Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

·         H1.N3.4  Explain how to use information found on a Nutrition Facts label.

OSPI Art:

Anchor Standard 7 Perceive and analyze artistic work. Performance Standard:

a.        (MA:Re7.1.a ) Identify and describe the components and messages in media artworks

Anchor Standard 8 Interpret intent and meaning in artistic work. Performance Standard:

a.        (MA: Re8.1.2) Determine the purposes and meanings of media artworks, considering their context

CCSS:

CCSS-ELA-LITERACY.SL.4.1 and 5.1

Engage effectively in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly

LWSD Standard 10: Media Awareness, Strand 2- Recognize media messages are intentionally constructed

Objectives (student “I can …” statements):

·         I can identify parts of a media product

·         I can determine the purpose of the media product and why the creator made it

·         I can apply my understanding of the media construction by creating a cereal box for a specific audience

Media are Constructions video by mediasmarts.ca

Different cereal box examples, with at least one of the examples aimed at children

Media are Constructions Power Point

Session #1 will go over the concept that media are constructions and Session #2 will be a Maker Day where students will apply their new learning to create their own cereal box for a targeted audience. Library lessons are approximately 20 minutes long followed by a 10-minute checkout period (=30 minutes total). Lesson will be conducted in front using a SmartBoard with students sitting on carpet and then transitioning to table groups to do small group work.

In groups, students will pick a target market and create their own cereal box design to appeal to that audience. Students will present their cereal box design to the class and identify the different parts and the purpose it serves.

·         “What does it mean to say that media are constructions?” (Media are constructions because all media products are created by someone.)

·         “How does knowing this help us understand media?” (Understanding the choices the creator makes helps us figure out what the purpose for creating the media)

(show one advertisement and model identifying parts of its construction and discuss how the parts are put together and the purpose for creating the ad)

Say:  Now I would like you to work in small groups to identify the parts of the cereal box using your media are constructions worksheet. Make sure to look at all sides of the cereal box. Students will identify from the following parts:

Have students discuss the purpose each part serves (allow 5 minutes for students to complete this activity). In table groups, have each group share one part they identified and the purpose it serves. Record responses using the Smart Board.

Say: Some parts of a cereal box are required by law. Which element do you think all cereal boxes need to include? (nutritional information and ingredients list). Now look at the size of this information. Are they bigger or smaller than other parts and why do think they are that size?

(Note: If time allows, students may look at a second cereal box and go through the same process)