Teacher Process

This lesson plan activity should take place over a few weeks, as it will take some time for children to gather the information, analyze the data, develop a meal plan, create a grocery list, reflect on the whole process, and write thank you letters to the manager of Shop Rite.

Lesson 1

Objective:  Introduce students to the Young Consumers Program; develop students' understanding of what grocery shopping will help them learn; set standards and expectations for class as shoppers.

Materials: video of Shop Rite pilot program

Procedure:

1. Explain that fourth grade classes are going to be part of an exciting partnership with the Colalillo Shop Rite grocery store of Greenwich, New Jersey.  All fourth grade classes will participate in a shopping experience that is designed to help make the students better problem solvers and therefore better consumers.  Discuss what a "problem solver" and a "consumer" is.

2. Explain to students that they will be involved in several lessons in school over the next few weeks that will help them become better consumers.  Tell them you will be showing them a video that will give them an idea of what they will be expected to do at the grocery store.  (Show video.)

3. After the video, ask students what they saw happening.  Go over the steps they will be involved in: preparing at school to shop, shopping at the store, problem solving, and explaining at the end how their shopping experience went.

4. Explain to students that their goal will be to purchase exactly $100 worth of groceries (enough for a family of four for four days) within a 45 minute period.  Explain that they will then have 45 minutes to visit several "problem solving stations" set up in the store along the way.  Show students the scoring rubrics (Evaluation). 

5. Comment on the good behavior of students on the pilot program video.  Explain that points for their total score are awarded to students who meet behavior standards.  Ask students what would constitute good behavior in the grocery store.  Explain that students who do not meet the guidelines will be removed from the shopping experience.

6. Ask students what kinds of things they think we might be learning in the next few weeks.  Draw out responses related to nutrition, unit pricing, liquid measure, etc.

7. Ask students to be aware of the different jobs they see people doing at Shop-Rite.

Assessment:  Through discussion, were students able to ask pertinent questions about the shopping experience, give appropriate topics for shopping lessons, and verbalize expectations of the shopping day?

The following traditional lessons outline the process the students will go through via the WebQuest.  These lessons, developed by Sandra Malham, can be used to enhance the process as the teacher sees fit:

Lesson 2: The Food Pyramid

Objective:  Students will develop an understanding of the various food groups that make up the food pyramid and the number of daily servings in each group that constitute a balanced nutritional daily menu.

Materials: a large laminated food pyramid to place on the blackboard that is capable of being drawn on with erasable marker (It should have food group names on it but no number of servings per day.), some laminated pictures of food such as cereal, yogurt, mayonnaise, etc., blank food pyramid on photocopied worksheet.

Procedure:

1. Have large pyramid placed on blackboard.  Intentionally place food pictures on incorrect sections of the board.

2. Ask students what the diagram represents (a food pyramid).  Ask them what is wrong with the pyramid.  Have them take turns realigning the pictures into their proper places.  Discuss why these foods belong in the sections they do.

3. Discuss the number of servings a person should have from each section of the pyramid.  As the students suggest answers, write correct ones on the chart using erasable marker.

4. As a group, put together a one day healthy menu for a family.  As children make suggestions, discuss placement, then write answers on the chart.  Guide them to have enough servings within each category.

5. Divide class into groups of two.  Ask them to make their own one day nutritionally correct menu on the worksheet chart provided.  When students are finished (apx. 15-20 minutes), exchange charts among groups.  Students correct and then challenge menu selections.  Return worksheets to students.

Assessment: Were students able to classify and discuss food groups?  Were students able to develop one day nutrionally correct meals? 

Lesson 3: Fruits and Vegetables

Objective: To make students aware of some of the more unusual fruits and vegetables available for consumption.  (This lesson is also preparation for one of the problem solving stations that will take place at the supermarket.)

Materials: Some common fruits and vegetables as well as some more unusual types the students may not be familiar with such as avocado, kiwi, guava, mango, parsnips, turnips, etc.

Procedure:

1. Remind students that a large portion of the food pyramid is made up of fruits and vegetables.  Challenge them to explain why these items should be a large part of our diet.  Draw out the need for vitamins, fiber, etc.

