Lesson+Sequence

Below you will find our suggested lesson sequence or flow for this unit. As a classroom teacher, we anticipate that you will choose and select only those activities that suit the needs of your children. The red tasks are those that we suggest to be assessment tasks. The blue cells are activities that relate directly to activities held within this wiki. The pink cells are both suggested assessment and linked tasks. We have attached the file below so that you may alter as you wish. Please note that it has been developed using Ralph Pirozzo Multiple Intelligences & Bloom's Taxonomy 42-grid matrix. **YEAR LEVEL: Year 3 - 8** ||  ||   || || ===**Seven ways to be smart**=== |||||||||||| == Bloom’s Taxonomy: Six Thinking Levels == || Complete Big Ideas tasks to learn about the advertising process. || Prepare at least 5 questions you would ask an advertising agent. Modern Advertising || Read the article Reality T.V. Record the good, the bad and middle of the road activity. || Create a “what am I?” for a vegetable. || Do a PMI for your favourite fast food.
 * (This 42-grid matrix was devised by Ralph Pirozzo, 1997) |||||||| **UNIT OF STUDY: Bigger Bites of Burgers Broaden “Booty” and Broadcasters Bank Accounts.**
 * ^  ||  **Knowing**  ||  **Understanding**  ||  **Applying**  ||  **Analysing**  ||  **Creating**  ||  **Evaluating**  ||
 * **__Verbal__** **I enjoy reading, writing & speaking** || List as many fast foods adverts that you can think of. || Write your own healthy food advert.

Tricks of the Trade ||
 * **__Mathematical__** **I enjoy working with numbers & science** || List all the facts you know about different types of advertising under K of KWL sheet. List what you want to find out under the W. || Survey at least 10 friends and family about a healthy food topic.

Maths Survey || Sort and classify the data from you survey. Explain your classifications. || Use a Venn Diagram to compare two different demographics and their preferences. || Create a graph showing your results. || Make a general statement based on your results? ||
 * **__Visual/Spatial__** **I enjoy painting, drawing & visualising** || Make a collage of healthy foods or create an award to present at the People’s Choice Awards, || Identify elements of advertising used in the goldilocks posters.

See Teacher for the resources for this task. || Create your own poster to advertise a healthy food.

Tools of the Trade || Compare two fast food adverts.

Advert Alert || Create an assessment rubric highlighting features of adverts.

Posters || Choose a McDonalds ad campaign and present it to a group explaining the use of various advertising techniques. || Food & Exercise Tracking || Construct a hamburger using the techniques shown in the Tricks of the Trade adverts. || Devise a board game called “healthy foods”. || Advert Alert || Compose an instrumental track to accompany your iMovie. || Act and choreograph a well-known fast food jingle. || Knowing about Nutrition. || With a small group create an iMovie advert about healthy food utilising learned advertising techniques. || Interview others on ways we can promote healthy foods || Brainstorm and select ideas that might change the governments mind.
 * **__Kinesthetic__** **I enjoy doing hands-on activities, sports & dance** || Participate in a trip to a local takeaway store. Take note of how food is cooked and prepared. || Collect and sort different packages into recyclable and non-recyclable. || Role Play an advert of your choice, or an advert you have created. || Select healthy foods to go into a 5+ a day meal plan.
 * **__Musical__** **I enjoy making & listening to music** || Learn the Kiwiburger song || Share a piece of music you think would be great for an advert and why. || Write a jingle for a healthy food advert. || Watch an array of fast food adverts and identify which music makes the advert more memorable.
 * **__Interpersonal__** **I enjoy working with others** || Tell others what you’ve learned about obesity and the effects of fast food on the body. || Use the TPSS strategy enable others to share their feelings about advertisers responsibilities.

The Government || Carry out a SOWC on working at McDonalds and then debate “Working at McDonalds contributes to obesity” || What do the papers say? || = = ==
 * **__Intrapersonal__** **I enjoy working by myself** || Write a paragraph explaining what might happen if you just ate fast food. || If fast food weren’t available how would you cope? || Reflect on how you felt when performing in front of an audience. || Construct your own concept map to explain advertising techniques. || Predict what would happen to people if fresh fruit and vegetables were no longer available. || Use SOWC to forecast the impact of restricting television-advertising hours to children.
 * || Suggested assessment task  ||
 * || Activity links to online task  ||
 * || Both assessment task and online links available  ||

//Please note:// //PMI is Plus or Positive, Minus and Interesting.// //SOWC is Strengths, Opportunities, Weaknesses & Consequences// //TPSS is Think, Pair, Share Strategy//





References: Pirozzo, Ralph. (2008). //Creating the Most Engaging & Challenging Thinking Classroom//. Course notes received from workshop presented by Ralph Pirozzo.