Download Lesson 7 Simple Sugars in Simple Terms

The University of Mississippi
NUTRITION 101:
A Taste of Food and Fitness
Lesson 7
Simple Sugars in Simple Terms
LESSON 7
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CONTENTS
1 Lesson at a Glance–Simple Sugars In
Simple Terms
2 Pretest
3 Lesson–Simple Sugars in Simple Terms
4 Slides–Simple Sugars in Simple Terms
5 Physical Activity Booster–Digest and
Key for Icons
Absorb This
6 Taste Testing Activity–How Sweet It Is!
SAY
DO
PREPARE
TASTING
ACTIVITY
PHYSICAL
ACTIVITY
VIDEO
SCENARIO
SLIDE
Nutrition Nuggets–As Simple as One, Two,
Three, and More
Personal Discovery Assessment–A Matter of
Choice
Cafeteria Connection–School Solutions
Resource–Non-nutritive Sweetners
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Lesson 7 at a Glance
Simple Sugars in Simple Terms
What to Do Ahead of Time
• Review the lesson and the slides for Simple Sugars in Simple
Terms
• Review all the handouts and activities; make copies for
participants. Acquire index cards.
• Practice the Physical Activity Booster.
• Prepare the Tasting Activity supplies.
1. Identify food sources of simple sugars; identify how the body uses simple sugars.
2. Apply current nutrition guidance for simple sugar consumption to personal food choices.
3. Describe how school nutrition programs incorporate current guidance on simple sugar intake to
contribute to students’ health and ability to learn.
Learning Objectives
Time
Content Area of Lesson 7
Resource to Use
1 minute
Welcome and Brief Review of Previous Lesson
Pretest
Slide 1
4 minutes
Group Activity– Brainstorming Sugar Sources
Index cards
4 minutes
Physical Activity–Digest and Absorb This.
4 minutes
Taste Activity–How Sweet It Is!
3 minutes
2 minutes
Simple Sugars in Simple Terms
Present lesson.
Distribute handout.
Simple Sugars in Simple Terms
Presentation continued.
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Slides 2-4
Nutrition Nuggets–
As Simple as One,
Two, Three, and More
Slide 5
Slides 6-7
Slide 8
Tasting supplies
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Time
3 minutes
1 minute
1 minute
Content Area of Lesson 7
Resource to Use
Personal Discovery Assessment
A Matter of Choice
Distribute handout.
Handout and presentation continued.
Slides 9-10
Personal Discovery–
A Matter of Choice
Non-nutritive Sweetners
Distribute handout.
Slide 12
Resource–Non-nutritive
Sweetners
Cafeteria Connection–School Solutions
Distribute handout.
Briefly review.
2 minutes
Posttest
Review Posttest Answers
1 minute
Conclude Lesson
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Slide 11
Cafeteria Connection–
School Solutions
Slides 13-18
Slide 19
A Taste of Food and Fitness: Nutrition 101
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Pretest
Lesson 7: Simple Sugars in Simple Terms
1. A food label is required to list natural and added sugars separately.
a. True
b. False
2. Eating too much sugar will cause high blood pressure and diabetes.
a. True
b. False
3. Food sources of simple sugars include
a. apples and carrots.
b. soft drinks, candies, and desserts.
c. milk and yogurt.
d. all of the above.
4. Starches
a. are made of hundreds of glucose units.
b. are digested and absorbed more slowly than simple sugars.
c. are lower in calories than simple sugars.
d. both a and b.
5. Health experts recommend limiting added sugars in the diet to
a. two teaspoons daily.
b. 10% of total calorie needs.
c. no limit as long as foods eaten are before noon.
d. no limit as long as activity levels are above average.
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Lesson 7
Simple Sugars in Simple Terms
DO: Place a copy of the pretest at each place. Have pencils or
pens available.
