In this unit students explore some key marketing principles involved in influencing consumers to buy one product rather than its competitors. The IP concepts contained within this until relate to Trade marks, branding and registered designs.
By the end of this unit students will be better able to:
- identify 4 important areas of marketing
- critically analyse how those elements are used to sell products
- evaluate the significance of trade marks in marketing.
Curriculum Area/s: Society and Environment, Commerce
Year/s: Ages 12-16 (Secondary)
Duration: 1 x 45 minute lesson, plus research time.
Teacher Prep Time: 5 minutes
Materials required: Online, smart board or hard copies of Worksheets 1-3
1. Ask students to imagine that they were about to buy a new computer. What would influence their choice? List their suggestions on the board - if possible in 4 columns (Product - the details of the computer, Price, Presentation - the way it is presented, packaging, promotion, etc, Place - where it is available) but without students knowing what the headings of the columns are. This means the teacher will have to place the suggestions in the appropriate column, but without showing or telling students what all the features in each column have in common.
2. Once this has been done have students copy the ideas on to Worksheet 1, and see if they can work out the appropriate titles for the columns. Take their suggestions, but let them know that they are to use the 4Ps as the heading for the rest of the unit.
3. Discuss why each of the 4Ps is important in their choice.
4. Now explain that you are going to focus on the P for Presentation. They will investigate how manufacturers and sellers use trade marks, packaging and advertising to promote their products.
5. Ask students to identify product names that they immediately respond to when they see them (e.g. Nike, Apple, McDonald's, etc.) Explain that they are trade names. Have students look at Worksheet 2 to understand what they are. Why might they be important for a product?
6. Explain that the students' task is to compare two very similar but competing products. They are to find out about the 4Ps for each of the products, and do a direct comparison (using Worksheet 3). This will mean researching the two products, including how they are advertised and marketed. They are then to decide which of the two they would buy, and what the most important reasons are for their choice.
7. Students can now decide how important trade marks and the associated presentation of the implications of that trade mark (through reputation, advertising, etc.) were in their choice, and come up with a statement about their significance.
8. Students could now create all the elements for a marketing strategy for a new product, e.g. a dog food brand, to show how they can use the consumer-influencing strategies they have learned through this unit.