Food Fun How Much Fat? How Much Sugar?

Transcription

1 Content Area Mathematics, Health Grade/Ae Grades 4-5 Tas Math, fat, suar, foods Learner Outcomes Read food labels Explore how much fat and suar are in foods Learn to convert rams to teaspoons Colorado Academic Standards Mathematics Grade 4 and 5 3. Data Analysis, Statistics, and Probability 1. Visual displays are used to represent data Comprehensive Health and Physical Education Grade 4 & 5 2. Physical and Personal Wellness in Health 1. Demonstrate the ability to set a oal in order to enhance personal nutrition status (Grade 4) 1. Demonstrate the ability enae in healthy eatin behaviors (Grade 5) Success Indicators Students can: Represent and interpret data. Collect and use information to make ood decisions Identify foods that are hih in solid fats and added suars. Give examples of healthier food options to choose instead. Time Needed minutes each day Food Fun How Much Fat? How Much Suar? BACKGROUND In each food roup, there are foods that are hiher in solid fats or added suars or both. For example, fried chicken belons to the Protein Foods Group but it contains more solid fat (from the fryin and the skin) than rilled, skinless chicken. Frosted breakfast cereal belons to the Grain Group, but contains more added suars than reular corn flakes. We call these foods sometimes foods because we want to eat these foods only some of the time and in smaller amounts. We want to choose foods lower in solid fats and added suars most of the time. OPENING QUESTIONS 1. What are sometimes foods? Why are they called that? 2. Why do people tend to eat too much suar or fat? 3. What can you learn by collectin data? EXPERIENCE Intro Activity: (15 minutes) Fats are an important nutrient in the body because they provide us with enery, promote healthy skin and rowth, and help the body absorb some vitamins. However, there are different kinds of fats, and some are better than others. What is the difference between solid fats and liquid fats? What are some examples? (solid fats: butter, beef fat, chicken fat, pork fat, stick mararine, and shortenin; liquid fats: canola, corn, olive, soybean, and sunflower oils.) Do a quick demonstration to show the difference between the two kinds of fats. Put a couple of tablespoons of butter in one bowl, and pour some oil into another. I need two volunteers for a demonstration. Our first volunteer will dip a straw into the oil. What are you observin? Can you blow throuh the straw? (Yes, quite easily). Our next volunteer will dip a straw into the butter. What are you observin? Are you able to blow throuh the straw? (No, or not as easily as the straw with the oil.) Liquid fats are healthier for our hearts than solid fats. Our hearts pump blood throuh our bodies usin little tubes (like straws) called arteries and veins, which carry blood to the rest of our body parts.

2 Activity 1: How Much Fat? Note: This is a two-day activity. Day 1 (30 minutes): Do ahead: Set up as many stations as there are roups of students (4 students per roup). At each station, have six 4-inch squares of brown paper bas and six of the followin foods: Any three of the followin (or similar foods): reular potato chips, French fries, bacon, hot do, reular butter, chocolate chip cookies Any three of the followin (or similar foods): banana slices, reduced-fat baked potato chips, apple slices, raham crackers, nuts Split students into roups of four. Distribute Experiment Lo Fats. Show students what they will find at their station in order to carry out their experiment. You will be conductin an experiment to see which foods contain more fat. You will answer the question: Which foods have a hiher fat content? Take a few minutes to discuss the question in your roup. Now hypothesize, or make an educated uess, which food has the hihest fat content and which has the lowest. Write your predictions on your handout. Write the names of the foods on your handout (one food per box). Label each of the paper-ba squares with the name of a food as well. Next, rub or crush a piece of the food onto the paper-ba square. Rub each food for the same amount of time. (For example, rub the food back and forth across the paper square 10 times.) We will let the paper bas sit overniht. This way, any moisture caused by water content from the foods can evaporate, and what is left on the paper ba is fat only. Talk It Over Did everyone in your roup aree about which food is hiher in fat? How were each person s viewpoints the same? How were they different? Why is it important to know that foods have different amounts of fat? Activity 1: How Much Fat? Day 2 (20 minutes): Have students check the paper ba squares and write their observations on their handout. Ask: Which food(s) left a rease/oil/fat spot? Which food(s) left a smaller or no rease spot? Which food has the hihest fat content? Which foods have the lowest amounts of fat? How does this compare to your predictions? From this experiment, what conclusions can you draw about your own consumption of foods with hih fat content? Give students a few minutes to think about and write out their analysis and conclusions. 4-H Life Skills Healthy lifestyle choices Critical thinkin Decision makin 4-H SET Abilities Measure Use Tools Collect Data Model/Graph/Use Numbers Materials Intro Activity and Activity 1 1 stick of butter 1/2 cup veetable oil Straws Brown paper bas cut into 4- inch squares Any three of the followin (or similar foods): reular potato chips, French fries, bacon, hot do, reular butter, chocolate chip cookies Any three of the followin (or similar foods): banana slices, reduced-fat potato chips, apple slices, raham crackers, nuts Copies of Experiment Lo Fats (one per student) Vocabulary Solid Fat: a fat that is solid at room temperature Liquid Fat: a fat that is liquid at room temperature Added suars: suars that are added to foods durin processin or preparation Gram: the metric unit used to measure the servin size of food and is listed on the Nutrition Facts label found on food products Teaspoon: a unit of measurement of volume Conclude the experiment with a discussion allowin students to share their observations, predictions, and conclusions. Fruits and veetables tend to be naturally low in solid fats unless solid fats are added durin cookin (like puttin butter on veetables). 2

