Beverage Buzz Upper Elementary Youth Curriculum Extension
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Beverage Buzz Time needed to teach lesson: 30 to 45 minutes Oklahoma Priority Academic Student Skills Grade 4 Mathematics Process Standards: 1.2 Mathematics Content Standards: 3.1, 5.1 Oral Language/ Listening and Speaking: 1.1, 1.2, 3.1, 3.2 Visual Literacy: 3 Science Processes and Inquiry: 2.1, 4.2 Health and Safety: 2.4 Grade 5 Mathematics Process Standards: 1.2 Mathematics Content Standards: 3.2, 5.1 Oral Language/Listening and Speaking: 3.1 Science Processes and Inquiry: 4.2 Health and Safety Literacy: 6.1, 7.4 Grade 6 Mathematics Process Standards: 5.1 Mathematics Content Standards: 5.1 Visual Literacy: 3 Science Processes and Inquiry: 4.1, 4.2 Health and Safety Literacy: 6.1, 7.4 Key Concept: Beverage choices can be beneficial to good health when wisely chosen. Upper Elementary Goal Students will consume less sugar-sweetened beverages and increase consumption of calcium-rich foods and beverages. Objectives Students will measure the amount of sugar they consume from soft drinks and other sugar-sweetened beverages. Students will identify calcium-rich food and beverage choices. Sources 1. American Dietetic Association. Position of the American Dietetic Association: Dietary guidance for health children ages 2 to 11 years. Journal of the American Dietetic Association. 2004;104(4):660-676. 2. Caffeine and energy boosting drugs: energy drinks. Brown University. Available at http://www.brown.edu/student_services/health_services/ Health_Education/atod/energydrinks.htm. Accessed August 10, 2008. 3. Cheung L, Dart S, Kalin S, Gortmaker S. Eat Well & Keep Moving, 2nd ed. Human Kinetics. Champaign, IL. 2007. 4. Duyff RL. The Power of Choice. United States Department of Agriculture United States Department of Health and Human Services. Washington DC. 2003. 3
Upper Elementary 5. Hanula G, Cordray K, McCamey A. Eat Well. Cooperative Extension/The University of Georgia College of Agricultural and Environmental Sciences. 2007. 6. Harnack L, Stang J, Story M. Soft drink consumption among US children and adolescents: Nutritional consequences. Journal of the American Dietetic Association. 1999;99(44):436-441. 7. Rampersaud GC, Bailey LB, Kauwell GPA. National survey beverage consumption data for children and adolescents indicates need to encourage shift toward more nutritive beverages. Journal of the American Dietetic Association. 2003;103(1):97-100. 8. Whiting SJ, Healey A, Mirwald R, Kowalski K, Bailey DA. Relationship between carbonated beverage and other low nutrient dense beverages and bone mineral content of adolescents. Nutrition Research. 2001;21(8):1107-1115. Materials needed 12 ounce can of sugar-sweetened soft drink 12 ounce bottle of 100% juice 12 ounce bottle of sports drink 12 ounce bottle of fruit drink or lemonade 12 ounce bottle sugar-sweetened tea 12 ounce bottle of milk 12 ounce bottle of water (Other size bottles can be used, especially if it is more representative of what students consume. For equal comparison, container sizes should be similar.) Granulated sugar or sugar cubes (4 grams sugar = 1 teaspoon = 1 sugar cube) The Calcium Switch worksheet 1 per student Background Information 4 A major source of sugar in the American diet is sugar-sweetened beverages including, but not limited to, soft-drinks, fruit punches and ades, sports drinks, energy drinks, and sugar-sweetened tea. The increase in the consumption of these beverages mirrors the increase in obesity rates among Americans. Nutritional survey data reflect the increase in soft drink consumption has surpassed milk consumption. In 1945, Americans drank four times more milk than soft drinks. Thirty years later, in 1976-78, boys consumed twice the amount of milk compared to soft drinks, and girls consumed 50% more milk than soft drinks. By 1994-1996, data reflected a reversal with both boys and girls drinking twice as much soft drinks than milk. Adolescents drink an average of 20 ounces of soft drinks each day, compared to 9 ounces of milk per day. This shift is of concern for several reasons. As soft drink consumption increases, milk consumption decreases, resulting in a reduction of dietary quality. Adolescence is a time of rapid bone mass development and, consequently, increased calcium needs. Adolescents, especially females, who do not meet calcium recommendations during these crucial years do not maximize bone development and increase their risk of osteoporosis later in life.
