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Chapter FiveAlthough Cristina has introduced her family to ways to eat healthier, she is still confused about one thing. The doctor arranged for her grandmother to talk to a nutritionist, someone who helps others learn how to make healthier food choices. Abuela says the nutritionist explained that it is important to pay attention to the amount and type of carbohydrates (or “carbs”) we eat. Abuela says that carbohydrates means sugar, but Cristina knows that sugar is what the body uses for energy so it can’t be all bad! Also, it’s in all different kinds of foods! Sugars are in fruits and vegetables, but are they also in processed foods? Are the sugars in processed foods different from the sugars found in whole foods? Cristina wonders if it’s really just too difficult to figure out what foods are healthy choices. It’s time to do some more investigating!

Lesson Overview:In this lesson, students learn about carbohydrates—what they are, where they’re found, and what they do—and begin to think about how much sugar they consume every day. After students learn how to read nutrition labels, they examine labels from different types of foods. Using the data they collect, students will collaborate to draw conclusions about the different kinds and amounts of sugars found in fresh and processed foods.

Teacher Note: A limited number of sample labels have been provided for this lesson. At least one week prior to the lesson, start collecting labels. Here are some ideas to get you started: Ask students to bring in labels from home; make a contest to see which class can bring in the most labels; email family, friends, and colleagues and ask them to contribute food labels.

Content Areas: Life Sciences and Health Education

Lesson Duration: 60-minute class period

Essential Questions:• How much sugar should we consume daily?

• What is a carbohydrate?

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• What are the different types of sugars?

• What are some types of sugars that are added to food?

• Why is fiber an important carbohydrate?

Materials:• 12 oz. can of regular cola

• 1 measuring cup

• 1 teaspoon

• 1 cup of sugar

• Various food labels (1 set of 6-8 labels per small group)

• Note: A small set of sample labels has been included with this lesson, but it is ideal for students to have actual food labels from a variety of foods, including frozen fruits and vegetables (or nutritional information for some whole foods)

• Handout/Website: US Food & Drug Administration: Total Carbohydrate (1 per student, if printed)

• Graphic Organizer: Looking at Labels (1 per student)

• Handout/Website: US Food & Drug Administration: Fruits Nutrition Facts (1 per group, if printed)

• Handout/Website : US Food & Drug Administration: Vegetable Nutrition Facts (1 per group, if printed)

• Chart paper labeled: Other Names for Sugar:

• Sugar

• Raw sugar

• Brown sugar

• Corn syrup

• High-fructose corn syrup

• Dried corn syrup

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• Honey

• Molasses

• Dextrose

• Fructose

• Glucose

• Lactose

• Sucrose

• Poster paper

• Markers

Objectives:Students will:

• Explain what a carbohydrate is

• Analyze food labels to identify draw conclusions about carbohydrates to make healthy food choices

Vocabulary: • Gram

• Carbohydrate

• Dietary fiber

• Nutrition label

• Different names for sugar (listed above)

Background Information for the Teacher:Carbohydrates1 are one of the main types of nutrients. They are the most important source of energy for your body. Your digestive system changes carbohydrates into glucose

1Harvard School of Public Health, 2017. https://www.hsph.harvard.edu/nutritionsource/carbohydrates/

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(blood sugar). Your body uses this sugar for energy for your cells, tissues and organs. It stores any extra sugar in your liver and muscles for when it is needed.

Carbohydrates are called simple or complex, depending on their chemical structure. Simple carbohydrates include sugars found naturally in foods such as fruits, vegetables, milk, and milk products. They also include sugars added during food processing and refining. Complex carbohydrates include whole grain breads and cereals, starchy vegetables and legumes. Many of the complex carbohydrates are good sources of fiber.

Healthy carbohydrates, such as whole grains, fruits, and vegetables, are an important part of a healthy eating plan because they can provide both energy and nutrients, such as vitamins and minerals, and fiber. Fiber can help you prevent constipation, lower your cholesterol levels, and control your weight. Unhealthy carbohydrates are often food and drinks with added sugars. Although unhealthy carbohydrates can also provide energy, they have little to no nutrients.

