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Marketing Day

Grade 5, Interdisciplinary

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Description of Unit

In this task, fifth-grade students experience the processes of patent development; invention-, product-, and service-creation; and marketing and selling. Through this process, students will distinguish between wants and needs as well as the public's understandings and desires to fill those wants and needs. Students will develop commercials and advertising ideas, and they will study a past invention or service and the reasons for its failure or success. Students will become both the seller of their product and a consumer who learns to manage a budget.

This guide links the Marketing Day unit to the Texas Essential Knowledge and Skills (TEKS) for fifth graders. Students will learn the importance of advertising and how it helps consumers compare products and services, allows businesses to retain existing customers and win new ones, and educates society about important issues. In today's society, understanding the desires of the public and how to create that desire is tantamount to the success of advertising and the sales of a product. Whether the goods and services a company provides are necessities, luxuries, or just bits of whimsy, companies cannot rely on a one-time announcement or word-of-mouth chatter to keep a steady stream of customers. As far back as ancient Egypt, advertising has served a critical purpose in the business world by enabling sellers to effectively compete with one another for the attention of buyers. In the Marketing Day unit, students will develop a sales approach to encourage the public to purchase their product. Students will also decide which product they would acquire with the use of their money. The TEKS from multiple content areas are covered. For instance, students will use writing as a tool for learning in research, as described in the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Marketing Day unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Wants and Needs: Students are sometimes unaware of the difference between wants and needs, and they place priority on areas that are really not necessary. Using chart paper, have the students form small groups and list items that would fall under either the Want or Need categories. Once each small group has completed its list, aggregate the responses of each small group to create one large list. Have students discuss what characteristics were important in the decisions to place the items in each particular category. Students will read about the basic economics behind want versus need (http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm) and quiz themselves at the end.
  2. Goods and Services: Students will work with a partner and develop a short PowerPoint or document that discusses the difference between a good and a service. The pairs will give several examples with images and explanations as to why the examples fit in either category or fit into both. Students may want to research trending products that are currently popular to use as examples.
  3. Branding and Marketing: Reach out to a local provider of goods or services and ask them to address the class on how they brand and market their business. Allow students to have a question and answer session with the professional. Encourage branding questions, such as the following:
    • Why did your company choose the name it did?
    • Why did you choose the color of your brand?
  4. Audience Research: Give the students a random product (e.g., an insulated tumbler; a wireless mouse; a special ballpoint pen; a cute, but not really functional, cell phone case). Have students read the article, “How to Identify Your Target Audience” (Attachment 1). Have them choose a particular demographic that they believe the creators of their product were targeting based on the way they advertise it. Students will need access to the Internet to research the commercials and ads for their product. They should be required to write a short essay about what particular group the product is targeting and how they plan to prove that by research.
  5. Buyers: Students are often unaware of how responsible adults budget their money and decide whether or not to make purchases. In this activity, each student will collaborate with his or her parent or guardian in discovering budgeting issues at home. During this parent collaboration, the student will list all items (with their estimated monthly costs) that need to be budgeted for in a typical household. (Note: This is personal information and some parents may not feel comfortable discussing with actual dollar amounts.) Assign each student an income once they have done their research. Students will break down the percentage of their income that each item takes up per month.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will form small groups and choose a product or service in order to develop a plan to market and sell that item or service to the public. Student groups will brainstorm marketing ideas, or the teacher can provide a list of marketing examples to choose from. Students will need to identify the item as a want or a need and decide how the public will respond to the marketing strategy.
  2. Asking guiding questions. Once the student groups have selected a product or service, they should think of three to five guiding questions to explore. Examples include the following:
    •  Is ____ a want or a need?
    • Who will be most affected?
    • What is more important, speed or quality? Can there be a balance?
    • What audience should we target?
    • How will current trends impact the marketing of this ____?
  3. Designing a research proposal. Student groups will work to brainstorm product information and marketing strategies as they relate to their personal interests and shared likes. Using multiple media sources, students will view commercials and sales pitches from previous creators of their chosen product or service. Students will continue to identify errors or possible improvements on these strategies.
  4. Conducting the research. Groups will review multiple methods of advertisement for their chosen product or service and research similar products, comparing their chosen marketing strategies (e.g., Crayon vs. Rose Art craft materials). Students will list the various methods used to advertise these products and the pros and cons of each strategy.
  5. Sharing findings. Each group of students will present their analysis of marketing strategies to the teacher for approval. Presenting them to the class will have an effect on the way they are received in the final presentation and may change the desired effect. Once their ideas and models for marketing have been approved, they will receive permission to proceed with designing their advertising scheme.

B. The product

Student groups will share their learning by creating a marketing strategy for their idea, product, good, or service. They can use a storyboard format, PowerPoint presentation, or infomercial to illustrate their marketing strategy during a special event—Marketing Day. Groups should have relevant data on their particular demographics and a persuasive sales pitch in order to reach their clientele. On Marketing Day, student groups will be judged based on their ability to convince their teachers and classmates to purchase their product, good, or service. On the final day of the project, all student groups are to arrange and present their marketing strategies in an attempt to convince all present to purchase their item.

The groups will also be given money to spend on the products at the marketing event. Half of their funds will be designated for needs and the other half for wants.

C. Communication

Student groups will communicate their marketing sales pitch to an audience. The intent is to persuade the audience to purchase their idea, product, good, or service. Students will also write a persuasive essay on their marketing strategy for the idea, product, good, or service.

