Science
|
Social Studies
|
Language Arts
|
GeneralizationsStudents will understand that:
|
|
Action: what the advertisement is telling you to do or think.
Advertisements: something that is shown to the the public to help sell a product or make an announcement. Author: a person who wrote something or created something (like a book or an advertisement). Audience: a person or group of people that watch something, look at something, and/or listen to something. Aquifer: an underground layer between rocks that holds water. Biodegrade: when something can be broken down into smaller parts in a natural way (like sunlight). Consumer: a person who buys products or services. Great Pacific Garbage Patch: a large area in the ocean (located in the Pacific Ocean between Asia and the West Coast of the U.S.) made up of tiny pieces of plastics. Gyre: "a rotating current system (One World One Ocean, 2012)" in the ocean that is caused by winds. Many plastic collects in these gyres. There are 5 Ocean gyres: Indian Ocean Gyre, North Pacific Ocean Gyre, South Pacific Ocean Gyre, North Atlantic Ocean Gyre, and the South Atlantic Ocean Gyre. Marketer: a person that makes advertisements. Message: the big idea of an advertisement. Microplastic: a small piece of plastic (half a centimeter in size or the size of a pinky fingertip) that came from a larger plastic product, but have already been broken down. Plastic Pollution: the collection of plastic products (like water bottles, straws, plastic bags) in the environment. Single-use Plastic: any plastic product that a person buys and only uses one time (water bottles, straws, food wrappers, and plastic utensils). Technique: images or words or strategies that are used to make someone interested in the product. |
|
|
Documents:
|
PowerPoint Presentation:
|
Lesson Materials:
|
|
Pre Assessment (Part 2): Watch “Plastic Ocean Art Show”
by Bonnie Monteleone and have a class discussion answering the following questions: 1. What are your reactions? 2. What do you know about plastic pollution and the ocean? 3. What do you think was the artist’s purpose in creating this piece? Clarification given by teacher: To tell us about the amount of plastic in the ocean and convince us to take action. 4. How do you think trash ended up in the ocean? Clarification given by teacher: When people litter, the rain washes the trash to the rivers and lakes that eventually lead to the ocean. Also, companies leak run-off into rivers and streams, which ends up in the ocean as well. 5. What are some common single-use items seen in the video? 6. Why do we use single use products? Clarification given by teacher: Straws, plastic cups and utensils, plastic bags, food wrappers and plastic water bottles. 7. How do you identify with your possessions? 9. How does the media influence our buying choices? Clarification given by teacher: Advertisements convince us to buy something. 10. Do you consider plastic good or bad? Why? |
About Advertisements:Engage students in a few questions about advertising:
to the the public to help sell a product or make an announcement. 3. “Where can I find advertisements?" Clarification given by teacher: In magazines, on billboards, on the radio, in commercials, and on YouTube. 4. “What are the messages of advertisements?” Clarification given by teacher: Advertisements convince us to do something or tell us information. |
Components of an Advertisement: Show students adapted chart about how to look at advertisements critically.
Then ask students: “Why is it important that we ask ourselves these questions when looking at advertisements?” Clarification given by teacher: So that we are aware of what advertisements tell us and can make informed buying decisions. Next, the teacher models how to use the chart by going through an example on the board. Clarification given by teacher: (from shoe advertisement on previous slide)
|
Putting it into practice:Show students two different advertisements on plastic water bottles.
Show the Fiji water advertisement. Go over what the “Untouched” means by reading a paragraph from the Fiji website. Then, ask the students to talk in pairs to summarize the paragraph. Ask them to share and provide additional knowledge, if needed. Then give students several minutes to complete the first half of the Venn Diagram ATMA worksheet in pairs. Spend 2 minutes sharing what students wrote. Clarification given by teacher:
Show students the WWF advertisement. Have a student read the bottom left paragraph to the whole class. Then give students several minutes to complete the second half of the Venn Diagram worksheet in pairs. Spend 2 minutes sharing what students wrote. Clarification given by teacher:
Then, as a whole class, find 3 or 4 similarities between the two advertisements. Clarification given by teacher: Both advertisements:
|
|
1. Review the ATMA components of an advertisement and relate it back to the previous examples from the previous day.
2. Show the following video "300 to 1." 3. Then, place the students in pairs or groups of three. Ask the students to write a one sentence summary of each category in the ATMA worksheet for the video they just saw. 4. Ask for a few volunteers to share what they have found and then review as a class and write the findings on the board. Clarification given by teacher:
|
ExtensionStudents will look through magazines to find advertisements that encourage consumption. Then, the students will create a collage of these advertisements and write a caption underneath their collage that explains the problem with consumption and how advertisements encourage consumption. Students will then present their findings to the class and their artwork will be displayed.
Complete the activity "What Belongs?" The teacher shows students items that are parts of two categories. On one side of the table, lay out a plastic water bottle, a plastic straw, a plastic bag, and a plastic food container. On the opposite side of the table, lay out a metal water bottle, a glass straw, a reusable bag, and a metal food tin. Pair up students and ask them to create a word that describes each of the two categories. Have the pairs present their two category words to the class along with their reasoning. Then, tell students that the first category is single-use plastics and the second category is reusable products. Remind students that these reusable products can reduce the amount of trash in our oceans. **This activity could be added to the Introduction.** Teachers can also give student time to explore the LitterBase website and the Dumpark "Sailing the Seas of Plastic" website. Prompt the students to think about what they buy on a daily basis and how their buying choices affect the environment. |
DifferentiationStudents will be able to work at their own pace when working in groups. If needed, allow extra time for some students. Make sure to have a variety of advertisements (many are provided under the resources tab) that include low-level (no text) and advanced-level reading. Students can write in bullet points or draw their answers if needed. In addition, for ELL students, provide a translation copy of the presentation and directions.
|