Added sugars2 are various forms of sugar added to foods or drinks during processing or preparation. Naturally occurring sugars such as those in milk and fruits are not added sugars but are carbohydrates. The most common sources of added sugars are

• Sugar-sweetened soft drinks, fruit drinks, sports drinks, and energy drinks

• Grain-based desserts, such as cakes, cookies, and doughnuts

• Milk-based desserts and products, such as ice cream, sweetened yogurt, and sweetened milk

• Candy

Procedure1. Show students a can of regular cola and explain that the can holds 12 ounces

of liquid.

2. Show students a teaspoon and say, “I want you to make a prediction. How many teaspoons of sugar do you think are dissolved in this can of cola?” Accept all responses.

3. Show students the nutrition label on the can of cola (either on the can or using the enclosed sample nutrition label) and explain that the can of cola contains about

2American Heart Association, 2017. Retrieved from http://www.heart.org/HEARTORG/HealthyLiving/HealthyEating/Nutrition/Added-Sugars_UCM_305858_Article.jsp#.WWeUHcvrvIU

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40 grams of sugar. Explain that 1 teaspoon of sugar is equal to 4 grams of sugar. If possible, record on the overhead or chalkboard so all students can refer to this information.

4. Ask, “If 1 teaspoon of sugar is equal to 4 grams of sugar, about how many teaspoons of sugar are in the can of cola? (Approximately 10 teaspoons.)

5. Ask, “How accurate were your predictions? What was the difference between your prediction and the actual amount?”

6. Say, “Let’s take a look at how much sugar that actually is.” Demonstrate for students how much sugar 10 teaspoons is by measuring that amount of sugar and pouring it into a clear cup.

7. Explain that the American Heart Association recommends that kids aged 2–18 should have less than 25 grams (6 teaspoons) of sugar each day3. Invite students to share their thoughts about and reactions to this new information.

8. Say, “Think back to what we learned about diabetes and how our bodies get energy. What do our cells use for energy? (Glucose/sugar) So, this is where Cristina might be confused and I feel a bit confused, too! If our bodies need sugar for energy, why is there a limit to how much we can healthily consume? How can sugar be an unhealthy choice?” Ask students to share their thoughts and ideas. If needed, ask questions to help students think about connections between the concepts they have been learning, such as the following:

• Our bodies use sugar for energy, but where does the sugar come from in the foods we eat?

• Do different kinds of foods have different kinds of sugars?

• Does it matter how much sugar we eat every day?

• Does it matter what kinds of foods we eat to get the sugar we need for energy? Say, “Today we’re going to do some investigating and find out answers to those questions.”

3American Heart Association: Retrieved from http://www.heart.org/HEARTORG/HealthyLiving/HealthyEating/Nutrition/Sugar-Recommendation-Healthy-Kids-and-Teens-Infographic_UCM_487755_SubHomePage.jsp

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9. Say, “Cristina’s abuela talked about paying attention to carbohydrates. You may also have heard them referred to as carbs. But what do carbs have to do with sugar? Do any of you know what carbohydrates are?” Allow time for students to share their thoughts.

10. Distribute or display the Total Carbohydrate resource. Have students read the “What It Is” section and summarize aloud the information about carbohydrates. Students should note that carbohydrates are primarily sugars. Say, “So when Cristina’s abuela is paying attention to how many carbs she eats, she is thinking about how much total sugar and fiber she eats.”

11. Ask, “But, if we need carbohydrates in our diet to provide our body energy, how can there be unhealthy carbohydrates? What do you think is the difference between the two?” (Allow all answers.)

12. Explain that healthy carbohydrates are foods that provide both energy and nutrients, such as vitamins and minerals, and fiber. Unhealthy carbohydrates are foods with added sugars. Although unhealthy carbohydrates can also provide energy, they have little to no nutrients. Since it is a healthy choice to limit the total amount of sugar we eat each day, it makes sense to choose foods that provide the most nutrition.

13. Next, have students read the “Where It Is Found” section and discuss the different types of foods that contain carbohydrates.

14. Ask, “So, if it’s important to make healthy food choices, how can we figure out how much sugar is in the foods we eat? How do we determine what foods are healthy choices?” Explain that processed foods are required to have nutritional labels that tell us exactly what’s in them.

