Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: Advertising and Business Concepts Unit 2, Lesson 4
Performance Objective:
The student will understand business concepts and be able to explain how businesses satisfy
economic needs.
Approximate Time:
When taught as written, this lesson should take three days to complete.
Specific Objectives:
• Understand business concepts
• Explain how business satisfies economic needs
• Categorize business activities as production, marketing, management, or finance
• Explain the interdependence each business activity has with marketing
• Differentiate the implications of business conduct using advertising examples
Terms:
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•
•
•
•
•
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Economy – The organized way a nation provides for the needs and wants of its people.
Resources – All the things used in producing goods and services.
Productivity – Output per worker hour that is measured over a defined period of time.
Factors of Production – Comprise four categories; Land, labor, capital, and
entrepreneurship.
Value – Refers to a perception by consumers that a product provides satisfaction
beyond the cost incurred to obtain that brand.
Traditional Economy – Traditions and rituals that answer the basic questions of what,
how, and for whom.
Market Economy – No government involvement in economic decisions.
Command Economy – A system in which a country’s government makes economic
decisions and decides what, when, and how much will be produced and distributed.
Gross Domestic Product (GDP) – The output of goods and services produced by labor
and property located within a country.
Gross National Product (GNP) – The total dollar value of goods and services produced
by a nation.
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Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.324 (C)(1) The student knows business concepts and explains how business satisfies
economic needs.
130.324 (C)(1)(A)-Categorize business activities as production, marketing, management or
finance.
130.324 (C)(1)(B)-Explain the interdependence each business activity has with marketing.
130.324 (C)(1)(C)-Differentiate the implications of business conduct using advertising examples.
Interdisciplinary Correlations:
English:
110.33(b)(1)(A) – Reading/Vocabulary Development
…determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek, or other linguistic roots and affixes.
110.33(b)(1)(B) – Reading/Vocabulary Development
… analyze textual context (within a sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings.
110.33(b)(1)(C) – Reading/Vocabulary Development
…infer word meaning through the identification and analysis of analogies and other word
relationships.
110.33(b)(9)(C) – Reading/Comprehension of Informational Text/Expository Text
…make and defend subtle inferences and complex conclusions about the ideas in text and
their organizational patterns.
110.33(b)(11)(B) – Reading/Comprehension of Informational Text/Procedural Text
…translate (from text to graphic or from graphic to text) complex, factual, quantitative, or
technical information presented in maps, charts, illustrations, graphs, timelines, tables, and
diagrams.
110.33(b)(12)(A) – Reading/Media Literacy
…evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts.
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110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
print media, images, text, sound in electronic journalism) used in multi-layered media.
110.33(b)(12)(C) – Reading/Media Literacy
…evaluate the objectivity of coverage of the same event in various types of media.
110.33(b)(12)(D) – Reading/Media Literacy
…evaluate changes in formality and tone across various media for different audiences and
purposes.
Occupational Correlation (O*Net-www.oneonline.org/):
Job Title: Business Continuity Planners
O’Net number: 13-1199.04
Job Description: Develop, maintain, or implement business continuity, and disaster recovery
strategies and solutions, including risk assessments, business impact analyses, strategy
selection, and documentation of business continuity and disaster recovery procedures. Plan,
conduct, and debrief regular mock-disaster exercises to test the adequacy of existing plans and
strategies, updating procedures and plans regularly. Act as a coordinator for continuity efforts
after a disruption event.
Tasks:
•
Analyze impact on, and risk to, essential business functions or information systems to
identify acceptable recovery time periods and resource requirements.
•
Develop emergency management plans for recovery decision making and
communications, continuity of critical departmental processes, or temporary shut-down
of non-critical departments to ensure continuity of operation and governance.
•
Identify opportunities for strategic improvement or mitigation of business interruption and
other risks caused by business, regulatory, or industry-specific change initiatives.
Soft Skills:
•
Critical Thinking – Using logic and reasoning to identify the strengths and weaknesses
of alternative solutions, conclusions or approaches to problems.
•
Complex Problem Solving – Identifying complex problems and reviewing related
information to develop and evaluate options and implement solutions.
•
Judgment and Decision Making – Considering the relative costs and benefits of potential
actions to choose the most appropriate one.
Teacher Preparation:
The teacher will review the terms in the outline, multi-media presentation, and any handouts to
become familiar with the lesson.
