How Long Am I? Test for Protein. Test for Carbohydrates. Perform the following tests.

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1 Classroom Activities Key Concepts: 1. Food makes us grow 2. The small intestine breaks down food into small pieces, called nutrients. 3. Nutrients are transported all over the body to help the body grow, provide energy and heal. Lesson Summary: In the small intestine students learned the small intestine is not small it is 20 feet long in an adult. The role of the small intestine is to break food down into very small pieces called nutrients. Nutrients are absorbed by wrinkles (villi) in the small intestine and transported all over the body. They give us what we need to grow, heal and have energy. SMALL INTESTINE: DIGESTION AND ABSORPTION How Long Am I? Discuss why the intestines are so long (the longer the intestines, the greater the surface area through which nutrients from food can be absorbed into the bloodstream). Older students may explore nutrients further by doing simple science experiments with foods to see if they have the hidden nutrients of protein, carbohydrates or fats in them. Make a chart for students to write down the food item and a place to check off whether the food has fat, carbohydrate or protein in it. This may be done in three separate sessions. Test for Protein Gather a piece of aluminum foil, one feather, toothpicks, a lighter, and food samples such as cheese, sugar, apple, hot dog, potato. Teacher will demonstrate which foods have protein in them by holding the foods with a toothpick and burning them with a lighter. Compare the smells with the feather. All foods with protein in them will produce the same unpleasant odor when burned. Test for Carbohydrates Perform the following tests. Villi Nutrients are absorbed by villi in the small intestine and transported all over the body. First, to test for sugar, a carbohydrate, moisten food samples with water and lay a small strip of glucose-sensitive test tape on the food. Compare the color of the test tape to the label to determine if the food contained sugar. To test for starch, another form of carbohydrates, place a drop of iodine on the food. If starch is present, the iodine will turn a blueblack-purple color. Iodine is poisonous. This may be best as a teacher demonstration.

2 54 Bodywalk Classroom Activities Test for Fat 1. Cut a brown paper bag into approximately 4" x 4"squares. 2. Have students label and rub a sample piece of food on the bag. 3. Allow time to dry. 4. Hold the bag up to the light. If the food had fat in it, light will shine through from the grease left behind. 5. Foods you might sample: pretzel, potato chips, cracker, cookie, apple, carrot, hot dog. Have students label and rub a sample piece of food on the bag. Hold the bag up to the light. If the food had fat in it, light will shine through from the grease left behind. In this example, the potao chip. cookie, and hotdog left a grease mark.

3 Bodywalk Classroom Activities 55 Where s the Fat? Purpose: Students will recognize that fresh fruits and vegetables are fat free. Students will recognize that processing of fruits and vegetables into other products usually adds fat. Instructions: Introduce the idea that we sometimes take simple foods like fruits or vegetables and process them so that the nutritional quality of the food changes. Explain that fat can be added to food. Many times processing a food will change its fat content. For example, potatoes have no fat. But when processed into french fries, potatoes are fried in oil and the potato takes in some of the fat. Sometimes, as in the example of the french fries, a food with no fat can change so that over half the calories come from fat. Bring to class some food products made with fruits and vegetables. Ask the students to read the list of ingredients, looking for sources of fat such as butter, lard, margarine, and oils. Make a comprehensive list of common fats added to food. Discuss why fat is used. (It can enhance the flavor, the form, or the texture of the food.) Fat can be added to food. Many times processing a food will change its fat content. For example, potatoes have no fat. But when processed into french fries, potatoes are fried in oil and the potato takes in some of the fat. Sometimes, as in the example of the french fries, a food with no fat can change so that over half the calories come from fat.

