DRAFT 1. SNAP-Ed Core Nutrition Messages:

© 2009 MSU Extension, Children, Youth, Families & Communities, Michigan Nutrition Network DRAFT -School Garden Nutrition Education

DRAFT 1 Lesson Title: Positive Garden and Nutrition Propaganda Grade Level: 7

Subject Area: English Language Arts Setting: Classroom and school garden

Instructional Time: three to four 45 minute class sessions Grade Level Expectation (s):

L.RP.07.01 listen to or view knowledgeably a variety of genre to identify, state, and react to speaker’s point of view and bias. L.RP.07.07 Identify persuasive and propaganda techniques and

analyze the effect on the view of images, text, and sound in the electronic media (e.g., television, movies), and determine if he techniques used achieved their intended effects.

S.CN.06.02 speak effectively using rhyme, rhythm, cadence, and word play for effect in narrative and informational presentations.

S.CN.06.03 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.07.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

3 MNN Behavioral Outcome

 Eat fruits and vegetables, whole grains, and fat-free or low-fat milk products every day.  Be physically active every day as part of a healthy lifestyle.

 Balance caloric intake from food and beverages with calories expended. SNAP-Ed Core Nutrition Messages:

1. Eat smart to play hard. Drink milk at meals.

2. Fuel up with milk at meals. And soar through your day like a rocket ship.

3. Snack like a super hero. Power up with fruit and yogurt.

4. Eat smart to play hard. Eat fruits and veggies at meals and snacks.

5. Fuel up with fruits and veggies. And soar through your day like a rocket ship.

Learning Objectives: The students will…

 Understand what propaganda is along with a number of propaganda techniques.  Identify propaganda techniques as they are used in television advertising.  Relate gardening as a healthy and low-cost source of nutrition.

 Use propaganda techniques in creating an advertisement with a positive gardening and nutrition message.

Background

See:Techniques of Propaganda Generation from

http://www.sourcewatch.org/index.php?title=Propaganda_techniques Vocabulary

 Propaganda - information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.

 See list of types of propaganda at:

http://www.sourcewatch.org/index.php?title=Propaganda_techniques Advanced Preparation

Make copies:

 Propaganda Technique Definitions worksheet (1 per student)  Commercial Analysis Homework worksheet (1 per student)

 Commercial Analysis Summary worksheet (1 for each pair of students)  Positive Nutrition Messages worksheet ( 1 for each pair of students) Supplies

 MyPyramid for Kids poster OR MyPyramid poster.

http://teamnutrition.usda.gov/educators.html (Teacher note: MyPyramid for Kids is for children 6-11 years. If the majority of your class is over 11years of age use the adult MyPyramid.)

 Propaganda Technique Definitions worksheet  Commercial Analysis Homework worksheet  Commercial Analysis Summary worksheet  Positive Nutrition Messages worksheet Procedures

Step 1

 Share some of the following advertising slogans with students. Ask them if they can identify the product being sold by the ad or give it to students in the form of an Advertising Slogan Quiz.

Just do it (Nike)

The few. The proud. The _______ (Marines) Live in your world, play in ours (Sony Playstation) It keeps going and going and going (Energizer) Finish the Fight (Halo 3)

I have good news...I just saved a bunch of money on my car insurance by switching to ____________ (GEICO)

Eat fresh (Subway)

Snap, crackle, pop (Rice Krispies) Pizza! Pizza! (Little Caesar’s) Think outside the bun (Taco Bell) Step 2

 Explain that they will be looking at propaganda in advertising, food advertising in particular.

 Show students propaganda put out by the U.S. Government to promote Victory Gardens. (Web, Print, Radio). What do the students notice? Is this positive propaganda?

 Explain what propaganda is, distribute the “Types of Propaganda” note sheet, and discuss the different types of propaganda with the class.

Step 3

 Distribute the “Commercial Analysis” worksheet.

 Explain that students will need to watch one hour of television as they complete the worksheet and be prepared to share there results tomorrow.

