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Food Ads
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Food Advertising Strategies: Appeal to Basic Needs, Positive Images, Limited information, Celebrity endorsement/cartoon characters, scare tactics, false claims, excitement, comparison or putdown, cool factor, jingle/songs, gender appeal
Who is the major influence on the food choices people make?
How do our peers influence the food choices we make?
do your peers influence your food choices in positive or negative ways?
Where do you see or hear ads for food?
How much do you think the media influences your food choices?
Why does the media especially target children in their ads?
What is your favorite ad or commercial for a food product? Tell why.
What is your least favorite ad or commercial for a food product?
What can you do to ensure that yu are not mislead by advertisers who want you to buy their products?
Vocabulary: Carbohydrates, fiber, proteins, lipid, vitamins, minerals
-Describe the functions of the six basic nutrients in maintaining health.
What is your idea of a healthy meal? Describe a nutritious meal that you would enjoy. Then make a list of the health benefits that you think you would get from this meal. Think of the nutrients that are part of your meal.
Types of Media Suggest any media you think of that may be missing from the lists, including: ! Newspapers ! TV ! Radio ! Books ! Magazines ! Music ! Internet ! Billboards ! Movies ! Videos ! Visual art (paintings, photos, sculptures, etc.) ! Theater ! Dance ! Performance art ! Video games ! Comic books/graphic novels ! Advertisements/commercials ! Infomercials ! Public Service Announcements (PSAs) ! Signs on the outside or inside of buses or at bus stops/transit stops ! Radio contests ! Art contests ! Sports sponsorships ! Signs on the sides of trucks and vans ! Food or drink packages (for example, cereal boxes) ! Mail/e-mail/instant messaging ! Telephone/text messages ! Flyers/brochures
Media are everywhere and can have a powerful effect on our attitudes, behaviors, and health. ! Many media advertisements promote foods that are high in fat and added sugar and that do not have much nutritional value. ! Many people like to snack while they use media and do not realize how much they are eating. They often choose high-fat, high-added sugar foods that taste good and fill them up, but may not have much nutritional value. ! Many media advertisements aimed at young people (and adults) make foods very tempting. TV ads often link eating with “fun” and “excitement,” which can lead away from eating to satisfy hunger. People are more likely to overeat if they lose track of whether or not they are hungry. ! Media offer attractive role models who can inspire us to take care of our bodies by eating smart and being active. But media often portray body sizes and shapes that are unrealistic and have little to do with being healthy. ! Media keep us busy but not necessarily active. People often choose to use media instead of being physically active. ! Media often portray sports as fun and exciting. Even though that portrayal encourages an interest in sports, some people watch TV sports instead of being active themselves
Media Detective Notepad
Six Questions to ask when using media
1 Who is the author or sponsor?
This question is asking you to identify who wrote, created, or sponsored the media product. A newspaper journalist, a musician, or a food company are examples of sponsors.
2. Who is the audience?
This question is asking you to identify the group, such as young people, parents, older adults, or any other group you think the media product is meant for. In other words, who does the creator/sponsor want to see, hear, or use this product?
3. What is the purpose?
This question is asking you to identify the reason this media product was created (such as to inform, entertain, or persuade)
4. What is the message?
This question is asking you to identify the message that this specific media product is trying to get across. The message is the main statement, point, or opinion that is being expressed in the media. In other words, what is the media product telling you? Once you know what the message is, you can decide what you think about it and whether you agree with it.
5. What information is missing?
This question is asking you to identify information that is not included in the media message, but that is still important. The act of leaving out information is also known as omission. For example, a food ad might leave out information about ingredients, or a news story might present only one point of view about an issue.
6. What techniques are used to attract your attention?
This question is asking you to identify the specific techniques the media product use to grab your attention and draw you in. The techniques use in media-such as sound, color, humor, or use of well-known people-are important because they make the media more interesting and attractive. Different techniques work with different audience.
7. Are there health implications to the message? If so, describe.
Activity 1
Create a poster that encourages fruit and vegetable intake.
