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Grocery Store
Built and Funded by Felpausch
Our grocery exhibit comes fully stocked with a
variety of “fresh”, “packaged” and “frozen” products. There is even a
checkout lane complete with a movable conveyor, working scanner and
register. Kids can fill up their carts, restock the shelves and run the
checkout. There will also be games and puzzles relating to the food pyramid
for younger children. Older children will enjoy reading the creative
labeling of food from many cultures showing them where our food comes from.
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Stimulate your imagination and appetite as you explore:
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GROCERY STORE CURRICULUM COMPONENTS
Component I: Categories and Classifications (Primary Level)
Objective:
Students will identify general grocery store items and categorize
specific groceries according to type and use, e.g. food groups, paper
products, laundry products, etc.
Pre-visit Activities:
- Generate lists of products/items found in the home.
- Classify listed products/items that could be found in a
grocery store.
- Categorize grocery store items according to type and use.
Museum Focus:
- Verify category choices (#3 above) by locating product lines
and specific items and match with generated lists. Place sample
category items on checkout conveyor and run through checkout
process, bagging categories together for discussion.
- Generate questions about various classifications of products
and determine appropriate answers (included in docent lesson
plan).
Post-visit Activities:
- Compare generated categories with actual grocery store
shopping experiences.
- Practice categorizing grocery items from random lists with
words and/or pictures.
- Brainstorm "new" products and items and place in appropriate
categories.
Component II: The Food Pyramid (Primary Level)
Objective:
Students will understand the concept of Food Groups and be able to
classify specific foods into the appropriate groups.
Pre-visit Activities:
- Teach/review the concept of Food Groups.
- Practice illustrating the Food Pyramid, using
photographs/drawings of examples of each food group.
- Analyze foods eaten at school according to food group
components. Use school breakfast and lunch, classroom "snacks",
specific "celebration foods".
Museum Activities:
- Identify and locate specific food groups within the museum
grocery store.
- Select an example(s) from each food group, take them through the
checkout process and discuss the choices for accuracy, using the
Food Pyramid display.
- Follow Activity #2, with planned errors, and have students
determine those errors and make corrections.
Post-visit Activities:
- Create individual or small group Food Pyramids, using pictures
and drawings to illustrate examples.
- Analyze grocery store flyers according to food groups
advertised.
- Create food group charts from individual flyers and compare
types of food advertised. among different stores.
- Visit a grocery store and analyze the organization in terms of
food groups.
Component III: Nutritional Choices (Intermediate Level)
Objective:
Students will understand and appreciate the importance of nutrition
in making food choices.
Pre-visit Activities:
- Use Nutrition unit(s) from your existing curriculum.
- Review nutrition unit previously studied.
- Incorporate the following understandings:
- Natural foods
- Food additives
- Nutritional food vs. "junk foods"
- Nutrients, Calories, Fat ingredients and percentages
- Recommended daily allowances
Museum Activities:
- Evaluate nutritional impact of a variety of selected
grocery items.
- Compare the nutritional components among a variety of
brands of similar items.
- Play a nutrition game, determining which of two randomly
selected items has greater nutritional impact. Attempt to
reach consensus, and record items of disagreement for future
research back in the classroom.
Post-visit Activities:
- Evaluate nutritional impact of meals from a variety of
restaurant menus.
- Research items on recorded list from Museum Activity 3.
- Plan and shop for nutritional foods for special class or school
events.
Component IV: Meal Planning (Primary/Intermediate Levels)
Objective:
Students will develop daily/weekly family menus that emphasize
proper nutrition and variety.
Pre-visit Activities:
- Practice categorizing foods into "meal" and "snack" groups.
- Identify foods according to meal type – breakfast, lunch, dinner
– and support choices.
- Prepare a day’s/week’s menu that includes nutritional examples
from the food pyramid.
Museum Activities:
- Review prepared menus ( #3 above) and use them to shop for
selected items, adjusting menus according to availability in the
museum grocery.
Discuss, model and practice the checkout process, including
appropriate bagging techniques to group items appropriately and
ensure safe delivery.
