[Food & Nutrition II]

Budgeting & Consumerism

Overview:
Students will have the opportunity to practice consumerism and budgeting skills in relation to food. They will practice these skills by participating in role-play scenarios that they write themselves.

[9-12] [Week 10, Day 4]

Teaching Materials:
! ! White board marker. Shelves, with mock grocery story items. (Empty cereal boxes, etc.)

Standards/Objectives:
! Standard 6, Objective 10- Psychomotor Level 4, Cognitive Level 1 Students will practice consumerism and budgeting skills related to food.

Introduction/Set Induction (3 Minutes):

Students will enter a classroom that looks a lot different. The chairs will be moved and set up to a more theater like setting, shelves of food will be at the front of the classroom. Students will be asked to write down their favorite prepackaged grocery store food item, and a brief description of the packaging, whether or not it is a national or store brand, and an estimated guess of how much it costs.

Transition (1 Minute):
I will ask the students to put away their bell ringers, and get out their notes from yesterdays class session. They will need these today as we begin into our role-plays.

Lesson Body (46 Minutes): (Role-Play):

PHASE 1: Warm Up the Group (6 Minutes): Students will pair up in groups of two and use grocery store adds to create a food budget and meal plan for each meal for one day. They will incorporate/apply this budgeting knowledge into their role play scenarios.

PHASE 2: Select Participants (2 Minutes): Analyze the roles. Select role players. Identify roles of students. o Shopper (consumer)

[Budgeting & Consumerism]

o o

Store Clerk Observer

PHASE 3: Set the Stage (15 Minutes): Set line of action. Restate roles. Get inside the problem situation. Allow students time to work in their role-play groups to discuss how they are going to apply the shopping techniques, advertising techniques, and other discussion topics into their role-play. Restate roles and problems, state expectation for role-play.

Transition (2 Minutes):
Two groups of two will come together to form groups of four. Once in groups of four the students will create their scenarios that they will use for their role-plays. They will have to use two of the issues presented to the class in our class the day before.

PHASE 4: Prepare the Observers (2 Minutes): Observers should be looking for the issues we discussed in class the day before. Each observer will write down the issue as they see them come into the scenario. PHASE 5: Enact (20 Minutes): Lights! Camera! Action! Students will now participate in their role play!

Summary/Closure (5 Minutes): Assessment/Evaluation:

PHASE 6: Discuss and evaluate (5 Minutes): Review what was discussed at the beginning of class based and how the consumer issues were met in the role play.

[Budgeting & Consumerism]