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Grocery Cart In Aisle Let's Go Comparison Shopping
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| Lesson Plan | What Is It? | Unit Pricing | Cost Per Serving | Other $ Savers | References

Angie Pierce
 
Type of Lesson– Multimedia
 
Lesson Plan TitleLet’s Go Comparison Shopping
 
Discipline and Topic
  • Foods, Shopping for Food
  • Topics to be covered are Comparison Shopping, Unit Pricing, Cost Per Serving, Other Money Saving Options
Target Population
  • Grade Level: High School, Grades 9-12
  • Population Characteristics: Designed for a class of 20 or fewer students; ethnically and socioeconomically diverse; multiple ability levels (special education inclusion); understand basic computer operations including a variety of multimedia
  • Lesson Grouping –Individual and Group
Curriculum Links
  • Prior to this, students will have learned about the various influences on food choices, the basics of nutrition and healthily lifestyles, how to plan daily food choices.  They will have also learned about basic kitchen principals such as kitchen and food safety and sanitation, storage of food, kitchen tools and equipment and cooking methods and techniques.  Students will have covered the basics of recipes including reading recipes, measuring ingredients, equivalents, changing a recipe and preparation tasks.  Just prior to this, students will have learned about different types of places shop, how stores are organized, and how to read food labels and understand label language.  Students will have also learned how to use a variety of computer programs and how to navigate the Internet safely and successfully. 
  • After this lesson, students would help set up a time they can share and distribute their digital stories in the community to raise awareness on smart shopping.
  • This unit will serve as a background to learning about consumer skills when shopping for kitchen equipment and tools. 
Objectives:  Students will be able to…
  • explain what comparison shopping is and how to use it effectively
  • differentiate between name, store and generic brands .
  • correctly identify price differences in different food brands, forms and sizes and idenitify reasons why people purchase name brands over store brands.
  • explain what unit pricing is, identify the parts of a unit price tag,  and calculate unit prices of various foods
  • calculate cost per item and cost per serving
  • identify other methods of saving money when grocery shopping by creating a audio podcast and a digital story
Media Literacy Objectives:  Students will be able to…
  • select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
  • model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.
Timing 7 class periods (41 minutes each)
 
Materials
  • Computers with appropriate software installed – one for each student
  • Audio recording and listening equipment
  • Printer with plenty of paper
  • Other materials as necessary based on project (film, video recorder, audio recorder, etc)
Supplemental Materials
  • “Let’s Go Comparison Shopping Web Site Grading Rubric”
  • Copies of the following in case of print failure
  • Name Brands vs. Store Brands worksheet
  • Unit Pricing Practice worksheet
  • Cost per Serving of Cookies worksheet
  • Money Saving Digital Story handout
Scope and Sequence
Day 1:
Teacher will ask students what they remember from the last few weeks (verbally quiz them to generate prior knowledge).  Teacher will ask students to get into groups of four and discuss what shopping entails.  The class will share results and teacher will encourage further discussion.   
Teacher will inform students that they will be learning about comparison shopping by utilizing a web site.  Teacher will introduce students to the Lets Go Comparison Shopping website and give an overview of all the activities, as well as the safe, legal and responsible use of computers.  Teachers will answer any questions. Teacher will have web site address posted for students: http://apierce622.tripod.com/index.html. Teacher will hand out Students will complete Let’s Go Comparison Shopping Web Site Grading Rubric and explain that students are to complete the student section when they complete each activity.  Teacher will instruct students to log onto their computers and begin working.
Students will use self-directed learning to become familiar with the site.  Students will then go to the What Is It? tutorial to learn about comparison shopping.  Students will watch Comparing Brands video, read the Store Brands vs. National Brands article, and look at web sites to identify common brands..  

Day 2:

Students will finish take Comparison Shopping Quiz.  Students will print out and read over the Name Brand vs. Store Brand worksheet (this is due in one week).  Students will read Unit Pricing tutorial to learn about unit pricing and unit price tags.  Students will watch the Computing Unit Prices video.  Students will print out, work on and complete their Unit Pricing Practice handouts.  Students will hand in their handout to the teacher for evaluation. 

Day 3:

Students will read Cost Per Serving tutorial.  Student will print out, complete and hand in the Cost Per Serving of Cookies worksheet.  Student will read over the Other $ Savers page and begin researching ideas for their audio podcast. 

Day 4:
Students will begin typing and editing their audio podcast narration.  Upon completion, students will record their audio podcast and then hand in their written narration along with location and file name of their recording so teacher can post it to podcast.


Days 5-7:

Students will break up into groups of four and begin working on their Money Saving Digital Stories.  Students will continue working until they complete their projects and hand in all materials.  Students will complete Let’s Go Comparison Shopping Web Site Grading Rubric and hand it in. 


