A Consumer Health Unit: Media Madness

Transcription

1 A Consumer Health Unit: Media Madness Cory Atwood HHPLS 359 December 9, 2010

2 Title of Lesson: Why Buy? Teacher: Cory Atwood Date: December 9, 2010 Subject: Consumer Health Grade Level: 4 th (Day 1 of a 3 day lesson) OBJECTIVES Students will be able to identify reasons they purchase/ wan to purchase various products Students will understand certain key terms such as advertisement, consumer, persuasion etc. Students will understand ways in which advertisements can trick the viewer into purchasing their product West Virginia Content Standards and Objectives WV Explain whom the media is trying to influence with health related products advertised on TV (or through other media). RLA.O Use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols). RLA.O Use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts). National Health Education Standards Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. RATIONALE: This lesson is designed to get students thinking about why they purchase certain products and to make them more aware of one s own media habits. MANAGEMENT FRAMEWORK: Overall Time: 40 minutes Special Arrangements: Have the signs ready in the corners of the room for questionnaire activity Time Frames: Introduction: 5 minutes Questionnaire Discussion/Key Vocabulary: 10 minutes Consumer Scenario: 8 minutes Advertising Tricks on PBS: 5 minutes Cluster Activity: 5 minutes Closing: 5 minutes STRATEGIES Auditory: Teacher led discussion

3 Visual: Advertising tricks, cluster activity, Kinesthetic: questionnaire PROCEDURES: INTRODUCTION: 1. Begin the lesson by asking students to think of a product that he or she buys or their parents buy from time to time. Then have a class discussion asking students questions such as: a. How does advertising persuade consumers to buy a product? (discuss key vocabulary terms: consumer and persuade) b. Does cost affect what you buy? c. If your friends use a certain product would you use it a lot? d. If a celebrity or athlete advertises a product does that make you want it more? Why? (Discuss key vocabulary: advertisement) BODY: 1. Once you have discussed these questions hand out to students the Consumer Questionnaire (Appendix 1) for them to answer individually. Once they do this, come together as a class and discuss the answers using the following strategy. Have three signs in the corner of the room with signs that read: Agree, Disagree, Not sure. When you read the question have students travel to the corner of the room in which they responded. Tell students to hold on to this for later use. 2. Share the Broken Promises scenario with the students (Appendix 2) 3. Ask the question: Was it Ricardo s fault that the car broke? And discuss 4. Explain to students that advertisements may not always be what they appear to be because they use techniques to persuade the viewers. 5. Next visit to share with students some of the trickery that is used in food advertisements to make the food more appealing than it actually may be. (The website gives you the materials you will need to successfully pull the trickery off. *If you have extra time in the day or week one of these techniques may be attempted as a class.) 6. Begin a class cluster using the ELMO with the phrase: Forms of Media in the middle. Brainstorm with students the different places they are persuaded to buy something. Responses may include: Magazines, television, radio, billboards. Etc. 7. Explain to students that television is one form of media that is powerful and can influence them greatly to buy products and services. CLOSURE: 1. In closing pass out TV Viewing Log (Appendix 3) to students. Explain to them that you want them to track how much television they watch during the week. While they watch they are to fill in the chart completely and answer the appropriate questions to be discussed at the end of the week. ASSESSMENT: Diagnostic: Student discussion of initial questions, and vocabulary Formative: questionnaire and Broken Promises scenario responses Summative: Filling in the cluster on Forms of Media MATERIALS: Computer Internet Access Appendix (1-3) ELMO Signs for questionnaire activity

4 Consumer Questionnaire 1. Most television commercials give accurate information about the product advertised Agree Disagree Not Sure 2. If my friends have a certain product, I usually want to buy that product too. Agree Disagree Not Sure 3. I only buy products that I need Agree Disagree Not Sure 4. Advertisers must tell the truth. Agree Disagree Not Sure (Appendix 1)

5 Broken Promises Ricardo saw a model car advertised on television. It looked like a fun toy. He saved up his money and bought the model. But when he opened the package, the car didn t look as well made as it did on the television. He started playing with it, and the car broke. He was angry and disappointed. He felt like throwing the car away, but it had cost a lot of money. Discussion question: Was it Ricardo s fault that the car broke? (Appendix 2)

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7 Title of Lesson: Advertising and You Teacher: Cory Atwood Date: December 9, 2010 Subject: Consumer Health Grade Level: 4 th (Day 2 of a 3 day unit) OBJECTIVES Students will be able to identify techniques used by the media to sell products. Students will become more aware of how they are affected by food advertisements. West Virginia Content Standards and Objectives WE Discuss examples of food advertising and their influences on personal health. WV Explain whom the media is trying to influence with health related products advertised on TV (or through other media). RLA.O Use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, information texts). RLA.O Use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams, non-verbal symbols). National Health Education Standards Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. RATIONALE: This lesson is designed to introduce students to the ways in which advertising affects their food choices. Working with media in the form of commercials students will discuss the techniques used by the media to engage children. MANAGEMENT FRAMEWORK: Overall Time: 30 minutes Special Arrangements: PowerPoint, Internet, Time Frames: Introduction: Motivating Set: slogans for products: 5 minutes Discussion/Online Activity: Designing a Cereal Box: 5 minutes Commercial Viewing for advertisement techniques: 10 minutes PowerPoint: Spokes character identification: 3 minutes Closing Activity: Pass out Appendix 1 and discuss. *Introduce next assignment by telling the class they will get to create their own product advertisement. 5 minutes STRATEGIES Visual: Grocery bag with various products, commercial viewing Auditory: Commercial viewing Kinesthetic: Completion of media technique concept web

