Download II,2-5 Lesson Plan

Ag Education II
Colorado Agriscience Curriculum
Section:
Intro to Agribusiness II
Unit:
Entrepreneurial Concepts
Lesson Title:
Marketing your ideas and products
Colorado Ag
Education Standards
and Competencies
Standard 10.2: The student will understand entrepreneurial concepts
Competency 2-5: Marketing Your Ideas and/or Products
English:
Colorado Model
Content Standard(s):
English Standard 2.2
Conveying technical information in a written form appropriate to the audience
English Standard 2.3
Supporting an opinion using various forms of persuasion (factual or emotional) in
speaking and writing
English Standard 2.4
Students incorporate material from a wider range of sources (for example,
newspapers, magazines, interviews, technical publications, books) in their
writing and speaking.
English Standard 4.2
Using reading, writing, listening, articulate speaking and viewing to solve
problems.
English Standard 5.5
Students are using available technology to access information, conduct
research, and produce carefully documented product.
Student Learning
Objectives:
1. Students will have a basic knowledge of marketing
2. Students will understanding niche marketing
3. Students will understand the basics of creating a demand for a
product
Unit 2, Lesson 5: Marketing your ideas and products
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4. Students will identifying good sales tools
Time:
2 - 50 minute periods
Resource(s):
Entrepreneurship and Small Business Management, ISBN 0-02-644084-9
Instructions, Tools,
Equipment, and
Supplies:
Note: Italicized words are instructions to the teacher; normal style text is
suggested script.
Equipment: Computer and Projection Unit for PowerPoint
Supplies: Hires Root Beer & glasses
Article or online video to read/show class.
One copy, per student, of niche market examples, from PDF file
[See website URL’s under Interest Approach]
Interest Approach:
Hirestory (not mis-spelled) Lesson
http://www.dpsu.com/Brands/HiresRootBeer/tabid/126/Default.aspx
(article)
http://www.edtecinc.com/nyeint/nyint_mod4.htm (online video)
Bring Hires Root Beer to class for everyone to drink during the lesson. Show slide
2 while reading internet article about Hires Root Beer regarding Charles E. Hires’
entrepreneurial spirit or show online video about Hires Root Beer. If you choose to
read the article, you can have a student read it or print copies for the entire class
and let them all read it.
After discussing his story, have a Go Get It e-moment where they “find” the
definition of marketing. You can hide the definitions around the room or make
them look it up in a dictionary, online, etc. After they turn in a definition to you, let
them have a glass of root beer. Teams are OK too. Read some of their definitions
and/or Webster’s lengthy definition –
“The act or process of selling or purchasing in a market; the process or technique
of promoting, selling and distributing a product or service; an aggregate of
functions involved in moving goods from the producer to the consumer.”
Objective 1:
Introduction to marketing.
After Interest Approach and reading the lengthy definition of marketing [slide 3],
show slides 4- & 5 and discuss definitions. Make sure they understand the
difference between marketing & selling. Encourage students to capture the
following notes in their notebooks.

Concise definition of marketing: The process of matching consumer
Unit 2, Lesson 5: Marketing your ideas and products
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needs with appropriate products or services.

Successful marketers give customers WHAT they want, WHEN they
want it, WHERE they want it and at an AFFORDABLE PRICE.
The difference between selling & marketing:
 MARKETING is not synonymous with SELLING
 MARKETING meets the needs of the CUSTOMER.
 SELLING meets the needs of the SELLER and is just one function of the
overall marketing process.
So, did Hires market or sell his product? Let students respond. Why? I believe
that he marketed his product, as he developed it with the consumer in mind by
meeting his needs as a producer and the needs of the customer. Oftentimes,
sellers are price takers, and marketers are price makers, setting their own
expectations for a profit.
Objective 2:
Understanding marketing niches.
[Show slide 6]




