Drive Thru Diet- Buy It?

Christine Bond
Ben Cawley
SPED 6402
April 12, 2010
 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

impression 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.

 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
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
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 toys in 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.

 In order to understand how McDonald's and Subwa y '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 of the 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.

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

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

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

<http_I/muse.jhu.edu!journals,advertisinpand societ y review/vO06/6.3unit02.html#O'Barr>

Bartels, R. (1976). The History of Marketing Thought (pp.]-33, 123-243). Retrieved March 3,
2010 from < http:!ifaculty.missouristate.edlu;c/C'huckHermans!Bartels.htm >

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 from
http: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/
 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.

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

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
 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.
 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 and
satisfies 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.
 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.
 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 without
parental 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.
 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.
I V. 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 <10% calories from saturated fat
iv. Low Cholesterol
v. Trans Fat Free, meals contain absolutely no partially hydrogenated oil
vi. Contain at least 1 serving of fruit
b. General Marketing
i. Subway's arumual revenue in 2006 was about 9 billion dollars.
ii. Subway employs approximately 272,000 people in 33,000 restaurants in
over 100 countries.
iii. Mainly a sandwich shop, Subway provides its menu's nutritional
information on its cups and napkins as well as online.
iv. Subway's sales have increased 15% annually and can attribute its growth
to its most recent advertising campaigns "Fat Fresh" and "Five Dollar
Footlongs."
c. Marketing to kids h ttp:!hvww.suhway.com'subwayroot,'menunutritioniindex.aspx
i. 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 curnirig in reusable
Smithsonian National Museum of Natural History bags.
http:/'www.subwaykids.com/grownups/frcshfitlKidsPromo.aspx
V. Nutrition and Health
a. Healthy and nutritious diet for kids
i. Offer five servings of fruits and vegetables a day
ii. Choose healthy sources of protein, such as lean mean, nuts and eggs
 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 junk food
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)
3. Sodium- 1,200 milligrams a day
4. Fiber- 25 grams a day
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
2. Total fat- 25% to 25% of daily calories (50 to 70 grams for 1,400 daily
calories)
3. Sodium- 1,500 milligrams a day
4. 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
2. Total fat- 25% to 35% of daily calories (44 to 62 grams for 1,400 daily
calories)
3. Sodium- 1,500 milligrams a day
4. Fiber- 26 grams a day
5. Calcium-1,300 milligrams a day
 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 for
Lesson 3 and Lesson 4. (7)
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: Health y Eating

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 information
with 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.
 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 FOR DISCUSS 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 POINTS
WHILE RECORDING THEIR POINTS ON VOICETHREAD.

C. WHAT ARE THE STUDENTS WILL HAVE GAINED THE ENDURING UNDERSTANDING THAT PEOPLE
ENDURING HAVE DIFFERENT PERSPECTIVES OF 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: DO FAST FOOD COMPANIES HAVE AN OBLIGATION TO PROVIDE
HEALTHIER OPTIONS TO THEIR CUSTOMERS? IF SO, WHY, IF NOT,
B. ESSENTIAL QUESTIONS:
WHY NOT?
(ONE OVERARCHING AND
EQ: IN WHAT WAYS DOES A DEBATE DEVELOP MY PERSPECTIVE ON A
ONE OR MORE TOPICAL
GIVEN 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%; followed
WILL TEACH)
by Burger King at 4% and Wendy's at 4%.

ii. I mpact on economy

 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 NOT
KNOW BY JUST LOOKING AT US. THIS WILL TIE INTO OUR WEEK'S
THEME OF PERSPECTIVES. AS EACH PERSON SHARES, I WILL REVEAL
A PIECE Or THE PICTURE ON THE POWER POIN I SLIDE. BY THE TIME
EACH 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 WILL

POSE TO THE GROUP TO BRAINSTORM ALL OF THE WORDS OR
PHRASES THAT THEY CAN THINK OF WHEN THINKING OF THE WORD
"PERSPECTIVES". STUDENTS WILL RECORD THEIR RESPONSES ON A
PIECE OF CONSTRUCTION PAPER. WE WILL SHARE THOSE OUT LOUD
AND TI ILN COML UP WIl H A WORKING DEFINITION OF PERCEPTIONS
THAT WF WTI I RFFFR TO AS THE WEEK PROGRESSES. THIS WORKING
DEFINITION WILL BE POSTED IN THE ROOM. (5-7 MINUTES)
 FIRST, I WILL TELL STUDENTS THAT WE ARE GOING TO BE STUDYING
MARKETING 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 THOUGHTS
ON THE PRO OR CON SIDE OF THE GIVEN GRAPHIC ORGANIZER. PRO
WOULD 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 (HOMOGENEOUS GROUPS). (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 WHEN
NECESSARY. 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 EXPLAIN TO STUDENTS THAT THFY ARE GOING TO SHARF
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.COM CALLED "WHAT'S A VOICE THREAD
ANYWAY?" AFTER INSTRUCTION USING THE WEBSITE
DEMONSTRATION AND MODELING HOW TO RECORD 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 OF HEALTHY
BREAKFAST OPTIONS AS WFI I AS A MARKETING CAMPAIGN TARGETED
TOWARD CHILDREN. I WILL EXPLAIN THAT WE ARE GOING TO STUDY
THE SUCCESSFUL MARKETING CAMPAIGNS OF MCDONALD'S TO TRY
AND USE THEIR IDEAS AS INSPIRATION FOR WAYS TO MARKET
HEALTHIER EATING HABITS OF YOUNG PEOPLE.

