If You Build It They Will Come - Author(s): Kathy Nahor - Grade Level: 11 or 12 - Subject Area: Marketing - After some preliminary focus activities, including a field trip to a stadium, the students will give a new sports team an identity, design a stadium for the team, and develop an advertising campaign for a special event related to the team or stadium. The students will need to justify all decisions, be able to work in cooperative learning groups, be creative, and to manage their time successfully.

Planning Guide

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LU Title: If You Build It, They Will Come	Author(s): Kathy Nahor
Grade Level: 11 or 12 th Grade	School Address: Town Of Webb School 3002 State Route 28 Old Forge, NY 13420
Subject Area: Marketing	School Phone: 315.369.3222 School Fax: 315.369.3216

PROCEDURES and PRODUCTS

Initiating Activity: Students will visit 4 professional sports internet sites and look for similarities between the sites. Product – summary paragraph, class discussion of observations and a group generated list of products from the sports marketing field.
ACTIVITY I. Students will visit www.sfo.com/~itc/ to view stadiums, their seating charts and statistics on parking and other aspects of the stadium or sports complex. The students will divide into cooperative learning groups to compare statistics of three stadiums, one each from a large, medium and small metropolitan area. Product – Chart (using Excel) comparing the stadiums.
At this point, the students will be told to divide into groups of 2 – 4 and form a Marketing company. They will be told their company has been commissioned to develop a new sports team, design a multi-use stadium for the team, promote one special event at the stadium, and keep a journal of their participation in the process.
ACTIVITY II. The students will participate in a class trip to an existing stadium for a behind the scenes tour of the complex and to interview a member of the marketing or management team. Before the trip, the groups will receive an outline of ADA requirements for their review. As a class, students will brainstorm information they need to acquire to complete this project and list what information they can learn from the field trip (KWL). The groups will assume various roles, such as Spectator Facilities Manager, Team Facilities Manager, Grounds and Maintenance Manager, etc., to fit the group’s needs for acquiring information. They will review a sample pre-interview outline, and each group will develop their own pre-interview outline. The students will be responsible to their group for the information needed in their specialty area. As a class, we will practice, through modeling and role-playing, a group interview. Before the students leave the stadium site, they will generate a list of newly acquired information. Upon return to school, the students will use their lists as a reference to write professional interview follow-up/thank-you letters to the interviewees. Products: pre-interview outline, list of information learned, journal entries, and professional thank-you letters.
ACTIVITY III. Students will decide on a geographic location for their new sports team (they can pick the sport), give the team an identity, explain the target market, and justify their decisions. Products: "Identity Paper" (location, city size, metropolitan area, TV market, availability of corporate sponsors, and if other professional teams are located in the area as well as a written explanation of the team logo, mascot, and colors); color samples, picture of mascot and sample of computer generated logo. Journal entries.
ACTIVITY IV. The Marketing teams will resume their roles from the field trip and, working in cooperative groups, design their stadium. Products: "general concept" blueprint drawings of the stadium (location of rooms, concession, media, etc.), color coded seating diagram, drawing (computer generated or by hand) of stadium’s front, Stadium Rationale Paper (includes all elements of stadium from concession stands to locker rooms). Journal entries.
ACTIVITY V. The students will develop an advertising campaign for an upcoming special event (e.g. Bowl game, meet the players day, canned food drive, etc.) which will be located at the stadium and should involve their team. They must sell the Board of Directors their campaign using PowerPoint and the multi-media projector. Products: Radio or TV advertisement, Newspaper or magazine ad, billboard, examples of promotional products, and a persuasive PowerPoint presentation. Journal entries.
ACTIVITY VI (CULMINATING PERFORMANCE). The students will reflect on their experiences from this project and identify their likes/dislikes and their strengths/weaknesses in terms of the ‘jobs’ they completed. Products: journal entries, reflection paper, targeted resume.

ESSENTIAL QUESTIONS

How do the 4 P’s of Marketing (Price, Place, Product, Promotion) apply to the Sports & Entertainment Marketing Field?
What are the factors considered when a new sports complex or stadium is to be built?
Do you have what it takes to work in the Sports Marketing Field?

