Nuts and Bolts of Advertising
Skill Set: Promotion
TOPIC OR UNIT OF STUDY
Advertising Media
CONTENT STANDARD(S) AND OBJECTIVE(S)
Students will
 analyze various types of advertising media.
 classify the various types of media.
 discover the advantages and disadvantages of each type of media.
 select the appropriate media for the target market.
 assess the effectiveness of an advertising campaign.
 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 small groups to classify and analyze types of advertising media, identify the advantages and
disadvantages of each type of advertising, and come together as a whole group to share their results and form a
consensus as to what media should be used for the target market in the project example business.
Then the students will devise an advertising campaign idea within their small groups that could be used for the example
business. During this time, each small group will research how to assess the effectiveness of an advertising campaign.
The small groups will present their advertising campaign ideas using the selected media.
A member from each small group will be selected to represent the group in a panel discussion event. At the end, one
advertising campaign will be selected as the best campaign by a majority vote.
ESSENTIAL QUESTION
Based on the various types of media available, taking into consideration the advantages and disadvantages of each, how
would a business select the appropriate media for a particular target market and then assess the effectiveness of the
advertising campaign?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
The students will master the standards of advertising media in the advertising content standards as they complete the
PBL activity. They will identify the various types of advertising media and the advantages and disadvantages of each type
of media, and they will select the appropriate media for a particular target audience and assess the effectiveness of an
advertising campaign.
Students will use some of the technology standards as well. Students will use the internet to research information on
advertising media to analyze and classify it and to find the advantages and disadvantages of the various types of
advertising media. They will research to find information on assessing effectiveness of advertising campaigns and on
selecting media for a target market.
Students will 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. They will follow legal and ethical guidelines as they make use
of information gleaned from the sites visited, and they will cite and document resources used in their projects and
presentations.
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 campaigns for the business in the
project as they all have a stake in the “business”.
They may also discover entrepreneurial opportunities and global trends related to their career cluster as they research
information related to the advertising media standards.
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 campaign for the business and select the appropriate media
based on their research results. Due dates for the smaller sections of the project can be changed 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 rubrics (process and product) for advertising campaign project so that all areas are addressed by group
 Brainstorm ideas and resources
 Set up timeline for completion of tasks
 Research information/data collection/record information/note websites/share with group
 Report back to group in team meeting; evaluate findings individually and as a group
 Complete Self Evaluation and peer evaluation
 Research information/data collection/record information/ note websites/share with group
 Report back to group in team meetings; evaluate findings individually and as a group
 Conduct whole class meeting; small groups report findings;
o Classify various types of media
o Discuss the disadvantages and advantages of each type of media
 Form a consensus in the whole group
o Select an appropriate media for a target market
 Create an advertising campaign in small groups using selected media
 Practice for your group’s advertising campaign to the class in a formal presentation
 Formal Presentation of your group’s advertising campaign to the whole class
 Review rubrics completed by instructor after project was completed and presented by group
 Select one member of each small group to the class panel for discussion
 Conduct panel discussion on advertising media and creating the advertising campaign
 Select by majority vote the winning advertising campaign (use panel member’s knowledge of advertising as a
factor in selection as well as the advertising campaign)
 Self Evaluation/Peer Evaluation
RESOURCES
 Project Based Learning Activity Advertising MediaSelect 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
Rubrics for Evaluation—Process and Product
Internet (sites vary with each group)
Self evaluation
Peer evaluation
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
Peer evaluation (within the group)
Self evaluation
Summative
Rubrics-process and product
TIMELINE
90 Minute Class Blocks
Day 1—Introduction to Advertising Media; 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—Whole group meets to discuss findings and to form a consensus on the media for the target market for the
project sample business; small groups disperse to create advertising campaigns
Day 5—Advertising campaigns created in small groups;
Day 6—Small groups present to the class; one member selected from each small group for a panel discussion; panel
continues as time permits; one group’s advertising campaign is selected as the overall winner based on the
campaign and the panel member’s knowledge of advertising media.
Day 7—Complete the panel discussion (as needed)
CONCLUSION
Students analyze various types of advertising media using this PBL in small groups by researching the types of media
available. They research the means to assessing the effectiveness of an advertising campaign. The students discuss the
advantages and disadvantages of each type of media and then select the appropriate type for a particular target market
of individuals who are 15-25 years of age in the project’s example restaurant business, a small burger shop in a small
town.
Finally, students develop an advertising campaign using the selected type of media they determined best match the
target audience for the selected business. Using further panel group discussion methods, they form a consensus on the
best advertising campaign from among their small groups. Using these methods, the students are able to master the
content standards of advertising media in an entertaining and interactive fashion.
