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Science at key stage 3    (Year 8)

Unit 8A: Food and digestion
Section 3: c. What's in food and why is it important?

QCA

Objectives
Children should learn:
  • that vitamins and minerals are present in smaller amounts than the other constituents of food
  • how to search for information in databases or spreadsheets
  • to frame a question that can be investigated
  • to decide whether to use first-hand or secondary data
  • to use and interpret ICT-generated graphs
  • that protein is important for growth and repair and that carbohydrates and fats more commonly provide energy

Activities

Outcomes
Children:
  • Extend pupils' understanding of a balanced diet by providing software on diet containing information about the nutritional content of a range of foods.
  • Depending on the nature of information provided, help pupils to frame appropriate questions to investigate, eg Which foods contain starch and fat?, and to use the spreadsheet to produce and interpret graphs. Ask them to compare the results obtained with the Venn diagram from the previous activity and to suggest reasons for differences.
  • Help groups of pupils to use the results of their investigations to produce a summary leaflet about one type of food constituent, including information about foods that are a good source of it and the role of this food constituent in the diet.
  • Bring together all the leaflets as a class booklet and establish the main role of each type of food in the diet.
  • use ICT to produce graphs or displays relevant to the question asked
  • use data to show that vitamins and minerals are present in foods in smaller amounts than the other nutrients
  • describe, eg in an information leaflet, good sources of one nutrient and the importance of that nutrient in the diet
  • identify the main role of proteins, carbohydrates and fats in the diet

Points to note
  • Pupils should be reminded that information is normally given in terms of 100g of food and that this may not be a standard portion. They could scale the values up or down according to the standard portions and assess the nutritional value of a typical meal. This provides an opportunity to reinforce ideas about making fair comparisons.
  • Extension: pupils could use information in a database or spreadsheet to answer questions, eg
    • Are foods containing protein more expensive than other foods?
    • What are the sources of protein for a vegetarian?
    • How does the nutritional content of a prepared microwave meal compare with that of a similar freshly prepared cooked meal?

Sections in this unit

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This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.
1. a. What's in food and why is it important?
2. b. What's in food and why is it important?
3. c. What's in food and why is it important?
4. a. Which foods provide a balanced diet?
5. b. Which foods provide a balanced diet?
6. c. Which foods provide a balanced diet?
7. Checking progress
8. a. What happens to food inside the digestive system?
9. b. What happens to food inside the digestive system?
10. a. What do digestive enzymes do?
11. b. What do digestive enzymes do?
12. Where are the products of digestion used?
13. Reviewing work