Accommodations For Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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found on the Special Populations page of this website.
References:
Advertising and Integrated Brand Promotion-O’Guinn, Allen, Semenik- Chapter 1 (pg.34)
Advertising-Business 2000 Townsley South-Western
Marketing Essentials, Glencoe-McGraw-Hill- Section 3.1- 3.2
Online:
adage.com
Dictionary.com
Wikipedia.com
Onetonline.org/
Instructional Aids:
Projector-Multi-Media Presentation
Textbooks
Websites
Materials Needed:
Printer Paper
Assignment handouts
Equipment Needed:
Computers for teacher/students with multi-media presentation and Internet access.
Learner Preparation:
Tell the students that the objective for this lesson is to know business concepts and how these
concepts and activities can be applied to marketing and advertising.
Introduction
Introduction:
Ask-Students to think of the word “economy”. What other words come to mind? Write responses
on the board and discuss.
Explain – An economy is the organized way a nation provides for the needs and wants of its
people. Advertising can have a huge effect on business cycles. It can have a stabilizing effect
on downturns in business activity. May companies increase advertising during times of
recession in an effort to spend their way out of a business downturn.
Show – Example ads of companies advertising in an economic downturn.
Say – Some companies have different ways that they advertise to the consumer. Later we will
compare the differences in these advertisements.
Outline
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Outline (LSI Quadrant II-What are we doing in this lesson?):
Instructors can use the presentation software/program, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I. Terms
1. Economy
2. Resources
3. Productivity
4. Factors of Production
5. Value
6. Traditional Economy
7. Market Economy
8. Command Economy
9. Gross Domestic Product
10. Gross National Product
II. Business Activities
1. Production
2. Management
3. Finance
III. Factors of Production
1. Land
2. Labor
3. Capital
4. Entrepreneurship
Notes to Instructor
Use presentation
software as visual aid.
After introduction,
have student
write/type vocabulary
terms and meanings
while you explain
them.
Business Activities are
categorized as
production,
management, and
finance. Each of these
activities is dependent
on marketing to be
ultimately successful.
Have students give
examples of how each
one of these functions
could be marketed.
Land – Explain that
these natural
resources are used as
the raw material for
making goods
marketed and
advertised to
consumers. There are
also certain countries
that climate and
products attract
customers. Labor –
Explain how
companies spend a lot
of money training
employees. Training
helps keep turnover
down. Turnover is a
term in which
employees are hired
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and then leave.
Capital – Not only
does capital include
the money to start a
business, but it also
includes the money
spent on goods for
production purposes.
Example: lumber.
Entrepreneurship –
These people are the
small business owners
that help make our
country’s economy
what it is. They were
willing to take a risk
and take a chance on
products or ideas
people have never
heard of. Benjamin
Franklin, Walt Disney,
Oprah Winfrey, Steve
Jobs…What would the
world be like without
them? All of these
factors of production
contribute to the
economy.
IV. How Does an Economy Work
• Nations must ask three basic questions when
deciding on how to use resources:
1. What goods and services should be produced?
2. How should the goods and services be
produced?
3. For whom should the goods and services be
produced?
Economists have
looked at the way
nations answer these
questions and have
classified the
economic systems into
three broad
categories: Traditional,
Market, and Command
Economies.
V. Traditional Economy
• In this economy, the three questions are
asked, and the answers are often based on
cultural or religious practices and ideals.
• These traditions have been passed on from
generation to generation without much
change.
• There is little choice as to what is produced.
• Tradition regulates who buys and sells
Have students give
examples of what
countries would have a
traditional economy.
What products are
produced?
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products.
VI. Market Economy
• In this economy, there is no government
involvement in the decision making process as
to what products are produced.
• The consumers decide what should be
produced and where.
• Businesses decide how to produce goods and
services.
• The people with the most money are able to
buy goods and services. This motivates
people to work.
VII. Command Economy
• In this economy, the government makes
economic decisions and decides what, when,
and how much will be produced.
• The government controls the factors of
production and asks the three questions.
• The government decides who.
• The government decides how.
• The government decides where.
VI. Advertising and Business Conduct
• Advertising is related to the GDP in that it can
contribute to levels of overall consumer
demand when it plays a key role in introducing
new products.
• Each economy conducts advertising in its own
way. What constitutes ethical advertising is
highly subjective.
• Advertising is to some extent persuasive in
nature, drawing an ethical guideline between
what is good rhetoric and what is misleading
can be difficult.
