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BUILD · SCIENCE · Week 8 · Sugar evidence

Sugar Evidence: Read the Label

Learning objective

I can compare sugar values using the same label basis and order four supplied food labels from least to most sugar.

Success looks like

  • I can find the sugar number, unit and label basis.
  • I can compare values only when the unit and basis match.
  • I can order four labels and explain that sugar is one part of nutrition evidence.

We will observe, work together, then use the evidence ourselves.

Arrival task

BUILD · SCIENCE · Week 8 · Sugar evidence

Arrival task

Choose a route. Think first, then check the answers together.

New to this, returning or revisiting? Use the clues beside each question. Point, say, sign or ask an adult to read the words. The label question is a first idea.

1. Read the arrow

Plant → caterpillar → bird. What does the arrow from plant to caterpillar show?

Think about food and energy transfer.

2. Recall body jobs

Name two jobs that nutrients from food support.

Think about energy, growth or repair.

3. Explain variety

Why does a balanced eating pattern include a range of foods?

Different foods supply different nutrients.

4. Read all three

A label says 'of which sugars: 4 g per 100 g'. Give the number, unit and basis.

Number = how much; unit = what measure; basis = in how much food.

Starter

BUILD · SCIENCE · Week 8 · Sugar evidence

Starter · which number matters?

Fictional teaching labels. Each panel uses the same 100 g amount. Nothing is tasted.

Label A

Nutrition · per 100 g

NutrientAmount
Carbohydrate22 g
of which sugars4 g

Label B

Nutrition · per 100 g

NutrientAmount
Carbohydrate67 g
of which sugars9 g

Point to a number you would use to compare sugar. Why that number?

I do

BUILD · SCIENCE · Week 8 · Sugar evidence

I do · number, unit, basis

Find the nutrient we are comparing.

Read the number, unit and basis together.

Which line gives the sugar amount?

LABEL A

Nutrition · per 100 g

Carbohydrate22 g
of which sugars4 g
Protein6 g
Salt0.2 g

Simplified fictional label. “Of which sugars” is part of carbohydrate, not another amount to add to it.

4 numberg unitper 100 g basis
▶ Watch: how to read and compare sugar labels · 42 seconds

Silent, with on-screen captions. Pause or replay any part.

Read the transcript
  1. Find “of which sugars”, rather than total carbohydrate.
  2. Read the number, unit and basis: 4 g sugars per 100 g of food.
  3. A has 4 g and B has 9 g sugars per 100 g. A has less sugar when equal food amounts are compared.
  4. E has 3 g sugars per 25 g serving. Its food amount differs.
  5. Four 25 g servings make 100 g. Four lots of 3 g give 12 g sugars per 100 g.
  6. The figures compare sugar only. They cannot identify the best whole food for everyone.
We do

BUILD · SCIENCE · Week 8 · Sugar evidence

We do · order the labels

Choose a label, then choose a space. Explain your order before checking. Dragging works too.

Choose a card, then a destination. You can change your mind.

See the sugar amounts in our current order

Bar length shows grams of sugar per 100 g of food. This is our current arrangement; check it using the labels.

Which two neighbouring labels would you compare first?

🔁 Lundy Loop · a little help with this task, if useful
Space

Take time. You can pass or speak privately.

Voice

Show, point or say what you tried, or what would help.

Audience

Your adult looks or listens, then checks what you mean.

Influence

Try an agreed change to the label, explanation or next question.

For example: “Can we cover the other rows?” Your adult can cover them, let you try again and check whether it helped.

I do

BUILD · SCIENCE · Week 8 · Sugar evidence

I do · make the comparison fair

Same quantity?

Equal food masses: one to four 25 g servings of label E, each containing 3 g sugarLabel A · 100 g of food4 g sugarLabel E · 25 g serving3 g sugar

These food amounts differ. Do not compare 4 and 3 directly.

1 × 25 g food = 25 g food · 1 × 3 g sugar = 3 g sugar

The bars show food mass, not the amount of sugar. BUILD core: spot the different basis. The conversion is an extension.