I WILL PRESENT THE INFORMATION ABOUT MCDONALDS' TO THE

GROUP USING A POWER POINT PRESENTATION LISTED ABOVE IN THE
CONTENT OUTLINE SECTION. (10 MINUTES)
STUDENTS WILL USE THE INFORMATION PROVIDED FROM
MCDONALDS' WEBSITF RFGARDING BRFAKFAST FOOD'S
NUTRITIONAL INFORMATION. AFTER MODELING HOW TO ENTER
INFORMATION INTO A SPREADSHEET THROUGH DEMONS I RATION
USING A LAPTOP AND PROJECTOR, I WILL ALLOW STUDENTS THE TIME
TO ENTER THE INFORMATION ABOUT THE BREAKFAST ITEMS ON
MCDONALDS' MENU. STUDENTS WILL USE AN EXCEL SPREADSHEET
AND CHOOSE 10 OF THE HIGHEST CALORIE FOOD ITEMS TO PUT INTO
THE SPREADSHEET (SEE EXAMPLE AT THE END OF I_FSSON). THF
SPREADSHEET WILL CONSIST OF THE NAMES OF THE TEN ITEMS AS
WFLL AS EACH FOOD ITEM'S CORRESPONDING CALORIES, AND
CALORIES FROM FAT. ONCE STUDENTS HAVE ENTERED THE
INFORMATION, I WILL MODEL THE WAYS STUDENTS CAN PUT THE
INFORMATION INTO A GRAPH. STUDENTS MAY CHOOSF A BAR GRAPH
IO PRESENi THEIR FINDINGS. WE WILL DISCUSS THE RELATIONSHIP
BFTWEFN CALORIES AND CALORIES FROM FAT OF THE ITEMS CHOSEN
AND IF WHAT THEIR PERSPECTIVES NOW ARE OF THE ITEMS ON THE
MENU. OUR DISCUSSION SI IOULD REITERATE THE LACK OF HEALTHY
OPTIONS ON THF MCDONALD'S MFNU. THESE EXCEL SPREADSHEETS
WILL BE USED AS A PIECE TO THE WEBSITE THEY WILL CREATE BY
THE END OF THE WEEK. (20 MINUIES)

IN CONCLUSION 1 0 I HE DAY'S LESSON, WE WILL REVISIT IHE

QUFSTION OF WHETHER OR NOT FAST FOOD COMPANIES HAVE AN
OBLIGATION TO OFFER THEIR CUSTOMERS HEALTHY OPTIONS AND
WHY. STUDENTS WILL GET A CIIANCL TO REITERATE THEIR PREVIOUS
PERSPECTIVES OR CHANGE THFIR POINTS AS WE CONCLUDE OUR
DISCUSSION FOR THE DAY. (5 MINUTES)
 DRIVE THRU DIET-BUY IT?
LESSON 2: MARKETING - WHAT IS IT?

I. DEFINE THE CONTENT

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
STRATEGIES USED BY FAST FOOD COMPANIES TO REACH CHILDREN AS A
A. WHAT IS WORTH
TARGET MARKET. IT IS ALSO IMPORTANT FOR STUDENTS TO KNOW THE FOUR
KNOWING?
P'S OF MARKETING AND HOW THESE ARE USED TO SHAPE CUSTOMERS'
PERSPECTIVES.

BY THE END OF THIS LESSON STUDENTS WILL BE ABLE TO WORK

B. WHAT IS IMPORTANT COI I ABORATIVELY TO ACCESS NEW KNOWLEDGE OF THE FOUP "P'S" OF
FOR STUDENTS TO KNOW MARKETING AS WELL AS TEACH OTHERS ABOUT THEIR NEW KNOWLEDGE.
AND DO? STUDENTS WILL BE ABLE TO RESPOND TO QUESTIONS POSED IN THE
WEBQUEST ACTIVITY AS WELL AS FROM THEIR PEERS.

C. WHAT ARE THE STUDENTS WILL UNDERSTAND THAT MARKETING REQUIRES STRATEGY TO
ENDURING ALTER PEOPLE'S NEEDS AND PERCEIVED NEEDS. STUDENTS WILL
UNDERSTANDINGS THAT 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
B. ESSENTIAL EQ: Do FAST FOOD COMPANIES HAVE AN OBLIGATION TO PROVIDE
QUESTIONS: HEALTHIER OPTIONS TO THEIR CUSTOMERS?
(ONE OVERARCHING AND EQ: WI IAT ARC THE FOUR "P'S" OF MARKETING AND IIOW ARC THEY
ONE OR MORE TOPICAL) USED BY FAST FOOD COMPANIES?

STUDENTS WILL COMPLETE A WEBQUEST ACTIVITY USING

C. ASSESSMENT: HTTP://TRACKSTAR.4TFACHFRS.ORC ; STUDFNTS WTI I ALSO SHARF
(PERFORMANCE TASK) 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.
 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.

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

I I AVL UURNLD 1 O A DISC. THE COMMERCIAL IS FROM MCDONALDS
IN 2008 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 THE
WILL 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
COMMERCIAL WAS SHOWN?
6. WAS IT EFFECTIVE?
7. How WOULD YOU IMPROVE UPON ITS EFFECTIVENESS?
 LAST, I WTI I ASK THE GROUP TO TELL ME EVERYTHING THEY KNOW
ABOUT THE WORD MARKETING, AND WF WTI I WRITE THE WORDS OR
PHRASES UPON THE BOARD TO USE AS A BEGINNING POINT OF THE
LESSON TODAY. (5 MINUTES)

To BEGIN, I WILL EXPLAIN TO STUDENTS THAT IN ORDFR TO GAIN

IINDFRSTANDING OF HOW MARKETING CAMPAIGNS EVENTUALLY
REACH THEIR INTENDED AUDIENCE AND ACHIEVE INTENDED
RESULTS, THERE ARE MANY THINGS THAT MARKETING CAMPAIGN
EXECUTIVES DO BEFORE HAND. IN ORDER TO BE ABLE 10 CREATE A
MARKETING CAMPAIGN OURSELVES, WE HAVE TO GAIN SOME
KNOWLEDGE ABOUT THE BASICS OF MARKETING.

