1. Grocery Store Flyer Walk

2. FLYER WALK Explore EACH page Identify store Store locations Variety of products Grouping of products Compare flyers of different stores Sale dates

3. Prerequisite Activities Discussion: Different types of stores: grocery stores, pharmacies, department stores, electronic stores Stores in students’ communities Larger stores VS smaller stores

4. Learning Goal I: Students will know and understand the basic food groups.

5. Prior Learning/Expectations Define the main food groups (e.g.: fruits & vegetables, meats, dairy, grains: bread, rice). Discuss foods found in each group. Discuss the recommended number of servings per day from each food group. Explain the nutritional benefit of the food group.

7. ACTIVITY I Group I. Identify the food groups for food items Group II. Identify healthy and unhealthy choices Group III. Identify foods commonly eaten: breakfast, lunch, and dinner. Group IV. Identify snacks, condiments, and beverages Group V. Create 3 meals and 2 snacks of your choice Group VI.Create a list of food and non-food items.

8. Learning Goal II: Students will know and understand ways to shop economically.

9. Prior Learning/Expectations Explain the value of a shopping list. Explain the benefits of using coupons and buying store brands. Explain unit price information for two grocery items. Describe the advantages and disadvantages of buying in bulk. Explain when and where to shop for bargains (e.g., sales, specials, and discounts).

10. ACTIVITY II Group I. Create meals for a day with a budget of $20 Group II. Scavenger Hunt: with pictures or a list, hunt for items beginning with letters: A – L. Group III. Hunt for items beginning with letters: M - Z Group IV. Shop for personal care items: (provide pictures or list) locate items and the cost. Group V.Create a list of items that cost less than $10 Group VI. Create a list of items that cost less than $20 Extended Activities: What is item used for? Who is more likely to use item? When is item used?

11. REMINDERS  Modify activities based on NEEDS of students  Prompt levels reflect student needs  Use pictures with words written out as much as possible  Allow students to complete activities with ONLY the supports needed.  Infused self-determination/self- advocacy skills in the curriculum DAILY