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Classroom Activities
Key Concepts:
1.
Food makes us grow
2.
The small intestine breaks down food into small pieces, called nutrients.
3.
Nutrients are transported all over the body to help the body grow, provide energy and heal.
Lesson Summary:
In the small intestine students learned the small intestine is not small it is 20 feet long in an adult. The role of the small intestine is to break food down into very small pieces called nutrients. Nutrients are absorbed by wrinkles (villi) in the small intestine and transported all over the body.
They give us what we need to grow, heal and have energy.
Discuss why the intestines are so long (the longer the intestines, the greater the surface area through which nutrients from food can be absorbed into the bloodstream).
Older students may explore nutrients further by doing simple science experiments with foods to see if they have the “hidden” nutrients of protein, carbohydrates or fats in them. Make a chart for students to write down the food item and a place to check off whether the food has fat, carbohydrate or protein in it.
This may be done in three separate sessions.
Gather a piece of aluminum foil, one feather, toothpicks, a lighter, and food samples such as cheese, sugar, apple, hot dog, potato. Teacher will demonstrate which foods have protein in them by holding the foods with a toothpick and burning them with a lighter. Compare the smells with the feather. All foods with protein in them will produce the same unpleasant odor when burned.
Perform the following tests.
First, to test for sugar, a carbohydrate, moisten food samples with water and lay a small strip of glucose-sensitive test tape on the food. Compare the color of the test tape to the label to determine if the food contained sugar.
Villi
Nutrients are absorbed by villi in the small intestine and transported all over the body.
To test for starch, another form of carbohydrates, place a drop of iodine on the food. If starch is present, the iodine will turn a blueblack-purple color. Iodine is poisonous. This may be best as a teacher demonstration.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences http://outreach.missouri.edu/hesfn/bodywalk/

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Bodywalk Classroom Activities small Intestine
1.
Cut a brown paper bag into approximately 4" x
4"squares.
2.
Have students label and rub a sample piece of food on the bag.
3.
Allow time to dry.
4.
Hold the bag up to the light.
If the food had fat in it, light will shine through from the grease left behind.
5.
Foods you might sample: pretzel, potato chips, cracker, cookie, apple, carrot, hot dog.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Bodywalk Classroom Activities small Intestine
Purpose:
• Students will recognize that fresh fruits and vegetables are fat free.
• Students will recognize that processing of fruits and vegetables into other products usually adds fat.
Instructions:
Introduce the idea that we sometimes take simple foods like fruits or vegetables and process them so that the nutritional quality of the food changes.
Explain that fat can be added to food. Many times processing a food will change its fat content.
For example, potatoes have no fat. But when processed into french fries, potatoes are fried in oil and the potato takes in some of the fat. Sometimes, as in the example of the french fries, a food with no fat can change so that over half the calories come from fat.
Bring to class some food products made with fruits and vegetables. Ask the students to read the list of ingredients, looking for sources of fat such as butter, lard, margarine, and oils.
Make a comprehensive list of common fats added to food.
Discuss why fat is used.
(It can enhance the flavor, the form, or the texture of the food.)
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Bodywalk Classroom Activities small Intestine
INGREDIENTS: WHOLE GRAIN
OATS (INCLUDES THE OAT
BRAN), MARSHMALLOWS
( SUGAR, MODIFIED CORN
STARCH, CORN SYRUP,
DEXTROSE , GELATIN,
CALCIUM CARBONATE,
ARTIFICIAL FLAVOR,
YELLOWS 5&6, RED 40,
BLUE 1, METHYLCELLULOSE,
SODIUM LAURYL SULFATE),
SUGAR, CORN SYRUP,
WHEAT STARCH, SALT,
CALCIUM CARBONATE,
ZINC, AND IRON (MINERAL
NUTRIENTS), VITAMIN C
(SODIUM ASCORBATE),
A B VITAMIN (NIACINAMIDE),
ARTIFICIAL FLAVOR,
VITAMIN B
6
(PYRIDOXINE
HYDROCHLORIDE),
VITAMIN B
12
(RIBOFLAVIN)
VITAMIN B
1
(THIAMIN
MONONITRATE), VITAMIN A
(PALMITATE), A B VITAMIN
(FOLIC ACID), VITAMIN B
12
,
VITAMIN D, VITAMIN E (MIXED
TOCOPHEROLS) ADDED TO
PRESERVE FRESHNESS.
Purpose:
Students will discover that sugar has many names by locating a pseudonym for sugar on food labels.
Discuss the meaning of ingredients — the parts that make up a whole.
