Lesson plan 4 – public service announcements and revenue-based ads (a three-part lesson plan)
Lesson plan 4.1 – Public service announcements.
Public service announcements (PSA: s) are a type of ad which primary function is to implement safety and health amongst the general population, by for example giving guidelines and factual information. This makes PSA: s a dedicated service that, unlike most other types of broadcasted commercials or announcements, prioritize the lives of the population and accuracy over revenue in order to function as intended. The importance of public service announcements functioning the way they do is an important discussion to have with learning individuals, and in this first part of a three-part lesson plan is aimed to show pupils what these services look like, where they can be found and their role or function in relation to aspects like revenue.
The following arrangement is based on aspects from the tenth module of the MIK curriculum for teachers (UNESCO, 2021), the Swedish syllabus for the subject of art (Skolverket, 2022) and the syllabus for the subject of Swedish (Skolverket, 2022). More specifically, in relation to the Swedish syllabus for art, it focuses on multiple aspects of imagery analysis as it brings up media images, like commercials and news-related pictures, and also asks the question of how these types of images convey messages and how they function (Skolverket, 2022). In relation to the Swedish syllabus for the subject of Swedish, the focus lies on multiple aspect of discussion, critical thinking in relation to sources, proper language use, and some aspects of writing (Skolverket, 2022).
What – Learning Objectives
By the end of this lesson, the aim is for pupils to be able to:
- Define and explain the concept of Public Service Announcements (PSAs).
- Understand the primary function of PSAs in promoting social good and community welfare.
- Recognize the consequences and potential biases in revenue-based information and advertisements.
How – Lesson activities
Introduction (10 minutes):
- Begin the lesson by asking the students if they have ever seen or heard an advertisement on TV, radio, or online. List their responses on the whiteboard. Ask them whether they can list different types of commercials or ads.
- Explain that today’s lesson will explore a type of message called Public Service Announcements (PSAs).
Activity 1: Understanding PSA: s (15 minutes):
- Present the concept of PSAs, emphasizing that they are messages that aim to promote social good and community welfare.
- Share examples of PSAs, either printed, projected, or through online videos, that focus on various topics like public health, safety, and community service.
Show pictures like these:
Watch videos:
Folkhälsomyndigheten om vaccination (Folkhälsomyndigheten, 2023) : https://www.folkhalsomyndigheten.se/smittskydd-beredskap/utbrott/aktuella-utbrott/covid-19/vaccination-mot-covid-19/filmer-och-annonsmaterial/
Uppdrag psykisk hälsa om barns hälsa i skolan (Uppdrag Psykisk Hälsa, 2023):
https://www.uppdragpsykiskhalsa.se/skola-och-elevhalsa/
Discussion (15 minutes):
- Discuss the purpose of PSAs and how they differ from commercial advertisements. Have the student analyse what a public service announcement contains, what is it trying to communicate. Encourage students to consider the positive impact PSAs can have on society. Engage the class in a discussion about the role of PSAs. Ask questions such as:
a. Why do we have PSAs?
b. How can PSAs benefit society?
c. Can you think of specific PSAs you have seen or heard? - Encourage students to share their thoughts and opinions. This discussion could be had following the Think-Pair-Share (TPA) method.
Activity 2: Study questions about the cconsequences of Revenue-Based Information (25 minutes):
After the pupils have become aware of what a public service announcement is, it is not time to let them put it into their own words, whilst simultaneously introducing the question about what would happen if these types of announcements were to be more focused on revenue instead of accuracy and public safety. This can be done by introducing study questions to help them think about the consequences of having public service announcements (PSAs) be revenue-focused: - What is a public service announcement (PSA), and what is its main purpose?
- Why do organizations or governments create PSAs? Can you give examples of topics that are commonly addressed in PSAs?
- How are PSAs different from regular advertisements, like those for toys or fast food? How can we, as consumers of media, tell the difference between a PSA and an advertisement? What clues can we look for?
- Imagine if PSAs were created primarily to make money for companies. How might this change the messages in PSAs? How might the focus on making money affect the accuracy and honesty of the information in PSAs? What are some potential consequences of PSAs being revenue-focused? How might it affect people’s trust in these messages?
- Why is it important to be critical thinkers and media-savvy when it comes to PSAs and advertisements?
- In your opinion, should PSAs always be focused on promoting social good, or is it okay for them to have a revenue-driven purpose? Why?
