UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
9 class periods of 45 minutes each
Students will simulate the opening and running of a restaurant. They will have the opportunity to apply the Four Ps of Marketing as they relate to running a restaurant. They will experience first hand the different duties and responsibilities involved in running a business. Students will also understand how marketing relates to the real world and how a business must be properly marketed.
3- Play money
5- Colored markers or pencils
6- Colored paper
7- 4 Menus from local restaurants
8- Four Ps poster from U.S.O.E.
9- Poster of food costs
10- Supplies for the restaurant
11- Sales tax chart,included
1- Explain and utilize the marketing principles of product, pricing, promotion,and placement while participating in a restaurant simulation.
2- Discuss how a person should market him/herself when looking for a job.
a. Discuss with students what marketing is, and what the Four Ps are. Use the overhead presentation, What is Marketing? An Overhead Presentation for TLC, (see Appendix A). Please note: A color version of this presentation is available for download on the marketing education web page.
b. Present to the students that the class will be opening a business. Each student will be involved in opening and running the restaurant. All class members will be both workers and customers. A business provides consumers or customers with goods, services, or information. Marketing is the promotion of these goods, services, and information. Our restaurant will provide goods and a service to its customers.
c. Using the FOUR Ps of marketing will insure that our restaurant is a success. Display four or more menus from local restaurants. Have students identify items that the menus have in common. Help them identify the FOUR Ps. (A classroom poster of the FOUR Ps should be used.)
Breadstick Examples: Zesty Italian Breadsticks (Italian seasoned), Zippy Breadsticks (Cinnamon and sugar), Zingy Breadsticks (Plain)e. Price - Display the cost of the supplies for the restaurant lab. Discuss the other expenses in running a restaurant, (employee pay, building cost, utilities, etc.) Discuss the need for profit. Most businesses figure the sales price is double the cost to produce or buy an item. Have students determine what you will charge for menu items. Have students record class-agreed-upon prices on the RESTAURANT PROMOTION worksheet.
a. Discuss with the students how they should market themselves by asking them the following questions:
• What qualities do employers look for?b. Have students complete the worksheets Marketing: Applications and Interviews, and Job Application T-L-C corporation. This application is used to assign students their jobs.
• What can teenagers do to help themselves be successful in their jobs?
• What are some work skills that are important for employees to have, and that the employers look for?
• What are some personal traits that are important for employees to have?
• Why is it important to be a good employee?
• What would you expect of an employee, if you were the boss?
• Do you think employers expect different qualities in teenagers than in adults? Why?
• What are some reasons that people lose their jobs?
• What are some reasons that teenagers might lose their jobs?
• If you were an employer, would you hire YOU? Why?
a. Promotion - Promotion means the ways of letting people know how good your restaurant is. How will you introduce your restaurant to the people that will eat there? (We call these people the market).
Examples:b. Have students choose a name for the restaurant. Record the name on the RESTAURANT PROMOTION worksheet.
• When Pepsi introduced Pepsi-ONE, there were a lot of coupons, free samples, and special store displays.
• When Saturn introduced a new car, there was a free barbecue on the lot, and contest at Franklin Quest field for a one-year free lease on a Saturn.
a. Market Research - In order for a business to learn what the market (customer) wants in a product or service, they do market research. Have you ever been questioned at the mall about a product or your shopping habits, or have you filled out product questionnaires for the warranty? These are examples of market research. Have students complete the MARKET RESEARCH worksheet.
Using the results of the market research, have students design a way of inviting people to a new restaurant (place). They can use coupons, displays, contests, samples, etc. They should describe how they would use the idea to promote new menu items. Be creative and have fun with this. Please be very detailed. (For example, if you wanted to do a contest similar to Saturn’s you would have to explain how people would enter the contest and how you would determine the winner - Saturn had a car filled with balls and people had to guess how many balls were in the car.)
Days 5 and 6:
a. The teacher should choose from the following possible activities and set up learning stations around the classroom for those activities. The leader will need to provide the necessary directions and/or supplies at each station. Give each student a copy of the student activity guide, RESTAURANT SKILLS to complete as they rotate through the units.
Days 7 and 8:
a. Half the class will be customers and the other half will be the restaurant workers. While the customers are waiting for the restaurant workers to prepare the food, etc., have them watch the video "Working" from Metropolitan Life, or another work-related video.
b. Job descriptioin sheets are included and can be used to help workers remember what they are to be doing.
c. Evaluation: While the workers are cleaning up, the customers need to complete the evalulation. At the end of the working day, workers need to evaluate the performance of their work as a team for that day.