Advertising Budget
Skill Set: Promotion
TOPIC OR UNIT OF STUDY
Advertising Budget
CONTENT STANDARD(S) AND OBJECTIVE(S)
Students will
 determine methods of budgeting for advertising.
 compute media costs.
 develop an advertising budget.
 develop an advertising schedule.
 examine the role of advertising as an investment.
 predict placement costs for print, Internet, and broadcast advertisements.
 search online using a range of technology tools and media to access relevant information needed for problem
solving.
 create information for oral, written, and multimedia communications, adhering to copyright laws.
 engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to
independently solve problems.
 adapt to new situations by considering multiple perspectives and a commitment to continued learning.
 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 model legal and ethical behaviors in the use of technology.
 assess global trends in entrepreneurship that are related to their career/technical program.
 determine entrepreneurial opportunities in venture creation related to their career/technical program.
 examine desirable entrepreneurial personality traits.
INTRODUCTION
Students will work in teams to research methods of developing an advertising budget for the project example small
business, a burger shop, located in a rural area in the student’s small town and will ultimately select an advertising
budget for the restaurant. They will develop an advertising schedule and will predict placement costs for print, internet,
and broadcast advertisements for the business.
The students will look at how the business can make use of the $10,000 it has available for its advertising budget. Based
on their findings, they will create their advertising budget and schedule and select the appropriate media. They will
summarize their results and report to the whole group in a creative formal presentation format.
ESSENTIAL QUESTION
Why is it important for a business to develop an advertising budget and an advertising schedule and have funds available
for investing into advertising for the business?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
Students will use contents standards in advertising, technology, and entrepreneurship. The students will cover the
standards of advertising budgeting in the advertising content standards.
Students will use some of the technology standards as well. Students will use the internet to research information on
advertising budgeting and advertising scheduling. They will also research information on media costs, and predict
placement costs for print, internet, and broadcast advertisements Students may also make use of hardware and
software such as word processing software, scanners, digital cameras, video cameras, smart boards, multimedia
projectors, presentation software, desktop publishing software, and others depending on the media that they select for
presentation of their findings.
Students will use entrepreneurship content standards as they role play business positions in their small groups. They
also have to think and behave as a business person in designing their advertising budgets, schedules, and for predicting
costs for types of advertisements whether it is print, broadcast, or online for the business in the project as they all have
a stake in the “business”.
Students will use ethical and legal means to research and report information from the internet on the advertising topics.
They will abide by copyright laws and will cite resources used in their projects and presentation with appropriate
documentation. Students will use technology to solve problems and extract data from sources as needed to master the
content of this project.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Students will be involved in the planning process of this project by being able to choose their individual roles within their
company, by deciding which areas they want to research and how they want to divide the work within the group. They
will also decide on the method of presentation to their group members. Students in the small groups will decide on the
advertising budget and the advertising schedule for the business and make predictions on the cost of print
advertisements, online advertisements, and broadcast advertisements based on their research results.
Due dates can be modified if needed by the group. Tasks are assigned to the group as a whole and then divided by the
group members and completed individually. Groups will have meetings with the teacher daily to monitor progress and
address issues/problems that may arise. The group may request assistance from the teacher at any time or they may
request that the teacher allow them to work independently with a minimum of supervision if all is going well within the
group.
TASK(S)
 Select group members
 Choose business role in each small group (CEO, general manager, attorney, administrative assistant, or director
of marketing)
 Divide tasks for members within each small group(according to business role)
 Preview rubric for culminating formal presentation
 Brainstorm ideas and resources
 Set up timeline for completion of tasks
 Research information/data collection/record information/note websites/share with small group
 Report back to group in team meeting; evaluate findings individually and as a small group
 Research information/data collection/record information/ note websites/share with small group
 Create advertising budget $10,000 annually (Predict costs for print, internet, and broadcast advertisements)
 Create advertising schedule
 Practice presenting advertising budget and advertising schedule in small groups before the formal presentation
 Present advertising budget and advertising schedule to whole group in formal presentation
 Review rubric after presentation for graded evaluation of presentation and project
RESOURCES
Project Based Learning Activity Advertising Budget
Rubrics for Evaluation-process and product
Self evaluation and Peer evaluation
Internet (sites vary with each group)
TECHNOLOGY USE
Laptop/Desktop Computers
Printer
Scanner
Video Camera
Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted if needed)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
EVALUATION
Formative
Teacher observation/walk-arounds
Personal communication
Self evaluation
Peer evaluation
Summative
Rubrics—process and product
TIMELINE
90 Minute Class Blocks
Day 1—Introduction to Advertising Budgeting; Begin Project; Select groups and begin research
Day 2—Research continues in groups; data collection/group work
Day 3—Research continues in groups; data collection/ group work; (flexibility in scheduling as needed)
Day 4—Create Advertising Budget; create advertising schedule (estimate costs for Internet, print, and broadcast
advertising) Sample business in project budget has $10,000 annual advertising budget.