Media are everywhere and can have a powerful effect on our attitudes, behaviors, and health. ! Many media advertisements promote foods that are high in fat and added sugar and that do not have much nutritional value. ! Many people like to snack while they use media and do not realize how much they are eating. They often choose high-fat, high-added sugar foods that taste good and fill them up, but may not have much nutritional value. ! Many media advertisements aimed at young people (and adults) make foods very tempting. TV ads often link eating with “fun” and “excitement,” which can lead away from eating to satisfy hunger. People are more likely to overeat if they lose track of whether or not they are hungry. ! Media offer attractive role models who can inspire us to take care of our bodies by eating smart and being active. But media often portray body sizes and shapes that are unrealistic and have little to do with being healthy. ! Media keep us busy but not necessarily active. People often choose to use media instead of being physically active. ! Media often portray sports as fun and exciting. Even though that portrayal encourages an interest in sports, some people watch TV sports instead of being active themselves
Strategies for Making Healthy Choices
Common situations:
-You are at your grandparent's house for dinner. They want you to have a piece of apple pie for dessert. You are full but you don't want to hurt their feelings. What do you do?
-You are at the movies with your family. You are buying a small popcorn and a beverage. For just fifty cent more, you can supersize your popcorn and your beverage. Your brother tells you it's a good deal. What do you do?
-It's lunch time and you are hungry. You have brought a cheese sandwich, an apple and a container of mild for lunch but your best friend's mother has offered to take you and your friend to enjoy a double cheeseburger and fries with a super-size cola because she has a 2-for-1 coupon. What do you do?
-Your parents run their own business and have had to work late taking inventory. The last three evenings you have had fast food for dinner because no one has had the time to cook a nutritious meal. What do you do?
Activity 2.
Write about a health-related situation that you recently faced, what strategy you used and what strategy you will use in the future.
Healthy Choices (click)
Who is the major influence on the food choices people make?
How do our peers influence the food choices we make?
do your peers influence your food choices in positive or negative ways?
Where do you see or hear ads for food?
How much do you think the media influences your food choices?
Why does the media especially target children in their ads?
What is your favorite ad or commercial for a food product? Tell why.
What is your least favorite ad or commercial for a food product?
What can you do to ensure that yu are not mislead by advertisers who want you to buy their products?
Vocabulary: Carbohydrates, fiber, proteins, lipid, vitamins, minerals
-Describe the functions of the six basic nutrients in maintaining health.
What is your idea of a healthy meal? Describe a nutritious meal that you would enjoy. Then make a list of the health benefits that you think you would get from this meal. Think of the nutrients that are part of your meal.
Types of Media Suggest any media you think of that may be missing from the lists, including: ! Newspapers ! TV ! Radio ! Books ! Magazines ! Music ! Internet ! Billboards ! Movies ! Videos ! Visual art (paintings, photos, sculptures, etc.) ! Theater ! Dance ! Performance art ! Video games ! Comic books/graphic novels ! Advertisements/commercials ! Infomercials ! Public Service Announcements (PSAs) ! Signs on the outside or inside of buses or at bus stops/transit stops ! Radio contests ! Art contests ! Sports sponsorships ! Signs on the sides of trucks and vans ! Food or drink packages (for example, cereal boxes) ! Mail/e-mail/instant messaging ! Telephone/text messages ! Flyers/brochures
Media are everywhere and can have a powerful effect on our attitudes, behaviors, and health. ! Many media advertisements promote foods that are high in fat and added sugar and that do not have much nutritional value. ! Many people like to snack while they use media and do not realize how much they are eating. They often choose high-fat, high-added sugar foods that taste good and fill them up, but may not have much nutritional value. ! Many media advertisements aimed at young people (and adults) make foods very tempting. TV ads often link eating with “fun” and “excitement,” which can lead away from eating to satisfy hunger. People are more likely to overeat if they lose track of whether or not they are hungry. ! Media offer attractive role models who can inspire us to take care of our bodies by eating smart and being active. But media often portray body sizes and shapes that are unrealistic and have little to do with being healthy. ! Media keep us busy but not necessarily active. People often choose to use media instead of being physically active. ! Media often portray sports as fun and exciting. Even though that portrayal encourages an interest in sports, some people watch TV sports instead of being active themselves
Media Detective Notepad
Six Questions to ask when using media
1 Who is the author or sponsor?
This question is asking you to identify who wrote, created, or sponsored the media product. A newspaper journalist, a musician, or a food company are examples of sponsors.