3 Activity 2: How Much Suar? (30 minutes) Do ahead: Display the followin six beveraes on a table: a 12-oz can of reular soda, an 8-oz carton of fat-free unflavored milk, an 8-oz carton of fatfree chocolate milk, a cup of 100% orane juice, 1 cup of lemonade, 1 cup of water. Split students into roups of three. Distribute Experiment Lo Suars. Ask: Do you drink any beveraes with added suars? You will be conductin an experiment to see which beverae contains the most added suar. You will answer the question: Which beverae has the most teaspoons of added suars? Take a few minutes to discuss the question in your roup. Now hypothesize, or make an educated uess, which beverae has the hihest suar content and which has the lowest. Write your prediction on your handout. Materials Activity 2 1 1/2 cups white suar per roup Teaspoon measurin spoons (one per roup of students) Bowls or containers to hold measured suar (3 per roup) Six beveraes (12-oz can reular soda, 8-oz carton fatfree unflavored milk, 8-oz carton fat-free chocolate milk, 1 cup 100% orane juice, 1 cup lemonade, 1 cup water) Copies of Suar Content Cards (one set per roup) Copies of Experiment Lo Suars (one per student) Write the names of the beveraes on your handout (one beverae per box). For each beverae, write your estimate of how many teaspoons of suar are in each. Suars are found naturally in fruits and milk and other dairy products. These natural occurrin suars are part of the overall healthy packae of nutrients that these foods provide. Added suars, however, add calories but no nutrients to foods. That s why we are encouraed to eat foods with fewer added suars. The Nutrition Facts label provides only the total suars (natural and added) in a food. You can find added suars by lookin at the inredient list. Distribute Suar Content Cards to each roup. Check the inredients list of a beverae or snack. If a type of suar is in the first three inredients, it is likely to have a lot of added suars. Some other names of suar are: hihfructose corn syrup, sucrose, dextrose, fructose, lactose, maltose, honey, brown suar. Look at the cards for each beverae to see the amount of added suars in rams. Write the numbers on your handout. (soda = 32, fat-free unflavored milk = 0, fat-free chocolate milk = 14, orane juice = 0, lemonade = 22, water = 0) Next, calculate the equivalent amount in teaspoons. The formula is 4 rams of added suar equals 1 teaspoon. Divide the total amount of added suars in rams by 4. Do these calculations on your handout. Usin the measurin spoon and suar, measure out the amount of added suar in each drink and pour the suar into the dish next to each drink. There are three beveraes here that contain added suar. Each person in your roup will measure the suar for one of the beveraes. Have the students observe the amounts of suar and write their observations on their experiment lo. What are your observations? Which beverae has the hihest amount of added suar? How does this compare to your predictions? What conclusions can you draw about your own consumption of beveraes with added suar? Give students a few minutes to think about and write out their analysis and conclusions. Extend the Learnin Repeat this experiment usin suary snack foods (commercial candy, muffins, cakes, cookies or other treats with nutrition information listed on label.) Extend the Learnin Chart or raph the amount of suar in each beverae. Use the chart to identify the best choice if you were lookin for a beverae with little to no added suar. Conclude the experiment with a discussion allowin students to share their observations, predictions, and conclusions. 3

