Ad Quest

Promotions  mailbox_arm_money_md_clr.gif

Home | Introduction | Task | Process | Resources | Evaluation | Conclusion | Extension | State Standards

 

Introduction    

If you were promised a good deal on a Game Boy, would you buy it?

Do you search through coupons in the mail or newspaper?    Does anyone in your family?

Have you ever bought pizza with a coupon?

Would you use a coupon or a discount for a product you wanted to buy?

Do you search through the Internet for coupons?    Does anyone in your family?

  • How do you feel when you use a coupon?
  •     Do you feel good about getting a deal?
  •     Do you feel cheap?
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    Task

    Promotions

    Students will go to Google, type in   coupon  and find 3 products they would buy with a coupon

    Prior to beginning this lesson, students should have a basic knowledge of how to use PowerPoint or some other presentation software.

     

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    Process

    After addressing the discussion questions, students will go on-line to Google, type coupon and take screen shots of 3 coupons for products they would buy, transfer the shots to Power Point and tell why these would sell better with a coupon or special offer. (They may use text or narrative in Power point).

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    Resources

    Click  Google Search  and type  coupon

     

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    Evaluation                                              cellguy_jumping_more_free_minutes_md_clr.gif

    Students will fill out an evaluation of what they learned from the assignment and both email and print their comments.

    Students discuss the following:

    We call those reasons incentives. Sometimes the incentive is designed to specifically make a sale, as in "$2.00 off medium pizza with this coupon." Other times the incentive is planned simply to expose the customer to the product--to break down preliminary barriers that are roadblocks to a future sale.

    With a promotional program, you can persuade people to try your product, to experiment with new beliefs about your service; you can shift buying habits so that light users find reasons to buy more.

    Who uses promotions? There are business-to-business promotional programs, and there are consumer programs. We'll talk mainly about consumer programs. The concepts we'll discuss are really about the same for both. Remember, people do business with people. It's just a matter of what market you're trying to influence--end users or intermediaries.

    Different businesses are drawn to different styles of promotion. The most frequent users of promotional programs are the retail services, like car care, hair care, and restaurants. Coupons are the most common promotion for these types of businesses; dry cleaners use coupons extensively, and so do groceries. It's the ability to track results, as well as their proven effectiveness, that makes coupon offers so popular.

    In the business-to-business world, suppliers frequently engage in promotions by offering sale prices. You are less likely to see coupons here, because the patterns of purchasing are a little different. The person making the decision to buy may not be the same person who is writing the check, so requiring the physical coupon to be used would be an unnecessary barrier to the desired sale.

    Promotions work because people like something for nothing. They respond to two-for-one offers, and they love a good deal or free extras with their purchases. Special promotions help lots of businesses achieve their marketing objectives, such as combating seasonal cycles or stealing attention from the competition.

     

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    Conclusion

    A promotion is a planned strategy for increasing sales over a short period. A promotion adds value to the product or service offered. It stimulates sales for reasons other than the product's inherent benefits.

    Every day we are bombarded with advertisements. As critical thinkers, we need to be aware of the subtle ways ads enter our consciousness and the subtle ways we are affected in what we purchase and even what we believe. The many forms of media are used in various ways to influence our decisions.

    After completing this WebQuest, you should be better able to evaluate when and where someone is attempting to influence your decisions. Instead of being brainwashed by the media, you now have the skills to make sensible decisions about what you purchase and what you believe.

     

     

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    Extension

    Students who finish early will go to a paint page and design a coupon for McDonald's mcnuggets.

