WHY DO WE BUY WHAT WE BUY? - irp-cdn.multiscreensite.com · children they really want those things....

commercial • appeal • quality • consumer • persuade • critical

SERP © 2015 Unit 4.11 197

UNIT 4.11

WHY DO WE BUY WHAT WE BUY?

SCHEDULE

Day 1 Action NewsReader’s Theater

Day 2Characters’ Perspectives

Day 3Word Study

Day 4Math

Day 5Interview

Day 6Science I

Day 7Science II

Day 8Article

Day 9Prepare and Debate

Day 10Writing


SERP © 2015 Unit 4.11 198

This page has been left blank intentionally.


SERP © 2015 Unit 4.11 199

Action NewsDay 1

Why do we buy what we buy?The Influence of Advertising

PAIGE REIDER:

Good day, student viewers! This is Paige Reider reporting. Do you all remember our intrepid reporters Susana and Arun? Later, you’ll learn more about their interview with Dr. Susan Linn. They talked to her about the impact of television advertising on young viewers. She talked about how advertising not only impacts what appeals to kids, but it also influences how kids play. It used to be that kids would rely almost entirely on their own imaginations and creativity when they played. Now it seems that parents and kids buy toys linked to TV programs and movies, and that commercials and other advertisements persuade children they really want those things. Dr. Linn’s comments made our reporting team ponder a bigger question: Why do we buy what we buy? Is it advertising or need, or is it something else? To investigate this issue, we turn to our reporter, Justin Thyme, who’s out in the field – or should I say the mall – finding out why kids spend their money on certain things and not on others. Justin?

JUSTIN THYME:

Good day, Paige! I’m right in the center of the action here at the South Shore Mall. It’s vacation week, so there are a lot of elementary school kids here with their families. I’ve been asking kids what they would buy if they had allowance money.

PAIGE: So what have you found out so far?

JUSTIN: Well, I’ve been just talking to Calvin, who’s nine years old, who said he just likes to buy things. He gets his allowance and spends it on little things, like candy or inexpensive little toys. He says he just likes to shop. He told me that his older brother says he’s materialistic because all he cares about are things. When I asked him if he bought things he saw on television, Calvin said he did. In fact, he had just bought a pack of “squirties,” a special gum that squirts a cool liquid into your mouth.

PAIGE: That sounds disgusting! Who else have you spoken with, Justin?

JUSTIN: Well, I did talk to one fourth-grade girl, Samara, who said she doesn’t get an allowance. But she saves up her money from dog sitting. When I asked what she buys, she answered, “Books.” And then I asked her, “What else do you buy?” And she answered, “More books!” She loves reading so much that she wants to own books so she can read them whenever she feels like it. She also said she learned about a new series from an ad in her favorite book store.

PAIGE: So ads can sometimes give us good or important information, right Justin?

JUSTIN: That’s right. Take the case of Darnell, another fourth grader here at the mall. He said he wanted to buy a walkie-talkie, so he looked at a lot of website advertising to learn which one had the features he wanted and the lowest price. Then he read the online reviews to find the highest-quality walkie-talkie. You might say he was using the ads to be a “critical consumer.”

PAIGE: So, Justin, it does sound like ads are having an impact on what many kids are buying.

JUSTIN: That sure seems to be the case, Paige. There’s nothing like talking to kids to learn what really matters to them. I also must confess, Paige, that I just bought a pack of “squirties.” I can’t wait to try one!

PAIGE: Et tu, Justin. You’re a good example of how even adults are easy to influence. Thanks again for that interesting report, Justin!

This is Paige Reider, signing off!

wordgen.serpmedia.org/action_news

Discussion question: Think about something you would like to buy with an allowance or gift money. Why do you think you want to buy it?

http://wordgen.serpmedia.org/action_news/

http://wordgen.serpmedia.org/action_news/


SERP © 2015 Unit 4.11 200

Day 1Why do we buy what we buy?

