Lesson Assessment Tool for Show Me Nutrition: Grade 3 Lesson 7: The Truth About Advertising. Educator(s) Name (s): Sub-Contractor:

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1 Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for Show Me Nutrition: Grade 3 Lesson 7: The Truth About Advertising Educator Self-Assessment Supervisor Assessment Fidelity Team Assessment Educator(s) Name (s): Sub-Contractor: Region: County: Date of Lesson: Start Time: End Time: Program Setting (classroom/grade, food bank, clinic etc.): Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was taught. Welcome & Review Yes No Comments and/or Changes Welcome participants and review lesson 6. What are the different parts of the digestive system? Why does the body digest food? Why do we want to listen to body cues? Time: Not Specified Core Activity Yes No Comments and/or Changes Who, what, when, where, why and how of advertising Although we may not think a lot about the advertisements we see and hear, advertisers put a lot of time, thought and money into making them. What is advertising? Why do companies advertise? Tell students about the many different kinds of advertisements found in different places. Provide examples. Have students work with a partner for a few minutes to write down all the different kinds of advertising. Include all of the examples from the list if students don t mention them.

2 One of the first things advertisers think about is who will buy this product or service? That group is called the target group. Usually the target group has something in common (age, likes to shop at the same stores, watches the same TV show, etc.). Advertisers make advertisements that a target group of people will like and pay attention to. Next, advertisers place the ads in magazines, commercials and other places that the target group will see. Explain the activity to students and that this activity will show that there are different target groups within their classroom. Read the statements in the lesson and have students stand if a statement describes them. Have students notice how the target group changes with each statement. Could you all stand up at the same time? Did you all like the same things? Explain to students: Advertisers create advertisements for target groups because the ads work better than ads that try to appeal to everyone. Once the target audience has been decided, advertisers use certain tactics or tools to appeal to those groups. Have a discussion about the five advertising tactics including: bandwagon, exaggeration, testimonial, famous person, and emotional appeal. Have students share examples of advertisements using each tactic. Comprehension check: Ask students to take a few minutes and discuss with a partner the advertisement that really gets their attention. Share answers to some of the following questions. What is the product or service? Who is the target audience?

3 Where and when did you see the advertisement? Why does it appeal to you? Which tactic did they use? How do you react to the ad? How do the advertisers want you to react to the ad? Discuss. Do students react to the ad the way the advertisers want them to? Why or why not? Ask class, as a result of this lesson, how differently are you going to look at ads? Time: minutes Core Activity Yes No Comments and/or Changes Advertising and self-image What is advertising? Note that an advertisement is an announcement designed to get people s attention. The purpose of an advertisement is to persuade people to: buy a product, support something, or feel a certain way about ourselves/others. Advertising surrounds us in many parts of our lives. Some forms of advertising, like commercials on TV or the radio and advertisements in magazines, on billiards and on posers are designed to make us think of ourselves in a certain way. What is self-image? Lead a discussion about what self-image means, and how actions, thoughts, and beliefs are an important part. Companies design advertisements to make us feel like we must buy and use their products to be pretty or handsome, popular, smart, thin, strong, healthy or part of a group. Provide specific examples such as drinking sports drinks to be great at a sport.

4 Can students think of other examples? Share additional examples from lesson if students don't come up with their own. The fact is we are all unique individuals. We have different likes and dislikes. We come in all shapes and sizes and have different skin, hair and eye colors. We have different things we are good at and things we enjoy. We don t need a company who is trying to sell a product or a famous person who wants us to see their movie or wear their brand of clothing to tell us how to feel about ourselves. Have students listen carefully as you read a funny book called Shapesville, by Andy Mills and Becky Osborn. Ask students to sit back, relax and pay close attention to the clever illustrations by Erica Neitz. Show cover of the book and ask students: What do you think this book is about? Read book and stop after reading about Robbie the Rectangle. Explain that each character in Shapesville is: a different color, shape, have different talents, and character traits that make them special. Provide examples from the book. Ask, which trait isn t shown? Continuing read the book, discuss each character using the same format and including: Cindy: yellow-circle-love to act-is confident Tracy: green-triangle-good at basketball-is shy and proud Same: blue-square-loves music-happy inside Daisy: diamond- very smart-has a beautiful heart After reading the pages about healthy eating, stress that self-image can be affected by health so eating a variety of foods from MyPlate is important.

5 When reading about exercise, stress how being active is important to their physical and mental health and how many activities are fun to do with family and friends. When reading about what is shown on TV, be sure to refer to advertising and self-image. Comprehension check: Use the Discussion Questions at the end of the book as time permits. Time: 15 minutes Food Tasting Activity Yes No Comments and/or Changes Food packaging as advertising Show students a store/generic brand and a brand-name package of the same type of food. Explain that generic means common or general. It is a product sold without a brand name like Kellogg s, Keebler, Post or Nabisco. Which food would you rather buy, a generic or a brand-name product? Why did you make that choice? Distribute nutrition facts label to students and ask: What are the differences between product A and product B? Is one product healthier than the other? Which label do you think is the generic product and which is the brand-name product? ** List selected foods in comment section Have student s wash hands. Distribute napkins and have students unfold and write A on one side and B on the other. Place generic food sample on A and brandname sample on B then explain that students will compare the foods. What are the differences in the way the food looks? What are the differences in the smell? After seeing and smelling the food, which do you think is the generic and which is the brand-name? Why do you think that?

6 Have students taste both foods and ask: What are the differences in how the foods taste? Which food is the generic and which is the brand-name? Look back at the board and see how students changed their minds about which was generic or brand-name throughout the tasting process. Reveal label and food A as the generic product and the label for food B as the brand-name product. Discuss the cost of each product with students. Point out that generic products usually cost less because the packaging costs less and less money is spent on advertising. Comprehension Check: Are there many differences between generic and brand-name products? Do you and your family buy generic foods? Do you like them? What would you tell an adult about buying generic or brand-named products? Time: 15 minutes Review Questions Yes No Comments and/or Changes Review lesson and prompt answers as needed: Did this lesson change the way you look at advertising? How did it change? What are some of the techniques advertisers use to persuade us to buy their products? Did this lesson change the way you might look at packages in the grocery store? How? How does healthy body image affect selfesteem? Time: 15 minutes Closing Yes No Comments and/or Changes Pass out Family Newsletters: Lesson 7 Time: Not Specified

7 Materials and Supplies Yes No Comments and/or Changes Used Materials and supplies -Visual Aids -Posters -Teaching Supplies Additional Activities (Optional) Yes No Comments and/or Changes Design your own cereal (20 min) Body image and self-esteem (15-20 min) Please respond to the following questions. It s important we know the successes and challenges of the lessons you teach. 1. What went well? 2. What challenges were noted? 3. What timing issues were noticed? 4. Other remarks and feedback: Please contact Maggie Grate at maggie.grate@wsu.edu or at if you have any questions about the completion of this form.