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Rethink Your Drink

Lesson Plan

Rethink Your Drink

Grade Levels

6th Grade, 7th Grade, 8th Grade, 9th Grade

Course, Subject

Food Science and Nutrition
Related Academic Standards
10.1.6.C 10.1.6.C

Analyze nutritional concepts that impact health.

  • caloric content of foods
  • relationship of food intake and physical activity (energy output)
  • nutrient requirements
  • label reading
  • healthful food selection
10.2.6.B 10.2.6.B

Explain the relationship between health-related information and consumer choices.

  • dietary guidelines/food selection
  • sun exposure guidelines/ sunscreen selection
11.3.6.C 11.3.6.C
Analyze factors that effect food choices.
11.3.6.E 11.3.6.E
Explain the relationship between calories, nutrient and food input versus energy output; describe digestion.
Expand
  • Big Ideas
    Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level.
    Community well-being is dependent upon a balance of personal and social responsibility.
    Health concepts are essential for wellness and a health-enhancing lifestyle.
    Safety impacts individual and community well-being.
  • Concepts
    Digestion breaks down food into nutrients used by the body.
    Many factors affect food choices.
    A healthy lifestyle and healthy environment are interdependent.
    Many diseases can be prevented or eliminated by healthy life choices such as moderate diet, exercise and not smoking.
    Many factors such as peers, body image, and stress are factors that influence teens’ drug use.
    Media messages contribute to the development of health attitudes and behaviors.
    Nutritional factors, such as food selection and caloric content, have a major impact on health.
    The quality of information determines the wisdom of the choice.
    Your safety and health are influenced by how personal decisions are made.
    Your well-being is linked to responsible healthy habits.
  • Competencies
    Analyze the effect of nutrients on health, appearance, & optimal performance.
    Categorize nutrients that provide energy.
    Compare & contrast the effects of psychological, cultural, & social influences on food choices & other nutrition practices.
    Describe the purpose of the digestive process.
    Explain the relationship between caloric in-take versus energy output.
    Investigate factors such as cost, nutritional value, food preparation, family customs, ethnicity, geography, availability, convenience, taste, health conditions/concerns and determine how these factors influence food choices.
    Clarify the relationships among stress, peer pressure, nutritional factors and personal choices such as avoiding risky use of drugs, with well-functioning body systems and disease prevention.
    Identify factors that positively and negatively impact both our health and environment.

Rationale

When most teenagers reach for a soda or energy drink, they often do not think about the amount of sugar they are about to put into their bodies. It is important for them to learn about this early on so that they may live a healthier life style.

Vocabulary

Energy Drink: Any type of beverage that has a high percentage of either sugar or caffine.

Sports Drink: Soft drinks designed to replenish water, electrolights, and energy during and/or after levels of high activity.

Soft Drink: A nonalcoholic, carbonated drink; usually with high percentages of sugar and/or other sweetnens.

Objectives

Stududents will be able to:

-Calculate how many teaspoons of sugar are in a beverage given the grams of sugar in said beverage.

- Identify which beverage contains more sugar when shown two different beverages.

Lesson Essential Question(s)

-How much sugar are we really ingesting on a regular bases?

-What are we really putting into our bodies?

-How can we identify what has less sugar?

Duration

45-50 minutes

Materials

-Visual from SugarStacks.com, showing number of sugar cubes in different sodas, teas, and energy drinks.

-Chart from CafineInformer.com, giving information about amount per gram of sugar in different drinks.

-Zip-lock baggies

-Teaspoons.

-Sugar

-Numerouse (10) different beverages or pictures of 10 different beverages.

- Grams to Teaspoons convertion sheet

Suggested Instructional Strategies

W:  As students walk in, they will see 10 different beverages on the front table.
H:  Once class has started, ask students what their favorite drinks are and then find them on the chart.
E:  Group activity where students are given a beverage and asked to find the number of teaspoons of sugar.
R:  At  the end of class, students will be asked to chose between two drinks.
E:  After students measure out sugar in the groupe activity, pre-measured baggies of the same beverages will be put on the front table so that the students can self-evaluate.
T:  Pre-measured baggies of sugar that corospond with the 10 drinks used at the end of class activity will be given out to those who need them.
O:  The material moves from the teacher-guided learning in the begining of class to the self-guided learning at the middle and end of class.

Instructional Procedures

Before class:

             Ten different beverages will be placed on the front table and will remain there throughout the class period.

At the begining of class:

             The students will be asked what their favorite beverages are, whether it be apple juice or root beer. The beverages named by the students will be found on the sugar-in-dring chart. At least six different beverages will be named during this activity.

             Discussion Questions:

                        1. Do you think there is a pattern forming?

                        2. Seeing this, how much sugar do you think you ingest on a weekly bases?

Discuss:

              The following terms will be discusses:

                         1. Energy drink

                         2. Sports drink

                         3. Soft drink

 

Measuring group activity

              Students will be put into groups of five and given a beverage name, grames to teaspoons convertion sheet, an empty zip-lock baggie, a zip-lock baggie filled with three cups of sugar, and two teaspoons. The students will then use the convertion sheet to convert the grams of sugar in their beverage to teaspoons. Once that is figured out, students will put the amount of sugar in their drink into the empty bag.

              Once the activity is finished, one student from each group will share their results with the rest of the class.


End of class activity

                The students will be presented with two different beverages and they will be asked which one they believe contains less sugar. This will occur five times before class is dissmissed.

Formative Assessment

Class Participation, Measuring Group Activity, "Which has less?" Class Activity

Related Materials & Resources

http://www.sugarstacks.com/beverages.htm

http://www.caffeineinformer.com/sugar-in-drinks

Author

Katherine LaBelle

Date Published

April 19, 2015
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