Take selected items through the checkout process and bag them
according to meals.
Conduct a group discussion of menus in terms of nutrition and
variety.
Continue discussion connecting menu items to the food pyramid.
Post-visit Activities:
- Help prepare family menus and assist in shopping.
- Record actual meal menus through writing, drawing, photography,
food containers, and report to the class.
- Prepare a menu and shop for a "class meal". If facilities are
available, prepare the meal as a closure activity.
Component V: Grocery Store Economics (Intermediate Level)
Objective:
Students will demonstrate an understanding of the economics of
grocery shopping through budgeting and comparative shopping.
Pre-visit Activities:
- Create a budget for a day’s or week’s grocery shopping.
- Practice grocery list preparation and "shopping" from grocery
store advertisement flyers, using the budget(s) created in #1.
- Use a variety of grocery store flyers to determine the "best
deals" on similar items.
- Generate a grocery items list for grocery shopping at the museum
and plan an appropriate budget.
Museum Activities:
- Shop for items on prepared list.
- Maintain pre-determined budget while shopping and adjust list as
needed.
- Take selected items through the checkout process.
- Evaluate success of shopping experience in terms of selected
items and budget.
Post-visit Activities:
- Use skills practiced in pre-visit and museum activities to help
with family grocery shopping.
Component VI: Careers and Role-Play (Primary/Intermediate
Levels)
Objective:
Students will understand the various roles and duties within a
grocery store setting.
Pre-visit Activities:
- Generate a list of grocery store jobs.
- Invite grocery store manager as guest speaker to discuss roles
and responsibilities.
- Review jobs and responsibilities.
Museum Activities:
- Role-play grocery store jobs and duties.
- Evaluate roles played through group discussion.
Post-visit Activities:
- Partner with local grocery stores for students to "shadow"
specific grocery store workers.
- Journal information learned and report back to class. Include
visual aids if possible – photographs, videos.
- Compare similar jobs shadowed from different stores.
- Write letters of appreciation to stores that provided shadowing
opportunities.
Component VII – Curriculum Extension Simulated Ethnic Festival Planning
(Primary/Intermediate Levels)
Objective:
Students will recognize examples of foods characteristic of various
ethnic population groupings and organize those foods into meals
representing those ethnic groupings, while creating an "Ethnic Food
Festival".
Pre-visit Activities:
- Discuss the concept of "festival" as a large social gathering
and celebration with a specific theme focus, often including music,
dance and food related to that theme.
- Brainstorm list of possible festival theme topics.
- Discuss the concept of "ethnic grouping" in terms of cultural,
racial, national origin similarities among people.
- Brainstorm list of specific ethnic groupings, including reasons
for determining specific groups.
- Discuss the concept of "ethnic festival" as a social gathering
within/among a variety of divergent cultural groups and a sharing of
their diversity in terms of music, dance and, in this case
specifically, examples of foods.
- Brainstorm ideas for creating a simulated ethnic festival within
your community including
- Process for obtaining permission to hold a festival
- Sample letter writing to appropriate local officials
- Determining media involvement for festival advertising
- Determining committees needed to organize and run a festival
- Budget requirements, including sources for funding
- Generate list of contributors for materials, equipment, food,
etc.
- Determine specific ethnic groups to be focus of the festival,
based on the demographics of your community.
- Determine types of food unique to each selected ethnic group.
Museum Activities:
- Conduct a search through the grocery store for examples of
specific ethnic foods, determining the specific ethnic group(s)
associated with each food item identified.
- Divide selected items into specific ethnic meal groupings, and
take selected foods through the checkout process, bagging items by
individual ethnic groups.
- Evaluate choices by examining and explaining contents of each
"ethnic bag".
Post-visit Activities:
- Plan an actual ethnic food festival for your class/grade/school.
- Create advertising with posters, school announcements, school
newsletters, etc.
- Invite local/school officials, parents, community members,
contributors, etc. to attend the festival.
- Celebrate the diversity of your community and enjoy what you
have created!
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