LESSON ENERGY VEHICLES
Subject(s) Rigor/Relevance n
Marketing, Framework w
g A B
Science e 1
1 2 3 4 5
Grade Level 9-12
Instructional Reading: Students read a variety of grade level materials, applying
strategies appropriate to various situations
Focus Writing: Students write for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Listening: Students listen for a variety of purposes appropriate to the
Speaking: Students speak for a variety of purposes and audiences with
sophistication and complexity appropriate to the grade level.
Language Arts Integration: Students synthesize individual language
History and Technology: Students develop skills in using technology
and recognize the relationship between technology and history, including
its potential and limits.
Student Students will understand the need for renewable fuel resources.
Students will understand marketing plows and devices.
Learning Students will work successfully in a group setting.
Students will create two advertisements focused on selling their
Students will present their information, as a group, to the class
In small groups, students will research alternative fuel vehicles and
Task create two magazine advertisements for an alternative fuel car. Their
advertisement will utilize appeals to logic and appeals to emotion, as well
as other advertising techniques to sell their product to two different target
audiences. Groups will then 'pitch' their concepts and advertisements to
This activity provides students with the insight on how to market a
product to a potential customer. This unit involves students working in
groups on the required elements to properly advertise and market a
product to two distinct marketing target groups. The students will have an
end result of two separate magazine-ready advertisements.
Performance Lead discussion about renewable energy and why it is relevant,
using recent media article. Ideally, work with Science teacher
Task collaboratively on this.
Compile short list of suitable websites to assist students' research of
alternative fuel vehicles.
Arrange, if possible, guest speaker with an alternative fuel vehicle.
Teach advertising techniques of magazines with supporting handout
sheet including: slogans, adjectives, comparatives and superlatives,
imperative verbs, personal pronouns, neologisms, photography,
background, graphics, color, layout, font size and style, facts,
details, expert recommendations. Pay particular attention to how
words and images appeal to logic and appeal to emotion (love of
country, love of family, environment, status, image, vanity). Teach
the concept of target audience. Use magazine advertisement(s) to
demonstrate these concepts in shared discussion.
Purchase current appropriate magazines and select advertisements
for student analysis. Scan them ready for projection.
Create task sheet for the main project and explain the assessment
Test run available computer software in readiness to support
students (ex. Word, Publisher, etc.)
At the halfway point, remind and recap advertising techniques.
Share the slogans and get student feedback on which appeal
most and why.
Research at least three alternative fuel vehicles on the market or in
development (electric, ethanol, hybrid, fuel cell). Compile a table
comparing fuel type and availability, range/recharging, miles per
gallon in town and on highway, time from 0 - 60 mph, emissions,
price, additional features available. Evaluate advantages and
disadvantages of each.
In pairs, discuss and analyze one advertisement each (not
necessarily a car). Present to class with projected image visible,
discussing the product, target audience, advertising features
incorporated and the appeals to logic/emotion.
In small groups, create two magazine advertisements for different
target audiences (e.g. soccer mom and young single male) for the
same alternative fuel vehicle.
Prepare oral presentation explaining the need for the alternative fuel
vehicle, the advantages of this type and the advertising techniques
employed for the two target audiences.
Essential E6 Collect and focus thoughts about the writing activity
(brainstorming, listing, drafting, etc.).
Skills E9 Organize supporting detail in logical and convincing patterns that
focus on audience and purpose.
E10 Participate in (sometimes leading) one-on-one or group
discussions by asking questions, asking for clarification, taking
turns speaking, agreeing and/or disagreeing courteously, making
Essential informed judgments, and working toward a common goal.
E13 Assess the validity, reliability, authenticity, quality, and accuracy
Skills of an informational or literary text.
E15 Demonstrate ability to select and use appropriate technology or
media for presenting information to the target audience for the
E25 Write in various formats such as learning logs, laboratory reports,
note taking, response journals, organizers, and portfolios.
E27 Use and cite documented research in both print and non-print
E20 Understand the nature and purpose of a variety of technical
formats (essays, business letters, memos, investigative reports,
brochures, critiques, instructions, policy statements, technical
proposals, lab reports, etc.) and write in these formats.
E46 Listen for language cues that demonstrate a speaker’s patterns of
organization in formal presentations.
Assessment Scoring guide attached.
Standards ELA Media Literacy Content Standard 1 - students recognize that media
messages are constructed using specific techniques which manipulate
sound, image, text and movement to convey meaning
ELA Media Literacy Content Standard 3 - Students apply knowledge,
skills and strategies to design and create media messages
Science Content Standard 5 - Students, through the inquiry process,
understand how scientific knowledge and technological developments
impact communities, cultures and societies
Submitted by: Glenda McCarthy; Billings Senior High School, Glenda@bigskytech.net
CATEGORY Expert (4) Accomplished (3) Competent (2) Emerging (1)
Excellent Understands and Basic concept of Little
understanding of effectively alternative fuel understanding of
alternative fuel communicates many vehicle type, but the key features of
vehicle type chosen: key features of the details are lacking. alternative fuel
fuel, range, speed, alternative fuel vehicles
features, price vehicle.
An excellent slogan An effective slogan A slogan is present, Slogan is not
as well as many other as well as some other but few examples of catchy and no
Persuasive devices (adjectives, devices (adjectives, persuasive language other persuasive
Language imperatives, personal imperatives, personal overall. language devices
pronouns etc) pronouns etc) are present.
Outstanding use of A pleasing range of Some effective visual Limited or
many visual features visual features (color, features (color, font, haphazard use of
(color, font, font, background, background, graphics, visual
Visual Images background, graphics, graphics, layout layout photography) features(color,
layout photography) photography) font, background,
Highly efficient use Efficient use of class Class time has been Poor planning
of time in and out of time. Group members used fairly effectively meant time and
class. Shared work all involved equally. and group members resources were
and decision making each contributed often not used
with all something. effectively.
Advertisements Advertisements Some features of the Could not clearly
presented confidently presented audibly, advertisements were communicate the
with very clear with some eye explained, but advertising
Presentation explanation of contact and most presentation lacked concepts or
concepts and details. features explained confidence/clarity. engage the
Fielded questions well. audience.