Taking a Look at Canada’s Food Guide | Ophea Teaching Tools

    Taking a Look at Canada’s Food Guide

    Activity Card 1
    75 Minutes
    Topics: Canada's Food Guide, Food Choices, Personal Skills
    Activity Overview

    Youths will debate the various benefits and possible limitations of Canada’s Food Guide.


    The educator will observe youths' demonstrated knowledge and understanding and communication skills about various benefits and possible limitations of Canada’s Food Guide.


    Copies of Canada’s Food Guide, Markers, Note paper, Pens, Poster paper, Research materials

    Minds On

    Working in pairs, have youths write “nutrients” in the centre of a piece of paper.

    Have youths activate their prior knowledge of Canada’s Food Guide by creating a mind map connecting nutrients to making healthy eating and drinking choices.

    Have pairs team up with another pair to compare and contrast responses.


    Youths debate the advantages and disadvantages of Canada’s Food Guide. Divide the youths into four groups for two debates. For each debate, there will be two sides, one arguing for the food guide, and the other arguing for the disadvantages of the food guide.

    Debate #1: Considering Personal, Social, Developmental, and Government Partnerships

    Debate #2: Considering Health (Physical and Emotional well-being), Financial, Cultural, and Personal Choice

    Using information available through the classroom, in the library, and online, youths will prepare their arguments on their positions. The first debate will be presented while youths who are presenting the second debate listen. The group listening will make a decision about which side was most persuasive. A timekeeper can be assigned from the group that is listening. The educator will monitor information shared by youths and provide guidance or support as required.

    Suggested Debate Structure:

    1. Introduction – 1 minute each (both sides)
    2. Argument – 5 minutes each
    3. Rebuttal – 5 minutes each
    4. Conclusion – 1 minute each

    Working individually, youths reflect on both sides of the debate and select which side they believe to have been the most persuasive.

    Youths write a short paragraph, song, or poem conveying the key messages as they understand them from the debate. Youths share their writing with a partner for review prior to sharing the writing with a small group.