Download Anticipatory Set

Day 1:
Objectives:
Identify and differentiate between complex and simple
carbohydrates.
Identify foods that are commonly ate in the American diet that
are simple sugars that come from natural and refined sugar
sources.
Procedure:
1) Anticipatory Set : As students come in the classroom play the song
“Sugar, Sugar… “ by the Archies
https://www.youtube.com/watch?v=iQiwqiPeLGk
and have students pick up the carbs note sheet. While students
are waiting for everyone to arrive they are to write down what they
already know about carbohydrates in the proper box.
Where I place what I
already know on note
sheet
2) Open the teacher made nutrition Prezi
https://prezi.com/xm9ggyoom3vz/nutrition/
and have students open their 4 square
vocabulary packet previously provided. Have
them complete the four square for the
definition for carbohydrates. Assist
students with synonyms and antonyms. Go
through 2 slides on the role of sugar in our body.
3) Forward to the next slide and give students time to write on their
note sheets the definitions for simple versus complex carbs and
food sources of each. When enough time has been provided,
discuss this information on the slide.
Simple Carb Teacher Notes:
Simple carbs are sugar molecules that
remain separate in the body and are easily
digested providing a quick burst on energy.
When we say that simple sugars molecules
remain separate we are referring to the fact
that the molecules do not clump
together in digestive tract making a
chain which in turn makes them the
easiest nutrient to break down and
convert into glucose. Glucose is another
name for sugar in the bloodstream.
Once foods are broken down in the
digestive tract they get converted to
glucose. The two main types of simple carbs are natural and
refined sugars. (At this point have students fill out their
vocabulary 4 square sheets for Natural and refined sugars then
talk about the 2 types).
Natural sugars occur in foods without modifications or alterations
of the food. We think of it as sugars that are in foods that come
from the ground up. Examples would be fruits and vegetables. The
sugars are found in the food naturally and nothing has been added
to them as a sweetner. Fructose is the natural sweetner found in
fruits. As you may already realize vegetables are not near as sweet
tasting as fruits but they too have some natural sugars in them.
Milks natural sugar is lactase. If you hear of someone being
referred to as lactose intolerant that just means that their body
has a difficult time breaking down the sugar lactase in milk within
the digestive system. Sugar cane, honey, agave nectar, and
molasses are all natural sugars commonly ate in the American diet.
Refined Sugars
Refined Sugars are sugars that are
highly processed or possibly even
genetically or scientifically modified
from their original state to create
other foods. Usually these foods
are considered empty calorie foods
with very little nutrient density.
Foods that fall in this category are soft drinks, cadies, cookies, and
donuts. They provide a quick burst of energy and then make an
individual crash or need more. These items also increase an
individual’s addiction to sugar. Artificial sweetners such as
aspartame and sucralose also fall in this category.
4. Activity: Hand out the A-Z alphabet organizer and challenge students
to come up with a food that is made up of simple sugars (they can be
refined or natural sugars) Students must also either mark them as
R=refined or N=Natural. First student to complete gets a candy reward
but must say whether it is natural or refined.
Day 2:
Objectives:
Identify and differentiate between simple and complex
carbohydrates.
Identify foods that are commonly ate in the American diet that
are complex carbs and are made up of starches and fiber
Procedure:
1) Anticipatory set: Place a photo collage of various complex carbs on
the board and stimulate kids with
the appeal of several of these
foods. Ask them what would be
your food choice of these if you
could have anything at this
moment. After several student
responses state that yesterday we
began talking about sugars in the
diet and today we are going to
focus on role and types of complex
carbs in our diet. Then state that
all the foods in the picture collage we have been looking at are what
we referred to as Complex carbs yesterday.
2) Complex Carbs Revisit the definition for complex carbs and ask
students to compare it with the definition for simple carbs. How
are they different? Focus on how they are digested slowly
compared to simple carbs because they have more chains to their
structure to break down into glucose. If these foods are slower to
digest what does that mean in relation to how soon an individual will
need to eat again?
3) Begin discussing the two types of complex carbs (starches and
fiber). Have students get out their Vocabulary 4 square sheet for
starch. Once it is filled out, explain to students that Starch is a
carbohydrate. It is found in plants. Green plants make
carbohydrates through photosynthesis. Starch is therefore in many
foods, but also in other things as well, e.g. some paper. Starch is a
white powder. Starch reacts with iodine to produce a blue or blueblack color. It can therefore be used as an ‘indicator’, i.e. to test if
starch is present in something.
