Sources of food nutrients for SS 1

Class: SS 1
Term: First Term
Week: 8
Age: 15 years
Duration: 60 minutes
Subject: Food and Nutrition
Curriculum Theme: Food Nutrients for Healthy Living
Focal competence: identifying the sources and functions of food nutrients
Key competencies/values: Communication; Collaboration; ICT and Digital Competencies; Digital Competencies
Skills:

• Selecting appropriate foods based on their nutrient content
• Identifying diet-related diseases and how to prevent them

Previous Lesson: Classes of food nutrients
Topic: Concept Of Food Nutrients: Sources Of Food Nutrients
Subject Matter: Sources of food nutrients

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify various sources of food nutrients.
• Distinguish between nutrient deficiency and excess disorders.
• Explain the health relevance of balanced nutrient intake.

Affective Domain

• Appreciate the importance of consuming a balanced diet.
• Value proper food hygiene and safety practices.

Psychomotor Domain

• Select appropriate food samples based on their nutrient content.
• Demonstrate understanding of how to prevent diet-related diseases.

Social Domain

• Collaborate with peers to identify food nutrient sources.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable Food and Nutrition textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Chart showing classes of food nutrients and their sources
• Real food samples (e.g., yam, rice, beans, groundnut, palm oil, various vegetables, fruits)
• Pictures of various food items
• Video clips on food nutrients and related disorders
• Posters showing deficiency disorders (e.g., kwashiorkor, goiter)

Rationale for the Lesson

This lesson is important because it equips students with fundamental knowledge about the sources of essential food nutrients, enabling them to make informed dietary choices. Understanding the link between nutrient intake and health disorders empowers them to prevent common diet-related illnesses. This knowledge is crucial for promoting healthy living and well-being within their families and communities.

Prerequisite/Previous Knowledge

Students should have a basic understanding of what food is and its general importance to the body.

Lesson Content/Board Summary

Concept Of Food Nutrients: Sources Of Food Nutrients

What are Food Nutrients?

Food nutrients are chemical substances found in food that are essential for the body’s growth, maintenance, repair, and proper functioning. They provide energy, build and repair tissues, and regulate body processes. The six main classes of food nutrients are carbohydrates, proteins, fats and oils, vitamins, minerals, and water.

Sources of Food Nutrients

Different foods provide different types and amounts of nutrients. A balanced diet includes a variety of foods to ensure all necessary nutrients are obtained.

Carbohydrates

These are the body’s primary source of energy. They are classified into simple (sugars) and complex (starches and fibre) carbohydrates.

1. Cereals: Rice, maize (corn), wheat, millet, sorghum, oats.
2. Root and Tuber Crops: Yam, cassava, potato, sweet potato, cocoyam.
3. Sugars: Honey, table sugar, fruits (contain natural sugars).
4. Legumes: Beans (though primarily protein, they also contain complex carbohydrates).

Proteins

Proteins are essential for growth, repair of body tissues, and production of enzymes and hormones. They can be animal or plant-based.

1. Animal Sources: Meat (beef, chicken, goat), fish, eggs, milk, cheese.
2. Plant Sources: Legumes (beans, groundnuts, soybeans, lentils), nuts (cashews, almonds), seeds (sunflower seeds), some cereals (in smaller amounts).

Fats and Oils

Fats and oils provide concentrated energy, protect organs, and help absorb fat-soluble vitamins. Fats are solid at room temperature, while oils are liquid.

1. Animal Sources (Fats): Butter, lard, fatty meats, cream.
2. Plant Sources (Oils): Palm oil, groundnut oil, coconut oil, olive oil, sunflower oil, avocado.
3. Nuts and Seeds: Groundnuts, walnuts, almonds, sesame seeds.

Vitamins

Vitamins are organic compounds needed in small quantities for various body functions, including metabolism, growth, and disease prevention. They are either fat-soluble (A, D, E, K) or water-soluble (B-complex, C).

1. Vitamin A: Carrots, sweet potatoes, leafy green vegetables (spinach, ugu), liver, eggs, milk.
2. Vitamin C: Citrus fruits (oranges, lemons), guava, tomatoes, bell peppers, leafy green vegetables.
3. B Vitamins: Whole grains, legumes, meat, fish, eggs, leafy green vegetables.
4. Vitamin D: Sunlight exposure, fatty fish, fortified milk.
5. Vitamin E: Vegetable oils, nuts, seeds, leafy green vegetables.
6. Vitamin K: Leafy green vegetables (kale, spinach), broccoli.