I WILL ASK STUDENTS TO BREAK UP ONTO FOUR GROUPS. IN THOSE

SMALL GROUPS STUDFNTS WILL VISIT THE DESIGNATED WEBSITES
ON THE TRACK # 404072 USING THE WEBSITE
HTTP://TRACKSTAR.4TEACHERS.ORG . I CREATED TIi1S TRACK FOR
THE PURPOSE OF THIS LESSON. STUDENTS WILL COMPLFTF A
WEBQUEST ACTIVITY BASED ON THE SOURCES GIVEN. STUDENTS
WILL NEED TO GATHFR FNOUGH INFORMATION AND UNDERSTANDING
OF THE INFORMATION TO SHARE IT WITH ANOTHER GROUP OF
STUDENTS THAT I IASN'T READ THE INFORMAI ION. GROUPS WILL
CONSIST OF 2 STIIDFNTS AND THEY WILL BE GATHERING
INFORMATION ABOUT ONE OF THE FOUR " P A S" OF MARKETING-
PRODUCT, PLACE, PRICING AND PROMOTION. STUDLNIS WILL HAVE
F. INSTRUCTION:
ABOUT 20 MINUTES TO GATHFR THEIR INFORMATION AND DISCUSS
(TELL, STEP-BY-STEP,
II WITHIN THEIR HOMOGENOUS GROUPS, MEANING, FOR EXAMPLE,
WHAT YOU WILL DO.)
THE STUDENTS RESEARCHING PRICE WILL WORK TOGETI IER AND
COLLABORATE ON THEIR UNDERSTANDING AND NEW KNOWI EDGE OF
PRICE SO THAT THEY WILL BE ABLE TO SHARE THEIR INFORMATION
WITH THE OTHER STUDENTS. (25 MINUTES)

NEXT, STUDENTS WILL JIGSAW INTO HETEROGENEOUS GROUPS

MEANING THERE IS ONE STUDENT FROM PRICE, PRODUCT, PLACE
AND PROMOTION IN EACH GROUP, THUS MAKING IT HETEROGENEOUS
ACCORDING TO TOPIC STUDIED. THIS MAY MEAN 2 GROUPS OF
FOUR. WITHIN (HEIR JIGSAW HETEROGENEOUS GROUPS, STUDENTS
WTI I TAKF TURNS SHARING THE INFORMATION GATHERED, DISCUSS
THEIR FINDINGS AND ANSWER ANY QUESTIONS THEY MAY HAVE FOR
THEIR PEERS. STUDENTS WI1O ARE LISTENING TO THE INFORMATION
GATHERED SHOULD TAKF NOTFS ON THEIR SHEET. I WILL CONTINUE
1 O ASSESS THEIR PARTICIPATION AND QUALITY OF WORK WITH THE
COIL ABORATIVE WORK SKILLS RUBRIC. (25 MINUTES)

LASTLY, WE WILL ALL GATHER BACK TOGFTHER AS A WHOLE GROUP

TO WATCH A SERIES OF FAST FOOD COMMERCIALS. COMMERCIALS
WTI I INCLUDE: MCDONALDS FEATURING RONALD MCDONALD;
MCDONALDS FEATURING HAPPY MEALS INCLUDING THE STAR
WARS, ICF AGF AND BARBIE FASHION ACCESSORIES TOYS;
MCDONALDS FEATURING LABRON ]AMES AND DWIGHT HOWARD;
AND TWO MCDONALDS COMMERCIALS FEATURING THE WINTER
2010 OLYMPICS. EACH COMMFRCrAI IS BETWEEN 30 TO 60
SECONDS IN LENGTH. AFTER WATCHING EACH COMMFRCIAL, I WILL
ASK THE STUDENTS TO IDENTIFY THE PRODUCT, PLACE, PRICING
AND PROMOTION BEHIND EACH COMMERCIAL. TH15 IS WHERE
STUDENTS WILL BE ABLE TO APPLY WHAT THEY HAVE LEARNED TO
ACTUAL COMMERCIALS. WE WILL ALSO DISCUSS THE TARGET
AUDIENCE AND THE EFFECTIVENESS OF THE CAMPAIGN. WE WILL
ALSO DISCUSS THE EFFECTIVENESS OF THE COMMERCIAL'S ABILITY
TO ALTER THE PCRSPECTIVL OF POTEN 11AL CUS I OMLRS IN
PFRSIIADING THEM TO PURCHASE THEIR FOOD ITEMS AND FOR WHAT
REASONS. (15 MINUTES)

IN CONCLUSION, WE WILL DISCUSS THE PURPOSE OF THE

MARKETING CAMPAIGNS AND THE STRATEGIES USED. IN
PREPARATION FOR DAY 3, I WILL TELL THFM THAT THFY WTI L USE
I HE INFORMATION GATHERED TODAY TO ACT AS A MARKETING TEAM
FOR SUBWAY, CHARGED WITH THE TASK OF CREATING A MARKETING
CAMPAIGN GEARED TOWARD CHILDREN MAKING HEALTHY BREAKFAST
CIIOICLS. (5 MINUTES)
 DRIVE THRU DIET- BUY IT?
LESSON 3: IF IT WON'T MAKE DOLLARS, IT WON'T MAKE SENSE

I. DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL DETERMINE IF MARKETING HEALTHY BREAKFAST ITEMS TO
KIDS WILL POTENTIALLY BE PROFITABLE FOR SUBWAY.

II. PREPLANNING
• BREAKFAST IS A MAJOR INFLUENCE ON KIDS' HFAITH.
A. WHAT IS WORTH • WHICH NUTRIENTS KIDS NEED DAILY AND WHAT CONSTITUTES A
KNOWING? HEALTHY BREAKFAST.
• THE GENERAL COST OF MARKETING BREAKFAST ITEMS AND IDEAS ON
HOW TO DETERMINE PROFIT.
• JUSTIFY MARKETING HEALTHY BREAKFAST ITEMS BY PLOTTING AND
ORGANIZING AN EXCEL SPREADSHEET USING SELECTED RESEARCH
AND DATA.
• SYNTHESIZE INFORMATION TO GLEAN WHETHER MARKETING
HLALTHIER MENU ITEMS COULD POTENTIALLY TURN A PROFIT FOR
B. STUDENTS WILL BE ABLE SUBWAY.
TO... • CALCULATE AND COMPARE THE COST A FEW INVENTED MENU ITEMS
AND THE PROFIT GAINED FROM EACH.
• JUSTIFY PRODUCING A FEW NEW MENU ITEMS BY APPRAISING THE
POTENTIAL PROFIT GAIN.
• CREATE NEW MENU ITEMS WITH THE GOAL OF BRINGING YOUGER AGE
GROUPS INTO THE RESTAURANTS.
• MARKETING A MENU ITEM INVOLVES A NUMBER OF FACTORS.
• HEALTHY BREAKFAST ITEMS AT SUBWAY ARE POSSIBLE, IF NOT
C. STUDENTS WILL
POTENTIALLY PROFITABLE.
UNDERSTAND THAT...
• A COMPANY MUST COMPILE A VARIETY OF DATA BEFORE DECIDING TO
MOVE AHEAD WITH A NEW IDFA.

III. PLANNING
• How DOES A MARKETING CAMPAIGN FOR HEALTHIER FASTFOOD
BENEFIT CUSTOMERS? HOW DOES IT BENEFIT THE FAST FOOD
B. ESSENTIAL QUESTIONS: COMPANY?
( ONE OVERARCHING AND ONE • How CAN SUBWAY TURN A PROFIT WHILE OFFERING HEALTHIER
OR MORE TOPICAL) i BREAKFAST OPTIONS TO CUSTOMERS?
• HOW CAN SUBWAY CREATE A BREAKFAST THAT WILL BE WORTH
BUYING AND EATING FROM A KIDS PFRSPECTIVF?
HE MARKET RESEARCHERS WILL COMPLETE THE AUTHENTIC TASK OF
ATHERING PRELIMINARY DATA TO DECIDE IF SUBWAY'S MARKETING
FPARTMENT SHOULD MOVE AHEAD WITH 11S PLAN 10 OFFER HEALTHIER
C. ASSESSMENT:
REAKI AST ITEMS PARTICULARLY GEARED TOWARD KIDS.
(PERFORMANCE TASK)
;TUDENTS WILL BRAINSTORM IDEAS FOR NEW BREAKFAST IILMS Al SUBWAY
HAT TARGET KIDS THAT ARE 4-8 YEARS OLD AND KIDS THAT ARE 9- 13.
 CLASS WILL DECIDE ON THE FOUR BEST IDEAS TO MOVF AHEAD WITH.

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 THEN
IGN A S1MPLF BROCHURE TO ILLUSTRATE THE FINER POINTS OF THEIR
(POSED MENU I EMS. THE BROCHURE WILL DOUBLE AS A TEMPLATE FOR A
'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 4-8

a) Boys
i) Calories- 1,400 to 2,000, depending on growth and
activity level
ii) Total fat- 25% to 35% of daily calories (3 to 54 grams
for 1,400 daily calories)
iii) Sodium- 1,200 milligrams a day
iv) Fiber- 25 grams a day
v) Calcium- 800 milligrams a day
b) Girls
i) Calories- 1,200 to 1,800, depending on growth and
activity level
ii) Total fat- 25% to 35% of daily calories (33 to 47
grams for 1,400 daily calories)
iii) Sodium- 1,200 milligrams a day
iv) Fiber- 25 grams a day
v) Calcium- 800 milligrams a day
D. CONTENT: Nutritional needs: Ages 9-13
a) Boys
i) Calories- 1,800 to 2,600, depending on growth and
activity level
ii) Total fat- 25% to 25% of daily calories (50 to 70
grams for 1,400 daily calories)
iii) Sodium- 1,500 milligrams a day
iv) Fiber- 31 grams a day
v) Calcium- 1,300 milligrams a day
b) Girls
i) Calories- 1,600 to 2,200, depending on growth and
activity 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 day
iv) Fiber 26 grams a day
v) Calcium-1,300 milligrams a day
Breakfast
a) Importance regarding general health
 i) eating breakfast gives you energy, Increasing your
physical activity during the day
ii) people who eat breakfast regularly tend to eat a
healthier diet — one that is more nutritious and lower
in fat
iii) eating breakfast reduces your hunger later in the day,
making it easier to avoid overeating
b) Fast Food Industry
i) breakfast generally accounts for 11% of sales, 25% at
McDonald's
ii) breakfast is a $77.6 billion a year market
c) Subway
i) breakfast is only offered at select Subway locations
and generally consists of Omelet Sandwiches and
Smoothies.
ii) coffee has recently been added to the menu

SUBWAY'S MARKETING EXECUTIVES (THE TEACHERS) WILL BEGIN BY SHARING

POWERPOINT (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 BREAKFAST
IS SO IMPORTANT, CURRENT BREAKFAST AT SUBWAY, AND A QUICK
BENCHMARKTNG OF COMPETITORS' POPULAR BREAKFAST ITEMS.
E. HOOK'

HE EXECS WILL THEN SHARE WITH THE RESEARCHERS (THE STUDENTS) A

PROPOSAL TO OFFER A FEW NLW ITEMS ON THE BREAKFAST MENU. THE
RESEARCHERS WILL BE CHALLENGED WITH INVENTING FOUR NEW BREAKFAST
ITEM IDEAS GEARED TOWARD SPECIFIC AGE GROUPS AND PRESENTING THE
EXECS WITH DATA THAT WILL INFORM THEM ON WHETHER OR NOT TO MOVE
HEAD WITH THEIR IDEAS.
HE RESEARCHERS WILL BEGIN WITH DISCUSSION OF GENERAL NUTRITIONAL
DATA FOR KIDS. STUDENTS WILL BE G1VFN A CHART THAT OUTLINES DAILY
NUTRITIONAL NFFDS FOR SEVERAL AGE GROUPS. THEY WILL ALSO BE GiVLN
SOME FACTS ON WHY BREAKFAST SHOULDN'T BE MISSED BY KIDS (SEE
1TATCHED'NUTRITIONAL NEEDS FOR AGE GROUPS'). USING THIS
INFORMATION, THE STUDENTS WILL BRAINSTORM SOME IDEAS FOR NEW
BREAKFAST ITEMS THAT SUBWAY COULD OFFER TO KIDS. THE ITEMS SHOULD
BE ORIGINAL, ATTEMPT TO REFLECT THE HEALTHY [DEALS PRESENTED, AND
POTENTIALLY POPULAR TO YOUNGER CUSTOMERS. THE GOAL OF THE ITEMS
WILL BE TO DRAW KIDS FROM TWO DIFFERENT AGE GROUPS INTO THE
RESTAURANT FOR BREAKFAST. THE CLASS WILL BE DIVIDED IN HALF. ONE
F. INSTRUCTION'
GROUP WILL WORK ON CREATING ITEMS THAT WOULD BE ENJOYABLE FROM THI
PERSPECTIVE OF A 4-8 YEAR OLD, TIIE OTHER WILL WORK FROM THE
PERSPECTIVE OF 9-13 YEAR OLDS. STUDENTS WILL NARROW IDEAS TO TWO
FROM EACII AGE GROUP THAT THEY WILL MOVE FORWARD WITH.

STUDENTS WILL DIVIDE INTO PAIRS, EACH WORKING WITII ONE OF THE
PROPOSED BREAKFAST MENU ITEMS. EACH PAIR WILL USE WEGMANS.COM TO
RESEARCH NUTRITIONAL VALUES AND POTENTIAL COSTS OF THEIR ITEM. ON
THIS GROCERY CHAIN'S WEBSITE THE STUDENTS WILL BE ABLE TO SEARCH FOR
ft HE INGREDIENTS THAT MAKE UP EACH ITEM. THEY WILL HAVE TO CALCULATE
THE COST OF EACH INDIVIDUAL INGREDIENT NECESSARY IN PRODUCING A
SING LE BREAKFAST ITEM. FOR IN STANCE, IF THEY DECIDE TO INCORPORATE
 _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 NUTRITIONAL
FORMATION FOR EACH INGREDIENT CALORIES, FAT, SODIUM, FIBER, AND
OTEIN). THE SPREADSHEET WILL ALSO ALLOW FOR THEM TO TOTAL FACH
LUE TO PRFSFNT NUMBFRS FOR THE ENTIRE ITEM.

THE PAIRS WILL MEET TO COMBINE THEIR DATA ONTO ONE SPREADSHEET AND
CREATE A BROCHURE TO ILLUSTRATE THE FINER POINTS OF THEIR PROPOSED
MENU ITEMS (SEE ATTATCHED 'NAPKIN TEMPLATE'). THE BROCHURE WILL
REQUIRE THE PAIRS TO NAME EACH ITEM AND SHARE NUTRITIONAL VALUES
AND ESTIMATED COST AND PROFIT, THE BROCHURE WILL DOUBLE AS A
NAPKIN ADVERTISEMENT.

E RESEARCHERS WILL PRESENT THEIR DATA TO THE MARKETING EXECUI

SHARING THE BORCHURE WHILE EACH PAIR EXPLAINS THEIR FINDINGS.
 DRIVE THRU DIET- BUY IT?
LESSON 4: GETTING KIDS ON THE SUBWAY

I. DEFINE THE CONTENT

LESSON OBJECTIVE: STUDENTS WILL DETERMINE HOW SUBWAY CAN BETTER MARKET ITS HEALTHY
OPTIONS TO YOUNGER AGE GROUPS.

U. PREPLANNING: BEGIN WITH THE END IN MIND

• MCDONALD'S HAS SPENT BILLIONS OF DOLLARS MARKETING ITS
PRODUCT TO CIIILDREN.
• MARKETING INVOLVES ALL ASPECTS OF SHAPING THE PRODUCT AND
A. WHAT IS WORTH
ULUVERING IT TO THE CUSTOMER.
K
KNOWING
• SUBWAY IS AMERICAS FASTEST GROWING FAST FOOD CHAIN, IN
PART 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
IN THE PAST AND IS MARKETING TO KIDS CURRENTLY IN ORDER TO
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 FROM THE 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.

B. ESSENTIAL QUESTIONS:
(ONE OVERARCHING AND ONE
OR MORE TOPICAL)
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
TO KIDS?
• IN WHAT WAYS DOES A MARKETING CAMPAIGN MANIPULATE THE
PERSPECTIVES OF ITS CUSTOMERS IN ORDER TO ATTRACT THEM TO
ITS PRODUCT?
• How HAS MCDONALD'S SUCCESSFULLY UNDERSTOOD AND
MANIPULATED THE PERSPECTIVES OF ITS YOUNGER CUSTOMERS
THROUGH PAST AND CURRENT MARKETING STRATEGIES?
 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 SUBWAY
OWNER 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,

Marketing to kids
a) McDonald's
i) About 40% of McDonald'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) Subway
D. CONTENT:
i) Kids' meals were developed to fit into the American
(OUTLINE THE CONTENT YOU
Heart Association's approach to a healthy lifestyle. In
WILL TEACH)
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
 MCDONALD'S MARKETING EXECUTIVES (THF TEACHERS) WILL PRESENT THE
ROUP WITH SOME FACTS ON MCDONALD'S OUTRAGEOUS SUCCESS IN
MARKETING TO KIDS. A POWERPOINT PRESENTATION (SEE ATTACHED
LESSON 4- HOOK') WILL BE SHOWN THAT OUTLINES SOME OF MCDONALD'S
E. HOOK:
URRE14T MARKETING MIX AND GIVES A DEFINITION OF 'BENCHMARKING'.

HE EXECS WILL THEN SHARE WITH THE MARKETING TEAM A CHALLENGE TO

EVISE A NEW MARKETING STRATEGY TO BETTER PULL KIDS INTO SUBWAY
ESTAURANIS.
HE SUBWAY MARKETING TEAM WILL BE GIVEN THE CHALLENGE OF
ENCHMARKING MCDONALD'S MARKETING STRATEGY AND DESIGNING
DMETHING FOR SUBWAY THAT WILL PULL IN MORE KIDS. STUDENTS WILL BE
[VIDED INTO PAIRS. EACH WILL TACKLE ONE OF THE FOUR P A S FOR
UBWAY'S MARKETING MIX PROPOSAL- PRICE, PRODUCT, PI ACE, AND
ROMOTION.

NCH PAIR WILL STRATEGIZE ORIGINAL IDEAS FOR SUBWAY TO BETTFR

ARKET TO KIDS. IDEAS SHOULD BE BASED ON KIDS AGES 4-8 AND 9-13.

HE PAIR WORKING ON PRICE WILL WORK CLOSELY WITH THE PAIR WORKING
N PRODUCT IN GENERATING IDEAS FOR CREATING ORIGINAL, HEALTHY
EALS FOR KIDS, AS WFI L AS PRICING AND PACKAGING OF THE MEALS. THEY
II L HAVE TO 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 TO
ICORPORATE A DIFFERENT SIZED OR SHAPED ROLL, OR ADD PEANUT BUTTER
THE MENU THAT WOULD BE ACCEPTABLE.)

HE PRICING PAIR WILL COME UP WITH WAYS TO 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 THAT
PACKAGING IDLAS SHOULD BE VERSITILE TO VARIOUS PROMOTIONAL IDEAS,
BUT NOT TIED TO ANYTHING AT THIS POINT. (THEY WILL BE TOLD TO THINK
OF A BLANK HAPPY MEAL BOX, NOT ONE WITH DISNEY CHARACTERS ON IT.)

HE PAIR WORKING ON PLACE WILL CONCENTRATE ON MAKING SUBWAY

.LSTAURANTS MORE APPEALING TO KIDS; THIS WILL INCLUDE PHYSICAL
DCATION AND INTERIOR/EXTERIOR DECOR, THIS PAIR WILL BE CHALLENGED
0 COME UP WITH FEASIBLE PLANS TO DRAW THE TWO AGE GROUPS, AND IN
URN ENTIRE FAMILIES, INTO THE RESTAURANT. BENCHMARKING OF
ICDONALD'S PLAYPLACE AND 'R GYMS ` WILL BE REFERENCFD HFRF BUT
HOULD NOT SIMPLY BE COPIED. THE PHYSICAI CHANGES SHOULD NOI ONLY
E FUN AND ATTRACTIVE TO KIDS, BUT REFLECT SUBWAY'S HEALTHY
[FESTYLE MARKETING SCHEME.

HE FINAL PAIR WILL WORK TO PROPOSF A VARIETY OF ADVERTISING IDEAS

DR THE NEW MARKETING SCHEME. PROMO1IONS MUST INCLUDE NEW
LOGANS AIMED DIRECTLY AT KIDS, TIES TO NEW MEDIA (WEBSITES, VIDEO
AMES, ETC.), AND FEASIBLE 1N-STORE PROMOTIONS. PROMOTIONS SHOULD
OT SIMPLY RELATE THE PRODUCT TO POPULAR CELEBRITIES OR FILMS. IDEAS
HOULD REFLECT THE PERSPECTIVE OF EACH SEPARATE AGE GROUP.
 I PAIR WILL ALSO UL ASKED 10 JUSRFY IIILIR CHOICES BY EXPLAINING
FITS FROM BOTH THE PERSPECTIVE OF SUBWAYS CUSTOMERS AND
VAY ITSELF.

RJDENTS WILL COMBINE THEIR BENCHMARKING RESEARCH ON MCDONALD'S

ID THEIR MARKETING PROPOSALS ONTO ONE VISUALLY APPEALLING
EBSITE. THE BASIC TEMPLATE FOR THE WEBSITE WILL ALREADY BE IN
ACE. PAIRS WILL DROP THEIR INFORMATION INTO SEPARATE PAGES THAT
ILL BE LINKED TO A HOME PAGE. THEY WILL PRESENT THE WEBSITE TO THE
ARKETING EXECUTIVES AND PITCH THEM THEIR IDEAS. A LOCAL SUBWAY
VNER WILL ALSO BE IN ATTENDANCE FOR THE PITCH. EACH WILL PROVIDE
EDBACK ABOUT THE FEASIBILITY OF THE STUDENTS' IDEAS AS WELL
FORMATION ON WHO TO SPEAK WITH NEXT IN ORDER TO MAKE THEIR
OPOSALS A REALITY.

: WILL INCLUDE RESEARCH ACCURACY AND FEASIBILITY, INDIVIDUAL

BULLETPOINTS WEB PAGES AND IDEAS, FINAL WEBSITE, AND PITCH TO
1ING EXECUTIVES/OWNER.
 Price ` Place
• The offers ds a varies .oi
 Nutrient Recommendations by Age (DRI)*

2-3 : 8 9-13 *I 14-18yr 14-oys

lByr
Nutrient DV years ® years yea rsgirls boys

Protein (grams) 50 1. 1 34 46 52

I ro n (mg) 1E 7 10 8 15
Calcium (mg) 1.000 -500 800 r 13 r 1300 1300

Vitamin A (IU) 5000 1000 1333 F 2000 2333

Vitamin C (mg) 60 15 25 I 45 65 75

Fiber(g)
23 14-19 19-23 23- 28 (girls) 23 31-34
25- 31 (boys)

Fium (mg) 2400 1000 1500 1200 1900 1500-2200 1500-2300 1500-2300

<300 for over P ^ r

[Cholesterol (mg) 300 <300 <300 <300 300
age 2

Total Fat (g)" 65 33-54 39-62 62-85 55-78 61 -95

(30 -35% of (25 - 35% of (25- 35°Y (25 - 35% (25 - 35% of calo ri es)
calo ri es) calories) calori es) calo ries)

Saturated Fat (g)"' 20 12-16 1 to 18 girls: 22 24-27

(> age 2) 18-22
(<10% boys. (<10% (<10% calories)
(<10% calories) 20-24 calories)
calories)

(<10% calories)

Cabers'*"
2000 1000 - 1400 1400-1600 girls: 2000 2200- 2400
(2-3 years) 1600-2000
boys:
1800-2200

Source:
1999 2002 Dietary Rcfercnoe Intakes. Insvtutes of Medicine and 2005 Dieta ry Guidelines
Nu tr iti 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
Wh y Bother With Breakfast?

Breakfast is a great way to give the body the refueling it needs. Kids who eat breakfast tend to
eat healthier overall and are more likely to participate in physical activities — two great ways to
help maintain it healthy weight.

Skipping breakfast can make kids feel tired, restless, or irritable. In the morning, their bodies
need to refuel for the day ahead after going without food for 8 to 12 hours during sleep. Their
mood and energy can drop by midmorning if they don't eat at least a small morning meal.

Breakfast also can help keep kids' weight in check. Breakfast kick-starts the body's metabolism,
the process by which the body converts the fuel in food to energy. And when the metabolism
gels moving, the body starts burning calories.

Also, people who don't eat breakfast often consume more calories throughout the day and are
more likely to be overweight. That's because someone who skips breakfast is likely to get
famished before lunchtime and snack on high-calorie foods or overeat at lunch.

Breakfast Brain Power

It's important for kids to have breakfast every day, but what they eat in the morning is crucial
too. Choosing breakfast foods that are rich in whole grains, fiber, and protein while low in added
sugar may boost kids' attention span, concentration, and memory — which they need to learn in
school.

Research also has shown that kids who eat breakfast get fiber, calcium, and other important
nutrients. They also tend to keep their weight under control, have lower blood cholesterol levels
and fewer absences from school, and make fewer trips to the school nurse with stomach
complaints related to hunger.

Breakfast Ideas to Try

The morning meal doesn't have to be all about traditional breakfast items. You can mix it up to
include different foods, even the leftovers from last night's dinner, and still provide the nutrients
and energy kids need for the day.

l'ry to serve a balanced breakfast that includes some carbohydrates, protein, and fiber. Curbs are
a good source of immediate energy for the body. Energy from protein tends to kick in after the
carbs are used up. Fiber helps provide a feeling of fullness and, therefore, discourages
overeating. And when combined with adequate liquid consumption, fiber helps move food
through the digestive system, preventing constipation and lowering cholesterol.

Good sources of these nutrients include:

• carbohydrates: whole-grain cereals, brown rice, whole-grain breads and muffins, fruits,
vegetables
• protein: low-fat or nonfat dairy products, lean meats, eggs, nuts (including nut butters),
seeds. and cooked dried beans
• fiber: whole-grain breads, waffles. and cereals; brown rice, bran, and other grains; fruits,
vegetables, beans, and nuts
 Web Site Design : Subway Marketing Proposal
Student Name:

CATEGORY 4 3 2 1

Ail information Almost all the Almost all of the There are several
provided by the information provided informatior provided inaccuracies in the
Content student 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 OR
all the requirements and all requirements and almost all of the many of the
of the assignment of the assignment requirements have requirements were
have been met, have been met, been met. not met.

Partners show respect Partners show respect Partners show respect Partners argue or are
for one another's disrepectful of other's
for one another's for one another's
ideas, divide the work ideas and divide the deas and input.
work fairly. There is ideas and divide the Criticism is not
Cooperative fairly, and show a work fairly. There is
Work commitment to commitment by constructive nor is
some members little evidence of a support offered. The
quality work and cornrnitment toward
toward quality work work is mostly done
support for each and support of one gualilp. work in the by one or two
other.
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
one or two elements somewhat muddy or purpose and theme.
carried out that do not seem to
throughout the site. vague.
be related to it.