2. Who is the audience?
This question is asking you to identify the group, such as young people, parents, older adults, or any other group you think the media product is meant for. In other words, who does the creator/sponsor want to see, hear, or use this product?
3. What is the purpose?
This question is asking you to identify the reason this media product was created (such as to inform, entertain, or persuade)
4. What is the message?
This question is asking you to identify the message that this specific media product is trying to get across. The message is the main statement, point, or opinion that is being expressed in the media. In other words, what is the media product telling you? Once you know what the message is, you can decide what you think about it and whether you agree with it.
5. What information is missing?
This question is asking you to identify information that is not included in the media message, but that is still important. The act of leaving out information is also known as omission. For example, a food ad might leave out information about ingredients, or a news story might present only one point of view about an issue.
6. What techniques are used to attract your attention?
This question is asking you to identify the specific techniques the media product use to grab your attention and draw you in. The techniques use in media-such as sound, color, humor, or use of well-known people-are important because they make the media more interesting and attractive. Different techniques work with different audience.
7. Are there health implications to the message? If so, describe.
Activity 1
Create a poster that encourages fruit and vegetable intake.
Media are everywhere and can have a powerful effect on our attitudes, behaviors, and health. ! Many media advertisements promote foods that are high in fat and added sugar and that do not have much nutritional value. ! Many people like to snack while they use media and do not realize how much they are eating. They often choose high-fat, high-added sugar foods that taste good and fill them up, but may not have much nutritional value. ! Many media advertisements aimed at young people (and adults) make foods very tempting. TV ads often link eating with “fun” and “excitement,” which can lead away from eating to satisfy hunger. People are more likely to overeat if they lose track of whether or not they are hungry. ! Media offer attractive role models who can inspire us to take care of our bodies by eating smart and being active. But media often portray body sizes and shapes that are unrealistic and have little to do with being healthy. ! Media keep us busy but not necessarily active. People often choose to use media instead of being physically active. ! Media often portray sports as fun and exciting. Even though that portrayal encourages an interest in sports, some people watch TV sports instead of being active themselves
Strategies for Making Healthy Choices
Common situations:
-You are at your grandparent's house for dinner. They want you to have a piece of apple pie for dessert. You are full but you don't want to hurt their feelings. What do you do?
-You are at the movies with your family. You are buying a small popcorn and a beverage. For just fifty cent more, you can supersize your popcorn and your beverage. Your brother tells you it's a good deal. What do you do?
-It's lunch time and you are hungry. You have brought a cheese sandwich, an apple and a container of mild for lunch but your best friend's mother has offered to take you and your friend to enjoy a double cheeseburger and fries with a super-size cola because she has a 2-for-1 coupon. What do you do?
-Your parents run their own business and have had to work late taking inventory. The last three evenings you have had fast food for dinner because no one has had the time to cook a nutritious meal. What do you do?
Activity 2.
Write about a health-related situation that you recently faced, what strategy you used and what strategy you will use in the future.
Healthy Choices (click)
Question to think about?
Should Soft Drinks and Snacks be taxed to fun health education programs? Do you think campaigns or formal programs on nutrition would influence people to make healthful eating choices? Why or why not? Should the government be responsible for individual eating choices? Explain.
Activity 3.
Look through magazines and other printed media to find five food advertisements that contain specific health claims. Analyze the health message that each ad delivers about its product. How might it influence your food choice? present your findings in the form of a table.
Objectives: Students will: • Use food labels to compare the nutrition of different foods • Begin to understand why fresh foods are more nutritious than processed foods
Activity: Do French fries grow out of the ground? Do fishermen catch fish sticks? In general, the fewer steps between a food’s original form and the way it appears on your plate, the better the food is likely to be for you (fresh fruits and vegetables are good examples). But a lot of food is processed. That means it went through a factory before it got to you. Foods often get an unhealthy makeover during processing and end up with added sugar, fat, salt, dyes, and preservatives. After reading the KidsHealth article “Figuring Out Food Labels,” choose two foods. [Note to instructors: students pick a less-processed and more-processed version of a similar food. Some examples: brown rice vs. flavored rice packets; frozen broccoli vs. canned cream of broccoli soup; rolled oats vs. packaged oatmeal cookies.] Get the Nutrition Facts food labels for each for. Then, using the “A Tale of Two Foods” worksheet, compare the nutritional information. Of the two foods, which is less processed? Which is the healthier choice?