Line

1 Mr. Matsumoto: Did you know that the average child sees 40,000 ads per year on TV? That doesn’t even count what kids see in print or on the internet. That’s why it’s important to become a critical consumer; that is, someone who asks: What are these ads all about? What are these commercials trying to sell me? And then, most importantly, what are my reasons for wanting and then buying things I see or hear advertised? What is their appeal? Why are these attractive to me? So today, I thought it would be interesting to talk about why we buy what we buy.

2 Klair: Well, I buy something because I feel I need it. So, for example, I’m saving up for a pair of shoes – you know, the brand that a lot of older kids have? They’re for skateboarding, so they’re really comfortable and high quality and very cool. But they’re also expensive. I’ll probably have to use my birthday money too! It’ll be worth it, though, because I think they’re the best!

3 Ryan: Yeah, but I heard they come from Australia. When my dad buys things, like clothes or a car, he checks to see that it was made in America. He says that even if things cost more, it’s important to support American companies and American workers. So, now when I buy stuff, I also check first to see where it’s made.

4 Shin-Ye: I try not to pay attention to the ads I see, or to be concerned about what other kids have, because I know we just can’t afford it. We have to be very economical. My mom works two jobs – I don’t get to see her much. When I think of spending money on things I don’t need, I say to myself, is it worth it? Do I need it? I just see my mom in my mind, coming home really tired from work. Sometimes it’s hard because I don’t have the same stuff as other kids, but I try not to feel bad about it.

5 Mr. Matsumoto: What you just said, Shin-Ye, reminds me of the story we read last week, The 100 Dresses. In that story, a girl felt so pressured to have a lot of dresses that she pretended to own many dresses even though she didn’t have them. She thought that was how she could get kids to like her.

Reader’s Theater continues on the next page.

�

�

�

�

�

Reader’s TheaterPeer Pressure About Clothing

Mr. Matsumoto had been talking to his class about what it means to be a critical reader; that is, someone who asks questions and thinks deeply about what he or she is reading. Since Mr. Matsumoto knew his students saw a lot of commercials and advertisements every day, he decided to talk with them about being critical readers of familiar media images, especially those that are trying to sell them something. That way, they could become more informed buyers or critical consumers.


SERP © 2015 Unit 4.11 201

Day 1Why do we buy what we buy?Reader’s Theater, continued

6 Shin-Ye: It’s sad when kids feel it’s so important to own something that they lie about it to each other. I have a friend in another class, and all her friends had red journals and she didn’t. She bought one so they wouldn’t make fun of her. Isn’t that peer pressure?

7 Elina: That sounds like peer pressure to me! You know, kids also buy things because they’re interesting. I’m saving up my money to buy a kit to make electronic gadgets – like a burglar alarm or a radio. I love doing science projects, and I can’t wait to be able to do them with this kit. You know, I learned about this from an advertisement on a website, and I’m glad I did!

8 Mr. Matsumoto: I see that you all have very different reasons for buying – or for not buying – something. And I’m impressed by how you can talk about how you make your decisions. I think this class is on the road to becoming critical consumers!

9 Elina: Mr. M? Could we bring in some advertisements tomorrow and talk about them? I want us to analyze how advertisers are trying to persuade us to buy their products. I can’t say I’ve really thought about this before.

10 Mr. Matsumoto: That is a great idea, Elina! For tomorrow, everyone look for advertisements and come prepared to talk about at least one that you found. Remember, they’re on buses, on billboards, in magazines, and on the internet – they’re everywhere, and they’re trying to persuade you to buy things! I’m so excited that we’re all on the road to becoming super-informed, critical consumers!

�

�

�

�

�

Turn and Talk: Think about the last thing you or someone in your family bought. What was it? And why did you or someone in your family buy it?

Assignment: Look for an advertisement that you can print or cut out. You will critically analyze the advertisement and write about it at the end of this unit.


SERP © 2015 Unit 4.11 202

Day 2Why do we buy what we buy?Characters’ Perspectives

Klair, Shin-Ye, Ryan, and Elina

Which character do you agree with? ______________

Why?

______________________________________________________________________________

______________________________________________________________________________

Directions: Check the box next to the sentence that correctly describes the position of each character. Go back to the Reader’s Theater to look for evidence to support your answer.