These questions can help young learners think critically about the potential consequences of PSAs shifting their focus from promoting social good to revenue generation. It encourages them to consider the impact on the accuracy and trustworthiness of these messages.
Conclusion (5 minutes): - Summarize the key points of the lesson: the purpose and function of PSAs in promoting social good and the potential consequences and biases in revenue-based information.
- Emphasize the importance of media literacy in understanding and evaluating the messages they encounter in the media.
Lesson plan 4.2 – revenue focused ads, stereotypes, and their consequences.
Now that we have touched on the function of public service announcements which prioritize public health and accuracy over revenue, it is time to introduce the opposite counterpart; ads that prioritize revenue over public safety and accuracy. Since this format of commercial broadcasting usually doesn´t enquire about life threatening, ongoing events, the ethical effect/implication of prioritizing revenue isn´t as condemned, but what are the consequences of prioritising revenue in ads?
The following arrangement is based on aspects from the tenth module of the MIK curriculum for teachers (UNESCO, 2021), the Swedish syllabus for the subject of art (Skolverket, 2022) and the syllabus for the subject of Swedish (Skolverket, 2022). More specifically, in relation to the Swedish syllabus for art, it focuses on multiple aspects of imagery analysis as it brings up media images, and also asks the question of how these types of images convey messages and function (Skolverket, 2022). In relation to the Swedish syllabus for the subject of Swedish, the focus lies on multiple aspect of discussion, critical thinking in relation to sources, proper language use, and some aspects of writing (Skolverket, 2022).
What – Learning Objectives:
By the end of this lesson, the aim is for pupils to be able to:
- Define and explain the concept of revenue-based advertisements, and their relation to accuracy, reliability and public good.
- Recognize and analyse stereotypes commonly found in advertisements.
- Understand the importance of critical literacy in evaluating the reliability and impact of advertisements.
How – Lesson Activities:
Introduction (10 minutes):
- Begin the lesson by reminding the pupils of the previous learning activity which involved public service announcements and make a short summary of their thoughts and information they remember on the whiteboard.
- Explain that today’s lesson will focus on yet another specific type of advertisement – revenue-based advertisements – and discuss the idea of stereotypes in advertising.
Activity 1: Understanding Revenue-Based Advertisements (20 minutes):
- Present the concept of revenue-based advertisements, emphasizing that they are designed to make money for the companies that create them.
- Share examples of revenue-based advertisements, including those that promote products, services, or brands. Discuss how these advertisements aim to persuade consumers to make purchases.
Encourage students to think about their own experiences with advertisements and what they have noticed in these messages. This can be done through a TPA discussion (Think-Pair-Share).
Discussion (10 minutes):
Discuss how advertisements can shape people’s desires, preferences, and buying choices. Engage the class in a discussion about the role of advertisements and their impact on consumer behaviour. Discuss the potential consequences of revenue-based information, such as:
a. Promoting consumerism
b. Biased or exaggerated claims
c. Shaping people’s desires
d. Encourage students to think critically about the information they encounter in advertisements.
Ask students if they have ever noticed stereotypes in advertisements. What are stereotypes, and how might they be portrayed in ads?
Activity 2: Recognizing Stereotypes in Advertisements (15 minutes):
Introduce the concept of stereotypes in advertising and explain that stereotypes are oversimplified and often inaccurate ideas or beliefs about a particular group of people.
Share examples of advertisements that reinforce gender, racial, or other stereotypes. Discuss these examples and ask students to identify the stereotypes present.
a. Visit ”Statens Medieråd – könsnormer i bildspråket” (Statens medieråd, 2023): https://www.statensmedierad.se/download/18.176c26fe1764ce5aedb1ab1/1607700431312/Konsnormer_i_bildspraket_del2.pdf
Encourage students to reflect on the potential impact of these stereotypes on people’s perceptions and self-esteem.
Conclusion (5 minutes):
Summarize the key points of the lesson: the nature of revenue-based advertisements, the presence of stereotypes in ads, and their impact on society.
Emphasize the importance of critical literacy in evaluating and challenging the messages they encounter in advertisements.
Lesson plan 4.3 – A comparison between public service announcements and revenue-focused ads.
The pupils should, based on the previous two lesson plans, possess some knowledge about two specific types of ads: public service announcements and revenue-driven ads. To further deepen their understanding of the variety of functions these two types of ads fill, they will now explore and compare them to each other. It aims to enhance their critical thinking skills, media literacy, and awareness of the persuasive strategies employed in various forms of communication. This will be done by first working with activities that initiate comparative measures, which will then be followed up by one final assignment that ties this three-part lesson plan together: a written comparison between PSAs and revenue-focused ads.
