Animals Unit Activity 2.1 Zooming Into Food Carbon: Transformations in Matter and Energy Environmental Literacy Project Michigan State University Animals Unit Activity 2.1 Zooming Into Food Image Credit: Craig Douglas, Michigan State University

What makes up our food? Beef We can find out what materials our food is made of by reading nutrition labels. We will use labels with a serving size of 100 g. This means that 1 g = 1% of the materials in the food. Image Credit: Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds.

What makes up our food? FATS Beef Food Label Credit: Michigan State University Molecule Credit: Craig Douglas, Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds. 1 glycerol 3 fatty acids Fat molecule

What makes up our food? CARBOHYDRATES Beef Food Label Credit: Michigan State University Molecule Credit: Craig Douglas, Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds.

What makes up our food? CARBOHYDRATES fiber glucose Molecule Credit: Craig Douglas, Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds. starch molecule

What makes up our food? PROTEIN Beef Amino acids Molecule Credit: Craig Douglas, Michigan State University Food Label Credit: Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds.

Organic food molecules CARBOHYDRATES: SUGAR (GLUCOSE) FATS STARCH Molecule Credit: Craig Douglas, Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds. FIBER PROTEINS

Adding up materials in food Beef Organic materials in beef: Fat: 21% (21 g out of 100 g) Carbohydrates: 0% Protein: 18% Cholesterol and vitamins: less than 1% Inorganic materials in beef: Minerals (calcium, sodium, iron): less than 1% What’s left? WATER: about 60% Food Label Credit: Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds.

Chemical energy in food Beef Calories are a measurement of chemical energy in food: the energy available from high-energy bonds in organic molecules Food Label Credit: Michigan State University Molecule Credit: Craig Douglas, Michigan State University Have students identify materials that make up beef. Hand out one copy of 2.1 Food Labels Worksheet to each student. Tell them to start with “beef” on row 1 of the table. They will complete this row as they watch and discuss 2.1 Zooming Into Food PPT. Use slide 1 to introduce the discussion. They will “zoom in” to see what the different materials in foods look like at the atomic-molecular scale. Use slide 2 to point out that all the nutrition labels used in this lesson have the same serving size: 100 grams. This makes it easy to compare the composition of different foods. Use slides 3-7 to introduce students to fats, carbohydrates, and proteins, the key organic materials in food. They can fill in the cells for those materials on the worksheet as they are introduced to each organic material. Use slide 8 to discuss the other substances on the nutrition labels. Tell students that these are important for life, but only in small amounts. Water, which is the most abundant ingredient in many foods, is not included on the nutrition label. Together, model how to complete the first row of the 2.1 Food Labels Worksheet for “beef.” Show students how to calculate the amount of water: 100 g minus the total g of the organic materials listed. Students can fill in “less than 1 g” for Vitamins and Minerals (about 1%) and 59 g for Water on the worksheet (about 60%). Use slide 9 to discuss chemical energy for animals: calories. Ask students: What do calories tell us? This is a measurement of how much chemical energy is in food. Scientists determine number of calories by burning the food and measuring the energy as heat. Food is the source of chemical energy to all animals, including humans. Note that high-energy C-C and C-H bonds are yellow on the illustrations of molecules. These bonds contain chemical energy that we can use when we eat food that contains molecules with these bonds. High-energy C-C and C-H bonds are yellow. This color represents the usable energy stored in these bonds.