What does Elina think?

Elina thinks that advertisements can teach you about interesting products.

Elina is not persuaded by advertisements because she rarely watches television.

Elina dislikes science projects and would rather read a high-quality book.

What does Ryan think?

Ryan believes it’s critical to support Australian workers.

Ryan is a critical consumer and cares where products are made.

Ryan saw a commercial for a walkie-talkie and was persuaded to buy it.

What does Klair think?

Klair is critical of people who spend too much money on books.

Klair finds skateboarding shoes less appealing than regular running shoes.

Klair thinks it’s worth spending a lot of money on something if it’s high quality.

What does Shin-Ye think?

Shin-Ye says that, as a consumer, she is very influenced by advertisements.

Shin-Ye doesn’t want to waste money and thinks critically about her purchases.

Shin-Ye and Klair are both skateboarders and are saving for high-quality shoes.


SERP © 2015 Unit 4.11 203

Day 3Why do we buy what we buy?Word Study

A Closer Look at Our Focus Words

commercial appeal quality

(adjective) having to do with making money (a profit)(noun) an advertisement on radio or television

(noun) the quality of being attractive or interesting (verb) to be attractive or interesting

(noun) how good something is; a characteristic of something or someone

Since he knew his students saw a lot of commercials and advertisements every day, he decided to talk with them about being critical readers.

What is the appeal of skydiving? Why would anyone want to jump out of a plane?

They’re for skateboarding, so they’re really comfortable and high quality and very cool.

My favorite commercial is for Krispy Treats for Dogs. I don’t own a dog, but it makes me want to get a puppy every time I see it!

That movie doesn’t appeal to me; it looks too violent!

My grandfather has wonderful qualities: He’s hardworking and honest, but he’s also fun and playful!

What is your favorite commercial on television? What is your least favorite?

Does skydiving appeal to you? Why or why not?

What makes a pair of shoes high quality?

Circle the sign that is advertising a commercial product.

Circle the advertisement that would appeal to you.

Circle the sign with the qualities that are most appealing to you in a candidate.

Choose a picture

Another Example

Definition

Turn and Talk

Sample Sentence

Free, delicious

blueberries at the

next stop light!

Quik-gro will help your nails grow faster and stronger

for only $9.99!

Burt loves hard work. Elect him student

president tomorrow!

Stacie wants free

movie passes for everybody!


SERP © 2015 Unit 4.11 204

Day 3Why do we buy what we buy?Word Study, continued

consumer (n.)

consume (v.)persuade critical

(noun) a person who buys goods and services (verb) to take in; to eat

(verb) to cause someone to do or believe something through reasoning or argument

(adjective) careful in thinking or choosing something

That’s why it’s important to become a critical consumer; that is, someone who asks, “What are these ads all about?”

I want us to analyze how advertisers are trying to persuade us to buy their products. I can’t say I’ve really thought about this before.

Students develop critical thinking skills when they learn to see problems from different perspectives.

My mother is a critical reader and consumer. She always compares food ads to get the best prices.

My father was persuaded by an ad on television that he would lose weight if he took some special pills. He spent 60 dollars, and they didn't work!

My teacher wants me to be a critical reader of the daily newspaper.

How much fruit do you consume in a week?

How much soda do you consume in a week?

What was the last thing you persuaded someone to buy for you?

Why is it important to be critical of yourself at times?

Choose the sign that would appeal to a critical consumer.

Which ad would persuade someone to buy the product being advertised? Why?

Which item requires a critical consumer?

Choose a picture

Another Example

Definition

Turn and Talk

Sample Sentence

“ZAP!” whitens

teeth in 2 hours!

DAZZLE YOUR FRIENDS!

CLEAN SMILE helps your teeth

look a little better!

We never test our shampoo on

animals and only use natural

OUR SHAMPOO

MAKES YOU

POPULAR!!


