Marketing Information Systems
Fashion Marketing
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will know the characteristics and purposes of the marketing
information systems.
Specific Objectives
• Know the marketing information system
• Be able to explain the characteristics and purposes of the marketing information system
Terms
• Market Information System - a system that produces and analyzes information that enables fashion
marketers to make decisions about merchandise for sale
• Focus Group - people gathered to give their opinions regarding a product
• Input - reports, past records, or surveys
• Storage - placing information gathered so that decisions can be made
• Output - reports of the analysis and conclusions drawn from the information
• Decision Making - the final result
Time
When taught as written, this lesson should take approximately 2 days to teach.
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.
130.343. (c) Knowledge and Skills
(8) The student knows the marketing-information system. The student is expected to:
(A) clarify characteristics and purposes of the marketing-information system
Interdisciplinary Correlations:
English III
• 110.33(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 (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
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110.33 (1)(c) – Reading/Vocabulary Development infer word meaning through the identification and
analysis of analogies and other word relationships
110.33(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(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(12)(A) – Reading/Media Literacy evaluate how messages presented in media reflect social and
cultural views in ways different from traditional texts
110.33(12)(B) – Reading/Media Literacy evaluate the interactions of different techniques (e.g., layout,
pictures, typeface in print media, images, text, and sound in electronic journalism) used in multilayered media
110.33(12)(C) – Reading/Media Literacy evaluate the objectivity of coverage of the same event in
various types of media
110.33(12)(D) – Reading/Media Literacy evaluate changes in formality and tone across various media
for different audiences and purposes
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: market Research Analyst
O*Net Number: 13-1161.00
Reported Job Titles: Market Research Analyst, market Research Consultant, Product Line Manager
Tasks
• Devise and evaluate methods and procedures for collecting data, such as surveys, opinion polls, or
questionnaires, or arrange to obtain existing data.
• Monitor industry statistics and follow trends in trade literature.
• Measure and assess customer and employee satisfaction.
• Measure the effectiveness of marketing, advertising, and communications programs and strategies.
• Forecast and track marketing and sales trends, analyzing collected data.
Soft Skills: reading comprehension, active listening, writing, active learning
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 found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Teacher will review the terms in the outline, slideshow, and handouts to become familiar with lesson.
• Teacher will have assignments and vocabulary words ready to distribute to students.
• Teacher will have websites and pictures ready on projector for visual learning and comparison.
References
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
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Professional marketing and retailing association websites
Fashion education websites
Introduction
Learner Preparation
Open the lesson by asking the class if they have ever been asked for their phone number or e-mail address
when making a purchase? Most will say yes. Explain this is a way for companies to track not only your
purchases, but their sales, and your customer information as they may market to you in the future.
Lesson Introduction
ASK-Ask students if they have ever been asked for their phone number or e-mail address when making a
purchase. Have them give their reasons why.
SAY- This is a way for companies to track not only your purchases, but their sales, and your customer
information so as they may market to you in the future.
ASK-Ask students if they have even been stopped in the mall to answer questions about a survey. Do they
participate? Discuss answers.
SAY- These are all different aspects of Marketing-Information-Management. Gathering and using information
can help draw conclusions about their customers’ needs and wants. This, in turn, will help make decisions
about producing new fashion items.
Outline
MI
Outline
I. Marketing Information Systems
II. Input
A. Reports
B. Records
C. Surveys
III. Storage
A. Customer names
B. Phone Numbers
C. E-Mail Addresses
D. Past Purchases
E. Birthdays
IV. Analysis
V. Output
VI. Decision Making
A. The final result
VII. Model of 5 functions of what managers do:
A. Planning
B. Organizing
C. Coordinating
D. Deciding
E. Controlling
Instructor Notes
After introduction, explain how
surveys are conducted and discuss
how important surveys are to
companies and their products. Have
students break up into groups and
come up with a simple survey related
to clothing. Ex: The school dress
code.
Have students survey each other and
have each group report their findings.
Were the answers similar? Did they
feel the answers were honest? Can
they see how surveys can improve
customer satisfaction? Then go over
terms and slideshow in detail.
A simple quiz will be given at the end
of the period over terms and the 5
functions of management.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Customer Information Lesson in Introduction
Independent Practice
Have the students break up into groups and come up with a simple survey related to clothing. Ex: The school
dress code. Have students survey each other and have each group report their findings. Were the answers
similar? Did they feel the answers were honest? Can they see how surveys can improve customer
satisfaction?
Summary
Review
Ask students to answer the following questions aloud:
• What are the key elements to Marketing Information Systems?
• What are the 5 functions of managers?
• Why is it important for businesses to keep accurate records?
• Why is it important to know about your customers?
Evaluation
Informal Assessment
Teacher will observe students during assignment. Teacher will move about the classroom, providing feedback
and making sure that students are on task.
Formal Assessment
Students will be evaluated on Marketing Information Systems with a quiz on vocabulary terms.
Enrichment
Extension
Generate a discussion about the importance of members in a focus group to be of the same age, background,
and income level. Why is this important?
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Marketing Information Systems
Fashion Marketing
Marketing
School Blue Jeans Project
Directions: You have been selected to launch a new line of blue jeans at that represent your school. Create a 5
question survey to distribute to 10 of your friends. After you receive the findings, present a 5 slide
presentation on the kind of blue jeans you would like to launch in your school. Make sure to tie in the findings
from the survey into your reasoning for creating the product.
Survey:
5 Questions (Make up 2 of your own questions)
• What color/cut does the customer prefer?
• How much do they normally spend on jeans?
• Where do they buy jeans?
Presentation:
5 Slides
• Announce New Product Idea
• Findings of Survey
• How much should they cost?
• Where should you sell them?
• What is your target market?
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Distribution and Finance
Marketing Information Systems Quiz
Rubric
CATEGORY
Survey
Creation
Survey
Distribution
Survey Findings
New Product
Professionalism
20
15
10
5 or less
Survey is easy to
understand and
two questions
add to the
information
needed to launch
the product.
All survey
questions are
answered
completely by 10
peers.
Findings
summarize each
of the 5
questions from
the survey.
The new product
was created
using the survey
findings and
meets the needs
of the consumer.
Survey and two
questions add to
the information
needed to launch
the product.
Only one
survey
question was
added to the
survey.
Survey
questions were
not added to
the survey.
Survey was
distributed to less
than 10 peers.
Survey was
distributed to
less than 8
peers.
Survey was not
distributed.
Findings
summarize 4 of
the 5 questions
from the survey.
Findings
summarize 1 of
the 5 questions
from the
survey.
Students did
not meet
expectations
Students were
prepared and
organized for the
presentation.
Students were
prepared or
organized for the
presentation.
Findings
summarize 3 of
the 5 questions
from the
survey.
The new
product does
not use the
survey findings
or meet the
needs of the
consumer.
Students were
not organized
or prepared.
The new product
was created using
the survey
findings or meets
the needs of the
consumer.
Points
Awarded
Students did
not meet
expectations.
Total: ________
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Marketing Information Systems
Fashion Marketing
Marketing
Terms
Marketing Information Systems Vocabulary
Definitions
Market Information
System
Focus Group
Input
Storage
Output
Decision Making
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