4 56 Bodywalk Classroom Activities INGREDIENTS: WHOLE GRAIN OATS (INCLUDES THE OAT BRAN), MARSHMALLOWS (SUGAR, MODIFIED CORN STARCH, CORN SYRUP, DEXTROSE, GELATIN, CALCIUM CARBONATE, ARTIFICIAL FLAVOR, YELLOWS 5&6, RED 40, BLUE 1, METHYLCELLULOSE, SODIUM LAURYL SULFATE), SUGAR, CORN SYRUP, WHEAT STARCH, SALT, CALCIUM CARBONATE, ZINC, AND IRON (MINERAL NUTRIENTS), VITAMIN C (SODIUM ASCORBATE), A B VITAMIN (NIACINAMIDE), ARTIFICIAL FLAVOR, VITAMIN B 6 (PYRIDOXINE HYDROCHLORIDE), VITAMIN B 12 (RIBOFLAVIN) VITAMIN B 1 (THIAMIN MONONITRATE), VITAMIN A (PALMITATE), A B VITAMIN (FOLIC ACID), VITAMIN B 12, VITAMIN D, VITAMIN E (MIXED TOCOPHEROLS) ADDED TO PRESERVE FRESHNESS. Ingredient Smart Purpose: Students will discover that sugar has many names by locating a pseudonym for sugar on food labels. Discuss the meaning of ingredients the parts that make up a whole. Many foods are mixtures of ingredients. For example, a peanut butter and jelly sandwich is made of two slices of bread, two tablespoons of peanut butter, and two teaspoons of jelly. Of course, there are also ingredients that make up the bread, such as flour, eggs, salt and so on. Introduce sugar as a common ingredient added to food. Sugar as a sweetener is added to enhance flavor, but it is also used as a preservative. Nutritionally, sugar provides only calories (energy) to a food. Ingredients on a food label are listed in descending order. The ingredient in the greatest amount is listed first and so on. Many products have sugar listed as the first ingredient. Read the Box Activity Ask students to bring in food product boxes. Take time in class to read the lists of ingredients, counting the number of sugars in foods. Remind students that sugar is not bad but it offers no nutritional benefit other than calories (energy). Generally speaking, when sugar is added to a food the nutrient density goes down. A cookie-tasting party 1. Ask a parent volunteer to make a batch of cookies. 2. Divide the batch in half. 3. Make half the cookies with the amount of sugar called for in the original recipe and the other half with half the sugar. Don t tell your students which is which. 4. Let them taste the two and compare. Which do they like better? 5. If the students like the cookies with less sugar, have them write a letter that can be taken home asking if they can help make cookies with less sugar than the original recipe.

5 Bodywalk Classroom Activities 57 SUGAR NAMES Sugar is an ingredient in many foods. Sugar is not bad, but be aware of where it is hidden in foods. There are many ingredient words on food labels that mean sugar. Sugar Decoder Purpose: Given an assortment of foods, students will identify high-sugar and low-sugar foods. Preparation: Measure and display a teaspoon of sugar Glass of water 1. Introduce the concept of hidden sugar. Sugar dissolves in water and cannot be seen in most foods. Below is a list of sugar names: brown sugar corn syrup corn sweetener dextrose fructose glucose high fructose corn syrup honey malt flavoring malt syrup maltose molasses raw sugar sorbitol sugar turbinate sugar 2. Dissolve a teaspoon of sugar in a glass of water. Can it be seen? Can it be tasted? 3. Conclude that it is okay to eat foods with sugar, but they should be eaten in moderation and only occasionally.

6 58 Bodywalk Classroom Activities 1 slice of apple pie has 4 teaspoons of sugar. 1 slice of cheescake has 6 teaspoons of sugar. Sugar Display Set up a learning station or bulletin board with a visual display of sugars in foods. Display either a box or model of the food, or the name of the food with a plastic bag or jar containing the number of teaspoons of sugar present in the food. On the next page is a list of foods and their sugar content: 1 chocolate pudding pop has 2 1/2 teaspoons of sugar. 12 ounces of cola has 9 1/2 teaspoons of sugar. 1 waffle with 2 tablespoons of syrup has 7 teaspoons of sugar ounce chocolate bar with almonds has 5 1/2 teaspoons of sugar. 1 small homemade bran muffin has 3 teaspoons of sugar. FOOD TEASPOON S OF SUGAR Desserts Apple Pie - 1 slice...4 Cheesecake - 1 slice...6 Chocolate Chip Cookies - 2 small...1 Chocolate Pudding Pop - 1 pop...2 1/2 Instant Chocolate Pudding - 1/2 cup...6 Jell-O - 1/2 cup...4 Pecan pie - 1 slice...7 Snack Cupcake...3 Candies Chocolate Bar with Almonds ounce...5 1/2 Chocolate Covered Granola Bar - 1 bar...5 1/2 Jelly Beans - 10 per ounce...4 Peanut Butter Cups - 2 cups...6 Drinks Apple Juice - 6 ounces...5 Cola - 12 ounces...9 1/2 Fruit Flavored Drink from powder - 1 cup...5 1/2 Orange Juice from Concentrate - 6 ounces...5 1/2 Cereal and Bakery Products Frosted Mini-Wheats - 4 lg. biscuits...1 1/2 Glazed Yeast Doughnut - 1 doughnut...2 Products Homemade Bran Muffin - 1 small...3 Honey Snacks - 3/4 cup...4 Maple flavored oatmeal - 1 packet...3 Raisin Bagel - 1 bagel...2 Toaster Pastry...4 Waffle with 2 Tbsp. syrup...7