PROJECT BASED LEARNING ACTIVITY: ADVERTISING MEDIA
Class _______________
Group members: ________________________________________________________________________
______________________________________________________
Date ________________
ESSENTIAL QUESTION: Based on the various types of media available, taking into consideration the
advantages and disadvantages of each, how would a business select the appropriate media for a particular
target market and then assess the effectiveness of the advertising campaign?
CONTENT STANDARDS AND OBJECTIVES:
Students will:
 Students will analyze various types of advertising media.
 Classify the various types of media.
 Discover the advantages and disadvantages of each type of media.
 Select the appropriate media for the target market.
 Assess the effectiveness of an advertising campaign.
 Search online using a range of technology tools and media to access relevant information needed for problem
solving.information for oral, written, and multimedia communications, adhering to copyright laws.
 Create
 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.
Background Information: You have an exciting business opportunity. A small restaurant, a burger shop, is about
to open in your small town in a rural area, and you have an important role to play in its development. Right now your
focus will be to serve as one of the following individuals in the business: company chief executive officer (CEO), general
manager, director of marketing, administrative assistant, or company attorney. Discuss and select your role within your
small group. You will be working with advertising media in this project. For the sample business, the target audience is
the population of adults from 15-25 years of age.
Tentative Timeline: (90 Minute Blocks)
Day 1—Introduction to Advertising Media; 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—Whole group meets to discuss findings and to form a consensus on the media for the target market for the
project sample business; small groups disperse to create advertising campaigns
Day 5—Advertising campaigns created in small groups;
Day 6—Small groups present to the class; one member selected from each small group for a panel discussion; panel
continues as time permits; one group’s advertising campaign is selected as the overall winner based on the
campaign and the panel member’s knowledge of advertising media
Day 7—Complete the panel discussion (as needed); closure activity/review of project
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 product) for advertising campaign project so that all areas are addressed by group
Brainstorm ideas and resources
Set up timeline for completion of tasks
Research information/data collection/record information/note websites/share with group
Report back to group in team meeting; evaluate findings individually and as a group
Complete Self Evaluation and peer evaluation
Research information/data collection/record information/ note websites/share with group
Report back to group in team meetings; evaluate findings individually and as a group
Conduct whole class meeting; small groups report findings;
o Classify various types of media
o Discuss the disadvantages and advantages of each type of media
Form a consensus in the whole group
o Select an appropriate media for a target market
Create an advertising campaign in small groups using selected media
Practice for your group’s advertising campaign to the class in a formal presentation
Formal Presentation of your group’s advertising campaign to the whole class
Review rubrics completed by instructor after project has been completed and presented by all groups
Select one member of each small group to the class panel for discussion
Conduct panel discussion on advertising media and creating the advertising campaign
Select by majority vote the winning advertising campaign (use panel member’s knowledge of advertising as a
factor in selection as well as the advertising campaign)
Self Evaluation/Peer Evaluation
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 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 measures will be utilized through the use of rubrics. The process and
product rubrics will be used to evaluate your small group’s project and presentation in this PBL activity. 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: ____________________________________
Category
4
Distinguished
Above Mastery
3
Mastery
Date: __________________
Class: _______________________
2
Partial Mastery
1
Novice
At least half the
students confer or
present ideas
Only one or two
persons actively
participate
Responsibility is
shared by most group
members
Responsibility is
shared by ½ the
group members
Exclusive reliance on
one person
Quality of
Interaction
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
Roles Within
Group
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
Group
Participation
All students
At least ¾ of students
enthusiastically participate actively participate
Shared
Responsibility for task is
Responsibility shared evenly
Score
Total Scores
COMMENTS/SUGGESTIONS:_______________________________________________________________________________
_______________________________________________________________________________________________________
Small Group Learning Project Rubric
Product Evaluation
Category
Organization
Content
Accuracy
Research
Creativity
Names_________________________________________________________
Project/Assignment ______________________________ Date ____________________
4
3
2
Extremely well organized;
logical format that was
easy to follow; cleverly
Signs of
Somewhat
conveyed; the
organization; at times organized; several
organization enhanced
ideas were unclear
ideas unclear
the effectiveness of the
project
Somewhat
Mostly accurate; a
accurate; more
Completely accurate; all
few inconsistencies
than a few
facts were precise and
or errors in
inconsistencies or
explicit
information
errors in
information
Went above and beyond
to research information;
Used the material
solicited material in
Did a very good job
provided in an
addition to what was
of researching;
acceptable manner,
provided; brought in
utilized materials
but did not consult
personal ideas and
provided to their full
any additional
information to enhance
potential
resources
project from outside of
school
Added a few
Was extremely clever
original touches to
and original; a unique
enhance the project
Was clever at times
approach that truly
but did not
enhanced the project
incorporate it
throughout
1
Choppy and
confusing;
organization of ideas
was difficult to follow
Completely
inaccurate
Did not utilize
resources effectively;
did little or no fact
gathering on the
topic
Little creative energy
used during this
project
Total Score
Score