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.
Goal: To identify propaganda techniques used in advertising and to use those techniques in
creating an advertisement with a positive nutrition message.
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.
© 2009 MSU Extension, Children, Youth, Families & Communities, Michigan Nutrition Network
DRAFT -School Garden Nutrition Education
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
 Students turn in script and perform the commercial for the class.
Assessment
POSITIVE PROPAGANDA COMMERCIAL Rubric
Names __________________________________ Date _______________
Written Script/Conventions:
 Spelling
 Grammar
 Capitalization
5
3
1
Positive Nutrition Message
 Clearly stated
 Persuasive/effective
5
3
1
5
3
1
Other Content
 Accurate information
 In student’s own words (unless quoted)
 Listed source of information
5
3
1
Propaganda Technique
 Matched what student selected
 Clearly evident
5
3
1
Positive Garden Message
 Clearly stated
 Persuasive/effective
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-adstrigger-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-tounderstand 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.
Student Pages:
PROPAGANDA
COMMERCIAL ANALYSIS SUMMARY
Names__________________________
__________________________
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 (yesno)
TYPES OF PROPAGANDA
1. Appeal to Fear: try to frighten you into something: ADT, Gardosil, OnSTAR, 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,
10. Slogans: catchy phrases… Just do it (Nike)
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
 Avoid empty calories (junk food, calories in fast foods)