bond cawley 2010

8/9/2019 Bond Cawley 2010

1/42

Drive Thru Diet- Buy It?

Christine Bond

Ben CawleySPED 6402

April 12, 2010


2/42

Marketing is a philosophy focused on making a product desirable to consumers.

Marketing is also based upon consumers' needs, wants and requirements as well as the

anticipation of consumer's future requirements. Within the corporate sector, there is also a focus

upon profitability. Modern marketing can also be defined as recognizing the impact that

marketing has upon society.

Early marketing fell into the overall category of economics where early students of

marketing were educated as economists. During the early 1900's there was an overall

i mpression that having a middleman would only add cost instead of value to a company's

product. However, soon the consideration of the consumer as well as the rise of the Industrial

Revolution produced a need for marketing as the economy changed from being strongly agrarian

to industrial. What was once a buyers' market was quickly being replaced by a seller's market as

more products became available for purchase. The period between 1950 and 1960 can be called

the Period of Rcconccption as there was an increased emphasis upon managerial decision

making, the societal aspects of marketing and the quantitative marketing analysis (Bartels, 1976).

SWOT is an analysis technique used first by marketing companies to determine the

strengths, weaknesses, opportunities and threats to a company. After determining information

within these facets of the analysis, marketing campaigns can move forward in the area of

planning. Planning requires marketing campaigns to analyze or audit their current campaign to

determine their goals. Next the campaign must set forth objectives on where the campaign needs

to be going. Strategies determine the best way for a marketing campaign to achieve its goals,

while tactics help determine how a company reaches its goals. Lastly, the marketing campaign

must implement the strategies and tactics and put into place controls to be sure that the campaign

meets its expected goals.


3/42

One might think that marketing is an easy task, however, there is much research and

analysis of buyers' patterns, current trends, local and national economic trends. When a

campaign is in the planning stages it relies on research in order to drive solutions to marketing

goods and services. When gathering data upon a topic, the research must first have a set of

objectives and a set problem. Then a research proposal is created in which a data method will be

specified as well as the technique in measuring the data collected. A sample of the population in

a target market is collected, whether it is regional, a certain age group or type of customer.

Lastly there is an analysis of the results collected and presented in a final report. There are also a

variety of ways in which data is collected in a survey. There may be telephone or postal

questionnaire interviews, group discussion or focus group discussion, in store-testing or use of

the Likert scale-strongly agree, agree etc. The American Marketing Association also employs the

Marketing Information System which is "a set of procedures and methods for the regular,

planned collection, analysis and presentation of information for use in marketing decisions"

("Marketing Research", 2010).

Marketing employs a variety of strategies to sel I products and services. Companies can

have a comer on a market by having what's known as 'core competences'. This is when a

company has a specific skill or production technique that can provide a benefit to consumers.

Marketing campaigns can influence the perceived need of a product by buyers by focusing on the

company's core competences. Another strategy is called benchmarking. This strategy compares

one company's product or service with that of another. This type of marketing strategy often

leads to more innovative ways of production, thus improving the overall product.

Advertising is a part of the way marketing campaigns communicate with consumers. The

use of newspapers was the first major influence upon society for advertising. Classified ads and


4/42

sales ads increased as newspapers saw their as profitable ways to gain more circulation and

readers. the increase in literacy rates also lead to higher circulation and therefore more

commerce. In America, the Philadelphia Gazette and Poor Richard's Almanac, both written by

Benjamin Franklin. were among the first printed means for advertising. James Gordon Bennett.

editor of the New York Herald from 1835-1867 can be given credit for many newspaper

advertising techniques still used today. He came up with the strategy to bring costs for buying

newspapers down, while charging businesses more to run their advertisements (O'Barr. 2005).

In the countryside of America, salesmen were offering a more face-to-face technique to

sales. These salesmen offered a personal touch to advertising campaigns. Advertising agencies

began to gain more prosperity after the Civil War. Soon, they began to oiler to write the copy

that would be placed in the newspaper ads. This marked a shift in advertising history as mass

media began to take shape at the turn of the century. Newspaper was the king of advertising

until World War I brought the revolution of radio. The United States was unique in that there

was very little government regulation of the advertisements streaming across the airwaves.

Branding of certain products had already taken hold in newspaper and magazine print, and the

radio offered a new way to brand j ingles and slogans into the homes of Americans. World \Var

lI brought the United States out of the Great Depression and the advertising industry, therefore,

jumped onto the notion of patriotism and support of the war effort. The 1950's was the dawn of

television advertising. As televisions became more and more prevalent in homes across the

country, the advertising industry boomed.

As time has gone on, advertising has become an increasingly global operation.

Advertising companies have crossed the barriers of language and culture to have their products

recognizable across the world. With the age of the internet, advertising has become more


5/42

instantaneous as information is easier to access. As technology advances, advertising will

continue to change and come up with original ways to draw consumers to their product (O'Barr,

2005).

McDonald's has a reputation for aggressively marketing to kids. From the playgrounds

to the toys to the Happy Meal tie-ins with popular animated movies, McDonald's has

consistently found its way into the lives of America's children for decades now. It is estimated

that about 40% of McDonald's total advertising budget is directed at children (Meleo-Erwin,

n.d.). Ronald McDonald is by far the world's most famous and well-loved clown. McDonald's

maintains several websites for kids, one of which contains 'adver-games' in which kids are

subjected to advertisements while playing. McDonald's operates more playgrounds than any

municipality or any other private American corporation- more than 8,000 (Meleo-Erwin, n.d.)

The fast food giant doesn't simply appeal to kids through the toysin Happy Meals, although it is

one of America's largest toy distributors, but also through cartoon characters, catchy jingles, and

food shaped and colored specifically to appeal to children (Meleo-Erwin, n.d.).

Subway has yet to really put together a strong marketing campaign for kids younger than

teens. In 2005, Subway Restaurants has hired Alloy Marketing and Promotions (AMP) to

develop a new promotional campaign to boost sales and brand affinity among the teen

population. The fast food chain's website states, "Kids' meals were developed to fit into the

American Heart Association's approach to a healthy lifestyle. In addition, 100% of Subway kids'

meals meet nutritional criteria that are consistent with USDA Dietary Guidelines for Americans.

Kids' meals compliment an active lifestyle and are shown in advertising with a mini low-fat

sandwich, apple slices and low fat milk." The current kids' promotion has fresh fit kids' meals

being sold in reusable Smithsonian National Museum of Natural History bags.


6/42

In order to understand how McDonald's and Subway's kids' menus fit into the health of

America's kids, some basic nutritional values will have to be studied. The daily amount of

recommended calories and nutrients varies for boys and girls and different age groups. Exact

amounts also vary depending on the growth and activity level of the child. For ages 4-8, boys

require between 1,400 to 2,000 calories, 39 to 54 grains of fat, 1,200 milligrams of sodium, 25

grams of fiber, and 800 milligrams of calcium each day. Girls ofthe stone age group need

between 1,200 to 1,800 calories, 33 to 47 grams of fat, 1,200 milligrams of sodium, 25 grams of

fiber, and 800 milligrams of calcium in a day (Mayo Clinic Staff, n.d. ).

Marketing is a multifaceted and complicated part of the fast food industry in America.

Giant fast food chains McDonald's and Subway are constantly looking for new ways to

manipulate consumers through various marketing schemes in hopes of bringing new customers

through their doors. A large potential client base exists in the form on America's kids, and

marketing departments spend enormous amounts of money in an attempt to tap into this

resource. They do so, it sometimes seems, with very little consideration to kids' nutritional

needs and general health.


7/42

Marketing Teacher. (2010).Marketing PowerPoint. Retrieved March 3, 2010, from

< http:/ www.rnttrketingteaeher.comipowerpoint/MA!N.htm>

O'Barr, W.M. (2005). "A Brief History of Advertising In America."Retrieved January 21, 2010from

Meleo-Frwin, Z. (n.d.)McDonald's and children's health: The production of new customers.

Retrieved from hup;'/www.comuratiunsandhealtkorgimcdonaldsnovO7.php

Mayo Clinic Staff (n.d.)Nutrition for kids: guidelines .fur a healthy diet. Retrieved fromhttp:i!www.mayoe l in ic.comlhealth/nutrition-for-kids.T t J00606

Johannes, A. (2005) .Subway hires Alloy for teen campaign. Retrieved from

http:/!promomagazinc.cominews!subwav alloy 050305/


8/42

Our Particular Attitude Toward `Perspective'

Perspective is where an individual stands on life's innumerable spectrums. It's

the position from which a person peers in on a topic and sees a point between right and

wrong or good and bad. Spectrums like politics, morality, and personal tastes. Topics

that range from titillating to trivial. Profound to mundane. Equalizers like emotion,

disposition, faith, and time bend the angles of perspective. Perspective is how a person

feels about anything there is to feel anything about. Where perspective originates is

every bit as vague and variable. A person's perspective is born from an amalgam of

factors which include, but are in no way limited to, culture, age, family history, personal

experience, race, sex, socioeconomic status, height, weather, and time of day.

Our unit is about fast food companies and marketing strategies geared at offering

healthy options. It questions what degree certain fast food chains and their marketing

departments influence consumers' perspective on what healthy is. From the perspective

of the companies who are possibly manipulating kids' attitudes toward healthy eating. are

they acting responsibly or just marketing toward another target group?