2. Have students brainstorm various ways fruits and vegetables can be served and incorporated into meals.  Have them think of various ways you could buy them at the market.

3. Display the various vegetables and fruits.  Allow students to note their differences and likenesses.  Explain names and uses for those they may not be familiar with.

4. From a list, allow each student to pick one fruit or vegetable to research for the next day.  They should be able to tell what vitamins and nutrients it contains and why it would be a good part of our diet.  They may also tell how the item could be served.

Assessment: Students should be able to explain nutritional value and use of the fruit or vegetable they selected on the following day.  Students should display an understanding of selections during group discussion.

Lesson 4: Store Map

Objective: Students will use map skills to develop an understanding of the layout of a grocery store and develop the ability to plan a route around the store that will allow them to shop in the most efficient manner.

Materials: Maps of the grocery store in which students will be shopping, markers, list of twenty or twenty five food items, paper

Procedure:

1. Divide students into groups of two.  Give each group a map of the grocery store and time to examine it.

2. Ask students how they would find a particular item on the map.  (Look at index for aisle, then go to that aisle.  Some items are in a particular department and may not have an aisle number.)

3. Give students shopping list.  Students should find the list items on the map and write that name with a little star in colored marker on the map.

4. When all students have finished, go over the lists with them to make sure they have found the correct aisle for the shoping items.

5. Ask students what would be the best way to shop for these items to save time.  They should determine that a list would help them get all the items needed in one aisle and keep them from wasting time moving back and forth in the store.  Ask students to redo their shopping lists to show the most efficient route.  Share one or two with the class.

6. Explain that when our class goes to the grocery store it will be important for them to think about the groceries they wish to buy ahead of time and to plan their shopping trip accordingly so they can finish in the allotted amount of time.

Assessment: Were students able to find aisles for specific food items?  Were students able to plot and follow a better shopping route on their map?

Lesson Five: Measurement

Objective: Students will develop an understanding of the common measures of foot, yard, ounce, cup, pint, quart, gallon, pound, ton, as well as metric measurement of centimeter, meter, kilogram, gram, milliliter, liter, etc.

Materials: Empty containers of various measurement sizes, water, several labels from cans and boxes, ruler, yardstick, meter stick, worksheets

Procedure:

1. Show students various liquid containers.  Ask how may 1/2 pints they think it will take to fill a pint container.  Have a student guess and then let that student demonstrate by filling the containers with water and pouring them into the pint container.  Proceed in the same manner with pints to quart and quarts to gallon.  Write measurement findings on the blackboard.

2. Discuss inches, feet, and yards, as well as centimeters, meters, and kilometers.  Demonstrate units by showing ruler and yardstick as well as meter stick.  Again write findings on the board.

3. Using a graduate, demonstrate milliliters and discuss liters.  Talk about differences between common and metric measurement.  (You could talk about difference between gas sales in Canada-liters- and United States-gallons- and price based on measurement.

4. Pass out cans to groups and ask them to examine the net weight.  Discuss differences between ounces and grams or ounces and liters.  Draw out through discussion that the amount in the can is the same but the method of measurement is different.  Talk about servings listed on the various cans.

5. Distribute measurement worksheet packet to each student.  Ask them to solve sheets either in class or as a homework assignment.  If working in class, you may ask them to work as partners.

6. Go over worksheet pages in class as a group or collect for correction.

Assessment: Were students successful at making measurement equivalent changes on the worksheets?

Lesson 6: Product Labels and Unit Pricing

Objective: To develop the ability to read and understand product labels; to develop an understanding of unit pricing

Materials: Calculators, cans and boxdes displaying nutrition facts, enough photocopies of same labels for whole class to examine together, various shelf unit pricing tags, student worksheet

Procedure:

1. Distribute photocopied labels for class to examine together.  Look at "Nutrition Facts" on the labels.  Note amount in each can and the projected number of servings.  Ask students to note the total calories as well as fat content, cholesterol, sodium, sugars, etc.  Discuss why a consumer might want to know this information.  (Low fat, reduced-salt diets, diabetic concerns, etc.)  Ask why vitamins may be listed.  Discuss what percentages mean.

