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Compare & Contrast styles of content delivery

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Compare & Contrast styles of content delivery

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- diction
- syntax
- style
- breadth of claims

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There have been many 'quacks' using pseudo-science to sell products throughout history

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There have been many 'quacks' using pseudo-science to sell products throughout history

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- 'snake oil'
- hypnosis
- nike balance bands
- vaccines and autism

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Students will evaluate claims made by product manufacturers.

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Students will evaluate claims made by product manufacturers.

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3.4.N Evaluate the accuracy of claims about the safety of fitness products.

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- Some health information can improve your lifestyle, some will have no effect or even reduce your quality of life.
- There are people interested in improving health outcomes for the general public, and there are those who are interested in generating profit through deceptive practices.

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Students will share the information they gathered.

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Students will share the information they gathered.

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8.2.N Educate family and peers about making health choices.

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Students will determine which strategies are best for communicating their ideas.

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Students will determine which strategies are best for communicating their ideas.

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4.1.N Analyze positive strategies to communicate healthy eating and physical activity needs
at home, at school, and in the community.

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Use analytical skills in the 'real world'

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Use analytical skills in the 'real world'

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The profit-driven health industry does not always have your best interest in mind.

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- There are many types of online sources and they vary in quality in rigor.
- For example: newspaper article / blog / academic journal / medical seminar / television program
- Intent affects bias

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Students will determine if information is factual.

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Students will determine if information is factual.

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1.1.N Distinguish between facts and myths regarding nutrition practices, products, and
physical performance.

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Students will convince their peers and their parents that their selected health fad is backed by science.

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Students will convince their peers and their parents that their selected health fad is backed by science.

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W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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Students will share the information they have gathered.

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Students will share the information they have gathered.

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W2.       Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and  analysis of content.

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- What is/isn't a reliable source?
- What tools can student's use to evaluate sources?

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Students will determine the reliability of information.

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Students will determine the reliability of information.

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RI7.      Analyze various accounts of a subject told in different mediums (e.g., a person’s life  story in both print and multimedia), determining which details are emphasized in each account.

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How can we determine if a claim made about health is reliable?

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Students will determine the purpose of an article or website.

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Students will determine the purpose of an article or website.

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RI.6.      Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.