Market Research Basics

Lesson Overview

This 30-minute lesson introduces Year 3 students in New Zealand to foundational market research techniques, focusing on how to gather feedback using simple surveys and interviews. Students will learn to ask questions, listen carefully, and record answers to help them understand people's ideas and preferences in their upcoming "Market Day Magic" unit.

Curriculum Alignment

This lesson aligns with the New Zealand Curriculum Refresh Technology learning area, specifically focusing on Technological Practice and Technological Knowledge strands at Level 2 (Year 3). It develops key competencies including Managing Self, Relating to Others, and Thinking through collaborative enquiry and communication.

Relevant Achievement Objectives

• Technological Practice:
• Plan and develop ideas to address a brief or opportunity, gathering information and feedback
• Use a range of communication methods to express ideas and obtain and give feedback
• Key Competencies:
• Managing Self: planning and setting personal goals for enquiry
• Relating to Others: interacting and sharing ideas respectfully
• Thinking: asking questions and making decisions based on information
• Communication: Developing verbal reasoning and interpersonal communication skills (aligned with Te Mātaiaho English curriculum for Year 3) through asking and answering questions.

Learning Objectives

By the end of this lesson, students will be able to:

1. Explain what market research is and why it helps when making decisions.
2. Create simple questions to ask peers or family about their ideas or products.
3. Conduct basic surveys or interviews to gather feedback.
4. Record answers in simple ways (e.g., tick charts or drawings).
5. Show respect for others’ opinions and listen carefully.

Resources Needed

• Clipboards or hard surfaces for writing
• Simple printed survey forms with pictures and/or simple questions (e.g., “Which product do you like best?”)
• Pencils or crayons
• Chart paper or whiteboard for group discussion
• Example product ideas created in previous lessons (optional)

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Lesson Outline (30 minutes)

1. Engagement & Purpose (5 minutes)

• Teacher Introduction: Explain that market research means ‘finding out what people think’ before making decisions about a product or idea.
• Use simple examples: “If you wanted to sell lemonade, how would you know what flavour to make?”
• Link back to previous lessons on creating ideas for Market Day.

2. Explicit Teaching & Modelling (7 minutes)

• Show an example of a very simple survey question and how to ask it politely. Example: “Do you like apples or oranges better? Please tick one.”
• Demonstrate how to record answers using a tally chart or pictures.
• Model how to ask questions clearly and listen respectfully, showing good body language and eye contact.

3. Guided Practice in Pairs/Small Groups (10 minutes)

• Students pair up or form small groups.
• Each group receives a set of simple survey questions related to products or ideas (either generated from Lesson 1 or teacher-prepared).
• Practice asking questions and recording answers.
• Encourage students to take turns being the interviewer and the interviewee.
• Teacher circulates, supporting students with prompts and encouraging respectful listening.

4. Sharing & Reflection (5 minutes)

• Bring the class together.
• Invite a few pairs/groups to share what they learned from their survey (e.g., “Most friends liked the blue pencil case”).
• Discuss why it’s important to ask others’ opinions to help make good decisions.

5. Wrap-up & Next Steps (3 minutes)

• Summarise the importance of market research for Market Day projects.
• Tell students they will use these skills more as they develop their product ideas.
• Set a simple home connection task: ask one family member a question about a favourite product or idea and bring back what they find out.

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Assessment for Learning

• Observation: Teacher notes students’ ability to ask clear questions, listen, and record feedback during guided practice.
• Student Sharing: Assess how students explain their survey findings during group reflection.
• Informal feedback: Check understanding by asking students why market research is helpful.
• Self-Reflection (oral): Students share what was easy or challenging about asking questions.

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Differentiation & Inclusion

• Provide sentence starters and visual supports for students needing language scaffolding (e.g., “Do you like…?”, “Yes, I like…”, “No, I don’t like…”).
• Use peer support for students who find speaking intimidating.
• Allow alternative methods to record answers (drawing, pointing) if writing is difficult.
• Respect cultural differences by including familiar and relevant product examples.

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Teaching Tips

• Use enthusiastic voices and role-play to model survey interactions.
• Reinforce positive behavioural skills: politeness, patience, and attentiveness.
• Link with literacy by embedding opportunities for verbal reasoning and asking “why” questions.
• Incorporate Māori concepts of whanaungatanga (building relationships) when encouraging respectful listening and engagement.

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This lesson equips Year 3 students with foundational market research skills essential to their Market Day Magic unit while supporting holistic development of communication, collaboration, and critical thinking as outlined in the refreshed New Zealand Curriculum.