Step 4

 Either assign students a partner or allow them to choose one.

 Working with their partner, have them discuss and share their commercial analysis results while completing the “Commercial Analysis Summary” worksheet together.

Step 5

 Distribute the “Positive Nutrition Messages” worksheet and discuss them with students.  Explain that with their partners, students will select a positive nutrition in the garden

message (from the worksheet or from the brainstorming they did on their Commercial Analysis Summary worksheet). Explain that they can earn extra credit if they

incorporate one of the SNAP-Ed Core Nutrition Messages into their commercial.  Students will then select a type of propaganda and use it to develop a commercial to

promote the message. They will produce a written script as well as perform the commercial for the class.

Step 6

 Go over the rubric with students so they understand how they will be evaluated. Step 7

 Allow students time to write and practice their commercial. If possible, visit the school garden for inspiration.

Step 8

Assessment

POSITIVE PROPAGANDA COMMERCIAL Rubric

Names __________________________________ Date _______________

Written Script/Conventions: 5 3 1

 Spelling  Grammar  Capitalization

Positive Nutrition Message 5 3 1

 Clearly stated  Persuasive/effective Positive Garden Message

 Clearly stated

 Persuasive/effective 5 3 1

Other Content 5 3 1

 Accurate information

 In student’s own words (unless quoted)  Listed source of information

Propaganda Technique 5 3 1

 Matched what student selected  Clearly evident

Total Score __________ _________%

Extension Ideas

 Have students develop a research question related to healthy living, research

information to answer the question, and then present their results in a written research report.

 Have students video tape their commercials and post them on you tube.

 Have students vote on the most persuasive commercials presented by the class.  Challenge students to select one of the positive nutrition in the garden messages

presented in the class commercials to incorporate into their lifestyle and report back or journal their progress in 1 week intervals.

Supporting Resources

https://owa.jcisd.org/owa/redir.aspx?C=69f8bf36ff7248cc815f6cfe9ceac733&URL=http%3a%2f %2fhealth.usnews.com%2farticles%2fhealth%2fhealthday%2f2009%2f07%2f01%2ftv-ads-trigger-mindless-eating.html

http://www.nlm.nih.gov/medlineplus/news/fullstory_86315.html

Watching food ads on TV leads to a boost in snacking among children and adults, increasing the risk of weight gain, U.S. researchers say. Powerful link between advertising and unhealthy eating.

http://blog.silive.com/turningtables/2007/07/best_food_commercials_ever.html

Check out this website for links to commercials and slogans of the past. Big Macs. Fritos. Dr. Pepper and more. Think about why they worked.

VEGETABLES ROCK! By Stephanie Pierson. Provides advice for teens on the physical and environmental benefits of a vegetarian diet, answers questions about the vegetarian lifestyle, discusses nutrition, and includes a selection of recipes. The book provides detailed, easy-to-understand information about nutrition and advice on such matters as how to answer questions from meat eaters and how to survive the school cafeteria. Seems like a great place to find the advantages of a veggie-laden diet. ISBN-13: 978-0-553-37924-2 Bantam Books, 1999.

HOW DOES ADVERTISING IMPACT TEEN BEHAVIOR? Greenhaven Press, 2008. ( At Issue) Authors address the role it plays in childhood obesity, smoking, and brand loyalty. Web

advertising, corporate presence in schools, and military marketing garner particular attention. In both titles, a summary paragraph precedes each chapter. ISBN-13: 978-0-7377-3922-0

ABC’s of Fruits and Vegetables and Beyond: Delicious Alphabet Poems Plus Food, Fun and Facts for Everyone

Charney, Dave and David Goldbeck

Ceres Press, 2007 ISBN-13: 978-1-886101-07-4 $16.95

This book is a treasure chest of information for any garden or nutrition unit that you can imagine. A colorful compendium of poems, geography, jokes and riddles, fun projects, gardening

activities, recipes, recommended reading, and Web sites to explore. You could find material here for grades 1-5 and even older. Recipes galore are included along with fun facts in the vein of “Did You Know?”

http://www.fruitsandveggiesmatter.gov/index.html

Great web site about the benefits of fruits and vegetables, plus a featured veggie or fruit each month, with detailed history, varieties, nutritional value, fun facts and more.