Market Economy-Have
students write down
countries with this type
of economy. What
types of products are
produced? Example of
a market economy:
The United States
Command EconomyThese economies are
also called
“communist”
economies. Have
students think of
communist countries
and how tourism or
product imports would
change if they were
not.
Examples of command
economy are Cuba,
North Korea, and
China
A market economy like
the U.S. has
thousands of
companies advertising
their products. Can
you determine from
their ads their
business conduct?
Discuss: A command
economy, such as
China, television is the
preeminent means of
propaganda, and the
government has the
authority to issue this
kind of regulation. The
government can
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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determine what is
ethical.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Company Ad Research
Students select 10 different advertisements from 10 companies.
Select ads that implicate different approaches to business conduct.
Use presentation software and include on each slide what you perceive as to how each
company is conducting themselves in an ethical or business-like manner. Give reasons why or
why not.
Graded on completion and interpretation of each ad.
Independent Practice (LSI Quadrant III):
• Land – Research two areas in the U.S. that people visit.
• What products are produced?
• What is the climate like?
• What draws people to the area?
• How is it advertised? Summarize your answers.
• Labor – Ask students to explain how low turnover would help keep a company profitable.
• Capital – Write down five items that would be considered capital for production
purposes. Example: lumber.
• Entrepreneurship – Write down the name of an entrepreneur whose product you could
not live without. Explain your answer.
Summary
Review (LSI Quadrants I and IV):
• What are the three business activities?
• What are the factors of production? What do they do?
• Name the three economies?
• What are some differences?
Evaluation
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Informal Assessment (LSI Quadrant III):
Instructor will be observant with students during project. Instructor will move about the
classroom setting, providing feedback and making sure that students are clear with directions
and staying on task.
Formal Assessment (LSI Quadrant III and IV):
Students will be evaluated on their “Company Ad Research” by using the assigned
rubric.
Extension
Extension/Enrichment (LSI Quadrant IV):
Have students write down five different types of labor that might be found at a mall.
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Advertising and Sales Promotion
Unit 2, Lesson 4, Factors of Production Project
Independent Practice (LSI Quadrant III):
Factors of Production Project (group project with two to four students per group)
1. Students will research two areas within the U.S. that are commonly used for production.
a. Students will answer the following questions about land:
i. What products are produced?
ii. What are the characteristics of the climate in the area?
iii. What draws visitors to the area?
iv. What are the natural resources of the area?
v. How the area is currently advertised?
b. Students will answer the following questions about labor:
i. How many people currently live in the area?
ii. What is the median age of the population?
iii. Is the labor force seasonal?
2. Students will research two entrepreneurs whose product they could not live without.
a. Students will answer the following questions about capital:
i. How much capital did the entrepreneur need to launch their product?
ii. Were raw goods used in the creation of the product?
iii. Was the product manufactured in the U.S.?
b. Students will answer the following questions about entrepreneurship:
i. Did the entrepreneur take on business partners to offset the cost?
ii. Was this product a “risky” investment?
iii. What experience did the entrepreneur have in the industry before
launching the product?
3. Students will write a paper including the answers the questions above and demonstrate
proper knowledge of the Factors of Production. The paper will need to include a
bibliography and at least four diagrams or illustrations.
Students will be evaluated by the assigned rubric.
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Advertising and Sales Promotion
Unit 2, Lesson 4, Factors of Production Project
Rubric Independent Practice (LSI Quadrant III):
Student Name:
_________________
_________________
_________________
CATEGORY
Organization
Quality of
Information
Amount of
Information
Sources
Diagrams and
Illustrations
20
15
10
5 or less
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
All topics are
addressed and all
questions answered
with at least two
sentences about each.
All sources
(information and
graphics) are
accurately
documented in the
desired format.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Information clearly
relates to the main
topic. It provides one
to two supporting
details and/or
examples.
All topics are
addressed and most
questions answered
with at least two
sentences about each.
All sources
(information and
graphics) are
accurately
documented but a
few are not in the
desired format.
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
All topics are
addressed, and most
questions answered
with one sentence
about each.
All sources
(information and
graphics) are
accurately
documented but
many are not in the
desired format.
Diagrams and
illustrations are neat
and accurate and
sometimes add to the
reader's
understanding of the
topic.
One or more topics
were not addressed.
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Some sources are not
accurately
documented.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of the
topic.
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