7 Bodywalk Classroom Activities 59 How much sugar is in your cereal? Determine the number of teaspoons of sugar in a breakfast cereal. 1. The breakfast cereal must provide additional carbohydrate information at the bottom of the panel listing nutrition information. 2. Collect empty cereal boxes. Only use the boxes with Carbohydrate Information. 3. Lead the students to find the nutrition information panel on the side of the box which contains the words: Carbohydrate Information. Look below this heading for the line stating: sucrose (or fructose) and other sugars. Here s an example: CARBOHYDRATE INFORMATION (PER SERVING) Starch and related carbohydrates Sucrose and other sugars Dietary fiber Total carbohydrates One serving of this cereal has 12 grams of sugar. How many teaspoons of sugar does this equal? 12 g (grams) 12 g 3 g 27 g This cereal has 12 grams of sugar per serving. 4 grams of sugar = 1 teaspoon Four grams of sugar equals one teaspoon. Therefore, if 12 grams of sugar are present in one serving of cereal, then this would be equal to three teaspoons of sugar. Keep in mind that most of us eat two or three servings of cereal in our bowl. Therefore, the amount of sugar may be doubled or tripled. So 1 serving of this cereal = 3 teaspoons of sugar Many nutritionists and dentists recommend choosing cereals that contain six grams or less of sugar per serving. An exception of this rule is cereals that contain dried fruit or raisins. These cereals may contain up to 12 grams of sucrose and other sugars and still be acceptable. The dried fruit contributes about four to seven grams of naturally occurring sugar and also provides several vitamins, minerals and fiber. For homework: Ask students to calculate the number of teaspoons of sugar in their family s favorite cereals. Ask your students to generate a list of breakfast cereals with less than six grams of sugar per serving.

8 60 Bodywalk Classroom Activities Digestive Diagram Mouth Esophagus Stomach Small Intestine Large Intestine Rectum Anus Adapted from: How to Teach Nutrition to Kids, Family Nutrition Education Program Distributed by University of Missouri Outreach and Extension,

9 Bodywalk Classroom Activities 61 Digestive Diagram Adapted from: How to Teach Nutrition to Kids, Family Nutrition Education Program Distributed by University of Missouri Outreach and Extension,

10 62 Bodywalk Classroom Activities Digestive Track Model Supplies needed: Ruler, yardstick Clock with a second hand String, rope, garden hose, tubing straws 2 quart container and 8-1 cup milk cartons Activity: Students will make a model of their own digestive system. Students can use rope, plastic tubing, straws taped together, or a garden hose as the GI tract. The GI tract should measure 32 feet. Encourage creativity. They can begin with teeth, a tube for the esophagus, a 2 quart capacity container for the stomach, a smaller rope or tube for the small intestine, and a different tube or rope with a larger diameter for the large intestine. Food Moves 1. The esophagus is 10 inches long. Use your ruler to find something in your classroom 10 inches long. What is it? 2. Food travels down the esophagus in 7 seconds. Watch the clock and see how many time you can write your name in 7 seconds. 3. The stomach holds 2 quarts of food and liquid. Two quarts are the same as 8 cups. Can you imagine 8 milk cartons inside of you? Show the students 8 cups of water. 4. The small intestine is 20 feet long. Get a string and yardstick and cut the piece of string 20 feet. Now wrap it around your waist. How many times can you wrap it around your waist? 5. The large intestine is 5 feet in length. It is shaped in an upsidedown U. It is called large because it is wider than the small intestine. It can take from 30 to 90 minutes for food and fluid to go from the stomach to the small intestine. It may take 1 to 3 days for food to go through the large intestine. What is something you do that takes 30 to 90 minutes? What is something you do that can take 1 to 3 days?

