Advertising Mediums: Selecting the Right Fit

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:

  Entrepreneurship

  Course Title:

  Business Ownership

  Course Number:

  8812100

  Career Cluster:

  Marketing, Sales & Services

  CIP Number:

  0252070102

  Course Type:

  CAR-PREP - High School Career Preparatory Program

  CTE Standard(s) or benchmarks:

  CTE-MKT.912.8812000.12.6 Explore various advertising mediums and the costs associated with each type.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Advertising on a Budget.” See CPALMS resource ID# 218893.

• Career Connection

  
  

  By analyzing the case study scenario, students will practice the durable skills of communication and collaboration. Students will need to work effectively as a collaborative team to problem-solve, developing a plan that will address the needs of the company in the scenario. Through the group activity, students will learn to communicate ideas, listen to others' perspectives, and work together toward common goals. Students will also gain valuable industry-specific knowledge about the ways in which business owners can advertise their goods, products, and services.

• Learning Objectives

  
  

  Students will be able to:

  • Define and understand different advertising mediums.
  • Research the cost of different advertising mediums.
  • Prepare a cost analysis of different types of advertising mediums.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Research online.
  • Work collaboratively.

• Guiding Questions

  
  
  • How can a business advertise their products or services to reach a wide audience?
  • What are some examples of advertising mediums?

• Procedure

  
  
  1. To introduce the lesson, the teacher can pose the following question for small group discussion: How can a business advertise their products or services to reach a wide audience?
  2. Once students have had a chance to discuss the guiding question, the teacher can present the case study, "Advertising on a Budget," (see CPALMS resource ID# 218893) for students to read and discuss in teams of 3.
     • Students can use the following questions to guide their reading of the case study. The teacher can also display the questions for the students to refer to.
  • • • What is the group’s target audience and their specific preferences?
      • What factors should the team consider when deciding which advertising plan to pursue?
      • In a real-world business environment, what additional factors should the group consider when choosing an advertising strategy, such as competition or market trends?
      • How does Martin’s emphasis on cost-efficiency and scalability reflect key priorities for entrepreneurs? How might this approach influence their business's long-term growth?
  3. In their teams, each student will role play as a member of the team. Each team member will research 1-2 different advertising mediums that they feel would be most beneficial to the company with a cost analysis. The teacher can provide each group with the handout, “Advertising Mediums & Cost Analysis,” for the students to use to base their own cost analysis on. The handout will provide students with a list of possible advertising mediums to use in order to begin their research.
  4. After each team member has completed their cost analysis research, they will share their findings with the other members of their team. The students can choose to present their findings orally or represent it digitally by filling out the “Advertising Mediums & Cost Analysis” handout.
  5. Once each student has shared their ideas within their team, they can then select one advertising medium and provide a written rationale for why their selected medium would be the best advertising selection for the company. This will ensure that students are reflecting on the analysis of the different advertising mediums and their costs.
  6. To bring the lesson to a close, students can discuss the following questions with their team and reflect on how these skills can be applied to their chosen career path. They can also reflect on how this scenario can help build their future career knowledge about opportunities and the importance of having and maintaining professional networks.
  • • What does this scenario teach about the importance of adaptability and creative problem-solving in entrepreneurial or business careers?
    • How might the experience of building and launching their business prepare the three friends for challenges they may face in other career paths?
    • What are the potential risks and rewards of pursuing a values-driven business, like the friends' eco-conscious venture, in terms of career reputation and opportunities?
  7. As an added closing discussion component, the teacher can choose one question from the above reflection questions and have each team share their answers with the class.

• Teacher Notes

  
  
  • If needed this activity can be completed over 2 classes.