Subject/Grade: Health 4 Lesson Title: Food Advertisement Teacher: Miranda Hammett

Stage 1: Identify Desired Results

Outcome(s)/Indicator(s):

USC4.1 - Assess what healthy eating and physical activity mean for pre/adolescence.
(h) Investigate peer norms and popular trends related to healthy eating and physical activity.

(i) Explore the consequences (both positive and negative) of following or resisting peer norms and/or popular
trends related to eating and physical activity.

Key Understandings: (‘I Can’ statements) Essential Questions:

- I can understand the techniques used in advertisements to - How do the advertisements
draw people in. we watch on T.V influence
- I can understand how advertisements influence the way the way we eat?
people eat.
Prerequisite Learning:
- Healthy eating habits
- Applying healthy eating habits to everyday life
- Benefits of eating healthy
- The “eat well” plate
- The Canada Food Guide
- Serving sizes for their age
- What sugar does to our bodies
- Importance of physical activity
- How our community impacts what we eat and how we exercise

Instructional Strategies:
- Collaborative discussions
- Analyzing advertisements
- Independent work
Stage 2: Determine Evidence for Assessing Learning
Completion of advertising sheet

Stage 3: Build Learning Plan

Set (Engagement): Length of Time: 10 – 15 mins Materials/Resources:
 Ask students if they have ever wanted to buy a food product  pencil
that they have seen advertised on T.V.  computer
 Have students share their experiences.  YouTube videos
 Ask students why they think they wanted to try that food.  Work sheet
 Have students share their thoughts.
 Have students brainstorm in their group about some food Management Strategies:
advertisements they have seen recently. If you can hear me hands on your head,
 Share their ideas – ask them what elements drew them in finder on your nose, hands on hips,
(music, celebrity, the food, a cartoon) finder on lips.
 Have students brainstorm in their group about different
characters they see associated with different food items (ex: Brain Break:
Ronald McDonald for McDonalds, Toucan Sam for fruit Find it fast
loops)  Call out a trait
 Students must find an object
Development: Time: 30 mins that matches that in the room
 Show students an ad, go through an example with the  Move quickly to the object
questions.
Example video:
https://www.youtube.com/watch?v=A_esVaXeTtc
Uses the idea of getting a toy from a popular movie to draw in
kids.

 Show student’s ad #1, have them answer the questions after.

Ad #1: https://www.youtube.com/watch?v=jVDO3470JUg

 Show student’s ad #1, have them answer the questions after

Ad #2: https://www.youtube.com/watch?v=irPqenl114E
Adds the idea of an online contest to want to get involved
Talks about brand new and limited edition

 Show student’s ad #3, have them answer the questions after

Ad #3: https://www.youtube.com/watch?v=YDt77V_WEFw
Contest
Sydney Crosby
Hockey cards

Show students video of Ad food vs. reality

https://www.youtube.com/watch?v=MflT0I7ZPCs
(Watch until 2:40)
 Talk about how advertisers sometimes trick their audience
into buying their food
 Not everything is as it seems
 Some messages within an advertisement are meant to draw
you in and attract you to buy a product
  There is a lot of junk food advertisement directed towards
children and youth.

Closure: Time: 5 mins

Exit slip: Why do you think it is important to be aware of
advertising tricks when watching commercials.