the students into pairs and give each pair a menu and five dollars.
Designate one student as the cashier and the other as the customer.
their budget of five dollars, have one student order a meal from the menu
provided. The partner will total up their order and make change. Have the
partner create a receipt with the items purchased, the total cost, and the
change received. Then, have the students switch roles.
the class to determine which items were ordered. You may wish to make a
graph depicting the students’ selections. After Round 2, you will poll the
class again regarding their selections.
After both polls have been taken, you can determine in which round the
students made the healthiest selections.
Begin by discussing the contents of each meal
selection. Did students choose food
based on taste, nutrition or cost? It
may be helpful at this point to have a student or students collect data on the
amount of children who purchased food based on the different categories of
taste, nutrition or cost. Ask each child
to report their purchased items and graph the results accordingly using a bar
graph. Continue to ask the students if
they thought that their purchase was healthy and nutritious. Once you have established if each child’s
selection was healthy or unhealthy, ask the students which items on the menu
are nutritious (i.e., salads, fruit cups and meats) and which items on the
menus have few nutrients (i.e., french fries, cookies and ice cream).
the pairs from Round 1 and combine them into groups of four. Each person
still has a budget of five dollars.
However, two members of the group will pretend that they are going
out to lunch. Therefore, they have
the option of sharing items if they choose to do so. The other two group
members are responsible for calculating the cost of the order. Each role should be determined before
starting the next round.
students to make the healthiest meal choices in this round. Some tips
one pair purchases a meal, have the group members switch roles.Following
the activity, poll the class again to see how many people ordered each
item this round. Create a graph of the Round 2 choices. Compare the first
and second round graphs. Using the graphs, have students determine which
round included the healthiest choices.
regular sized meals instead of the extra-large or “super-sized” meals
items with a friend
water instead of pop
a side salad instead of french fries
a fruit cup instead of ice cream, cookies or pie for a sweet dessert
half of your order and take the rest home
Discuss with the class which items were bought the most from
Round 1 to Round 2 and which items were bought the least from Round 1 to Round 2.
Did more students purchase water, fruits, and vegetables in Round 1 or
Round 2? Identify in each round the
amount of water, fruits and vegetables purchased. Explain to the students that it is OK to
order food that does not have a lot of nutrients. But, it is important to try to eat
nutrient-rich food and to stay active so that you are able to concentrate in
school and interact well with others.