The following arrangement is based on aspects from the tenth module of the MIK curriculum for teachers (UNESCO, 2021), the Swedish syllabus for the subject of art (Skolverket, 2022) and the syllabus for the subject of Swedish (Skolverket, 2022). In relation to the Swedish syllabus for art, this lesson plan again focuses on multiple aspects of imagery analysis as it brings up media images, like commercials and news-related pictures, and also asks the question of how these types of images convey messages and function (Skolverket, 2022). In relation to the Swedish syllabus for the subject of Swedish, the focus again lies on multiple aspect of discussion, critical thinking in relation to sources, proper language use, but this time, multiple aspects of writing as there will be a final writing project in relation to (Skolverket, 2022).
What – Learning Objectives:
By the end of this lesson, the aim is for pupils to be able to:
• Differentiate between public service announcements (PSAs) and revenue-based advertisements.
• Analyse the purpose and content of PSAs and advertisements.
• Develop critical thinking skills in evaluating the persuasive techniques used in both forms of communication.
How – Lesson Activities:
Introduction (10 minutes):
- Begin the lesson by asking the students what they remember about the terms ”public service announcement” and ”advertisement.” List their responses on the whiteboard.
Activity 1: Differentiating PSAs and Advertisements (15 minutes):
- Explain that the class will be looking at examples of both PSAs and advertisements. Project or distribute printed examples of both types from previous lessons.
- In small groups, have students discuss the examples and identify the key differences between PSAs and advertisements. Encourage them to consider the purpose, message, and target audience.
Discussion (10 minutes):
- Reconvene as a class and ask each group to share their observations about the differences between PSAs and advertisements.
- Discuss the idea that PSAs are typically non-profit messages aimed at promoting social good, while advertisements are revenue-driven and intended to sell products or services.
- Emphasize that both forms of communication use persuasive techniques to convey their message.
Activity 2: Analysing Persuasive Techniques (15 minutes):
- Introduce the concept of persuasive techniques used in both PSAs and advertisements. Discuss common techniques like emotional appeal, celebrity endorsements, catchy slogans, and visual elements.
- Using additional examples (either printed or projected), have students analyse the persuasive techniques employed in PSAs and advertisements. Encourage them to identify specific elements within the examples that illustrate these techniques.
Conclusion (5 minutes):
- Summarize the key points of the lesson: the differences between PSAs and advertisements, their purposes, and the use of persuasive techniques.
- Ask students if they now have a better understanding of how these forms of communication work.
Written Assignment: Comparing Public Service Announcements (PSAs) and Revenue-Based Advertisements
Assignment Overview:
In this final assignment, the pupils will explore the differences, functions, and consequences of two types of communication: Public Service Announcements (PSAs) and revenue-based advertisements. PSAs aim to promote social good, while revenue-based advertisements aim to make money for the companies that create them. By understanding the distinctions between these forms of communication, they will develop critical thinking skills and media literacy.
Instructions:
- Choose two examples: one that is a PSA and one that is a revenue-based advertisement. You can find these in magazines, on the internet, or on TV. Make sure to include the images and any text associated with them.
- For each example, answer the following questions in a paragraph or two:
Type: Is the message a PSA or a revenue-based advertisement? Explain how you can tell.
Purpose: What is the primary purpose of each message? What are they trying to achieve or communicate?
Target Audience: Who do you think the message is intended for? How can you tell?
Persuasive Techniques: What persuasive techniques do you notice in the examples? Think about emotions, colors, images, and language. e.
Consequences: Consider the possible consequences of each type of message. How might these messages impact the way people think or act? - Next, write a short paragraph in which you compare and contrast the two examples. Explain their key differences, similarities, and any surprises you encountered during your analysis.
- In a final paragraph, reflect on the importance of being able to recognize and understand the differences between PSAs and revenue-based advertisements. How can critical thinking and media literacy skills help you as a consumer of these messages?
Submission and Grading Criteria:
Submit your written assignment with your chosen examples and your responses to the questions. You can include printed images or describe them in detail if you cannot include the images themselves. You will be assessed on your ability to correctly identify the type of message, analyze its purpose, consider the target audience, recognize persuasive techniques, and understand the potential consequences. Your comparisons and reflections should be clear and thoughtful.