students what nutrition is, what groups of nutrients exist, and to introduce them to the roles of each – carbohydrates, proteins, and fats. Students will look at samples of common foods they eat, understand what nutrients they contain, and learn how they benefit from them.

Learning objectives:

• Understand what nutrients are and learn about the basic types of nutrients.
• Prepare simple meals with varying nutrient contents.
• Determine how nutrient availability can affect the growth of multicellular organisms.

Developed digital competencies: understanding phenomena using a 3D model, explaining processes with the help of a 3D model.

Keywords: Nutrient, Micronutrient, Macronutrient, Cooking, Organism, Protein, Carbohydrate, Fat, Vitamin, Mineral, Salt, Bread, Sugar, Spice.

Time: 40 minutes

In this lesson, we will focus on expanding knowledge about nutrients in foods and ingredients. Students will create their own meals, drinks, and recipes while learning about the history and benefits of foods.

First, divide students into groups (about 4–5 per group). Make a list and decide group composition. Prepare name cards for each table.

Arrange the workstations so it’s clear who is working where. Place interesting facts about ingredients (spices, vegetables, meat) and samples of salt, sugar, and wheat grain. If you have tablets or laptops, open Corinth models: "wheat grain – zoom," "halite," and "sugar cube – zoom" and display them beside the samples. If not, use a projector or TV.

If the model does not load, open it in a new window:
app.corinth3d.com/content/p_rost_psenice_zoom

Find simple recipes that can be prepared at school (salads, cold dishes, smoothies, cookies, muffins). Choose one recipe per group. Students may bring their own ingredients, or you can provide them.

Duration: 15 minutes

Welcome students to the class. If they brought ingredients, have them place them on their assigned tables. Invite them to gather around your table with the salt, sugar, and wheat samples. Let them look at the samples and zooms on tablets.

Once they’ve explored the samples, start a discussion. Show salt and sugar and ask:

• What are these substances used for?
• Are they essential for survival?
• In which foods do we use them?
• Can they be harmful?
• What do you know about their history?
• How can we tell them apart when they look so similar?

Discuss their microscopic structure and let students describe the differences in shapes.

Then show the wheat sample and ask:

"This plant changed the way people lived and helped them settle down. It allowed the creation of one of the most well-known foods many of us eat daily. The Egyptians were the first to produce it on a large scale. It also contains salt and sugar. Can you guess what food this is?"

Let students guess. If correct, praise them; if not, explain that it’s bread – made of salt, sugar, yeast, and wheat flour. Discuss their experiences with bread and watch a short BBC video about traditional Egyptian bread: https://youtu.be/A02ajdDJrUg

Discussion: 10 minutes

After the bread activity, ask students:

"During the previous activity, I used the words 'nutrient' and 'food' several times. What do you think they mean?"

Let students share ideas, then explain:

Food is essential for survival because the nutrients we obtain from it help our body grow, function, and stay healthy. Food consists of two types of nutrients:

• Macronutrients – proteins, carbohydrates, and fats. They not only provide calories for energy but also play key roles in maintaining health.
• Micronutrients – vitamins and minerals, which do not provide energy but support vital body functions.

Explain their importance and give examples of foods that contain them.

Duration: 20 minutes

After discussing bread and its nutritional value, ask students to join their assigned groups. Explain that they will explore different ingredients by preparing a simple meal according to a recipe.

Choose two students from each group to analyze the nutritional content of the ingredients. They can use the internet or Corinth models.

Assist with preparation (e.g., cutting fruit or vegetables) and ensure safety. Afterwards, have each group present their dish and describe its nutritional content.

Duration: 10 minutes

After cooking, students can enjoy their food together. Then ask if any group used spices. Discuss:

• What are spices?
• Which spices did you use in your dishes?
• What spices do you know and use at home?
• Is salt considered a spice?

Show spice samples and open the models “mustard seed – zoom,” “cinnamon bark – zoom,” and “allspice – zoom.” Explain their history and discuss whether they provide macronutrients or micronutrients.

If the model does not load, open it in a new window:
app.corinth3d.com/package/p_rost_hortice_zoom

Duration: 10 minutes

Discuss how the environment can affect the amount of nutrients that people, plants, and animals receive. Compare regions of the world with food abundance to those facing shortages. Talk about malnutrition and unbalanced diets, such as in countries where people primarily eat rice.