Many foods are mixtures of ingredients. For example, a peanut butter and jelly sandwich is made of two slices of bread, two tablespoons of peanut butter, and two teaspoons of jelly. Of course, there are also ingredients that make up the bread, such as flour, eggs, salt and so on.
Introduce sugar as a common ingredient added to food. Sugar as a sweetener is added to enhance flavor, but it is also used as a preservative. Nutritionally, sugar provides only calories (energy) to a food.
Ingredients on a food label are listed in descending order. The ingredient in the greatest amount is listed first and so on. Many products have sugar listed as the first ingredient.
Ask students to bring in food product boxes. Take time in class to read the lists of ingredients, counting the number of sugars in foods.
Remind students that sugar is not bad but it offers no nutritional benefit other than calories (energy). Generally speaking, when sugar is added to a food the nutrient density goes down.
1.
Ask a parent volunteer to make a batch of cookies.
2.
Divide the batch in half.
3.
Make half the cookies with the amount of sugar called for in the original recipe and the other half with half the sugar.
Don’t tell your students which is which.
4.
Let them taste the two and compare.
Which do they like better?
5.
If the students like the cookies with less sugar, have them write a letter that can be taken home asking if they can help make cookies with less sugar than the original recipe.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Bodywalk Classroom Activities small Intestine
Purpose:
Given an assortment of foods, students will identify high-sugar and low-sugar foods.
Preparation:
• Measure and display a teaspoon of sugar
• Glass of water
1.
Introduce the concept of “hidden sugar.” Sugar dissolves in water and cannot be seen in most foods.
2.
Dissolve a teaspoon of sugar in a glass of water.
Can it be seen?
Can it be tasted?
3.
Conclude that it is okay to eat foods with sugar, but they should be eaten in moderation and only occasionally.
Sugar is an ingredient in many foods. Sugar is not bad, but be aware of where it is hidden in foods. There are many ingredient words on food labels that mean sugar.
Below is a list of sugar names:
• brown sugar
• corn syrup
• corn sweetener
• dextrose
• fructose
• glucose
• high fructose corn syrup
• honey
• malt flavoring
• malt syrup
• maltose
• molasses
• raw sugar
• sorbitol
• sugar
• turbinate sugar
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Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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1 slice of apple pie has 4 teaspoons of sugar.
1 slice of cheescake has 6 teaspoons of sugar.
Set up a learning station or bulletin board with a visual display of sugars in foods.
Display either a box or model of the food, or the name of the food with a plastic bag or jar containing the number of teaspoons of sugar present in the food.
On the next page is a list of foods and their sugar content:
1 chocolate pudding
pop has 2 1/2
teaspoons of sugar.
12 ounces of cola has 9 1/2 teaspoons of sugar.
1-1.45 ounce chocolate bar with almonds has 5 1/2 teaspoons of sugar.
1 small homemade bran muffin has 3 teaspoons of sugar.
FOOD TEASPOON’S OF SUGAR
Desserts
Apple Pie - 1 slice ............................................................................. 4
Cheesecake - 1 slice ........................................................................ 6
Chocolate Chip Cookies - 2 small ..................................................... 1
Chocolate Pudding Pop - 1 pop .................................................. 2 1/2
Instant Chocolate Pudding - 1/2 cup ................................................. 6
Jell-O - 1/2 cup .................................................................................4
Pecan pie - 1 slice ............................................................................7
Snack Cupcake .................................................................................3
Candies
Chocolate Bar with Almonds -1.45 ounce ................................... 5 1/2
Chocolate Covered Granola Bar - 1 bar ..................................... 5 1/2
Jelly Beans - 10 per ounce ...............................................................4
Peanut Butter Cups - 2 cups ............................................................. 6
Drinks
Apple Juice - 6 ounces .....................................................................5
Cola - 12 ounces ......................................................................... 9 1/2
Fruit Flavored Drink from powder - 1 cup ................................... 5 1/2
Orange Juice from Concentrate - 6 ounces ................................ 5 1/2
Cereal and Bakery Products
Frosted Mini-Wheats - 4 lg. biscuits ............................................ 1 1/2
Glazed Yeast Doughnut - 1 doughnut ............................................... 2
Products
Homemade Bran Muffin - 1 small ..................................................... 3
Honey Snacks - 3/4 cup .................................................................... 4
Maple flavored oatmeal - 1 packet .................................................... 3
Raisin Bagel - 1 bagel .......................................................................2
Toaster Pastry ...................................................................................4
Waffle with 2 Tbsp. syrup .................................................................. 7
1 waffle with
2 tablespoons of syrup has 7 teaspoons of sugar.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Bodywalk Classroom Activities small Intestine
Determine the number of teaspoons of sugar in a breakfast cereal.
