Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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Sorting out • Locate special language found in newspaper/radio/magazine advertisements. Create a graffiti wall to illustrate the persuasive language used by advertisers, i.e.: new, improved, fat free. • Are the following statements true or false?: w Advertisers are not selling products, advertisers are selling dreams w People can buy their way to happiness w Boys are not affected by body image w Celebrity mania and celebrity obsession lead to negative body image w Good looking people are happier w People spend lots of money to look good • Watch a variety of different TV advertisements and create a mind-map to illustrate the different techniques used by these advertisers to appeal to their audience i.e.; humour, celebrity endorsement, tradition, fitness and well-being, animation. • In groups students identify features of each advertisement. For example: Needs vs Wants Effective advertisements persuade consumers to think the product is a “need” when really the product is a “want". Identify advertisements which persuade the consumer that they need the product. The Language What words are used to persuade the consumers to buy the good or service. Persuasive words might be “new, improved, cool, fresh, healthy, natural, bargain, get it now”. Key Message What is the key message the advertiser wants consumers to remember? This is often the last words which appear or are spoken in the advertisement. Sounds Describe the music or sounds you hear? What kind of mood or feeling does it create? The Actors Describe the types of people or characters used? What is their gender, age, describe their looks, race? Target Audience Look carefully at the advertisement and describe which group of people you think it is targeting? This could include either: males (tyre ads), females (shampoo), teenagers (soft drink), young children (The Wiggles), older people (house insurance) and young adults (new car). Real-life How is the advertisement similar to real-life or is it totally unrealistic? Do people really behave that way in real-life? Do your family or friends talk/look/behave/drive like that? The Facts What facts do we find out about the product? For example, in a car advertisement a fact might be “The new model is 4 wheel drive and has four air bags”. However, “it drives like nothing you have ever experienced before” is not a fact but is an advertising claim. CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au 105
106 • Record a list of consequences if: w Sporting clubs were not allowed to use advertising or w All advertising was banned from TV, internet, magazines, radio and newspapers. • Cut out a selection of print advertisements and look at the language used to make the product seem appealing. Using a rating system of 1-5, rate the advertisements in order of their effectiveness. Discuss ratings and reasons. • Ask students to divide the advertisements into two groups: ads that inform and ads that persuade. Record findings in a T chart. Ads that inform • • • Advertising Ads that persuade • • • • Students write ‘Who Am I?’ celebrity clues matched with product clue. For example, Ian Thorpe and Uncle Toby’s. Going Further • Ask the students: • "Why do celebrities advertise products?" •"Why do companies want celebrities to promote their goods and services?" •"How much does the celebrity know about the product they are promoting?" • Role-play “interviewing” a celebrity to find out why they appeared in an advertisement for a product. • Cut out pictures of celebrities from newspapers or magazines. Use a PMI chart (Plus, Minus and Interesting) to illustrate what qualities these people have that others might admire and how might wanting to look like a celebrity be a negative thing. w What stereotyping is involved? w How close to real-life are the pictures? • Discuss how advertising contributes to how we see ourselves? Debate: w That advertising is responsible for body image problems. w That advertising is responsible for the large amount of consumer waste that is dumped in landfill. • Advertisers promote special offers: w Fast food chains offer free drinks or toys with a meal. Are these items really free? w Department stores offer specials which are advertised as "Save Now". Are you really saving money if you are spending money? CONSUMER AFFAIRS VICTORIA NEED CONSUMER HELP? 1300 55 81 81 www.consumer.vic.gov.au
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A teaching & learning resource •
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A teaching & learning resource •
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Introduction to Consumer Stuff for
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Victorian Essential Learning Standa
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National Consumer and Financial Lit
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VELS Humanities - Economics The key
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Conclusion Play “The Goods ‘n S
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Group Person (list 3 NEEDS and 3 WA
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Take Home Activity I am a Consumer
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Introduction Create a KWL chart on
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Consumer Match-up Cards Q Do consum
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CAMP CHAOS! Anna couldn’t believe
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Consumer Power - Advice Line 1. Lee
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Fish Shop 1. Read the following let
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Role-play Scenarios A salesperson i
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Scams Task Distribute the Scams act
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Take Home Activity An Informed Cons
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Unit VELS Humanities - Economics Th
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Which Industry? Computer or IT Indu
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Fishbone Chart Model a fishbone cha
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Take Home Activity Let's Work YOUR
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Bartering worked fine for a while..
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Design your own money. You are work
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ACTIVITY 2 - Different Ways to Buy
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The "How to Pay" Role-play NAME . .
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46 45 28 27 10 9 Snakes and Ladders
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ACTIVITY 4 - Budgeting Learning Obj
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$ in Budget Activity Sheet $ out NA
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OPPORTUNITY COST Shoppers make lots
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1. What job did you select as No. 1
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Page 108 and 109: Take Home Activity How Can We Make
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Consumer Stuff for kids (PDF, 6.2 MB) - Consumer Affairs Victoria

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