Advertising

Ad Quest

Target Market

Introduction

Have you ever done something or bought something because your friend did?

Are people influenced to buy things by ads?

What age would be interested in video games?
Where would you advertise video games?
What age would be interested in false teeth?
Where would you advertise false teeth?
What age would be interested in computers?
Where would you advertise computers?

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Task

Students will research advertisements and analyze when and where advertisements are effective and what is the obvious target market. The students use a variety of pre-selected web sites in their research, and then use Microsoft PowerPoint to show examples of ads or parts of ads that would appeal to a certain target market.

Prior to beginning this lesson, students should have a basic knowledge of how to use PowerPoint or some other presentation software.

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Process

After addressing the discussion questions, students will go on-line to the suggested sites and take screen shots of their 3 most favorite ads, transfer the shots to Power Point and tell why they liked each ad. (They may use text or narrative in Power point). Then they will go on-line to the suggested sites and take screen shots of their 3 least favorite ads, transfer the shots to Power Point and tell why they disliked each ad.

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Resources

Kodak ads

Click Google Search and type advertising

Advertising Jingles - Food and Drink

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Evaluation

Students will fill out an evaluation of what they learned from the assignment and both email and print their comments.

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Conclusion

Every day we are bombarded with advertisements. As critical thinkers, we need to be aware of the subtle ways ads enter our consciousness and the subtle ways we are affected in what we purchase and even what we believe. The many forms of media are used in various ways to influence our decisions.

After completing this WebQuest, you should be better able to evaluate when and where someone is attempting to influence your decisions. Instead of being brainwashed by the media, you now have the skills to make sensible decisions about what you purchase and what you believe.

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Extension

Students who finish early will go to audio commercial sites and review 3 tv ads-adding them to their Power Point show and telling what they like most.

Homework extension-Choose 3 different genres of television programs and describe the type of commercials shown during these shows. Included the name of the program and time the program aired. What is the audience that these ads are trying to target?

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State Standards

TECHNOLOGY EDUCATION STANDARDS
(adopted 9/25/00)
ESSENTIALS (Grades 4-8)
State Standards
• 1T-E2. Demonstrate increasingly sophisticated operation of technology components
See: Arts {Music} (1AM-E9-10), Mathematics (1M-E6, 2M-E1), Science (1SC-E2)
and Workplace Skills (7WP-E1)
PO 2. Retrieve and save information remotely (e.g., network servers, Internet, Intranet,
peripheral devices)
STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES
• 2T-E2. Exhibit legal and ethical behaviors when using technology and information and
discuss consequences of misuse
PO 1. Follow the rules for deciding when permission is needed for using the work of others,
(e.g., some sites specify whether permission is required or not, some work is in
public domain)
Students understand the social, ethical and human issues related to using technology in their
daily lives and demonstrate responsible use of technology systems, information and software.
STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS
Students use technology tools to enhance learning, to increase productivity and creativity, and to
construct technology-enhanced models, prepare publications and produce other creative works.

• 3T-E3. Publish and present information using technology tools
PO 1. Design and create a multimedia presentation or Web page using multiple digital
sources (e.g., from camera, video, scanner, CD-ROM, Internet)
PO 2. Publish or present the above production (See Technology 4T-E2, PO1 or 4T-E3)
• 3T-E4. Use technology tools to support system analysis and modeling
STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will collaborate, publish, and interact with peers, experts
and other audiences using telecommunications and media.
ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:
• 4T-E1. Use telecommunications efficiently and effectively to access remote information
and communicate with others in support of facilitated and independent learning
See: Language Arts (W-E3-E6)
PO 1. Communicate independently via e-mail, Internet, and/or videoconference with people
in a remote location (For Internet safety see Technology 2T-E1)
• 4T-E2. Use technology tools for individual and collaborative writing, communication
and publishing activities to create curricular related products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using technology tools (e.g.,
multimedia authoring, presentation software, digital cameras, scanners, projection
devices)
• 4T-E3. Collaboratively use telecommunications and online resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8, PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in local and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail, discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or solutions (e.g., Web site,
multimedia presentation, video)
• 4T-E2. Use technology tools for individual and collaborative writing, communication
and publishing activities to create curricular related products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using technology tools (e.g.,
multimedia authoring, presentation software, digital cameras, scanners, projection
devices)
• 4T-E3. Collaboratively use telecommunications and online resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8, PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in local and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail, discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or solutions (e.g., Web site,
multimedia presentation, video)
PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and the following:
• 4T-P1. Routinely and efficiently use online information resources to meet needs for
collaboration and communications
See: Language Arts (W-P2-6) and Workplace Skills (1WP-P5)
PO 1. Using criteria for research in Standard 5, create an end product (e.g., multimedia
presentation, publication, Web page) to disseminate the information
• 4T-P2. Manage and communicate personal and professional information utilizing
technology tools and resources
See: Language Arts (W-P2-6) and Workplace Skills (7WP-P1, 1WP-P3)
PO 1. Plan and present a product appropriate to the task
STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND
DECISION-MAKING
Students use technology to make and support decisions in the process of solving real-world
problems.

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