LESSON PLAN

Subject

: _Personal FinanceMaterials/Aids Required:Overhead projector, blank overhead sheets(2), photocopied overhead sheet withmodel of consumer behavior, markers for sheet, whiteboard, markers for whiteboard, textbook for teacher:

Consumer Behavior: Building Marketing Strategy 9

Ed.

, photocopied handout with model of consumer behavior(# of copies depends on # of students), in-class assignment sheet (1 for each student)UnitConsumer StudiesTopicConsumer Behavior ContentIdentifying internal and external factors influencing consumer choice.

Objectives:

1Given 5 situations of consumer behavior (in class assignment), eachindividual student will correctly analyze the situation to determine theexternal and/or internal factor(s) of influence.2After being given information and examples of external and internalinfluences, each student will be able to accurately create two examplesituations where a choice is made and the influences are stated.3Pre Requisite Learning:Students will be familiar with the term consumer. A consumer is someone whobuys and uses goods and services.

Presentation:

Set:(Approx. 8 min.) Begin with a guided class discussion. Tell the students toimagine themselves in this situation. It is a situation/problem that will involvethem making a choice – They are buying a car. Then verbally ask the studentswhat factors will influence their decision? If the class is having trouble identifyingfactors or not participating in the discussion then begin to hint at some factors.Ex. Amount of money they have to spend, advertisements they have seen, their perception of a good car, past experience etc. After the students provide some

Adapted from Teaching Strategies and Methods for Student Centered Instruction

, Lang, McBeath, Hebert

examples of influences and there is some discussion, explain to them that thereare two types of influences, external and internal. Write out the definitions of internal and external influences on the

whiteboard

. See

Teacher Notes

for definitions. This discussion leads in to the development.Development:

(Approx 25 min. including #2) Provide students with the lists of Externaland Internal influences by showing the

Overall Model of Consumer Behavior

(see attached) on the overhead. Circle the Int. and Ext.Influence boxes to indicate what they will be learning today. Tell thestudents that the rest of the model will be learned in upcoming classes.This is done to show students how today’s class fits into the bigger picture.Then give each student the

handout

of the

Overall Model of Consumer Behavior

(see attached). Tell students that the arrow connecting externaland internal influences indicates that they interact with each other.

Writedown on the board

and discuss with students 2 examples of external andinternal influences interacting – Family (Ext.) and learning (Int.) – you learna lot from you family and it will be a big influence, Memory (Int.) andMarketing activities (Ext.) – remembering an advertisement when makinga purchase. Then ask the students for an example situation/problem toexplain how the influences affect consumer choice. Ask the students for anexample situation, if an appropriate example is not given then hint at –Buying a beverage at your local convenience store – Encourage studentsto answer and if they do not then ask the students if Reference groups andLearning may influence this. After they answer, tell them that those canboth be influences in this situation. Your friends may all be purchasing popdrinks which may make you consider a pop drink (Reference group). Or you may have learned about healthy eating and decide to drink water or another healthy alternative (Learning). There are many other correctanswers

Go through each influence in external and internal on a

blank overheadsheet

using the overhead, asking the students to provide examples of influences that they think might fit under that influence heading. Discussthese examples (see below) as a class. Ex. Marketing Activities –advertisements on television or in magazines. As students provideexamples write them down on the overhead sheet to the side of the boxes.Have students writing down this information in their notes. (study material)Make heading –

External Influences

– Ask students first for each andthen go through explaining a bit about each. (see below) The following areoptions in case students are not coming up with ideas. They are the maininfluences within each influence heading.

Culture

(

Subculture

) – Cultural values. What are the norms in theconsumer’s culture and what is viewed as appropriate? What are thepenalties for violating the norms?

Demographics

– Age, Gender.

Adapted from Teaching Strategies and Methods for Student Centered Instruction

, Lang, McBeath, Hebert

Social Status

– Income, lower class, upper class.

Reference Groups

– Friends, Family, Neighbors, Teammates.

Family

– Their views, how important you feel their views are.

Marketing Activities

– Advertisements

Internal Influences

Perception

– Interpretation, Exposure, Attention

Learning and Memory

– Learning from others, things you remember,Good and bad memories.

Motivation

– Reason for behavior.

Personality

– Individual characteristic responses across similar situations

Emotions

– Uncontrolled feelings that effect decisions, Mad, Happy.

Attitude

– Mixture of feelings, Response tendencies, and beliefs. Positive.Negative.

(Approx 10 min.)Give students the

Influences on Consumer ChoiceAssignment

(see attached) with examples of situations where someonehas made a choice and some information is provided. Have them writedown on the sheet at least two influences on the decision that was made.Ex. #1. Bill grew up in a household that always preferred Ford vehiclesover foreign vehicles. When Bill got enough money to buy his first car hepurchased a Ford truck. (External Influence was family; internal influenceswere learning, memory, attitude etc.) Handout will include 6 differentexamples (See handout). This is to be done individually although the firstexample will be done together as a class. After the allotted time, we will goover the answers as a class. Go through each question and pick aninfluence (one that is correct or incorrect) and ask students to raise their hand if they chose that influence. Do this for each question choosingmultiple influences for each.Closure:(Approx 7 min.) Ask students if they have any questions about what they learnedtoday. Discuss their questions. Tell students that what was learned today is thefirst part of consumer behavior and next day we will be looking at the next step(The Decision Process). Then students will be asked to provide an exit slip. For the exit slip students will be asked to write two situations where a consumer hasmade a choice and state at least 2 influences on their choice. (They will bemaking their own question like the ones from the assignment). The exit slip willbe a piece of paper they take out of their binder. The students will also be askedto write their name and the date on the exit slip. (This will be used to takeattendance). I will also ask the students whether or not my voice was loudenough for them to hear me during the class. Options for answers include (a)Volume was good, (b) Speak a little louder, or (c) I could not hear you.

Adapted from Teaching Strategies and Methods for Student Centered Instruction

, Lang, McBeath, Hebert