1.
The breakfast cereal must provide additional carbohydrate information at the bottom of the panel listing nutrition information.
2.
Collect empty cereal boxes. Only use the boxes with
“Carbohydrate Information.”
3.
Lead the students to find the nutrition information panel on the side of the box which contains the words: “Carbohydrate
Information.” Look below this heading for the line stating: “sucrose
(or fructose) and other sugars.”
Here’s an example:
CARBOHYDRATE INFORMATION
Starch and related carbohydrates
Sucrose and other sugars
Dietary fiber
Total carbohydrates
(PER SERVING)
12 g (grams)
12 g
3 g
27 g
• One serving of this cereal has 12 grams of sugar.
• How many teaspoons of sugar does this equal?
• Four grams of sugar equals one teaspoon.
• Therefore, if 12 grams of sugar are present in one serving of cereal, then this would be equal to three teaspoons of sugar.
• Keep in mind that most of us eat two or three “servings” of cereal in our bowl. Therefore, the amount of sugar may be doubled or tripled.
• Many nutritionists and dentists recommend choosing cereals that contain six grams or less of sugar per serving. An exception of this rule is cereals that contain dried fruit or raisins. These cereals may contain up to 12 grams of sucrose and other sugars and still be acceptable. The dried fruit contributes about four to seven grams of naturally occurring sugar and also provides several vitamins, minerals and fiber.
For homework:
• Ask students to calculate the number of teaspoons of sugar in their family’s favorite cereals.
• Ask your students to generate a list of breakfast cereals with less than six grams of sugar per serving.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Adapted from: “How to Teach Nutrition to Kids”, Family Nutrition Education Program
Distributed by University of Missouri Outreach and Extension,
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

Bodywalk Classroom Activities small Intestine
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Adapted from: “How to Teach Nutrition to Kids”, Family Nutrition Education Program
Distributed by University of Missouri Outreach and Extension,
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Bodywalk Classroom Activities small Intestine
Digestive
Track Model
Supplies needed:
• Ruler, yardstick
• Clock with a second hand
• String, rope, garden hose, tubing straws
• 2 quart container and 8 - 1 cup milk cartons
Activity:
Students will make a model of their own digestive system.
Students can use rope, plastic tubing, straws taped together, or a garden hose as the GI tract. The GI tract should measure 32 feet.
Encourage creativity. They can begin with teeth, a tube for the esophagus, a 2 quart capacity container for the stomach, a smaller rope or tube for the small intestine, and a different tube or rope with a larger diameter for the large intestine.
1.
The esophagus is 10 inches long. Use your ruler to find something in your classroom 10 inches long.
What is it?
____________________________________________________
2.
Food travels down the esophagus in 7 seconds. Watch the clock and see how many time you can write your name in 7 seconds.
____________________________________________________
____________________________________________________
____________________________________________________
3.
The stomach holds 2 quarts of food and liquid. Two quarts are the same as 8 cups. Can you imagine 8 milk cartons inside of you?
Show the students 8 cups of water.
4.
The small intestine is 20 feet long. Get a string and yardstick and cut the piece of string 20 feet. Now wrap it around your waist. How many times can you wrap it around your waist?
____________________________________________________
5.
The large intestine is 5 feet in length. It is shaped in an upsidedown U. It is called large because it is wider than the small intestine. It can take from 30 to 90 minutes for food and fluid to go from the stomach to the small intestine. It may take 1 to 3 days for food to go through the large intestine.
What is something you do that takes 30 to 90 minutes?
____________________________________________________
____________________________________________________
What is something you do that can take 1 to 3 days?
____________________________________________________
____________________________________________________
____________________________________________________
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

Bodywalk Classroom Activities small Intestine
Purpose:
The students will understand that the small intestine is the major organ of digestion and the mouth, esophagus, stomach and large intestine each play a role in digesting foods.
Digestive System Model 1
•
•
•
•
•
Supplies Needed:
Intestines: 32 feet of lightweight rope
Stomach: One-liter soda bottle or half gallon milk container
Lips: Red cardboard cut out
Colored tape or marker
4 x 6 index cards for labeling G.I. tract
(card information is on the next page.)
Activity:
1.
Make a hole in end of milk/soda container and lid
2.
Attach 1-foot section of rope to cap of container by threading the rope through the hold and tying a knot in the rope. Attach lips of mouth to other end of 1-foot section.
• Attach Esophagus card to the rope.
• Attach Stomach card to the bottle.
3.