INITIATING ACTIVITY

Each student will visit four Internet sites: (www.baseball.com, WWW.NBA.COM, WWW.NHL.COM, & WWW.NFL.COM) and write a summary of the similarities in content between each site. The students will then participate in a class discussion about their findings. The students should notice each site shows team logo’s, names, colors, and highlights star players. The teacher will then direct students’ attention to how frequently we are exposed to sports franchised clothing, advertisements, and other promotion by reviewing marketing statistics for the sports marketing field. Finally, the students will brainstorm a list of products (the obvious and not so obvious) they feel are promoted by the Sports Marketing Field.

Connection to State Learning Standards

Content Area: Business Education

Level: Juniors and Seniors

Benchmarks:

Students will identify skills and abilities required in a career option and relate them to their own skills and abilities.
Determine technical skills and education needed for various careers when considering a career

Benchmarks:

- evaluate own and others’ effectiveness in group discussions and in formal presentations

make well-informed and well-organized formal presentations to the class
use effective interpersonal communication skills
allocate resources to complete a task
Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks.

Standard: C-DOS 1 & 2

Standard: C-DOS 3a

Career Development Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.

Integrated learning students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

Universal Foundation Skills Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.

Unit Theme: Product Based

Standard: MST 2

Information Systems

Students will access, generate process, and transfer information using appropriate technologies.

Standard: MST 5

Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Benchmarks:

Prepare multimedia presentations demonstrating a clear sense of audience and purpose.

Benchmarks:

Use a computer system to acquire information from the internet.

Learning Experiences

Declarative Knowledge

Please note: If you download this unit and convert it to a Word document before printing, the format may change slightly.

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

Initiating Activity

Awareness of the extent of the Sports Marketing Field.

…………………..

The ‘behind the scenes’ workings of a stadium or sports complex.

Pricing strategies for seating.

Awareness of various career/job paths.

………………….

Job opportunities available at a stadium or in the field of Sports Marketing.

Their strengths/weaknesses, likes/dislikes, etc in relation to the various activities completed or roles assumed.

Previous experience

Discussion

Internet Search

………………….

Internet search.

A complete tour of a stadium or sports complex such as Madison Square Garden or the Carrier Dome.

Interview with a member of the marketing or management team from the stadium.

Previous experience.

………………….

Interview

Internet search

Self-assessments

Brainstorming

Summarizing

………………….

View photographs and seating diagrams for various famous or familiar stadiums.

Pre-tour focus questionnaire.

Interview outline.

Overview outline of ADA requirements.

Use Excel to develop a chart comparing three stadiums.

Create a list of important or interesting points from the interview and tour.

Journal entries reflecting experiences.

KWL

…………………..

Journal entries.

Reflection paper.

Resume

…………………..

Students will visit 4 internet sites and summarize the similarities in content, participate in a class discussion of their summaries, review marketing statistics from the field – including average dollars spent per year, and brainstorm a list of products that are promoted by this field.

…………………..

The students will visit www.sfo.com/~itc/ a site that contains information and photos of stadiums for football, hockey, basketball, and baseball. The teacher will direct the students focus to various elements of a stadium. Using the stadium site, the students will pick one stadium from a large, medium and small size city and develop a chart (using Excel) that compares various statistics listed in the site. The students will visit a stadium for a behind the scenes tour of the facility, they will participate in an interview using a focus questionnaire, and they will list important points from the tour and the interview before they leave the facility. Students will record their journal entries.

………………….

The students will be required to keep a journal of this experience. They will be asked to reflect on their strengths/weaknesses, likes/dislikes, etc. after they have assumed various roles or finished one of the projects.

At the end of the unit, the students will review their journals and reflection papers. Then they will be required to search http://stats.bls.gov/ocohome.htm (Bureau of Labor Statistics) to obtain career related information on Marketing positions.

Finally the students will prepare a resume highlighting their strengths and likes in relation to this project. The resume must be targeted at one of the career jobs reviewed.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Participate in a group interview to acquire information from a knowledgeable source.

Develop a post-interview reflection/organizer.

Select a real site to build a fantasy stadium.

Identify potential target markets for a sports complex given various statistics and a geographic location.

Select a target market and justify its choice.

Give an identity to a new product in a new geographic location of a well-developed market.

