JTED CURRICULUM WRITING PROJECT Professional Sales & Marketing Consumer Behavior Lesson Title: Personal Values Lesson 2 of 4 Duration: 50 minutes Teacher/Student Ratio: 1/30 Lesson File Name: MAR-Consumer-Lesson2.doc STANDARD & MEASUREMENT CRITERIA 1.0 ANALYZE FACTORS THAT INFLUENCE CONSUMER BEHAVIOR 1.1 Differentiate how personal values influence consumer behavior OBJECTIVES TERMINOLOGY Student will be able to: 1. Define terms that represent personal values that influence consumer behavior. 2. Identify personal values that would influence consumer behavior. 3. Explain how personal values influence consumer behavior. 4. Differentiate how personal values influence consumer behavior. Consumer behavior - the study of why, when, how and where people obtain or use products Values – beliefs that guide the way we live INTRODUCTION Teacher will go to slide one of PowerPoint MAR-Consumer-Powerpoint2.ppt. Teacher says, “Think about three of the most important things in your life and be prepared to share them”. Teacher allows students one minute to think and calls on two non-volunteers. After students share, teacher will say, “Everything you shared is what you value most. Today we will discuss how personal values influence consumer behavior”. Teacher will provide each student with the objective and vocabulary square handout MAR- Consumer -Handout2a.ppt to students. Teacher goes to slide 3 to review the objectives of PowerPoint MAR- Consumer - Powerpoint2.ppt and instructs students to highlight/underline the words ‘define’, 1 PIMA COUNTY JTED: LESSON PLAN Updated 5/26/2010
Transcript
JTED CURRICULUM WRITING PROJECT Professional Sales & Marketing
Consumer Behavior Lesson Title: Personal Values Lesson 2 of 4Duration: 50 minutes Teacher/Student Ratio: 1/30Lesson File Name: MAR-Consumer-Lesson2.doc
STANDARD & MEASUREMENT CRITERIA1.0 ANALYZE FACTORS THAT INFLUENCE CONSUMER BEHAVIOR
1.1 Differentiate how personal values influence consumer behavior
OBJECTIVES TERMINOLOGYStudent will be able to:
1. Define terms that represent personal values that influence consumer behavior.
2. Identify personal values that would influence consumer behavior.
3. Explain how personal values influence consumer behavior.
4. Differentiate how personal values influence consumer behavior.
Consumer behavior - the study of why, when, how and where people obtain or use productsValues – beliefs that guide the way we live
INTRODUCTIONTeacher will go to slide one of PowerPoint MAR-Consumer-Powerpoint2.ppt. Teacher says, “Think about three of the most important things in your life and be prepared to share them”. Teacher allows students one minute to think and calls on two non-volunteers.
After students share, teacher will say, “Everything you shared is what you value most. Today we will discuss how personal values influence consumer behavior”. Teacher will provide each student with the objective and vocabulary square handout MAR- Consumer -Handout2a.ppt to students.
Teacher goes to slide 3 to review the objectives of PowerPoint MAR- Consumer -Powerpoint2.ppt and instructs students to highlight/underline the words ‘define’, ‘identify’, ‘explain’ and ‘differentiate’ in the objectives section of the handout MAR- Consumer -Handout2a.ppt. Slide 2: Objectives
1) Define terms that represent personal values that influence consumer behavior2) Identify personal values that influence consumer behavior3) Explain how personal values influence consumer behavior4) Differentiate how personal values influence consumer behavior (5 minutes)
1 PIMA COUNTY JTED: LESSON PLAN Updated 5/26/2010
CONTENT
TEACHER ACTIONS STUDENT ACTIONSDefine terms that represent personal values that influence consumer behavior
1. Teacher will go to slide 4 of MAR- Consumer -Powerpoint2.ppt to show students they are working on vocabulary square.
Slide 4: Vocabulary SquareTeacher directs each student to use vocabulary square handout MAR- Consumer -Handout2a.ppt. Teacher defines ‘consumer behavior’ and ‘values’ for students to complete vocabulary squares.
