Sharing Meal Planning and Budgeting Strategies With Families

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Nutrition and Wellness

  Course Title: Nutrition and Wellness

  Course Number: 8500355

  Career Cluster: Hospitality & Tourism

  CIP Number: 09200117PA

  Course Type: Non-Career Preparatory

  CTE Standard(s) or benchmarks:

  03.01 Use comparative shopping techniques to determine the best value for the food dollar.

  06.04 Identify meal-planning strategies for families with busy schedules.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Dining Out Dilemma: How to Meal Plan and Budget for Busy Families.” See CPALMS resource ID# 210217. This is part 2 of a 2-part lesson, it should be completed after lesson one, “Meal Planning and Budgeting for Families.” See CPALMS resource ID # 210609.

• Career Connection

  
  

  In this lesson students will use career building skills such as collaboration in creating a presentation for the purpose of explaining meal planning, budgeting, and comparative shopping techniques. The students will practice communication skills their group to ensure that their presentation is clearly organized and easily understood by audiences.

• Learning Objectives

  
  

  Students will be able to:

  • Create a digital presentation with clear ideas and perspective on budgeting, meal. planning and comparative shopping tools and techniques.
  • Collaborate with a group to deliver a presentation.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Working collaboratively.
  • Use varied online resources to locate information.

• Guiding Questions

  
  
  • Why might it be important to budget weekly and monthly meals?
  • What are some digital tools that people can use to help manage their money?
  • What are the financial effects of not having a monthly spending plan?

• Procedure

  
  
  1. To introduce the lesson the teacher can review the guiding question, “Why might it be important to budget weekly and monthly meals?” and “What are the financial effects of not having a monthly spending plan?”
     • The students can then share their thoughts as a whole group or share with another small group.
     • Students can review their previously completed research graphic organizer (see Teacher Notes) from the first lesson of this two-part series.
  2. Teacher can redistribute the case study, “Dining Out Dilemma: How to Meal Plan and Budget for Busy Families” (see CPALMS resource ID #210609) and the student research graphic organizers, allow students time to review the scenario and discuss prior research.
     • Ask students to compare how the information in their research graphic organizer can be used to help the family in the case study.
  3. Once students have reviewed the case study and their research within their groups, teacher can pose the following discussion questions which can be projected onto a board. These can be discussed whole group. Students should be reminded that the guided questions are meant to help them create their presentations.
     • What budgeting strategies would be most beneficial for this family?
     • How will you present the budgeting, meal planning and comparative shopping techniques that you’ve researched in a way that is easy to understand?
     • How can you make this presentation appealing to your audience?
     • What is a logical and clear way to organize your research for your presentation?
  4. Teacher will explain that the students will create a digital presentation that includes all their research conducted in the first lesson of this series. Students should refer to their Research Graphic Organizer.
     • Teacher can share the PPT template with students (see attachments).
     • Teacher will explain that each research category must be represented in their presentation with a written explanation that summarizes their research. The topics are the purpose of meal planning, meal planning strategies, budgeting tools, meal planning tools, comparative shopping techniques and a blank category for any other important information that they feel would benefit this presentation.
     • Students will also be asked to include a slide with online links that families can use to digitally budget, meal plan or use to comparatively shop.
  5. After the teacher has reviewed the components of the PPT with students, they can be move into their small groups to begin working on the presentation.
  6. Teacher can monitor student progress and address any questions by circulating around the room.
  7. As a closure of this lesson, groups will share their presentations with another group.
     • While students are listening to a group present, they will fill out a peer-review form (see attachments) assessing the other groups presentation.
  8. Once all groups have shared their information, the teacher can allow students time to discuss the peer-review sheets with their groups to provide students time to give and receive feedback.
  9. As a final closure to the lesson, the teacher can have students write a short summary of their thoughts on meal planning, either typed or written. Students will be given a prompt to write their final thoughts. The following guiding question can be projected onto a board: Describe what you have learned about budgeting and meal planning and your thoughts about the concepts.

• Teacher Notes

  
  
  • Prior to completing this lesson, see CPALMS Resource ID #210609 for lesson one of this series, “Meal Planning and Budgeting for Families.”
  • This lesson can be completed over 2 classes if necessary.

• Optional

  
  

  Formative Assessment Ideas:

  • Points can be given to the PPT presentation to be used as a grade or as a formative assessment on student understanding of meal planning, comparative shopping techniques, and budgeting.
  • The final written summary can be used as formative assessment or grade for student understanding of meal planning, comparative shopping techniques, and budgeting.

  Extension Ideas:

  • Students can present their PPTs to other classes such a culinary arts, finance, or early childhood education.