Source: The Guardian
Students will be able to:
- Define ultra-processed food
- Identify ultra-processed foods in their own diets
- Explain the health risks associated with ultra-processed foods
- Make informed choices about the foods they eat
- Article “How ultra-processed food took over your shopping basket | Food | The Guardian”
- Podcast of the article
- Handouts on the health risks of ultra-processed foods (optional)
- Begin by asking students what they know about ultra-processed foods.
- Read the article aloud to the class.
- As you read, stop to discuss the following questions:
- What are ultra-processed foods?
- How are ultra-processed foods made?
- What are the health risks associated with ultra-processed foods?
- After reading the article, have students identify ultra-processed foods in their own diets.
- Discuss the following questions:
- How often do you eat ultra-processed foods?
- What are some of the reasons you choose to eat ultra-processed foods?
- What are some of the challenges you face in reducing your intake of ultra-processed foods?
- Use this handout on the health risks of ultra-processed foods, distribute them to students and discuss the information.
- To conclude the lesson, have students make a plan to reduce their intake of ultra-processed foods.
- Observe students as they participate in the discussion and activities.
- Collect students’ plans to reduce their intake of ultra-processed foods.
- For students who need more support, provide them with a list of ultra-processed foods and ask them to identify them in the grocery store.
- For students who are ready for a challenge, have them research the marketing strategies used by the food industry to promote ultra-processed foods.
- Have students create a poster or presentation about the health risks of ultra-processed foods.
- Have students write a letter to their elected officials urging them to support policies that will reduce the availability of ultra-processed foods.