Sugar Consumption

ENL Proficiency Level | ENL Program | Standards | Technology

Emerging, Transitioning, Expanding, Commanding   |   Stand-Alone, Integrated ENL/Science   |   NYSSLYS: HS-LS1-3, 7/8W2, 7/8SL5  |   Nearpod, NewsELA, BrainPOP, ThingLink, Canva, Google Classroom, Google Slides, InVideo AI

Content

I can explain that sugar can negatively affect the body, and its ability to maintain a stable environment. 

I can write out a story board to explain that Type 2 diabetes is directly related to sugar consumption, poor diet, exercise habits, and obesity. 

Procedure

Phase 1: Look Listen and Learn

• How will you introduce the project? How will you build student awareness? 

Timeframe: 2 Periods 

Activities: 

• Students will post to a Collaborate Board on Nearpod.

• Prompt: “What snacks do you like to eat? Write your answer in a complete sentence and add a picture of the food. Post at least 3 times.”

• Students will be introduced to the topic of sugar consumption in America and the dangers of eating too much sugar by watching an informative video.

• Students will then be introduced to unit vocabulary: trend, increase, decrease, scale, interval, x-axis, y-axis, consumption, pancreas, cells, glucose, diabetes, insulin. 

• Teacher will guide students through creating vocabulary maps with a definition, sentence using the word, image, and translation/synonym. 

Timeframe: 1-2 Periods

Activities:

• Teacher will begin by going over the vocabulary as a whole group, chorally reading the vocabulary list. 

• Students will review vocabulary with Nearpod Drag and Drop activity.

• Teacher will then refer to the previously completed Collaborate Board with their favorite foods, or foods they eat often. Teacher will explain to students that today we will be measuring out the amount of sugar in some of the foods we eat/drink regularly, and creating a graph to compare the different quantities. 

• Teacher will provide students with enlarged nutrition labels and students will work in small groups to convert grams to teaspoons.

• Students will then be asked to calculate the amount of sugar in each snack they selected. Students will scoop out the calculated amounts of sugar to see how much sugar is actually in all of their foods. Students will then record the number of teaspoons of sugar in each snack and measure out the amount of sugar into a bowl. 

• Finally, students will come together and share their results. Teacher will ask students to imagine a day in which they eat all 5 foods. Each group will pour their sugar into one larger bowl, combining  the separate amounts of sugar to see how the amount of sugar in different foods can add up to be a tremendous amount. 

• Students will graph the teaspoons of sugar in each snack on a graph, using a scale with equal intervals. Students will label the x-axis and y-axis accordingly, and give the graph a title.

• Class will discuss and compare different quantities using the graph.

Phase 2: Ask Tons of Questions

• How will you help students ask questions? What will this process look like? 

Timeframe: 1 Period

Activities: 

• Students will work in small groups to generate a bubble map to ask questions about the relationship between sugar and health. 

• Students will add questions about diabetes.

• Class will come together to share and add questions from other groups to their bubble map.

Phase 3: Understanding 

• What will the research look like? How will students build an understanding of the process, problems, etc.? How will you ensure all students actively participate and share information with one another?

Timeframe: 7 periods in Stand Alone ENL and 4 periods in Living Environment 

• Students will watch and respond to the video clip “Blood Sugar Rising” from PBS

• Students will read, annotate, answer reading comprehension and discussion questions for a variety of articles.

  • NewsELA “A History of Sugar: The Food Nobody Needs But Everyone Craves”

  • Kids AZ Leveled Books, Sugar Sugar Everywhere by Susan Lennox

  • BrainPop Lesson Diabetes (Movie, Movie Quiz, Challenge Activity, Related Reading)

Activities: 

• Students will then learn how the body works to regulate glucose levels by doing a lab activity where they will have to maintain a stable level of glucose and insulin.

• Students will then play a video game simulation where they will see a visualization of how the body releases insulin to help lower the glucose levels in the body. In the simulation students will be able to see the differences between the bloodstream of a person with diabetes and without diabetes and see how the insulin does not work for individuals with insulin. 

• Students will do a reading comprehension assignment where they will read about what proper glucose regulation is like in the body, and then compare it to how a person with diabetes is able to regulate their blood sugar levels. 

Phase 4: Navigate Ideas 

• What will the brainstorming and planning process look like? How will you ensure all students actively participate so that all ideas are valued?

Timeframe: 1 period in Stand Alone and 1 Period in Living Environment

Activities: 

• Teacher will explain to students that we have to bring awareness to the Diabetes Epidemic in our country. Teacher will explain that we are going to create a Public Service Announcement in the form of a poster and/or commercial. 

• Students will be introduced to a variety of PSA campaigns in different formats.

• Teacher will show students template options downloaded from Canva. Students will use the information they have learned in class, plus research links provided in a ThingLink posted to Google Classroom to gather information on a digital graphic organizer. 

Phase 5: Create a Prototype 

Activities: 

Timeframe: 2 Periods in Stand Alone ENL and 1 Period in Living Environment

• Students will create an Infographic PSA about Diabetes Prevention including the causes, the way the body processes sugar, health risks, and prevention. 

• Students will choose from a variety of Canva templates for their final Infographic.

Timeframe: 2 periods in Stand Alone ENL

Activities

• Students will create a StoryBoard to plan out a video commercial PSA. Students will write a set of directions for the layout of their video with the information they wish to include. Students will lay out the images or video clips they plan to include with each piece of information. 

• Teacher will input students storyboard directions into the Invideo AI App to generate a 30-45 second commercial. 

Language Supports: Sentence starters, sentence frames, multilingual information

Technology Integration: Canva Templates, Google Slides, InVideo AI App

Phase 6: Highlight and Fix

• What processes will you use to help students assess their work, reflect on their learning, and improve their products? 

Timeframe: 1 Period

Activities: 

• Students will revise and edit their PSA Infographic for errors. 

• Students will preview their video commercials and redirect any sections they wish to change with specific instructions until they have a version they are happy with. 

• Students' work will be evaluated with a rubric. 

Phase 6: Launch to an Audience

• What will the final launch be? Who will be the audience? Will you have an event? 

Timeframe: 1 Period

Activities:

• Students will present their Infographics and PSA Commercials in a sharing session.

• ENL teacher will coordinate with the technology teacher to include the commercials in our Lincoln Orens News Broadcasts. 

Language Supports: Multilingual articles, pre-teaching of vocabulary in stand-alone ENL, texts provided on a variety of reading levels

Technology Integration: Video Clips, Kids AZ Digital Library, BrainPOP Interactive Software, Insulin Simulation Game, Google Classroom, ThingLink