4) Activity: Hand out supplies to students to do a basic starch lab
experiment. Each group will need 5 food samples an apple, a raw
slice of potato, bread, salt, cheese, rice,
spaghetti, sugar, flour. Have students
work in groups of 4. Caution about the
iodine staining things like clothes and that
they are to be extremely careful! Have
students drop a couple droplets of iodine
on each food sample then evaluate each
item on the handout provided.
5) Review simple and Complex carbs if time remains.
Day 3:
Objectives:
Identify and differentiate between simple and complex
carbohydrates.
Identify foods that are commonly ate in the American diet that
are complex carbs and are made up of starches and fiber
Understand the role of fiber in the diet.
Procedure:
1) Anticipatory set: Use a teacher made Kahoot game to administer
a quick skills recall quiz on simple and complex carbs as a
refresher tool to be used as whole class instruction and
discussion.
2) Finish up slides concerning starches and their qualities from the
teacher made prezi for this course.
https://prezi.com/xm9ggyoom3vz/nutrition/
3) Watch the healthi nation video on complex vs simple carbs
https://www.youtube.com/watch?v=6esFOqj_IaY
4) Introduce Fiber the other kind of complex carb. Have students
fill out their 4 square vocabulary
sheet on this word. Explain that
fiber is what we call a non-nutrient
because it aids in digestion so it is
important but does not a nutrient.
5) Show the follow-up slides on fibers
importance and discuss the
information on each slide.
6)Introduce the two types of fiber. Soluble and Insoluble from the
prezi slide. Explain in great detail how soluble fiber can absorb
water so I like to think of it as a dry sponge; when it is added to
water, the sponge absorbs the water making the sponge swell. When
this happens with fiber in the digestive tract it creates softened
bulk in the stools that allows for the waste to easily push through
the intestines and clean the left residue on the intestines.
Insoluble fiber does not absorb water and is the stringy bulk of a
fibrous food. I like to use the analogy
of insoluble fiber being like a raft
preparing to go down a water slide. The
water slide is the intestinal walls and
the raft is the bulk or excess waste
that needs pushed through the
digestive tract. The insoluble fiber
would be like a mixture of water and moss or grimy slimy build-up in
the intestine that allows the raft (soluble fiber and waste) to easily
move through all the hooks and turns in the intestines will cleaning
off the sides of the intestinal wall to reduce the chance of waste
getting caught or build-up occurring in the nooks and crannies of the
intestines.
7) Show the video amazing fiber: Cleaning the pipes!
https://www.youtube.com/watch?v=K_plOu6s7bI
Day 4:
Objectives:
Identify and differentiate between simple and complex
carbohydrates.
Identify foods that are commonly ate in the American diet that
are complex carbs and are made up of starches and fiber
Understand the role of fiber in the diet.
Procedure:
1) Hand out the Fiber Notes sheet
And review each of the types of fiber by the
information in the charts. Then have students
identify how many grams of fiber are needed
daily.
2) Watch the short video called how to eat a fiber rich diet by
healti nation. https://www.youtube.com/watch?v=CkQJLuZE8s4 .
When done watching the video have students fill out a list of
fibrous foods on their note sheet.
3) Go through slides on common non-communicable diseases that can
result from not having enough fiber in the diet.
4) Talk about the problems of too
much fiber added too quickly to
the diet.
5) Watch the video by healthi nation on how to get a fiber rich diet.
https://www.youtube.com/watch?v=CkQJLuZE8s4
6) Have students practice what we have been learning the past 4 days
by doing the carb sort activity.
Day 5:
Objectives:
Apply information learned about simple and complex carbs to the
ingredients found in Southwestern Quinoa Veggie burgers by
analyzing the ingredients.
Procedure:
1) Have students wash their hands to assist with the food lab.
2) Carry out the food lab
3) As the burgers are baking in the
oven, hand out the lab follow-up
having students identify whether
each ingredient contains simple or
complex carbs and what type it
contains.
4) Hand out the lab follow-up for
students
5)
Allow time for students to catch
up on anything they owe.