8 PROCEDURES: Introduction: 1. To begin the lesson, have a variety of products in a paper bag. One at a time pull out a product and have students try to guess what the appropriate slogan or jingle that goes along with the item. 2. Ask the children How and why did you know these so easily? Response may include: They are on television. Explain that this is part of their advertisement. Review meaning of the word. BODY: 1. Explain to students that a catchy jingle is just one of the ways the media tries to get us to believe in and remember to buy their product. Fill in the media technique concept web with catchy jingle 2. Tell the class that this is just one technique the media uses, and that other techniques will be discussed shortly. 3. Next, tell the students that the media always has a target audience. Ask the students: What is a target audience? And discuss its purpose by showing some examples on PowerPoint. 4. Next visit with the students. Continue on the thought of target audience to create as a class a cereal box that would appeal to a child age Next have the students view three commercials. In between each commercial have the students discuss what they saw and add to the concept web with more techniques that they see in the commercials. i.e. bright colors, cartoons, spokesperson/character, humor, popularity, attractiveness etc. 6. Stress to the students that one method used by food companies to attract kids is to create characters that are associated with their product or brand. 7. Show examples on PowerPoint of some common characters or spokesperson. Have the students to guess what product or service the character is associated with. 8. Ask the students questions such as: Why might companies create "spokes characters" like Captain Crunch or Toucan Sam? Have you ever wanted to try a product because they like its "spokescharacter?"responses may include: They give products a friendly face that kids can relate to; they make a product appear fun and exciting.) CLOSURE: 1. As a closing activity pass out the Advertising Appeals handout (Appendix 1) and discuss it as a class. 2. Tell them that these are other techniques the media uses to persuade their target audience and add them to your concept web. ASSESSMENT: Diagnostic: Teacher discussion and questioning: How did you know these jingles/slogans so well? Formative: Filling in the concept web with advertisement persuasion techniques. Understanding of a target audience with the creation of cereal box Summative: Discussion and recall of the techniques of media in advertising. MATERIALS: Computer PowerPoint Internet connection to view commercials Paper bag with various products in them Appendix 1

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10 Title of Lesson: You re the Advertiser! Teacher: Cory Atwood Date: December 9, 2010 Subject: Consumer Health Grade Level: 4 th (Day 3 of a 3 day unit) OBJECTIVES Students will be able to correctly identify techniques used in advertising to persuade viewers. Students will use their understanding of advertising s role in consumer purchases to make what they believe is an effective advertisement for a specific target audience. West Virginia Content Standards and Objectives WE Discuss examples of food advertising and their influences on personal health. WV Explain whom the media is trying to influence with health related products advertised on TV (or through other media). RLA.O Create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose. VA.O Describe different reasons for creating art, e.g., religious, economic, political. National Health Education Standards Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. RATIONALE: This lesson is designed as the third lesson in a three part unit. It is designed to give students the opportunity to use what they know about the advertisements MANAGEMENT FRAMEWORK: Overall Time: 45 minutes Timeframe: Introduction: 5 minutes Guided Practice: 10 minutes Product Advertisement: 30 minutes Special Arrangements: none STRATEGIES Kinesthetic: Creation of their own advertisement Visual: digital creation of advertisement as whole group activity Auditory: teacher led discussion and collaboration with group members PROCEDURES: INTRODUCTION: 1. First review the cluster and concept webs that were created in previous days of class with students.

11 2. Ask them if they can think of anymore advertising techniques that they have seen from keeping their television logs over the past couple of days. If there are new ones continue to add them on. BODY: 1. Next explain to the students that today you will no longer be the consumer, but will be placed in the shoes of the advertiser to make some of your own product advertisements. 2. Visit with students and explain to them what they are to do. As a guided practice the class will collaboratively be creating an advertisement that will be sure to sell. Follow the steps taking input from students until they have created an advertisement that everyone agrees will sell. 3. Next group the students in teams of 2-3 students and give them the Product Information Sheet (Appendix 1). Discuss the components of the handout and then give them the following scenario: You are an advertising agent that has been selected as a part of a team to come up with the very first advertisement campaign for a brand new item being released by your company! It is your job to come up with an original advertisement that will successfully sell your product or service. Be sure to use techniques we have learned about in class to complete your task. 4. Now that the students understand the directions and expectations, it is time to give them their product. Place several slips of paper with products written on them and put them in a basket. Have each group pick one from the basket without looking. 5. When everyone has their product check for understanding of the assignment by asking if anyone has questions. If not then allow students to begin working on their project. Encourage them to fill out the Product Information Sheet first before beginning on designing. Be sure to walk around and kid watch and provide feedback and encouragement as students work. CLOSURE: 1. If the students finish before the end of the time allotted then allow them to share. However, more time will be allowed the following class period to finish up their assignment and present their ad campaigns to their peers. ASSESSMENT: Diagnostic: Whole class advertisement on website Formative: kid watching Summative: Presentation of their product advertisement MATERIALS: Computer Internet Connection Appendix 1- Product Information Sheet Slips of paper and basket for selection of products Glue, Scissors, pencils, markers, and crayons colored pencils, variety of paper and other materials to create original advertisements.

12 Product Information Sheet Brand name and product: Medium (magazine or TV): Basic Message: Visual Image: Catchy Words: Slogan: Technique Used and why? (Appendix 1)

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