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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. 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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