Day 6:
Objectives:
Identify and differentiate between simple and complex
carbohydrates.
Procedure:
1) Play a quick review game on carbohydrates. Toss a yarn ball to a
student. Ask them a question pertaining to simple and complex
carb, if they answer correctly they get a simple carb treat.
2) Watch the video Is sugar killing us?
https://www.youtube.com/watch?v=Yda8RtOcVFU
3) After watching the video, have students
complete a writing prompt on the topic of Is
Sugar Killing Us. Have students turn it into
the tray when done.
4) Hand out the Carb Venn diagram and word
sort worksheet. Students will have to the end
of the hour to complete this assignment. If it
is not done in that time it becomes homework.
Day 7:
Objectives:
Evaluate the role sugary drinks play on the overall health and
calorie intake for Americans.
Correlate how sugary drinks increase the risks for several noncommunicable diseases.
Procedure:
1) Anticipatory Set: Ask Students to close their eyes and listen
very carefully. Play the video from Youtube that sounds like a can
of soda opening
https://www.youtube.com/watch?v=fBGY2vCcAEA Ask students
to open their eyes. What was that sound? Did it sound
refreshing? Did it sound like something that was healthy for
you? Probably not! The truth is many of you are consuming
several beverages on a daily basis that are loaded with sugars and
are often adding a slug of extra empty calories to your diet. On
average, a person is consuming 100lbs of excess sugar in drinks
throughout a year. This can be sodas, juices, smoothies, sports
drinks like Gatorade, Kool-aid, and even the sugar-free drinks like
water that have sugars but are what we call fake or artificial
sugars like sucralose and aspartame.
2) Watch the video The Sugary Truth on Youtube.
https://www.youtube.com/watch?v=EFlnlGx0B5U
3) Handout the Sugary Beverage Webquest to students. The
assignment is to be completed on the fatsmack site under the
tabs for drinking sugar. http://www.bphc.org/whatwedo/healthyeating-activeliving/fatsmack/drinkingsugar/Pages/drinkingsugar.aspx Show
students the webpage on the projector screen and show them
how to navigate the site to properly fill out their assignment.
Day 18
Objectives:
Evaluate the role sugary drinks play on the overall health and
calorie intake for Americans.
Correlate how sugary drinks increase the risks for several noncommunicable diseases.
Procedure:
1) Play hangman on the board with the main activity for the class
period “Investigating Beverages” Tell them that today we are
going to select sugary samples to compare but before we get
started we need to watch a quick video on the Dangers of Sugary
Beverages from You-tube
https://www.youtube.com/watch?v=MXfKW9rwRoc
2) Divide students into group of 3-4. Handout the Investigating
Beverages worksheet to students. In the front of the room, place
all the sugary beverages so students can see. Have each group
identify the 5 beverages they want to explore for this
assignment. Ask them to rank them from highest in sugar to
what they think will be lowest. As they are doing this, place the
beverages in random spots throughout the room. Then have
students start navigating the room to various stations to fill out
their information. When done collecting the information, they
may go back to their seat and answer the questions on the last
page. Turn the assignment into the tray when done.
Day 19
Objectives:
Identify ways sugar is hiding in our foods.
Identify the effects sugar has on our body including the
brain.
Correlate how the sugar we take into our body impacts our
overall health and increases our risk of various noncommunicable diseases (obesity, heart disease, diabetes)
Procedure:
1) Watch the video Sugar hiding in plain sight.
https://www.youtube.com/watch?v=Q4CZ81EmAsw
2) Watch the video Sugar effects on the brain
https://www.youtube.com/watch?v=lEXBxijQREo
3) Hand out the Carbohydrates article and worksheet. Students
will use the rest of the hour to complete the assignment (front
and back) and turn it in to the tray by the end of the hour
tomorrow.
4) Remind students they will be taking a quiz over carbohydrates
tomorrow.
Day 20
Objectives:
All objectives from Carbohydrate unit
Procedure:
1) Pass out the carbohydrate quiz that is a post-test review for this
mini unit.
2) About half way through the hour use the ninja blender to make a
low-calorie water refresher for the class to enjoy. See teacher
webpage for recipe.
3) Students may catch up on anything they do not have turned in for
the class.