Advertisement Brita ­ FilterForGood Background Suggested Timing:
 Before (2-5 min)
 During (30-40 min)
 After (20 min)
 Respond (time will vary)
Brita, a company that specializes in water filtration products,
was founded in 1966 when a man named Heinz Hankammer
had the idea of optimizing tap water. He named the
company after his daughter Brita. Over the years, in
response to the ongoing debate of the environmental and safety issues of drinking tap versus bottled
water, Brita launched the FilterForGood campaign. The campaign promotes taking a pledge to help
reduce bottled water waste by switching to Brita filtered water and a reusable water bottle. Watch the TV
spot and view the campaign’s homepage to see how the company promotes its message.
Lesson Focus: This lesson explores the Brita campaign as an example of using a commercial product to
provide a simple solution to a complex problem. Students examine the issue as well as the advertising
techniques used in the ads. Afterward, they evaluate the merits of the campaign.
Before Invite students to share what they know about the Brita company and its products.
During View the Brita TV spot. Prompt a class discussion by asking the following questions:
 What issue is the ad raising? (e.g., water bottles are used briefly and take “forever” to
decompose)
 Do all water bottles go to landfill? (e.g., no, they are recyclable, some people reuse them)
 What is the proposed solution? (e.g., to purchase a Brita water filter)
 The narrator says, “For healthier, better tasting tap water with no bottles to throw away.” What
other issue is implied here? (e.g., that tap water isn’t as healthy or good tasting as filtered water)
 Do you agree/disagree? How would you know?
Point out to students that the final screen shows three things: the program URL (filterforgood.ca), the
Brita logo with the slogan “BRITA: Better Taste. Less Waste,” and a green leaf that includes the words
“Better for the Environment. No bottles to throw away.” Ask students to consider and speculate on the
following questions:
 Better taste than what? (e.g., tap water) Less waste than what? (e.g., bottled water)
 Better for the environment than what? (e.g., bottled water) Is there no waste? (e.g., no, there is a
filter)
 What does the green leaf imply? (e.g., that Brita is a “green product”, it’s good for the
environment)
 What do you expect to find at the filterforgood.ca Web site?
View the screen shot of the filterforgood.ca Web site homepage. Ask:
 What do you notice about the colour choices? (e.g., white, green, and blue) What do these colours
suggest? (e.g., white is crisp and clean, blue suggests water, and green is environmentally
friendly)
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What does the title “Filter for Good” suggest? (e.g., something positive, filtering is undeniably
good)
What does the equation suggest? (e.g., it is a formula that equals a better world, this is a strong
statement suggesting a simple solution to a complex problem)
Point out to students that there is still an issue with portable drinking bottles, some of which are not
recyclable in certain locations. If possible, go to the Filter for Good site and click to the “Buy A
Bottle” page. Read the information or inform students that the site does not indicate if the bottles
Brita sells are recyclable. Ask:
 What reasons may the company have for not providing that information?
 What other items are included on the Web site? Why do you think they are there?
Provide time for students to view the screen shot and to discuss each of the following items in small
groups or with a partner. Then, ask students to come together as a class to share their ideas and
reactions.
 Take the Pledge Counter allows people to visually see how many people are involved, encourages
people to commit to using the product too and contribute to the pledge.
 Learn the Facts provides background information to the issues of bottled water.
 Eco-Friendly Tips provides tips from an “expert” to go green.
 Map the Pledge allows participants to see the difference they are making and to compare their
impact with that of others.
 Eco-Challenge encourages students to get involved for personal gain as well as environmental
concerns.
 Recycle Your Filters presents the issue of filter recycling, revealing the issue that #5 plastics are
not recycled in most municipalities so recycling has to be done through mailing filters to
Mississauga, Ontario.
 Pledge Comments lists the positive aspect of the program through endorsements. (Point out to
students that two other items appear in the tabs at the upper portion of the page.)
 News provides information in the news about recent issues with bottled water.
 Buy a Bottle allows visitors an opportunity to buy a reusable NalgeNunc bottle.
Ask:
 How might Brita benefit from having people sign up with their name, email address, postal code,
comments, and photo, and by providing an opportunity to receive news and offers, and to offer
their comments FilterForGood.ca? (e.g., a database of interested people for direct advertising,
some of the most productive advertising)
If possible, project the Filter for Good Web site or have students explore the different aspects of the site in
groups, reporting their findings to the class. Note: Time allowing, have students explore some
conventional advertising techniques as presented in After: Relate to Other Media (below) and apply them
to the Filter for Good Web site.