SERP © 2015 Unit 4.11 205

Day 4Math

In this unit, you are learning how advertisements sometimes influence what consumers buy. Advertisers put commercials online, in magazines, on billboards, and in schools to persuade consumers to buy their products. Although advertisers find many places and use many strategies to appeal to consumers, it is also interesting to consider how much advertising is directed towards selling certain products. For example, the pie chart shows that there is more advertising of candy and snacks to children than any other food product.

Discussion question: What interesting data do you notice on this pie chart?

I. Understand the data

Your task will be to write a word problem to help a second-grade student understand this pie chart. Before you begin, talk with your partner and your classmates to understand and analyze the data on the pie chart.

1. What do the sections of the pie chart represent? 2. Are there more ads for healthy foods or junk food? How do you know?3. What surprised you the most about this data?

II. Write a math problem to help someone else understand the data

Now that you are familiar with the data, you will design your own word problem. Use the following checklist of elements to include in your word problem:

¨ Introduce the topic of this unit. Second graders will need some information about the topic. ¨ Use as many focus words as you can.¨ The answer should include one of these symbols: > < or = (greater than, less than, or equal to).

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

What are advertisers trying to sell to children?

Why do we buy what we buy?

Source: Based on “Food for Thought: Television Advertising to Children in the United States.” (2007). Henry J. Kaiser Foundation.


SERP © 2015 Unit 4.11 206

Day 5InterviewInterview with Dr. Susan Linn


Dr. Susan Linn studies the impact of advertising on kids—on how they see the world, and on how they play. Her organization, the Campaign for a Commercial-Free Childhood, CCFC, works for the rights of children to grow up without being influenced by commercial interests. She’s also a master puppeteer and teaches children and grownups all over the world about the importance of creative play. Her puppet, Audrey Duck, helps her get this important message out to parents, children, teachers, and even advertisers!

Arun: Thanks so much for talking to us today. We were wondering if you could address how advertising affects kids like us.

Dr. Linn: Well, Arun, I think childhood should be a time for creative play, discovery, and learning. But instead, advertisers are telling kids what they should want, what they should buy, and what they should play with. The more they can influence kids, the more money these companies make.

Susana: So are you saying that if I want a particular toy to play with it’s because I’ve seen it on TV or in the movies?

Dr. Linn: Yes, I am. And kids are not only buying toys that are marketed to them every day on television and in the movies; they’re also being persuaded to eat certain foods and to want things they don’t need. Do we really need 200 dollar athletic shoes? Expensive video games? Why do we think we need them? Life choices should be ours – not the decision of a company, celebrity, or famous athlete.

Arun: Well, what do you think Susana and I and our peers could do to make better decisions that are not influenced by television advertisements?

Dr. Linn: Well, the first thing kids should do is take back their own creativity. A long time ago, before television became so important to everyone, kids spent hours in creative play. Think of the last time you expressed yourself by tapping into your own imagination. If you can’t, maybe it’s time for a change.

Susana: So you’re saying that we’ve been so influenced by commercials that we don’t know how to create our own fun?

Dr. Linn: That’s right, Susana. We’ve become very materialistic because of these influences. So what can we all do? Stop buying things we don’t need. Stop believing the messages that advertisers are sending us. Be critical consumers. In other words, think before you ask your parents to buy something and ask yourself: Why do I want this? Do I really need this? Remember, the decision to buy is entirely up to you and your parents. You can help stop advertisers from influencing kids.

Arun: Wow, Dr. Linn, you’ve really given us a lot to think about! I think my mom is really going to like your message to kids.

Susana: For some strange reason, Dr. Linn, I suddenly feel powerful. Like I have the power to make my own decisions instead of letting someone tell me to get something that’s in fashion or that I need the same toys that other kids have. It’s an awesome feeling! Thank you so much!

Dr. Linn: You’re so welcome, intrepid reporters. Keep asking the hard questions and keep in touch!

Susana and Arun: Will do, Dr. Linn! Say hi to Audrey Duck for us!

Dr. Linn: I sure will!

Turn and Talk: Can you think of an advertisement that has persuaded you to buy something? Why did this advertisement appeal to you?


