Consumer Products Individual Lesson Plan

Jordan Ryder

Learner Profile The audience for this class is 11th and 12th grade students. They are taking this class as an elective and interested in taking Business in college. They have already covered the 4 Ps of the Marketing Mix and The Product Life Cycle. They are now moving into the types of consumer products. Contextual Factors This class is taught at Gale-Ettrick-High School that has a total population of 423 students. Distribution of students with disabilities is 86% without, 4% Other Primary Disability, 5% Specific Learning Disability, 2% Emotional Behavioral Disability, 2% Cognitive Disability, and 1% Speech or Language Impairment. This class will have 30 students as part of an upper level elective course. Goal(s) Be able to identify the different types of consumer products (convenience goods, shopping goods, specialty goods, and unsought products). Analyze products to determine their type. 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 E.12.3 Discuss the effects of promotion on pricing and demand for goods
Objectives

-Given a variety of products, TSW identify the type of each consumer product. -If no physical product is provided, TSW identify a type of consumer product based on information given, such as viewing a commercial, paper advertisement, or written description. Time Frame 80 minutes

Resources Materials: 35 copies of Consumer Product Assessment Worksheet Product Examples Laptops for showing Ad commercials *Using media-based resources* Magazine cutout Ads Written description for products/services People: Speech Therapist for Matt E. Matix needs to review content prior to class LMC Director Will need to check out extra laptops Instructional -Students have already cut out products and taped them on separate boards based on where the product is in the Product Life Cycle. They should have already grasped the concepts of introduction, growth, maturity, and decline. This lesson will tie product classification and life cycle analysis to why business people use these methods to determine what Marketing mix they should use to market their product or service.

5 minutes -Ask students to think about their favorite commercial? What is it trying to sell? -Students can raise their hand and share their favorite commercials and tell why they like it. -Then, ask students to think about if this is a product or service that they have purchased or would be easy for them to purchase? 10 minutes -Ask students to share if they have or would purchase these products how important the product is/was to them? If they would take the time to spend time comparing products and brands before they purchase it? And why? 23 minutes -*Lecture* PowerPoint on Types of Consumer Products (Industrial goods, Consumer goods convenience, shopping, specialty, and unsought). -Answer questions 5 minutes -Hand out product evaluation worksheet -Go over instructions **I will show one example of a product and analyze it This is using Task Modeling from Duplass Topic 26. Using task modeling will show the students exactly what I am expecting them to do in evaluating the other products/services. ** -The handout has a space for products 1-15 and the students should be able to examine a physical product, video commercial, paper advertisement, or written description and determine the type of consumer product. 2 minutes -*Group Learning* Each paper should have one of the numbers 1-15 circled in marker. Students should find their partner that has the same number circled. Only one copy needs to be turned in with both names. 30 minutes -Each student is allowed 2 minutes at each product and will be prompted with 30 seconds left and at time to move to the next station -*Practice* Students should begin at the product number circled for partners and examine the product information to determine the type of consumer good. -Students should rotate numerically through all of the products without speaking to other groups -Questions should only be answered to clarify information about the product or service -Students will turn in their worksheets to be graded when they get through all of the products
Contextual Speech/HIMatt E. Matix Accommodations Matt is provided a copy of the PowerPoint with added notes. He is also given flashcards with each description of consumer products to use with his partner. He has already viewed the ad commercials with his speech therapist in study hall to understand the attributes. Leah will work with a student she has done activities with before. They are willing to read written tasks out loud since she is an auditory learner. Emma cannot write due to injury and is on crutches due to a broken leg. Each of the products or ads is placed at desk level so she can easily view them. Modifications Matt is asked to highlight work with his partner by using his flashcards to determine the product type and reasons why. He has been placed with a partner he has worked with before. Leah wont be required to write on her paper to help keep the focus on the task through talking and listening. Emma will not be required to write on her copy of the assessment. Since this is a partner activity, she will be graded on her partners paper and her participation, graded Why necessary? He is provided some materials ahead of time so he is ready to work with a partner for activities. Putting her with a partner she has had success with will help her anxiety. If Emma cannot view the products she cannot contribute her ideas. Partner can write since she cannot.

OCD/LHI Leah R. Nher Other: Emma Wurker

through observation.

Closure -Answer any questions about the activity. -Review how the products life cycle and the type of consumer products helps business determine the marketing mix they will use to market their product. -For next class, we will re-examine the parts of the Marketing Mix to learn how business use this information to satisfy consumers wants and needs. Assessment The attached Consumer Product assessment sheet will be used to evaluate if the student could correctly determine the type of consumer product. They must also provide an explanation using information from the lesson as to why they chose this type. This is an informal assessment.

--The following link is to a Jared Jewelers commercial. This will be used as my example for a specialty consumer good. http://www.youtube.com/watch?v=hnX48dnQ2Pw