SLIDE 1
Nutrition 101: A Taste of Food and Fitness
• Lesson 7–Simple Sugars in Simple Terms
SAY: Welcome back. Does anyone have a question or observation from the last lesson?
Instructor’s Note: Briefly cover the issue; if question is detailed, ask the participant to discuss
it with you after the lesson.
SAY: Please take 30 seconds and answer the questions on the pretest. When you are done,
place the paper face down in front of you. We will need it again at the end of the session.
Instructor’s Note: Allow about 2 minutes for this activity.
SAY: Today our topic is simple sugars. Each of you has a note card. For the next 30 seconds,
please write down as many types of simple sugars or food sources of simple sugars that come
to mind.
Now I would like you to pair up with the person next to you. If necessary, please make a trio.
For the next minute, please take turns sharing what you wrote for simple sugar types and/or
food sources. If your partner mentions something on your card, put a check mark next to it
and share something else. After sharing all your items, if time is not up, mention new items
that come to mind and add to those foods your cards.
Instructor’s Note: Allow only one minute for the next activity.
SAY: I can tell by the buzz in the room that we have some knowledge of simple sugars.
If you or your partner mentioned table sugar or brown sugar, stand up.
Instructor’s note: If any participants do not have either sugar listed, invite them to write one
on their card and stand up with the group.
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Sugar and brown sugar are pure, simple sugars. Let’s go around the room and create a list of
other sweeteners similar to sugar, for example, maple syrup. When you hear someone say an
item on your card, snap your fingers.
DO: Snap your fingers when you give the following examples. Accept all reasonable
answers, such as maple and other syrups, molasses, corn syrup, and honey.
Instructor’s Note: Continue until all the examples of simple sugars are listed, about one
minute total.
SAY: Now let’s look at the foods you listed. Many foods have sugars added during preparation such as desserts and sweets. We will repeat the activity starting at the opposite end of the
room. When a food that is made with added sugar, such as cake is mentioned, clap your
hands if you have it on your card.
DO: Clap your hands when you say this. Accept all reasonable answers, such as cake, pie,
cookies, brownies, ice cream, candy, and cinnamon rolls. Some may mention unexpected
sources such as ketchup, peanut butter, and other foods with a less perceivable sweet taste.
Instructor’s Note: Continue until all foods are listed, about one minute total.
SAY: Many beverages have sugars added or we add sugar to some, such as coffee or tea. We
will hear from volunteers this time. If you have a sweetened beverage on your list, share it
with the group. When a beverage with added sugar, such as a sports drink is mentioned,
stomp your foot if you have it on your card.
DO: Stomp your foot when you say this. Accept all reasonable answers, such as soft drinks
or soda, lemonade, punch, sweet tea, and flavored lattes.
Instructor’s Note: Continue until all the beverages are listed, about one minute total.
SAY: So far, we have focused on sweeteners and foods with added sugar. Some foods contain
sugar naturally. I am going to mention foods with naturally occurring sugars. When you hear
one listed on your card, cheer “Yippee” and raise your arm into the air.
DO: Extend one arm into the air above your head when you say “Yippee!”
SAY: Foods with natural sugars include all fruits (pause for the “Yippee”), milk and milk
products like yogurt (pause for the “Yippee”), and some vegetables and grains (pause for the
“Yippee”).
With that rousing round of cheers, please have a seat. The Nutrition Nuggets handout summarizes some of the information we will cover today on simple sugars.
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DO: Distribute copies of Nutrition Nuggets to the participants.
SLIDE 2
Simple Sugars in Simple Terms
SAY: Sugars are a type of carbohydrate. We learned that sugars and starches are made from
the same simple sugar units such as glucose. Simple sugars are sources of calories. Naturally
occurring simple sugars such as lactose in milk and fructose in fruits bring along vitamins,
minerals, protein, fiber, and other health protectors in these foods. Foods with added sugars
may or may not provide additional nutrients. Many of these foods are not rich sources of
nutrients. These foods may provide nutrients of excess, such as sodium or fat.
