Download chapter 6

CHAPTER
6
Chapter Overview
Introduce the Chapter
In this chapter, students learn
about the nutrients that form
the largest part of a healthful
eating plan: carbohydrates.
Students examine different
types of carbohydrates, learn
how plants create carbohydrates, and explore why our
bodies need carbohydrates to
function.
6
CHAPTER
Carbohydrates
Build Background
Ask students if they know why
high-performance athletes
might eat starchy foods such
as pasta, bread, potatoes, cereals, or rice before.
Activate
Prior
Knowledge
Explore
the Photo
Caption Answer Answers
may include: toast or cereal at
breakfast; sandwich bread or
pizza crust at lunch; pasta or
rice at dinner.
Discussion Ask students:
Why do you think eating sugary processed foods like soda
and candy might not be the
best source of carbohydrates?
(Processed foods like soda
and candy are empty-calorie
foods that are not as healthful
as fruits and vegetables.)
Writing Activity
Autobiographical
Paragraph
This writing activity prompts
students to explain how they
get and use the energy that
they need to function in daily
activities. Students’ paragraphs will vary but should
show why teens require
energy to function properly in
their lives. Autobiographical
writing should let the reader
glimpse the writer’s self, life,
and experiences.
74
Writing
Activity
Autobiographical
Paragraph
W
hy I Need Energy To succeed in school, maintain friendships, work a part-time job, interact
with family, play sports, and manage other activities,
teens need energy. Write an autobiographical paragraph
explaining how you get and use your energy. Focus your
writing on yourself.
Writing Tips Follow these steps to write an autobiographical paragraph.
● Write from the first person perspective.
● Focus on yourself, your life, and your experiences.
● Vary your sentences so they do not all start with “I.”
74
Activate Prior
Knowledge
Explore the Photo
Carbohydrates provide energy.
What types of carbohydrate-rich
foods do you eat each day?
Unit 2 Nutrition Basics
CLASSROOM
Solutions
Print Resources
Student Edition
Teacher Wraparound Edition
Student Activity Workbook
Student Activity Workbook Teacher
Annotated Edition
Technology Resources
Presentation Plus! provides visual
teaching aids for every section.
Online Learning Center includes resources
and activities for students and teachers.
TeacherWorks Plus is an
electronic lesson planner
that provides instant access to complete teacher
resources in one convenient package.
Reading Guide
CHAPTER
Before You Read
FOCUS
Preview Look at the photos and figures and read their captions. Think
about the role that carbohydrates play in your daily diet.
Bell Ringer Activity
Read to Learn
Key Concepts
●
●
●
●
Identify the three types of carbohydrates.
Explain how plants create carbohydrates
Identify and describe the forms that carbohydrates take in
food.
Explain how to meet the need for carbohydrates in a healthful diet.
Academic
Standards
Foods with
Carbohydrates
On the board, create a list of
30 different foods. The list
should include foods from
all three types of carbohydrates, plus foods that do
not contain carbohydrates.
Ask students name the foods
that contain carbohydrates.
Circle the foods as students
name them. Ask students:
If you wanted to prepare a
meal with serveral sources of
carbohydrates, which foods
would you select and why?
English
Language Arts
NCTE 4 Use written language
to communicate effectively.
Mathematics
Main Idea
NCTM Number and Operations Compute fluently and
make reasonable estimates.
NCTM Data Analysis and
Probability Select and
use appropriate statistical
methods to analyze data.
D Carbohydrates form the largest part of a healthy diet, are the
body’s main source of energy, and come in three different
types.
Content Vocabulary
You will find definitions for these words in the glossary at the
back of this book.
■ carbohydrates
■ starch
■ photosynthesis
■ polysaccharide
■ chlorophyll
■ complex carbohydrate
■ sugar
■ dietary fiber
■ simple carbohydrate
■ added sugar
■ monosaccharide
■ sugar substitute
■ disaccharide
Science
NSES A Develop understanding about scientific inquiry.
NSES 1 Develop an understanding of science unifying
concepts such as order and
organization.
Academic Vocabulary
You will find these words in your reading and on your tests. Use
the glossary to look up their definitions if necessary.
● observe
● adequate
Graphic Organizer
NCTE National Council of
Teachers of English
NCTM National Council of
Teachers of Mathematics
NSES National Science
Education Standards
NCSS National Council for
the Social Studies
STARCHES
Graphic Organizer Go to this book’s
Online Learning Center at glencoe.com
to print out this graphic organizer.
Chapter 6 Carbohydrates
75
Reading Guide
Before You Read
Point out to students that, in addition to
pasta, bread, potatoes, cereals, or rice, the
carbohydrates that provide your main source
of energy can also come from fruits and vegetables and some dairy products.
N
C
L
B
Preteaching
Vocabulary
Preview the content vocabulary with students. Remind
them to use context clues to
unlock the meaning of new
words.
Graphic Organizer
Use a graphic organizer like the one below to take notes about
carbohydrates in the form of sugars and starches.
SUGARS
6
D Develop Concepts
Main Idea Ask students to list their 10 favorite carbohydrate foods. Ask students to write
a G next to the foods that have a grain as the
source. Then have them write a P next to the
foods that come from plant sources and an M
next to foods that have a milk or milk product
as the source.
The graphic organizer is
also on the TeacherWorks CD.
(Sugars are mono- and disaccharides; natural sugars give
fruits and vegetables a sweet
taste and also occur in milk;
sucrose is extracted from
sweet plants; sucrose is made
into brown, white, and powdered sugar; sugar is used
to sweeten food; sugars are
sucrose, corn syrup, honey,
maple syrup, and molasses.
Starches are more complex
than sugars; glucose in plants
is stored as starch; grains are
rich in starch; peas, beans,
winter squash, and potatoes
contain starch; as plants
mature, they convert glucose
to starch; starches are made
from sugars but do not taste
sweet.)
N
C
L
B
NCLB connects
academic correlations
to book content.
75
CHAPTER
6
TEACH
Discussion Starter
Simple Sugars Acknowledge
that carbohydrates are the
main source of energy for the
human body. Ask students:
Do you think that all foods
containing carbohydrates are
healthful? (Not all foods with
carbohydrates are healthful. It
depends on the food.)