The theme of `perspective' weaves through our lessons. Our first lesson will help

kids to shape their perspective on whether fast food companies have a moral obligation to

offer healthier options. Next, we work to discover how marketing works to manipulate

the perspective of the consumer to the company's advantage. Taking on the perspective

of a fast food giant in the third lesson will help the students to make big decisions about

what to offer the public by focusing on the bottom line. The students will put it all

together by developing a proposal for a marketing rnix geared at kids. Their ideas will be

displayed on a wcbsitc in order to pitch them to a fast food company in hopes of

persuading the company to use its marketing power to draw more kids to the healthy

options on its menu.


9/42

Unit Goals:

1. Students will have a better understanding of how marketing campaigns can alter consumer's

perspectives.

2. Students will debate whether or not fast food companies have an obligation to provide healthier

food options for their customers and analyze marketing campaigns to determine ways to target

children to be consumers of healthier fast food.

"Know" Objectives

As a result of this unit, students will know...

1. how marketing campaigns are used to influence consumers' needs and perceived needs.

2. strategies used by companies to target certain markets.

3. that psychology plays an important role in marketing and advertising.

4. how to Father and analyze data and present findings in an Excel document.

5. McDonald's has spent billions of dollars marketing its product to children.

6. marketing involves all aspects of shaping the product and delivering it to the customer.

7. Subway is America's fastest growing fast food chain, in large part due to its healthy

menu options.

8. Subway spends a fraction of what McDonald's does marketing to kids.

9. breakfast is a major influence on kids' health.

10. what nutrients kids need daily and what constitutes a healthy breakfast.

11, the general cost of marketing breakfast items and ideas on how to determine profit.

"Understand" Objectives

As a result of this unit, students will understand that...

1. advertisers use a variety of techniques to persuade customers.

2. people have different perceptions of what is healthy.

3. people can recognize marketing strategies by reflecting upon the purpose of the

marketing campaign.

4. children can have influence over marketing campaigns.

5. marketing a menu item involves a number of factors.

6. marketing a product toward a specific age group is a complicated, multilayered

procedure.

7. a company must compile and reflect upon a variety of data before deciding to move

ahead with a new idea.

8. healthy breakfast items at Subway are possible, if not potentially profitable.

"Be Able To Do" Objectives


10/42

As a result of this unit, students will be able to...

1. develop points in a debate on the responsibilities of fast food companies to their

customers.

2. use VoiceThread to record points to a debate.

3. analyze and evaluate how marketing affects decision making.

4. create a website to publish information gathered targeted to reach fast food marketing

executives.

5. create a website using Google Sites that is visually appealing.

6. determine some of the ways McDonald's has marketed to kids in the past and right

now.

7. decide how Subway could use McDonald's marketing strategies as a template in order

to better reach kids.

8. gather data and present it on an excel spreadsheet.

9. present information on whether marketing healthier menu items could potentially turn

a profit for subway.10. estimate the cost a few current popular menu items and the profit gained from each

11. determine the cost of producing a few new menu items and the potential profit of each


11/42

Points to Ponder

The fast food industry is responsible for the obesity problem in America.

Fast food companies have an obligation to offer healthier food choices to their customers.

Customers must he made keenly aware of the nutritional facts of the food they are

purchasing for consumption.

Marketing campaigns focused on children as a target market must be regulated more

heavily.

The marketing of one company can influence millions of people to make poor decisions

concerning their health.


12/42

Outline for "Fast Food Diet-Buy It?"

I. Marketing

a. Definition

i. Defining marketing is a difficult task as there are many varied definitions.

ii. "Marketing is the management process that identifies, anticipates andsatisfies customer requirements profitably." (The Chartered Institute of

Marketing)

iii. "Marketing is a social and managerial process by which individual and

groups obtain what they want and need through creating, offering and

exchanging products of value with others." (Kotler 1991)

iv. Marketing may be seen as a philosophy where concept is embedded in

management thought, or marketing may be seen as a function within a

business meaning is a department of that business.

b. History

i. Marketing can be divided into three stages:1. Emergence of the mass market ca 1850.

2. Articulation of the modern marketing concept ca 1960.

3. Emphasis upon the transaction to the relationship ca 1990.

c. The Four "P's"

i. Product

1. Three levels

a. Core product is the benefit the product offers you, it is

often not tangible.

b. Actual product is the tangible, physical product.

c. Augmented product is the non-physical part of the product,

consisting of added value.

2. Product Life Cycle

a. A product is introduced, gains more consumers as it grows,

stabilizes as the product matures, then it is overtaken by

competition and is withdrawn.

ii. Place-This is the way that a product is moved from the manufacturer or

service provider to the customer. Examples include wholesalers or

retailers.

iii.Pricing-There are a variety of ways to price a product. For example, value

pricing is affected by increased competition which forces companies to

provide value' products to keep profits stable.

iv. Promotion-Includes the entire possible medium for communication which

creates a unique campaign. For example, public relations, advertising and

sponsorship.


13/42

d. SWOT

L SWOT is an an technique used first by marketing companies to determine

the strengths, weaknesses, opportunities and threats to a company.

e. Research

I . Marketing campaigns rely heavily upon research to obtain information

about their target in order to make decisions regarding their campaign

strategies.

f. Strategies

i. Core compctences- when a company has a specific skill or production

technique that can provide a benefit to consumers.

ii. Benchmarking- compares one company's product or serv ice with that of

another.

g. Advertising

i. Advertising is one way in which marketing campaigns communicate with

customers.

ii. Advertising campaigns use a variety of media such as radio, television,

magazine, cinema, newspapers, outdoor posters or transport, mobile

devices and/or internet communications.

iii. Planning for advertising requires campaigns to target an audience,

determine the information that want to convey, as well as determine media

and timing.

II. Fast Food Industry

a. Business

i. The fast food industry generates about $120 billion dollars per year.

ii. The average income of a fast food industry worker is $40,000.iii. The titst food market producers require the uniform production of crops

and easy to process livestock which leads to the uniformity of farms.

b. Marketing

i. Local marketing's goal is to drive favorable customer behavior as a result

of more locally targeted communication.

ii. Based on segmentation or who the advertising message is designed to

reach, one selects the media or how one will send the message or what one

is communicating.

iii. Many fast food restaurants oiler healthier options such as fruit, yogurt,

soups and milk as side items.

c. Regulations

i. According to the Federal Trade Commission (FTC) advertisements must

be truthful and non-deceptive; advertisers must have evidence to back up

their claims; and advertisements cannot be unfair.


14/42

ii. According to the FTC, food advertising must give the absolute nutrient

content for food products.

iii. According to the FTC, there are standards for the substantiation of health

claims as well as a minimal nutritional value for foods bearing health

claims.

iv. Directly soliciting children for personal information is now prohibited withoutparental approval thanks to the Children's Online Privacy Protection Act of 2000.

III. McDonald's

a. Kid's Menu

I . Mighty Meals are made to please older kids and contain a little more food.

There are 2 meal choice; Double Cheeseburger and 6-piece Chicken

McNuggets meal.

ii. Happy Meals' Nutrition Values: Low to high

1. Calories: 380 to 700

2. Fat(g): 12 to 27

3. Protein(g): 10 to 24

4. Calciurn(mg): 20 to 570

iii. Mighty Meals' Nutritional Values: Low to high

1. Calories: 380 to 700

2. Fat(g): 12 to 27

3. Protein(g): 10 to 24

4. Calciurn(rng): 20 to 570

b. General marketing

i. McDonalds dominates the fast food hamburger industry's market shares at

90%; followed by Burger King at 4% and Wendy's at 4%.ii. Impact on economy

1. McDonald's employs about 447,000 people in 118 countries in

their more than 31,000 restaurant locations.

2. McDonald's is one of 30 corporations that the Dow Jones uses as a

measurement as to the strength or weakness of the United States'

economy.

iii. McDonald's menu of nutritional value is available in stores in the form of

brochures as well as being able to be accessed online.

iv. McDonald's current marketing campaign focuses on their Dollar Menu to

appeal to consumers in these euinurnic times.c. Marketing to kids

i. About 40% of McDonald's total advertising budget is directed at children.

ii. The only fictional character with a higher degree of name recognition than

Ronald McDonald by children is Santa Claus.


15/42

iii. On one of the McDonald's current websites aimed at children, children interact

with "adver-games" which are designed to engage children with both the game

and an advertisement.

iv. McDonald's operates more than 8.000 playgrounds around the United States,

more than any other private American corporation and far more than any

municipality.v. In addition to toys, McDonald's appeals directly to children through cartoon

characters, catchy jingles, and food shaped and colored to appeal to children.

vi. By 2003, 20% of McDonald's meals solri were Happy Meals and they accounted

for $3.5 billion in revenues.

