Lesson Plan

Day: M T W T F Date: 30/08/18_______ Time: 11:30am_________ Year: 2_______

Learning Area: Health_______________ Topic: Advertising ____________________

Curriculum content description: (from ACARA)

Ways health messages are communicated in the media and how they can influence personal
health choices, such as ‘slip, slop, slap’

Cross Curricular Aboriginal and Torres Asia and Australia’s Sustainability

Priorities: Strait Islander histories engagement with Asia
and cultures

General Literacy Numeracy ICT Critical & Ethical Personal & Intercultural
Capabiliti Creative behaviour Social Understandi
es: thinking (targeting capability ng
children) (looking at (not
own everyone
choices) can watch
tv, or eat
the same
foods)

Students’ prior knowledge and experience:

(Outline what the students already know about this topic)
• General literacy skills
• What is an advertisement
• Family values to do with food choices

Teaching purpose: (May refer to the Elaborations of the curriculum content description here)
Explore ways health messages are communicated in the media and how they can influence
personal health choices.
Learning objectives: Assessment/Evaluation:
On completion of this lesson, students will (Explain how you will know that lesson
be able to: objective have been achieved / monitor
(What will students know and be able to do at student learning)
the completion of the lesson – specific, • Get the children to complete a Y chart (what
concise and attainable objectives) do they see? What sounds do they hear? How
Students will be able to recognise what does it make them feel?)
persuasive techniques have been use in
advertisements that makes the audience want
to buy the products.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment will
be required)
• Computer with access to internet so you can play ‘Compilation of foods adds for children’
youtube clip.
• A ‘Y’ chart for each class member.
• Students will need to be able to view the white board.

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)
• In the written parts of the lesson, those who have difficulties writing can draw pictures
instead of writing.
• Some children may not be familiar with take away due to the different backgrounds they come
from. By showing the children a wide variety of advertisements, it allows me to cater for
everyones knowledge of food products.
• Close to the screen. (Give them the option to sit on the mat and lights out).
Timing: Learning Experiences:

10 mins 1. Introduction: (How will I engage the learners?)

• Start off by proposing the question “What is an advertisement?”
• What are adds used for?
• Where do we see adds?
• Can anyone think of a add they’ve seen that stays in their memory? And why do you
remember it?
• Explain to the class how health messages are communicated in the media and how
they can influence personal health choices.

2. Sequence of learning experiences: (What will you do to help the students

achieve the learning objectives? What tasks and activities will the students
be involved in to help achieve the learning objectives?)

• Introduce the youtube the youtube video of a compilation of junk food adds. “I
5mins
want you to look at how companies use adds to make you wan’t to buy what
they’re selling.”
• Play the video.

• Once the video is finished, get two helpers to hand out a ‘Y’ chart. Explain to them
5mins
what each three sections of the why chart mean. (What does it sound like? Words/
music. How does it make you feel? hungry/excited. What do you see? Characters/
bright colours).
• Get them to place their name and date on the sheet and ‘Advertising ‘in the
centre.

• Play the compilation again, except this time after every add pause it and get them
20mins
to fill in their ‘Y’ charts.
• Draw pictures and decorate with colour.

1. Lesson conclusion: (How will you summarise the learning and relate it to the
lesson objectives?)

5 mins Ask the class “Who wants to tell me what their favourite add was, and what elements
were in that add?” Choose a few students and get the whole class to listen to their
response.

Total:
45 mins
Lesson Evaluation:
(Reflect on the lesson. Questions to Ask: What worked? What did not work? What would you
change? Why?)
My lesson went exactly as I had planned. I think the order I did it in worked really well and it
flowed. I believe pausing the video after every add on the second time around was really
effective as the students could focus more on what elements were in the add. The only thing I
think I should have done is walk around the class a bit more at the beginning as I only did this
towards the end and I noticed the people at the back of the class contributed more when I was
standing near them.