Extensions: 1. a few volunteers to read both ingredient lists aloud. How far can they get before they have trouble pronouncing the words? generally, the longer the ingredient list and the more names you can’t pronounce, the more processed the food. students research some of these “mystery ingredients” and discuss their findings. 2. A strawberry is red, and so are lots of candies. Research what gives fresh fruits and veggies their vibrant colors and compare that with how candies get their color.
WHERE MEDICINES COME FROM (a) John lives in Lake Harbour. He has a bad cough. He goes with Mother to the health centre. The nurse examines him and gives him some cough medicine. She tells him when to take it and how much to take. (b) Susie lives in Rankin Inlet. She has a bad cough. Her mother goes to the store and buys cough syrup. The label tells her mother when Susie should take it and how much she should take. (c) Jack lives in Yellowknife. He has a bad cough. He goes with Mother to the doctor. The doctor gives him a prescription. He takes the prescription to the drug store. The pharmacist gives Jack's mother the pills. The label tells his mother how much Jack should take and how often he has to take it. (d) Mary lives in Fort McPherson. She has a bad cough. Her mother goes to Grandma's. Grandma goes to the bush and collects spruce gum. She makes it into tea for Mary. Grandma knows how much to give her.
To lessen the dangers of children being poisoned by swallowing medicine accidentally, there are certain basic rules which should be followed 1. NEVER TAKE ANYONE ELSE'S MEDICINE. Every person is different. A medicine that works for one person may not work for another. It may make the other person ill 2. FOLLOW THE INSTRUCTIONS ON THE LABEL. The label tells what kind of medicine it is, how much to take and when to take it. 3. USE MEDICINE ONLY IF YOU NEED IT. Medicines contain drugs and may be dangerous, because they change the way the body works. There are other ways of making people feel better - a hug, going for a walk, lying down 4. CHILDREN SHOULD TAKE MEDICINE ONLY FROM AN ADULT THEY TRUST. Medicines may be dangerous. Children do not know which medicine to take, nor how much to take. They should not take medicine either from a friend their own age or a stranger. 5. KEEP MEDICINE OUT OF REACH OF SMALL CHILDREN. Medicine is often brightly coloured and looks attractive to a young child. Young children cannot-tell the difference between candy and pills. To avoid the possibility of young children taking medicine accidentally, it should be stored where they cannot reach it. 6. NEVER USE MEDICINES THAT ARE OUT OF DATE. Medicines change over time. If they are old, they may not work in the same way, and may cause harmful reactions. 7 ALWAYS THROW OLD MEDICINE AWAY IN THE TOILET, NEVER IN THE GARBAGE. Medicine which is not disposed of carefully may be found by young children and swallowed accidentally 8 ALWAYS TAKE MEDICINE IN A ROOM THAT IS WELL-LIT WHERE THE LABEL CAN BE CLEARLY READ. It is easy to confuse medicines which may look similar. It is also important to be able to read clearly the instructions on the label. The label contains important information about the medicine.
Effect of Alcohol
Grade 6
Living skills (personal and interpersonal skills) Key words: self-awareness and self-monitoring skills understanding strengths and needs taking responsibility sources of stress monitoring progress adaptive management and coping skills responding to challenges body image positive attitude willingness to try new things communicating effectively use encouraging words verbal and non-verbal signals relationship and social skills fair play following rules critical and creative thinking skills and processes setting goals Active living lead-up games, recreational activities, fitness activities, dance using time effectively being open to new activities, displaying fair play not blaming or taking advantages various types of equipment factors that motivate to participate in physical activity moderate/vigorous physical actiivity warm up and cool down activities physical activities affecting personal health-related fitness Canadian Sedentary Behaviour Guidelines cariorespiratory endurance muscular strengtth flexibility Safety |
Grade 7
influences on healthy eating benefits of healthy eating active living eating cues and guidelines safe and positive social interaction conflict management responsibilities safety practices cannabis illicit drugs substance use addictive behaviours safe choices tobacco self-concepts puberty changes decision making stereotypes assumptions mental health emotional well-being healthy eating (allergies, dental health, food availability, media influences, cultural influences, influence of family and friends, school food and beverage policies, environmental impact, cost) healthy lifestyle |