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Using AI Chatbots to Create Healthy Meal Recommendations
Details
Activity Description
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
- Decide which LLM to use based on ease of access for students: ChatGPT, Perplexity, Microsoft CoPilot, Google Gemini, Claude, Pi. Practice using it to be able to model to students effectively.
More Ways
For ABE classes,adapt the lesson presentations using those most useful for your class. There are three presentations in this resource. This allows you to break the topic into multiple days which might include Presentation #1, Using online AI to research concerns or nutritional features of foods we should pay attention to, and Presentation #3 use ChatGPT or similar language models to generate recommendations for healthy meals.
Program Areas
- ESL: English as a Second Language
- ABE: Adult Basic Education
Levels
- Beginning Low
- Beginning High
- Intermediate Low
- Intermediate High
- Intermediate
- High
Lesson Plan
Show an image of a healthy meal. Have students name the foods and describe why the meal is healthy.
Show an image of an unhealthy meal. Have students names the foods and detail why the meal is unhealthy. Ask what could happen to a person if they ate this type of meal every day.
Facilitate a brief discussion about the importance of healthy eating habits and the challenges of meal planning.
Engage students by asking them to share their favorite healthy meals or ingredients they enjoy cooking with.
Have students discuss food and nutrition in small groups with the "Food and Nutrition Conversation Questions." Optionally, if you are teaching in-person, cut the questions into strips and have students mingle and ask one question repeatedly to classmates and report back the most interesting answer to the whole class.
Tell students that they are going to learn how to use a generative artificial intelligence tool for healthy meal planning.
Ask students what some concerns or nutritional features of foods we should pay attention to. List their responses (e.g., sodium levels, vitamins, sugar levels, nutritients and nutritional values).
Assign inviduals or pairs to search online (or use a large language model such as ChatGPT) to find answers to an assigned question on the handout "Online Research - Nutrition." Have students share their answers and take notes on classmates answers.
Vocabulary:
Teach words that describe foods. Have students brainstorm:
Flavor words
Texture words
Opinion words
Or have students categorize the following words and then list one or more foods that match the descriptive word.
Acidic
Appetizing
Bitter
Bland
Buttery
Citrusy
Comforting
Creamy
Crunchy
Delicate
Delicious
Fishy
Flaky
Flavorful
Fresh
Fruity
Hearty
Juicy
Mouthwatering
Nutty
Peppery
Piquant
Refreshing
Rich
Robust
Salty
Savory
Sour
Spicy
Sweet
Tangy
Tasty
Tender
Yummy
Zesty
Grammar:
Teach students comparative and superlative forms of adjectives. Use the handout "Comparative & Superlative Adjective Note-Taking Form."
Then have students complete the handout "Comparative and Superlatives Forms Worksheet." Check the answers together as a whole class.
Introduce the concept of using ChatGPT or similar large language models to generate recommendations for healthy meals.
Explain the task: Students will work in small groups to input three ingredients into the LLM (such as ChatGPT) and receive meal recommendations. They will then discuss and choose the best meal option based on criteria such as nutritional value, simplicity, and taste.
Demonstrate how to use the LLM to generate meal recommendations by inputting three example ingredients and discussing the results with the class.
Provide guidance on evaluating meal options, including considering factors such as dietary restrictions, cooking time, and availability of ingredients.
Divide students into small groups (3-4 members per group).
Instruct each group to choose three ingredients from a provided list or suggest their own. For example:
- Group 1: chicken, rice, green beans
- Group 2: salmon, peas, spaghetti
- Group 3: macaroni, meatballs, broccoli
- Group 4: pinto beans, tomatoes, olives
- Group 5: bread, canned tuna, celery
- Group 6: potatoes, cheese, spinach
Model the prompt: Provide three recipes for a family of # with the following ingredients: (list).
Allow groups time to input their chosen ingredients into the chatbot and review the meal recommendations.
Model the next prompt asking the chatbot which meal is healthiest and why.
Show students how to copy the selected chatbot recipe and nutritional information into a document or slideshow.
Encourage discussion within each group to decide on the best meal option and reasons for their choice, reminding students to use the comparative and superlative adjectives that describe food.
Have students present their meal choice to the class with the recipe, an image found online or generated with an AI image generator. Students will explain their choice. Provide a frame for the the presentations:
We chose this recipe for a family of # because it is the ____________ and _______________. The ingredients are ... This recipe is the healthiest / most nutritional because...
Provide feedback on the justification provided by each group, focusing on the clarity of reasoning and consideration of relevant factors. Optipnally also provide feedback to the group on content and language using a checklist or rubric, as desired.
Have students reflect on the lesson by answering the following questions:
1. What did you find most challenging about using the AI tool to generate meal recommendations?
2. How did your group decide on the best meal option? Was it difficult to reach a consensus?
3. What criteria did you consider when evaluating the meal options?
4. How confident do you feel about using chatbots or similar tools for future language learning or practical tasks?
5. How can you apply the skills and knowledge gained from this activity to your daily life?
Conclude the lesson by discussing how students can apply the skills they learned in real-life situations, such as meal planning for themselves or their families. Ask students how they can use chatbots such as ChatGPT or similar tools to support their language learning and daily activities.
Documents
- Food and Nutrition Conversation.docx - Food and Nutrition Conversation
- Online Research - Nutrition.docx - Online Research - Nutrition
- Comparative & Superlative Adjective Note-Taking Form.docx - Comparative & Superlative Adjective Note-Taking Form
- Comparative and Superlative Forms Worksheet.docx - Comparative & Superlative Adjective Forms Worksheet
Standards
- Reading Foundational Skills
- RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
- RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Writing
- CCR Anchor 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCR Anchor 6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- Language
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.