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Lesson 2-2:  Where is Glucose in Food

Page history last edited by mariaelizabethbunn@... 5 years ago



Engaging the Student (Entry Task) 

Developing the Ideas--Lesson

Checking for Understanding (exit ticket)

Student Handout 
Teacher/Lesson Notes

90 min 

Entry Task Procedures are found in the full lesson plan, "Part 1 (Engage): Modelling Carbohydrates" and will take 15-30 minutes.



Point out for students some of the questions generated in Lesson 1-1 B that had to do with glucose and how elevated glucose levels play an important role in type 2 diabetes.


Ask students: Where does the glucose in our body come from?


Tell students that today’s lesson asks, “Where is glucose found in food?” and involves a lab activity in which students look for glucose and other sugars in three kinds of milk (regular milk, chocolate milk and lactose-free milk).


First, students are going to create a paper model of simple and complex sugars.



View the full lesson plan here:



Students learn about different types of sugars and perform an experiment with two digestive enzymes to determine whether glucose is present in three types of milk. Students are introduced to Diastix as a method to measure glucose concentrations, and the use of digestive enzymes lactase and sucrase to demonstrate the release of glucose through the breakdown of carbohydrates in foods.


Enduring understanding:

Glucose is the major energy source for most living organisms, through the process of cellular respiration. The food we eat can either be broken down to glucose, a single-ring sugar, or converted to glucose through the action of enzymes.


Essential question:

  • Where is glucose in food and what does it have to do with type 2 diabetes?


Learning objectives

Students will be able to:

    • Determine the presence of glucose in foods that they consume.
    • Model how the enzymes sucrase and lactase act on sugars.


Prerequisite Knowledge

Students should have an understanding of the following terms: enzyme, glucose, digestion, molecule.




This lesson provided by:  Type 2 Diabetes: A complex disease of gene and environment interactions. Copyright 2014 by University of Washington. This curriculum was created by Genome Sciences Education Outreach (GSEO) and is supported by a Science Education Partnership Award (SEPA) from the Office of Research Infrastructure Programs (ORIP) of the National Institutes of Health through Grant Number R25OD010966. Permission is granted to download, reproduce through printing or photocopying, and distribute copies of Type 2 Diabetes: A complex disease of gene and environment interactions for non-commercial, educational purposes only, provided that credit for the source (GSEO and copyright (© 2014 University of Washington) is given.

Entry Task: 

  • Paper
  • Scissors (1/student)
  • Tape (1/group)
  • Colored pencils, turquoise & brown (1/group)


Consumables (per class):

  • 2 Diastix strips for demo 
  • 100 mL 1.0% glucose solution
  • 30 ml  regular milk
  • 30 ml chocolate milk
  • 30 ml lactose-free milk
  • 30 ml 1% sucrose solution
  • 12 ml sucrase enzyme solution
  • 12 ml lactase enzyme solution


Lab Materials (per group):

  • 12 microfuge tubes (1.5 ml):
    • 9 tubes filled with 1 ml of each type of milk (3 tubes per milk type)
    • 1 tube filled with water
    • 1 tube filled with sucrase enzyme solution
    • 1 tube filled with lactase enzyme solution  
  • 9 Diastix glucose test strips
  • 3 plastic pipette (2 ml)
  • Diastix container or glucose concentration color chart, printed in color 
  • 32oC water bath with microfuge tube floats (optional

Ask students:

  1. If you needed quick energy during a soccer game, what sort of food would be best?” 
  2. If you eat an early breakfast, what sort of food might keep you satisfied until lunch?” 
  3.  Why is fiber important to a diet?”



  1. Students might say that foods with simple sugars will provide quicker energy since they are more easily broken down or converted into glucose. Foods like fruit (with the mono-saccharides fructose), milk, soda or candy can increase blood glucose relatively quickly.
  2.   Students might say that foods containing starches such as potatoes or rice will take longer to break down than foods containing mono- and disaccharides, supplying you with a steadier supply of glucose throughout the morning. They may also say that food containing fiber will be broken down more slowly. Students may mention noncarbohydrates, such as fat and proteins, which add to a feeling of fullness. Fats and proteins will be addressed in the next lesson.
  3.  Fiber adds to a feeling of “fullness” after a meal, but does not add calories. It also slows down the rate of sugar ab-sorption by the body.





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