How Soda Affects Our Bodies
2nd grade
Lynn Dibble, Agnes Dzaka, and Heather Lutz
Content Area Coverage
Health
History
Math
Literacy (Reading)
Science
Writing
Cognitive Objectives
Students will know the history of soda.
Students will know how to gather and interpret data from a
survey.
Students will understand that sugar can have harmful effects on
the body and on our teeth.
Students will know how to write a persuasive writing.
Students will know how to find the main idea of a story or lesson.
Students will observe changes in science experiments and record
changes that they observe.
Behavioral Objectives
Students will survey students about eir favorite type of soda and
use tally marks to record this data.
Students will analyze a bar graph on their class' favorite kind of
soda.
Students will use the favorite soda data to construct a pictograph
and pie graph.
Students will observe a video on sugars and respond to
questions about the video.
Students will be able to use comprehension skills and determine
the main idea of a story or lesson.
Behavioral Objectives
continued
Students will participate in an experiment to see how soda reacts
to an egg overnight, so that they can make connections with how
soda affects our teeth.
Students will participate in an experiment to see what happens
to a chicken bone when it reacts with soda overnight, so that
they can make connections to how soda and sugars affect the
bones in our bodies.
Students will write a persuasive piece on why students should
not drink soda to display their knowledge from this unit.
Students will create a poster about the harmful effects of soda on
their bodies to display their knowledge from this unit.
Pennsylvania Standards Met
in this Unit- Health
10.1.C- Use basic communication skills: listening, not speaking
when others are speaking, basic body language, paraphrasing
10.1.J- Develop an understanding of the importance of eating a
variety of foods that are low in fats and sugar
10.2.A- Analyze how personal health practices/habits affect
our health
10.2.C- Monitor personal health practices/habits
10.2.H- Generate possible outcomes and consequences to
health related decisions
Pennsylvania Standards Met
in this Unit- History
8.1.A- Understand chronological thinking and
distinguish between past, present, and future
Pennsylvania Standards Met
in this Unit- Math
2.1.H- Demonstrate an understanding of one to
one correspondence up to 1,000
2.3.A- Compare measurable characteristics of
different objects on the same dimensions
2.5.B- Interpret, construct, and draw conclusions
from bar graphs, pictographs, tally charts, and
tables
Pennsylvania Standards Met
in this Unit- Literacy (Reading)
1.1.C- Demonstrate, the ability to read grade level text orally with
accuracy, appropriate rate, and expression
1.1.D- Demonstrate a rich listening and speaking vocabulary. The
ability to understand and use words for meaning.
1.1.E- Demonstrate comprehension, the complex cognitive process
involving the intentional interaction between reader and text to
convey meaning
1.2.A- Identify, analyze, and apply knowledge of the elements of a
variety of informational texts to demonstrate an understanding of the
information and vocabulary presented
1.2.B- Identify and use a variety of media to gain information
Pennsylvania Standards Met
in this Unit- Science
3.1.E- Recognize change in natural and physical
systems.
Examine and explain change through recording
observations
3.2.A- Identify and use the nature of scientific and
technological knowledge
3.4.A- Recognize basic concepts about the
structure and properties of matter
Pennsylvania Standards Met
in this Unit- Writing
1.4- Persuasive: Develop and demonstrate
persuasive writing that is used for the purpose of
influencing the reader
1.5- Prewrite, drafting, revising, editing,
publishing, penmanship
What are different kinds of
drinks?
Brainstorm and record
drink ideas. Discuss in
partners, followed by
sharing out with the
class. Record ideas on
the SmartBoard/easel.
Explain that for the
next few days we will be
focusing on soda and
how it affects our teeth.
The History of Soda
The history of soda will be discussed with the children as they watch the YouTube video. The
video is approximately 45 minutes total, divided into 6 parts. Watch video: http://www.youtube.com/watch?v=jJ92wdRVXhY The teacher will stop and discuss the following information about soda throughout the
video:
Soda is called a "soft drink" because it is a non-alcoholic drink.
An English man named Dr. Joseph Priestly was the first person to get the idea of soda.
In 1767 he created the first drivable man-made carbonated water (reference the bubbles
in soda).
In 1770 a Swedish chemist named Torbern Bergman invented a machine that could make
large amounts of the carbonated water.
In 1832 a man named John Mathews became known as the "Father of Soda" because he
invented a machine that made soda. It was the most effective machine ever invented.
The History of Soda
continued
By the late 1800s, soda became popular in the United States. It
was sold in pharmacies as medicine for people to use to get over
illnesses.
By the late 1900s, different flavorings were added to soda.
Over time, many different kinds of soda have been invented,
including Coca-Cola, Dr. Pepper, Pepsi-Cola, and 7-Up.
Soda was also packaged in many ways over time- first with glass
bottles, followed by plastic bottles and cans.
You can now get soda from grocery stores, soda fountains, or
vending machines.
What is your favorite soda?
Math connector
Pass out a graphic organizer sheet
and have the students ask their
friends their favorite type of soda.
Tally on the organizer sheet.
Choices include Coke, Sprint,
Mountain Dew, Orange Soda,
Root Beer, and Dr. Pepper.
Meet with the class to analyze the
tally data and create a large Bar
Graph to display the class data.
Discuss the results of the graph.
What's the most, least, and equal?
Work in small groups to transfer
the information into a pie chart
and pictograph.
What is in soda?
Soda is made up of many different types of
chemicals that are good and bad for our bodies. One of the main ingredients of soda is sugar.
Today we will be discovering how much sugar is
in each of our favorite soda types.