Point out to students that even though this is a one-sided commercial presentation of how to solve an
environmental issue with a commercial product, there is some truth to it as well as a real potential for
positive environmental impact. Ask:
 What do you think about the campaign? Do you think it is worth taking the pledge? Is there an
even better solution?
 Brita has been making water filters since 1966. Why do you think they have taken up this
campaign at this time? (e.g., overuse of water bottles is in the news; people may have moved
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away from trusting or enjoying the taste of tap water; Brita could provide a viable and profitable
alternative; it is considered “cool” to be “green”)
After Note: Select from the topics below to further analyse the TV spot using the five key concepts.
Values — All media contain beliefs and value messages. Ask:
 What do you think is the overall message of this TV spot?
 What do you think about the message? Is it fair? Is it reasonable? Why or why not?
 What values and beliefs are represented in this TV spot?
 Whose point of view is represented in this TV spot?
Purpose — Media have special interests (to inform, entertain, and/or persuade for commercial, ideological, and/or political reasons). Ask:
 What do you think the makers of this TV spot want the audience to think or feel? What gives you
this impression?
 Do you think the TV spot is successful at convincing the audience? Why or why not? In your
opinion, what could have made it more convincing?
 Do you think the purpose of this TV spot is commercial (to sell something), ideological (to think,
believe, or value something), or political (to give someone power or authority to make decisions
or laws)? Explain your thinking.
 Do you think the TV spot achieves its purpose? Why or why not?
Audience — Each person interprets messages differently. Ask:
 Who is the intended audience? What makes you think this?
 Who is left out? Why do you think the makers of this video are not targeting that audience?
 Is there a different point of view that could be acknowledged?
 What is your reaction to this video? How might others react? Explain your thinking.
Technique — Each medium has its own language, style, form, techniques, conventions, and aesthetics. Ask:
 What technique(s) caught your attention? How does it help to tell the story or make the point?
 At what point did you know the setting? How was it established?
 What is the focus of the ad? At what point do you see the bottled water?
 Why do you think the makers of this TV spot chose not to use music? What sound effects do you
hear instead? How do the sound effects support the advertisement’s message?
 How do the makers of this TV spot force you to look at the bottle? (e.g., the text moves from
beneath the book to beneath the bottle; the lamp lights up the bottle in an otherwise dim room)
 How well did the techniques support the content and the purpose?
 Which techniques did you find unique or especially effective?
Construction — All media are constructed (with an author, form, and context). Ask:
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What kind of media form is this? (Advertisement, TV spot)
Who created it?
How is it similar to or different from other media forms? Explain your thinking.
Why was this kind of media chosen for the purpose and audience?
Respond Note: Have students complete one or more of the following activities. Students can use the
Creative Media Products list for presentation ideas appropriate to purpose and audience. They
can use the Media Production Planning Guide when producing media in order to share
responses with the class or another audience
Evaluate Ask students to select one of the following statements and to present their opinions on it to a group or to
the class. Remind them to work to present their opinions in a convincing manner.
 The best alternative between bottled water, tap water, and filtered water, based on criteria such as
environmental impact, economic impact, personal tastes, or health, is _______ .
 We should/shouldn’t take the FilterForLife pledge.
Find out More About 1. Invite students to work in groups to complete some blind taste tests to compare tap water, bottled
water, and filtered water. Keep all variables controlled (e.g., water temperature, type of container,
volume) to ensure that the test is fair. Consider comparing different brands of bottled water and
filters as well. Can people tell the difference? Is one type or brand preferred significantly? Have
students share their results with the class.
2. Have students research and compare bottled water and tap water regulations and quality. Ask
them to consider the processes and chemicals used to ensure tap water is safe to drink or to be
used for other purposes (e.g., the addition of chlorine and fluoride).
3. Ask that students use online and print resources to research the environmental impact of bottled
water and/or the process of producing more substantial water bottles, such as those produced
from high-density polyethylene. Have them explain their findings in an explanatory paragraph.
Relate to Other Media 1. Inform students that www.filterforgood.com is a similar campaign by Brita in the USA. Ask that
students visit the Web site and compare it with the Canadian site. Consider the use of social
networking links, sponsors, differences in mood, celebrity endorsements, and other differences.
How might you generalize the differences in the sites?
2. The Brita TV spot and the filterforgood.ca Web site use a number of common advertising
techniques. These techniques include creating a problem, promising a benefit, exaggeration, the
use of facts and figures, glittering generalities, joining a bandwagon, making an offer,
simplification, dramatic conflict, endorsements, and expert opinions. Invite students to investigate
some of these techniques. Show examples of how they are used in the Brita ads and how they are
used in other media products. Have students complete an Internet search for common advertising
techniques, or consider referring them to the following Web sites:
 AdCracker http://www.adcracker.com/creativeideas/Advertising_Techniques.htm;
http://www.foothilltech.org/rgeib/english/media_literacy/advertising_techniques.htm
 Media-Awareness Network http://www.mediaawareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_advertising_stra
tegies.cfm.