What may surprise you is how the body recognizes the difference between naturally occurring sugars and sugars added to foods. The truth is the body does not recognize a difference
in the source of sugars. What it does notice is the difference in the quality of the diet. The
body does notice when it has plenty of vitamins, minerals, and fiber for good health. It also
notices when it has too many calories and not enough nutrients.
SLIDE 3
Sample Labels
SAY: Just like the body, a food label does not distinguish the difference between naturally
occurring or added sugars. Both are listed together on the panel in the “Sugars” line.
However, just the like the body, we can notice the difference in the quality of the food.
SLIDE 4
Label for Fruit Cocktail in Lite Syrup
SAY: We can look for health promoters in the food. We can also use the ingredient panel to
determine if the sugar occurs naturally, is added to the food, or perhaps both.
Generally speaking, words that end in the letters “ose” are forms of sugar. We learned earlier
that ingredients must be listed in order of most to least in the food product.
Instructor’s Note: Allow about 15 seconds for everyone to stand.
Read the food labels on the reverse side of the handout. Look for a tip to figure out if a food
has a little or a lot of added sugar. When you have one, please stand up.
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SAY: I see we have several tips to share. Please volunteer to share the tip you found; and after
you share it, sit down. If someone shares the tip you have, sit down when that person sits
down.
What are some of the tips you have?
DO: Accept all reasonable answers, such as grams of sugar, grams of sugar compared to
grams of fat or protein, sugars listed in the ingredients, number of sugars listed in the ingredients, or whether sugar(s) appear first or last in the list of ingredients. Continue until all participants are seated. If necessary, cover any tips not mentioned.
SAY: The two tips I use most are the ingredient list and the total grams of sugar in a portion.
SLIDE 5
Physical Activity Booster Digest
NOTE: If necessary, remind anyone under a doctor’s care for any injury or condition to be
cautious when doing the activity and follow your doctor’s advice. If necessary, just observe
the activity. Nearly all participants should be able to do this activity safely.
SAY: Please come to the back of the room. We are going to do a physical activity booster.
When you arrive at the back of the room, join hands to form a human chain.
The physical activity booster is designed to help us understand how the body digests and
absorbs sugars and complex carbohydrates. A complex carbohydrate or starch is just like our
human chain. Each person represents a glucose molecule, and the clasped hands represent the
bonds between the units in a starchy food such as a whole grain cereal.
I am going to pretend to be a digestive enzyme that breaks the bond between the glucose
units. When I touch your hands, let go of the other person’s hand. When you are no longer
holding hands with anyone, walk briskly around the room.
Option: If the room space does not allow participants to walk in a circle easily, ask participants to march, skip, or jump in place for 30 seconds.
DO: Touch clasped hands and “break the bonds” to form smaller groups. Every third time,
“break the bond” so that a person will begin walking around the room. Continue to do so until
everyone is briskly walking around the room.
Ask everyone to come back to the starting point.
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SAY: Now I would like you to clasp hands with just one other person to represent the single
bond between units in a simple sugar such as sucrose (table sugar).
Option: If there are an uneven number of participants, have a person clasp hands with you.
SAY: We will repeat the activity. This time, after you briskly walk around the room twice,
return to your seat. Let us see how quickly we can all return to our seats.
Option: If the room space does not allow participants to walk in a circle easily, ask participants to march, skip, or jump in place for 30 counts and then sit down.
DO: Quickly touch clasped hands and “break the bonds” to release participants. If you are
clasping hands with a participant, “break” that bond first.
DO: Return to your place in the room when all the participants have returned to their seats.
SAY: What did you notice about our activity?
DO: Accept all reasonable answers such as we started to move faster the second time.
SAY: Accept all reasonable answers such as there was only one bond between each two people.