IV. Subway

a. Subway Fresh Fit for Kids Meals' Nutrition Values

i. Less than 500 calories

ii. Low Fat/ X30% calories from fat

iii. Low Saturated Fat


16/42

iii. Serve whole-grain breads and cereals because they are high in fiber

iv. Broil, grill or steam goods instead of frying them

v. Limit fast food and junkfood

vi. Offer water and milk instead of sugary fruit drinks and sodas

b. Nutritional needs: Ages 4-8

I . Boys

1. Calories- 1,400 to 2,000, depending on growth and activity level

2. Total fat- 25% to 35% of daily calories (3 to 54 grams for 1,400 daily

calories)

3. Sodium- 1,200 milligrams a day

4. Fiber- 25 grams a day

5. Calcium-800 milligrams a day

ii. (u rls

1 . Calories- 1,200 to 1,800, depending on growth and activity level

2. Total tat- 25% to 35% of daily calories (33 to 47 grams for 1,400 daily

calories)



5. Calcium- 800 milligrams a day

c. Nutritional needs: Ages 9-13

i. Boys

1 . Calories- 1,800 to 2,600, depending on growth and activity level


calories)

3. Sodium- 1,500 milligrams a day4. Fiber- 31 grams a day

5. Calcium- 1,300 milligrams a day

ii. Girls

I. Calories- 1,600 to 2,200, depending on growth and activity level


calories)



5. Calcium-1,300 milligrams a day


17/42

Technology-Infused Authentic Product

For their technology-infused authentic product, the students will become Subway's

marketing team and propose a four point plan to attract more kids to the healthy

options offered on the menu. The proposal will be laid out on a website using

Google Sites. The website will also include research of McDonald's marketing plan

directed at kids. The site will he used to pitch their proposal to actual marketing

executives at Subway.

Using VoiceThread, the students will stage a debate on the responsibility of the

quick-service restaurants in the fight against obesity in our country. They will

determine whether fast food giants should be obligated by regulations to join the

fight against childhood obesity or not.

The students will also create a spreadsheet using Excel that will display nutrition

facts of popular choices at the largest fast food chains. This information will be used

to help better inform kids and parents of just how healthy some of the menu items

are at these restaurants. The spreadsheet will also include information on basic

nutrition needs for various age groups. It will be used as a visual aid on the website.

PowerPoint will be utilized to present marketing points and information needed forLesson 3 and Lesson 4. (7)


18/42

EQ: Does the fast food industry have an obligation to provide healthier meal alternatives?

Problem: Obesity in America

Authentic Audience: Subway's marketing campaign managers

Unit Title: Drive Thru Diet- Buy It?

Lesson 1: Marketing-What is it?

This lesson will focus on students gaining knowledge on the business of

marketing. Students will learn about the process of marketing, the elements of successful

marketing and the standard marketing framework for a marketing campaign. Within this

discovery, students will gain a deeper understanding that the rule of advertising plays in

marketing. Students will also begin to recognize the psychology behind advertising as

well as ]earn about techniques used in advertising to persuade the viewer. Students will

learn about the regulations surrounding advertising and how children are a target market

for certain advertisements and marketing campaigns.

Lesson 2: HealthyEating

We will begin with a debate on whether or not the fast food industry has an

obligation to provide its customers with healthy options on their menus. Students will

gather their thoughts and then record their views using VoiceThread. Students will begin

a market analysis of fast food companies to determine i fa profit can be made by having

healthier alternatives on menus. This lesson will focus on the perspectives that

advertisements give on healthy eating. Students will gain a new understanding ofthe

differences between what advertisements want you to believe is the truth about their

menu, and what is factual. Students will also learn of the cultural perceptions of what it

means to be healthy.

Lesson 3: If it doesn't make dollars, it doesn't make sense

Can Subway take its winning healthy lunch and dinner strategy and apply it to

breakfast without missing a step? Students will decide which items currently on the

Subway menu can he considered healthy. Using a variety of data, (such as cost of

healthy ingredients versus non-healthy, pricing of healthy menu items, competitors'

healthy items), students will create a spreadsheet that will decide if it is cost effective for

Subway to provide a variety of healthy breakfast options to its customers.

Lesson 4: Making it safe For kids to hit the Subway

Students will create a website to share their thoughts, research, and informationwith marketing executives at Subway. The website's goal will be two-fold. First, it will

outline McDonald's pull on kids by breaking its marketing strategies into the Four P's-

place, product, price, and promotion. Second, it will propose a marketing mix to the

Subway exec's on how to better bring kids into the restaurant.


19/42

FAST FOOD DIET-BUY IT?

LESSON 1: WHAT'S FOR BREAKFAST?

I. DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL BEGIN TO DEVELOP THEIR PERSPECTIVES OF WHAT IS

CONSIDERED HEALTHY AND HOW MARKETING CAMPAIGNS CAN CHANGE PERSPECTIVES OF WHAT IS

HEALTHY.

II. PREPLANNING: BEGIN WITH THE END IN MIND

IT IS IMPORTANT FOR STUDENTS TO KNOW THE NUTRITIONAL CONTENT IN

A. WHAT IS WORTH THE FOODS THEY EAT FOR BREAKFAST. STUDENTS WILL HAVE A BETTER

KNOWING? UNDERSTANDING OF WHAT THE NUTRITIONAL VALUE IS OF ITEMS ON THE

BREAKFAST MENU AT MCDONALD'S.

BY THE END OF THIS LESSON STUDENTS WILL BE ABLE TO VERBALIZE AND

B. WHAT IS IMPORTANT FORDISCUSS THEIR THOUGHTS ON WHETHER OR NOT FAST FOOD COMPANIES

STUDENTS TO KNOW AND HAVE AN OBLIGATION TO PROVIDE HEALTHIER OPTIONS TO THEIR

DO? CUSTOMERS. STUDENTS WILL ALSO BE ABLE TO DEBATE THESE POINTSWHILE RECORDING THEIR POINTS ON VOICETHREAD.

C. WHAT ARE THE STUDENTS WILL HAVE GAINED THE ENDURING UNDERSTANDING THAT PEOPLE

ENDURING HAVE DIFFERENT PERSPECTIVES O F WHAT IS HEALTHY AND WHETHER OR NOT

UNDERSTANDINGS THAT COMPANIES HAVE OBLIGATIONS TO THEIR CUSTOMERS TO PROVIDE HEALTHY

STUDENTS SHOULD TAKE OPTIONS.

AWAY FROM THE LESSON?

III. PLANNING

EQ: DOFAST FO O D COMPANIES HAVE AN OBLIGATION TO PROVIDEHEALTHIER OPTIONS TO THEIR CUSTOMERS? IF SO, WHY, IF NOT,

B. ESSENTIAL QUESTIONS:WHY NOT?

(ONE OVERARCHING ANDEQ: IN WHAT WAYS DOES A DEBATE DEVELOP MY PERSPECTIVE ON A

ONE OR MORE TOPICALGIVEN TOPIC?

STIJDFNTS WILL CREATE THEIR OWN POINTS TO USE IN A DEBATE

C. ASSESSMENT: WHICH WILL BE POSTED ON VOICETHREAD. A RUBRIC WILL BE USED

(PERFORMANCE TASK) TO ASSESS THEIR PERFORMANCE AND UNDERSTANDING.

A. McDonalds

i. Within the Fast Food Hamburger Restaurant

D. CONTENT: (FFHR) sector, McDonalds dominates the

(OUTLINE THE CONTENT YOU industry's market shares at 90%; followedWILL TEACH) by Burger King at 4% and Wendy's at 4%.

ii. Impact on economy


20/42

1. McDonalds employs about 447,000

people in 1 18 countries in their more

than 31,000 restaurant locations.

2. McDonalds is one of 30 corporations

that the Dow Jones uses as a

measurement as to the strength or

weakness of the United States'economy.

iii. McDonalds menu of nutritional value is

available in stores in the form of brochures

as well as being able to be accessed online.

iv. McDonalds' current marketing campaign

focuses on their Dollar Menu to appeal to

consumers in these economic times.

B. VoiceThread

i.Voicethread is an online media album that

holds images, documents and videos.

ii.Voicethread then allows for the recording of

comments through voice, text or video

about the media.

FIRST, WE WILL BEGIN WITH AN ICEBREAKER TO INTRODUCE

OURSELVES TO THE GROUP, BOTH STUDENTS AND INSTRUCTORS.

WE WILL EACH TELL OUR NAMES, WHERE WE'RE FROM AND

SOMETHING INTERESTING ABOUT OURSELVES THAT YOU MAY NOTKNOW BY JUST LOOKING AT US. THIS WILL TIE INTO OUR WEEK'S

THEME OF PERSPECTIVES. AS EACH PERSON SHARES, I WILL REVEALA PIECE OrTHE PICTURE ON THE POWER POIN I SLIDE. BY THE TIMEEACH PERSON IS FTN[SHFD SHARING WF WILL HAVE REVEALED A

HAMBURGER, FRIES AND DRINK ON THE SLIDE.

NEXT, WE WILL DISCUSS THE WEEK'S THEME PERSPECTIVES. I WILLPOSETO THE GROUPTO BRAINSTORM ALL OF THE WORDS OR

PHRASES THAT THEY CAN THINK OF WHEN THINKING OF THE WORD

"PERSPECTIVES". STUDENTS WILL RECORD THEIR RESPONSES ON APIECE OF CONSTRUCTION PAPER. WE WILLSHARE THOSE OUTLOUD

AND TI ILN COML UP WIl H A WORKING DEFINITION OF PERCEPTIONSTHAT WF WTI I RFFFR TO AS THE WEEK PROGRESSES. THIS WORKINGDEFINITION WILL BE POSTED IN THE ROOM. (5-7 MINUTES)


21/42

FIRST, I WILL TELL STUDENTS THAT WE ARE GOING TO BESTUDYINGMARKETING FOR THE WEEK, SPECIFICAI LY FAST FOOD MARKETING

CAMPAIGNS.