We do

BUILD · SCIENCE · Week 8 · Sugar evidence

We do · label detective

Choose a tool, then tap the matching part of the label.

Number tool selected. Where is the amount of sugar?

You can move any mark. Pointing or directing an adult works too.

Which sentence stays within the evidence?

You do

BUILD · SCIENCE · Week 8 · Sugar evidence

You do · use the evidence

Use the supplied evidence. You may point, direct, draw, write or explain to an adult.

Open shared evidence and task resources

Fictional teaching labels. Each panel uses the same 100 g amount. Nothing is tasted.

Label A

Nutrition · per 100 g

NutrientAmount
Carbohydrate22 g
of which sugars4 g

Label B

Nutrition · per 100 g

NutrientAmount
Carbohydrate67 g
of which sugars9 g

Label C

Nutrition · per 100 g

NutrientAmount
Carbohydrate58 g
of which sugars14 g

Label D

Nutrition · per 100 g

NutrientAmount
Carbohydrate72 g
of which sugars23 g

Challenge card E

Of which sugars: 3 g per 25 g serving. Four such servings weigh 100 g. All other information is unknown.

Working space

Order A–D from least to most sugar per 100 g. Annotate one number, unit and basis.

Standard

1. Read these fictional teaching labels. Each is PER 100 g. A: carbohydrate 22 g; of which sugars 4 g. B: carbohydrate 67 g; of which sugars 9 g. C: carbohydrate 58 g; of which sugars 14 g. D: carbohydrate 72 g; of which sugars 23 g.

Help with this question

Track the ‘of which sugars’ row. Keep the carbohydrate and sugar rows separate.

2. Make a results row for each label. Copy the SUGAR value with its unit and basis; do not copy total carbohydrate.

Help with this question

Use the headings Label | Sugar / g per 100 g. Check each copied value against its nutrient name.

3. Order A–D from least to most sugar per 100 g.

Help with this question

Check adjacent pairs: is each value no larger than the next? Recheck that all four use the same basis.

4. Write or say one comparison: 'Label ___ has ___ g sugar per 100 g. This is less/more than ___.'

Help with this question

Build the comparison from two complete readings. Include which label you are comparing it with.

5. Explain one thing these sugar numbers cannot tell us about the whole food or eating pattern.

Help with this question

Choose one missing piece of information. Explain why that missing information limits a wider judgement.

Exit

BUILD · SCIENCE · Week 8 · Sugar evidence

Exit ticket · two small checks

Show what you have learned. Point, circle, say or choose. An adult can write your words.

Label B9 gsugars per 100 g
Label C14 gsugars per 100 g
1. Which label has less sugar per 100 g?
2. What do these two numbers tell us?

You can leave an answer blank. Screen answers stay here until you reload; save them if you want to keep them.

Next lesson: Body Science Checkpoint

Sugar Evidence: Read the Label — banked!

BUILD · SCIENCE · Week 8 · Sugar evidence ✅

✓ I can find the sugar number, unit and label basis.✓ I can compare values only when the unit and basis match.✓ I can order four labels and explain that sugar is one part of nutrition evidence.
OPTIONAL EVIDENCE CHECK

Check one piece of evidence

Show an adult or chosen partner, or quietly check your own work against today’s success: I can find the sugar number, unit and label basis. and I can compare values only when the unit and basis match. Keep or correct one thing using the evidence.

If this optional panel is opened, resume when ready and allow for the pause in the teaching plan.

Pause

Take a quiet pause.

You can look away from the screen. Come back when you are ready.

The lesson and your work are still here. Close this box to return.

Question

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Lesson tools

Choose a slide or a print route.

Knowledge organiser

Pupil print packs

Print a complete pupil pack here, or print just the selected arrival questions from the Arrival task slide. Each pack includes the organiser, questions with help and the selected exit route. Teacher answers are separate in TA Brief.

Knowledge organiser

A single A4 reference sheet for your book.