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    State Standards

    TECHNOLOGY EDUCATION STANDARDS
    (adopted 9/25/00)
    ESSENTIALS (Grades 4-8)
    State Standards
    1T-E2. Demonstrate increasingly sophisticated operation of technology components
    See: Arts {Music} (1AM-E9-10), Mathematics (1M-E6, 2M-E1), Science (1SC-E2)
    and Workplace Skills (7WP-E1)
    PO 2. Retrieve and save information remotely (e.g., network servers, Internet, Intranet,
    peripheral devices)
    STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES
    2T-E2. Exhibit legal and ethical behaviors when using technology and information and
    discuss consequences of misuse
    PO 1. Follow the rules for deciding when permission is needed for using the work of others,
    (e.g., some sites specify whether permission is required or not, some work is in
    public domain)
    Students understand the social, ethical and human issues related to using technology in their
    daily lives and demonstrate responsible use of technology systems, information and software.
    STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS
    Students use technology tools to enhance learning, to increase productivity and creativity, and to
    construct technology-enhanced models, prepare publications and produce other creative works.
     
    3T-E3. Publish and present information using technology tools
    PO 1. Design and create a multimedia presentation or Web page using multiple digital
    sources (e.g., from camera, video, scanner, CD-ROM, Internet)
    PO 2. Publish or present the above production (See Technology 4T-E2, PO1 or 4T-E3)
    3T-E4. Use technology tools to support system analysis and modeling
    STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS
    Building on productivity tools, students will collaborate, publish, and interact with peers, experts
    and other audiences using telecommunications and media.
    ESSENTIALS (Grades 4-8)
    Students know and are able to do all of the above and the following:
    4T-E1. Use telecommunications efficiently and effectively to access remote information
    and communicate with others in support of facilitated and independent learning
    See: Language Arts (W-E3-E6)
    PO 1. Communicate independently via e-mail, Internet, and/or videoconference with people
    in a remote location (For Internet safety see Technology 2T-E1)
    4T-E2. Use technology tools for individual and collaborative writing, communication
    and publishing activities to create curricular related products for audiences inside and
    outside the classroom
    See: Language Arts (W-E2-E7, LS-E)
    PO 1. Plan, design and present an academic product using technology tools (e.g.,
    multimedia authoring, presentation software, digital cameras, scanners, projection
    devices)
    4T-E3. Collaboratively use telecommunications and online resources
    See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8, PO2, grades 6-8)
    (For Internet safety issues see Technology 2T-E1)
    PO 1. Request collaborative exchanges among people in local and/or remote locations
    (e.g., e-mail, online discussions, Web environments)
    PO 2. Communicate electronically to collaborate with experts, peers and others to analyze
    data and/or develop an academic product (e.g., e-mail, discussion group,
    videoconferencing)
    PO 3. Present an academic product to share data and/or solutions (e.g., Web site,
    multimedia presentation, video)
    4T-E2. Use technology tools for individual and collaborative writing, communication
    and publishing activities to create curricular related products for audiences inside and
    outside the classroom
    See: Language Arts (W-E2-E7, LS-E)
    PO 1. Plan, design and present an academic product using technology tools (e.g.,
    multimedia authoring, presentation software, digital cameras, scanners, projection
    devices)
    4T-E3. Collaboratively use telecommunications and online resources
    See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8, PO2, grades 6-8)
    (For Internet safety issues see Technology 2T-E1)
    PO 1. Request collaborative exchanges among people in local and/or remote locations
    (e.g., e-mail, online discussions, Web environments)
    PO 2. Communicate electronically to collaborate with experts, peers and others to analyze
    data and/or develop an academic product (e.g., e-mail, discussion group,
    videoconferencing)
    PO 3. Present an academic product to share data and/or solutions (e.g., Web site,
    multimedia presentation, video)
    PROFICIENCY (Grades 9-12)
    Students know and are able to do all of the above and the following:
    4T-P1. Routinely and efficiently use online information resources to meet needs for
    collaboration and communications
    See: Language Arts (W-P2-6) and Workplace Skills (1WP-P5)
    PO 1. Using criteria for research in Standard 5, create an end product (e.g., multimedia
    presentation, publication, Web page) to disseminate the information
    4T-P2. Manage and communicate personal and professional information utilizing
    technology tools and resources
    See: Language Arts (W-P2-6) and Workplace Skills (7WP-P1, 1WP-P3)
    PO 1. Plan and present a product appropriate to the task
    STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND
    DECISION-MAKING
    Students use technology to make and support decisions in the process of solving real-world
    problems.

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