Day 5—Practice formal presentations; complete budgets
Day 6—Formal presentations of advertising budgeting by small groups; presentations of research findings as
documented by advertising budget and advertising schedule
CONCLUSION
Students completing this PBL are introduced to the content standards of advertising budgeting and are, through
successful completion of the project, given the opportunity to master the standards. They are able to perform
researching methods of advertising budgets including estimating the costs of print, Internet, and broadcast advertising.
Students are able to analyze advertising budgets and schedules and are able to create a budget and a schedule for a
small business with an annual advertising budget of $10,000. These content standards are covered in an interactive and
engaging way for students in this advertising budgeting PBL activity, and students are able to recognize the relevance of
the budgeting factor in business upon completion of the project.
PROJECT BASED LEARNING ACTIVITY: ADVERTISING BUDGET
Class _______________
Group members: ________________________________________________________________________
______________________________________________________
Date ________________
ESSENTIAL QUESTION: Why is it important for a business to develop an advertising budget and an advertising
schedule and have funds available for investing into advertising for the business?
CONTENT STANDARDS AND OBJECTIVES:
Students will:
 Students will describe the purpose of an advertising budget.
 Determine methods of budgeting for advertising.
 Compute media costs.
 Develop an advertising budget.
 Develop an advertising schedule.
 Examine the role of advertising as an investment.
 Predict placement costs for print, Internet, and broadcast advertisements.
 Search online using a range of technology tools and media to access relevant information needed for
problemsolving.
 Adapt
to new situations by considering multiple perspectives and a commitment to continued learning.
 Exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 Model legal and ethical behaviors in the use of technology.
 Assess global trends in entrepreneurship that are related to their career/technical program.
 Determine entrepreneurial opportunities in venture creation related to their career/technical program.
 Examine desirable entrepreneurial personality traits.
Background Information: You have an exciting business opportunity. A small restaurant, a burger shop, is ready
to open in your small town in a rural area, and you have an important role to play in its development. Choose your role
as one of the following individuals in the business: company chief executive officer (CEO), general manager, director of
marketing, administrative assistant, or company attorney. Everyone in your group will have a role. You will be working
with advertising media in this project to determine the importance of an advertising budget and to find methods of
budgeting for advertising. Then you will develop an advertising budget and an advertising schedule. In doing so, you and
your group members will have to use a variety of research methods to predict the placement costs for print, internet,
and broadcast advertisements. Staying within the constraints of the $10,000 budget of the burger shop, you will develop
a budget that will accommodate this small business in this PBL.
Tentative Timeline: (90 Minute Blocks)
Day 1—Introduction to Advertising Budgeting; Begin Project; select groups and begin research
Day 2—Research continues in groups; data collection/group work
Day 3—Research continues in groups; data collection/ group work; (flexibility in scheduling as needed)
Day 4—Create Advertising Budget; create advertising schedule (estimate costs for Internet, print, and broadcast
advertising) Sample business in project budget has $10,000 annual advertising budget.
Day 5—Practice formal presentations; complete budgets
Day 6—Formal presentations of advertising budgeting by small groups; presentations of research findings as
documented by advertising budget and advertising schedule
Tasks:
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Select group members
Choose business role in each small group (CEO, general manager, attorney, administrative assistant, or director
of marketing)
Divide tasks for members within each small group(according to business role)
Preview rubrics (process and project) for culminating formal presentation
Brainstorm ideas and resources
Set up timeline for completion of tasks
Research information/data collection/record information/note websites/share with small group
Report back to group in team meeting; evaluate findings individually and as a small group
Self evaluation/peer evaluation
Research information/data collection/record information/ note websites/share with small group
Create advertising budget $10,000 annually (Predict costs for print, internet, and broadcast advertisements)
Create advertising schedule
Practice presenting advertising budget and advertising schedule in small groups before the formal presentation
Self evaluation/peer evaluation
Present advertising budget and advertising schedule to whole group in formal presentation
Review rubrics after presentation for graded evaluation of presentation and project
Audience: The audience is your small group when you come together for meetings to discuss your findings, and the
larger audience is the class and the instructor and any guests present when you make the formal presentation(s).
Assessment:
Informal assessments will be made by the instructor as you are working within your small groups. The
instructor may make personal observations, hold personal conversations with group members, and she may have team
meetings with the small group. You will be asked to complete self evaluations and peer evaluations during the project.
