Marketing Mix Lesson Plan

Jordan Ryder

Learner Profile The audience for this class is 8th grade students in a Computer & Business class. This lesson is part of an integrated curriculum with the 8th grade Social Studies class and the first of a three part lesson. The students have to create an invention or update a current product/service for SS class. For this class, they will be learning about the Marketing Mix in relation to introducing and selling their invention. Contextual Factors This class is taught at Aquinas Middle School, which has enrollment of 148 students. 8.7% of students are considered a minority population. 10% of students qualify for free or reduced lunch. 7.3% of students are non-Catholic. Student A: ADHD, organizational struggles, completion of daily work Student B: Academic struggles Student C: Academic struggles, organizational issues Students D, E, & F: Academically advanced - HPL Goal(s) -Discuss importance of branding -Identify and explain each section of the Marketing Mix -Define target market Common Core Standards F.12.7 Describe the factors that influence a consumers decision to buy F.12.9 Identify the role of marketing in the United States economy F.12.10 Describe various methods of product distribution MK1.a.4.m: Identify ways to improve existing products and services. Objectives Given a worksheet, TSW will correctly identify and define each section of the Marketing Mix. Given a logo, TSW will identify different characteristics of logo. Given a product description, TSW define a target market. Time Frame 50 minutes

Resources Materials: 8 copies of lemonade stand worksheet Markers for whiteboard Computer/Projector 23 copies of invention worksheet People: Mrs. McConaghy 8th grade social studies teacher

Instructional I. An introduction/motivation Students will come in and sit at their assigned seat The instructor will ask students to think about their social studies invention and to share if anyone has given theirs a name The instructor will give an overview of what they will be doing today Naming their invention and creating a logo Discussing the Marketing Mix to determine how/where they want to sell their invention Students will then be allowed to get into groups of 4 of their choice II. Developmental/Universal Core The instructor will open a naming worksheet on the computer/projector and discuss different elements and techniques to naming products. Will go over the examples on the worksheet and ask students to share other products that match the description. The instructor will hand out the invention activity worksheet and ask students to flip it over so they can write on the back. Students will be given a few minutes to come up with name ideas for their invention. They can share ideas within their groups. After a few minutes, the instructor will pull up a page filled with a variety of different logos. Will ask students to share what different things they notice about each of the logos. Discuss elements of a logo such as color, font, pictures, etc. Students will be given a few minutes to work on logo ideas for their invention. They can share ideas within their groups. After a few minutes, the instructor will hand out one copy of the lemonade stand activity to each group and explain to students that there are different strategies and ideas to think about when selling a product. Students will be instructed to fill out the lemonade stand activity within their groups as if they were going to have a lemonade stand of their own. Answers are to be specific and creative. After a few minutes, the instructor will go over each of the five sections of the lemonade stand activity and ask students to share their answers. Each student should choose one of the sections to share for their group so everyone is talking. Once everyone has shared, the instructor will draw a blank copy of the worksheet on the whiteboard. The instructor will explain that companies use a strategy called the Marketing Mix to determine each of these sections for their products. As the instructor recalls each of the questions asked in the activity, the class should try to determine each of the 4 Ps that fit into each section. When a correct answer is given, the instructor will write the P into the correct area. After all four Ps and the target market have been identified, the class will create definitions to classify goods vs. services. They will also define what a consumer is. The instructor will write responses on the board next to the Marketing Mix. Once these are defined, the instructor will open the Marketing Mix Prezi on the computer/projector and go more into detail on each of the 4 Ps and target market. Throughout the Prezi, students will be asked to add their own examples to discussion. The instructor will then bring attention back to the lemonade stand activity and ask students to choose a specific target market. The instructor will be filling in the copy of the

worksheet on the board. Once a target market is defined, students should determine each of the 4 Ps for selling lemonade to their target market. After the example on the board is completed, questions may be answered. Accommodations and Modifications: Student and Accommodations: Materials, Contextual resources, and physical Factors attributes needed to enhance student performance. Addresses the physical, cognitive, emotional and social needs of every learner. Student A: Given a deadline checklist to ADHD, stay on task organizational Stickers for writing in daily struggles, assignment notebook completion of Seated close to instructor daily work Student B: All handouts read aloud and Academic modeled on board struggles Student C: Academic struggles, organizational issues Students D, E, & F: Academically advanced HPL All handouts read aloud and modeled on board Given a deadline checklist to stay on task Stickers for writing in daily assignment notebook Students are engaged through questioning to explain their lemonade stand answers Modifications: Adjustments to what the student is asked to do based on their learning style and contextual factors. Why necessary?

Allowed a redo on invention worksheet if needed

Checklist outlines when things are due, seating allows teacher to keep student on task Student sometimes needs verbal confirmation of choices Differentiated instruction to supplement audio and visual learning Demonstrates deeper understanding and creativity

III. Closure If there are no more questions, students will be asked to take out the worksheet they wrote their invention name and logo on and flip it back to the original side. This should be identical to the lemonade stand worksheet. Students are asked to fill this out in relation to selling their invention. If time allows, they may use the rest of the class period to fill this out, otherwise it is homework for the following day.

Assessment The students will be turning in their individual invention selling worksheet. Each section should have a plausible response. If instructor has questions about an answer given, student will be asked to justify their choice of answer. Analysis Each section should have a plausible response. If instructor has questions about an answer given, student will be asked to justify their choice of answer. Reflection This was a lot of material to get through, but overall it went really well. Students were excited and willing to talk and share ideas and answers. This definitely helps keep the flow of activities moving forward and into each topic. I was able to ask a lot of questions to different students and different levels and engage them in their own thinking to further discuss and justify answers they were giving. The only weakness this lesson could have encountered was if a class was not very talkative, or if they talked too much getting off track. Time allocation is definitely something to address in future lessons.