| LU Title: Supermarket Smarts | Author(s): Jerry Aiken |
| Grade Level: 9-12 | School : Parishville-Hopkinton Central School |
| Topic/Subject Area: Social Studies | Address: PO Box 187 Parishville, NY 13672 |
| Email: jaiken@mum.neric.org | Phone/Fax: 315-265-4642 |
OVERVIEW
This is a one week unit for a high school economics course that combines math and technical skills to reach an economic conclusion. The unit divides the class into several fact finding groups that will eventually combine their data to reach conclusions. The projects will be presented in a way that future classes can extend and refine the project. The assessment will be through rubric form.
CONTENT KNOWLEDGE
Declarative:
Students will conclude:
( same store in different locations may have price differences due to target
population and competition)
( consumers must be aware of seasonal price fluctuations)
Students will define and describe the basic economic fundamentals
( (i.e. opp. Cost, scarcity, supply and demand)
Procedural
Students will travel to stores with a prepared shopping list
Students will price items on the list using the unit pricing system
Students will enter the prices on a spread sheet
Students will create graphs using computer program
Students will create a Power Point presentation comparing total cost of stores and a menu cost
Students will give an oral presentation of information obtained through class work and shopping trip
ESSENTIAL QUESTION
Why should a consumer make informed choices?
How does a consumer make informed choices?
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)
Standard Four: Economics: Performance Indicators
2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
Students:
Identify, locate and evaluate information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources
use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy; organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about economic questions, issues, and problems
apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position
present economic information and conclusions in different formats, including graphic representation, computer models, research reports, and oral presentations.
INITIATING ACTIVITY
Discussing parents food bill
LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.
List places parents shop for food
Brain storm why parents select that particular store
location (near work, other stores)
price of goods
availability of other services (pay telephone, light bill)
distance from home
amount of time to shop
others
Brainstorm a basic shopping list or hand out a shopping list
stress the importance of exact amounts and brand names
discuss what to do if brand name and exact amount is not available in store
Students shop on own time (outside of school)
Explain and demonstrate the use of a graphing software program
using the available software produce
list of food and prices for selected store
include the total cost of food
generate a graph comparing the total cost of food with other stores
generate a graph comparing the cost of food at the selected store over a
period of time
( this may only be done if total cost is available for more than one time)
generate a graph comparing the total cost of food with other stores
introduce power point
produce a program that would include any pertinent facts students
obtained from shopping and a sample menu with cost for that menu.
CULMINATING PERFORMANCE
Student will present orally their findings, observations and conclusions in an oral presentation using a power point to illustrate.
Supermarket Smarts Rubric
|
Requirements |
points |
Points earned by student |
|
Went shopping- found correct prices Downloads shopping list Accurately transferred list to spreadsheet Developed attractive Power Point presentation comparing their store to other stores Developed original menu in a creative manner on Power Point slide Clearly presented an accurate conclusion |
10 points __________ |
|
|
Went shopping- found correct prices Downloads shopping list Transferred list to spreadsheet with few errors Developed attractive Power Point presentation comparing their store to other stores Developed original menu in a creative manner on Power Point slide Clearly presented an accurate conclusion |
8 points __________ |
|
|
Went shopping- found correct prices Downloads shopping list Accurately transferred list to spreadsheet Developed a Power Point presentation comparing their store to other stores Developed original menu on Power Point slide |
6 points __________ |
|
|
Went shopping- found correct prices Transferred list to spreadsheet with few errors Developed Power Point presentation comparing their store to other stores Developed original menu on Power Point slide |
4 points __________ |
|
|
Went shopping- found incorrect prices Transferred list to spreadsheet with few errors Developed a Power Point presentation comparing their store to other stores Developed original menu on Power Point slide |
2 points __________ |
|
|
Went shopping- found incorrect prices Transferred list to spreadsheet with few errors Developed a Power Point presentation comparing their store to other stores Did not complete original menu |
1 points __________ |
|
|
Did not go shopping Did not transfer list to spreadsheet Did not develop Power Point presentation comparing their store to other stores Did not develop a menu |
0 points __________ |
PRE-REQUISITE SKILLS
Students will be able to:
gather data
use graphing skills ( computerized and non-computerized)
utilize general knowledge of: computer use, graphing skills, and power point
MODIFICATIONS
None
UNIT SCHEDULE/TIME PLAN
Classroom Minutes - 15 minute introduction
74 minute presentations
Computer Room - 148 minutes
(Power point program and a graphing software program)
Outside of Classroom - 60 minutes not including travel time
(Shopping)
Teacher Time - 30 minutes choosing menu (60 items)
Time of Year - Some items are seasonal and prices fluctuate
Attachments: Shopping List
TECHNOLOGY USE
Power Point
Excel
Basic word processing skills
Teacher Note:
The first time this lesson is taught you may select to hand out a shopping list you have created or have the students create a shopping list based on what foods their families generally purchase. After the initial time this is taught the findings can be kept and made available to future classes to allow the students to compare prices of the same food over a period of time.
An idea that would be fun, interesting and educational, would be to contact your Home Economics teacher and suggest your classes work together. While your students are out pricing food have each student purchase one can of vegetables, store brand as well as a noted brand of the same vegetable. Then have the Home Economics class heat the vegetables and as a class assignment compare the vegetable.
Rubric for comparing the vegetable:
|
1 Excellent |
2 |
3 average |
4 |
5 poor |
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color |
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taste |
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firmness |
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uniformity |
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cost |
Which vegetable would you purchase for your family and why?
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