Lesson Plan - Local Olympics: Target Market Development

Name: Bob Gronotte, Mike Hull, and Erik Shore

Grade 10 Marketing / Topic Target Market development

Entrepreneurship

Date Oct 7, 2018 Allotted Time 80 min

STAGE 1: Desired Results

Cite sources used to develop this plan:

Red Bull, (2017) World of red bull. Retrieved Oct 7, 2018 from
https://www.youtube.com/watch?time_continue=5&v=pjuqPmrsne0

Personal Slide Deck

https://docs.google.com/presentation/d/1RD3cvpNnb__W-GD2OTy2rfphEZ81orPPHPHb
n_RiKe0/edit#slide=id.p

Rationale​​:
The purpose of this lesson is to continue to develop an understanding of target markets and
how target markets affect the use of the 4Ps of marketing (marketing mix). It will also give
the students an opportunity to use this understanding of target markets to apply the concept
of customer persona development to the Local Olympics Integrated Unit. Lastly, this lesson
will continue to build toward students’ understanding of cultural appropriation and how
ethically and properly incorporate indigenous representations within the planning proposals
they are constructing for the Local Olympics Integrated Unit final project.

Prior Learning:
The Students will need to have a basic knowledge of the 4Ps of the marketing mix and
the general knowledge of marketing terminology common to the 4Ps. The Students will
also have a background in cultural appropriation based on their Media Studies lessons.
Curriculum Connections: ​What Big Ideas (Understand,) Core and Curricular Competencies
(Do), Content Standards (Know) does this lesson develop? What connections if any can be
made to First People’s principles and ways of knowing?

Understand
Big Ideas:
- Social, ethical, and sustainability considerations impact design and decision making.
- Ethical marketing contributes to a healthier global marketplace.

Essential or Guiding Questions:

- How do we, as marketers, gain deeper insight into our target market?
- How do target markets affect the use of the marketing mix?
- How do we, as marketers, properly represent indigenous peoples’ culture and avoid
cultural appropriation?

Do
Core Competency: C, T, PS
Curricular Competencies:
Defining:
- Identify potential users for an entrepreneurship and/or design opportunity
Sharing:
- Decide on how and with whom to share product and processes.
- Use appropriate terminology
- Asses their ability to work effectively both as individuals and collaboratively in a group,
including ability to share and maintain and efficient co-operative workspace.

Know
Content Standards:
- Creative ways to add value to an existing idea or product
- Ethical marketing strategies
- Forms of marketing
- Customer needs, wants, and demands

STAGE 2: Assessment Plan

 Learning Intention(s):
What will students learn?
By the end of this lesson, students will be able to identify target
markets and market segments.
How to use market research tools to understand market
segments
How to build consumer personas and why they are important

Evidence of Learning: 1) Students will create personas based on market research

How will students show
their learning?
performed in groups.
2) Students will use group/In-class learnings to apply the
concepts to their Planning posters for the Nanaimo Olympics
Unit.
3) Class discussion

Indicators of success are that students will be able to identify

Criteria:
What criteria will help
students know how to be
successful?
demographic, geographic and psychographic segments that
pertain to the products selected in class and apply those
learnings to the identification of the target markets for the
Nanaimo Olympics Planning Proposal final project.

STAGE 3: Learning Plan

​ hat resources, materials and preparation are
Resources, Material and Preparation:​​ W
required?
4 Large sheets of paper (from rolls)
4 Felt markers
24 classroom provided computer workstations

Differentiated Instruction​​ ​(accommodations, adaptations, extensions, other):​ ​ How will you

plan for students who have diverse learning abilities/behaviour or require enrichment?
If required students that do not wish to discuss verbally with the class, will be allotted time
to write their participation on small pieces of paper.
Making the slides available the night before class will allow students that read or take notes
slower than the average student an opportunity to stay on pace during the lesson.
For the students excel in this classroom, they will be split up into the 4 working groups to
help facilitate the other student’s learning. They will also have time to work on their final unit
assignment at the end of class.

Lesson Development
Connect (Hook):
How will you introduce this lesson in a manner that engages students and activates their
thinking (pose questions, build background knowledge, capture interest, make connections,
share learning intention)?

Teacher will Students will Management Pacing

Show commercial for red Ask to have phones 2 min
bull away.

Begin slide presentation Ideate as a group Ask to have phones Pacing

with a discussion about away. 2 min
the definition of “target Raise hands to
market” participate

Show slide with definition Take notes on classroom 2 min

of target market workstation computers

Pose question: Ideate as a group Ask to have phones 1 min

How do companies select away.
a target market? Raise hands to
participate
Body:
Process (activities):
How will students interact with new ideas, build understanding, acquire and practice
knowledge, skills​ ​and/or attitudes? How will you build in any guided practice? How will you
embed assessment activities?
Transformation (application):
How will students apply and/or practice learning, incorporate personalized representation of
learning, and/or provide “real life” applications?
Management strategies:​
What decisions will you make regarding groupings, passing out and collecting in materials,
questioning, monitoring progress, safety, clean up, getting student attention, etc?
Diversity:
How will you meet the needs of diverse learners?

Teacher will Student will Management Pacing

Show slide with types of Take notes on classroom Considerations 2 min
research and examples workstation computers Ask to have phones
away.
Raise hands to
participate

Continue slides and Take notes on classroom 10 min

define “Market segments” workstation computers

Re-introduce red bull Discuss target market Think/pair/share 5 min

commercial and facilitate information and market
discussion segments

Re-introduce the 4Ps Discuss how this Think/pair/share 5 min

learned last class and segment information
facilitate discussion might affect Red Bull’s
4Ps (marketing mix)

Continue slide Taking notes on 5 min

presentation using Tesla classroom workstation
example as how a computers
company uses the Target
Market information to
change the product
design
Introduce “Personas” Taking notes on 5 min
classroom workstation
computers

Introduce activity In groups, students will Teacher will provide 30 min

Take suggestions for develop marketing advice and consultation
products personas for 4 products to each group while
Divide students into 4 suggested in class. making rounds
groups of 6 Students will use
computers and phones to
do secondary research to
help understand the
product’s target market
and develop personas
based on research

Closure: (2 – 5 min)
How will you solidify the learning that has taken place and deepen the learning process?

Teacher will Students will Management Pacing

Instruct students to turn 1 min
in their group personas

Instruct students to do Work individually on their Teacher will make 10 min/

market research on their marketing plans rounds and assist Homewor
two products that they students as necessary k
are developing marking
plans for and fill out
target market and
segmentation
information. They will
then use this information
to build a marketing
persona
Reflection​​ ​What was successful in this lesson? If taught again, what would you change to
make this lesson even more successful and inclusive for diverse and exceptional students?
What timing adjustments might you make?