R
What are
Carbohydrates?
How Plants Create
Carbohydrates
Carbohydrates are the largest part of a
healthy diet. Carbohydrates (+k&r-b%-=h$-+dr@ts)
are the body’s main source of energy. Carbohydrates come mostly from plant foods such
as fruits, vegetables, grain products, dry beans,
nuts, and seeds.
There are three types of carbohydrates: sugars, starches, and fiber. Sugars, starches, and
fiber all play an important role in a healthy
diet.
Plants create carbohydrates through photosynthesis. Photosynthesis (=f%-t%-=sin(t)-th`s`s) is the process by which plants use the
sun’s energy to convert carbon dioxide and
water into oxygen and glucose. Chlorophyll
(=kl}r-`-+fil), the green pigment in plants, is necessary for photosynthesis. Figure 6.1 shows
the process of photosynthesis.
Plants use glucose to build leaves, flowers,
fruits, and seeds. They also use it to help form
the fiber that strengthens and supports their
cell walls. Plants store extra glucose as starch
in roots, stems, and leaves.
Identify What are
the three types of carbohydrates?
R Reading Strategy
Research Carbohydrates
Have students create a graphic
organizer with three columns
labeled “Monosaccharides,”
“Disaccharides,” and
“Polysaccharides.” Have students list foods that fall into
each category as they read the
chapter. (Monosaccharides
include fruits, vegetables,
honey, and milk. Disaccharides
include fruits, sugar cane,
sugar beets, and milk products. Polysaccharides include
starches in grains, corn, and
potatoes.)
Photosynthesis
How Plants Make Food Carbohydrates
are a product of photosynthesis in plants.
What raw materials do plants need to
make glucose?
CARBON
DIOXIDE
(from air)
ENERGY
(from sun)
U1 Universal Access
Show Photosynthesis To
meet the needs of verbal and
visual learners, ask students
to create a graphic organizer
to illustrate how plants create
glucose through photosynthesis. Encourage students to use
both art and words in their
organizers. Then ask volunteers to present their organizers to the class. Have students
explain each step in the process aloud. ELL
Identify The three types
of carbohydrates are sugars,
starches, and fiber.
76
Sugars: Simple Carbohydrates
Figure 6.1
GLUCOSE
Verbal and Visual
Learners
To make glucose, plants absorb water (H2O)
through their roots and carbon dioxide (CO2)
from the air. These sources provide carbon (C),
hydrogen (H), and oxygen (O), the chemical
elements needed to build sugars. A sugar is
the form of carbohydrate that supplies energy
to the body. Sugars end with the suffix -ose.
Figure 6.2 shows six different kinds of sugars.
Figure 6.2
Sugars:
Simple Carbohydrates
Simple Sugars The six sugars shown
here are important in nutrition. How are
glucose and disaccharides linked?
WATER
Sugars: Simple Carbohydrates
Monosaccharides
OXYGEN
(released to
air)
76
U1
Glucose
Sucrose
Fructose
Lactose
Galactose
Maltose
Disaccharides
Unit 2 Nutrition Basics
Figure 6.1
Photosynthesis
Caption Answer Plants need energy (from
the sun), water (from the soil), and carbon dioxide (from the air) to make glucose.
Discussion Ask students to identify what
energy source plants use to build leaves, flowers, fruits, and seeds. (Plants use glucose to
build leaves, flowers, fruits, and seeds.)
Figure 6.2
Sugars: Simple
Carbohydrates
Caption Answer All disaccharides contain
glucose.
Discussion Tell students that simple carbohydrates can be found in nutritious foods like
fruit and milk. Ask students: How can you add
nutritious simple carbohyrates to your diet?
(Answers might include adding fruit to lunch, or
drinking more milk.)
Sugars, or simple carbohydrates, are present in a
variety of foods, including those you do not typically think of as sweet, such as vegetables and milk.
In addition to supplying energy to the body, many
foods that contain simple carbohydrates offer other
benefits, such as fiber, vitamins, minerals, and
phytochemicals.
TEACH
U2 Universal Access
N
C
L
B
NSES 1 Develop an understanding of science unifying
concepts such as order and organization.
Energy for Health
In nutrition, sugars are known as simple
carbohydrates. A simple carbohydrate is a
carbohydrate with a simple chemical structure.
Monosaccharides
U2
A monosaccharide (+m&-n`-=sa-k`-+r$d) is a
sugar with a single chemical unit. Mono means
“one” and saccharide means “sugar.” These
are the monosaccharides most often found in
food:
• Glucose This mildly sweet sugar is found
in fruits, vegetables, honey, and corn
syrup. Glucose is also known as dextrose.
• Fructose Fruits, many vegetables, and
honey contain fructose, a highly sweet
sugar.
• Galactose This sugar is in a few foods,
including milk. Galactose helps create
milk sugar (lactose). Galactose is not very
sweet.
Disaccharides
A disaccharide ((+)d$-=sa-k`-+r$d) is a sugar
made of two monosaccharides. Di means “two.”
Disaccharides are combinations of glucose and
another sugar. These are the disaccharides most
often found in food:
• Sucrose (glucose + fructose) is found in
fruits, sugar cane, and sugar beets.
• Lactose (glucose + galactose) is found
only in milk and milk products.
• Maltose (glucose + glucose) forms when
starch is digested.
Explore the Photo
Caption Answer Carbohydrates are the
body’s main source of energy.
Discussion Reiterate that carbohydrates are a
product of photosynthesis in plants. Point out
to students that photosynthesis is a cyclical
process. Ask students: What other cycles have
we covered in this book? (Answers will vary,
but may include the food chain, or the food
distribution cycle.)
Crossword Puzzle Have
students use words they find
in the Monosaccharides and
Dissacharides sections to
create a crossword puzzle.
Provide students with graph
paper to create the puzzle.
Encourage students to create clues using the definitions of the words. Have
students exchange their
puzzle with a classmate to
solve. (Crossword puzzles
will vary, but should include
all of the key words included
in the Monosaccharides and
Disaccharides section.)
Mini Clip
U2
Starches: Complex
Carbohydrates
A starch is a carbohydrate with a more
complex chemical structure than a sugar. The
word starch is derived from Middle English
sterchen, meaning to stiffen. This is appropriate because starch can be used as a thickening
agent when dissolved in water and heated.