To START OFF OUR UNIT OF STUDY, I WILL POSE TO THE GROUP THE

ESSENTIAL QUESTION/PROBLEM OF OUR UNIT:"DO FAST FOOD

COMPANIES HAVE AN OBLIGATION TO OFFER HEALTHIER OPTIONS TO

THEIR CUSTOMERS?" STUDENTS WILL ORGANIZE THEIR THOUGHTSON THE PRO OR CON SIDEOFTHE GIVEN GRAPHIC ORGANIZER. PROWOULD TRANSLATE TO "YES" COMPANIES DO HAVE AN OBLIGATION,

AND CON WOULD TRANSLATE TO "NO" COMPANIES DO NOT HAVE AN

OBLIGATION TO OFFER HEALTHIER OPTIONS. AFTER BEING GIVEN

ENOUGH TIME TO FORMULATE TWO OR THREE ELABORATIVF POINTS,

STUDENTS WILL BE GROUPED ACCORDING TO THEIR POSITION ON

THE TOPIC (HOMOGENEOUSGROUPS). (10 MINUTES)

IN HOMOGENEOUS GROUPS ACCORDING TO THEIR PERSPECTIVE,

STUDENTS WILL SHARE THE POINTS THEY GATHERED WITH THEIR

GROUP GIVING FURTHER ELABORAIION ON THEIR OPINIONS WHENNECESSARY. GROUPS WILL DECIDE UPON THE STRONGEST POINTS

THAT THEY WILL USE IN THE DEBATE AND OMIT POINTS THAT ARE

REPETITIVE. STUDENTS WILL PRACTICE READING THEIR POINTS OUT

LOUD WITH FLUENCY AND INFLECTION. (5 MINUTES)F. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT

YOU WILL DO.)I WILL EXPLAINTOSTUDENTS THAT THFYAREGOING TOSHARF

I HEIR POINTS IN THE FORM OF A DEBATE THAT WILL BE RECORDED

USING VOICETHREAD. IN ORDER TO INTRODUCE THE PROGRAM, I

WILL SHOW STUDENTS THE INTRODUCTORY WFBSITE ON

WWW.VOICETHREAD.COMCALLED "WHAT'S A VOICE THREAD

ANYWAY?" AFTER INSTRUCTION USING THE WEBSITEDEMONSTRATION AND MODELING HOWTORECORD THEIR

NOUGHTS, STUDENTS WILL CONDUCT THEIR DEBATE AND RECORD

THFIR POINTS USING VOICETHRFAD. (20 MINUTES)

NEXT, I WILL EXPLAIN TO STIIDFNTS THAT OUR FINAL PRODUCT IS

GOING TO BE IN THE FORM OF A WEBSITE AS A CAMPAIGN TO

PRESENT TO SUBWAY MARKETING EXECUTIVES. AFTER RESEARCHING

AND GATHERING INFORMATION REGARDING HEALTHY BREAKFAST

ALILRNAIIVES, STUDENTS WILL CREAIE A MENU OFHEALTHYBREAKFAST OPTIONS AS WFI I AS A MARKETING CAMPAIGN TARGETED

TOWARD CHILDREN. I WILL EXPLAIN THAT WE ARE GOING TOSTUDYTHE SUCCESSFUL MARKETING CAMPAIGNS OF MCDONALD'STOTRY

AND USE THEIR IDEAS AS INSPIRATION FOR WAYSTO MARKET

HEALTHIER EATING HABITS OF YOUNG PEOPLE.

I WILL PRESENT THE INFORMATION ABOUT MCDONALDS'TO THEGROUP USING A POWER POINT PRESENTATION LISTED ABOVE IN THE

CONTENT OUTLINE SECTION. (10 MINUTES)
http://www.voicethread.com/http://www.voicethread.com/


22/42

STUDENTS WILL USE THE INFORMATION PROVIDED FROMMCDONALDS' WEBSITF RFGARDING BRFAKFAST FOOD'SNUTRITIONAL INFORMATION. AFTER MODELING HOW TO ENTERINFORMATION INTO A SPREADSHEET THROUGH DEMONS I RATIONUSING A LAPTOP AND PROJECTOR, I WILL ALLOW STUDENTS THE TIMETO ENTER THE INFORMATION ABOUT THE BREAKFAST ITEMS ON

MCDONALDS' MENU. STUDENTS WILL USE AN EXCEL SPREADSHEETAND CHOOSE 10 OF THE HIGHEST CALORIE FOOD ITEMS TO PUT INTOTHE SPREADSHEET (SEE EXAMPLE AT THE END OF I_FSSON). THFSPREADSHEET WILL CONSIST OF THE NAMES OF THE TEN ITEMS ASWFLL AS EACH FOOD ITEM'S CORRESPONDING CALORIES, ANDCALORIES FROM FAT. ONCE STUDENTS HAVE ENTERED THEINFORMATION, I WILL MODEL THE WAYS STUDENTS CAN PUT THEINFORMATION INTO A GRAPH. STUDENTS MAY CHOOSF A BAR GRAPHIO PRESENi THEIR FINDINGS. WE WILL DISCUSS THE RELATIONSHIPBFTWEFN CALORIES AND CALORIES FROM FAT OF THE ITEMS CHOSEN

AND IF WHAT THEIR PERSPECTIVES NOW ARE OF THE ITEMS ON THEMENU. OUR DISCUSSION SI IOULD REITERATE THE LACK OF HEALTHY

OPTIONS ON THF MCDONALD'S MFNU. THESE EXCEL SPREADSHEETSWILL BE USED AS A PIECE TO THE WEBSITE THEY WILL CREATE BYTHE END OF THE WEEK. (20 MINUIES)

INCONCLUSION 1 0 I HE DAY'S LESSON, WE WILL REVISIT IHEQUFSTION OF WHETHER OR NOT FAST FOOD COMPANIES HAVE ANOBLIGATION TO OFFER THEIR CUSTOMERS HEALTHY OPTIONS ANDWHY. STUDENTS WILL GET A CIIANCL TO REITERATE THEIR PREVIOUSPERSPECTIVES OR CHANGE THFIR POINTS AS WE CONCLUDE OURDISCUSSION FOR THE DAY. (5 MINUTES)


23/42

B. ESSENTIAL

QUESTIONS:

(ONE OVERARCHINGAND

ONE ORMORE TOPICAL)

C. ASSESSMENT:

(PERFORMANCE TASK)

DRIVE THRU DIET-BUY IT?

LESSON 2: MARKETING -WHATISIT?


LESSON OBJECTIVE: STUDENTS WILL GAIN KNOWLEDGE OF THE FOUR "P'S" OF MARKETING -

PRODUCT, PLACE, PRICING AND PROMOTION. STUDENTS WILL BEGIN TO RECOGNIZE HOW FAST

FOOD COMPANIES USE THE FOUR P'S IN THEIR MARKETING CAMPAIGNS AS WELL AS RECOGNIZE

STRATEGIES USED IN COMMERCIALS.

II.PREPLANNING: BEGIN WITH THE END IN MIND

IT IS IMPORTANT FOR STUDENTS TO KNOW HOW TO RECOGNIZE MARKETING

A.WHAT ISWORTHSTRATEGIES USED BY FAST FOOD COMPANIES TO REACH CHILDREN AS A

KNOWING?TARGET MARKET. IT ISALSO IMPORTANT FOR STUDENTS TO KNOW THE FOURP'S OF MARKETING AND HOW THESE ARE USED TO SHAPE CUSTOMERS'

PERSPECTIVES.

BYTHE END OF THIS LESSON STUDENTS WILL BEABLE TO WORK

B.WHAT IS IMPORTANT COI IABORATIVELYTO ACCESS NEW KNOWLEDGE OF THE FOUP "P'S" OFFOR STUDENTS TO KNOW MARKETING AS WELL AS TEACH OTHERS ABOUT THEIR NEW KNOWLEDGE.

AND DO? STUDENTS WILL BE ABLE T O RESPOND T O QUESTIONS POSED IN THE

WEBQUEST ACTIV ITY A S WELL AS FROM THEIR PEERS.

C.WHAT ARE THE STUDENTS WILL UNDERSTAND THAT MARKETING REQUIRES STRATEGYTO

ENDURING ALTER PEOPLE'S NEEDS AND PERCEIVED NEEDS. STUDENTS WILL

UNDERSTANDINGSTHAT UNDERSTAND THAT PEOPLE CAN RECOGNIZE MARKETING STRATEGIES BY

STUDENTS SHOULD TAKE REFLECTING UPON THE PURPOSE OF THE MARKETING CAMPAIGN.

AWAY FROM THE LESSON?

III. PLANNING

EQ: Do FAST FOOD COMPANIES HAVE AN O BLIGATION TO PROVIDE

HEALTHIER OPTIONS TO THEIR CUSTOMERS?

EQ: WI IAT ARC THE FOUR "P'S" OF MARKETING AND IIOW ARC THEY

USED BY FAST FOOD COMPANIES?

