4- Oh, SNAP


The learner will:

  • Summarize qualifications and purpose of SNAP benefits
  • Evaluate meal plans for nutritional content and cost


  • 14.2.4 Analyze sources of food and nutrition information, including food labels, related to health and wellness.
  • 14.3.1 Apply current dietary guidelines in planning to meet nutrition and wellness needs.
  • 14.3.4 Evaluate policies and practices that impact food security, sustainability, food integrity, and nutrition and wellness of individuals and families.



  • Show slide and ask students: “How much money do you believe it takes to feed nutritious food to one person for one day?” Have them jot down their number.
  • Ask the students to line up in order from least to greatest. Draw conclusions based on student responses. Examples may include:
    • Our class median is ___.
    • The highest number is ____. What kinds of foods can you purchase with that much money?
    • The lowest number is ____. What kinds of foods can your purchase with that much money?
    • This group says less than ____. The cost of lunch in our school’s cafeteria is ____. How much does that leave for breakfast and dinner?
    • Does your number account for snacks? How much would you pay for a snack from a convenience store after school?
  • Reveal the slide that gives the average SNAP benefit at $4 per day (Just Harvest, n.d.). Ask students
    • Reviewing from yesterday, what is SNAP?
    • Based on our estimates, do you believe $4 is enough to provide nutritious food for an adult?


  • Introduce guidelines for a balanced plate with video, How to Create a Healthy Plate (2:45).
  • Explain to students that a recent trend among politicians, business people, and other public figures has been to follow a SNAP budget and report on the challenge. Students will read about them and report back to the class.
  • Number the students by five. Project the slide with links to the various articles. The shortlink displayed will share the presentation with students.
  • Show the next slide with the information for students to share with the class while the students work.
  • Ask for student volunteers to share their findings
  • Discuss results as a class


Evaluate responses to article discussion questions.