Subject/Grade: Health 4 Lesson Title: Good Sugar vs.

Bad Sugar Teacher: Miranda

Hammett

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s):

USC4.1 – Assess what healthy eating and physical activity mean for pre/adolescence
c) Discuss factors of healthy eating over which one has control (e.g., drinking more water).

e) Demonstrate an understanding of healthy food choices (e.g., analyze nutritional values of particular foods)
and serving sizes that support good health (see Canada's Food Guide).

Key Understandings: (‘I Can’ statements) Essential Questions:

- I can begin to make healthy eating decisions. - What is the difference
- I can tell the difference between “good” sugars and “bad” between “good” sugars and
sugars. “bad”?
- I can determine what a “good” and “bad” sugar is and know - What can be defined as a
how to look for it in food products. “bad” sugar?
- I can be aware of what I eat and know that it is OK to eat - What can be defined as a
both kinds of sugar in moderation. “good” sugar?
- I can understand how sugar breaks down in my body and - How much sugar should a
that I need to be physically active to burn it off. person consume in a day?

Prerequisite Learning:
- Healthy eating habits
- Applying healthy eating habits to everyday life
- Benefits of eating healthy
- The “eat well” plate
- The Canada Food Guide
- Serving sizes for their age

Instructional Strategies:
- Inquiry based learning
- Cooperative learning (partner work)
- Group discussions

Stage 2: Determine Evidence for Assessing Learning

- Sharing a post about their learning on seesaw
- Filling out activity sheet with sugar estimations
- Creating sugar estimations with sugar cubes with their partner
 Stage 3: Build Learning Plan
Set (Engagement): Length of Time: 5 mins Materials/Resources:
 Have “good” sugars vs. “bad” sugars up on the board. Have - Sugar cubes
them share what they think they mean - Estimation worksheet
 Show short video on the difference between the two and - Pencils
how it breaks down in our bodies - Paper plate
https://www.youtube.com/watch?v=rX5aej5Sv4s - Laptop
- Can of pop (actual)
Development: Time: 20 mins - Chocolate bar (actual)
 Provide students with their estimation sheets, have the tables - Granola bar (actual)
divide so that students are partnered up or with tables of 3, - Fruit snacks (actual)
all of them go together. - Juice box (actual)
 Hand out a box of sugar cubes per table as well as one paper - Apple (actual food)
plate per partner group. Remind students that the sugar - White milk (picture)
cubes are for the assignment not for eating. - Chocolate milk (picture)
 1tsp = 1 cube = 4 grams - Fruit Loops (picture)
 Pull up PowerPoint. Use can of pop as an example for them - Whole Wheat Cheerios
to understand what I expect from them. Show students the (picture)
can, have them estimate how much sugar they think is in the - Power Point
can using their sugar cubes, give them a few seconds to
build and then show them the actual amount.
1 can of coke = 39 grams = 10 sugar cubes Management Strategies:
- If you can hear me hands on
 Show the following food items and have them fill in their
your head, finder on your nose,
estimation sheet along the way.
hands on hips, finder on lips.
- Kit Kat chocolate bar = 22 grams = 5.5 cubes
- Fruit snacks = 10 grams = 2.5 cubes
- Chocolate Milk (237 mL) = 24 grams = 6 cubes
- Fruit Loops (per 100 g – 1 serving) = 41 grams = 10 cubes
- Whole Wheat Cheerios (per 100 g – 1 serving) = 21 grams =
5 cubes
- Granola Bar = 12 grams = 3 cubes Safety Considerations:
- Ensuring students do not eat the
- Apple = 10 grams = 2.5 cubes
sugar cubes.
Sugar occurs naturally in fructose within the apple
- Being sensitive to student’s
- Juice Box = 19 grams = 5 cubes
feelings and making it known
Sugar occurs naturally in fructose from the fruits
that sugar consumption is OK
- White Milk (237 mL) = 13 grams = 3 cubes
in moderation.
Sugar occurs naturally in lactose

Closure: Time: 5 mins

- Exit slips: One thing I learned, one thing I am confused
about, one thing I already knew.