The teacher will display a nutritional label from
a can of ginger ale. She will explain where to
find the amount of sugar that is found in the
soda can. She will explain that today they will
be given a can of each type of soda and record
how much sugar is found in each type.
Pass out a Soda Recording Sheet to each child.
Divide into small groups and give each group a
soda can to record the sugar amount. Rotate
soda cans to record all sugar amounts for each
kind.
Discuss the results
Show how much sugar is in each type
of soda can by displaying it with real
sugar in a drinking glass. The
teacher will show them how much is
in each type of soda by displaying the
five drinking glasses in front of the
class.
What do they notice? What type had
the most sugar? The least? Any the
same?
What do you notice about your
favorite choice of soda when it comes
to how much sugar is found in it?
Sugar is not good for our
teeth!
The teacher will explain that whenever we drink soda, some of e sugar and the
acid in soda stick to the surface of our teeth.
The teacher will display on the SmartBoard a sketch of a tooth showing a
thin layer of sugar and acid that is stuck to the tooth.
Some bacteria or germs in our mouths act on the sugar to get energy, but while
this happens, the bacteria and germs make more harmful things called
enzymes and lactic acid. These add extra acid (bad things) to our teeth.
The teacher will display on the SmartBoard a sketch to illustrate this also.
The bad acids slowly erode or break down the enamel on our teeth. The
enamel is a protective layer on our teeth. The enamel goes away because the
acids were eating all of the calcium that is in our enamel. This is called getting
a cavity.
The teacher will display a sketch to show this cavity process on the
SmartBoard.
The teacher will discuss how cavities can become very brigand cause great
pain. This is why we need to limit the amount of soda that we drink and
always remember to brush our teeth!
Watch video: http://www.youtube.com/watch?v=_oIlv59bTL4
Brain Pop Jr.
Share a Brain Pop Jr. Video that
discusses the importance of choosing
healthy foods and drinks to eat.
Watch video: http://
www.brainpopjr.com/health/food/
eatingright/grownups.weml Split into small groups. Throughout the
video, discuss the questions that are
asked throughout the video.
Literacy connector- Discuss as a class,
what was the main idea of the video?
Read the story "Sweet Tooth"
Literacy connector- Main
Idea
The teacher will read the
story with the class. What
was the main idea of the
story?
Discuss what we learned
from our story.
Let's read to learn some more
about sugar!
Literacy connector: Reading
Pass out a copy of "Time for Kids:
The Scoop on Sugar" to each child
to learn how sugar affects our
bodies, especially in soft drinks like
soda.
Read the cover story called "Sweet
on Sugar" together as a class.
Discuss how experts say that
children in the United States are
eating too much sugar, which is
leading to different health
problems. Talk about how it is
important to cut back on how much
sugar we eat or drink.
Sugar Culprits
Discuss the "Top 5 Sugar
Culprits" article found on
page 2 of the Time Kids
magazine. (Found on next
slide.)
Which adds more sugar:
fruit drinks or sodas?
Discuss and support
answer.
True or false: the most
added sugar comes from
ice cream. Discuss and
support answer.
Sugar Overload!
Analyze and discuss the bar graph and
pie graph found on page 8 of the Time
for Kids Magazine. (Found on next
slide.)
Discuss the following questions
together. Provide time to work with
partners and then share out with the
class.
Do boys have more sugar as they
get older? How about girls?
What percentage of added sugar
comes from drinks? Is that more
or less than half of the total?
How many calories from sugar do
boys ages 6 to 11 get in a day? How
many more calories do the boys get
than girls he same age?
Let's be scientists!
Experiment #1
What would happen to an egg if we put it in a cup of soda over night? Turn and talk to a
partner to discuss. Share out with a class.
The teacher will bring in an egg for each student that was left in a cup of Coke over night.
What happened to the egg? (It turned brown!). The teacher will explain that this is what happens to our teeth when we drink soda. The
egg was our teeth in this experiment. What did this teach us? The teacher will explain that we can limit the amount of soda that we drink, as well as
brush our teeth when we do indulge in drinking soda. Literacy connector with vocabulary: what does indulge mean?
Provide each student with a toothbrush and a small squirt of toothpaste. Carefully brush
the egg as if it was a tooth. What happens to the egg when we brush it with toothpaste?
Literacy connector: What was the main idea from this experiment? What did we learn?
Let's be scientists again!
Experiment #2
What would happen to a chicken bone if we left it in a cup of soda overnight? Turn and
talk to your partner to discuss. Share predictions with the class. Why do you feel this
way? Are you thinking about what happened to our eggs?
The teacher will bring in a chicken bone to show the class. It is a normal chicken bone
and each child will get to look at it and touch it to realize that it is hard and durable.
Literacy connector with vocabulary: What does durable mean?
The teacher will drop the chicken bone into a cup of Coke and leave it in the soda
overnight.
Look and the bone the next day. What happened to it? (Started to dissolve or break
apart.). What was the main idea with this science experiment? What did we learn? Teacher will reiterate that soda has many different kinds of chemicals in it, some that are
very harmful for our teeth. The bad chemicals and large amounts of sugar are extremely
bad for our teeth and can cause us to get cavities!
Show what you know!
Assessment- Performance Task
Literacy connector: Persuasive writing
Students will answer the following question to show their knowledge about
what they have learned about sugars in soda. Pick a drink that is a "healthy choice" because it doesn't have a large
amount of sugar in it. Why should you pick that drink instead of soda?
Students will also create a poster to visually display their knowledge about
the harmful affects of soda on our bodies for others to see and learn about.
Posters and persuasive writings will be displayed in an area for them to
do a "Gallery Walk," so that they can learn and share with one another
what they have learned throughout the unit.
Don't forget to make healthier
drink and food choices!