Project Title: Lesson Plan #2 Lesson Title: Sugar Detective Curriculum Area (s): Health and Math Grade

Level: 4th grade Estimated Time Required: 45 minutes Instructional Groupings: I am using small group time throughout the lesson at each table. Partners will work
together for a little while. There is an opportunity to work individually if needed.

Standards:
HW.4.5 2007 - Students will demonstrate the ability to use decision-making skills to enhance health. This standard includes the essential steps needed to make healthy decisions as prescribed in the performance indicators. Students list the steps of a decision-making process which enables them to collaborate with others to improve quality of life now and in the future. HW.4.7 2007 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. This standard promotes accepting personal responsibility for health and encourages the practice of healthy behaviors. Students demonstrate health-enhancing behaviors to prevent injuries, diseases and disorders. MA.4.6 2000 - Data Analysis and Probability Students organize, represent, and interpret numerical and categorical data and clearly communicate the findings. They show outcomes for simple probability situations.

Materials:
Slideshow of different drinks Print-out of US Food and Drug Administration website http://www.fda.gov/Food/IngredientsPackagingLabeling/LabelingNutrition/ucm274593.htm#see1 Paper Pencils 20 ounce bottles of water 20 ounce bottles of soda small cartons of unflavored and chocolate milk chart paper poster board markers

Overview: The students will be able to compare the sugar content in many drinks, use graphs to display data
based on their experiments, read and interpret nutritional fact labels, calculate sugar amounts based serving sizes, and understand that it is important to make healthy food and drink choices by the end of this lesson.

Students Picked: Susie has a physical disability and is in a wheelchair. There are no cognitive challenges. Ben is twice exceptional. He is gifted with and IQ of 118. He also has Autism.
Kim is selectively mute.

What will I differentiate? I am modifying this lesson from online so I am going to differentiate all of the
moving around and switching groups for Susie, the group work time for Ben, and giving an individual white board and marker to Kim.

Why will I differentiate? Since Susie is in a wheelchair, I am limiting the amount of movement when
changing from groups to partners throughout the lesson so that she will not feel as if she is not able to do what the other students are doing. Ben likes to communicate with his classmates throughout the lesson so I will use plenty of group time for him to work with his peers. Since Kim is selectively mute, I will give her the opportunity to use her own individual white board and marker so that she can contribute to the group conversations.

How will I differentiate? I will take photos of the students collaborating well with their classmates to show
them afterwards how well they were doing. They will have the chance to come up with their own opinion of the order that the drinks go in before they do the experiment making them ready and interested in the outcome of the experiment. All of the learning preferences are used. For auditory, there will be a chance for the students to ask the teacher if they have any questions on the nutrition fact labels printout and they can hear from the teacher. For the visual learners, they will be making a poster of a bar graph with their information that they collected from their experiment. The kinesthetic learner will have the opportunity to touch and feel the drink containers.

As a result of this lesson/unit students will What is the goal? Understand it is important to make healthy food and drink choices. Know how to read and interpret nutritional fact labels. Do (Skills) use graphs to display data based on their experiments and calculate sugar amounts based on
serving size.

Pre Assessment When the students make their own list of their opinion on the order of the sugar content in the
drinks will show how much they know about sugar in drinks. Just walking around the room and hearing in on the conversations will let the teacher know whether or not the students understand sugar content.

What is the emotional hook? Asking the students what their favorite drinks are and compiling them on the
board is the emotional hook since it personalizes the experience right at the very beginning. Being able to share something about them, the students will then feel interested in what they will learn about their favorite drinks.

Steps in the Lesson:

1. Bring in a bottle of water and explain to the students that it is one of your favorite drinks. Then ask your students to tell you their favorite drinks. After each student has shared their favorite drink, write them down of the board and compile a list of all of the favorites. In their tables, they will be in a group of four and they will be shown the slide show of each drink that they will be talking about. On a piece of paper, one person from each table or group should write down the names of each drink that appears on the screen. Let the students know that if they would like to write it down on their own, that would be perfectly fine. The drinks in the slideshow include soda, fruit punch, juice, smoothie, sports drink, chocolate milk, energy drink, and water. Once the slideshow is over, have each group put the drinks in order from lowest to highest sugar content. When each group is done, they should write down their list on the board under their group number, which is written on their tables. If there is anyone in the group that does not want to talk, give him/her a white board and a marker so that they can contribute to the conversation. After each group has written down their order, notify them that they will be conducting an experiment so that they will get down to the bottom of which drinks have the most sugar in them. The students will then be paired in groups of two at their tables depending on which side of the table the students are currently sitting and they will become partners. Hand out to each pair the sheet printed out

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from the US Food and Drug Administration website on how to understand and use the nutrition fact labels. Have them read together the sections on serving size and Trans Fats, Protein, and Sugars. The headings will be highlighted on each sheet handed out. If anyone has any questions, be sure to bring it up to the rest of the class just in case others have the same question. 6. Once they have read the sheet together, hand out the materials that they need to run the experiment to each table of four including 1 small carton of unflavored milk, 1 small carton of chocolate milk, a 20 ounce bottle of soda, a 20 ounce bottle of water, a juice box, and chart paper. In pairs the students will write down on their papers how much sugar per serving is in each drink. Afterwards they will make a bar graph of their findings on a poster board with markers given to them once they are done putting down their data from the experiment. After each group has put their names on their posters and they are finished with their bar graphs, compare and contrast with what their original guesses were that were written on the board as to which drinks had the most sugar and which drinks had the least and the reasons they were wrong. Once they have seen the differences in their predictions from the beginning to the end, they will then work by themselves with a piece of paper and write down the answers to these questions: What information on food labels is important to consider when you are trying to figure out how much sugar is in a drink? How much sugar in a drink is too much? Why?

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10. The students will then turn in their answers for evaluation as to whether or not they understood the importance of the lesson. Once all of them are turned into the teacher, they will have an opportunity to talk amongst their groups

Closure Activity/Wrap up: The students will end the lesson with a self-reflection on their own and then once
they have turned it in, they will be able to collaborate with their tables about what they wrote down on their papers.

Post Assessment: Reading the answers to their independent self-reflection questions and listening in on their
conversations once they turn in their papers will be the post-assessment to see if they understand the importance of the lesson. In following health lessons, I will make sure to make a reference back to the time we made the bar graphs on the sugar content. These posters will be put up on the walls in the classroom somewhere so that the students can see them and remember this particular lesson. What do I want to remember for next time?