Of further concern is sugar-sweetened beverages contribution of excessive calories and no nutrients that negatively impacts energy balance. Research suggests a strong association between consumption of sugarsweetened beverages and weight gain, as well as increased risk for type 2 diabetes. Reducing or eliminating sugar consumed from beverages may help with weight control. One study found that when overweight teens reduced their consumption of sugar-sweetened beverages by replacing them with calorie-free beverages, they lost an average of 1 pound per month. The Harvard Prevention Research Center recommends children consume no more than two 8-ounce servings of sugar-sweetened beverages per week. This includes soft-drinks, fruit punches and ades, sports drinks, energy drinks, and sugar-sweetened tea. Sports drinks are designed for endurance athletes who compete for more than an hour at high intensity. They have little benefit in casual beverage consumption. Encourage students to save sports drinks for when they are participating in high-intensity, long-duration sports competitions lasting more than one hour, or for when they are vigorously active for a long time in the heat. Energy drinks contain caffeine, B vitamins, taurine and herbs such as guarana, which has high caffeine content. The functional ingredient in energy drinks is the caffeine, with approximately twice the amount of a serving of a caffeine-containing soft drink. Energy drinks should be consumed with caution, especially by adolescents. They increase heart rate, blood pressure, dehydrate the body and can prevent sleep. They should not be consumed while exercising because the diuretic effect of the caffeine leaves the user dehydrated. The consumption of 100% fruit juice should be limited to 8 ounces per day. While juice contains vitamins and minerals, it also contains a large amount of fruit sugar (fructose) and lacks the fiber found in whole fruit. For quenching thirst water is a good choice. Fifty-five to 75% of the body is water. In one way or another, every body function depends on water. As such, we can live only a few days without water. It can be flavored with lemon or other fruit slices. Low-fat and skim milk, calcium-fortified soy drinks and calcium-fortified 100% orange juice are good sources of calcium. Students over the age of 8 need four 8-ounce glasses of milk or equivalent calcium-rich food each day. Lesson Procedure Part 1 Anchor The purpose of this activity is to help the students gain awareness of their current beverage choice behaviors. 1. Write the following beverage categories on the board: 100% juice, fruit/ juice drink and ades, sugar-sweetened soft drinks, sugar-sweetened tea, sports drinks, milk, water. Ask students which beverage they drank last evening with their meal. Make a tally mark beside each beverage category as it is mentioned. Alternate activity: Give each student 4 or 5 post-it notes. Ask students to think about the beverage they had for each meal yesterday and between meals. Write each beverage on a separate post-it note. (e.g. If soda was consumed with lunch and as an afternoon snack, soda should be written on two separate notes.) Ask students to place the notes on the board under the correct category. Upper Elementary 5
Upper Elementary 2. Ask students to observe and decide which type of beverage is consumed most often. Ask students where each type of beverage would be placed on MyPyramid - toward the narrower top of the pyramid or the wider lower part. Key point: Elementary school age students get almost 20% of their total energy intake from sugar-sweetened beverages and other types of sugar sweetened foods. Consuming large amounts of sugar-sweetened beverages can keep students from getting important nutrients such as the calcium needed to build bone mass. Part 2 Add The purpose of the activity is to inform students of the amount of sugar in commonly consumed beverages. 1. Divide students into 7 small groups. Give each group a beverage container listed under materials needed. Ask each group to: look at the Nutrition Facts label on the beverage container to find the amount of sugar in the beverage. divide the grams of sugar by 4 to calculate the number of teaspoons of sugar. display the beverage at the front of the room with enough sugar cubes to equal the number of teaspoons of sugar provided by the beverage. (1 sugar cube = 1 teaspoon sugar = 4 grams sugar) 2. Ask students to identify the beverages that contain healthful nutrients such as calcium and protein? Where would calcium-rich beverages be on MyPyramid compared to the beverages that contain mostly sugar? Ask students to discuss the importance of drinking water every day. Key Point: Soft drinks and other sweet drinks contain high amounts of sugar and usually no other beneficial nutrients. Part 3 Apply The purpose of the activity is to provide opportunity for students to determine if sugar sweetened beverages are replacing calcium-rich food choices. 1. Distribute the Calcium Switch worksheet. Review the instructions for completing the chart. Provide an example if needed. Key point: Many times sugar sweetened beverages squeeze out calcium rich foods. Remind students that people over 8 years old need about 1300 mg of calcium each day to build bone mass. This amount of calcium can be consumed in four 8-ounces glasses of milk or combination of calcium-rich foods. 2. After students complete the chart, share that most people their age are not choosing to enough calcium-rich foods to build strong bones. Ask students to share ideas for ways to add more calcium-rich foods to their daily choices. Some suggestions include, drink low-fat milk as a beverage at each meal; add cheese to sandwiches; choose low-fat yogurt with fruit or string cheese for snacks. The calcium-rich foods and beverages should replace (rather than be in addition to) sugar-sweetened beverages. 6 Part 4 Away The purpose of the activity is to encourage students to make small, achievable goals to decrease sugar sweetened beverage consumption and increase calciumrich food and beverage choices. 1. Ask students to complete the bottom of the Calcium Switch worksheet by setting a goal for adding calcium-rich foods to their daily choices.