Starches are polysaccharides. A polysaccharide (=p&-l#-=sa-k`-+r$d) is a sugar made of
several monosaccharides. Poly means “many.”
Chapter 6 Carbohydrates
cont.
Visual Learners
Procedure Consider this scenario: At a party, you
are served a platter containing an assortment of
sliced fresh fruits, vegetables, and cheese, along with
a dip made from sour cream.
Analysis In list form, identify all of the simple carbohydrates that may be found in each of the foods
served at the party.
In addition to fruits and vegetables, bread and
other foods from grains are good sources of
carbohydrates. What do carbohydrates provide
for your body?
6
CHAPTER
So Many Sugars
ELL: Content
Vocabulary
A teacher provides students
with opportunities to
practice their academic
vocabulary.
N
C
L
B
Activity correlated
to Science
standards.
77
Answer The fruits may
include glucose, fructose,
and/or sucrose; the vegetables may contain glucose and/or fructose;
both the cheese and the dip may include
galactose and/or lactose.
77
CHAPTER
TEACH
6
cont.
S1 Skill Practice
Guided Practice
Identify Have students list
added sugars, and describe
what they are used for.
(Sucrose, corn syrup, honey,
maple syrup, and molasses
are used to sweeten other
foods.) L1
Explain Ask students to
explain in their own words
why starches do not taste
sweet. (Starch molecules are
too large to fit on the tongue’s
taste receptors, so they do not
taste sweet.) L2
Apply Have students create a
chart to show the differences
between sugars and starches
in food as well as foods that
contain sugars and starches.
Encourage students to use
images in their charts. (Charts
will vary. Sugars: simple carbohydrates, taste sweet, found
in plants and milk, examples include apples, pears,
bananas, cheese, yogurt.
Starches: complex carbohydrates, no sweet taste initially,
glucose that is stored in plants,
examples include peas, corn,
beans, grains.) L3
In nutrition, starches are known as complex carbohydrates. A complex carbohydrate
is a carbohydrate that requires more work for
the body to digest (see Figure 6.3).
Dietary Fiber
The third type of carbohydrate is fiber.
Dietary fiber is plant material that cannot be
digested. Fiber is not a nutrient, but it is essential for good health.
Digesting Carbohydrates
During digestion, your body converts carbohydrates to glucose. Glucose is a single-unit
sugar that fuels body processes.
Digestive enzymes help break down disaccharides and polysaccharides into single units.
For example, the enzyme lactase breaks down
the disaccharide lactose, found in dairy products. People who do not produce enough lactase may feel discomfort after they eat milk
products. Dietary fiber is not digested. It is
important because it helps you feel full and
creates weight that helps the body eliminate
waste. It leaves the body in waste.
When you eat foods from plants, you get
carbohydrates in all forms—sugar, starch, and
fiber.
Sugars in Food
An apple tastes sweet because it has sugar.
Strawberries, oranges, carrots, beets, and many
other fruits and vegetables have a sweet taste
that comes from natural sugars called sucrose,
fructose and galactose. Another natural sugar,
lactose, is found in milk.
Early people probably chewed on sweet
plants such as sugarcane to satisfy their “sweet
tooth.” Sugarcane is a tall, thick grass that
grows in tropical areas. People later discovered
how to extract sucrose from sugarcane, as well
as sugar beets. Sucrose from plants is made
into brown, white, and powdered sugar.
A sugar that is extracted from plants and used
to sweeten foods is an added sugar. Sucrose,
corn syrup, honey, maple syrup, and molasses
are added sugars. Added sugars give pastries,
candies, and soft drinks their sweet taste.
Contrast What is
the difference between simple and complex
carbohydrates?
Figure 6.3
Starches:
Complex Carbohydrates
Starches for Energy Starches have a
complex chemical structure. Starches therefore take longer to break down in the body
than simple sugars. What simple sugar
makes up starches?
Starches: Complex Carbohydrates
Polysaccharides
Contrast Simple
carbohydrates have simple
chemical structures and
are called sugars; complex
carbohydrates have a complex
chemical structure and are
called starches.
Added Sugar Adds Up
Not only can added sugar increase the number
of empty calories in your diet, it can also increase
the amount of money you spend on food. This
is because processed foods with added sugars
may cost more than some healthier options. The
next time you crave a food or drink containing
added sugar, stop and consider whether there is
a healthful, whole food or beverage that will satisfy the craving without the additional sugar and
calories. Not only will you help to preserve your
health, you may also conserve money.
Challenge Brainstorm healthful, low-cost substitutes for the following foods
with added sugars: cherry soda,
fruit flavored gummy candy, bottled salad dressing.
78
Unit 2 Nutrition Basics
Figure 6.3
Starches: Complex
Carbohydrates
Caption Answer Starches are polysaccharides, which are made of several monosaccharides (simple sugars) such as glucose.
Discussion Ask students: What complex carbohydrate cannot be digested? Where can it be
found? (Fiber. Students can find fiber in cereals, fruits and vegetables, whole-grain bread,
whole-wheat crackers, and popcorn.)
78
Carbohydrates in
Food
Answer Students’ suggestions will vary. For
example, a healthful, low-cost substitute for
cherry soda is juice. Fresh fruit can replace
gummy candy. Substitutes for bottled salad
dressing include oil and vinegar, or lemon
juice.
S1
Starches in Food
S1
In plants, glucose is stored as starch. Grains,
or grass seeds, are rich in starch. Peas, corn,
beans, winter squash, and potatoes also contain starch.
You may have heard someone say, “I like
corn best early in the season when it’s nice
and sweet.” Why is early-season corn sweeter
than late-season corn? As a young plant grows,
it makes glucose. As the plant matures, it converts glucose to starch. Glucose is sweeter than
starch. That is why ears of corn from a young
plant taste sweeter than ears of corn from an
older plant.
Starches are made of sugars, but they do
not taste sweet. Why? Starch molecules are
too large to fit your taste buds’ receptors. As
starches break down in your mouth, however, they taste sweeter. Try chewing a cracker
slowly to observe this change.
