Author:
Deanna
Subject:
Family and Consumer Sciences Education
Material Type:
Lesson
Level:
Middle School
Tags:
  • Lesson Plan
  • utah-mac-lesson
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Food Face Off

    Food Face Off

    Overview

    This lesson uses entreprenurial skills to create an in demand food business based on student data.

    This lesson can be used as a part of many different units or projects to help sutdents conduct market research to guide their decision making.

    This lesson takes aproximately 1/2 class period (40 minutes).

    Summary

    This lesson uses entreprenurial skills to create an in demand food business based on student data.

    This lesson can be used as a part of many different units or projects to help sutdents conduct market research to guide their decision making.

    • Time frame: This lesson takes aproximately 1/2 class period (40 minutes).
    • Format Face to Face
    • Author: Deanna Wilson

     

    Background for Teachers

     

    • To teach this lesson, you will need an understanding of market reasearch, and either 'numbers' 'googlesheets' or 'excel'

    This lesson uses Utah standars for FCS Exploration Strand 4 Standard 2.2 Conduct and analyze a market survey. 

    Step 1 - Goals and Outcomes

    Step 1 Goals and Outcomes

     

    Learning Intentions:

    • Students will be able to collect and analyze market data

    Success Criteria:

    • Students will conduct a market survey to determine the best food to sell in a food truck.

     

    Step 2 - Planning Instruction

    Step 2 Planning Instruction

    Student Background Knowledge

    • Prior to this lesson, students will need to have an understanding of foods commonly sold in food trucks, working 'numbers', 'googlesheets' or 'excel'

    Strategies for Diverse Learners

    Consider meeting the needs of diverse learners by: organizing groups purposfully, giving students a list of options of food truck items, requireing more or less data from students.

    Step 3 - Instruction

    Step 3 Instruction

    Before class write the success criteria on the board:

    Bell question/Starter: What is the best food truck you have ever been to? If you haven't been to many food trucks what do you think would make the best food truck?

    • Strategy: Think, pair, share

    Introduction: Today we will be collecting data to inform our decision of what products to create for our mock food trucks.

    Task 1: As a group complete the brainstorming and market survey worksheet.

    Worksheet attached

    Task 2: Organize your data as a chart and graph on 'numbers' 'excel' or 'googlesheets'. Use your data to choose what item you will create for our mock food trucks.

    Example Attached

    Task 3: Present your findings to your teacher. Present your chosen product and show the data that supports why that product should be chosen.

    Step 4 - Assessments

    Step 4 Assessments

    Students will be assessed based off of Task 3: Present your findings to your teacher. Present your chosen product and show the data that supports why that product should be chosen.

     

    Presentation rubric:

    Category

    Not proficient

    Proficient

    Conducting market research

    Survey data was made up or incomplete

    Data was accurate and complete

    Using market research

    Students did not use the data to justify their decision

    Students used market research data to justify their decision