SLIDE 6
Glucose – Energy Source
• Brain, central nervous system, or red blood cells
• Muscle
• Muscles and liver
• Fat Cell
SAY: The brain, central nervous system, or red blood cells rely on glucose as their energy
source.
Some glucose circulates to a muscle. During exercise, it is easy for glucose to enter the cell
and provide energy. If the muscle is at rest, the body has a helper – insulin – to help glucose
enter the muscle cell.
When we eat too many calories of any type for our energy needs, the excess calories are
stored. With this in mind, some glucose is stored in the muscles and liver as glycogen. The
rest is sent to a fat cell to be changed and stored as fat.
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In the past it was a common belief that eating a large amount of sugar caused a person to
develop diabetes. Today we know sugar does not cause diabetes. In fact, the only health condition that sugar is proven to cause is dental caries, better known as cavities. Cavities are also
caused by other sources of carbohydrate that start to digest in the mouth, such as the starch in
crackers or bread.
A person with diabetes does need to pay special attention to the amount of carbohydrates in
the diet, both simple and complex. Furthermore, gaining extra weight can increase our risk of
developing Type II diabetes, high blood pressure, and some types of cancer. In these ways,
sugars are related to the care and treatment of certain conditions but not the direct cause.
Turn to the person next to you and decide how many pounds of sweeteners of all types you
think the average American eats each year.
DO: Give the participants 30 seconds to talk.
SAY: What amounts did you suggest? (Accept all answers.)
SLIDE 7
Intake in the United States
• The average intake of sweetners is 74 pounds per person per year.
SAY: According to the U.S. Department of Agriculture dietary intake figures, the average
American eats 74 pounds of sweeteners a year! This equates to 23 teaspoons of added sugars
daily, roughly 460 calories. Much of this sweetness is added to foods for us. We are going to
make beverages commonly consumed in America to see how sweet they are.
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SLIDE 8
Tasting Activity
Prepare for the Activity
Use proper food preparation and food safety practices.
Supplies needed:
• 12 ounces hot water
• Tea bag
• 2 teaspoons of sugar or two sugar cubes for tea
• 16 ounce clear measuring cup for brewing hot tea
• 12 ounces chilled club soda
• 1⁄4 teaspoon Orange extract
• Orange food coloring
• 12 teaspoons of sugar and a measuring teaspoon
• Large, clear open mouth jar (A 32 ounce wide-mouth jar works well.)
• Small zipper lock sandwich bag with 1⁄4 cup of sugar or 12 sugar cubes sealed inside
• Long handle spoon for stirring
• Napkins and small portion cups, one per participant (or two for each participant if
cups will not be re-used for beverage tastes)
Instructor’s Note: The Taste Activity Reaction Form used in previous lessons is not needed
for this activity.
SAY: This taste activity will focus on the perception of sweet. We are going to compare the
sweetness of two beverages.
Please feel free to observe the activity if there is a reason you cannot actively participate in
the tasting experience.
Does anyone here add sugar to tea or coffee? How many teaspoons of sugar do you add to a
cup (about 6 ounces) of tea?
DO: Accept all answers; guide the group toward agreeing on 1 teaspoon per 6 ounces or 2
teaspoons per 12 ounce of hot tea. Brew 12 ounces of tea; add 2 teaspoons of sugar and mix
well.
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DO: Give each participant a small portion cup of the lightly sweetened tea.
SAY: Now we are going to make orange soft drink. The ingredients we will use are 12 ounces
of chilled club soda, orange food coloring and orange extract, and sugar.
We added 2 teaspoons of sugar to the hot tea. We will need more sugar to make the orange
soda. I will start measuring sugar by the teaspoon and adding it to the mixture. Stop me when
you think there is enough sugar to make a soft drink.
DO: Pour the club soda, orange extract, and orange food coloring into a large, wide-mouth
clear container. A 32 ounce wide-mouth canning jar works well.
Note: GRADUALLY add the sugar to the liquid mixture to avoid a mess! The sugar and
carbonated water react and foam in the jar.