D. A completed project consists of:

  1. An idea, product, good, or service to market
  2. A well-developed marketing strategy communicated through a storyboard, PowerPoint presentation, or infomercial
  3. A persuasive essay describing their strategy and the intent developed in their marketing strategy

This unit may address the following TEKS.

110.7., English Language Arts and Reading, Grade 5, Adopted 2017

110.7(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.7(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.7(b)(6)(G)
evaluate details read to determine key ideas;
110.7(b)(6)(H)
synthesize information to create new understanding
110.7(b)(9)(D)(ii)
features such as insets, timelines, and sidebars to support understanding
110.7(b)(11)(E)
publish written work for appropriate audiences.
110.7(b)(11)(C)
revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
110.7(b)(11)(A)
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
110.7(b)(11)(B)(i)
organizing with purposeful structure, including an introduction, transitions, and a conclusion
110.7(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
110.7(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.7(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.7(b)(13)(F)
differentiate between paraphrasing and plagiarism when using source materials;
110.7(b)(13)(G)
develop a bibliography
110.7(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.7(b)(13)(E)
demonstrate understanding of information gathered;
110.7(b)(13)(B)
develop and follow a research plan with adult assistance;
110.7(b)(13)(C)
identify and gather relevant information from a variety of sources;

112.11, Science, Kindergarten

112.11(b)(2)
Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations.
112.11(b)(2)(A)
ask questions about organisms, objects, and events observed in the natural world;
112.11(b)(2)(D)
record and organize data and observations using pictures, numbers, and words;
112.11(b)(2)(E)
communicate observations with others about simple descriptive investigations.

112.16, Science, Grade 5

112.16(b)(2)
Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations.
112.16(b)(2)(B)
ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology;
112.16(b)(2)(C)
collect information by detailed observations and accurate measuring;
112.16(b)(2)(D)
analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;
112.16(b)(2)(F)
communicate valid conclusions in both written and verbal forms;

111.3, Mathematics, Grade 1

111.3(b)(9)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
111.3(b)(9)(A)
define money earned as income;
111.3(b)(9)(B)
identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;

111.5, Mathematics, Grade 3

111.5(b)(9)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
111.5(b)(9)(F)
identify decisions involving income, spending, saving, credit, and charitable giving.

111.7, Mathematics, Grade 5

111.7(b)(10)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.
111.7(b)(10)(F)
balance a simple budget.

111.26, Mathematics, Grade 6

111.26(b)(4)
Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
111.26(b)(4)(G)
generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money;

113.16, Social Studies, Grade 5

113.16(b)(12)
Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system.
113.16(b)(12)(A)
explain how supply and demand affects consumers in the United States;
113.16(b)(12)(B)
evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States.
113.16(b)(24)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.16(b)(24)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
113.16(b)(24)(C)
organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
113.16(b)(24)(D)
identify different points of view about an issue, topic, or current event;
113.16(b)(24)(E)
identify the historical context of an event.
113.16(b)(25)
Social studies skills. The student communicates in written, oral, and visual forms.
113.16(b)(25)(E)
use standard grammar, spelling, sentence structure, and punctuation.
113.16(b)(26)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.16(b)(26)(A)
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.16(b)(26)(B)
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

128.7., Spanish Language Arts and Reading, Grade 5, Adopted 2017

128.7(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.7(b)(6)(G)
evaluate details read to determine key ideas;
128.7(b)(6)(H)
synthesize information to create new understanding
128.7(b)(9)(D)(ii)
features such as insets, timelines, and sidebars to support understanding
128.7(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.7(b)(11)(D)(viii)
subordinating conjunctions to form complex sentences;
128.7(b)(11)(D)(ix)
capitalization of initials, acronyms, and organizations;
128.7(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences, em dash for dialogue, italics and underlining for titles and emphasis, and quotation marks for titles
128.7(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.7(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, prepositional, and indefinite;
128.7(b)(11)(D)(v)
conjunctive adverbs;
128.7(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
128.7(b)(11)(D)(ii)
irregular verbs;
128.7(b)(11)(D)(iii)
collective nouns;
128.7(b)(11)(D)(iv)
adjectives, including those indicating origin, and their comparative and superlative forms;
128.7(b)(11)(D)(vi)
prepositions and prepositional phrases and their influence on subject-verb agreement;
128.7(b)(11)(E)
publish written work for appropriate audiences.
128.7(b)(11)(C)
revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
128.7(b)(11)(A)
plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
128.7(b)(11)(B)(i)
organizing with purposeful structure, including an introduction, transitions, and a conclusion
128.7(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
128.7(b)(13)(F)
differentiate between paraphrasing and plagiarism when using source materials;
128.7(b)(13)(G)
develop a bibliography
128.7(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.7(b)(13)(E)
demonstrate understanding of information gathered;
128.7(b)(13)(B)
develop and follow a research plan with adult assistance;
128.7(b)(13)(C)
identify and gather relevant information from a variety of sources;

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.D.3
Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.

Social Studies:

SS.I.D.1
 Identify and evaluate the strengths and weaknesses of different economic systems.
SS.I.D.2
 Analyze the basic functions and structures of international economics.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.

Mathematics:

M.I.A.2
Perform computations with rational and irrational numbers.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.IX.A.2
Connect mathematics to the study of other disciplines.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
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