Creating and Advertising a Healthy Food -- Due Monday Jan. 20th, 2014

Students have been working hard creating a Healthy Food product.  Our class has looked at a variety of foods, paying close attention to what is in them and how companies advertise their products.  Of all the foods we have looked at, many students were shocked at how unhealthy many of the things they eat on a daily basis can be.  In addition, the class was shocked at the high content of salt that is regularly found in foods.

Food Advertising:  How to Promote Healthy Living

Due Date:  Monday January 20^th, 2014

Presentation:  Tuesday January 21, 2014

Problem:

Many factors influence youth food choices, including taste, preference, availability, family meal patterns, peer norms, price, and food advertising.  The role of the media in food promotion is more prominent today than ever before.  Much of the media is targeted to children is laden with elaborate advertising campaigns, many of which promote foods such as candy, pop, and salty snacks.  It is important for youth to be aware of these techniques that advertising companies use to influence our

Project:

Over the past month we have been learning about healthy eating.  In our learning, we have discovered that food advertising has a strong influence on the food purchasing patterns of individuals and families.   In class, we have looked at newspaper/magazine advertisements, read articles (pertaining to healthy eating) and watched cartoons that reveal many of the tricks advertisers use.

Your assignment: 

Develop a project that will enhance the awareness of the ways in which advertising can affect food choices.  Students will produce creative commercials to encourage their peers and families to eat at least six food Guide servings of vegetables and fruits every day.

In small groups, create food packaging, advertisements and/or displays to encourage other kids and their families to eat at least six servings of vegetables and fruit every day.  Below is the list of ideas that we generated in class.  Be sure to include them into your project as they are proven techniques that work. When creating groups, students will be given an opportunity to share their areas of strength.  With this list, groups will be created to ensure a variety of skill sets exist within each group.

  

Advertising Techniques:

1.  Appeal to health and happiness (it makes you healthier and happier)

2.  Appeal to your senses (it tastes good, looks good, smells good or feels good)

3.  Appeal to your pocket book (it saves you money)

4.  Bandwagon (everybody loves it and wants it)

5.  Testimonial (a famous person says he/she likes it)

6.  Comparison (it is the better choice)

How will your project look?  Students will present their project in a skit.  They will be allowed to act out their skit in class or have the option to film their skit (which will be shown in class).  The use of displays, costumes and props are highly encouraged to promote your ad.  Note:  You will need access to a movie camera.  One can be used at the school but it cannot leave the school.  Therefore, check with your parents to see if they have one you can use at home if you are hoping to use a setting that is not available at home (example: dinner table, kitchen, etc..)

 Please notice that Product Packaging and Advertising Techniques are scored twice as high as the other categories.

CATEGORY	4	3	2	1
Product Packaging Graphics x 2	Graphics include some original material and are clearly related to the material being presented. Title of the product is easily identifiable. No spelling errors.	Graphics are clearly related to the material being presented, but none are original. Title of product is fairly obvious. One spelling mistake.	Graphics include some original material but are only somewhat related to the material being presented. Title of the product is somewhat noticeable. Two to three spelling mistakes.	Graphics are not related to the material being presented. No title for product is shown. More than three spelling errors.
Speaks clearly	Speaks clearly and distinctly all of the time and mispronounces no words.	Speaks clearly and distinctly all of the time but mispronounces 1 or more words.	Speaks clearly and distinctly most of the time and mispronounces no words.	Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.
Enthusiasm	Facial expression and body language show a strong interest and enthusiasm about the topic throughout the skit, but it is not overdone.	Facial expression and body language show a strong interest and enthusiasm about the topic throughout the skit, but it is somewhat overdone.	Facial expression and body language show some interest and enthusiasm about the topic throughout the skit.	Facial expression and body language depict apathy or boredom with the topic.
Point of View - Purpose	Skit establishes a purpose at the beginning and maintains that focus throughout! Cohesive skit clearly promoting their skit.	Establishes a purpose at the beginning, but occasionally wanders from that focus and does not always relate to their product.	The purpose is somewhat clear but many apects of the skit seem only slightly related.	It was difficult to figure out the purpose of the skit.
Use of Props/Displays	Uses props and displays to effectively promote their product.	Uses props or displays to effectively promote their product.	While using props or displays, it not obvious why they are being used.	Does not use props and/ or displays for their project.
Includes Proven Advertising Techniques x2	Uses 3 or more techniques to promote their product.	Uses 2 techniques to promote their product.	Uses 1 technique to promote their product.	Does not use any techniques discussed in class to promote their product.
Group Work	The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!	The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!	Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members.