Let's go shopping!

Introduction

You are part of a group that has been chosen to help a family that is new to our area. The family has moved from a country that you are currently studying about in Social Studies class. You and your group will help the family by creating a seven day dinner menu based on their cultural food tastes and create a grocery list from your menu for the family. You will research several grocery stores to see which store has the best prices (unit rates) for each item on your list and the best overall prices for the total cost of all the groceries. You will compare the overall costs and then share the information with the family. Your group will have a budget to work with and you must not go over the budget!

Good Luck!!

Task

Your group will:

create a seven day dinner menu from the culture of the family chosen
create a grocery list from the menu created
research several stores for costs of individual items (unit rates)
fill in the spreadsheet for each store
figure out the total cost fro each store
determine which is the best and create a presentation for the family

The skills used to complete this project will be skills you will use as you get older. You will need to know how to shop for the great deals to help you save money when you move out on your own! This project will help you to see how to work with a budget and shop for deals.

Process

Step 1: Introduce the project, showing the students the webquest page and how to navigate. Show examples of completed projects to help show expectations. Select groups/partners and select the family.

Step 2: Students will use the websites provided to research the foods of their family’s culture. They will create a menu of dinners for a week (seven days) and create a grocery list for the family. The templates for these are in the webquest. More templates can be found at https://www.freeprintablegrocerylist.com/.

Latin America

https://lavidacomida.com/note-latin-american-cuisine/

www.foodnetwork.com/recipes/articles/latin-american-cooking

Europe

http://travelfoodanddrink.com/europe/

http://easterneuropeancuisine.com/category/recipes/main-course/

Australia

http://www.movingtoaustralia.com.au/australian-culture/moving-to-australia-australian-food/

https://www.gourmettraveller.com.au/recipes/recipe-collections/classic-australian-recipes-14981

Canada

http://www.thecanadaguide.com/symbols/foods/

https://www.allrecipes.com/recipes/733/world-cuisine/canadian/

Step 3: Students will then choose two local grocery stores and go to their websites (provided). The students will fill in the spreadsheet that will be made available to them as a google doc with the prices from each store for each item on their lists.

www.publix.com/

https://www.ingles-markets.com/

https://www.kroger.com/

https://www.sprouts.com/store/ga/cumming/cumming/

Step 4: Students will find the unit rates of each item and compare the prices of each store. They will total the cost of groceries for each store and compare which one offers the best deals while trying to stay within the budget provided. (Spreadsheet will be found on google classroom)

Step 5: Students will create a presentation (slideshow) to share with the class and their parents. They will summarize what they have learned by answering questions in a google doc. They will also create a brochure and a menu to go with the presentation. If there are students that need more time, the other students can research an additional grocery store.

Evaluation

6th Grade Math

Let's Go Shopping!

Name: ________________________

Teacher: K Dalton

Date Submitted: ____________

Title of Work: ___________________

Criteria

Points

	4	3	2	1
Introduction	All questions were answered completely and rationales for the answers wereclearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.	All questions were notanswered completely.	____
Task	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	____
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product.	The team worked well together, but could have utilized each other's skills to a better degree.	The team had problems working together. Little collaboration occurred.	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration.	____
Process: Originality	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.	The ideas expressed by the body of work demonstrate a low degree of originality.	There were no original ideas expressed in this project.
Grammar, Format , and Spelling	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had 1 error related to either grammar, spelling, and formatting errors.	The final body of work had 3-5 grammar, spelling, and formatting errors.	The final body of work had major grammar, spelling, and formatting errors.
				Total---->	____

Conclusion

The students will complete their presentation and complete a survey that will be available to them through google classroom. The survey will consist of questions that they will answer about the project: how they felt about the project, was it applicable, how do they feel about the results, etc.

Credits