Art Beyond Sight
INDEPENDENT LIVING AND SOCIAL SKILLS THROUGH THE ARTS A MODEL PROJECT
■ Activity Plan ■
- Activity Plan Overview
- Activity Plan 1: Introduction, Curriculum Overview, Role Play
- Activity Plan 2: The Mechanics of Eating
- Activity Plan 3: The Mechanics of Eating, Part II
- Activity Plan 4: Providing Adaptive Equipment
- Activity Plan 5: Field Trip to the Library
- Activity Plan 6: Setting the Mood – Dining Ambience
- Activity Plan 7: Making Healthy Food Choices – We Are What We Eat!
- Activity Plan 8: Making a Pyramid – and Placing Your New Snacks in its Food Group
- Activity Plan 9: Making Quick and Healthy Means to Go – Lunch Prep
- Activity Plan 10: Let’s Go Shopping!
- Activity Plan 11: Express Yourself
- Activity Plan 12: Share A Meal
- Activity Plan 13: Understanding Place Settings
- Activity Plan 14: Final Event
- Come to the Table Songs by Brian Muni
- Books for Kids
Grade Level: 3rd Grade
Duration: One class of 45 minutes to an hour and 45 minutes
Materials: Newspaper; store circulars; transportation or preparations for a visit to supermarket; approximately $20 for food purchases.
Objectives and Outcomes: Students learn how to plan a meal and then shop for it; to make a visit to a local supermarket, stroll the aisles, gather food into a shopping cart; learn to read and understand displayed labels (unit cost); comparison shop, considering price and nutritional values; handle money at the checkout counter, review money handling strategies; packing and transporting purchases.
- Plan your meal: choose a snack to prepare (fruit salad, s’mores, nachos…)
- Make a list: Could they estimate what the price for the products of the lust would be? Could they estimate price for individual items? Milk? Juice?
- Where to shop? What is your neighborhood store? Where do your groceries come from?
- Walk to the supermarket
- Explain layout of the store. The supermarket is broken up into many sections:
- Meat (usually colder than the rest of the store)
- Bread (also where the cookies, cereals and crackers are kept)
- Vegetables (cold and usually vegetables and fruits have water sprayed on them to keep them fresh; frozen – generally in glass-fronted refrigerator units)
- Buying in bulk and different quantities, why people do it? How prices differ when you buy larger quantities?
- Why there are more than one kind/brand of a specific product…different milk or cereal? This is where reading labels comes handy …or asking the supermarket staff.
- Make small groups and give each an ingredient to purchase.
- Read labels and compare products (price and quality).
- Check out/ packing/ carrying.
Dependant on location and specifics of activity.
Assessment: Active participation in all aspects of class activities
Bibliography: Carle, Teens cook
Come to the Table, Shopping the Sales