At Discovery Education, show the video entitled MyPyramid: Simple Steps to Healthy

Living(13:12) Individuals can determine how much of certain foods they should eat, and what foods are better than others, by using the U.S Department of Agriculture MyPyramid diet guidelines. This program provides instructions for using MyPyramid and some simple suggestions for getting the daily amount of proper nutrients and activity.

Consider using the databases at MEL to research individual fruits or vegetables to advertise. Recommended for middle school: elibrary Elementary, Kids Info Bits or Sirs Discoverer Deluxe.

PROPAGANDA Names__________________________ COMMERCIAL ANALYSIS SUMMARY __________________________

Think about the food commercials that you witnessed yesterday. Use the Commercial Analysis Worksheet that you and your partner completed to answer the following questions. Focus on the food commercials that you saw.

1. How many food related commercials did you see?

2. What products were you exposed to?

3. Figure out the ratio of healthy foods to non-healthy foods (healthy: non-healthy). What Food Groups did they fit into on MyPyramid?

4. What propaganda techniques were the most common in these commercials?

5. What influence do these commercials have on what you choose to eat?

6. What positive nutrition messages do you think young people your age need to hear? Brainstorm some ideas here.

NAME_________________________________ PROPAGANDA

COMMERCIAL ANALYSIS HOMEWORK

Date ____________________ Time ____________________

Channel __________________ Show ____________________

Product MyPyramid Food

Group

Propaganda Technique Effective (yes-no)

TYPES OF PROPAGANDA

1. Appeal to Fear: try to frighten you into something: ADT, Gardosil, On- STAR, Insurance, Above the Influence, SMOKEY the Bear

2. Bandwagon: Everyone’s doing it… join the crowd…ALLTEL, ARMY of

One…Military Commercials

3. Intentional vagueness: political commercials; they give you part of the story…John McCain thinks we should stay in IRAQ for 100 years.

4. Glittering Generalities: play on your emotions…for love of country, home, peace, etc. BE ALL THAT YOU CAN BE

5. Transfer: Lindsay Wagner and the Sleep Number Bed…Wilford Brimley Life Insurance…Kristy Alley for Jenny Craig…Jessica Simpson and ProActive

6. Oversimplification: generalizations to make complicated things look simple (easy) going to college, saying no to drugs, Above the Influence

7. Common Man: No stars…just your average joe…cologne, deodorant

8. Testimonial: Sam Bernstein….Abood Law Firm…Subway (Jarod)…Weight

Watcher….Jenny Craig….LA Weight Loss….HOLIDAY INN EXPRESS…Dr. Scholl’s Foot Gels

9. Stereotyping: smoking cessation, Obama’s minister,

PROPAGANDA NAME________________________ POSITIVE NUTRITION IN THE GARDEN MESSAGES/IDEAS _______________________

SNAP-ED Core Nutrition Messages

1. Eat smart to play hard. Drink milk at meals.

2. Fuel up with milk at meals. And soar through your day like a rocket ship.

3. Snack like a super hero. Power up with fruit and yogurt.

4. Eat smart to play hard. Eat fruits and veggies at meals and snacks.

5. Fuel up with fruits and veggies. And soar through your day like a rocket ship.

3 MNN Behavioral Outcome:

 Eat fruits and vegetables, whole grains, and fat-free or low-fat milk products every day.  Be physically active every day as part of a healthy lifestyle.

 Balance caloric intake from food and beverages with calories expended. OTHERS:

 Make half your grains whole.  Vary your veggies.

 Eat a rainbow.

 Negative effects of caffeine  Avoid fast food

 Drink 8 glasses of water a day  Water instead of carbonated drinks

 Read the label/hidden calories/”healthy” foods with unhealthy ingredients  Organic foods vs. non-organic