Grocery Store Flyer WalkGrocery Store Flyer Walk

FLYER WALK• Explore EACH page • Identify store• Store locations• Variety of products • Grouping of products • Compare flyers of different

stores• Sale dates

Prerequisite Activities

Discussion: • Different types of

stores: grocery stores, pharmacies, department stores, electronic stores

• Stores in students’ communities

• Larger stores VS smaller stores

Learning Goal I:

Students will know and understand the basic

food groups.

Prior Prior Learning/ExpectationsLearning/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.

ACTACTIVIIVITYTY IIGroup 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.

Learning Goal II:

Students will know and understand ways to shop

economically.

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).

ACTACTIVIIVITYTY IIIIGroup I. Create meals for a day with a budget of $20Group 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 - ZGroup 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 $10Group VI. Create a list of items that cost less than $20

Extended Activities: Extended Activities: What is item used for? Who is more likely to use item? When is item used?What is item used for? Who is more likely to use item? When is item used?

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