Science lesson plan · 7th grade (Year 8 in England) · 60 minutes
Test foods for starch, sugar, protein and fat
Human body and health
CCSS NGSS.MS-LS1-7CCSS NGSS.SEP 3England: KS3 Biology: Nutrition and digestionEngland: GCSE Combined Science: Organisation (required practical: food tests)
Objective and success criteria
Students will: Test foods for starch, sugar, protein and fat.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Food groups, nutrients and what each one does
Leads to: the next skill in this area.
Materials: Stopwatches, Body diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Food groups, nutrients and what each one does). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which nutrient group matches this: store energy and keep the body warm? (carbohydrates / fibre (fiber) / lipids (fats and oils) / vitamins and minerals) → lipids (fats and oils)Prompt: Energy, growth, stored energy, small amounts for health, or keeping the gut moving?
- A bowl of porridge (oatmeal) contains 17 g of carbohydrate, 9 g of protein and 9 g of fat. Carbohydrate and protein each release 17 kJ per gram; fat releases 37 kJ per gram. How much energy does it provide, in kJ? → 775 kJPrompt: Work out the energy from each nutrient separately.
- Someone feels tired all the time and blood tests show too few red blood cells. Which mineral might be lacking? (calcium / sodium / iron / iodine) → ironPrompt: This mineral is part of haemoglobin (hemoglobin).
Hook · 6 min
- Ask everyone to find their pulse, then jump for 30 seconds and find it again.
- Share the objective: Test foods for starch, sugar, protein and fat. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: A food sample gives this result: iodine turns blue-black. Which nutrient is present?
- Step 1: Iodine solution turns from orange-brown to blue-black with starch.
- Step 2: So the answer is: starch
- Answer: starch
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- A food sample gives this result: biuret solution turns purple. Which nutrient is present? (starch / sugar (reducing sugar) / protein / fat (lipid)) → proteinPrompt: Each test is used for just one nutrient.
- A food was tested. Iodine: stays orange-brown. Benedict's (heated): stays blue. Biuret: purple. Which nutrients does it contain? (sugar / starch and sugar / starch and protein / protein) → proteinPrompt: A colour change means the nutrient is present.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A student adds iodine to plain water as well as to the food samples. Why? (to test the water for protein / as a control to compare the colours against / to save iodine / to make the iodine stronger) → as a control to compare the colours againstPrompt: What would a negative result look like?
- A food was tested. Iodine: blue-black. Benedict's (heated): stays blue. Biuret: stays blue. Which nutrients does it contain? (protein / sugar and protein / starch and protein / starch) → starchPrompt: A colour change means the nutrient is present.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Food groups, nutrients and what each one does.
- Use concrete materials: stopwatches.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-7.
Free lesson plan from eurekami.com/lesson-plan-builder