Media on Plate Choices

Overview

In this lesson (4 of 10) students investigate how media and influential people shape food choices and eating behaviours. They analyse food advertisements, connect tactics to personal experiences, and then create a healthy-food social media post that uses accurate, credible messaging.

Learning intentions

Students will:

• investigate how marketing messages influence attitudes, beliefs, decisions and behaviours about food and wellbeing
• analyse the credibility, validity and relevance of health information in media messages
• identify common marketing tactics used to encourage particular food choices
• create a social media post that promotes a healthy food choice using persuasive strategies responsibly
• reflect on a marketing tactic they have used/experienced in their own food choices

Success criteria

Students can:

• name at least two marketing tactics used in a food advertisement
• explain how those tactics could influence food choices and wellbeing
• choose a healthy food message and write persuasive copy that is relevant and understandable for young people
• identify one marketing tactic from their own food choices and describe its effect

Curriculum links

• Health and Physical Education: investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing, including analysing credibility and applying credible information to health decisions
• Health and Physical Education: plan and implement strategies to enhance their own and others’ health, safety, relationships and wellbeing by creating a health promotion message for peers
• General capability: critical and creative thinking through evaluating persuasive messages and producing a responsible media product
• General capability: personal and social capability through respectful discussion of how marketing can affect choices

Lesson structure (60 minutes)

1. 0–5 min · Hook (quick visuals). Teacher shows 1 short print and 1 short video/slide food advert (prepared beforehand) and asks: “What is the advert trying to make you feel or want?” Students do a quick think-write: one feeling word and one “I might want…” statement.

2. 5–15 min · We Do (tactic spotting with teacher modelling). Teacher models analysis using a simple “Tactic → Message → Possible effect” frame. Students follow along as the class identifies likely tactics (for example: celebrity/“influencer” appeal, catchy slogan, fun colours/graphics, limited-time offer, before/after claims, health halo words, strong brand identity, emotional storytelling, “popular with friends” cues).

3. 15–30 min · You Do (advertisement analysis in groups). Students in groups of 3–4 receive an advert card or digital slide set and complete the same frame for two adverts. Teacher circulates using prompts: “What evidence is shown?” “Is it credible and relevant?” “Who benefits?” “What might be left out?” Students record at least two tactics and one potential impact on choices and wellbeing.

4. 30–42 min · Personal connection (We Do/You Do link). Teacher prompts: “Think of a time you chose food because of something you saw or heard.” Keep it non-personal if needed (“a friend”, “a brand”, “an offer”). Students complete a short worksheet:

• Marketing tactic I noticed
• How it affected my thinking/choice
• One way to check the message (for example: look for nutrition info, compare options, ask “Is this claim believable?”)

5. 42–55 min · Create (social media post drafting). Students create a social media post promoting one healthy food choice (e.g., fruit and yoghurt, salad wrap, wholegrain sandwich, water and yoghurt, legumes, homemade snack). Requirements are displayed:

• Hook line (first 1–2 sentences)
• Clear message about the food choice and wellbeing benefit (age-appropriate, no medical claims)
• One persuasive technique (e.g., relatable scenario, short slogan, “because” reasoning)
• Responsible credibility check (add a believable reason such as “higher fibre”, “includes protein”, “good for energy”) without using exaggerated claims Students may use paper or a digital template.

6. 55–60 min · Exit ticket (assessment of tactic identification). Exit ticket: “Name one marketing tactic that influenced your food choices today (or one you have experienced) and explain how it can affect wellbeing.” Teacher collects for next-step planning and feedback.

Resources

• Prepared media clips/slides (at least two food adverts suitable for Year 7)
• Group advert cards or digital display copies
• “Tactic → Message → Possible effect” analysis worksheet
• Personal connection worksheet template
• Social media post template (paper or digital)
• Markers/coloured pencils; highlighters
• Timer for group tasks
• Slides prompt/questions for the board

Assessment

• Formative during group work: teacher checks students’ tactic identification and asks evidence-based questions (“What makes you think it’s a tactic?”)
• Product check: social media posts use responsible health messaging and include at least one persuasive technique
• Exit ticket: identifies a marketing tactic used in personal food choices and links it to effects on wellbeing

Differentiation

• Support: provide a word bank of common tactics (offer, slogan, celebrity, fun visuals, “popular”, emotional story, health halo) and sentence starters for analysis frames
• Support: offer two levels of post requirements (standard: one clear benefit; scaffold: include an “I chose this because…” sentence)
• Extension: challenge students to evaluate credibility more deeply (“What claim needs more evidence?”) and suggest an alternative message that is more accurate
• EAL/SEN: allow drawing as part of tactic explanation; provide simplified copy templates and extra time for writing the exit ticket
• Safety: remind students not to include personal identifying information in posts or personal reflections