Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment for Plan, Shop, Cook & Save; Lesson 3: Saving Money Educator Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome Yes No Comments and/or Changes Welcome participants Goal Sharing Time goal: 10 minutes Anchor Yes No Comments and/or Changes Explain that today s lesson is about how you can save money while shopping for food. Have participants share ways to save money while food shopping. Write ideas on the white board/flip chart Provide Eating Better on a Budget handout. Time goal: 10 minutes Add and Apply Yes No Comments and/or Changes *Distribute Unit Pricing: Compare the Cost worksheet. *Review the ideas shared, add more detail as needed, and offer the following ideas: For cost savings: Use unit pricing to compare prices of similar foods that are different sizes or brands. You can then determine the best buy. Use the Unit Pricing: Compare the cost worksheet. Have participants look at the unit price, compare the two products and select the better buy. Discuss the following:.
Unit pricing is the cost per a standard amount of an item (usually ounces, cups or pounds). Unit pricing compares only the price, not the quality or ingredients. Unit price is often displayed on a sticker on the shelf at the grocery store. Use the Unit Pricing worksheet and call out the price of one ounce of cereal from an 18- ounce package and the price of one ounce from a 6-ounce package. Ask participants to circle the lower unit price. Let participants know that if the unit price is not displayed, you can figure it out. The total price of the product divided by number of units (usually ounces) equals the unit price Discuss buying store brands if the unit price is lower. May cost less than national brands and can be of equal quality. Let participants know they will taste a store and national brand today. Discuss being flexible Change menu ideas based on store specials and sales Discuss using coupons on items that you usually buy to reduce the price. Discuss canned/frozen food Compare prices and number of servings from fresh, canned, and frozen foods to save money Discuss buying vegetables and fruits in their simplest form. Pre-cut, pre-washed, ready to eat, and processed foods are convenient, but often cost more than when purchased in their basic form. Add Yes No Comments and/or Changes Discuss- Shop once a week using meal plan and shopping list: Make list of all food needed for week Stick to list Extra unneeded food costs add up quick Saved on trips to store which cost extra for travel
Pass out the Shopping Cart Comparison handout Ask what they notice about foods in each cart and compare. Highlight single serving versus bulk items, processed vs fresh, and unnecessary items (soda) vs no/lowcost items (water). Discuss shopping when you are not hungry. You will not be tempted to buy foods not on the shopping list. Discuss making shopping a learning experience for children. Ask participants if they bring children to store. Ask participants about challenges they face with children along Discuss how to make shopping with children a positive experience. Plan extra time and involve children in shopping experience Use shopping as opportunity to teach children important skills like sticking to a list and comparing costs Younger children can learn counting. Plan Ahead Discuss --Buy only the amount that can be used before it goes bad: Some items do not last as long as others Buy small amounts to avoid wasting money by throwing food away Freeze and store when possible Discuss buy in bulk when on sale. Discuss growing your own food/start garden Fresh and inexpensive addition to meals 4. Discuss building meals around healthy, lowcost food items. Provide relevant examples of: Protein, Vegetables, Fruit, Grains, and Dairy Time goal: 30 minutes Food Tasting Yes No Comments and/or Changes Invite participants to taste a name brand and a store brand food item.
* Record foods tasted in comment section. (Consider making a snack from food tasting item**) ** Record recipe used in comment section Ask which they liked best (store vs. brand item) and if they can tell the difference between national and store brand. Apply Yes No Comments and/or Changes Pass out Smart Shopping for Veggies & Fruits: 10 Tips handout Ask participants to circle one tip they will try this next week. Time goal: 5 minutes Away Yes No Comments and/or Changes Ask participants what questions they have Distribute My Goal worksheet Ask participants to choose one of the goals to work on before the next class. Remind participants that you will ask a volunteer to share how they did with accomplishing their goal next meeting. Encourage participants to share their learning with their families Offer additional handouts from lesson for participants to take home Time goal: 5 minutes Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well?
2. What challenges did you have? 3. What timing issues did you face? 4. Other (Please add any other remarks or feedback you have) Please contact Maggie Grate at maggie.grate@wsu.edu or at 253-445-4529 if you have any questions about the completion of this form.