Activity Introduction

Quick summary: In this lesson students explore the marketing of high-sugar products through a supermarket field trip or an online supermarket field trip.

Students are introduced to the 4 Ps of marketing – product, price, promotion and place – before they begin their field trip. While visiting the supermarket or website, students complete a worksheet exploring how the 4 Ps are being used. Students then watch a video exploring how products are placed and how supermarkets use ‘Pester Power’, placing products so that children will pester their parents into buying them.

Students reflect on their experience of the 4 Ps on their field trip and particularly how they were influenced by promotion and placement.

Learning intentions:

  • Students understand the 4 principles of marketing
  • Students understand that supermarkets make choices about how to place products
  • Students understand that consumers respond to product placement in particular ways
  • Students understand that consumers can choose how they respond to product placement.

21st century skills: 

Problem Solving Problem FindingTeam WorkCreative ThinkingCritical Thinking

 

 

 

 

Australian Curriculum Mapping

Content descriptions: 

Year 5 HASS

  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
  • Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)

Year 6 HASS

  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
  • Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)

Syllabus outcomes: HT3-5.

General capabilities: Literacy, Critical and Creative Thinking.

Relevant parts of Year 5 and Year 6 achievement standards:

Year 5 HASS

Students locate and collect data and information from a range of sources to answer inquiry questions.
Students interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence.

Year 6 HASS

Students locate and collect data and information from a range of sources to answer inquiry questions.
Students interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence.

Topic: Consumption.

This lesson is part of the wider unit of work SugarByHalf – HASS – Years 5-6. 

Time required: 80 mins, plus travel time if you’re going to the supermarket.

Level of teacher scaffolding: High – supervise supermarket field trip.

Resources required:

Keywords: Product, price, promotion, placement, advertising, marketing, branding, sugar, SugarByHalf.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students understand...

  • … the four principles of marketing: product, price, promotion and place
  • … that supermarkets make choices about how to place products
  • … that consumers respond to product placement in particular ways
  • … that consumers can choose how they respond to product placement.

Success criteria: Students can…

  • ... recognise the product name, price, promotion and placing of products
  • ... recognise the trends in product placement
  • ... notice their own and others' behaviour in response to product placement
  • ... recognise that they have a choice in how they respond to product placement.

Teacher content information: SugarByHalf (https://www.sugarbyhalf.com/) promotes action to reduce sugar-related diseases so that Australians live better, stronger and healthier lives.

Their message is simple: to reduce added sugar consumption by half. Eating too much added sugar is a key driver of serious health problems including o

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