4 SHARE/PROCESS/GENERALIZE Are any of these results surprisin? Of these six, which are the best options for a beverae choice? How will understandin how to read a food label help you make better food choices? APPLY What are some other healthier beveraes you can choose instead of those with more added suar? What are some foods that would be ood choices if you wanted a snack with little fat? What advice would you ive someone who wants to make better food or beverae choices? Know Your Sometimes Foods Look out for foods with added suars or solid fats, such as candy, cake, cookies, chips, ice cream, soda, fruit punch, lemonade, and hot dos. They fill you up so that you don t have room for the foods that help you eat smart and play hard. Enjoy these every once in a while, not every day. TERM AND CONCEPT DISCOVERY Be sure that the concepts fat and added suar have been introduced or discovered by the youth. The oal is to have the youth develop STEM concepts throuh their exploration and define terms usin their own words. CAREER CONNECTION It s important for youth to see the possibility of a STEM career in their future. You can help them identify such careers, role models and pathways to et there. Connect a STEM career to the activities in this lesson by askin the students these questions: Name some careers where people experiment with food or are concerned with nutritional value of food. (be sure careers in all levels of education and trainin are named) Food scientist Dietician Chef Food service worker Baker Food Inspector Caterer Who do you know who has a similar career? Are any of these people like you? What would you need to do to prepare for this career? (school classes; technical school or collee; experience) Have students draw pictures or role play the various careers named. For more information on career exploration for Colorado students, visit Visit for resources to help you enae students in STEM learnin experiences. References Adapted from Servin up MyPlate multimedia/tn/ sump_level2.pdf Authors Annette Haas, Extension Specialist, 4-H Youth Development, STEM & K-12, Colorado State University Extension Find more lessons and resources at the Colorado 4-H STEM and K-12 website: Colorado State University, U.S. Department of Ariculture and Colorado counties cooperatin. CSU Extension prorams are available to all without discrimination. No endorsement of products mentioned is intended nor is criticism implied of products not mentioned. Colorado State University Extension. 9/

5 Experiment Lo Fats PART 1 Question: Which foods have a hiher fat content? Hypothesis (educated uess). Write your hypothesis below: There are six foods in this experiment. Write the names of the foods in the boxes below (one food per box). Food item 1 Food item 2 Food item 3 Food item 4 Food item 5 Food item 6 Conduct the Experiment 1. Label each of the paper-ba squares with the name of a food you will be testin. 2. Rub or crush a piece of the food onto the paper-ba square. Rub each food for the same amount of time (for example, rub the food back and forth across the paper square 10 times). 3. Let the paper bas sit overniht. This way, any moisture caused by water content from the foods can evaporate, and what is left on the paper ba is fat only. 4. Next day, continue with Part 2. PART 2 Observations. Observe each paper ba square. What do you notice? See? Write your observations below. Food item 1 Food item 2 Food item 3 Food item 4 Food item 5 Food item 6 Analysis and Conclusion. Analyze the results of the experiment. Think about what your observations mean. Compare the results to your hypothesis. Answer the oriinal question aain. Reflection. What did you discover? What was surprisin? What do you still want to know?

6 Experiment Lo Suars Question: Which beverae has the most added suars? Hypothesis (educated uess). Write your hypothesis below: How many teaspoons () of added suar do you think are in each beverae? Beverae 1 Beverae 2 Beverae 3 Beverae 4 Beverae 5 Beverae 6 Conduct the Experiment 1. Read each card to find the total rams of added suar in each beverae. 2. Write the numbers below. Beverae 1 Beverae 2 Beverae 3 Beverae 4 Beverae 5 Beverae 6 3. Calculate the amount of suar in teaspoons. (4 rams=1 teaspoon) Divide each of the above amounts by 4. Beverae 1 Beverae 2 Beverae 3 Beverae 4 Beverae 5 Beverae 6 4. Measure out the amount of added suar in each drink and put the suar into the dish. Observations. (What do you notice, see?) Analysis and Conclusion. Analyze the results of the experiment. Think about what your observations mean. Compare the results to your hypothesis. Answer the oriinal question aain. Reflection. What did you discover? What was surprisin? What do you still want to know?

7 Suar Content Cards Soda 32 Orane juice 0 Fat-free milk 0 Lemonade 22 Fat-free chocolate milk 0 Water 0