This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• explain how marketing practices within the marketing mix affect consumers
• describe the channels of distribution involved in the flow of products and services from producer to consumer

To view the prescribed learning outcomes for Marketing in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• As a class, brainstorm and develop a needs survey for a specific product. After students have administered their survey to a target population (e.g., other students), ask them to use spreadsheets to summarize their results. Suggest that students interview local manufacturers or retailers regarding distribution paths for similar products. Challenge students to identify and evaluate alternatives to these paths for their own product.
• Assign students an imaginary or real product or service. Ask them to work in groups to research these questions:
• Who are your customers?
  • How do you want to distribute your product (service)?
  • When do you want to sell, and at what price?

  Have students use multimedia resources to prepare and present marketing plans. Encourage them to incorporate original research (e.g., taste tests, comparisons of competitive product pricing, identification of channels of distribution).

• Assist students, working in groups, as they organize, promote, and manage a simple in-school business activity (e.g., bake sale, food-hamper drive). After the activity, ask each group to reflect on its experience and present a summary to the class.
• As a class, propose alternative strategies for marketing products (e.g., consignment, mail orders, exporting, home page on the Internet). Invite students to cite possible advantages and disadvantages of each strategy.
• Have students suggest appropriate distribution methods for given products (e.g., raspberries from Fraser Valley farms going to northern BC communities), considering the nature of the products (e.g., perishability, fragility, weight) and their consumer destinations (e.g., distance, available transportation networks). Then have them create a table in which the nature of products is matched against transportation and distribution methods, and draw conclusions based upon information in the table.

SUGGESTED ASSESSMENT STRATEGIES

• Challenge students to compare the distribution channels from producer to consumer for various specific goods and explain the purpose for each of the processes involved (e.g., BC fruit compared with fruit from South America). Check their work for accuracy, and note the extent to which they recognize and can recount the processes involved in the distribution channels.
• Review several marketing case studies with students, then engage them in developing criteria for an effective marketing plan. Have students in groups use their needs surveys to identify products and develop marketing plans for them, including product strategies, pricing strategies, distribution elements, and promotional strategies. Use the criteria to show students the extent to which their plans reflect effective marketing practices. Ask them to revise their plans in light of new information.

RECOMMENDED LEARNING RESOURCES

• Media Messages
• Product Testing Activities by Consumer Reports

Video

• Secrets of Selling
• Supermarket Persuasion

Multimedia

• Exploring Business

Note: It is anticipated that existing classroom and school materials will also be used to support the prescribed learning outcomes until additional learning resources are identified.

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