Content Area: Health and Physical Education

 

Index: 2.1F Grade 4 CPI 2

 

Standard: 2.1 - Wellness

 

Strand: F -  Social and Emotional Health 

 

Cumulative Progress Indicator: 2 - The student will discuss how culture, peers, and the media impact the way individuals communicate and express emotions, and how emotions can affect communication, choices, and behaviors.

 

Grade: 4

 

Sample Activities:

 

·        QUACK, QUACK, QUACK - Prior to class, provide students with cardboard cutouts of ducks (or provide students with pictures of ducks to cut out during class). Post large signs at various spots around the room with the following words and their definitions: quackery, products, services, and false advertising. Poll students to find out how many really watch the advertisements on television and how many watch TV shopping networks. Explain that you are going to try and sell them some products. If they think the method you are using to sell the product is false advertising, they should hold up their ducks and say “quack, quack, quack.” After each item is presented, call on one of the “Quackers” to defend his/her argument. Examples of possible advertising statements might include the following:

      -        If you buy these sneakers, you will play like a pro!
-        This miracle drug will make you grow taller than anyone in your family.
-        Everyone eats this cereal because it has no sugar in it.

Variation: Divide the class into small groups. Each group selects a product they would like to advertise and develops two commercials about the product. One commercial should include examples of false advertising. Students perform the ads for the class and the class votes on whether the ads are
accurate or false. The commercials may be videotaped and exchanged with other classes at the same grade level.

Variation: Students write key words on each duck. The ducks can be used to develop a bulletin-board “pond” that points out clues to false advertising. Combine ducks and fish in a theme display such as “Fishin’ for False Advertising.”

Variation: Use ads found in magazines or on television.

 

·        SELLING A NEW FOOD PRODUCT - Divide the class into two teams. Each team develops a new breakfast bar that provides the nutritional
value equal to six ounces of orange juice, two slices of buttered whole-wheat toast, one poached egg, and one peach. Students create a name, packaging, and advertising campaign for the new product and design a full-page ad to inform the public about the product. Each group presents their product and ad campaign to the rest of the class. Students vote on whether they would buy the product based on the ad.

Variation: Divide the class into three teams. Assign each team a meal (breakfast, lunch, or dinner) and have them develop a bar that provides a balanced menu for that meal.

Variation: Bring in an assortment of “space food”—the prepackaged foods used in the space program. Students note the nutritional content and design a balanced diet using these foods.

Variation: Rather than focusing on advertising, ask students to consider if it is satisfying to eat “just a bar.” Ask: “What feelings might one have after eating a “meal in a minute?”

 

·        ARE YOU A CONSUMER? - On the chalkboard, write the following terms: consumer, product, seller and service. Ask: “What products and services have you used since you got up this morning?” Provide students with trigger ideas such as products used in the bathroom or kitchen or those used getting dressed or on the way to school. Be sure students consider television and the use of other electronic devices such as radios, alarm clocks, and computers. Students develop a list of products used and describe why they use one product over another. Students explore the reasons for their choices in small groups (e.g., ads, coupons, price, I like it, my mom makes me use it, it was a gift). Reconvene the entire class and develop a master list of the reasons why students use certain products. Return to the definition of a consumer noted on the board. Students complete the assignment by writing a journal entry entitled: “How I Can Become A Better Consumer.”

 

·        CHECK OUT THIS MESSAGE - Students locate ads in magazines, newspapers, or on the Internet (e.g., toothpaste, weight-loss products, mouthwash, toys, sports equipment). Focus the students on products that may be harmful if used incorrectly. Divide the class into small groups and give each group one of the ads. Students identify words or pictures that promote the product as safe, fun, trendy, or absolutely necessary. After group discussion, students present their ads to the rest of the class and develop a list of tips for consumers when they look at ads.

 

       Variation: Small groups develop a role-play of one of the ads and present the skit to the class. Students critique the role-play for factual information, false advertising, and gimmicks and then identify ways that the product is promoted as safe, fun, or necessary.

 

·        SOURCES OF ADVERTISING - Brainstorm sources of advertising (e.g., billboards, storefront ads, contests, sporting events, brand name clothing and equipment, T-shirts, balloons, airplanes with banners, comics, signs on buses, planes, and taxis). For one week, students keep a log listing messages from the sources noted above. After completing the logs, students graph the number and types of ads for each category and discuss the accuracy, appeals, and messages in the ads.

Variation: After a discussion of the ads, students list additional sources for information about the kinds of products being advertised (e.g., toothpaste/dentist).
 

·        ADVERTISING TECHNIQUES - Pose the following question: “ Have you ever bought a product, like cereal or candy, and expected it to be really great and then after you tried it, it really wasn’t what the ads said it was?” Explain that advertisers carefully monitor the people who buy their products and look for ways to attract new customers. There are special techniques advertisers use to get people to buy their products. Explain the following advertising techniques and provide examples of each. As you explain each, ask the students to think of an ad that fits the description and note it on a sheet of paper for later discussion. Divide the class into small groups. Each group locates ads from various sources and tries to match
the ad with the advertising method. Groups share their findings.

 

 

    Variation: Small groups create an original ad that illustrates one or more of the techniques. The rest of the class guesses the advertising strategies employed in the original ad.

 

·        TO TELL THE TRUTH - Bring to class a number of items that are familiar to the students and appropriate for their age and interests (e.g., sporting equipment, toys, food). Divide the class into small groups and give each group one of the items. Groups design an advertising campaign using a true-false approach and try to sell the product to classmates using the claims they created. Discuss the criteria used to purchase a product, the effectiveness of the student-created ads, and attributes of effective communication. Students develop a list of places to obtain factual information about each of the products.