BUILD Science W8A · Sugar Evidence: Read the Label A4 printable science reference or exit task. All text and diagrams are included in this file. BUILD SCIENCE | KNOWLEDGE ORGANISER Sugar evidence Week 8 | Made by Matt LEARNING OBJECTIVE I can compare sugar values using the same label basis and order four supplied food labels from least to most sugar. SUCCESS CRITERIA 1. I can find the sugar number, unit and label basis. 2. I can compare values only when the unit and basis match. 3. I can order four labels and explain that sugar is one part of nutrition evidence. Read the whole sugar line LABEL X | per 100 g Carbohydrate 47 g of which sugars 8 g Fictional teaching label 8 = number How much sugar is listed. g = unit Grams measure mass. per 100 g = basis The amount of food compared. Compare equal food amounts P 6 g Q 11 g R 18 g S 21 g Sugar per 100 g: P < Q < R < S What the words mean Carbohydrate A nutrient group that includes sugars. Of which sugars The sugar part of total carbohydrate. Evidence Information used to support a claim. Worked example: make the basis match Z: 2 g sugar per 20 g serving 5 × 20 g = 100 g of food 5 × 2 g = 10 g sugar So Z has 10 g per 100 g. Compare P, Z, Q, R, S only after matching the basis. A claim the evidence can support “P has less sugar per 100 g than Q.” Sugar alone does not tell us which food is healthiest overall. Do not add sugars to the carbohydrate total: sugars are already included.
Read organiser text

BUILD SCIENCE | KNOWLEDGE ORGANISER Sugar evidence Week 8 | Made by Matt LEARNING OBJECTIVE I can compare sugar values using the same label basis and order four supplied food labels from least to most sugar. SUCCESS CRITERIA 1. I can find the sugar number, unit and label basis. 2. I can compare values only when the unit and basis match. 3. I can order four labels and explain that sugar is one part of nutrition evidence. Read the whole sugar line LABEL X | per 100 g Carbohydrate 47 g of which sugars 8 g Fictional teaching label 8 = number How much sugar is listed. g = unit Grams measure mass. per 100 g = basis The amount of food compared. Compare equal food amounts P 6 g Q 11 g R 18 g S 21 g Sugar per 100 g: P < Q < R < S What the words mean Carbohydrate A nutrient group that includes sugars. Of which sugars The sugar part of total carbohydrate. Evidence Information used to support a claim. Worked example: make the basis match Z: 2 g sugar per 20 g serving 5 × 20 g = 100 g of food 5 × 2 g = 10 g sugar So Z has 10 g per 100 g. Compare P, Z, Q, R, S only after matching the basis. A claim the evidence can support “P has less sugar per 100 g than Q.” Sugar alone does not tell us which food is healthiest overall. Do not add sugars to the carbohydrate total: sugars are already included.

Word help

of which sugars

The part of carbohydrate listed as sugars.

g

Grams: a unit of mass.

per 100 g

For each 100 grams of food.

evidence

Information that supports a claim.

TA Brief

Current stage

First lesson back

Start from what pupils show today. Before teaching, scan available work and ask cover staff what was actually taught. Do not chase unclosed next steps or assume the earlier sequence was completed. A truthful opening can be: “I have been out; today I start from what you show me.” Read arrival responses alongside the help used.

If this is new, model the first comparison using the supplied labels. If this is revision, invite a reason before adding another example. Carry useful observations into Body Science Checkpoint and revisit after the break where helpful. Keep the normal book, screen or paper route; no new pupil field or duplicate closure is required.

Preparation and teaching

Print the selected arrival and pupil route. Provide four fictional label cards, paper and pencils. Empty packaging may be a visual reference; no food is eaten or opened. Keep discussion about evidence rather than bodies or food choices.

Responsive feedback · policy and practical use

Policy source: Feedback & Marking Policy 2025/2026 (Pilot), Issue 1, May 2026; the 16-page copy. The classroom examples below are practical choices, not extra policy rules.

Use feedback within the science

Make time and space to respond, including co-regulation, a familiar adult and permission to refuse. Give useful feedback. Let the pupil respond in an accessible way. Genuinely read, hear or watch that response, and use it to adapt the next explanation, question, scaffold or task. Check the re-attempt when useful. A chosen button or completed ticket alone does not demonstrate Audience or Influence.