SERP © 2015 Unit 4.11 207

Day 6Science IThe Appeal of Unhealthy Foods


In a recent study, Dr. Lucia A. Reisch and a team of Danish scientists found that children between the ages of 5 and 11 knew the differences between healthy and unhealthy foods. The children were shown pictures of healthy and unhealthy foods and were asked to evaluate the foods based on their characteristics. A whopping 92% of children knew which foods fell into each of the categories. They found that kids knew healthy from unhealthy! Parents everywhere were shouting with joy! But then researchers asked the same children to choose which foods most appealed to them, and only 32% of respondents chose healthy foods! Scientists were shocked, shocked, shocked by these results. They wanted to learn why children would select a food that they knew was less healthy. They decided to go straight to young consumers to get to the bottom of this surprising result.

Provide Some Data Here is a sample of a survey researchers would use in this situation. Please complete the survey as honestly as possible.

Favorite food: ____________________ On a scale from 0 to 4, how healthy is your favorite food?

Have you ever seen an advertisement for your favorite food? yes | no

Favorite drink: ____________________ On a scale from 0 to 4, how healthy is your favorite drink?

Have you ever seen an advertisement for your favorite drink? yes | no

Favorite restaurant: ____________________

On a scale from 0 to 4, how healthy is your favorite restaurant?

Have you ever seen an advertisement for your favorite restaurant? yes | no

1. Think of an advertisement that you found very persuasive. What was the advertisement promoting? Why was it persuasive?

Explain: _________________________________

_________________________________________

_________________________________________

2. Think of an advertisement that caused you to feel suspicious.

Explain: _________________________________

_________________________________________

_________________________________________

3. Are you entertained by advertisements? yes | no

Explain: _________________________________

_________________________________________

_________________________________________

Your date of birth:

0 1 2 3 4

don’t know

very unhealthy

somewhat unhealthy

somewhat healthy

veryhealthy

0 1 2 3 4

don’t know

very unhealthy

somewhat unhealthy

somewhat healthy

very healthy

0 1 2 3 4

don’t know

very unhealthy

somewhat unhealthy

somewhat healthy

veryhealthy

month date year


SERP © 2015 Unit 4.11 208

Day 7Science IIPersuasive Letter


What do you think is the most common reason children your age sometimes prefer foods that are less healthy? Is it taste? Commercials? Convenience? What friends say? Something else? Be sure to provide evidence to make your writing more persuasive. For example, share experiences you have had with other kids your age related to this issue.

TO: Dr. Reisch, Department of Intercultural Communication and Management, Copenhagen Business School

FROM: _____________________________________

Topic: Why children sometimes select unhealthy food

Dear Dr. Reisch,

Thank you for researching this topic by asking real children what they claim is the reason for your findings.

Here is what I think: ________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________


SERP © 2015 Unit 4.11 209

Day 8ArticleAre all advertisements the same?


Some advertisements aren’t trying to get you to buy anything at all. In fact, they might be trying to get you not to do something, or to do something that’s for your own good!

Have you ever seen an advertisement on TV telling people not to smoke or not to drink while driving? Here are a few examples: “Friends don’t let friends drive drunk.” “Only you can prevent forest fires.” These are lines from public service announcements, or PSAs. Advertisements like these are not trying to sell something. They’re trying to inform people about an issue, change people’s attitudes, or persuade people to do something for their own benefit. Lots of public service announcements are about health and safety, and sometimes they’re also about protecting the environment.

However, most advertisements are commercial. Commerce means “business” and commercial ads persuade us to spend money on products. Ads for toys on cereal boxes, food ads on television, billboard ads for cars, and billboard ads for cell phones along the highway – all of these are commercial ads. A recent study reported that the average number of food ads directed to kids between the ages of 8–12 is more than 7,600 per year. In contrast, the average number of public service announcements (PSAs) about nutrition for kids that age is only 158 per year!

When you see an ad on television, ask yourself, What is this ad trying to persuade me to do?

Source: Based on “Food for Thought: Television Advertising to Children in the United States.” (2007). Henry J. Kaiser Foundation.

