| FOOD
AND NUTRITION MODULE MATRIX |
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SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
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1. |
THE
FAT TEST
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Students
are introduced to fats in the human diet and conduct a fat search
using the brown-paper technique. Equal weights of different
food samples are spread on a specific area and allowed to soak
into the paper. The area of spread for each food is compared
to a sample of 100% fat. |
•
Brown paper can be used to indicate fat content in foods.
• Fat is a nutrient found in many foods.
• Foods can contain different kinds of fats, saturated
(solid at room temperature) or unsaturated (liquid at room temperature). |
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Observe evidence for the presence of fats in foods.
• Organize and communicate results of the fat test.
• Compare the amount of fat in common lunch foods.
• Relate the area covered by oil from a food to the percentage
of fat in that food. |
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2. |
THE
SUGAR TEST |
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Students
use yeast metabolism as an indicator of the presence of sugar
in foods. They experiment with different kinds of cereals and
relate the amount of gas produced by yeast to the amount of
sugar in the cereal. They use the sugar test to test foods for
the presence of sugar. |
•
Yeast can be used to indicate sugar in foods.
• A product of yeast metabolism is carbon dioxide, the
same gas produced by most organisms.
• Sugar is a simple carbohydrate, which is a nutrient
found in foods.
• Some foods contain more sugar than others do. |
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Observe and describe evidence of yeast metabolism.
• Organize and communicate results of experiments using
yeast as an indicator of sugar.
• Conduct controlled experiments. |
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3. |
THE
ACID TEST |
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Students
use baking soda as an indicator of acid. In a closed system,
the volume of gas produced by the acid/baking soda reaction
is related to the concentration of acid in the sample. Students
test foods for general acid content and for a specific acid,
vitamin C, using indophenol. |
•
The sour taste of foods is due to acid.
• Baking soda and acid react chemically to form new products,
one of which is carbon dioxide.
• Baking soda can be used to indicate acid.
• Indophenol can be used to indicate vitamin C, ascorbic
acid. |
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Observe and describe the chemical reaction between baking soda
and acids.
• Compare the concentration of acid in foods to vinegar.
• Organize and communicate findings.
• Relate the taste of food to acid.
• Relate the number of drops needed to trigger an indicator
to the concentration of vitamin C. |
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4. |
FREE
LUNCH |
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Students
learn that foods often combine different kinds of nutrients.
They guess the identity of lunch items from lists of ingredients.
They assemble hypothetical lunches and analyze them in terms
of their fat, carbohydrate, and protein content. They calculate
the number of calories contributed by each nutrient group and
assess the nutritional value of their lunches. |
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Calories are a measure of the amount of energy in foods.
• Labels on food packages provide nutritional information
on carbohydrates, proteins, fats, vitamins, and calories.
• Fats have more than twice as many nutritional calories
as carbohydrates and proteins. |
•
Observe nutritional information on food packages.
• Organize nutritional information for a lunch menu.
• Relate the kinds of ingredients in the foods to the
nutritional calories. |
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