2. Show information on following page.  (Either make photocopies or use overhead projector.)  Explain that these are examples of unit pricing.

3. Compare "Cheesecake Bites" and the "Golden Layer Cake".  Using calculators, divide the unit price per pound by 16 oz.  (Draw out from children that there are 16 ounces in a pound.)  Then multiply that amount by the real weight of the product.  This will give you the actual price you will pay at the register.  In the case of the two desserts, the price is 20 cents less for the larger package and you are getting almost fifteen ounces more of the product.

4. Using unit pricing, compare the cost of Cheerios to the same size package of house brand, Shop Rite Toasted Oats.

5. Using same process, compare a fifteen ounce box of Shop Rite Toasted Oats to a thirty ounce box of the same product.  The students will discover it is cheaper to buy in bulk, but point out that it is not a bargain if the cereal goes stale or your family gets tired of it and won't finish the box!  This is probably a good time to also point out that at the register, food that is scanned at 3 for $1.00 goes across the scanner at $0.34, $0.33, and $0.33, so if you only buy one can in the group, it will cost the first price of $0.34.

6. Distribute unit pricing tags to students.  Have them use calculators and work in groups of two to discover the price per ounce and then multiply to show final cost.  Go over worksheets in class.  Discuss findings.

Assessment: In going over worksheets, were students able to calculate cost of items?

Lesson 7: Four Day Menu and Shopping List

Objective: To develop the ability to plan a four day menu and a shopping list to take to the grocery store; to review shopping expectations of the students and their expected behavior.  (This lesson should be taught just two to three days before the shopping experience.  It may take several lesson periods or even an entire afternoon.)

Materials: worksheets for a four day menu, store shopping list, map of the store

Procedure:

1. (Teacher should have arbitrarily selected groups of two to be shopping partners at the store.)  Tell the students who their shopping partners will be.  Explain that today they need to plan their shopping list together to reach their shopping goal--that is to purchase four days worth of groceries for exactly $100.

2. Distribute the worksheets for the four day menu.  Remind the children that they need to select food items each day from all of the food groups.  In their groups, have the students plan their menus.

3. When everyone is done, show the students the store shopping list.  Have them transfer their menu items to the list.  All the items are listed by aisle.  Explain how this finished list will help them shop efficiently in the store.

4. Have each group look at their completed list and compare it with the store map.  They should discuss and trace their shopping route with their finger.  Explain that they may need to go back for one or two missed items near the end of their shopping trip, but it is a waste of time to keep going back and forth across the store the entire time they are shopping.  (Teacher should collect finished lists and hold until shopping day.)

5. Explain to students that when they arrive at the store they will be given a calculator, a clipboard, a pencil, their finished list, and a shopping cart.  (Review behavior expectations.  Part of their final score is based on behavior.)

6. Tell students that if they wish to make an "appy", fish or meat purchases they shouls see one of the store clerks in that department to give them a printed price tag instead of handling the item and putting the item in the cart.  (Parent chaperones will be alerted as to how this works.)

7. Students should periodically wirte down their calculator balance in case of malfunction. 

8. Remind students that their goal is to spend exactly $100.  If they go over their budget, they do no receive any points for the shopping part of their score.

9. While the students are shopping, there will be another group of students at problem solving stations set up within the store and manned by parent volunteers.  The students will have 45 minutes to shop and 45 minutes at the problem solving stations.  They will receive points for their score if they are successful.  If another group of students is at the station when they arrive, the second group should move on and then return to that station at a later time.  No group should spend more than about five minutes at any one problem solving station.  Explain that students also receive points for their problem solving ability in their final score.

10. After 45 minutes, all groups who have not checked out will be advised to move to the front of the store to have their order checked out.  Judges will be at the register to assess whether students have purchased a nutritional order and how close they came to the $100 total.  Explain that this will also count as part of the group's total score.

11. Remind students to wait quietly while check out is completed for everyone.  Students should move toward the bus as instructed.

12. Tell students they will be expected to debrief, that is, answer questions from an adult about their shopping experience when they return to school.

13. Tell students that any group that meets their shopping goal will receive a certificate of accomplishment.

14.  Allow times for questions.

Assessment: How successful were various groups at attaining their goal?  See rubrics