Connect remaining rope to the bottle by threading the rope through the hole in the bottom of the container. Tie a knot in the end of the rope to secure to the bottom of the bottle.
4.
Measure and mark a spot 20-25 feet down the rope.
• Attach Small Intestine card to the rope.
5.
Color the last 5 foot section using a marker or colored tape
• Attach Large Intestine card to this section.
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Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Digestive System Cards
Directions:
1.
Cut out the four parts of the G.I. tract and glue on index cards or some other thicker paper
2.
Attach cards to appropriate section of the G.I. tract.
The esophagus is about 12 inches long.
Food takes 1-7 seconds to travel from the lips through the esophagus to the stomach.
The stomach is about 8 inches long. Food takes an average of
3 hours to move through the stomach, but it can take 1 to 6 hours.
The small intestine is about 20 to 25 feet long. Digested food takes
2 to 10 hours to travel through the length of the small intestine.
The large intestine is about 5 feet long. Digested food takes about 13 hours to move through the large intestine, but can take up to 5 days.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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Bodywalk Classroom Activities small Intestine
Digestive System Model 2
Supplies Needed:
1 adult sized apron (solid color)
24 inches of Velcro strips*
1 whoopee cushion
Scissors
Fabric Glue (to attach non-sticky Velcro) Pencil
4 Markers**
Thread
Needle
1 tube or bottle fabric paint
10-12 inches of 1/4-1/2 inch piping
6 feet cut of 1 inch piping
20-25 feet of 1/2-1 inch piping
Fabric for the pockets***
* if non-sticky velcro is used it will need to be sewn or glued
** 4 different colors - for color coding Velcro
*** Fabric for back apron pocket (any fabric)
Cost: Approximately $6.00
Activity:
1.
Cut fabric to make a pocket on the backside of the apron. Make the pocket the entire length and width of the apron, at least 6-8 inches deep. Sew the pocket on three sides leaving the top open.
Divide the pocket into thirds. Sew one seam so that the pocket is divided into two pockets of 1/3 and 2/3 of original pocket. The pocket on the left should be the largest. These pockets will hold the excess piping for the intestines.
2.
Mark apron where you want to place each organ.
3.
Attach Velcro to each end and the middle of the 10-12 inches of piping and matching the top 2 pieces to the apron for the esophagus.
4.
Cut the whoopee cushion in half leaving the top to be the entrance of the stomach. Attach 2 pieces of Velcro to the inside of the stomach, 1 at the opening to attach the esophagus and 1 inside the flap to attach the small intestine. Attach 3 pieces of Velcro on the back of the cushion and matching pieces to the apron.
5.
Lay the 25-foot piece of piping on lower part of the apron in 3-4 figure 8 shape curves to represent the small intestine. Attach
Velcro to the piping and matching pieces to apron to keep the piping in place. To assemble and disassemble the model more efficiently, color code the Velcro on the apron, with the Velcro on the organs.
6.
Cut 1-2 inch slit on each side of the apron over the pockets. The excess piping for the intestines will go through the slits and can be folded to hide in the pockets.
7.
Write the names of each organ and their length with fabric paint on the apron close to where the organ will be placed.
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences

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What Am I ?
Instructions:
Divide the class into two groups. Ask the question. Have the groups take turns answering the question. If one group misses give the other group the opportunity to provide the correct answer.
1.
I’m the first organ used in digestion. What am I?
___________________________________________
2.
I break food into pieces. What am I?
___________________________________________
3. I mix with food and help to make swallowing easier.
What am I?
___________________________________________
4. I roll the food to the back of your mouth. What am I?
___________________________________________
5. I'm a tube located between the mouth and the stomach. What am I?
___________________________________________
6. Food is mixed up in me. What am I?
___________________________________________
7.
When digestive juices and food are mixed, they make me. What am I?
___________________________________________
8. I am 20 to 25 feet long and work to digest your food.
What am I?
___________________________________________
9. Your body uses me for energy, growth and health once food has been digested. What am I?
___________________________________________
10. The final stage of digestion takes place inside of me.
What am I?
___________________________________________
11. I help maintain body temperature and aid digestion.
What am I?
___________________________________________
12. Your body is not able to digest me. What am I?
_______________________________________
1.
The Mouth
2. Teeth
3. Saliva
4. The Tongue
5. The Esophagus
6. The Stomach
7.
Chyme
8. IThe Small Intestine
9. Nutrients
10. The Large Intestine
11. Water
12. Fiber
Body Walk is a project of the Missouri Governor’s Council on Physical Fitness and Health, administered by University of Missouri Outreach and Extension, College of Human Environmental Sciences, Department of Nutritional Sciences