The Need for
Carbohydrates
S2
Our bodies need carbohydrates. If you do
not eat enough foods with carbohydrates,
your body will not have an adequate supply
of glucose. Glucose powers all your activities
— breathing, walking, running, thinking. Your
brain runs on glucose. Although the brain is
only a small part of the human body, it consumes around 20 percent of the body’s energy.
Fewer carbohydrates in your diet means less
glucose for your body. Less glucose means less
energy.
The body stores glucose as glycogen
in the muscles and liver. When your body
needs energy, it converts glycogen back into
glucose.
Carbohydrates in the Diet
Teens and adults should get 45 to 65 percent of their daily calories from carbohydrates.
Does it matter which carbohydrate foods you
eat? Yes! Choose mostly complex carbohydrates, which have more vitamins, minerals,
and fiber than simple carbohydrates. Choose
foods with natural sugars, not added sugars.
TEACH
cont.
S2 Skill Practice
Guided Practice
Naturally Sweet
Sweet corn is a favorite at many dinner tables.
It contains about 5 to 6 percent sugar and 10 to
11 percent starch. Why does early-season corn
taste sweeter than late-season corn?
Carbohydrates cause bacteria in the mouth.
The bacteria produce acids that stick to the teeth.
This acid can cause tooth decay. This is one
reason why it is very important to brush your
teeth regularly for healthy teeth and gums.
No-Carb, Low-Carb Diets
What happens if you do not eat enough
carbohydrates? Your body uses fat and protein
for energy, which takes protein away from tissues. A low-carb diet may also rob your bones
of minerals, raise your blood cholesterol, and
increase your risk of developing kidney stones.
Diets that rely on low-carbohydrates or nocarbohydrates may even cause problems in the
nervous system.
S2
Added Sugar in the Diet
Small amounts of foods with added sugar,
such as cookies and fruit drinks, can be part
of a healthy eating plan. Most people, however, eat far too much added sugar. Added
sugars show up in soda, fruit drinks, and
pies. Added sugars can lead to overweight
and other health problems, such as diabetes
and heart disease.
Chapter 6 Carbohydrates
79
Explore the Photo
Identify sugar, starch, fiber
6
CHAPTER
Caption Answer Early season corn contains
more glucose. As corn plants grow, they convert this glucose to starch, which is less sweet.
Discussion Have students brainstorm and list
other foods rich in starch. Ask students: Do any
of these foods get sweeter with age? (Answers
will vary, other foods rich in starch may include:
bananas, plantains, chestnuts, parsnips,
squash, sweet potatoes, yams, carrots, beets,
turnips.)
List Ask students to list
three reasons carbohydrates
are needed by our bodies. (Answers may include:
Carbohydrates are the body’s
main source of energy, the
brain runs on glucose, to store
energy in the muscles and
liver.) L1
Create Have students create a
graphic organizer that shows
what would happen if your
body did not get enough carbohydrates. (Organizers will
vary in form but the content
and the organization of the
content should illustrate how
taking in fewer carbohydrates
would leave you with less
energy; cause your body to use
fat and protein for energy, taking protein away from tissues;
rob your bones of minerals,
raise your blood cholesterol;
increase your risk of kidney
stones; or cause problems to
the nervous system.) L2 ELL
Apply Have students write
one or two paragraphs in
which they explain why our
bodies need carbohydrates,
what would happen if we did
not get enough carbohydrates,
and why it matters which
carbohydrate foods you eat.
(Paragraphs will vary, but
should explain how our bodies need carbohydrates to
function, how taking in fewer
carbohydrates would have a
detrimental affect on body
functions and energy level,
and how choosing the right
carbohydrates will ensure that
you get more essential nutrients like vitamins, minerals,
and fiber in your diet.) L3
79
CHAPTER
TEACH
How Much Added Sugar Should
You Eat?
6
cont.
U Universal Access
Logical/Mathematical
Learners
Compare Nurients and
Calories Have students conduct research to find out what
nutrients are in one cup of
nonfat milk, one cup of orange
juice, and one cup of soda.
Compare the results. Which
of these options has the most
calories? Which has the most
nutrients? Create a table of
your results. (One cup of nonfat milk has 86 calories and
provides nine essential nutrients, including calcium, protein, and vitamin D; one cup of
orange juice contains 112 calories along with six nutrients,
including vitamin C, folate,
and vitamin B1; and one cup of
soda contains 100 calories and
no nutrients. Orange juice has
the most calories; milk has the
most nutrients.)
U
The U.S. Department of Agriculture suggests a limit of 10 teaspoons of added sugars
per day on a 2,000-calorie diet, and 18 teaspoons of added sugars on a 2,800-calorie diet.
Very active people with high energy needs can
eat a little more sugar.
How many calories do you get from sugar?
Probably more than you realize. Sugar is used
in many processed foods, such as ketchup,
salad dressings, and convenience foods.
You can estimate the amount of sugar in
food. Use the nutrition label to find the grams
of sugar in a serving. Four grams of sugar equal
1 teaspoon of sugar, which has 15 calories. A
tablespoon of ketchup contains about 2 teaspoons of sugar.
Read the ingredient list on the food label.
Look for the terms in Figure 6.4. All of these
are added sugars. Make a habit of examining
food labels for these sugars so you can keep
track of how much sugar you are consuming.
Figure 6.4
Many teens drink more soft drinks than healthy
beverages such as milk, water, and unsweetened
juice. What are the risks of eating too many highsugar foods?
Sugar Ingredients in Foods
Brown Sugar
High-fructose
Corn Syrup
Malt
Maltose Syrup
Corn Sweetener
Quiz
80
Hidden Sugars
Know Your Sugars Sugar goes by a variety of names and is an ingredient in many foods. Which of these ingredients would you be unlikely to
realize is sugar if you read it on a food label?
ASSESS
Ask students to answer the following questions:
1. Define both carbohydrates
and sugar. (Carbohydrates
are the body’s main source
of energy and come mostly
from plant foods such as
fruits, vegetables, grain
products, dry beans, nuts,
and seeds. There are three
types of carbohydrates:
sugars, starches, and fiber.
A sugar is the form of carbohydrate that supplies
energy to the body.)
