|Lesson Plan ID:
|| Sugar Detectives|
During this lesson, students will learn to make wise decisions concerning the snacks they eat. Students will learn to read food labels and measure the sugar content in foods. Students will be able to determine if they are practicing healthy eating by creating a food guide pyramid of their eating habits. Students will also create a multimedia presentation to demonstrate what they learned.
|TC2(3-5) ||1. Use input and output devices of technology systems. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||9. Use technology tools to organize, interpret, and display data. |
|TC2(3-5) ||10. Use digital environments to collaborate and communicate. |
|TC2(3-5) ||11. Use digital tools to analyze authentic problems. |
|TC2(3-5) ||12. Create a product using digital tools. |
|Primary Learning Objective(s):
|| Students will identify healthy snack choices. Students will create a multimedia presentation to demonstrate their knowledge about sugar in the diet. |
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Sugar, measuring spoons, measuring cups, small paper bowls, variety of food labels
|Technology Resources Needed:
Computer with Internet access, presentation software
Students will need to be familiar with the food pyramid. Students should have experience creating slideshow presentations. Students should be able to navigate the Internet.
1.)The teacher and students will discuss the food guide pyramid. The teacher will emphasize that sugar is hidden in many foods and may be listed as dextrose, corn syrup, molasses, lactose, fructose, and sucrose instead of the word sugar.
Students will utilize the Internet to create a food guide pyramid based on the types of food they eat in a day. This will show students if they are eating too much sugar.
(What Shape is Your Pyramid?
)This website will allow students to create a food guide pyramid that represents what they actually eat each day.
2.)Have students bring in food labels. Allow students to go on a sugar hunt. Have the class make a list of the hidden sugars content found in various
foods. The class will discuss the
Then allow students to search the Internet site below to learn more about sugar.
)This site gives different facts about sugar.
3.)Have students measure the amount of sugar contained in various foods. Put the following formula on the chalkboard:
4 grams of sugar equals
This formula is extremely important because most food labels will show sugar listed in grams.
For example, a typical candy bar will list 18 grams of sugar. Have students calculate in teaspoons exactly how much sugar is contained in the candy bar. Students should take the
bowl of sugar and the teaspoons and measure 4 1/2 teaspoons. Then have students place the measured sugar in an empty bowl to show how much sugar is
contained in the candy bar. Repeat these steps using other food labels.
4.)Show students the sample multimedia presentation. Then have students create an individual multimedia presentation covering the information they learned about sugar. Also, allow them time to gather information from the Internet to use in their presentation. Give students a list of the requirements and a copy of the rubric that will be used to grade their projects.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Your Rubric Multimedia Project Sugar Detectives.htm
Slide Show Presentation Requirements.doc
Student presentations will be assessed using the attached rubric.
Use the food items found at Nutrition Action
to spark a discussion after asking students if they think these foods are/are not good for them to eat. This is a great time to discuss misleading advertising.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: