UNDERSTANDING BY DESIGN: UNIT PLAN OVERVIEW

Title
Food and Fiber Marketing
Grade
11-12th
Timeframe
3 weeks
Conceptual
Agricultural Marketing
Focus/Big Idea
Description of Unit In this unit, students will explore agricultural marketing systems and
the sale of agriculture products and services. They will learn the
basic functions of the marketing system in agriculture and discover a
global perspective in understanding consumer wants and needs and
how they drive marketing decisions. Through a project-based
learning experience, students will develop and present a specific
marketing plan for an existing product that implements the basic
functions of the marketing system and identifies the driving
consumer market.
THE BIG PICTURE
Essential Questions:
1. How does a product end up on store shelves?
2. How do businesses determine their target market?
3. How do grades and standards affect the consumers decision?
Enduring Understandings:
Students will understand that
1. The marketing process is referred to as a "system," and that there are key factors in
marketing agricultural products.
2. Firms should analyze the needs of their customers and then make decisions to satisfy
those needs, better than the competition.
3. Commodity standards and grades provide a means for measuring levels of quality and
value for agricultural commodities.
Content Standards:
Common Core Standards
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the texts explanation
or depiction of a complex process, phenomenon, or concept; provide an accurate summary
of the text.
WHST.9-10.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
CTE Model Curriculum Standards: Ag & Natural Resources:

A7.0 Understand agricultural marketing systems.

A7.6 Develop a marketing plan for an agricultural product or service.
A8.0 Understand the sales of agricultural products and services.
A8.1 Determine the most effective methods for assessing customer needs and wants.
California Agricultural Core Curriculum:
CLF430 Agricultural Marketing
CLF431 Introduction to Marketing
CLF432 Types of Markets
Formative Assessments:
1. Class discussions
2. Daily worksheets on terminology, core concepts, and application of knowledge
3. Weekly quizzes on core concepts and application of knowledge
4. Weekly draft checks of student summative assessment PowerPoints to assess the
progress of student understanding and application of core concepts
Summative Assessment:
Students will work collaboratively to complete a presentation using PowerPoint/Prezi, by
selecting an existing product, identify the target market and assessing the current marketing
plan. Students will then revise and improve the current marketing plan based off the
information they have learned throughout this unit, to better meet the wants and needs of
consumers. They will present their product, target market, and newly revised marketing plan
to the class audience. They are to project their presentation as if their audience was the
company that developed the product and the students presenting were the companys
marketers.
UNIT READINGS
Fiction Text (s)

None

Non-Fiction Text
(s)

Agribusiness Fundamentals and Applications, 2nd Edition. Ricketts,

PhD., Cliff - 2009. 978-1-4180-3231-9

Supporting ELLs

MAKING CONTENT ACCESSIBLE

ELL Scaffold:
Connect to background knowledge
Explanation of How Scaffold Supports ELLs:
I will take into consideration the students cultural identities to assist
me in understanding how they learn. Rather than create a classroom
that excludes cultural diversity, I plan to allow students to share their
background knowledge and experiences so that I may build my
instruction on the knowledge that all my students have. By creating
a learning environment that is caring, supportive, and respectful, I
can assist students in learning through action and interaction of their
cultural identities. At the beginning of the class I intend on opening a
discussion and invite the students to share their experiences on
viewing advertisements and what drives them to buy certain
products.
ELL Scaffold:
Provide a handout of PowerPoint
Explanation of How Scaffold Supports ELLs:
The goal of PowerPoint note taking using a handout provided is to
teach students an efficient method of taking notes, assist them in
staying on the current topic, and provide material for review. Before
the start of my lecture, I will provide ELL students with a handout
that contains the PowerPoint slide.
ELL Scaffold:
Realia
Explanation of How Scaffold Supports ELLs:
Realia provides students with real-world examples that assist in
making curriculum concrete. Realia utilizes various senses and
promotes long-term memorization (Herrell & Jordan, 2000). At
various points in the lesson, I will provide the class examples of
advertisements.

Principles of UDL

UDL Principle:
Provide options for perception
Explanation of How UDL Principle is Implemented:
Information will be provided in different modalities (e.g., vision,
hearing, or touch) to assist though with learning impairments.
PowerPoint and any other additional materials will be provided to
learners with sensory and perceptual disabilities so that texts may be
enlarged and sounds can be amplified.
UDL Principle:
Provide options for language, mathematical expressions, and
symbols

Explanation of How UDL Principle is Implemented:

My unit plan provides different representations of information
through multiple media and text to provide multiple examples of
content. I will take numerous opportunities to clarify vocabulary and
symbols and promote understanding across languages.
UDL Principle:
Provide options for comprehension
Explanation of How UDL Principle is Implemented:
Throughout my lesson plan, I will support integrating new information
with prior knowledge, strategic categorization, and active
memorization through highlighting big ideas, discussions, interactive
activities, and by promoting transfer of learning.