STUDENTSWILL COMPLETEA WEBQUEST ACTIVITY USING

HTTP://TRACKSTAR.4TFACHFRS.ORC ; STUDFNTS WTI I ALSO SHARF

THEIR FINDINGS WITH CLASSMATES THROUGH A JIGSAW ROTATION.

I WILL ASSESS THEIR COLLABORATIVE WORK SKILLS WITH A RUBRIC.

C. The Four "P's"

i. Product

D. CONTENT:

(OUTLINE THE CONTENT Three levels

YOU WILL TEACH)

a. Core product is the benefit the product

offers you, it is often not tangible.
http://trackstar.4tfachfrs.orc/http://trackstar.4tfachfrs.orc/


24/42

b. Actual product is the tangible, physical

product.

c. Augmented product is the non-physical

part of the product, consisting of

added value.

2.Product Life Cycle

a. A product is introduced, gains more

consumers as it grows, stabilizes

as the product matures, then it is

overtaken by competition and is

withdrawn.

ii. Place-This is the way that a product is moved

from the manufacturer or service provider

to the customer. Examples include

wholesalers or retailers.

iii. Pricing-There are a variety of ways to price a

product. For example, value pricing is

affected by increased competition which

forces companies to provide 'value'

products to keep profits stable.

iv. Promotion-Includes the entire possible

medium for communication which creates a

unique campaign. For example, publicrelations, advertising and sponsorship.

FIRST, I WILL SHOW STUDENTS A FAST FOOD COMMERCIAL WHICH I

I I AVL UURNLD 1 O A DISC. THE COMMERCIAL IS FROM MCDONALDS

IN2008 AND FEATURES RONALD MCDONAL.D AND MCDONALDS'

TRADEMARK HAPPY MEALS. AFTER THE VIDEO, I WILL ASK

STUDENTS THE FOLLOWING DISCUSSION QUESTIONS:

1. WHAT IS THE PURPOSE OF THE COMMERCIAL?

E. HOOK: 2. WHO IS THE TARGET AUDIENCE?

( DESCRIBE HOW YOU 3. WHAT IS THE NEED OR PERCEIVED NEED FOR THEWILL GRAB STUDENTS'

PRODUCT/SERVICE?ATTENTION .

4. WIiAi 1iML OF DAY DO YOU PREDICT THE COMMERCIAL WAS

SHOWN?

5. ON WHAT TYPES OF CHANNELS DO YOU THINK THE

COMMERCIALWAS SHOWN?

6.WAS ITEFFECTIVE?

7.How WOULD YOU IMPROVE UPON ITS EFFECTIVENESS?


25/42


26/42

MCDONALDS FEATURING HAPPY MEALS INCLUDING THE STARWARS, ICF AGF AND BARBIE FASHION ACCESSORIES TOYS;MCDONALDS FEATURING LABRON ]AMES AND DWIGHT HOWARD;

AND TWO MCDONALDS COMMERCIALS FEATURING THE WINTER2010 OLYMPICS. EACH COMMFRCrAI IS BETWEEN 30 TO 60SECONDS IN LENGTH. AFTER WATCHING EACH COMMFRCIAL, I WILL

ASK THE STUDENTSTOIDENTIFY THE PRODUCT, PLACE, PRICING

AND PROMOTION BEHIND EACH COMMERCIAL. TH15 IS WHERESTUDENTS WILL BE ABLETOAPPLY WHAT THEY HAVE LEARNED TO

ACTUAL COMMERCIALS. WE WILL ALSO DISCUSS THE TARGETAUDIENCE AND THE EFFECTIVENESS OF THE CAMPAIGN. WE WILLALSO DISCUSS THE EFFECTIVENESS OF THE COMMERCIAL'S ABILITYTO ALTER THE PCRSPECTIVL OF POTEN 11AL CUS I OMLRS IN

PFRSIIADING THEM TO PURCHASE THEIR FOOD ITEMS AND FOR WHATREASONS. (15 MINUTES)

IN CONCLUSION, WE WILL DISCUSS THE PURPOSE OF THEMARKETING CAMPAIGNS AND THE STRATEGIES USED. INPREPARATION FOR DAY 3, I WILL TELL THFM THAT THFY WTI L USEI HE INFORMATION GATHERED TODAYTOACT AS A MARKETING TEAMFOR SUBWAY, CHARGED WITH THE TASK OF CREATING A MARKETINGCAMPAIGN GEARED TOWARD CHILDREN MAKING HEALTHY BREAKFASTCIIOICLS. (5 MINUTES)


27/42

DRIVE THRU DIET- BUY IT?

LESSON 3: IFIT WON'T MAKE DOLLARS, ITWON'T MAKE SENSE


LESSON OBJECTIVE: STUDENTS WILL DETERMINE IF MARKETING HEALTHY BREAKFAST ITEMS TO

KIDSWILL POTENTIALLY BE PROFITABLE FOR SUBWAY.

II. PREPLANNING

BREAKFAST IS A MAJOR INFLUENCE ON KIDS' HFAITH.A.WHAT ISWORTH WHICH NUTRIENTS KIDS NEED DAILY AND WHAT CONSTITUTES A

KNOWING? HEALTHY BREAKFAST.

THE GENERAL COST OF MARKETING BREAKFAST ITEMS AND IDEAS ONHOWTODETERMINE PROFIT.

JUSTIFY MARKETING HEALTHY BREAKFAST ITEMS BY PLOTTING AND

ORGANIZING AN EXCEL SPREADSHEET USING SELECTED RESEARCHAND DATA.

SYNTHESIZE INFORMATION TO GLEAN WHETHER MARKETINGHLALTHIER MENU ITEMS COULD POTENTIALLY TURN A PROFIT FOR

B.STUDENTS WILL BE ABLE SUBWAY.

TO... CALCULATE AND COMPARE THE COST A FEW INVENTED MENU ITEMSAND THE PROFIT GAINED FROM EACH.

JUSTIFY PRODUCING A FEW NEW MENU ITEMS BY APPRAISING THEPOTENTIAL PROFIT GAIN.

CREATE NEW MENU ITEMS WITH THE GOAL OF BRINGING YOUGER AGEGROUPS INTO THE RESTAURANTS.

MARKETINGAMENU ITEM INVOLVES A NUMBER OF FACTORS.

HEALTHY BREAKFAST ITEMS AT SUBWAY ARE POSSIBLE, IF NOTC.STUDENTS WILL POTENTIALLY PROFITABLE.UNDERSTAND THAT...

A COMPANY MUST COMPILE A VARIETY OF DATA BEFORE DECIDING TOMOVE AHEAD WITH A NEW IDFA.

III. PLANNING

HowDOES A MARKETING CAMPAIGN FOR HEALTHIER FASTFOODBENEFIT CUSTOMERS? HOW DOES IT BENEFIT THE FAST FOOD

B.ESSENTIAL QUESTIONS: COMPANY?

(ONEOVERARCHING AND ONE HowCAN SUBWAY TURN A PROFIT WHILE OFFERING HEALTHIEROR MORE TOPICAL) i BREAKFAST OPTIONS TO CUSTOMERS?

HOWCAN SUBWAY CREATE A BREAKFAST THAT WILL BE WORTH

BUYING AND EATING FROM A KIDS PFRSPECTIVF?

C. ASSESSMENT:

(PERFORMANCE TASK)

HE MARKET RESEARCHERS WILL COMPLETE THE AUTHENTIC TASK OFATHERING PRELIMINARY DATA TO DECIDE IF SUBWAY'S MARKETINGFPARTMENT SHOULD MOVE AHEAD WITH 11S PLAN 10 OFFER HEALTHIERREAKI AST ITEMS PARTICULARLY GEARED TOWARD KIDS.

;TUDENTS WILL BRAINSTORM IDEAS FOR NEW BREAKFAST IILMS Al SUBWAYHAT TARGET KIDS THAT ARE 4-8 YEARS OLD AND KIDS THAT ARE 9- 13.


28/42

CLASS WILL DECIDE ON THE FOUR BEST IDEAS TO MOVF AHEAD WITH.

D. CONTENT:

TUDENTS WILL BE GIVEN A PROPOSAL AND THEN DIVIDE INTO PAIRS TO

DMPILE DATA THAT WILL BE HELPFUL IN DETERMINING THE COMPANY'S NEXT

OVE. PAIRS WILL RESEARCH THE COST OF PRODUCING THE NEW ITEMS,

'HAT THE NEW ITEMS COULD BE SOLD FOR, AND POTENTIAL PROFIT PER ITEM.

RS WILL COMBINE ALL OF THEIR INFORMATION ONTO ONE SPREADSHEET S(

TA DECISION CAN BE MORE EASILY WEIGHED. RESEARCHERS WILL THENIGN A S1MPLF BROCHURE TO ILLUSTRATE THE FINER POINTS OF THEIR

(POSED MENU I EMS. THE BROCHURE WILL DOUBLE AS A TEMPLATE FORA

'KIN ADVERTISEMENT. THE RESEARCHERS WILL PRESENT THEIR DATA TO

MARKETING EXECUTIVES BY SHARING THE BORCHURE WHILE EACH PAIR

INS THEIR FINDINGS.

IRIC WILL INCLUDE RESEARCH ACCURACY, INDIVIDUAL GROUP

EADSHEETS, FINAL SPREADSHEET, AND BROCHURE PRESENTATION.

