Grocery Shopping

Title: Grocery Shopping Teacher: Mary Jane Cruz Grade: 3rd grade

Analyze learners • •

Number of Students: 18 7 Males, 11 Females

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Age Range: 8-9 years old

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Cultural/Ethnic Notes

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Chamoru 60%

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Filipino 25%

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Caucasian 5%

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Micronesian 7%

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African American 3%

Current Knowledge, Prerequisites, and Notes about Learner Attitudes •

Students can compare and contrast money: penny, nickel, dime, quarter, and dollar.

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Students can identify ways of earning, spending, and saving money.

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Prior Knowledge in using Microsoft Excel Spreadsheet

Learning Styles •

Visual

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Auditory 5%

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Kinesthetic 30%

65%

State objectives 1. Students will make predictions on which supermarket will be the cheapest. 2. Students will search for different grocery items and their prices using various newspaper ads on supermarkets with 100% accuracy. 3. Students will list the amount of each item and the total cost in each supermarket using a Microsoft Excel.

4. Students will compare the prices of the grocery items in all three supermarkets and graph it using the Microsoft Excel.

Select instructional methods, media, and materials • • •

Method • Cooperative Group Learning Media • Computer with Microsoft Excel Materials • Newspaper Ads on different Grocery Stores/ Supermarkets • Paper • Pencil • Play money • Grocery Learning Center

Utilize media and materials Introduction Teacher will introduce lesson by having the students learn and sing the song “Shopping Time” “Shopping Time” (Sung to the tune of Farmer in the Dell) A shopping we will go, a shopping we will go. We will buy some vegetables, a shopping we will go. A shopping we will go, a shopping we will go, We will buy some yummy fruits, a shopping we will go. A shopping we will go, a shopping we will go To find the best saving store, a shopping we will go. Exploration Day One • Students will be in 3 groups of 6. Teacher will announce what supermarket each group is assigned to. As a group they will predict which supermarket they believe if a money saver. • Each group will be given newspaper ads of three supermarkets and a shopping list. The students will have to find the items on the list at all three supermarkets. • Students will use Microsoft Excel and create three graphs for each supermarket containing the prices of each grocery and the total amount.

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Students will compare the prices of each grocery item from all three stores using a bar graph.

o Example:

6 4 2 0

Payless Crown Market Island Fresh

Generalization Day Two: As a group students will present their findings. The group will present on: 1. Their prediction 2. The different price ranges and total amounts. 3. The money saving store out of all three. And if prediction was correct.

Application Students will role play grocery shopping. Students will be assigned roles such as cashiers, baggers, manager, shoppers, etc… Teacher will give students play money and go pretend shopping.

Require learner participation Students are given the opportunity to work in groups to find money saving items in different supermarkets. Students are able to cooperate and help each other find the items. Students need to respond to teacher’s questions during the lesson. Role playing will give them an opportunity of experiencing grocery shopping, and gain math and social skills. Teacher will assess students’ performance by observing how they cooperate in groups; data is done correctly, presentation of data, and role playing.

Evaluate and revise Elements Cooperation

Media

Assessment Rubric

Excellent

Contribute consistently and actively to the group discussions Demonstrates mastery over the process of creating graphs from a spreadsheet *Clear purpose and subject;

*Pertinent examples, facts, and/or statistics;

*Conclusions/ideas are supported by

Good

Fair

Contribute to the group discussions

Contribute inconsistently to the group

3 Carries out the creation of graphs from a spreadsheet without significant error *Has some success defining purpose and subject;

Makes significant errors when creating graphs from a spreadsheet *Attempts to define purpose and subject;

*Some examples, facts, and/or statistics support the subject;

*Weak examples, facts, and/or statistics, which do not adequately support the subject;

*Includes some data or evidence which supports

*Includes very thin data or

Lesson Delivery

Role Play

evidence;

conclusions or ideas;

evidence in support of ideas or conclusions;

*Major ideas summarized and audience left with full understanding of presenter's position.

*Major ideas may need to be *May need to refine summary or summarized or audience is left final idea. with vague idea to remember.

Convincing communication of character’s feelings, situation and motives

Competent communication of character’s feelings, situations and motives.

Adequate communication of character’s feelings, situation and motives.