A focused, target-able portion of a market - a narrowly defined group of
potential customers.
Addresses a need for a product or service that is not currently being
Addressed by another provider or where there is room for competition.
For instance, instead of offering cleaning services, a business might
establish a niche market by specializing in blind cleaning services.
Ask for extra examples of niches markets. Depending on the size of the class,
each student can likely come up with one, or pair/group them to define some.
A list is provided for your reference in PDF format.
Show slide 7 and discuss the bullet on the left as that is important information
to anyone wishing to establish a niche market. Determine if anyone in the
class has captured a niche market with their SAE.
Using the Party Host e-Moment, assign two party hosts to each group. Next assign
each student (except the hosts) a niche market and see if the party host can guess
the niche market they represent.
Now go back to slide 7 - the bullet on the right will aid in introducing Objective 3.
Objective 3:
Creating a demand for your product.
Ask the class for some reasons why we buy things. The answers you are looking
for are things such as convenience, price, status (everyone else has one), quality
and perceived need. Others include: fun, efficient/saves time, appearance (it’s
pretty), etc.
Now read them the following story:
One car wash in town costs $6. It is on the busiest highway in town, You can pull
right in and get a car wash in about five minutes. Another car wash cost only $5. It
is two miles from the main road. You have to drop your car there in the morning
Unit 2, Lesson 5: Marketing your ideas and products
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and pick it up later. Which car wash is likely to do more business? Why?
Reinforcement Activity: Have each student fill out the Why People Buy Things
handout and check as many reasons as they think apply. Have them add their own
category at the end and mark it also. Compare their answers and discuss them.
After the activity, show slide 8 to make sure they got all of the reasons in their
notes. Then show slide 9 to reinforce the definition of Supply & Demand.
Supply is the amount of a good or service available in the marketplace.
Demand is the amount of a good or service the marketplace wants backed by the
ability to pay.
Ask what “supply” they think there is too much of in town or too little of. Then ask
what ads have gotten their attention lately. Discuss they ads and why they think
they are effective. Be prepared for some examples if they don’t have any.
Objective 4:
Identifying good sales tools
Show slide 10 and discuss sales tools.
Good sales tools make good MARKETING!!


Q: What do sales tools do?
A: Sales tools give your customers information about your product or
service.
Show slide 11 and discuss.
 That your product or service exists.
 Why they should choose your product or service instead of someone
else’s
 Where they can get the product or service
 How much the product or service will cost (if your sales tool cannot
say exactly what the cost will be, it should at least tell the customer
where to get the information)
Note: Sales tools should give this information in a way that will make customers want
to buy from you.
Reinforcement Activity: Let students go through magazines and newspapers and
find advertisements. Let them dissect the ads and determine if they contain the sales
tools necessary to inform customers about the product or service. Use slide 11 as the
guideline for a good ad.
Review/Summary:
Application--Extended
Classroom Activity:
See Extended Classroom Activity Below.
1. Choose a niche agriculture market you would like to investigate. This
could be done in groups.
2. Turn to your local phone book and find out how many other similar
businesses exist. Count the number. A large number is not bad. If they
are doing well, it could mean there is room for another business. If there
Unit 2, Lesson 5: Marketing your ideas and products
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is a small number, it could mean there is an unmet need.
3. Call, web-search, or visit your “pretend” competitors. Find out if they are
meeting the needs of the market. What exactly are they selling? What are
they not offering that you might be able to offer?
4. Contact the Chamber of Commerce or local government planning
agencies and ask if they have information about trends and community
developments that will affect your business potential.
5. Conclusion: Name at least one business in your local area where there
appears to be no more room for competition. Name at least one business
where there appears to be room for competition.
Application--FFA
Activity:
Repeat the Extended Classroom Activity, but choose a real agriculture market
that your chapter could enter into to raise money for the chapter. (For
example, many schools have greenhouses and could possibly grow a specific
plant or crop to fill a niche market.) Be creative. This could be a huge moneymaker for the chapter. (Example: The Fruita FFA Chapter in Fruita, Colorado
sells honey to customers and makes a substantial profit.)
Application--SAE
Activity:
If there is a student who does not have an SAE or needs to expand theirs,
they could participate in the Extended Classroom Activity to develop a niche
market for their SAE.
Evaluation:
See attached Quiz
Evaluation Answer
Key:
See attached key
Other:
N/A
Unit 2, Lesson 5: Marketing your ideas and products
5
Marketing Your Ideas/Products
Name: _________________________________
1.
Marketing is the process of matching consumer _________ with appropriate products or
services.
2. Explain why marketing and selling is not the same thing.
3. If you develop a niche market, will you have a more or less specific customer group? Does this
mean there will be more or less customers?
4. List at least 4 reasons why we buy certain products or services.
a.
b.
c.
d.
e.
f.
g.
h.
5.
Describe two things that a good sales tool lets a customer know.
Unit 2, Lesson 5: Marketing your ideas and products
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Marketing Your Ideas/Products
ey
6. Marketing is the process of matching consumer needs with appropriate products or services.
7.
Explain why marketing and selling is not the same thing.
Marketing meets the needs of the CUSTOMER. Selling meets the needs of the SELLER and is just
one function of the overall marketing process.
8. If you develop a niche market, will you have a more or less specific customer group? More Does
this mean there will be more or less customers? Less
9. List at least 4 reasons why we buy certain products or services.
a.
Convenience
b. Price
c.
Status
d.
Quality
e.
Perceived Need
f.
Fun
g.
Efficient (Saves time)
h.
Appearance
10. Describe two things that a good sales tool lets a customer know.
a. Your product or service exists.
b. Why they should choose your product or service instead of someone else’s
c. Where they can get the product or service
d. How much the product or service will cost (or how to obtain the cost)
Unit 2, Lesson 5: Marketing your ideas and products
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