2. What three monosaccharides are most often found
in food? (The three monosaccharides most common
in foods are glucose, fructose, and galactose.)
3. What plant material does
not break down when
eaten? (fiber)
W
Maple Sugar
Corn Syrup
Dextrose
Molasses
SUGAR
Fructose
Raw Sugar
Sucrose
Glucose
Honey
Syrup
Table Sugar
Invert Sugar
Lactose
80
Fruit Juice
Concentrate
Turbinado
Unit 2 Nutrition Basics
Figure 6.4
Sugar Ingredients
in Foods
Caption Answer Lactose, malt, and turbinado
may not have been recognized by many students as forms of sugar.
Discussion Ask students: How can you know
how much sugar is in a product? (Ingredients
are listed from highest to lowest amounts on
labels. Labels with sugar listed first have a lot of
sugar.)
Explore the Photo
Caption Answer Possible risks include
becoming overweight and an increased risk for
diabetes and heart disease.
Discussion Ask students: Why are soft drinks
and other high-sugar foods poor sources of
carbohydrates? (Answers will vary but may
include: They are considered empty-calorie
foods because they contain sugars but have
very few or no other nutrients.)
Starch in the Diet
Sugar Substitutes
A sugar substitute is a substance that
tastes sweet but has few or no calories. Foods
sweetened with sugar substitutes can still be
high in calories and fat, however. Artificial
sweeteners and sugar alcohols are the most
common types of sugar substitutes.
C
To stay healthy, eat more complex carbohydrates than simple carbohydrates. Starchy
foods not only provide glucose to keep your
body running, but also supply protein, vitamins, minerals, phytochemicals, and fiber.
Some people believe that starchy foods
like bread, potatoes, and pasta cause weight
gain. These foods are not high in calories,
but high-fat sauces, spreads, and and gravies
are. In fact, complex carbohydrates are filling and low in fat and can help people manage weight. A healthy meal is full of complex
carbohydrates.
Artificial Sweetners Artificial sweeteners have
no calories. You can buy four kinds of artificial sweeteners: aspartame (=as-p`r-+t@m),
ace-sulfame-K (=@-s#-+s`l-+f@m-=k@), saccharin
(=sa-k(`)-r`n), and sucralose (=s<-kr`-+l%s). Food
safety advocates question the safety of some
artificial sweeteners.
Sugar Alcohols Despite their name, sugar alcohols do not contain sugar or alcohol. They are
manufactured from carbohydrates and provide
about one-half to one-third fewer calories than
sugar. Common sugar alcohols include sorbitol (=s}r-b`-+t}l), mannitol (=ma-n`-+t}l), and
isomalt (=$-s`-+m}lt). Sugar alcohols are used
in sugar-free candies, cookies, ice cream, and
chewing gum. Eating too much sugar alcohol
can cause diarrhea.
Fiber in the Diet
Dietary fiber is only found in foods from
plant sources, such as fruits, vegetables, wholegrain products, nuts, seeds, and dry beans,
peas, and lentils. Dietary fiber is sometimes
called bulk, cellulose, or roughage. Figure 6.5
shows the amount of fiber in several common
foods.
CHAPTER
6
RETEACH
W Writing Support
Letter Writing
Sugar Consumption Point out
to students that most people
enjoy sweets but do not really
know how much they eat. Ask
students to write a letter to a
friend, explaining how extra
sugar might be consumed, and
how to reduce sugar intake.
(Students may suggest keeping
a diary or food log, and reading labels as sugar detecting
strategies. Choose foods with
less added sugar, or no sugar.
Letters should be well organized and conversational.)
C Critical Thinking
Figure 6.5
Dietary Fiber in Selected Foods
Fiber in Focus Many foods provide the fiber that is vital for digestion.
Which foods might you use to incorporate fiber into your lunch?
Food
Approximate Grams of
Measure
Dietary Fiber
Food
Approximate Grams of
Measure
Dietary Fiber
Apple or pear
1
4
Refried beans
½ cup
Orange
1
3
Split pea soup
10 oz.
4
1 cup
4
Raisin bran
1 cup
8
¾ cup
0–1
Cooked oatmeal
1 cup
4
1 medium
4
1
4
Strawberries
Orange juice
Baked potato with
skin
Bran muffin
Corn, cooked
½ cup
3
Whole wheat bread
Broccoli or spinach,
cooked
½ cup
2
White bread or
bagel
Peanut butter
2 Tbsp.
2
Mixed nuts
¼ cup
2
Black-eyed peas,
cooked
½ cup
8
Baked beans
½ cup
7
6
2 slices
4
2 slices 1 bagel
1
Brown rice, cooked
1 cup
3
White rice, cooked
1 cup
1
Spaghetti, cooked
1 cup
2
Air-popped popcorn
3 cups
4
Chapter 6 Carbohydrates
Figure 6.5
81
Dietary Fiber in Selected Foods
Caption Answer Answers will vary. Ask vol-
Discussion Tell students that dry peas and
unteers to share their suggestions. For example,
peanut butter and whole-wheat bread might be
used to incorporate fiber into lunch.
beans are an easy way to add fiber to a dish.
Discuss dishes to which these could be added.
(Salads, pasta dishes, and soups.)
Problem Solve Tell students
that safety advocates question
the safety of some artificial
sweeteners because they may
pose health risks. Read this
scenario to students: Danielle
and Sharon are hosting a birthday party for a friend. Danielle
is baking a cake and wants to
use an artificial sweetener to
cut back on calories. Sharon
thinks it is a bad idea to use
an artificial sweetener in the
cake. What should they do?
(Suggestions may include:
avoid the substitute, since even
if the cake is sweetened with
the artificial sweetener, it can
still be high in calories and fat
due to the cake’s other ingredients; compromise on the recipe
and use both sugar and artificial sweetener, or serve a naturally sweet food as a dessert
instead.)
Mini Clip
ELL:
Vocabulary
Activities
Students practice
vocabulary using synonyms,
antonyms, definitions, and
words in context.
81
6
CHAPTER
RETEACH
cont.
C Critical Thinking
Modify Your Diet Ask students: How can you add more
fiber to your favorite dishes?
(Answers may include adding
grains to casseroles or vegetables to a dish. Encourage
students to be creative.)
