JTED CURRICULUM WRITING PROJECT

Professional Sales & Marketing

Consumer Behavior

Lesson Title: Diversity / Lesson 3 of 4 ; Unit #4
Duration: 50 minutes / Teacher/Student Ratio: 1/30
Lesson File Name: MAR-Consumer-Lesson3.doc
STANDARD & MEASUREMENT CRITERIA
STANDARD 1.0 ANALYZE FACTORS THAT INFLUENCE CONSUMER BEHAVIOR
Measurement Criteria
1.2 Examine how diversity influences purchasing decisions made by consumers
OBJECTIVES / TERMINOLOGY
Student will be able to:
1.  Define terms that represent diversity.
2.  Identify types of diversity.
3.  Examine how diversity influences purchasing decisions made by consumers. / Market – Group of potential customers with similar needs willing to exchange something of value to satisfy that need
Target market - A specific group of potential customers a company aims its product and services
Market segmentation - a way of dividing a specific portion of a market
Diversity – The quality of being different
Demographics – Personal characteristics such as age, gender, income, marital status, ethnic background, education and occupation
Geographics - separating based on where people live
Psychographics - grouping people with similar lifestyles (shared attitudes, values, opinions and behavior)
INTRODUCTION
Bellwork/Beginning of Class Procedures:
Teacher shows the “Introduction” slide of PowerPoint MAR-Consumer-Powerpoint3.ppt.
Teacher says, “Think about two ways you are different from other students in this room”. Teacher allows students one minute to think and calls on non-volunteers to share.
Teacher shows the “Objectives” slide of PowerPoint MAR- Consumer-Powerpoint3.ppt
Objectives
1.  Define terms that represent diversity
2.  Identify types of diversity
3.  Examine how diversity influences purchasing decisions made by consumers
Teacher instructs students to select a partner and in their own words explain to their partner what they will do today. Teacher calls on one non-volunteer for each objective.
Purpose of today’s learning:
After students share, teacher says, “Today we will discuss differences, like the ones you mentioned earlier, and how they influence what you buy.”
CONTENT
TEACHER ACTIONS / STUDENT ACTIONS
Define terms that represent diversity
1.  Teacher distributes the worksheet to students MAR-Consumer-Handout3a.doc. Teacher displays the “Vocabulary” slide to show where students will fill in vocabulary words. Teacher then goes to “Vocabulary Defined” slides and instructs students to fill in the vocabulary section of the worksheet. / 1.  Students receive worksheet and complete the vocabulary section of the worksheet.
Identify types of diversity
2.  Teacher goes to the “Name That Segmentation” and instructs students to identify the type of market segmentation shown on their worksheet. Teacher tells students that they are to complete the worksheet with a partner.
Once students are done, call on non-volunteers to share answers. Teacher directs students to make corrections if needed.
**The answers will appear on the PowerPoint one at a time upon each click.** / 2.  Students find a partner and complete the worksheet. They will be prepared to share their answers and make corrections if needed.
Examine how diversity influences purchasing decisions made by consumers
3.  Teacher says, “Now that you have had the opportunity to identify types of diversity, you will now review how differences would impact what individuals buy.”
Teacher goes to the “What product would they buy?” slide.
Teacher directs to work with a partner to fill in one product specific for that group and what influences purchases for that group. Teacher walks around room to ensure students are on task. Teacher walks around the room to ensure students are on task.
Teacher calls on non-volunteers to share. / 3.  Students work in pairs to fill in product information for the activity. Each student will be prepared to share the results.
CLOSURE
Teacher shows “12 Word Summary” slide of MAR-Consumer-Powerpoint3.ppt. Teacher displays where on the worksheet to complete the 12 Word Summary.
Teacher states, “In 12 words or less, summarize the most important aspects from today's lesson.”
The students will share with a partner. The teacher calls on non-volunteers and collects the summary. Teacher will review summary and make comments to return to students the following class period.
SKILL ASSESSMENT
The student will participate in the diversity class activity, complete the diversity handout, and complete a 12 word summary.
CONNECTIONS
Sales Careers
SAMPLE END OF PROGRAM ASSESSMENT QUESTIONS
1.  What are facts such as age, gender, income and ethnicity called?
a.  demographics
b.  descriptions
c.  geographics
d.  psychographics
2.  Being different is referred to as what quality?
a.  characteristics
b.  diversity
c.  demographics
d.  variety
EQUIPMENT / -Proxima
-Computer / MATERIALS
SUPPLIES
/ - MAR- Consumer -Powerpoint3.ppt
- MAR- Consumer -Handout3a.doc (One per student)
RESOURCES / ACCOMMODATIONS
Farsee, L, Kimbrell, G, & Woloszyk. “Marketing Essentials” Woodland Hills, CA: McGraw-Hill, 2009. / Teachers:
1.  Based on review of each student’s IEP or 504 plan, make appropriate accommodations.
2.  Encourage participation from all students to the best of their ability.
3.  Calling on “non-volunteers” may not be appropriate for all students.
ATTACHMENTS
MAR- Consumer -Powerpoint3.ppt – Teacher PowerPoint
MAR- Consumer -Handout3a.doc - Handout
4 / PIMA COUNTY JTED: LESSON PLAN Updated 5/16/2011