1) Nutritional needs: Ages 4-8a) Boys

i) Calories- 1,400 to 2,000, depending on growth andactivity level

ii) Total fat- 25% to 35% of daily calories (3 to 54 gramsfor 1,400 daily calories)

iii) Sodium- 1,200 milligrams a dayiv) Fiber- 25 grams a dayv) Calcium- 800 milligrams a day

b) Girlsi) Calories- 1,200 to 1,800, depending on growth and

activity levelii) Total fat- 25% to 35% of daily calories (33 to 47

grams for 1,400 daily calories)

iii) Sodium- 1,200 milligrams a dayiv) Fiber- 25 grams a dayv) Calcium- 800 milligrams a day

Nutritional needs: Ages 9-13a) Boys

i) Calories- 1,800 to 2,600, depending on growth andactivity level

ii) Total fat- 25% to 25% of daily calories (50 to 70grams for 1,400 daily calories)

iii) Sodium- 1,500 milligrams a dayiv) Fiber- 31 grams a dayv) Calcium- 1,300 milligrams a day

b) Girlsi) Calories- 1,600 to 2,200, depending on growth andactivity level

ii) Total fat- 25/n to 35 %/n of daily calories (44 to 62

grams for 1,400 daily calories)iii) Sodium- 1,500 milligrams a dayiv) Fiber 26 grams a dayv) Calcium-1,300 milligrams a day

Breakfasta) Importance regarding general health


29/42

i) eating breakfast gives you energy, Increasing yourphysical activity during the day

ii) people who eat breakfast regularly tend to eat ahealthier diet one that is more nutritious and lowerin fat

iii) eating breakfast reduces your hunger later in the day,making it easier to avoid overeating

b) Fast Food Industryi) breakfast generally accounts for 11% of sales, 25% at

McDonald'sii) breakfast is a $77.6 billion a year market

c) Subway

i) breakfast is only offered at select Subway locationsand generally consists of Omelet Sandwiches andSmoothies.

ii) coffee has recently been added to the menu

SUBWAY'S MARKETING EXECUTIVES (THE TEACHERS) WILL BEGIN BY SHARINGPOWERPOINT (SEE ATTATCHED'LESSON 3 PROPOSAL PRESENTATION)

PROPOSAL TO THE RESEARCHERS THAT OUTLINES THE GROWTH 01 THE

BREAKFAST SECTOR IN THE FAST FOOD INDUSTRY, FACTS ON WIIY BREAKFASTIS SO IMPORTANT, CURRENT BREAKFAST AT SUBWAY, AND A QUICK

E. HOOK'BENCHMARKTNG OF COMPETITORS' POPULAR BREAKFAST ITEMS.

HE EXECS WILL THEN SHARE WITH THE RESEARCHERS (THE STUDENTS) APROPOSAL TO OFFER A FEW NLW ITEMS ON THE BREAKFAST MENU. THE

RESEARCHERS WILL BE CHALLENGED WITH INVENTING FOUR NEW BREAKFASTITEM IDEAS GEARED TOWARD SPECIFIC AGE GROUPS AND PRESENTING THE

EXECS WITH DATA THAT WILL INFORM THEM ON WHETHER OR NOT TO MOVEHEAD WITH THEIR IDEAS.

HE RESEARCHERS WILL BEGIN WITH DISCUSSION OF GENERAL NUTRITIONALDATA FOR KIDS. STUDENTS WILL BE G1VFN A CHART THAT OUTLINES DAILY

NUTRITIONAL NFFDS FOR SEVERAL AGE GROUPS. THEY WILL ALSO BE GiVLNSOME FACTS ON WHY BREAKFAST SHOULDN'T BE MISSED BY KIDS (SEE

1TATCHED'NUTRITIONAL NEEDS FOR AGE GROUPS'). USING THISINFORMATION, THE STUDENTS WILL BRAINSTORM SOME IDEAS FOR NEWBREAKFAST ITEMS THAT SUBWAY COULD OFFER TO KIDS. THE ITEMS SHOULDBE ORIGINAL, ATTEMPT TO REFLECT THE HEALTHY [DEALS PRESENTED, ANDPOTENTIALLY POPULAR TOYOUNGER CUSTOMERS. THE GOAL OF THE ITEMS

WILL BE TO DRAW KIDS FROMTWODIFFERENT AGE GROUPS INTO THE

F. INSTRUCTION'RESTAURANT FOR BREAKFAST. THE CLASS WILL BE DIVIDED IN HALF. ONEGROUP WILL WORK ON CREATING ITEMS THAT WOULD BE ENJOYABLE FROM THI

PERSPECTIVE OFA 4-8 YEAR OLD,TIIE OTHER WILL WORK FROM THEPERSPECTIVE OF 9-13 YEAR OLDS. STUDENTS WILL NARROW IDEAS TO TWOFROM EACII AGE GROUP THAT THEY WILL MOVE FORWARD WITH.

STUDENTS WILL DIVIDE INTO PAIRS, EACH WORKING WITII ONE OF THEPROPOSED BREAKFAST MENU ITEMS. EACH PAIR WILL USE WEGMANS.COM TORESEARCH NUTRITIONAL VALUES AND POTENTIAL COSTS OF THEIR ITEM. ONTHIS GROCERY CHAIN'S WEBSITE THE STUDENTS WILL BE ABLE TO SEARCH FOR

ft HE INGREDIENTS THAT MAKE UP EACH ITEM. THEY WILL HAVETOCALCULATETHECOSTOF EACH INDIVIDUAL INGREDIENT NECESSARY IN PRODUCING A

SINGLEBREAKFAST ITEM. FOR INSTANCE, IF THEY DECIDETO INCORPORATE


30/42

_Y BACON AND A PACKAGE COSTS $3.00 FOR 22 PIECES OF BACON,ONE PIECE WILL COST ROUGHLY 14 CENTS.

-UDENTS WILL BE GIVEN A SPREADSHEET (SEE ATTATCHED 'BREAKFAST

EMS- NUTRIENTS AND COST)) TO PLACE COST AND NUTRITIONALFORMATION FOR EACH INGREDIENT CALORIES, FAT, SODIUM, FIBER, ANDOTEIN). THE SPREADSHEET WILL ALSO ALLOW FOR THEM TO TOTAL FACHLUE TO PRFSFNT NUMBFRS FOR THE ENTIRE ITEM.

THE PAIRS WILL MEET TO COMBINE THEIR DATA ONTO ONE SPREADSHEET ANDCREATE A BROCHURE TO ILLUSTRATE THE FINER POINTS OF THEIR PROPOSEDMENU ITEMS (SEEATTATCHED 'NAPKIN TEMPLATE'). THE BROCHURE WILLREQUIRE THE PAIRS TO NAME EACH ITEM AND SHARE NUTRITIONAL VALUES

AND ESTIMATED COSTAND PROFIT, THE BROCHURE WILL DOUBLE AS ANAPKIN ADVERTISEMENT.

E RESEARCHERS WILL PRESENT THEIR DATA TO THE MARKETING EXECUISHARING THE BORCHURE WHILE EACH PAIR EXPLAINS THEIR FINDINGS.


31/42

DRIVE THRU DIET- BUY IT?

LESSON 4: GETTING KIDS ON THE SUBWAY


LESSON OBJECTIVE: STUDENTS WILL DETERMINE HOW SUBWAY CAN BETTER MARKET ITS HEALTHY

OPTIONSTO YOUNGER AGE GROUPS.

U. PREPLANNING: BEGIN WITH THE END IN MIND

MCDONALD'S HAS SPENT BILLIONS OF DOLLARS MARKETING ITS

PRODUCT TO CIIILDREN.

A. WHAT IS WORTH MARKETING INVOLVES ALL ASPECTS OF SHAPING THE PRODUCT AND

KNOWINGKULUVERING IT TO THE CUSTOMER. SUBWAY IS AMERICAS FASTEST GROWING FAST FOOD CHAIN, INPART DUE TO ITS HEALTHY MENU OPTIONS.

SUBWAY SPENDS A FRACTION OF WHAT MCDONALD'S DOES

MARKETING TO KIDS.

CREATE A WEBSITE THAT IS VISUALLY APPEALING.

B. STUDENTS WILL BE ABLE EVALUATE SOME OF THE WAYS MCDONALD'S HAS MARKETED TO KIDS

TO...IN THE PAST AND IS MARKETING TO KIDS CURRENTLY IN ORDER TO

DISTINGUISH SUCCESSFUL TACTICS.

DESIGN A WAY FOR SUBWAY TO USE MCDONALD'S MARKETING

STRATEGIES AS ATEMPLATE IN ORDER TO BETTER REACH KIDS.

ISSUES FACING THE FAST FOOD INDUSTRY TAKE ON A DIFFERENT

SHAPE FROMTHE PERSPECTIVE OF THE MARKLIING EXECUTIVES OF A

GIANT FAST FOOD COMPANY.

MARKETING A MENU ITEM INVOLVES A NUMBER OF FACTORS,

C. STUDENTS WILL INCLUDING UNDERSTANDING AND MANIPULATING THE PERSPECTIVES

UNDERSTAND THAT... OF CUSTOMERS.

MARKETING A PRODUCT AT A SPECIFIC AGE GROUP IS A

COMPLICATED, MULTILAYERED PROCEDURE.