At the conclusion of the PBL, formal assessment will be made through use of process and product rubrics to evaluate
your small group’s project and presentation. Please make sure you are familiar with the elements of the rubrics. You
will have the opportunity to see the completed evaluations and discuss it with the instructor after all the groups have
presented their projects.
Resources/Technology:
Laptop/Desktop Computers
Printer
Scanner
Video Camera and/or Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
Name ___________________________________
Project __________________________________
Date ________________
Class ________________
Self Evaluation
Rate yourself for each aspect of working within your group using the following scale:
1 = poor
2 = acceptable
3 = good
4 = excellent
1. Setting realistic goals
1 2 3 4
2. Organizing work towards goals
1 2 3 4
3. Deciding/defining member roles
1 2 3 4
4. Member responsibility
 1 2 3 4
5. Listening to other members
 1 2 3 4
6. Supporting other members
 1 2 3 4
7. Little dependence on the teacher
 1 2 3 4
8. Keeping order within the group
 1 2 3 4
9. Staying focused on goals
 1 2 3 4
10. Reaching goals
 1 2 3 4
11. Quality of finished project
 1 2 3 4
Summary: On this project, I think I . . .
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Names of Group Members____________________________________________________
__________________________________________
Date ________________
Project _____________________________
Class _______________
Peer Evaluation
Rate your group’s success—as a group, not individually—for each aspect of working together,
using the following scale:
1 = poor
2 = acceptable
3 = good
4 = excellent
1. Setting realistic goals
1 2 3 4
2. Organizing work towards goals
1 2 3 4
3. Deciding/defining member roles
1 2 3 4
4. Member responsibility
 1 2 3 4
5. Listening to other members
 1 2 3 4
6. Supporting other members
 1 2 3 4
7. Little dependence on the teacher
 1 2 3 4
8. Keeping order within the group
 1 2 3 4
9. Staying focused on goals
 1 2 3 4
10. Reaching goals
 1 2 3 4
11. Quality of finished project
 1 2 3 4
Summary: On this project, I think our group. . .
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Cooperative Learning Project Rubric Process
Name(s): ________________________________________________________
Project/Assignment: ____________________________________
Date: __________________
Class: _______________________
Category
4
Distinguished
Above Mastery
Group
Participation
All students enthusiastically
participate
At least ¾ of students
actively participate
At least half the
students confer or
present ideas
Only one or two persons
actively participate
Responsibility for task is
shared evenly
Responsibility is shared
by most group members
Responsibility is
shared by ½ the group
members
Exclusive reliance on
one person
Excellent listening and
leadership skills exhibited;
students reflect awareness
of others’ views and
opinions in their discussions
Students show
adeptness in interacting;
lively discussion centers
on the task
Some ability to interact;
attentive listening;
some evidence of
discussion or
alternatives
Little interaction very
brief conversations;
some students were
disinterested or
distracted
Each student assigned a
clearly defined role; group
members perform roles
effectively
Each student assigned
a role but roles not
clearly defined or
consistently adhered to
Students assigned
roles but roles were not
consistently adhered to
No effort made to assign
roles to group members
Shared
Responsibility
Quality of
Interaction
Roles Within
Group
3
Mastery
2
Partial Mastery
1
Novice
Total Scores
COMMENTS/SUGGESTIONS:_______________________________________________________________________________
________________________________________________________
Score
Small Group Learning Project Rubric
Names___________________________________________________________________________
____________
Product Evaluation
Project/Assignment ______________________________ Date
____________________
Category
4
3
2
1
Organization
Extremely well
organized; logical
format that was
easy to follow;
cleverly conveyed;
the organization
enhanced the
effectiveness of the
project
Signs of
organization; at
times ideas were
unclear
Somewhat
organized;
several ideas
unclear
Choppy and
confusing;
organization of
ideas was
difficult to follow
Content
Accuracy
Completely
accurate; all facts
were precise and
explicit
Mostly accurate; a
few
inconsistencies or
errors in
information
Somewhat
accurate; more
than a few
inconsistencies or
errors in
information
Completely
inaccurate
Research
Went above and
beyond to research
information;
solicited material in
addition to what
was provided;
brought in personal
ideas and
information to
enhance project
from outside of
school
Did a very good
job of researching;
utilized materials
provided to their
full potential
Used the material
provided in an
acceptable
manner, but did
not consult any
additional
resources
Did not utilize
resources
effectively; did
little or no fact
gathering on the
topic
Creativity
Was extremely
clever and original;
a unique approach
that truly enhanced
the project
Was clever at
times
Added a few
original touches
to enhance the
project but did not
incorporate it
throughout
Little creative
energy used
during this
project
Total Score
Score