Lesson Plan Title:

Date: March 21, 2018

Subject: ELA Financial Literacy Grade:

Topic: Grocery Shopping Essential Question: How can we use flyers and a limited
budget to effectively grocery shop?

Materials: Grocery Flyers (x4) (These can be from different stores), Calculator, Erasers, Pencils,

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students should have a basic understanding of money and how to read money. Students should be able to add
small amounts of money together. Students should be able to identify prices with pictures.
By the end of the lesson students should be able to make a meal plan from flyers and assess what those foods
will cost. Students should see that food can be used for multiple meals (Ie. Leftovers, a loaf of bread, package
of chicken breast, etc.).

Broad Areas of Learning:

Building Engaged Citizens: Students are learning about grocery shopping and will see the benefit of
understanding different prices. By becoming better grocery shoppers the students will be able to make more
educated financial decisions with their groceries.
Becoming Life Long Learners: Students will see the need of learning new things in order to become more
efficient with their money. This learning will give them extra opportunities to see the need to learn more about
finances and their ability to see flyers, picking out what they need from them.

Cross-Curricular Competencies:
Students will be using math to add up their groceries to find a total bill. Students will have to read the flyers in
order to determine what food they want to buy. Students will develop understanding of a healthy eating
lifestyle which is also found in wellness classes.

Outcome(s):
Make a meal plan
Shop on a fixed budget
Add small decimal numbers together to calculate a total

PGP Goals:
2.2 Proficiency in language of instruction
3.2 The ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical, and spiritual
beings.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

During the lesson the students have opportunities to show their learning through the class activity. By going
over vocabulary words and ensuring their understanding students will be able to explain the activity they are
doing and the importance of it. The teacher will sit with students and work on seeing what meal they are
trying to prepare and which groceries they will need.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (5 minutes)

“Today we will be looking at food. What are some of the favourite foods you have had? What is a meal that
you look forward to? One of my favourite meals, that is also very cheap, is grilled cheese sandwiches and
tomato soup. It is just butter, bread, and cheese, and tomato soup (Usually taken from a can). This is a meal
that I enjoy and is very cheap to make. What kind of food do you have when your family comes together? How
did you get food in your own counties?

Main Procedures/Strategies:

Hand each pair of students resource 4 and a set of flyers (These flyers can be from different stores to have a
wide variety)

Step 1: Go through some vocabulary words that will be used in the lesson: Flyers, Discount, Expiry date, meal
plan, per pound. (Write this on the white board or the poster board). Ask if the students have any words they
have come across in their own grocery shopping.

After going through the vocabulary hand out resource 4 to each pair of students.

Step 2:

In pairs, have the students create a meal that they would like to eat. This meal should have healthy
components to it (ie. Vegetable, protein, fruit etc.). They can choose which foods to use from the flyers. Ask
the students to circle the prices of the food they want. At the end of the flyer, have the students right down
on resource 4 which foods they wanted and which foods were on sale. If they wanted to buy eggs at full price
let them know the price. If a food is not on the flyer that the students want they can ask the teacher to look it
up.

Step 3:

After students right down the prices for their groceries they will add them up to see what the total cost of the
meal is. Are there groceries that can be used for more than one meal? Can you buy groceries in bigger
quantities to reduce the price of each item? If I bought a 5 pound box of chicken for $20 would it be cheaper
than a 3 pound box for $10. Students can make meal plans for the rest of the day using items from the flyers.
(At this point having a recipe made from the flyers would be good). Have the students finish creating meal
plans for the remainder of the day. Focus on Breakfast, Lunch, and Dinner, and leave

Taco Salad (Items found in the flyers)

Peppers $2.99/pound

Tomatoes $1.99/pound

Cabbage 79 cents/pound

Regular Ground Beed $3.98/Pound

Doritos $3.50

Adaptations/Differentiation:

Different flyers can be used from different stores to show prices can change from each store. Stores putting
ethnic foods on sale can be used to find foods more suitable for different countries. Students can find a recipe
online and see if they can create it using the items on sale.

Closing of lesson: (5 Minutes)

“We see that we can create a meal for a certain price. Do groceries seem expensive? Is it easier to join with
other people to buy groceries? Why were certain foods better than other foods? Which foods are ones that
are okay to buy all the time? Some of the time? On special occasions? Have the discussion with the students
to end the lesson.

Personal Reflection:

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)