A COMPANY MUST COMPILE A VARIETY OF DATA BEFORE DECIDING TO

MOVE AHEAD WITH A NEW IDEA.

III.PLANNING

HOW DOES A MARKETING CAMPAIGN FOR HEALTHIER FAST FOOD

BENEFIT CUSTOMERS? HOW DOES IT BENEFIT THE FAST FOOD

COMPANY?

FROM THE PERSPECTIVE OF A FAST FOOD OWNER OR EXECUTIVE,

WHAT STEPS CAN BE TAKEN TO BETTER MARKET ITS HEALTHY OPTIO

B. ESSENTIAL QUESTIONS: TO KIDS?

(ONE OVERARCHINGAND ONE IN WHAT WAYS DOES A MARKETING CAMPAIGN MANIPULATE THE

OR MORE TOPICAL) PERSPECTIVES OF ITS CUSTOMERS IN ORDER TO ATTRACT THEM TO

ITS PRODUCT?

How HAS MCDONALD'S SUCCESSFULLY UNDERSTOOD AND

MANIPULATED THE PERSPECTIVES OF ITSYOUNGER CUSTOMERS

THROUGH PAST AND CURRENT MARKETING STRATEGIES?


32/42

STIIDFNTS WTI I CRFATF A WEBSITE IN ORDER TO PITCH A PROPOSAL TO

SUBWAY'S MARKETING EXECUTIVES OF THEIR IDEAS ON HOW TO BETTER

MARKET TO KIDS AGES 4-13. THE WEBSITE WILL INCLUDE A PROPOSED

MARKETING MIX THAT WILL ALLOW SUBWAY TO ATTRACT MORE KIDS TO

HEIR HEALTHY OPTIONS. THEY WILL ALSO DETAIL SOME OF MCDONALD'S

SUCCESSFUL STRATFC,IFS IN ORDFR TO FOLLOW THE UNDISPUTED LEADER IN

MARKETING TO CHILDREN.C. ASSESSMENT:

(PERFORMANCE TASK) STUDENTS WILL PRESENT THEIR WEBSITE AND IDEAS TO A LOCAL SUBWAYOWNER AS WELL AS THE TEACHERS.

A RUBRIC WILL BE USED TO ASSESS STUDENT WORK AND WILL INCLUDE

RESEARCH ACCURACY, INDIVIDUAL GROUP BULLETPOINTS (BENCHMARKING

AND PROPOSALS), FINAL WEBSITE, AND PITCH TO MARKETING EXECUTIVES,

D. CONTENT:

(OUTLINE THE CONTENTYOU

WILL TEACH)

Marketing to kids

a) McDonald's

i) About 40% ofMcDonald's total advertising budget is

directed at children.

ii) On one of the McDonald's current websites aimed at

children, children interact with "adver-games" which

are designed to engage children with both the game

and an advertisement.

iii) McDonald's operates more than 8.000 playgrounds

around the United States, more than any other private

American corporation and far more than any

municipality.

iv) In addition to toys, McDonald's appeals directly to

children through cartoon characters, catchy jingles,

and food shaped and colored to appeal to children.

v) By 2003, 20% of McDonald's meals sold were Happy

Meals and they accounted for $3.5 billion in revenues.

b) Subwayi) Kids' meals were developed to fit into the American

Heart Association's approach to a healthy lifestyle. In

addition, 100% of Subway kids' meals meet nutritional

criteria that are consistent with USDA Dietary

Guidelines for Americans.

ii) Kids' meals compliment an active lifestyle and are

shown in advertising with a mini low-fat sandwich,

apple slices and low fat milk.

iii) The current kids' promotion has fresh fit kids' meals

coming in reusable Smithsonian National Museum of

Natural History bags.

Website Creation

a) Goggle Sites

i) Single click page creation

ii) No HTML required

iii) Upload files and attachments

iv) Publish sites to the world


33/42

MCDONALD'S MARKETING EXECUTIVES (THF TEACHERS) WILL PRESENT THEROUP WITH SOME FACTS ON MCDONALD'S OUTRAGEOUS SUCCESS IN

MARKETING TO KIDS. A POWERPOINT PRESENTATION (SEE ATTACHED

E. HOOK:LESSON 4- HOOK') WILL BE SHOWN THAT OUTLINES SOME OF MCDONALD'SURRE14T MARKETING MIX AND GIVES A DEFINITION OF 'BENCHMARKING'.

HE EXECS WILL THEN SHARE WITH THE MARKETING TEAM A CHALLENGE TOEVISE A NEW MARKETING STRATEGY TO BETTER PULL KIDS INTO SUBWAY

ESTAURANIS.HESUBWAY MARKETING TEAM WILL BE GIVEN THE CHALLENGE OF

ENCHMARKING MCDONALD'S MARKETING STRATEGY AND DESIGNINGDMETHING FOR SUBWAY THAT WILL PULL IN MORE KIDS. STUDENTS WILL BE[VIDED INTO PAIRS. EACH WILL TACKLE ONE OF THE FOUR PA S FOR

UBWAY'S MARKETING MIX PROPOSAL- PRICE, PRODUCT, PI ACE, ANDROMOTION.

NCH PAIR WILL STRATEGIZE ORIGINAL IDEAS FOR SUBWAY TO BETTFRARKETTOKIDS. IDEAS SHOULD BE BASED ON KIDS AGES 4-8 AND 9-13.

HE PAIR WORKING ON PRICE WILL WORK CLOSELY WITH THE PAIR WORKINGN PRODUCT IN GENERATING IDEAS FOR CREATING ORIGINAL, HEALTHYEALS FOR KIDS, AS WFI L AS PRICING AND PACKAGING OF THE MEALS. THEYII L HAVETO PRIMARILY USE CURRENT SUBWAY MENU INGREDIENTS,

LTIIOUGII THEY WILL BE ALLOWED TO MAKE MINOR ADDITIONS OR

LTERATIONS IF THEY SEE FIT. (FOR EXAMPLE, IF THEY WOULD LIKE TOICORPORATE A DIFFERENT SIZED OR SHAPED ROLL, OR ADD PEANUT BUTTER

THE MENU THAT WOULD BE ACCEPTABLE.)

HE PRICING PAIR WILL COMEUPWITH WAYSTO COMBINE MENU ITEMS INTO

F. INSTRUCTION' VALUE MEALS OR PRICING PROMOTIONS THAT WILL BE ATTRACTIVE TO KIDS OF TH E AGE GROUPS MENTIONED. PACKAGING IDEAS SHOULD BE DECIDED UPON

FOR EACH, AS WELL. STUDENTS IN THESE PAIRS WILL BE INSTRUCTED THATPACKAGING IDLAS SHOULD BE VERSITILE TO VARIOUS PROMOTIONAL IDEAS,BUT NOT TIED TO ANYTHING AT THIS POINT. (THEY WILL BE TOLD TO THINKOF A BLANK HAPPY MEAL BOX, NOT ONE WITH DISNEY CHARACTERS ON IT.)

HE PAIR WORKING ON PLACE WILL CONCENTRATE ON MAKING SUBWAY.LSTAURANTS MORE APPEALINGTO KIDS;THIS WILL INCLUDE PHYSICALDCATION AND INTERIOR/EXTERIOR DECOR, THIS PAIR WILL BE CHALLENGED0 COME UP WITH FEASIBLE PLANSTO DRAW THETWOAGE GROUPS, AND INURN ENTIRE FAMILIES, INTO THE RESTAURANT. BENCHMARKING OFICDONALD'S PLAYPLACE AND 'R GYMS ` WILL BE REFERENCFD HFRF BUTHOULD NOT SIMPLY BE COPIED. THE PHYSICAI CHANGES SHOULD NOI ONLYE FUN AND ATTRACTIVETO KIDS, BUT REFLECT SUBWAY'S HEALTHY

[FESTYLE MARKETING SCHEME.

HE FINAL PAIR WILL WORK TO PROPOSF A VARIETY OF ADVERTISING IDEASDR THE NEW MARKETING SCHEME. PROMO1IONS MUST INCLUDE NEW

LOGANS AIMED DIRECTLY AT KIDS, TIES TO NEW MEDIA (WEBSITES, VIDEOAMES, ETC.), AND FEASIBLE 1N-STORE PROMOTIONS. PROMOTIONS SHOULDOTSIMPLY RELATE THE PRODUCTTO POPULAR CELEBRITIES OR FILMS. IDEAS

HOULD REFLECT THE PERSPECTIVE OF EACH SEPARATE AGE GROUP.


34/42

I PAIR WILL ALSO UL ASKED 10 JUSRFY IIILIR CHOICES BY EXPLAININGFITS FROM BOTH THE PERSPECTIVE OF SUBWAYS CUSTOMERS ANDVAY ITSELF.

RJDENTS WILL COMBINE THEIR BENCHMARKING RESEARCH ON MCDONALD'S

ID THEIR MARKETING PROPOSALS ONTO ONE VISUALLY APPEALLINGEBSITE. THE BASIC TEMPLATE FOR THE WEBSITE WILL ALREADY BE IN

ACE. PAIRS WILL DROP THEIR INFORMATION INTO SEPARATE PAGES THATILL BE LINKEDTOA HOME PAGE. THEY WILL PRESENT THE WEBSITETOTHE

ARKETING EXECUTIVES AND PITCH THEM THEIR IDEAS. A LOCAL SUBWAYVNER WILL ALSO BE IN ATTENDANCE FOR THE PITCH. EACH WILL PROVIDEEDBACK ABOUT THE FEASIBILITY OF THE STUDENTS' IDEASASWELL

FORMATION ONWHOTO SPEAK WITH NEXT IN ORDER TO MAKE THEIROPOSALSAREALITY.

