Fuel Basics: Carbs

Overview

In this lesson, students explore three simple carbohydrates—glucose, fructose, and galactose—by naming examples and describing their main roles in the body. Building on Lesson 2, they connect chemical identity to real-life nutrition.

Learning intentions

Students will be able to:

• Identify simple carbohydrates by name and recognise them as “monosaccharides” (single-sugar units).
• List example foods or sources where glucose, fructose, and galactose can be found.
• Describe the typical function of each carbohydrate in digestion and energy use.
• Use subject vocabulary accurately in a short explanation.

Success criteria

• I can list at least two example sources for each of glucose, fructose, and galactose.
• I can describe one key function for each carbohydrate (e.g., energy, transport in foods, or use in metabolism).
• I can compare the three sugars using a simple table with correct names and functions.
• I can justify my choices using evidence from our notes/reading.

Curriculum links

• Biology (key stage 5): understanding how nutrients are used by the human body, including energy and metabolism.
• Working scientifically skills: using scientific vocabulary, interpreting information, and communicating explanations clearly.
• Health and nutrition awareness: recognising how food components affect bodily processes.

Lesson structure (60 minutes)

1. 0–5 – Starter: “Carb quick-match” Students match sugar names (glucose, fructose, galactose) to three short descriptions on cards. Teacher circulates, listening for vocabulary accuracy.

2. 5–15 – Dyslexia-friendly input: mini-reading stations Students rotate through three short, dyslexia-friendly texts (one per sugar) with high-contrast print and short sentences. Each station includes: (a) two example sources, (b) one main function, (c) a “check it” question.

3. 15–25 – Guided discussion: functions and sources As a class, students create a shared table with three columns (Glucose / Fructose / Galactose) and two rows (Examples / Function). Teacher prompts with questions such as:

• “Where do we commonly find this sugar?”
• “What does the body use it for?”
• “How might the function connect to why it appears in different foods?”

4. 25–35 – Independent task: “Nutrient identity cards” Students produce three cards (one per carbohydrate) or a single combined sheet. Each card must include:

• Name of carbohydrate
• Two food/source examples
• One-sentence function explanation Provide a word bank (e.g., energy, metabolism, transport, single sugar unit) and allow highlighted reading supports.

5. 35–45 – Peer review: “Two stars and a reason” In pairs, students swap tables/cards and check against the success criteria. They write:

• Two strengths
• One improvement question (e.g., “Can you add a second example?” or “Is your function statement specific?”)

6. 45–55 – Assessment check: 60-second explanation Students choose one sugar and deliver a 60-second spoken explanation to the teacher or a partner: name + two sources + function, with correct terminology. Teacher gives immediate feedback focused on clarity and accuracy.

7. 55–60 – Exit ticket: compare and list Students complete an exit ticket with:

• List one example for each sugar
• Write a single comparison sentence (e.g., “Glucose is mainly used for…, whereas fructose is found more in…”) Collect for quick marking.

Resources

• Three short dyslexia-friendly fact sheets (glucose, fructose, galactose) with large font and clear headings
• High-contrast “carb quick-match” cards (name + description)
• Shared board/table template: “Examples” and “Function”
• Student “nutrient identity card” worksheet or blank table
• Coloured pens/highlighters (optional) to separate examples from function statements
• Word bank for scientific vocabulary (monosaccharide, energy, metabolism, digestion/absorption terms)
• Pair review checklist (aligned to success criteria)
• Exit ticket slips

Assessment

• Formative: teacher listens during starter matching and the 60-second explanations for correct vocabulary and functions.
• Formative: peer review checks student work against the table requirements and prompts improvements.
• Summative (lightweight): exit ticket demonstrates each student can list examples and state functions for all three sugars.

Differentiation

• Support: provide sentence starters for function statements (e.g., “Glucose is important because…”), and allow students to use highlighted notes from reading stations.
• Support (reading): offer the fact sheets in a shorter version plus an audio option (teacher reads aloud or recorded audio) to reduce decoding load.
• Extension: advanced learners add a “comparison” row—what changes in the body when each sugar is present, using a careful, non-speculative explanation based on class materials.
• Extension (depth): advanced students write a mini “consumer choice” note: choose one example food and explain which sugar type(s) it contains and why that might matter for energy.
• EAL/SEN: pre-teach key words visually (name cards with pronunciations), allow bilingual support for the word bank, and accept spoken answers before requiring written summaries.

Extension (optional)

Only if you want an extra post-lesson challenge: students can create a one-page “sugar detective” poster comparing where each sugar is commonly found and linking it to energy use in the body.