The Calcium Switch Upper Elementary Growing adolescents need 1300 mg of calcium each day. The foods shown below are good sources of calcium. 1 cup low-fat milk 1 cup 1 cup orange juice ½ cup broccoli 1½ ounce cheese (unflavored or chocolate) yogurt with fruit with calcium 45 mg 300 mg 300 mg 370 mg 300 mg 1 cup 2 ounces ½ cup Frozen yogurt sardines with bones Tofu with calcium ½ cup pudding 175 mg 217 mg 260 mg 100 mg 1. Pick the food(s) you ate yesterday and write them in the chart. Calculate and record the amount of calcium you consumed. Use the chart to know how much calcium is in one serving. Write in the number of servings you had to figure out the total calcium. For example, if you had two cups of milk, your total calcium from milk is 600 mg. 2. Total the amount of calcium you consumed to determine if you met your daily goal. Calcium-rich foods Amount of Number of Total Calcium (mg) I ate yesterday calcium (mg) in servings each serving I ate Total Goal 1300 mg Compare the amount of calcium you consumed yesterday. How does it compare to the goal? I choose enough calcium-rich foods. I need to choose more calcium-rich foods. My calcium-rich food goal for tomorrow is. Source: Hanula G et al. Eat Well. Cooperative Extension/The University of Georgia College of Agriculture and Environmental Sciences. 2007. Extension 7
Upper Elementary Teacher Resource: Related Classroom Activities Oklahoma Ag in the Classroom activities corresponding to the Beverage Buzz lesson. Share this information with the classroom teacher. The Ag in the Classroom lessons will extend the nutrition message presented fin the Healthy Oklahoma Youth lesson. The lessons correspond with grade appropriate Oklahoma Priority Academic Student Skills (PASS). Books can be made available to students either in the library or in the classroom. Are You Thirsty? Available at http://www.clover.okstate.edu/fourh/aitc/lessons/upper/ drink.pdf Skills: Science, Match and Language Arts for Grade 6. Objective: Students will construct models to visualize the amount of usable water in Oklahoma and the effects of pollution. Come Into My Parlor Available at http://oklahoma4h.okstate.edu/aitc/lessons/intermed/ parlor.pdf. Skills: Social Studies, Mathematics Objective: The student will interpret a map scale to measure the space in a milking parlor. Schedule a visit from the Southwest Dairy Farmers mobile dairy. Information available at http://www.southwestdairyfarmers.com/index.sstg. For more information, contact your local County Extension Educator: Extra Reading Ditchfield C. Water (True Book: Natural Resources). Children s. 2003. Donald RL. Water Pollution (True Book: Environment). Children s. 2003. Macaulay, David, Black and White, Houghton Mifflin, 1990. Maze S. I Want to be an Environmentalist. Harcourt Paperbacks. 2000. Ross, Catherine, The Amazing Milk Book, Addison-Wesley, 1991. Toupin L. Freshwater Habitats: Life in Freshwater Ecosystems. Franklin Watts. 2005. Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, gender, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational services. 8 Issued in furtherance of Cooperative Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Robert E. Whitson, Director of Oklahoma Cooperative Extension Service, Oklahoma State University, Stillwater, Oklahoma. This publication is printed and issued by Oklahoma State University as authorized by the Vice President, Dean, and Director of the Division of Agricultural Sciences and Natural Resources and has been prepared and distributed at a cost of $2.69 per copy. 1209.