Lesson Plan. Preparation

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1 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 (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 (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 (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 1

2 (1)(c) Reading/Vocabulary Development infer word meaning through the identification and analysis of analogies and other word relationships (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 (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 (12)(A) Reading/Media Literacy evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts (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 (12)(C) Reading/Media Literacy evaluate the objectivity of coverage of the same event in various types of media (12)(D) Reading/Media Literacy evaluate changes in formality and tone across various media for different audiences and purposes Occupational Correlation (O*Net Job Title: market Research Analyst O*Net Number: 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 2

3 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 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 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 Instructor Notes I. Marketing Information Systems II. Input A. Reports B. Records C. Surveys III. Storage A. Customer names B. Phone Numbers C. 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 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. 3

4 Multiple Intelligence Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Guided Practice Customer Information Lesson in Introduction Application 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? 4

5 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 of Survey How much should they cost? Where should you sell them? What is your target market? 5

6 Distribution and Finance Marketing Information Systems Quiz Rubric CATEGORY or less Survey Creation Survey Distribution Survey New Product Professionalism 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. 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. Students were prepared and organized for the presentation. Survey and two questions add to the information needed to launch the product. Survey was distributed to less than 10 peers. summarize 4 of the 5 questions from the survey. The new product was created using the survey findings or meets the needs of the consumer. Students were prepared or organized for the presentation. Only one survey question was added to the survey. Survey was distributed to less than 8 peers. 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. Survey questions were not added to the survey. Survey was not distributed. summarize 1 of the 5 questions from the survey. Students did not meet expectations Students did not meet expectations. Points Awarded Total: 6

7 Marketing Information Systems Fashion Marketing Marketing Marketing Information Systems Vocabulary Terms Definitions Market Information System Focus Group Input Storage Output Decision Making 7