Answer Students should
devise a menu that features
appropriate items (such as
orange juice and cereals) at
breakfast, and heartier fare
(such as soups, rice, and vegetables) at lunch and dinner.
Teens need between 26 and
38 grams of dietary fiber a day.
C
Dietary fiber is eliminated as waste, so why
do you need it? Fiber does not provide energy,
but it is vital to digestion. Fiber absorbs water,
much like a sponge. It creates mass that helps
food move through the large intestine. This
promotes regular bowel movements and helps
prevent constipation. Fiber may also help
reduce blood cholesterol by absorbing it and
helping remove it from the body.
Teens need between 26 and 38 grams of
dietary fiber a day, depending on their age and
gender. Adults need 19 to 38 grams.
How can you get more fiber in your diet?
Choose whole-grain breads, cereals, and crackers instead of white bread or refined cereals
and crackers. Try brown rice instead of white
rice. Add wheat germ, barley, or bulgur to
soups, stews, and casseroles. Eat more vegetables, fruits, and dry beans, peas, and lentils.
These foods are rich in fiber as well as vitamins, minerals, and phytonutrients.
If you plan to increase the amount of fiber
in your diet, do so gradually. This allows
your body to adjust. Drink more water as you
increase the amount of fiber you eat.
Menu Planning
One of your classmates is concerned about getting enough fiber in her diet, and has asked you for
advice in choosing what to eat. Using Figure 6.5 as
a guide, devise a full-day menu for your classmate
consisting of three meals that, combined, will provide the necessary amount of fiber. Note that your
classmate is allergic to nuts.
Math Concept Problem Solving When presented with a problem requiring calculations, read
it carefully, and identify all facts. Make sure you
understand what it is asking you to do.
Starting Hint First, determine how many grams
of dietary fiber are necessary for your classmate.
Select foods for your menu, being careful to avoid
items that would trigger allergies. Add up the
grams of fiber in your menu. If you do not have the
recommended amount, adjust your menu.
Math Appendix For math help, go to the
Math Appendix at the back of the book.
NCTM Number and Operations Compute fluently and
make reasonable estimates.
Polenta with Rosemary
Ingredients
ASSESS
1 cup Lowfat milk
1 cup Chicken stock
1 cup Corn meal
2 tsp. Fresh rosemary
1 Tbsp. Butter
Study Tools
Have students go to the
Online Learning Center at
glencoe.com:
• Take the Practice Test.
• Download
Study-to-Go
content.
Use the Student Activity
Workbook for additional
practice.
d_For_
d_F
84/Foo
GC000
es/114/
/Volum
Page
1.inddd
451.ind
_88845
01_888
_CH01
1 11/7/08
Today_
Wb
AM u-s009
____
____ Class
________
__ Date
__________
__________
__________
e _________
Am azing
1 The
Ch apter
Wo rld
__
_________
of Fo od
column.
Taking
in the
in the Note the section
ing
main ideas summarize
Then
Note Tak
facts, and
notes,
column.
read, write ses in the Cues
s As you
t phra
ing
Direction words and shor
and
Note Tak
mental
Write key box.
physical,
Summary
FOOD
and helps
ER OF to survival
POW
s
ntial
THE
Cue
nts.
nutrients
is esse
ents are
• nutri
s
substance
e
nutrie
es includ
ustaining
food choic
of life-s
is made happens when
• Food
nutrition
health.
• Good
for good
necessary
kitchen
ce in the nce on
• scien
influe
ssing
ce’s
proce
• scien
, food
agriculturesafety
and food
gh food
are
ies, Inc.
t © The
McGraw
-Hill Compan
and
building
• skill- steem
self-e
Copyrigh
N
C
L
B
82
Directions
Nutrition Analysis per Serving
■ Calories
205
■ Total fat
5g
Saturated fat
3g
Cholesterol
14 mg
114 mg
■ Sodium
32 g
■ Carbohydrate
Dietary fiber
1g
Sugars
18 g
6g
■ Protein
ce
healt
• Scien
res the
and ensu
Unit 2 Nutrition Basics
h
bonds.
gthen
s to stren
D
OF FOO y and friend feel good.
famil
SURES
people
time for
ent
makes
THE PLEA
provides
ort and
with differ
• Food provides comf l experiences.
rimenting
socia
gh expe
• Food
enhancesadventure throu
ivity.
lture.
• Food
ss creat
supplies
and agricu
• Food and cultures. help you expre
ce, art,
can
le in scien
tastes
for peop
preparation
careers
• Food
provides
• Food
FOOD
ing
al think
• critic and nonverbal
l
• verba
unication field of
comm
the
rship in
• leade
y
nutrition resources wisel
ling
• hand
UT
G ABO
LEARNINng teams may
WHILE
BUILD n skills and buildi
tive food
ratio
YOU WILL
resist nega
SKILLS ving food prepa
help you
.
• Impro
steem
skills will
.
thinking
help self-e
tion skills
.
critical
CLOSE
ing
unica
rship skills nt,
comm
• Build
builds
geme
ve leade
choices.
food labs ion may impro as time mana
ing in
t nutrit
• Work
skills such ization.
ing abou
organ
helps build
• Learn
ing food planning, and
• Study
, meal
ical
budgeting
its chem
an
y
though
Summar in a healthy life . Science plays
skills
to susta
ves life
in its ability ure and impro
power
pleas
properties.
t deal of also provides
food’s
a grea
It
d all of
book
Food holdsand nutrition.us understan
ity Work
g
ent Activ
properties
in helpin
rtant role
82
of food. es
FOOD
’s use
choic
NCE IN ding the body
hy food
ng healt
rstan
E OF SCIE
in unde support maki ly.
THE ROL
to
ce helps
supp
• Scien provides proof of our food
All rights
reserved
.
ort
• comf hormones that
s
body
• stres
in the
released
as fun
e
• food
g the palat
• testin
impo
Yield 4 servings
• Food
l health.
emotiona
chemical
of
study
ion is the
• nutrit
and
nutrients good health
ess,
• welln
well-being
positive
throu
ecting
• conn food
Yield 4 servings, ¾ cup each
1. Combine the milk and chicken stock in a pot and bring
to a simmer.
