Activity Introduction

Quick summary: In this lesson, students will begin by assessing what they know about the topic of sugar by completing a 3-2-1 Bridge visible thinking routine. In order to learn about sugar and the effect it has on the human body, students will watch and summarise the information from two clips made by the people behind That Sugar Film. In a jigsaw classroom activity, students will dig deeper into the different forms that sugar can take. They will then consider the nutritional information of a food or drink in order to understand if it contains added sugar. The lesson concludes with students reflecting on their learning by revisiting the 3-2-1 Bridge visible thinking routine.

Learning intentions:

  • Students will understand the (physiological) impact of sugar on our bodies
  • Students will understand that sugar can take many different forms and be known as many different things
  • Students will understand how to find out about the amount of sugar added to food or drink.

21st century skills: 

CommunicatingTeam Work

 

 

 

 

Australian Curriculum Mapping

Content descriptions: 

Year 7 & 8 Health & Physical Education

  • Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
  • Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)

Syllabus outcomes: PDHPE4.2, PDHPE4.3, PDHPE4.8, PDHPE4.9, PDHPE4.10, PDHPE4.12, PDHPE4.16.

General capabilities: Personal and Social Capability.

Relevant parts of Year 7 & 8 Health & Physical Education achievement standards: Students investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing.

Topic: Consumption.

This lesson is part of the wider unit of work SugarByHalf – HPE – Years 7-8.

Time required: 90 mins.

Level of teacher scaffolding: (low/medium/high- add sentence as to why, e.g.: Medium – facilitate class discussion)

Resources required:

  • Device capable of presenting a video to the class
  • Device capable of creating audiovisual recordings, such as an iPad or camera
  • Different names for sugar‘ information sheets – for jigsaw classroom activity
  • 61 Names for Sugar’ poster – printed, one per student
  • Students to bring in packaging of a food/drink that they consume on a regular basis OR web-enabled devices for students to research the nutrition information of a food/drink.

Keywords: Sugar, SugarByHalf, energy, food, drink, choices, packaging, nutrition.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will...

  • … understand the (physiological) impact of sugar on our bodies
  • … understand that sugar can take many different forms and be known as many different things
  • … understand how to find out about the amount of added sugar a food or drink contains.

Success criteria: Students can…

  • … describe the effect that sugar has on our bodies.
  • … identify sugar in a list of ingredients
  • … calculate how much added sugar is in a food/drink that they consume on a regular basis.

Teacher content information: SugarByHalf (https://www.sugarbyhalf.com/) promotes action to reduce sugar-related diseases so that Australians live better, stronger and healthier lives.

Their message is simple: to reduce added sugar consumption by half. Eating too much added sugar is a key driver of serious health problems including obesity, type 2 diabetes, heart disease, tooth decay, dementia and mental health conditions. A poor diet also puts children

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Student Worksheet

Student Worksheet 

Complete the 3-2-1- Bridge activity below:

Thinking about what you know about how sugar affects our bodies fill in the table below:
3 words
2 questions
1 metaphor/simile

 

 

 

In your groups take turns to reflect on the information they saw and heard in the clip using the questions below to guide your discussion:

  • What new information did you gain from the clip - what did you learn?

 

  • What did you already know - what did you have confirmed?

 

  • What surprised you?

 

Use the prompts below to help guide your investigation into the summary sheets that your teacher provided you with:

  • What’s the name of the type of sugar you read about?

 

  • What are some of the sub-categories of sugar that you read about?

 

  • What are some of the uses of the sugar that you read about?

 

  • What recommendations (if any) were made about how to consume a ‘healthy’ amount of this type of sugar?

 

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