15. Say, “Let’s take a look at a nutritional label and figure out what it tells us.” Direct students’ attention to the Nutrition Facts label. Note the serving size and total calories. Ask, “Where are sugars found?” (Under Total Carbohydrate). Ask, “What else is found under Total Carbohydrate?” (Dietary fiber). Dietary fiber is important. If sugar is like fuel, racing to your bloodstream to provide your body energy, fiber is a yellow light, forcing the sugar to slow down so it doesn’t all hit your bloodstream at once. So, when we look at sugars, we should also look at fiber.”

16. Explain to students that, when looking at the nutritional content of a food, people usually focus on protein, fat, and carbohydrate content to determine whether or not it is a healthy food choice. Today, our focus is on carbohydrates—sugars and dietary fiber.

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17. Explain that sometimes sugar is not called “sugar” on the nutritional label. Display the chart paper listing other names for sugar and discuss with students. Point out that the sample nutrition label in the FDA resource does not list ingredients, but real food labels do.

18. Ask, “So, would you consider this a healthy food choice or an unhealthy food choice? Why or why not?” Students may identify the following:

• The number of carbohydrates is high

• The amount of sugar is almost a whole day’s recommended intake of sugar

• People may eat more than one serving

19. Say, “Now that you’re starting to learn how to read nutrition labels, you can start your label investigation. Let’s review Cristina’s story to see what we’re trying to find out.” Review the story from the beginning of the lesson. Remind students that the purpose of their investigation is to gather information about sugar and fiber content in different kinds of foods to see if they can draw conclusions about how to make healthy food choices.

20. Divide students into small groups. Distribute a set of labels and Looking for Labels data collection sheets (1 per student) to each group. Remind students that whole foods usually do not come with nutritional labels unless they come frozen or canned. They have been provided with nutritional information for some whole foods to help them gather data and draw conclusions. (Students may also refer to the FDA handouts for additional information.)

21. Say, “For each food label, you will add the following items to your chart:”

• The name of each food

• The serving size

• The total sugar amount in grams

• The types of sugars listed in the ingredients

• The amount of dietary fiber

22. Allow time for students to collect their data (15–20 minutes, depending on the number of labels provided to each group).

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23. After students have collected their data, ask them to discuss in their small groups what kinds of conclusions they might draw about how to know when a food is a healthy choice and when it is not a healthy choice.

24. Regroup whole class and discuss findings as a large group. As a class, write a paragraph summarizing their conclusions to help Cristina understand why not all foods—or carbs—are alike and how to make healthy food choices.

Celebration Extension: Students will create a shape poem with information they learn from the lesson. They will recall as much information as they can about carbohydrates. Instruct students to draw the outline of one image, or a series of images, that represent what the main concept of the lesson was. Students fill in the outline of each shape with facts they learned from the lesson. After finishing their work, have students share their images in small groups. Display student images in a classroom space to create a mini-mural of shape poems about carbohydrates.

Suggested time for presentation: 5 minutes

National StandardsNGSS

• LS1.C: Organization for Matter and Energy Flow in Organisms

National Health Standards

• 3.5.1 Identify characteristics of valid health information, products, and services.

CCSS

• CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text.

• SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

• SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

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• SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Lesson #5: Finding the Energy

Name: __________________________________________________________

Looking at Labels

Directions: Examine your nutrition labels and record your data in the table below.

Food Serving Size Total Sugars (Grams)

Types of Sugars (From ingredients)

Dietary Fiber (Grams)

Regular Cola Sample Nutrition Label

Sources for Nutrition Data include: USDA Nutritional Data Laboratory and NutritionalData.SELF.com

Cream-Filled Chocolate Cookies Sample Nutrition Label

Green Beans, Frozen Unprepared Sample Nutrition Label

100% Apple Juice Sample Nutrition Label

Pink Lady Apple Sample Nutrition Label

Puffed Cheese Snacks Sample Nutrition Label

White Bread Sample Nutrition Label

100% Whole Wheat Bread Sample Nutrition Label

Fruit Flavored Rolled Snack Sample Nutrition Label