Content Area: Health and Physical Education

 

Index: 2.6A Grade 8 CPI 6

 

Standard: 2.6 - Fitness

 

Strand: A -   Fitness and Physical Activity

 

Cumulative Progress Indicator: 6 -  The student will distinguish between facts and fallacies regarding the marketing of fitness products, services, and information.

 

Grade: 8

 

Sample Activities:

 

·        MEDIA BLITZ - Ask: “What impact does advertising have on the products we use?” After a brief discussion, students create a media campaign for a new medicine or wonder drug. Divide the class into small groups, select a team leader for each group, and assign tasks. Students create billboards, bumper stickers, print ads, or a video. Compare the campaign with real products, and discuss the approaches used and the messages presented.

Variation: Students select advertisements from a variety of media, investigate the costs of such an ad campaign, and analyze the ads considering the following questions:
-        What are the verbal and nonverbal messages?
-        What is the larger societal message?
-        Why do people respond the way the sponsor wants them to?
-        How can people learn to ignore such media messages?
-        What are the effects of celebrity endorsements?

Variation: In small groups, students review at least 10 ads for over-the-counter medications (e.g., aspirin, cough syrup). Students compare and contrast the ads for audience targeted, type of appeal, and effectiveness of message. Each group selects one ad as being most effective, prepares a justification for the ad’s selection, and in turn, shares their ad with the class. The class votes on the most effective ad.

Variation: Supply the class with magazines and newspapers from other countries. (You can purchase these at almost any large bookstore.) In small groups, students examine medication, alcohol, and tobacco ads in the foreign media. (Video ads are particularly amusing — watch local TV programming for advertising awards shows and funniest video productions that feature foreign ads.) Students guess what products are being sold. Ask: “Are the messages in these ads the same as advertising messages featured in the United States? What kinds of appeals are used in the ads? Would U.S. consumers buy the products based on the ad?” Compare the ads to similar U.S. advertisements. Invite individuals from other countries to interpret the ads and discuss product merchandising in their countries.