1. Students use vocabulary squares MAR- Consumer -Handout2a.ppt (one per student) to fill in and complete.
(6 minutes)
Identify personal values that would influence consumer behavior
2. Teacher will provide handout MAR- Consumer -Handout2b.doc to each student and go to slide 5 of MAR-Values-Powerpoint2.ppt. For steps 2-6 have students fill in appropriate finger with the answer.
Slide 5: Personal Values Activity 1. Trace your hand 2. Thumb - What are 2-3 things you are good at? 3. Index – Where do you see yourself in 5 years? 4. Middle – What frustrates you? 5. Ring – What are you committed to? 6. Pinky– What are 2-3 of your hobbies?
Teacher says, “The questions you answered during this activity represent your personal values”.
2. Students will use handout MAR- Consumer -Handout2b.doc and trace their hand and follow directions to properly fill out the Personal Values Activity handout.
(12 minutes)
Explain how personal values influence consumer behavior
3. Teacher goes to slide 6 of MAR- Consumer -Powerpoint2.ppt and says “use the personal values you identified in the hand trace activity to complete the next section”. Direct students to write their response on the back of handout MAR- Consumer -Handout2b.doc. Walk around the room to ensure students are on task.Slide 6: On the back of your handout answer the following question:
3. Students will use the back of handout MAR- Consumer -Handout2b.doc to respond to the prompt in the space provided. At the end of five minutes students will be ready to share.
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How would the values you identified influence what product you would purchase?Allow students five minutes to write their answer to the question. Call on three non-volunteers to share.
(10 minutes)
Differentiate how personal values influence consumer behavior
4. Teacher has students work in pairs for the following activity. Teacher goes to slide 7 of MAR- Consumer -Powerpoint2.ppt.
Slide 7: Partner Name Compare/Contrast chart
Teacher instructs students to compare and contrast their values and responses on the handout MAR- Consumer -Handout2b.doc. Walk around the room to ensure students are on-task.Allow students ten minutes to complete. Call on two non-volunteers to share.
4. In pairs, student will work together to compare and contrast their results on handout MAR- Consumer -Handout2b.doc. They will be ready to share at the end of six minutes.
(13 minutes)
CLOSURETeacher will have the students take out a piece of paper and in 12 words or less, summarize the most important aspects from today's lesson. The students will share with a partner. The teacher will call on two non-volunteers and collect the summary. Teacher will review summary and make comments to turn back to students the following class period. (4 minutes)
SKILL ASSESSMENTThe student will complete the personal values activity, comparison chart and share with a peer and complete a 12 word summary.
CONNECTIONSN/A
SAMPLE END OF PROGRAM ASSESSMENT QUESTIONS1. Beliefs that guide the way an individual lives are called ______.
a. serviceb. judgmentsc. valuesd. thoughts
2. Consumer behavior is the study of why, when, how and where people obtain or use _____.a. businessesb. products
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c. storesd. managers
EQUIPMENT ProximaComputer
MATERIALSSUPPLIES
MAR- Consumer -Powerpoint2.ppt
MAR- Consumer -Handout2a.ppt Vocab squares (1 per student)
MAR- Consumer -Handout2b.doc (1 per student- front and back)
RESOURCES ACCOMMODATIONSHawkins, D. I., Best, R. J., & Coney, K. A. (2004). Consumer Behavior: Building Marketing Strategy (9 ed.). McGraw-Hill.
Schneider Farese, L., Kimbrell, G., & Woloszyk, Ph.D., C. A. (2009). Marketing Essentials. Woodland Hills, CA: Glencoe.
ATTACHMENTSMAR- Consumer -Powerpoint2.ppt – Teacher PowerPoint MAR- Consumer -Handout2a.ppt - Objectives and vocabulary squareMAR- Consumer -Handout2b.doc – Personal Values Activity (front and back)
