How Do the Eagles Get To the Playoffs?

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Marketing, Management, & Entrepreneurial Principles

  Course Title:

  Marketing Essentials

  Course Number:

  8827110

  Career Cluster:

  Marketing, Sales, and Service

  CIP Number:

  0252140130

  Course Type:

  Career Preparatory

  CTE Standard(s) and Benchmark(s):

  01.04 Demonstrate the ability to use creative problem-solving, decision-making, and critical thinking strategies. 

  05.09 Explain marketing strategies and marketing concepts.

   

• Unit Outline

  
  

  This lesson is designed to be used with the case study, "How Do the Eagles Get to the Playoffs." See CPALMS resource ID #209240.

   

• Career Connection

  
  

  In this lesson, students will demonstrate critical thinking to solve a problem. Students will use collaboration to plan, prepare, and execute a marketing strategy.

   

• Learning Objectives

  
  

  Students will be able to:

  • Explain a marketing strategy for a case study scenario.
  • Use critical thinking to determine how a marketing strategy will impact outcomes.
  • Discuss how problem-solving is used to create a marketing strategy that addresses a problem.

   

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The 5 "P"s of marketing.
  • Creating and reading flow charts.

   

• Guiding Questions

  
  

  How can a marketing campaign affect real-world problems, such as outcomes for a football team?

   

• Procedure

  
  
  1. To introduce the lesson, have students define the 5 P’s of marketing. Pose the question, “How could the 5 P’s align with a concept outside of a business setting?”.
     • Allow students to share their thoughts and any personal experiences related to applying the 5 P's outside of a business setting.
  2. Divide students into small groups of 3 to 4 students. Provide a copy of the case study, "How Do the Eagles Get to the Playoffs?" (see CPALMS resource ID #209240) to each student. Allow the students to read the case study independently or in a peer reading activity in pairs.
  3. Once students finish reading the case study, continue the class discussion on the 5 P’s of marketing.
     • Ask students, “How does the case study apply to the 5 P’s?”.
     • Have students analyze the possibilities of options within the case study for alignment with the 5 P’s.
     • Pass out the Small Group Activity handout to each student and discuss the following:
       • Product: What you need to “sell.”
       • Price: Profit margins and marketing budget.
  4. Have student groups create a simple flow chart to identify the people for whom they are to create a marketing plan.
     • Remind students to include potential participants considering the logical marketing mix.
     • Prompt students with the following questions to consider.
       • With whom will students in the case study communicate?
       • What additional communication might take place as enthusiasm grows?
  5. Have each group work to complete the Small Group Activity and determine the place for their marketing initiatives. Discuss the following:
     • Place: Channels or platforms that can be used. Have students think about who and where the customers are (e.g., social media, email, offline).
  6. Have student groups create their marketing plan by completing the remaining sections of the handout.
     • Requirements:
       • The plan must provide opportunity for improvement of morale/attendance.
       • The plan must align with the 5 P’s for the marketing initiative.
     • Remind students to consider the following:
       • Promotion: What are you trying to accomplish? (e.g., create or improve your social media presence; increase brand reception; promote a new product; something else).
       • People: Determine your target audience and what drives them.
  7. To close the lesson, initiate a final discussion about problem solving strategies used to create the marketing plan. Ask the following questions:
     • How does your marketing strategy help address the problem?
     • What decisions did you need to make in preparing your marketing strategy?
     • How will the marketing strategy outcome be measured?

   

• Teacher Notes

  
  
  • Lesson Background for the Teacher: In this simplified marketing endeavor, the plan is to motivate the football team to win the game. The strategy is to raise awareness and support for the football team to boost morale and performance. The marketing tactics will need to be defined in this project.
  • The teacher can consider the following prompts to encourage discussion and problem solving in developing a marketing strategy.
    • In developing the flow chart, encourage students to start with students (in the case study). These students will communicate with student groups and the principal. Will the principal incorporate additional support, maybe staff, business partners, influential people in the community, and neighborhood residents? With whom will those people communicate? Use this to prompt ideas.
    • Customers will be discovered during the process of creating the communication flow chart. Therefore, no matter what direction students take with their marketing tactics the teacher can help them determine who the customers are, even if they are within the communication flow chart. Students will need to understand that even the customers may be participants as they gain buy-in. Ultimately, everyone could potentially be a customer.
      • Example: People in the community are prospective customers; they will help spread the marketing message but will also attend the game. Students (in the case study) will participate in building spirit prior to the game and will also attend the game and use the strategies to build spirit during the game. When you wear a particular brand of jeans aren’t you a participant in spreading their message (representing the brand), and a customer (purchasing their product)?
  • The following are examples for creating the tactics for each communication group.
    • Students working with the student body leadership:
      • Create a contest, sharing it through the morning announcements and social media, with a challenge for the class (freshmen, sophomore, junior, senior) purchasing the most tickets.
      • Decorate classroom doors.
      • Make posters for student sections in the stadium by class.
    • Administration group:
      • Reduce ticket prices or special group pricing (alumni, families, etc.).
      • Administration contest of some sort.
      • Spirit day with special events
    • Staff group:
      • Extra credit.
      • Decorate spirit doors.
      • Lessons with a football focus (or competition, other).
      • Connections to families and the community.
    • Community group:
      • Business leaders promote the game.
      • Yard signs.

   

• Optional

  
  

  Summative Assessment Ideas:

  • Teachers can use student work products from the small group activity as an assessment of understanding marketing strategies.

  Extension Ideas:

  • Using the Marketing Terms list (see attached) and the case study document to have students review each term, and determine if the term relates to the product, price, promotion, place, or people.
  • Have students choose a vocabulary word from the Marketing Terms list and create a depiction for the word- create an image, rewrite the definition in your own words, use the terms in a paragraph.
  • Use the case study as a demonstration of teamwork and collaboration. Have students identify the following:
  • Appropriate steps and processes for collaboration.
  • Benefits of input from other people.
  • Brainstorming to find solutions.
  • Building on the ideas of everyone.