2. Slowly pour in the cornmeal and begin stirring at once
to avoid clumping. Keep heat at medium.
3. Stir occasionally until polenta begins to thicken. Add the
rosemary and continue cooking and stirring occasionally.
4. Add butter and stir it in until melted just before serving.
r1
Chapte
Nam
1:13:37
The corn meal used in polenta
makes it a good source of complex
carbohydrates.
Chap
Stud
ter 1
Activity correlated
to Mathematics
standards.
1
Paragraph Completion Ask students to compose a paragraph in response to the following
statement: Carbohydrates are an important
part of an eating plan, but some carbohydrates are better than others. Ask volunteers
to read their completed paragraphs aloud.
Recipe Prep Tip The polenta should finish
cooking in 30–35 minutes. If stovetop space is
limited, it can be cooked, covered, and placed
in an oven set at 300°F (149°C). Polenta can be
cooked to a more firm texture by simply cooking it longer. Make sure to stir occasionally.
N
C
L
B
CHAPTER
6
Review & Applications
CHAPTER
6
Content and Academic
Vocabulary Review
1. Students should write complete sentences using each
vocabulary word correctly.
After You Read
Chapter Summary
Carbohydrates form the largest part of a healthy diet. Plants create carbohydrates through photosynthesis. Sugars are simple carbohydrates. Starches are
complex carbohydrates. Fiber is plant material that cannot be digested, but is
necessary for good health. During digestion, carbohydrates are converted to glucose. Carbohydrates create both sweet and starchy goods. They are an essential
part of a healthful diet because they provide energy for all activities. No- or lowcarb diets can be dangerous, as can too much added sugar. Some sugar in the
diet is healthy. Sugar substitutes can replace added sugars. Starch and fiber are
essential components to a healthful diet.
Review Key Concepts
Content and Academic Vocabulary Review
1. Use each of these content and academic vocabulary words in a sentence.
Content Vocabulary
■ carbohydrates (p. 76)
■ photosynthesis (p. 76)
■ chlorophyll (p. 76)
■ sugar (p. 76)
■ simple carbohydrate (p. 77)
■ monosaccharide (p. 77)
■ disaccharide (p. 77)
■
■
■
■
■
■
starch (p. 77)
polysaccharide (p. 77)
complex carbohydrate (p. 78)
dietary fiber (p. 78)
added sugar (p. 78)
sugar substitute (p. 81)
Academic Vocabulary
● observe (p. 79)
● adequate (p. 79)
Review Key Concepts
2. Identify the three types of carbohydrates.
3. Explain how plants create carbohydrates.
4. Identify and describe the forms that carbohydrates take in food.
5. Explain how to meet the need for carbohydrates in a healthful diet.
Critical Thinking
6. Describe how a severe drought might affect the body’s access to energy.
7. Plan a meal that contains three different types of simple sugars. What
foods would your meal include? Where would the simple sugars be found?
8. Describe a good choice of food for an athlete who has a long bike race
coming up tomorrow. Explain your choice.
9. Explain why it is important to limit added sugars.
10. Design a menu that provides 26 grams of fiber for Mary. Mary is allergic
to nuts and gluten, a type of protein found in wheat, rye, and barley.
Bread, muffins, pasta, and cereals contain gluten.
Chapter 6 Review & Applications
Critical Thinking
6. A drought would adversely affect the
body’s access to energy because carbohydrates come mostly from plant foods, and
plant foods require water to grow. Lack of
water would mean fewer plant foods.
7. A sample meal may include: baked macaroni and cheese (lactose), a side dish of
applesauce (fructose), and tea with honey
(glucose).
83
2. The three types of carbohydrates are sugars, starches,
and fiber.
3. Plants create carbohydrates
through photosynthesis,
using the sun’s energy to convert carbon dioxide and water
into oxygen and glucose.
When plants absorb water
and carbon dioxide, they have
the carbon, hydrogen, and
oxygen with which to build
sugars. Starches have more
complex chemical structures
than sugars.
4. In food, carbohydrates take
the forms of sugar, starch, and
fiber. Foods like strawberries,
oranges, and carrots have a
sweetness that comes from
natural sugar. Grains, beans,
and potatoes contain starch.
Fiber is material from the
plant that cannot be digested
but should be consumed.
5. Teens and adults should get
45–65 percent of their daily
calories from carbohydrates.
It is best to choose mostly
complex carbohydrates
rather than simple ones.
Choose foods with natural
sugars, not added sugars.
Avoid no- or low-carb foods
and empty-calorie foods.
Know how to identify the
various forms of sugar. Teens
should eat between 26 and
38 grams of fiber a day to promote good digestion.
8. Answers will vary, but should include com- 10. Menus should be set for a full day’s worth
plex carbohydrate-rich foods such as pasta,
of meals and snacks that add up to 26
bread, or rice.
grams of fiber. Students should structure
the menu so that the amounts of fiber
9. Answers will vary, but should indicate an
are listed beside each menu item. Menus
understanding that added sugars should
should contain reasonable amounts of
be limited to 10 teaspoons per day on a
food to be consumed throughout a day.
2,000-calorie eating plan. More than that
Menus must not include nuts or any food
may promote weight gain and may cause
that contains gluten.
health problems.
83
CHAPTER
6
CHAPTER
6
Review & Applications
\
11 Answers will vary among
students depending on the
recipe they choose. Other
advantages to choosing carbohydrate-rich foods include
their appealing appearance,
texture, and taste.
12. Students should choose the
bagel. The muffin may contain
carbohydrates, but it also has
added sugar. The bagel has
complex carbohydrates and,
when spread with peanut
butter, will have additional
carbohydrates, fiber, and
protein. It will work better to
maintain students’ energy for
the test.
13. Table contents will vary. For
example, one table may list
cake, candy, and pasta made
with white flour as simple carbohydrates, and spinach, wild
rice, and garbanzo beans as
complex ones.
11. Carbohydrate
Recipes How can
you sustain your
body’s energy
throughout the
day, and enjoy
tasty food? With
the range of good foods that contain
complex carbohydrates, it is easy to
include them in every meal.
Procedure Create a simple recipe that
uses at least two sources of complex
carbohydrates, such as a salad, sandwich, main dish, or dessert. Prepare
and evaluate your recipe.