Even as the participants tell you there is enough sugar in the soda, keep adding sugar, one
teaspoon at a time, until you have 12 teaspoons in the 12 ounce amount of club soda. Stir the
mixture to dissolve the sugar completely.
DO: Give each participant a small portion cup of the orange soda. As participants taste the
soda, pass around a zipper lock, sandwich-sized plastic bag with 1⁄4 cup of sugar or 12 sugar
cubes sealed inside.
SAY: How many of you would add 1⁄4 cup of sugar to a 12 ounce cup of hot tea? How much
sweetener do you think is in a 20 ounce bottle of a soft drink?
While soft drink recipes do not call exclusively for white sugar, most have about the same
amount of other sweeteners such as high fructose corn syrup. A 20 ounce bottle could have as
much as 20 teaspoons or nearly 7 tablespoons.
The temperature of a food can influence how much sweet we perceive it to be. Warmer foods
seem sweeter than colder foods. You can test this at home. Let a small amount of vanilla ice
cream thaw and warm to a pourable consistency. Then compare the sweetness to a small taste
of the frozen ice cream. The warmer version will taste sweeter even though both have the
same amount of sugar. This is one reason a cup hot tea may taste sweeter than an equal
amount of iced tea with the same amount of added sugar.
A part of healthful eating includes enjoying added sugars in moderation. Our next
activity will help us see how to balance foods with added sugars with our overall nutrition
needs.
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SLIDE 9
MyPyramid
On the MyPyramid.gov Web site is a feature called MyPyramid Tracker. Here, a person’s
height, weight, and activity level are entered along with food choices. A personalized diet and
activity analysis is created.
DO: Distribute the Personal Discovery Assessment–A Matter of Choice handout to participants.
Option: Give this activity as a Personal Discovery Assessment to do outside of class if
desired.
SAY: For today’s activity we are going to consider our own food choices. Quickly look at the
menu on the second page.
DO: Allow 30 seconds to review the menu.
SAY: Now look at the foods listed at the top of the first page. Circle the ones you want to add
to the sample menu. Add up the total calories you have chosen. Do this quickly in about a
minute’s time.
DO: Allow about one minute to make the choices.
SAY: The menu page includes a chart of the total servings of each food group and total
calories as recommended per day by MyPyramid for women. The numbers are based on
the average 31-50 year-old woman and the average 51 year-old or older woman, both with
less than 30 minutes of vigorous activity beyond their daily activities. A level of discretionary
calories for each age group is suggested.
Discretionary calories are the calories from foods that are higher in sugar or fat and limited in
vitamins and minerals. The less active a person is, especially as we get older, the less discretionary calories we have to spend. Take a few minutes to figure out how the choices you
circled fit with the recommendations. Fill in the blanks for a woman in your age group.
Sugars and other added sweeteners are part of discretionary calories. Some health experts
advise limiting added sugars to no more than 10% of total daily calories, which can be hard to
calculate.
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SLIDE 10
MyPyramid Recommendations for Women
• 5-6 ounces of grains
• 2-2 1⁄2 cups vegetables
• 1 1⁄2 cups fruit
• 3 cups milk
• 5-6 ounces equivalents meat and beans
• 5 teaspoon oils
• 1600-1800 total calories each day and
• 180-200 discretionary calories (based on less than 1⁄2 hour of vigorous activity day)
Another practical approach to use is discretionary calories. First, determine how many
calories are needed to supply the basic servings from the various food groups. Then, subtract
those food calories from the total needed each day. The remaining calories can be “spent” on
“extra” foods, including those with simple sugars. Often foods that provide discretionary
calories are sources of added sugars and fats and are less likely to be sources of vitamins and
minerals.
The sample menu meets MyPyramid’s recommendations for food group servings. To allow
for the highest level of discretionary calories, fat-free milk products and very lean meats with
no added fat are used.
