Lesson overview

BUILD · Science · Week 8A · Explore

Sugar Evidence: Read the Label

Sequence outcome: Sugar investigation and Autumn 1 consolidation: skeletons, muscles and nutrition.

🎯 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

I can find the sugar line and read three things: the number, the unit (g) and the basis (per 100 g).
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.

Arrival · retrieve last lessonStarter · create the need to knowI Do · picture firstWe Do · everyone commitsI Do 2 · connect the second ideaWe Do 2 · interactive labIndependent · evidence of learningExit · adult Audience closes BUILD

🧪 Label Evidence Lab: compare the same number, unit and basis.⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🚪 Arrival · retrieve last lesson

Retrieve only what has already been taught

W7B: a food-chain arrow shows the direction of food and energy transfer.
W6: foods can be grouped, and balance means a varied pattern rather than one perfect food.
W5: food supports jobs such as energy, growth and repair.
Lead-in: a nutrition label gives numbers that can be compared carefully.

New to this class, absent, or not sure? Everything needed is in the retrieval box above. Read it, point to it or ask a familiar adult to read it exactly.

◆ Supported

Point to the producer at the start of a simple food chain.
Choose one body job food can support: energy, growth or both.
Place two food pictures into groups using the shown rule.
Lead-in: point to the number beside ‘of which sugars’ on the supplied label.

▲ Standard

Explain what the arrow means in plant → caterpillar → bird.
Name two different jobs supported by nutrients.
State why a balanced pattern includes a range of food groups.
Lead-in: read the number, unit and basis from one supplied sugar line.

★ Stretch

Explain why an animal must obtain food rather than make it as a plant does.
Distinguish a nutrient's body job from a judgement about a person or meal.
Explain why one food group cannot supply every needed nutrient in the same amount.
Lead-in: predict why 8 g per serving cannot be compared directly with 8 g per 100 g.

Equivalent response routes

☝ point / choose🗣 say / sign🧩 demonstrate⌨ type / exact scribe↺ re-attempt

🔊 Read-aloud route: a familiar adult may read the task exactly while the text remains visible. No device voice or media permission is required.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🌱 Starter · create the need to know

Label A says 6 g sugar per 100 g. Label B says 9 g sugar per 100 g. Which first claim can the evidence support?

LOCAL VISUAL HOOK · FRAME 1

LABEL A · find the sugar line

Look at the yellow line. It says of which sugars 6 g. The panel says per 100 g.

LOCAL VISUAL HOOK · FRAME 2

LABEL B · find the sugar line

Same line, different food: 9 g per 100 g.

LOCAL VISUAL HOOK · FRAME 3

QUESTION · what can these numbers show?

They can show which has less sugar per 100 g. They cannot say which food is healthiest.

Commit one first idea. Predictions are held, not marked. Pointing, selecting, saying or signing all count.

Choose one idea. The lesson will test it; nothing is scored or saved.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 5 min

👩‍🏫 I Do · picture first

Make the first scientific idea visible

NUTRITION LABELfood information panela standard panel giving amounts of energy and nutrients in a stated quantity of food

PER 100 Gin the same 100 g amounta common basis that lets equal masses of foods be compared

EVIDENCEthe number we readinformation used to support or challenge a claim

WHAT THIS MODEL HELPS US SEE

The matched label cards remove serving-size differences so pupils can see a fair numerical comparison.

WHAT THIS MODEL DOES NOT SHOW

The simplified cards show sugar values only. They do not show portion eaten, frequency, other nutrients, allergies, medical needs or a whole dietary pattern.

Step 1

Find the nutrition panel, then find ‘Carbohydrate — of which sugars’ on the supplied simplified card.

Step 2

Read all three parts aloud: the number, the unit g and the basis per 100 g.

Step 3

Copy only the sugar value into the matching row of the results table; do not copy the total carbohydrate number by mistake.

Word help keeps the scientific term visible and adds a plain-language bridge.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 5 min

🤝 We Do · everyone commits

Which comparison is fair using the supplied cards?

Everyone commits before explanation.

Use a button, point, say/sign or let an adult operate the chosen button. A retry is information, not a penalty.

Choose one response, then use the model to explain or retry.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

👩‍🏫 I Do 2 · connect the second idea

Connect the model to the second idea

Connection: the model is useful when its visible pattern is translated into a scientific explanation.

Connection 1

Place the four same-basis values on a number line from the smallest number to the largest.

Connection 2

Say the bounded conclusion: ‘Label A has less sugar per 100 g than Label D.’ Keep ‘per 100 g’ in the sentence.

Connection 3

Name the limit: sugar is one part of a nutrition label. It cannot by itself prove which whole food, meal or diet is healthiest.

MODEL STRENGTH

The matched label cards remove serving-size differences so pupils can see a fair numerical comparison.