PLS DNT TXT + DRIVE A Public Service Announcement


SERP © 2015 Unit 4.11 210

Day 8Article, continued Why do we buy what we buy?

Look at each of the three ads. What is each trying to tell you? Is it a public service announcement trying to inform or help you, or is it a commercial ad trying to sell you something? Or is it both? Is it sometimes hard to know? Explain your choice.

◽ PSA

◽ Commercial

◽ Both

Why? ___________________________________

_________________________________________

_________________________________________

_________________________________________

WASH HANDS AND SURFACES OFTEN

SEPARATE RAW MEATS FROM

OTHER FOODS

COOK TO RIGHT TEMPERATURE

REFRIGERATE FOOD PROMPTLY

Milk makes you strong!

Moooooooo!

THINK ABOUT FOOD SAFETY!

◽ PSA

◽ Commercial

◽ Both

Why? ___________________________________

_________________________________________

_________________________________________

_________________________________________


SERP © 2015 Unit 4.11 211

Day 8Article, continued Why do we buy what we buy?

Turn and Talk: What kinds of PSAs should appear in school cafeterias and gymnasiums?

TOP REASONS TO LOVE THE WOOLEN COATLINED IN KNITTED WOOLKeeps you cozy and warm

A-LINE FITTEDMakes you look leaner

LAYER OF HEAVY WEIGHT COTTON TWILLBlocks the wind and for extra warmth

NEUTRAL COLORMatches everything, ideal for layering

◽ PSA

◽ Commercial

◽ Both

Why? _______________________________________________________________________________________

_____________________________________________________________________________________________


SERP © 2015 Unit 4.11 212

Day 9Prepare and Debate Why do we buy what we buy?

Perspective Reasons for Reasons against

Yes

No

Depends

Your teacher will explain the format of this week’s discussion or debate. You may need to organize some notes in the space below:

DON’T FORGET TO BRING YOUR PRINTED ADVERTISEMENT TO CLASS TOMORROW!

Should advertising be allowed in schools?


SERP © 2015 Unit 4.11 213

Day 10Writing Why do we buy what we buy?The Impact of Advertising

The interview with Dr. Ellen Abell in Unit 4.07 focused on the impact of television on children’s behavior, social skills, and language development. In Unit 4.10, Professor Nguyen Chaplin spoke of the impact of advertising on what children want to buy and own and what they value. In this unit, Dr. Susan Linn talked about the impact of television advertising on how children play.

We’ve learned that television ads try to persuade viewers and consumers to buy products. Athletes promise that shoes with their names on them are not only better quality, but also that you’ll make more baskets and jump higher if you wear them. Many of these claims have great appeal but may be false or misleading.

Warm-up:

Let’s look at this advertisement through a critical lens. Answer the following questions about the intent and audience for the advertisement.

Who is the target audience for this ad?

What is this ad trying to sell?

What does the ad promise?

What kinds of words does the ad use that might influence a consumer?

Explore!

Use the commercial advertisement you found last week in your school, home, or community.

On the next page, analyze the ad by writing your responses to the following questions:

1. Where did I find it?

2. What is the ad trying to persuade me to buy?

3. What words, phrases, and/or pictures does the ad use to make the product seem appealing?

4. Is it worth it for me or for my family to buy the product? Why or why not?

Clinically shown to

improve kids’ attentiveness

by 20%

BRAIN FLAKES


SERP © 2015 Unit 4.11 214

Day 10Writing, continued Why do we buy what we buy?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Be sure to include the

following in your

analysis:

Where did I find

it?

What is the ad

trying to persuade

me to buy?

What words,

phrases, and/or

pictures does the

ad use to make the

product seem

appealing?

Is it worth it for

me or for my family to buy the

product? Why or why not?

Critical Analysis of My Sample Advertisement

WHY DO WE BUY WHAT WE BUY? - irp-cdn.multiscreensite.com · children they really want those things....

Documents

Transcript of WHY DO WE BUY WHAT WE BUY? - irp-cdn.multiscreensite.com · children they really want those things....