# Remarkable Idea – So Much Sugar

In this Remarkable Idea, students will investigate how much sugar is in their favorite snacks.

• Measurement
• Math
• Health
• Science
• Cause and Effect
• Alternative methods of access
What you need:
Preparation:
1. Find the amount of any foods you wish to use that do not have a nutrition label.
2. Write your vocabulary words in a place where all students can see them.
3. Record definitions of “Hypothesis” and “Conclusion” to TalkingBrix.
4. Write the steps of the scientific method onto the board, and record them to a Step-by-Step.

• Construct a hypothesis
• Test with an experiment
• Analyze data and draw a conclusion
• Communicate the results

5. Record “correct” and “incorrect” to the a href=”https://www.ablenetinc.com/technology/speech-generating-devices/italk2-with-levels” target=”_blank”>iTalk2.
6. Record the following hypothesis for each snack on a Step-by-Step Choice with Levels:
I think ____ will have the most sugar.

What to do:
Correct or Incorrect Intro
1. Begin by reading some sugar facts (reword some so they are not all true or make some up) and have the students guess whether the fact is correct or incorrect using the iTalk2.

1. Begin by addressing the first step in the scientific method. Write the question “Which one of our favorite snacks has the most sugar?” next to the “Ask a question” step on the board.

Construct a hypothesis
1. Have a student activate the Step-by-Step to share the steps of the scientific method with the class so you can discuss them. When you come to one of the vocabulary words, have your “Word Whiz” define them using the TalkingBrix. One student could be assigned the extra duty of “Lab Assistant” and using the camera app on an iPad/iPod with a Blue2 as the shutter button, they could take photos of the experiment in progress. The resulting pictures could be made into a bulletin board with the results of the experiment so students could present their findings with more people.
2. Choose a few of the different foods for students to experiment with. Allow students to hypothesize about what snack will have the most sugar using the a href=”https://www.ablenetinc.com/catalogsearch/result/?cat=0&q=step-by-step” target=”_blank”>Step-by-Step Choice with Levels.
– I think ____ will have the most sugar.

Test with an experiment
1. Using the nutritional information on the package of each of the snacks the students choose, have students measure out the amount of sugar in each food and pour it into a container.
2. Mark that container with the name of the food it represents and the amount of sugar in the container.

Analyze the Data
1. Compare the amounts of sugar in each container using a visual comparison, graph, or scale (containers must all be the same if using a scale).

Communicate the results
1. Each scientist should review the data collected to determine if their hypothesis was correct or incorrect. Students can use the iTalk2 to communicate their results. Remind students that having a correct or incorrect hypothesis is neither good nor bad, but part of the scientific process.

Example sugar facts:
The average American consumes over 100-pounds of sugar each year.
The average American child consumes over 32-teaspoons of sugar a day.
Ketchup contains sugar.
Lemons have more sugar than strawberries.
Sugar itself is not necessarily unhealthy, the amount of sugar we consume is.
India is the world’s largest consumer of sugar.
Sugar has been shown to cause wrinkles.
High-fructose corn syrup is very similar to sugar.
Dental cavities are caused by bacteria, not sugar, although sugar promotes the growth of this bacteria.
1 tablespoon ≈ 4 grams
Even though fruit may have a lot of sugar in it, it is better than candy and other snacks because of the fiber and vitamins in it.

Vocabulary:
Hypothesis – is a theory or guess that you then test through study and experimentation.
Conclusion – final decision or judgment: an opinion or decision that is formed after a period of thought or research.