The small prompt in the sorting activity is optional. It is not a scheduled stage, a required form or a condition for moving on. Normal pupil work and re-attempts can provide the response; you can give further feedback wherever it is needed. The policy does not impose a one-next-step-per-day limit.

Examples to choose from, according to the response

Teaching responses table — scroll sideways to read all three columns.

What you noticePossible teaching responseWhat to revisit
Reads and orders the full sugar values accurately.Offer a fresh comparison or a suitable mixed-basis extension.Can the pupil keep the new claim within the evidence?
Correct number, missing unit or basis.Model one complete reading: 9 g sugars per 100 g.Let the pupil read or point to all three parts on another label.
Copies total carbohydrate.Contrast the carbohydrate and “of which sugars” rows; cover the other rows if useful.Receive the pupil’s choice of the sugar row on a different label.
Understands orally; reading or recording is the barrier.Enlarge the label, read it exactly, offer pointing or exact scribing.Keep the same scientific question and check what the pupil means.
Compares 3 per serving with 4 per 100 g.Check the food amounts first; use matched labels, or model equal masses if appropriate.Ask why the two raw numbers cannot yet be compared fairly.
Declines to respond.Consider regulation, communication, relationship, task demand and timing; re-offer an alternative when appropriate.Do not infer understanding or invent a response.

Marking and evidence

Use the agreed codes where appropriate. R is added only after the pupil has responded and an adult has genuinely engaged with that response. No lesson control adds it automatically. The policy values meaningful evidence over long comments; not every task needs written marking. Record the help actually given when interpreting independence. Evidence capture on the school's digital evidence platform should be lean and purposeful, with clips listened to before tagging.

Code meanings: VF — verbal feedback given here; WS — worked with support; I — independent; NS + … — next step, one specific thing; E — evidence captured on the school's digital evidence platform; R — responded, loop closed (Audience has happened); // — self-edit point; ? — read this back to me.

There is no additional pupil loop form or signature in this lesson. That is a design choice to keep this lesson manageable, not a ban on school evidence routines. Extended writing and assessment may need one or two precise next steps and appropriate response time; do not turn this short exit task into an extended writing exercise.

Use the exit evidence · Body Science Checkpoint

Next lesson: Body Science Checkpoint. Use what the pupil actually showed to choose a useful starting comparison, scaffold or follow-up. An exit response may inform immediate teaching as well as the next lesson.

Two short checks are a sample, not proof of the whole objective. Read them alongside the label work. Accept an equivalent spoken, signed, pointed or drawn answer. If an adult scribes, preserve the pupil’s meaning. A tick selected after an answer reveal is supported practice, not independent evidence.

Use a book, the screen or a printed ticket as appropriate. Do not require the same answer to be copied into all three. Where a response has not yet been received, offer an appropriate opportunity; never invent a completed loop.

Answers

Shared activities

A 4 < B 9 < C 14 < D 23 g per 100 g. The carbohydrate row is not the sugar row. E cannot be ordered against the raw A–D numbers until converted: 3 × 4 = 12 g per 100 g, between B and C. Core success does not require that conversion. Sugar alone cannot decide whole-food health.

Supported task

Standard task

Stretch task

Exit ticket · answer guidance

Supported

  1. B: 9 g sugars per 100 g, less than C at 14 g. Pointing to the complete B value is enough.
  2. The amount of sugar. These figures do not describe everything about the food.

Standard

  1. 9 g; less. The basis is per 100 g for both labels.
  2. Sugar. Accept an equivalent spoken completion.

Stretch

  1. 12 g sugars per 100 g; more sugar than B at 9 g. Four 25 g servings make 100 g, so 3 × 4 = 12.
  2. Other nutrient amounts. Also accept a relevant own example, such as actual portion, other nutrients, individual needs or the wider eating pattern. The label font is not nutrition evidence.

Lesson sources

BUILD W8A: accessible response routes and feedback within the science. Fictional label values are teaching examples. Use the current pupil pack and answer guide with this lesson.