: WILL INCLUDE RESEARCH ACCURACY AND FEASIBILITY, INDIVIDUALBULLETPOINTS WEB PAGES AND IDEAS, FINAL WEBSITE, AND PITCH TO1ING EXECUTIVES/OWNER.


35/42

Price ` Place

The offers ds a varies .oi


36/42

14- lByr

boys

oys

52

1300

75

31-34

1500-2300

300

61 -95

(25 - 35% of calo ries)

Nutrient Recommendations by Age (DRI)*

2-3 : 8 9-13*I14-18yr

Nutrient DV years years years

girlsProtein (grams)50 1 . 1 3 4 46I ron (mg)1 E7 1 0 8 1 5Calcium (mg) 1 .000 -500 80 0 r1 3 r 1 3 0 0Vitamin A (IU) 5000Vitamin C (mg) 60Fiber(g)

23

Fium (mg) 2400

[Cholesterol (mg)300Total Fat (g)" 65

Saturated Fat (g)"' 20

Cabers'*" 2000 1000 - 1400 1400-1600 girls: 2000 2200- 2400

( 2 - 3 y e a r s ) 1600-2000

b o y s :

1800-2200

Source:

1999 2002 Dietary Rcfercnoe Intakes. Insvtutes of Medicine and 2005 Dieta ry Guidelines

N u tr i ti on Research Center at Baylor College of Medicine Last modified March 4 , 2005

Sources: http://kidshealth.org/parent/food/weight/breakfast.html#

http://www.bcm.edu/cnrc/consumer/archives/percentDV.htm

1000 1333 F 2000 2333

1 5 25 I 45 65

14-19 19-23 23- 28 (girls) 23

25- 31 (boys)

1000 1500 1200 1900 1500-2200 1500-2300


37/42


38/42

Web Site Design : Subway Marketing ProposalStudent Name:

CATEGORY 4 3 2 1

Ail information Almost all the Almost all of the There are severalprovided by the information provided informatior provided inaccuracies in the

Contentstudent on the Web by the student on the by the student on the content provided by

Accuracy site is accurate and Web site is accurate Web site is accurate the sludents ORall the requirements and all requirements and almost all of the many of theof the assignment ofthe assignment requirements have requirements werehave been met, have been met, been met. not met.

Partners show respect Partners show respectfo r Partners show respectPartners argue or are

for one another'sone another's

for one another'sdisrepectful of other's

ideas, divide the workideas and divide the

ideas and divide thedeas and input.

Cooperative fairly, and show awork fairly. There is

work fairly. There isCriticism is not

Work commitment to commitmentby little evidence of a constructive nor is

quality work and some members cornrnitment toward support offered. Thesupport for each

toward quality workwork in the

work is mostly done

other. and support of onegualilp. by one or two

another. people.

The site has o well The site has a clearly

stated clear purpose stated purpose and The purpose and

Content and theme that is theme, but may have theme of the site is The site lacks a

carried outone or two elements somewhat muddy or purpose and theme.

throughout the site. that do not seem to vague.be related to it.

Colors ofbackground, fonts, Colors of Colors ofunvisited and visited background, fonts, Colors of background, fonts,links form a pleasing unvisited and visited background, fonts, unvisited and visited

Color Choices palette, do riot links do not detract unvisited and visited links make thedetract from the from the content, links do not detract content hard to readcontent, and are and ore consistent from the content. or otherwise distractconsistent across across pages. the reader.pages.

Graphics are relatedto the Graphics are relatedtheme/purpose of lo the Graphics are relatedthe site, are theme/purpose of to the Graphics seem

Graphics thoughtfully cropped, Ihe-: s i te, are of good lhenie/purpose of randomly chosen, are

are of high quality quality and enhance the site, and are ofof low quality, OR,

and enhance reader reader interest or good quality. distract the reader.

interest or understanding.understoriding.


39/42

Why Breakfast?

Sta rt Your Day the Subway Way

If it doesn't make dollars, then it

doesn't make sense.

eatrq oreadast fives you ensrgv. ircreasing lots

pNUC3 ocbvry"rip tie dayeaten trnaJeet radices you Mop x taut o n the ley,nadtiol] it nasa k, aor id ar9Mwiig

beokfast providos erargy to s, port ottvrtas and tropeto F.e5 yob Gang in the rnorrrg,

people who eat Ua o clay adrr txrwfael awl In rn woosroe interning adminerals and Was fat eni ;holatlotiNear UUSa wt -rte aord.V In Ihs Art vrwcH oseAssxistarc

eiso. Sonora m to no Mayo (: Ann owing a r.thtm a m0caeoM,dh' aperop^tlo aroolz as 15 (:an -f awe I plarnoddot consrotont w In rca n'o nng a noalthv *0001

But Seriously, Why Breakfast?

11`4 of tustness is cone at troadestAt MoDcnads. Is more than 25 %lest-food -r0a5dasl so$6i billan bosnrossCcclrw' UoroC's vyng 0.50 1H

.

co0,br ook-.W mona in Crumgoeurgor Nrg's notgnwdo Oraaldost vans Irene nudes hushtone n, n ran om

yint s

yi, 'oh and Rvee French 10s0 o din 10, 31

sech

AACDOnaias Corp wits ad_ to no at acdIpopular Dollar Mangy.y

eelire a venety o' breaMeat items tar S1 seglmrq eery not monthMOSt

Iast

.

1000 ranle onus. 0100 sport focoot yeas oxpenSng Vairwity - -eg10;5i .., ton0a.kdnnto toeaktaf

rd .rs as

a awtt] Volt 05 105 and '0Xor worltano stop in Io n comae and ebreakfast sandwich or, their way to that ol'toe

Currently on the Menu

Wake your taste buds up early with fresh toaSted

omelette sandwiches hot out of the oven-made just theway you like them. With our new SUBWAY breakfast

menu, you won't want to sta rt the day any other way.

Benchmarking- Dunkin' Donuts

1" "rra Trcat your taste budsT U " (AUSAGI I to fluffy egg whites

turkey sausage,spinach and melted

reduced-fat.,ar mozzarella cheese ona

. a delicious mult igrainflathread.

Benchmarking- Starbucks

Reduced-fat turkeybacon with egg -

white and white

Cheddar cheese onan English muffin_

A wheat wrap filledwith egg white,

spinach, fete cheeseand tomd atoes.

1^ J


40/42

Proposed Menu Items

Banana Dog Gobbler

Banana and Turkey bacon,

peanut butter on eggwhite, and

a toasted bun cranberry sauce

on an English

Muffin


41/42

PROPOSED BREAKFAST MENU ITEMS FOR SUBWAY

AGES 4-8

#1 NAME:

INGREDIENTS:

ESTIMATED COST TO PRODUCE:

ESTIMATED PRICE:

#2 NAME:

INGREDIENTS:


ESTIMATED PRICE:

AGES 9-13

#3 NAME:

INGREDIENTS:


ESTIMATED PRICE:

#4 NAME:

INGREDIENTS:


ESTIMATED PRICE:

NEW BREAKFAST ITEM 1

NUTRITIONAL

VALUES

LISTED

HERE

suewar'

NEW BREAKFAST ITEM 2

.sar

ewer

NEW BREAKFAST ITEM 3 NEW BREAKFAST ITEM 4

,syswar


42/42

Subway Breakfast Proposal Spreadsheet

Student Name:

CATEGORY 4 3 2 1

I he workload isThe workload was

The workload was

The workload isdivided and shared

divided, but onenot divided OR

divided and sharedfairly by all team

Person in the groupseveral people in

Workloadequally by all learn

members, thoughis viewed as not

the group are

members,workloads may vary

doing his/her fairviewed as not doin

from person toshare of the work.

their fair share of th

person. work.

Makes use of font,

Use of font, color,Makes excellent use Makes good use of color, graphics,graphics, effects

of tont, color, font, color, graphics, effects, etc. butetc. but these often

Attractiveness graphics, effects, effects, etc. to occasionally thesedistract from the

etc. to enhance the enhance to detract from thepresentoion

presentation. presentation. presentationcontent.

content.

All requirements are All requirements areOne requirement More than one

Requirements was not completely requirement wasmet and exceeded. met.

met, not completely met

Content is wellUses headings to There was no clear

organized usingorganize. but the Conienl is logically or logical

Organizationheadings to group

overall organization organized for the organizational

related material,of topics appears most part. structure, just lots off l awed. facts.

Covers topic in-Includes essential Includes essential

depth. Subjectknowledge about the information about Content is minimal

Contentknowledge is

topic. Subject the topic but there OR there are severa

excellent,knowledge appears are 1-2 factual factual errors.to be good. errors.

Interesting, well- Relatively interesting,

rehearsed with rehearsed will a fairlyDelivery not smooth ,

Delivery not smoothOral Presentation srn oolh delivery that smooth delivery that

but able to holdand audience

holds audience usually holdsattentionmost at

the

attention lost.i

most of the lime

bond cawley 2010

Documents