Develop a stadium design that reflects the subsystems needed for a successful multi-use facility.

Develop and defend a Stadium Rationale position paper.

Develop an ad campaign.

Use a multi-media projector with 2 or more inputs while presenting to a group.

Create an interview outline as a guide for aquiring informaton from the interview.

Writing thank-you letters that reflect newly acquired knowledge from the tour and interview.

Brainstorm

…………………………….

Previous Experience

Internet research

Cooperative learning groups

Modeling of appropriate group interaction

Role playing

Drawing

Access to publication software

Examples of a stadium rationale, an ad layout, and the research and development phase (giving an identity to a product) of the development of a team and facility.

Written Step-by-Step instructions

guided practice

modeling

The students will interview a member of a stadium’s marketing or management team using an outline of questions developed from a class brainstorming session. The student will list important or interesting points from the interview and tour as well as names of contacts and references. The student will write a professional thank-you letter to the interviewee(s).

…………………..

The students will divide into groups and assume various roles to carry their ‘company’ through the development of a new sports team and stadium. The students will: brainstorm in their groups and work cooperatively to give the team and stadium an identity; decide on a location and justify their choice; develop drawings of the stadium (both ‘blueprint’ and front view) and develop a rationale for their decisions; and submit to the Board of Directors (rest of class) an ad layout for a billboard, magazine or newspaper ad and TV or radio commercial promoting an upcoming special event.

Prepare the projector and the inputs needed before their presentation. Each member of the team must present part of the Advertising Campaign to the BOD using at least 2 inputs.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The concept of inter-related subsystems for a business or system.

Geographic market concepts.

Target market identification

Career Choices in Marketing

Persuasive arguments

Comparing
Constructing Support
Inductive Reasoning

The students will be totally immersed in a design project while working in cooperative groups with other students. They will depend on each other to get the job done. They will compare various designs, observe working facilities and infer principals of inter-relatedness between subsystems, and construct support for decisions made by the group.

Rubric: Resume

	Neat	Concise	Effective	Elements
4	Resume is very neat, error free, eyecatching, focused and contains all necessary information	Resume is very concise. Reader locates all necessary information with ease, shows organization.	Resume is very effective. Reviewer is interested in the applicant almost immediately. All necessary information is present. Position applying for is clearly stated. Reviewer has a clear picture of the applicant.	Resume contains: target goal evidence of career research shows link between student’s strength or interest and skills needed for position.
3	Resume is neat, error free, but lacked focus or necessary information.	Resume is somewhat wordy or somewhat sketchy.	Resume is somewhat effective. Reviewer needs clarification.	Resume contains two of the required elements.
2	Resume is error free, somewhat neat, lacked focus or necessary information	Resume is wordy or sketchy.	Resume is somewhat ineffective. Reviewer needs to spend time discovering information.	Resume contains one of the required elements.
1	Resume contained errors or was not neat.	Resume is very wordy or very sketchy.	Resume is ineffective. Reviewer does not get a clear picture of the applicant.	Resume does not contain any of the required elements.

Have You Considered These Yet?

Learn to Learn Skills:

Cooperative skills: Communication Skills:

-Considers other points of view -Listens effectively
-Initiates ideas -Writes effectively

-Takes on various roles within a group -Presents articulately

-Uses technology

Assessment Modifications:

Resource room students will have modifications according to their IEPs.

Unit Schedule/Time Plan:

The unit is scheduled for 5 weeks. Students will devote 45-60 minutes per activity. Activities are planned for three times a week.

Written Overview:

This unit will engage students in a project that has a high degree of appeal to teenagers. After some preliminary focus activities, including a field trip to a stadium, the students will give a new sports team an identity, design a stadium for the team, and develop an advertising campaign for a special event related to the team or stadium. The students will need to justify all decisions, be able to work in cooperative learning groups, be creative, and to manage their time successfully. The students will use technology tools to enhance their work, including word processors, Internet research, PowerPoint, and a multimedia projector. The students will develop a more in-depth understanding of the 4P’s of Marketing, the inter-dependence of business subsystems, and the importance of self-analysis in terms of career exploration. The conclusion of this project includes a career research project and the creation of a targeted resume.