Colors of
background, fonts, Colors of Colors of
unvisited 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 the
detract from the from the content, links do not detract content hard to read
content, and are and ore consistent from the content. or otherwise distract
consistent across across pages. the reader.
pages.
Graphics are related
to the Graphics are related
theme/purpose of lo the Graphics are related
the site, are theme/purpose of to the Graphics seem
Graphics thoughtfully cropped, Ihe-: site, are of good lhenie/purpose of randomly chosen, are
are of high quality of low quality,, OR
quality and enhance the site, and are of
and enhance reader reader interest or good quality. distract the reader.
interest or understanding.
understoriding.
 Why Breakfast?
eatrq oreadast fives you ensrgv. ircreasing lots
pNUC3 ocbv ry "rip tie day
eaten trnaJeet radices you Mop x taut on the ley,
nadtiol] it nasa k, aor id ar9Mwiig
Sta rt Your Day the Subway Way beokfast providos erargy to s, port ottvrtas and trope
to F.e5 yob Gang in the rnorrrg,
people who eat Ua o clay ad rr txrwfael awl In rn woos
roe interning ad minerals and Was fat eni ;holatloti
If it doesn't make dollars, then it Near UUSa wt -rte a¢ord.V In Ihs Art vrwc Hose
Assxistarc
doesn't make sense.
eiso. Sonora m to no Mayo (:Ann owing a r.thtm a m0
caeoM,dh' aperop^tlo aroolz as 15 (:an -f awe I plarnod
dot consrotont w In rca n'o nng a noalthv *0001

But Seriously, Why Breakfast? Currently on the Menu

11`4 of tustness is cone at troadest
At MoDcnads. Is more than 25%
lest-food -r0 a5dasl so $6i billan . bosnross
Ccclrw' UoroC's vyng 0.50 1H co0, br ook-.W mona in Crumgo
eurgor Nrg's notgnwdo
y yOraaldost vans Irene nudes hush
tone n, n ran om in t s i, 'oh and Rvee French 10s0 o din 10, 31
sech
y
AACDOnaias Corp wits ad_ to no at acdI popular Dollar Mang .y
eelireI a venety
.
o' breaMeat items tar S1 seglmrq eery not month
MOSt ast 1000 ranle onus. 0 100 sport focoot yeas oxpenSng
r Vair
wit y- -eg 10;5i .., ton0 — a.kdnn to toeaktaf d .rs as
a awtt] Volt 05 105 and '0Xor worltano stop in Ion comae and e • Wake your taste buds up early with fresh toaSted
breakfast sandwich or, their way to that ol'toe
omelette sandwiches hot out of the oven-made just the
way you like them. With our new SUBWAY® breakfast
menu, you won't want to sta rt the day any other way.

Benchmarking- Dunkin' Donuts Benchmarking- Starbucks

1" "rra Trcat your taste buds Reduced-fat turkey
TU" (AUSAGI I to fluffy egg whites bacon with egg -
turkey sausage, white and white
spinach and melted Cheddar cheese on
an English muffin_
reduced-fat
.,a r mozzarella cheese on
a
. a delicious mul ti grain A wheat wrap filled
with egg white,
flathread.
spinach, fete cheese
andd tom atoes.

1^ J
 Proposed Menu Items

Banana Dog Gobbler

Banana and Turkey bacon,
peanut butter on eggwhite, and
a toasted bun cranberry sauce
on an English
Muffin
 PROPOSED BREAKFAST MENU ITEMS FOR SUBWAY

AGES 4-8 AGES 9-13

#1 NAME: #3 NAME:
INGREDIENTS: INGREDIENTS:

ESTIMATED COST TO PRODUCE: ESTIMATED COST TO PRODUCE:

ESTIMATED PRICE: ESTIMATED PRICE:

#2 NAME: #4 NAME:
INGREDIENTS: INGREDIENTS:

ESTIMATED COST TO PRODUCE: ESTIMATED COST TO PRODUCE:

ESTIMATED PRICE: ESTIMATED PRICE:

NEW BREAKFAST ITEM 1 NEW BREAKFAST ITEM 2

suewar'
• NUTRITIONAL
• VALUES
• LISTED
• HERE

r
.sa
ewer

NEW BREAKFAST ITEM 3 NEW BREAKFAST ITEM 4

,syswar
 Subway Breakfast Proposal Spreadsheet

Student Name:

CATEGORY 4 3 2 1

I he workload is The workload was

The workload was
divided and shared not divided OR
The workload is divided, but one
fairly by all team several people in
divided and shared Person in the group
Workload members, though the group are
equally by all learn is viewed as not
workloads may vary viewed as not doing
members, doing his/her fair
from person to their fair share of the
share of the work.
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. but
etc. but these often
Attractiveness graphics, effects, effects, etc. to occasionally these
distract from the
etc. to enhance the enhance to detract from the
presentoion
presentation. presentation. presentation
content.
content.

One requirement More than one

All requirements are All requirements are
Requirements was not completely requirement was
met and exceeded. met.
met, not completely met.

Uses headings to There was no clear

Content is well
organize. but the Conienl is logically or logical
organized using
Organization overall organization organized for the organizational
headings to group
of topics appears most part. structure, just lots of
related material,
flawed. facts.

Includes essential Includes essential

Covers topic in-
knowledge about the information about Content is minimal
depth. Subject
Content topic. Subject the topic but there OR there are several
knowledge is
knowledge appears are 1-2 factual factual errors.
excellent,
to be good. errors.

Interesting, well- Relatively interesting,

Delivery not smooth ,
rehearsed with rehearsed will a fairly Delivery not smooth
but able to hold
Oral Presentation srn oolh delivery that smooth delivery that and audience
most at attention
holds audience usually holds attention lost.
most of the
the lime.
attention, audience attention.