Evaluation of Students
See rubric at end of student handout
Students will also complete the rubric to see how they feel they performed (accountability)
 
Evaluation of the Lesson
I will evaluate this lesson on the following criteria: meeting of instructional objectives and positive student responses to lesson. 
Instructional objectives:  I will determine if the instructional objectives are met with this activity through the grades on the rubrics.  If eighty percent of the students achieve an excellent score on their assignments and successfully apply their prior knowledge and experiences, as well as excel on their audio podcasts and digital stories, I will deem the lesson a success.  If scores are lower, I will consider what areas show weakness and consider restructuring them (making directions clearer/easier to understand, redesign website).  I will also consider how well this fit into the upcoming kitchen consumerism unit – if students are not grasping the concepts, we may have to revisit the topics before continuing on.
                                                                                                                                                          
Student response to learning:  I will use my observations of how students reacted to the project as well as student responses during the project to gauge how successful the lesson is.  As I walk around, I will observe how engaged the students are with the project, the levels and areas of difficulty encountered, and their overall motivation to successfully complete the lesson.  If students are on task ninety percent of the time, encounter minimal problems and show enthusiasm towards the project, I will determine the lesson to be successful.  Additionally, if all students can complete the project in the allotted time frame, I will deem the lesson a success.  If time is an issue, I may have the lesson extend into eight or nine days, or allow students to work on the project outside of class (this would be difficult with group project). 
____________________________________________________________________________________________________

Name _________________________________________                                                                       Date _______ Period ______
Foods                                                                                                                                               Shopping for Food
Let’s Go Comparison Shopping Web Site Grading Rubric
Directions: Complete the student part of this rubric to inform me of what you think you deserve for a grade based on the criteria below.   You can receive between 0-6 points for each objective achieved.  Add up the student score amounts and put the sum in the TOTALS box.   
Excellent = 108-126 points; Good = 90-107 points; Needs Improvement = 67-89 points; Poor = 0-66 points
 
Objectives 6 points 4 points 2 points 0 points Student Score Teacher Score
Comparison Shopping Quiz
 
Received 6/6
Can explain what comparison shopping is and how to use it effectively.
Can differentiate between all three brands.
Received 4/6
Can explain what comparison shopping is and how to use it effectively.
Can identify and explain two type of brands.
Received 2/6
Can explain what comparison shopping is or how to use it effectively.
Can identify and explain one type of brand.
Received a 0 or did not do quiz.
Cannot explain what comparison shopping is or how to use it effectively.
Cannot differentiate between name, store and generic brands
   
Name Brand vs. Store Brand worksheet 90% accuracy or better
Can correctly identify price differences in different food brands, forms and sizes.
Identified at least three reasons why people purchase name brands over store brands.
Correctly identified packaging details.
75% accuracy or better
Can correctly identify price differences in different food brands, forms or sizes.
Identified at least two reasons why people purchase name brands over store brands.
Correctly identified packaging details.
60% accuracy or better
Can correctly identify price differences in different food brands, forms or sizes.
Identified at least two reasons why people purchase name brands over store brands.
Correctly identified some packaging details.
59% accuracy or less
Cannot identify price differences in different food brands, forms or sizes.
Identified at one or no reasons why people purchase name brands over store brands.
Cannot identify packaging details.
   
Unit Pricing Practice worksheet Received 4/5 or better
Can explain what unit pricing is, identify all six parts of a unit price tag,  and can accurately calculate unit prices of various foods
 
Received 3/5
Can explain what unit pricing is, identify four parts of a unit price tag,  and calculate unit prices of various foods
 
Received 2/5
Can explain what unit pricing is, identify two parts of a unit price tag,  and somewhat understands how to calculate unit prices of various foods
Received 1/5 or did not complete worksheet.
Cannot explain what unit pricing is, identify one or no parts of a unit price tag,  and cannot calculate unit prices of various foods
   
Cost per Serving of Cookies worksheet Received 15/18 or greater
Can accurately calculate cost per item and cost per serving.
 
Received 13/18 or greater
Understands how to calculate cost per item and cost per serving but still has some difficulty.
Received 11/18 or greater
Vaguely understands how to calculate cost per item and cost per serving.
Received 10/18 or less
Does not understand how to calculate cost per item and cost per serving.
   
Creation of audio podcast Podcast gives at least four ideas for saving money when grocery shopping.
Provided written narration and file location/name.
Well rehearsed – no errors in audio recording.  Excellent voice quality and tone.
Podcast gives at least three ideas for saving money when grocery shopping.
Provided written narration and file location/name.
A few errors in audio recording.  Good voice quality and tone.
Podcast gives at least two ideas for saving money when grocery shopping.
Provided partial written narration and file location/name.  Several errors in audio recording.  Acceptable voice quality and tone.
Podcast gives at one or no ideas for saving money when grocery shopping.
No written narration or file location/name given.  Not rehearsed.  Poor voice quality and tone.
   
Select and use appropriate tools and digital resources to accomplish a variety of tasks and solve problems Chooses correct program to create project in
Appropriately utilizes technology used accurately
Chooses correct program to create project in
Appropriately utilizes most aspects of the technology used accurately
Needs guidance on what program to create project in
Needs strong assistance on utilizing the technology used accurately
Does not choose the correct program to create project in.
Does not know how to utilize technology used accurately.
   
Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.
 
Used the computer responsibly.
Used proper methods of finding and citing sources (cited all sources).
Did not need any assistance/reminders to keep working on project.
 
Used the computer responsibly.
Used proper methods of finding sources.  Neglected to cite one source.
Needs little assistance/reminders to keep working on project.

 
Used the computer somewhat responsibly.
Did not always use proper methods of finding and citing sources (neglected to cite 2 sources).
Needs much assistance/reminders to keep working on project
Did not use the computer responsibly.
Did not use proper methods of finding and citing sources (did not cite any sources).
Needed multiple reminders to continue activity or chooses not to participate in project.
   
Creation of Money Saving Digital Story You can get a possible 84 points on this activity.  Please refer to the Money Saving Digital Story Rubric for specifics    
TOTALS    
FINAL GRADE  /out of 126

Next Steps: At this point, you should proceed to the What Is It


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