Minerals

Minerals are inorganic elements required for various body functions, including bone formation, nerve function, and fluid balance.

1. Calcium: Milk, cheese, yogurt, leafy green vegetables (e.g., spinach), fortified cereals.
2. Iron: Red meat, liver, beans, lentils, leafy green vegetables (e.g., ugu, spinach), fortified cereals.
3. Iodine: Iodised salt, seafood, dairy products.
4. Potassium: Bananas, potatoes, leafy greens, beans.
5. Zinc: Meat, seafood, nuts, legumes, whole grains.

Water

Water is essential for all bodily functions, including nutrient transport, temperature regulation, and waste removal.

1. Drinking Water: Clean, potable water.
2. Fruits and Vegetables: Many fruits (watermelon, oranges) and vegetables (cucumber, lettuce) have high water content.
3. Beverages: Juices, milk, soups.

Nutrient Deficiency and Excess Disorders

Both insufficient intake (deficiency) and excessive intake (excess) of nutrients can lead to health problems.

Nutrient Deficiency Disorders

These occur when the body does not get enough of a particular nutrient over time.

1. Kwashiorkor: Caused by severe protein deficiency, leading to swollen abdomen, stunted growth, and skin changes.
2. Marasmus: Caused by severe deficiency of both protein and calories, resulting in extreme thinness and muscle wasting.
3. Goiter: Caused by iodine deficiency, leading to an enlarged thyroid gland in the neck.
4. Anaemia: Often caused by iron deficiency, resulting in fatigue, weakness, and pale skin.
5. Rickets: Caused by Vitamin D deficiency, leading to soft and weak bones in children.
6. Night Blindness: Caused by Vitamin A deficiency, impairing vision in low light.
7. Scurvy: Caused by Vitamin C deficiency, leading to bleeding gums, fatigue, and poor wound healing.

Nutrient Excess Disorders

These occur when the body receives too much of a particular nutrient, which can also be harmful.

1. Obesity: Primarily caused by excessive intake of calories (from carbohydrates and fats) leading to excessive body fat accumulation.
2. Hypervitaminosis: Excess intake of certain vitamins, especially fat-soluble vitamins (A, D, E, K), which can accumulate in the body and become toxic. For example, excess Vitamin A can cause liver damage.
3. Mineral Toxicity: Excessive intake of certain minerals, such as iron or sodium, can lead to health problems like liver damage (from iron) or high blood pressure (from sodium).

Hygiene and Safety Considerations in Food Handling

Proper hygiene and safety are crucial to prevent foodborne illnesses and ensure the nutritional value of food.

1. Wash Hands: Always wash hands thoroughly with soap and water before and after handling food.
2. Cleanliness: Keep cooking surfaces, utensils, and equipment clean.
3. Separate Raw and Cooked Foods: Prevent cross-contamination by keeping raw meat, poultry, and seafood separate from ready-to-eat foods.
4. Cook Thoroughly: Cook foods to the appropriate internal temperatures to kill harmful bacteria.
5. Chill Promptly: Refrigerate perishable foods promptly to slow bacterial growth.
6. Wash Fruits and Vegetables: Rinse all fruits and vegetables under running water before consumption to remove dirt and pesticides.
7. Source Safely: Obtain food from reputable and hygienic sources.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Group Work, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Recalling

Teacher’s Activity: The teacher greets the students and asks them to recall what they learned about food in previous classes. The teacher then introduces the topic: “Concept of Food Nutrients: Sources of Food Nutrients,” explaining that today’s lesson will focus on identifying where we get different essential nutrients from and the consequences of not having enough or having too much.

Pupils’ Activity: Pupils respond to questions about food and listen attentively to the introduction of the new topic.

Learning Point: Prior knowledge activation

Step 2: Explanation of Food Nutrients

Time: 10 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher explains what food nutrients are, their general importance, and lists the six main classes of nutrients (carbohydrates, proteins, fats and oils, vitamins, minerals, water). The teacher uses the chart to illustrate these points.