Analysis Verbalize your responses to
the following questions. What foods did
you choose as carbohydrate sources?
How did they increase your recipe’s
appeal? What are other advantages of
choosing carbohydrate-rich foods?
ProblemSolving
14. Naturally Sweet Most desserts, such as cakes, cookies, and ice cream,
contain added sugars. Brainstorm three naturally sweet foods that you
would serve for dessert at a party. What are they? How would you
present them in an appealing way?
Interpersonal
and
Collaborative
Skills
15. Conduct a Survey Follow your teacher’s instructions to form into
groups. Take a survey of each group member’s five favorite snack
foods. Categorize the results into simple and complex carbohydrates.
What do the results show about your group’s overall eating habits and
health? Share your findings with the class.
Financial
Literacy
16. Compare Cereal Costs Visit a local supermarket. Identify five types
of fiber-rich cereals, and research their costs. Calculate their costs per
ounce. Compare the amount of fiber per serving in each. If you are
looking for maximum fiber, which is the best value? Why?
84
Unit 2 Nutrition Basics
Interpersonal and Collaborative Skills
15. Results will vary among groups. Encourage
groups to research certain foods if they are
unsure whether they contain simple or complex
carbohydrates.
84
13. Simple or Complex How do you know
whether a food is a simple or a complex
carbohydrate? Conduct research to identify
10 foods that contain simple carbohydrates,
and 10 foods that contain complex carbohydrates. Use word processing software to
create a table that lists simple carbohydrate
choices on one side and complex ones on
the other. Include foods you eat often as
well as foods you eat occasionally or have
never tried. Rank the foods in order of the
amount of carbohydrates in each food. Put
the item with the most carbohydrates per
ounce at the top and work down.
Real-World Skills
Real-World Skills
Problem-Solving Skills
14. Answers will vary. For example, one student might serve
baked pears or apples baked
in the oven and topped with
gourmet cheese. Another student might serve watermelon
cut into creative shapes or
present a mixed melon salad.
12. Selecting Snacks You need a snack to eat
before your big math test and you have two
choices: a chocolate chip muffin sprinkled
with sugar, or a whole grain bagel spread
with peanut butter. Which should you
choose and why?
Financial Literacy Skills
16. Answers will vary. Students should divide total
cost by total ounces to find cost per ounce.
6
CHAPTER
Review & Applications
CHAPTER
6
Academic Skills
Academic Skills
English Language Arts
Food Science
N
C
L
B
17. Starch Indicator An easy way to detect the
presence of starch in a food is with iodine.
Chemically, the iodine slips into the starch
coil, and changes color from brown to deep
blue-black. If no starch is present, then the
iodine stays brownish orange.
Procedure On a sheet of wax paper, place
a cracker, pieces of bread, potato, meat,
celery, and apple. Add a drop of iodine onto
each. Record the color of each food.
Analysis Consider the color of each food.
Record whether or not starch is present.
NSES Content Standard A Develop understanding about
scientific inquiry.
19. Write a Paragraph Carbohydrate-rich
foods are often the favorite part of a person’s diet. Write a paragraph describing
your favorite carbohydrate-rich food. In
the paragraph, describe why you enjoy
the food, how it looks, how it is made and
what it tastes like. Identify whether it is
rich in sugars, starches, or fiber. Exchange
paragraphs with a classmate. Read each
other’s paragraph and suggest changes to
make the paragraph better. Make your suggestions in writing. Rewrite your paragraph
using at least one of the suggestions from
your classmate.
NCTE 4 Use written language to communicate effectively.
STANDARDIZED
TEST PRACTICE
Mathematics
N
C
L
B
18. Comparing Carbohydrates A bottle of
cranberry juice cocktail has 34 grams of
carbohydrates per serving, while orange
juice has 25 carbohydrate grams per serving. Per serving, a bottle of cola has 27 carbohydrate grams, a bottle of natural soda
has 17, and milk has 12. Out of the figures
observed, what is the minimum value of
carbohydrate grams per serving? What is
the maximum value? What is the range?
Math Concept Range Range is a statistical
measure used with a set of numbers. It is
calculated by subtracting the lowest value
in the set from the highest value.
N
C
L
B
FILL IN THE BLANK
Read the statement and select the best word
to fill in the blank.
20. Starches, carbohydrates with more complex
chemical structures than sugar, are _______
_____.
a. disaccharides
b. bisacchardies
c. polysaccharides
d. monosaccharides
Test-Taking Tip When answering a fill-in-theblank question, silently read the sentence with
each of the possible answers in the blank space.
This will help you eliminate wrong answers. The
best word results in a sentence that is both factual and grammatically correct.
Starting Hint Find the largest (maximum)
value of carbohydrate grams per serving,
then find the minimum value given.
Subtract to determine the range.
NCTM Data Analysis and Probability Select and use
appropriate statistical methods to analyze data.
Mathematics
18. The maximum value is 34 g,
while the minimum number is
12 g. The range is 34 g – 12 g =
22 g.
English Language Arts
19. Paragraphs will vary. For
example, one student might
choose to write about bagels,
explain that bagels are both
filling and tasty and can be
eaten hot or cold, and identify bagels as a starchy food.
Paragraphs should be well
organized, with a topic sentence, body sentences that
transition naturally from one
to another, and a conclusion.
N
C
L
B
NCLB connects
academic correlations
to book content.
STANDARDIZED
TEST PRACTICE
Answer
20. c. polysaccharides
Chapter 6 Review & Applications
TECHNOLOGY
Food Science
17. The cracker, bread, and potato
will be positive for starch. The
rest will be negative. (The
apple converts its starch to
sugar when ripe.) Plants produce starch in 2 different configurations: amylose and amylopectin. The first is a linear
chain of glucose sugars, and
the second, a highly branched
form. The amylose is responsible for the blue-black color.
85
Solutions
Use these technology solutions to streamline chapter assessment!
ExamView Assessment Suite
CD allows you to create and
print out customized tests or ready-made unit
and chapter tests, complete with answer keys.
Online Learning Center includes
resources and activities for students
and teachers.
TeacherWorks Plus is an
electronic lesson planner
that provides instant access to complete teacher
resources in one convenient package.
85