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Create  Have students work in groups to create a social action campaign to reduce the impact of bottled
water or to improve or maintain water quality and taste in the school or community.
 Invite students to work with a partner to create a mock-up of a Web site or video ad to advertise a
product to solve an environmental issue of their choice. Use some of the techniques used in
FilterForGood campaign and as referred to above in Relate to Other Media.
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Creative Media Products For students to create as finished products, outlines, or mockups. Advertisement Biography Card Clothing Creative movement Demonstration Animation Blog Catalogue Collage Dance Diagram Drama Essay Field trip Graph Dramatic reading Evaluation Flyer Graphic novel (short story) Invention Logo Media data (e.g., ad‐
to‐article ratio) Narrative Notes Parody Photo Poem Procedure Interview Live demonstration Media campaign Music or Music video Newspaper Packaging Persuasive writing Podcast PowerPoint (visual presentation) Radio show Report Review Schedule Situation comedy Song Speech or oral presentation Storyboard Synopsis Video game Announcement Book Chart Comic strip Database Diary (print, video, audio) Editorial Experiment Game Historical story Avatar Brochure Chart, diagram, symbols Commercial product Debate Documentary Invitation Magazine or Zine Media Log Letter Map Multimedia News article Oral storytelling Performance Physical model Portfolio PSA Newscast Organized collection Personal narrative Picture Poster Puppetry Readers’ theatre Research report Role play Scrapbook Slideshow Sound effects Reality show Retell Room or building design Sign Slogan Sound recording (event) Standup routine Storefront display (display board) Survey Text message Visual art Recount Retouched photo Scenario Simulation Social network posting Soundscape (ambient sounds) Story Summary Tableaux Video Email Explanation Graffiti board Illustrations Symbols Toy Webpage 6
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Media Production Planning Guide To help students prepare, plan, and produce media texts from the Creative Media Products list. A production checklist is provided on the next page. Key Considerations Topic Audience What is your topic? Who do you want to say it to? Why? Values Construction What do you believe or value about it? What do you want to say? What form will it take? Why is this an appropriate form for your audience? How will you distribute it to your audience? Purpose Technique Why do you want to say it? Do you want to inform, persuade, or entertain? Do you have commercial, ideological, or political purposes? What techniques will you use to suit your purpose and audience? Resources What technologies are available to help? Who is available to help? What materials do you need? Who do you need to work with on your production team? Schedule Set a timeline and key dates for each step in the production process. Start at the end and work backward to make sure you can meet the deadlines. Communicate the timeline with your team. Event Ideas and Research  Gather ideas and background information Writing  Organize and write first draft Event Performance/Recorded Event  Rehearsal dates 
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Revisions complete Editing complete Date Date Recording dates Post production editing complete Publication, presentation, or distribution dates  Inform your audience and network 7
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Media Production Planning Guide (cont’d) Production Checklist Pre­write and Prepare  Develop a tag line, slogan, or thesis  Gather the background information you need (print and electronic resources, people, primary information from artefacts or locations)  Collect visuals or artefacts required Draft  Select the most important ideas and set aside what is not important (words, and visuals)  Place the ideas in order or arrange them in a meaningful way  Draft the first version including words, pictures, symbols, graphs, charts, and other visuals Revise 
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Ideas and organization – Consider changing and rearranging ideas and visuals Voice – Consider the, tone, persuasive language, values, and emotions of words, and visuals Word Choice – Consider the choice of words, especially the use of adjectives, adverbs, verbs, nouns Sentences – Consider the length and flow of sentences; Connect paragraphs and ideas together Edit  Conventions – correct the spelling and grammar and check the accuracy of visuals Credit  Give credit to your sources of information  Give credit to anyone who helped If the media product is a live or recorded performance  Storyboard – Sketch what the performance will look and sound like for each section of the text  Rehearse – Match actions and expression to the script or storyboard; Rehearse often and polish  Record – Do many different takes to be sure you have the best material; Try different placements of the camera, microphone, lighting, and characters until you are satisfied  Edit the video and/or sound – Crop, sequence, add after effects, titles, transitions, sounds, then music Publish, Perform, Distribute 
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Inform your audience Book the performance space Prepare the distribution network (website host, courier, mail, email, blog, PA, etc.) Launch! 8
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