MODEL LIMIT

The simplified cards show sugar values only. They do not show portion eaten, frequency, other nutrients, allergies, medical needs or a whole dietary pattern.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do 2 · interactive lab

Same-Basis Sugar Label Lab

Read each supplied card, place the four values in order, then place the method and limitation cards.

Find the sugar line.Read number, unit and basis.Check every basis matches.Order the four values.State one supported claim and one limit.

Cards to place

Matching groups

All four food labels are fictional teaching cards with a matched per-100 g basis. Nothing is tasted or judged.

🧩 Science glitch · find and repair it

Claim: Label glitch: the food with the least sugar per 100 g is automatically the healthiest food for every person.

The incorrect idea is shown as a challenge, never as teaching.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 10 min

✏️ Independent · evidence of learning

Read and order four supplied label cards from least to most sugar per 100 g, then write or communicate one supported claim and one limitation.

👐 Physical route

Four fictional or photocopied nutrition-label cards on the same per-100 g basis; number line; results strip; pencil; optional clean empty packets as visual references.

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

🖥 Offline digital / director route

Use the in-page label lab and preserve the ordered values plus the pupil's bounded conclusion on the print route.

Same evidence: Four sugar values in correct order with g per 100 g, one evidence sentence and one statement of what the comparison cannot show.

🧰 Equipment / setupFour fictional or photocopied nutrition-label cards on the same per-100 g basis; number line; results strip; pencil; optional clean empty packets as visual references.

🛡 Safety / sensoryNothing is eaten, opened or offered as a reward. Use clean empty packages or cards only. Check allergy and safeguarding arrangements even though there is no tasting; keep discussion about labels, not pupils' bodies or food choices.

🖥 Offline parityUse the in-page label lab and preserve the ordered values plus the pupil's bounded conclusion on the print route.

No-equipment/access route: Use large-print cards, symbols and a floor number line. A pupil may point or direct an adult to place each value; exact adult scribing is valid.

◆ Supported

Match four large number cards to a number line, then complete: __ g is least; __ g is most.

Scaffold

Keep g and per 100 g printed beside every number. Offer two placements at a time and exact scribing.

▲ Standard

Read the four sugar lines, build the table independently and explain one comparison using less/more and per 100 g.

Scaffold

Use: Label __ has __ g per 100 g. This is less/more than __ because __.

★ Stretch

Audit a mixed-basis comparison, explain why it is invalid and state what extra information would be needed before a wider nutrition claim.

Scaffold

Distinguish per serving from per 100 g and keep the conclusion within the available evidence.

Evidence gate

1 · Pupil decisionPrediction, question, method or choice is visible.

2 · Observable evidenceA result, source note, model state or adult observation is preserved.

3 · Pupil meaningFour sugar values in correct order with g per 100 g, one evidence sentence and one statement of what the comparison cannot show.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🎫 Exit · adult Audience closes BUILD

Finish with evidence and a genuine adult Audience

Supported

Point and complete: __ g per 100 g is least; __ g per 100 g is most.

Standard

Give one fair same-basis sugar comparison and state why sugar alone cannot describe the whole food.

Stretch

Explain why mixed per-serving and per-100 g values cannot be ordered directly, then limit the conclusion.

Adult Audience

The familiar adult genuinely receives the pupil response, then says back the Science they heard or saw. The adult does not add a score or rewrite the pupil.

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Receive the pupil’s Voice, complete real Audience, then choose what changes.

Optional exact record of what I said or showed:One next teaching move after the adult listened:

Session state is temporary. Reload clears responses; there is no account, upload or saved pupil identity.

← Previous · Pack start ⌂ Start Next · W8B · Body Science Checkpoint →

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Sugar Evidence: Read the Label

Label A says 6 g sugar per 100 g. Label B says 9 g sugar per 100 g. Which first claim can the evidence support?

Make the first scientific idea visible

WHAT THIS MODEL HELPS US SEE

WHAT THIS MODEL DOES NOT SHOW

🔎 Find the sugar line · picture first

⚖️ Fair or not fair? · press one

Which comparison is fair using the supplied cards?

Connect the model to the second idea

MODEL STRENGTH

MODEL LIMIT

Same-Basis Sugar Label Lab

Cards to place

Matching groups

🧩 Science glitch · find and repair it

Read and order four supplied label cards from least to most sugar per 100 g, then write or communicate one supported claim and one limitation.

👐 Physical route

🖥 Offline digital / director route

◆ Supported

▲ Standard

★ Stretch

Evidence gate

Finish with evidence and a genuine adult Audience

Adult Audience

BUILD Science · W8A · Sugar Evidence: Read the Label

Model helps us see

Model does not show

Supported

Standard

Stretch

Evidence target

Exit, Audience and evidence · W8A

What I said, and what it changed

Next I will ______.

Influence — visible teaching change

Adult witness note