11 Bodywalk Classroom Activities 63 Models of the Digestive System Purpose: The students will understand that the small intestine is the major organ of digestion and the mouth, esophagus, stomach and large intestine each play a role in digesting foods. Digestive System Model 1 Supplies Needed: Intestines: 32 feet of lightweight rope Stomach: One-liter soda bottle or half gallon milk container Lips: Red cardboard cut out Colored tape or marker 4 x 6 index cards for labeling G.I. tract (card information is on the next page.) Activity: 1. Make a hole in end of milk/soda container and lid 2. Attach 1-foot section of rope to cap of container by threading the rope through the hold and tying a knot in the rope. Attach lips of mouth to other end of 1-foot section. Attach Esophagus card to the rope. Attach Stomach card to the bottle. 3. Connect remaining rope to the bottle by threading the rope through the hole in the bottom of the container. Tie a knot in the end of the rope to secure to the bottom of the bottle. 4. Measure and mark a spot feet down the rope. Attach Small Intestine card to the rope. 5. Color the last 5 foot section using a marker or colored tape Attach Large Intestine card to this section.

12 64 Bodywalk Classroom Activities Digestive System Cards Directions: 1. Cut out the four parts of the G.I. tract and glue on index cards or some other thicker paper 2. Attach cards to appropriate section of the G.I. tract. Esophagus The esophagus is about 12 inches long. Food takes 1-7 seconds to travel from the lips through the esophagus to the stomach. Stomach The stomach is about 8 inches long. Food takes an average of 3 hours to move through the stomach, but it can take 1 to 6 hours. Small Intestine The small intestine is about 20 to 25 feet long. Digested food takes 2 to 10 hours to travel through the length of the small intestine. Large Intestine The large intestine is about 5 feet long. Digested food takes about 13 hours to move through the large intestine, but can take up to 5 days.

13 Bodywalk Classroom Activities 65 Digestive System Model 2 Supplies Needed: 1 adult sized apron (solid color) 1 whoopee cushion 24 inches of Velcro strips* Scissors Fabric Glue (to attach non-sticky Velcro) Pencil 4 Markers** Needle Thread 1 tube or bottle fabric paint inches of 1/4-1/2 inch piping feet of 1/2-1 inch piping 6 feet cut of 1 inch piping Fabric for the pockets*** * if non-sticky velcro is used it will need to be sewn or glued ** 4 different colors - for color coding Velcro *** Fabric for back apron pocket (any fabric) Cost: Approximately $6.00 Activity: 1. Cut fabric to make a pocket on the backside of the apron. Make the pocket the entire length and width of the apron, at least 6-8 inches deep. Sew the pocket on three sides leaving the top open. Divide the pocket into thirds. Sew one seam so that the pocket is divided into two pockets of 1/3 and 2/3 of original pocket. The pocket on the left should be the largest. These pockets will hold the excess piping for the intestines. 2. Mark apron where you want to place each organ. 3. Attach Velcro to each end and the middle of the inches of piping and matching the top 2 pieces to the apron for the esophagus. 4. Cut the whoopee cushion in half leaving the top to be the entrance of the stomach. Attach 2 pieces of Velcro to the inside of the stomach, 1 at the opening to attach the esophagus and 1 inside the flap to attach the small intestine. Attach 3 pieces of Velcro on the back of the cushion and matching pieces to the apron. 5. Lay the 25-foot piece of piping on lower part of the apron in 3-4 figure 8 shape curves to represent the small intestine. Attach Velcro to the piping and matching pieces to apron to keep the piping in place. To assemble and disassemble the model more efficiently, color code the Velcro on the apron, with the Velcro on the organs. 6. Cut 1-2 inch slit on each side of the apron over the pockets. The excess piping for the intestines will go through the slits and can be folded to hide in the pockets. 7. Write the names of each organ and their length with fabric paint on the apron close to where the organ will be placed.

14 66 Bodywalk Classroom Activities What Am I? Instructions: Divide the class into two groups. Ask the question. Have the groups take turns answering the question. If one group misses give the other group the opportunity to provide the correct answer. 1. I m the first organ used in digestion. What am I? 2. I break food into pieces. What am I? 3. I mix with food and help to make swallowing easier. What am I? 4. I roll the food to the back of your mouth. What am I? 5. I'm a tube located between the mouth and the stomach. What am I? 6. Food is mixed up in me. What am I? 7. When digestive juices and food are mixed, they make me. What am I? 8. I am 20 to 25 feet long and work to digest your food. What am I? 9. Your body uses me for energy, growth and health once food has been digested. What am I? 10. The final stage of digestion takes place inside of me. What am I? 11. I help maintain body temperature and aid digestion. What am I? 12. Your body is not able to digest me. What am I? What Am I? Answer Key 1. The Mouth 2. Teeth 3. Saliva 4. The Tongue 5. The Esophagus 6. The Stomach 7. Chyme 8. IThe Small Intestine 9. Nutrients 10. The Large Intestine 11. Water 12. Fiber