Pupils’ Activity: Pupils listen, observe the chart, and ask questions for clarification.

Learning Point: Definition of nutrients

Step 3: Identification of Sources (Carbohydrates and Proteins)

Time: 10 minutes

Teaching Skill: Demonstration/Guided Identification

Teacher’s Activity: The teacher displays various food samples (e.g., yam, rice, beans, meat, fish) and guides students to identify which samples are rich in carbohydrates and proteins. The teacher provides examples of both animal and plant sources for each nutrient, encouraging students to name more examples from their homes.

Pupils’ Activity: Pupils observe the food samples, identify sources of carbohydrates and proteins, and contribute additional examples.

Learning Point: Carbohydrate and protein sources

Step 4: Identification of Sources (Fats, Vitamins, and Minerals)

Time: 10 minutes

Teaching Skill: Demonstration/Guided Identification

Teacher’s Activity: The teacher continues with other food samples (e.g., palm oil, groundnuts, carrots, oranges, leafy vegetables) and guides students to identify sources of fats and oils, vitamins, and minerals. The teacher highlights specific vitamins and minerals and their common food sources.

Pupils’ Activity: Pupils observe, identify sources of fats, vitamins, and minerals, and discuss their findings.

Learning Point: Fats, vitamins, mineral sources

Step 5: Discussion of Water Sources and Hygiene

Time: 5 minutes

Teaching Skill: Discussion/Reinforcement

Teacher’s Activity: The teacher discusses water as a nutrient and its sources. The teacher then leads a discussion on the importance of food hygiene and safety considerations when handling and preparing food, linking it to preventing foodborne illnesses.

Pupils’ Activity: Pupils contribute to the discussion on water sources and hygiene practices, sharing their knowledge.

Learning Point: Water sources, food hygiene

Step 6: Explanation of Nutrient Deficiency and Excess Disorders

Time: 10 minutes

Teaching Skill: Explanation/Illustration

Teacher’s Activity: The teacher uses posters and video clips to explain nutrient deficiency disorders (e.g., Kwashiorkor, Goiter, Anaemia) and nutrient excess disorders (e.g., Obesity, Hypervitaminosis). The teacher clarifies the distinction between them and their health impacts.

Pupils’ Activity: Pupils observe the posters and video clips, listen to explanations, and ask questions about the disorders.

Learning Point: Deficiency and excess disorders

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. List three sources of carbohydrates.
2. Name two animal sources of protein.
3. Give an example of a vitamin and its food source.
4. Distinguish between Kwashiorkor and Obesity.
5. Mention two hygiene practices when handling food.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Nutrient sources and disorders

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on sources of food nutrients and related disorders into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher summarises the key learning points, reiterating the importance of a balanced diet from various food sources and the need to prevent both nutrient deficiencies and excesses for good health. The teacher encourages students to apply this knowledge in their daily food choices.

Pupils’ Activity: Pupils listen to the summary and reflect on the lesson’s importance.

Learning Point: Lesson consolidation

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. Research and list five local Nigerian dishes, identifying the main nutrient(s) each dish provides.
2. Explain how a diet rich in fruits and vegetables can help prevent certain deficiency disorders.
3. Suggest three practical ways families can ensure food hygiene in their homes.

Lesson Keywords

• Nutrients – Substances in food essential for growth and health.
• Carbohydrates – Energy-giving foods like yam and rice.
• Proteins – Body-building foods like beans and meat.
• Fats and Oils – Energy-rich foods like palm oil and groundnuts.
• Vitamins – Protective foods like fruits and vegetables.
• Minerals – Protective foods like iodised salt and milk.
• Deficiency Disorders – Illnesses caused by lack of nutrients (e.g., Kwashiorkor).
• Excess Disorders – Illnesses caused by too much of certain nutrients (e.g., Obesity).
• Hygiene – Practices for maintaining health and preventing disease, especially in food handling.

Differentiation

For students who grasp concepts quickly, encourage them to research specific micronutrient deficiencies prevalent in Nigeria and suggest local food-based solutions. For students needing more support, provide simplified charts and focus on identifying common food groups and their primary nutrients through repeated examples and visual aids.

Suggested Lesson Videos

YouTube search: sources of food nutrients for ss1 nigeria
YouTube search: nutrient deficiency and excess disorders food and nutrition