Market Segmentation
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
Students know the concept of market and market identification and understand the impact and value of diversity.
Specific Objective





Research market segmentation trends
Analyze types of segmentation in markets
Identify the effect of languages
Portray how cultural diversity affects marketing
Discover legal responsibilities of diversity
Terms
 Market segmentation – a way of analyzing a market by specific characteristics in order to create
a target market
 Demographics – statistics that describe a populations in terms of personal characteristics
including age, gender, marital status, etc.
 Psychographics – studies of consumers based on social and psychological characteristics
 Geographics – segmentation of the market based on where people live
 Cultural diversity - the variety of human societies or cultures in a specific region, or in the world
as a whole
Time
When taught as written, this lesson should take three to four 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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and Skills
(3) The student knows the concepts of market and market identification
(A) research market segmentation trends
(B) analyze types of segmentation in markets
(11) The student knows the impact and value of diversity
(A) identify the effect of language other than English on marketing
(B) portray how cultural diversity affects marketing
(C) discover legal responsibilities of diversity
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Copyright © Texas Education Agency, 2015. All rights reserved.
Interdisciplinary Correlations:
§110.47 Reading I, II, III
(b) Knowledge and skills.
(2) The student acquires an extensive vocabulary through reading and systematic word study.
The student is expected to:
(A) expand vocabulary by reading, viewing, listening, and discussing;
(B) determine word meanings through the study of their relationships to other words and
concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends texts using effective strategies. The student is expected to:
(A) use prior knowledge and experience to comprehend;
(B) determine and adjust purpose for reading; and
(D) summarize texts by identifying main ideas and relevant details.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Market Research Analyst and Marketing Specialist
O*Net Number: 13-1161
Reported Job Titles: Market Analyst, Project Manager, Market Research Consultant, Client Service and
Consulting Manager, Market Research Manager, Product Line Manager, Business Development
Specialist
Tasks:

Prepare reports of findings, illustrating data graphically and translating complex findings into
written text.

Seek and provide information to help companies determine their position in the marketplace.

Gather data on competitors and analyze their prices, sales, and method of marketing and
distribution.

Collect and analyze data on customer demographics, preferences, needs, and buying habits to
identify potential markets and factors affecting product demand.

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.

Attend staff conferences to provide management with information and proposals concerning the
promotion, distribution, design, and pricing of company products or services.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social Perception
Accommodations for Learning Differences
2
Copyright © Texas Education Agency, 2015. All rights reserved.
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
 Review and familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
References:
Textbooks:
Everard, K., & Burrow, J. (2004). Business Principles and Management. Mason, OH: South-Western.
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills, CA: McGraw-Hill Companies.
Books:
Morrison, T., & Conaway, W. A. (2007). Kiss, bow, or shake hands: The Bestselling Guide to Doing Business in
More than 60 Countries. Avon, MA: Adams Media Corporation.
Online:
http://www.onetonline.org
Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purposes of this lesson is to help students understand
 Market Segmentation
 Cultural Diversity
Ask students if they know the purpose and importance of a budget for an advertising campaign.
Ask students if they know why it is important to develop a workable budget for an advertising campaign.
Outline
MI
Outline
I. Terms
A. Market segmentation
B. Demographics
C. Psychographics
D. Geographics
E. Cultural diversity
Notes
Use presentation as visual aide
Have students write vocabulary terms and
meanings
Discuss using the presentation and listed
resources
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Copyright © Texas Education Agency, 2015. All rights reserved.
II. Market segmentation
A. Demographics
B. Psychographics
C. Geographics
III. Demographics
A. Age- Generations
B. Gender
C. Income
D. Ethnic Background
IV. Psychographics
A. Interests
B. Attitudes
C. Lifestyles
V. Geographics
A. Local
B. Regional
C. National
D. Global
VI. Cultural Diversity in marketing
A. Language differences
B. Cultural differences
C. Non-verbal differences
Allow students 20 minutes to complete
guided practice
Allow students
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will work with a partner to identify various forms of communication used globally by different
cultures.
Independent Practice
Assign students to complete Generations Project activity
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Copyright © Texas Education Agency, 2015. All rights reserved.
Summary
Review
1. Define market segments.
2. What are the defining elements of demographics?
3. How does cultural diversity affect marketing?
Evaluation
Informal Assessment
Teacher will evaluate student participation throughout the discussion process and contribution to the guided
practice activity. Teacher will observe students by walking the classroom during each activity.
Formal Assessment
Students will be evaluated on the Generations Project using the Assigned Rubric
Enrichment
Extension
Integrate writing skills: Have students write a report about a current consumer generations as defined
buyers.
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Copyright © Texas Education Agency, 2015. All rights reserved.
Generations Project Assignment
Select one of the four generations discussed and identify a product marketed toward the segment.
Complete the following to develop a successful promotion plan to sell the product. Create a digital
presentation with the information to present to the class.
1. Name and describe the generation
2. Identify the product characteristics
3. List the price and locations to purchase it
4. Classify the specific segment characteristics within the generation the product is intended
5. Select the best type of promotion media to reach the generation segment
6. Create a new print ad to sell the product to the intended audience
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Copyright © Texas Education Agency, 2015. All rights reserved.
Generations Project Assignment Rubric
Categories
Content
Preparedness
20
15
Student is
Student shares
knowledgeable and
information
includes all
required in
information plus
presentation
additional content in
presentation
Student is prepared
Student seems
and has rehearsed prepared but should
extensively
rehearse more
Enthusiasm
Facial expressions
and body language
show interest and
enthusiasm about
the topic
Facial expressions
and body language
sometime show
interest
Speaking, eye
contact, and
posture
Speaks clearly,
stands straight and
makes eye contact
with audience 100%
of presentation
Speaks clearly,
stands straight and
makes eye contact
with audience 90%
of presentation
Visual
Attractively
designed visual with
all required
information
Organized Visual
with all required
information
10
Student is missing
one or two
elements in
presentation
5 or less
Student is missing
multiple elements
of content and is
lacking knowledge
Student is
somewhat
prepared but is
lacking rehearsal
Facial expressions
and body
language are used
to try to generate
enthusiasm
Student is not
prepared
Speaks clearly,
stands straight
and makes eye
contact with
audience 80% of
presentation
Visual with all
information but
lacks organization
Very little used of
facial expressions
or body language.
Did not generate
much interest in
topic
Mumbles, slouches
and does not look
at the audience
throughout the
presentation
Visual with partial
information
Total Score ________
Maximum 100 Points
7
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