Product Planning
Practicum in Marketing Dynamics
Marketing
Lesson Plan
Performance Objective
The student knows the elements and processes of product planning.
Specific Objective
 The student can explain the scope of product planning,
 The student can relate product-mix strategies to meet customer needs,
 The student can identify steps in product planning and
 The student can define the product life cycle
Terms
Product Planning – The process of managing the design, creation, promotion and decline of the
product.
Product Mix – The different products that a company or store sell to their target customer.
Product Line – A specific model, brand or size of a product within a product line.
Product Life Cycle - The stages that a product goes through during its life, including introduction,
growth, maturity and decline.
Time
When taught as written, this lesson should take two to three 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
(19) The student knows the elements and processes of product planning. The student is
expected to:
(A) explain the nature and scope of product planning;
(B) relate product-mix strategies to meet customer expectation;
(C) identify steps in new-product planning; and
(D) define the product life cycle.
Interdisciplinary Correlations
§110.47 Reading I, II, III
(b) Knowledge and skills.
(1) The student uses a variety of word recognition strategies. The student is expected to:
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(A) apply knowledge of letter-sound correspondences, language structure, and context to
recognize words;
(B) use reference guides such as dictionaries, glossaries, and available technology to
determine pronunciations of unfamiliar words;
(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: Marketing Manager
O*Net Number: 11-2021.00
Reported Job Titles: Marketing Director, Vice President of Marketing, Business Development Manager,
Marketing Coordinator
Tasks:



Formulate, direct and coordinate marketing activities and policies to promote products and
services, working with advertising and promotion managers.
Direct the hiring, training, or performance evaluations of marketing or sales staff and oversee
their daily activities.
Evaluate the financial aspects of product development, such as budgets, expenditures, research
and development appropriations, or return-on-investment and profit-loss projections.
Soft Skills: Speaking, Active Listening, Critical Thinking, Judgment and Decision Making, Social Perception
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
 Review and familiarize yourself with the terminology,
 Have materials ready prior to the start of the lesson.
References:
Textbooks:
Kimbrell, G., & Woloszyk, C. A. (2005). Marketing Essentials. Woodland Hills: McGraw-Hill Companies.
Online:
http://www.onetonline.org
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Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Websites
Introduction
The main purposes of this lesson is to help students understand:
 Product Planning
 Product Mix
 Product Line
 Product Life Cycle
Ask students how often they plan on getting a new cell phone?
Ask students if they know the process that manufacturers use to make sure that they will have new
products to offer?
Outline
MI
Outline
I. Terms
 Product Planning
 Product Mix
 Product Line
 Product Life Cycle
II. Product planning.
A. Upgrades
B. New Products
Instructor Notes
Use presentation as visual aide
Have students write vocabulary
terms and meanings
Discuss marketing concept
elements utilizing the
presentation and listed resources
II. Product Mix
A. Convenience stores
B. Grocery stores
III. Product Lines
A. Different kinds of soups
B. Must fit overall product strategy
IV. New Product Development
A. Generating ideas
B. Screening ideas
C. Developing a business proposal
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D. Developing the products
E. Testing the products
F. Introducing the product
G. Evaluating the customer acceptance
V. Product Life Cycle
A. Introduction
B. Growth
C. Maturity
D. Decline
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Students will work independently to find a variety of products and then group them into their appropriate
product lines.
Independent Practice
Students will research different products and identify in which stage of the product life cycle they fall.
Summary
Review
1.
2.
3.
4.
What is product planning?
How does a product line fit into the product mix?
Explain the steps of product development.
Define the stages of the product life cycle.
Evaluation
Informal Assessment

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 their Product Life Stage assignment using the Assigned Rubric.
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Enrichment
Extension
Integrate writing skills: Have students write a report about a company’s use of the product mix and
product lines. They should choose a company, like a soda manufacturer or chip manufacturer and
research the different product mixes and lines that the corporate company uses to support their overall
corporate mission statement.
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Identifying the Product Life Cycle
Choose a product from the provided list or select one of your own. Research




the history of the product,
How often, if any new features and models have been introduced.
How saturated the market is (how many people have already purchased the product)
What different models might be available to purchase (high, medium or low priced or features)
Prepare a digital presentation that summarizes your research. At the end of the digital presentation tell
what stage of the product life cycle you think this product is currently in and provide evidence as to why
you believe that to be true.
Possible products to research:
Sodas
Washing machines
Cell phones
Cars
Computers
Watches
Video games
Robotics
Biometrics
Drones
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Assignment Rubric
Categories
Product History
Phase of Life
Cycle
Product features
and upgrades
Market
saturation
Report Format &
Grammar
20
Highly developed
content with
extensive research.
15
Well-developed
content with good
research evident.
10
Product was
researched and
has some
content.
Product was
Product was placed
Product was
accurately placed in correctly in life cycle placed correctly
correct life cycle
and had supporting
and some
with facts and
information to
evidence was
evidence to support support placement.
given for
placement.
placement.
Product features
Product features
Product features
and upgrades were
and upgrades were
and upgrades
well documented
documented and
were
and researched
research was
documented with
evident.
some research
Product saturation
Product saturation
Product
has been thoroughly
has been
saturation has
researched and
researched and
been researched
evidence to support
position is
position is evident.
supported
Well written using
Well written using
Written using
high levels of
marketing terms
marketing terms
marketing language with no grammatical with two or fewer
with no grammatical
errors
grammatical
errors
errors
5 or less
Little evidence of
product research
or history.
Product was placed
Product features
and upgrades were
documented.
A guess has been
made about
product saturation.
Written with three
or more
grammatical errors
Total Score ________
Maximum 100 Points
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