Please select the calorie level that most closely fits your age range. Can you select foods that
provide discretionary calories within the range allowed for this calorie level?
DO: Allow 1-2 minutes for participants to make their choices.
SAY:
• What were some of your choices? (Accept answers given.)
• What were some of the challenges you noticed? (Not many calories to spend; needed to
select smaller portions of some foods.)
• What are some ways you thought of to balance added sugars in the diet? (Increase
activity, use more foods with natural sugars such as fruits for added sweetness)
• Is the meal plan one you would eat? Explain why or why not.
SLIDE 11
Simple Sugars in Simple Terms
SAY: School meals are packed with foods rich in vitamins and minerals, protein, and calories
from a variety of sources, with moderate amounts of fat, and an emphasis on complex
carbohydrate and some simple sugars, primarily from fruits and milk.
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All schools paticipating in the National School Lunch Program are required to have a wellness
policy. Many school districts are taking a stand. They want to provide food and beverage
choices throughout the school with the same strong nutrition profiles as school meals.
Changes are being made to the items available for purchase through school stores, vending
machines, and other on-campus venues. The Cafeteria Connection highlights ways to help
form the wellness policy in your school district.
DO: Distribute the Cafeteria Connection and Resource – Non-Nutritive Sweeteners handout
to participants.
SLIDE 12
Non-Nutritive Sweeteners
• What about non-nutritive sweetners?
SAY: Many people use non-nutritive sweeteners in place of added sugars for their choices in
soft drinks and in baking. This resource provides information we do not have time to discuss
and Web sites for additional information on the many different non-nutritive sweeteners.
DO: Complete the posttest.
Instructor’s Note: Allow a few minutes for this activity.
SAY: Now let’s review the answer.
SLIDES 13-17
Review – Posttest Questions and Answers. Click to display the correct answer.
SLIDE 18
Option: If time does not allow review of the questions, use Slide 18 to display the correct
answers to the posttest.
Instructor Note:
How to hide slides:
A) Go to slide show sorter view so you can see all of the slides (or you can do each slide
individually in the regular mode).
B) If hiding several slides in a row:
(1) Click on the first slide.
(2) Hold the shift key and continue to hold down while you place your cursor on the
last slide you want hidden.
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(3) While holding down the shift key, go to "slide show" on the top menu bar; then to "hide
slide" (you may have to click on the little down arrows at the bottom of the drop-down
menu to get the "hide slide" to show. There will be a slash through the number of the
slide showing it is hidden.
C) If hiding slides not in a row, hold down the control key while clicking on all the slides you want
to hide. Then proceed as stated above.
Simply reverse to undo the process.
SLIDE 19
Simple Sugars in a Balanced Diet
• Simple sugars add pleasure to eating.
• In simple terms, keep simple sugars in balance, focus on fruits, milk products, and other
nutrient-rich sources.
• Spend your discretionary calories wisely.
DO: Conclude the session with the final slide.
SAY: Simple sugars add flavor to foods. We enjoy sweet tasting foods. Naturally sweet foods
provide nutrients and help keep our choices in balance. Extra or discretionary calories should be
spent wisely for maximum enjoyment without weight gain.
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Posttest
Lesson 7: Simple Sugars in Simple Terms
1. Food sources of simple sugars include
a. apples and carrots.
b. soft drinks, candies, and desserts.
c. milk and yogurt.
d. all of the above.
2. Starches
a. are made of hundreds of glucose units.
b. are digested and absorbed more slowly than simple sugars.
c. are lower in calories than simple sugars.
d. both a and b.
3. Health experts recommend limiting added sugars in the diet to
a. two teaspoons daily.
b. 10% of total calorie needs.
c. no limit as long as foods eaten are before noon.
4. Eating too much sugar will cause high blood pressure and diabetes.
a. True
b. False
5. A food label is required to list natural and added sugars separately.
a. True
b. False
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