# CTE Resource Center - Verso - Nutrition and Wellness Task 107132971

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Develop a food budget and comparison-shopping strategies.

Definition

Development of a food budget should include
  • listing and determining the factors that influence the amount of money a family spends for food
  • compiling a list of strategies for reducing food expenses
  • identifying criteria used to establish a food budget
  • developing a cost analysis for a menu plan that includes eating in and eating out.
Strategies for comparison food shopping should include
  • listing criteria used for food selection (quality, end use of the product, cost and unit price, nutritional value, skill needed to prepare the product, time needed to prepare the product, ecological impact of use, and storage of the product)
  • comparing places to buy food, including locally available farmers’ markets, grocery stores, discount food suppliers, catalogs, and virtual stores on the internet
  • comparing brands of food products
  • comparing cost of convenience foods to cost of similar foods prepared at home.

Process/Skill Questions

Thinking
  • Why should you be aware of your family’s food budget?
  • What are the consequences of overspending a food budget?
  • Is it possible to eat just as nutritiously with less-expensive foods as with expensive foods? Why or why not?
  • What factors may influence our choice of where we shop?
  • What are the benefits and disadvantages of comparison shopping?
Communication
  • What communication skills are involved in making a budget for food purchases?
  • Where do we acquire our attitudes and beliefs about food shopping?
  • What standards should we set for shopping on a limited budget?
  • What are the effects of advertising and grocery store layout and displays on comparison shopping for food?
  • What criteria are most important to you as you compare food products for purchase? Are the criteria always the same?
  • How do consumers benefit from having many brands from which to choose?
Leadership
  • What is your most effective strategy (or combination of strategies) for saving money when shopping for food?
  • How can we help others determine effective money-saving strategies?
  • What happens when families must choose between shopping for food and another essential, such as medicine or rent?
  • How can comparison-shopping techniques benefit the consumer when shopping for food?
  • How can we use technology to help us compare food products?
  • What leadership skills can we use to make decisions about food purchases?
Management
  • Which money-saving strategies are you most likely to use? Why?
  • Is it difficult to stay within a budget when buying food? Why, or why not?
  • What management strategies can help us avoid impulse purchases at the grocery store?
  • What information do we need in order to use comparison-shopping techniques?
  • What sources of assistance can we access if we have trouble comparing food products?
  • What management skills help us apply our criteria to different types of food products?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Earning

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Parent Practice

 

Protecting

 

Saving

 

Spending

 

The Fit You

 

The Healthy You

 

The Real You

 

The Resilient You

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Check the national website for Skill Events

 

Check the national website for online events

 

Food Innovations

 

Illustrated Talk

 

Life Event Planning

 

National Programs in Action

 

Nutrition and Wellness