Lesson summary

A very practical lesson using sugary drinks to explore the relationship between liquids and solids. The lesson contains two experiments. For the first a stove or electric camping stove is needed.

Students begin by watching a video of a person boiling down a soft drink to reveal its sugar content. They then undertake an experiment to find out how a range of five liquids impact substances similar to teeth – eggshells or chalk. This experiment needs to be left overnight. The next day, students record the details of their experiment including their prediction for what would happen and the actual results.

Learning intentions:

Students will...

understand that sugar is a solid that behaves in certain ways with other solids and liquids
understand the importance of experiments in food research
understand the importance of recording research outcomes

Success criteria:

Students can...

observe and participate in an experiment
explain why original experiments are necessary
complete a record of the experiment conducted

Lesson guides and printables

Lesson details

Australian Curriculum content description:

HASS, Years 5 & 6

Year 5

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
Work in groups to generate responses to issues and challenges (ACHASSI102)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Year 6

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
Organise and represent data in a range of formats including tables, graphs and large- and small- scale maps, using discipline-appropriate conventions (ACHASSI124)
Work in groups to generate responses to issues and challenges (ACHASSI130)
Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

Relevant parts of Year 5 achievement standards: Students locate and collect data from a range of primary sources to answer inquiry questions. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions.

Relevant parts of Year 6 achievement standards: Students locate and collect useful data and information from primary sources. They interpret data to identify, describe and compare distributions, patterns and trends.

This lesson is part of the wider unit of work: SugarByHalf – HASS – Years 5-6

Time required: 60 mins

Level of teacher scaffolding: High – conduct science experiment using stove and hot liquid

To view our NZ Curriculum alignment click here

Student Worksheets – one copy per student
Device capable of presenting a video to the class
Experiment Record worksheet
Part A experiment – saucepan, soft drink and stove
Part B experiment – eggshells or drawing chalk, vinegar, soft drink, lemon juice, orange juice, lime juice, 15 clear glasses or plastic cups, sticker labels, waterproof textas

These lessons were developed in partnership with SugarByHalf. SugarByHalf promotes action to reduce sugar-related diseases so that we can 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 behind their peers, affecting brain development, sleep and ability to learn. Poor diet choices ultimately mean that this generation of children could be the first in modern history to live shorter lives than their parents.

Much of the added sugar in our diet comes from the processed foods and drinks we consume. On average, we consume 14-16 teaspoons of added sugar per day. Teenagers consume more than 20 teaspoons per day. The World Health Organisation says we should limit our daily added sugar intake to 6 teaspoons for good health. To put that in perspective, there are 4 grams of sugar in one teaspoon. If something has 20 grams of sugar, that's 5 teaspoons of sugar.
This English lesson focuses on developing the skills and knowledge students need to critically consider messages about food and drink they are exposed to, thereby equipping them to be able to make healthy choices.

Talking about health

Be mindful of students who may experience weight stigma. Some students may be sensitive to conversations around weight, body size or shape. Terms including obesity, weight issues, weight-problem and fat can be stigmatising for some people because they assign blame. It is important to note individual preferences around language vary. Research has shown using the terms ‘weight’, ‘weight gain’, ‘healthy weight’, ‘unhealthy weight’, and ‘high BMI’ are preferred as better alternatives.
Be mindful about how you use the word ‘diet’. We recommend focussing students on the positive impacts of healthy nutrition and healthy lifestyles which help us to have stronger bodies and minds, feel good and sleep well.
Steer students away from any focus on appearances by communicating that appearance does not determine your worth. We recommend the fact sheets from the Butterfly Foundation on body image tips.

Avoid using labels such as obese or diabetic. Refer to people living with diabetes, people living with cancer, people with high BMI etc.

SugarByHalf - Boiling It Down

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Learning intentions:

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Success criteria:

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