Grocery Store Simulation Activity Guide

Overview
Students will practice spending a set budget to purchase items in a simulated grocery store. They’ll distinguish between needs and wants, collaborate as a team, and record every transaction.

Materials

• Play Money bundles ($10 ×1, $5 ×2, $1 ×5 per team)
• Item Cards with price tags
• Expense Tracker
• Tables or stations for display

Setup (10 minutes)

1. Arrange item cards (with clear price tags) on tables around the room.
2. Prepare play money bundles and place one at each team’s station.
3. Give each group an Expense Tracker.
4. Divide students into teams of 3–4 and assign roles.

Team Roles
• Shopper: Selects items and collects item cards.
• Budget Monitor: Manages play money and checks running budget.
• Recorder: Logs each purchase on the Expense Tracker.
• Timekeeper: Tracks the 10-minute shopping window and gives time updates.

Station Items

Instructions (10 minutes)

1. You have $20.00 total.
2. Buy at least 5 items—including a minimum of 3 needs—but you may choose wants with leftover funds.
3. At each purchase: confirm the price, pay with play money, and have the Recorder log it on the tracker.
4. Work as a team to stay within budget.
5. When time is called, return to your seats with your receipts.

Debrief & Reflection (5 minutes)
Discuss as a whole group:

1. Did your team prioritize needs over wants? Why or why not?
2. Which purchase gave you the most value for its cost?
3. How did collaborating influence your spending choices?
4. If you shopped again, what would you do differently?

Expense Tracker Worksheet

Use this tracker to record each expense, categorize it, and monitor your remaining budget.

Continue on the back if needed.

Needs vs. Wants Debate Discussion

Overview

In this discussion, students will practice distinguishing between needs and wants by debating a variety of everyday items. They’ll learn to justify their decisions, consider other perspectives, and understand how circumstances can shift priorities.

Objectives

• Define and differentiate needs (essentials) vs. wants (non-essentials)
• Use evidence and real-life scenarios to support a position
• Develop respectful debate and active listening skills

Discussion Structure

1. Introduction (2 minutes)
   • Teacher reviews definitions of Need and Want.
   • Emphasize: “Needs keep us safe and healthy; wants make life more enjoyable.”
2. Item Assignment (1 minute)
   • Provide each pair or small group with 2–3 item cards.
   • Items to debate:
     • Toothbrush
     • Smartphone
     • Water bottle
     • Concert ticket
     • Internet access
     • Video game console
     • Bus pass
     • School supplies
3. Pair Debate (5 minutes)
   • Student A argues the item is a Need; Student B argues it’s a Want.
   • After 2 minutes, roles switch and they defend the opposite view.
   • Use these prompts:
     • “What makes this item essential or optional?”
     • “How would life be different without it?”
     • “Could your answer change in another situation?”
4. Whole-Group Share (5 minutes)
   • Each group summarizes one key argument from both sides.
   • Teacher highlights strong justifications and clarifies any misconceptions.

Guiding Questions

• How does this item affect basic survival (food, shelter, safety)?
• Does it support long-term goals (education, work, health)?
• Can you postpone or live without it for a period?
• How might your answer change if income was higher/lower?

Expected Outcomes

• Students accurately classify at least 6 of 8 items.
• Students provide at least two reasons for each classification.
• Students show openness to changing their view when presented with new context.

Reflection Prompt

After the debate, individually answer:
“Which item surprised you the most, and why would you reconsider its classification?”