Wheels for your Future 

Designed by

Amie Janssen

If you have any comments or suggestions, please notify Ms. Janssen through email.
 

Introduction | Content Areas | Standards | Implementation | Resources | Entry Skills | Evaluation | Variations | Conclusion

Introduction

This lesson is intended to take the students through a simulation of researching, finding, insuring, buying a car.  It touches on the financial aspect of buying a car also by incorporating a budget, and salary that they need to keep in mind when figuring costs.  There are links provided to complete this activity on-line; however, some students may prefer to complete at physical locations which is acceptable.  After finishing research, students will compose a Power Point Presentation to show to the class.
 

Content Area and Grade Level

This lesson may be used for 11th - 12th grade Business classes.  It was designed for use for 2nd year work program candidates, but may also be incorporated into Consumer Management Classes.
 

Curriculum Standards

English Language Arts Standards Addressed:

• State Goal 1.c.5c:  When researching vehicles and insurance companies, students must evaluate the information given and choose the best car available.
• State Goal 3.b.5:  Using Power Point, students will organize, and present their findings to the class.  Spelling, grammar, and organization are to be stressed.
• State Goal 4.b.5a: Students will deliver their presentation orally to convey the results of their search. Using Power Point Technology.
• State Goal 5a.5b & State Goal 5.c.5a: Students will be researching, designing, and presenting a project to their peers using multimedia technology.

• State Goal 6.d.5:  Students will be figuring amounts available to spend on a car and insurance, and then figuring monthly payments on a loan.

Implementation Overview

There are planned teacher checkpoints throughout the project.  They must first check in after deciding on and figuring the cost of a vehicle.  They must show all of their research collected up to this point.  Next, they will check in after researching and getting quotes from 3 insurance companies, and making a decision on one of them.  The last teacher check in is after they have finished 3 slides in the Power Point Presentation, so that you can make sure that they are on the right track.

Estimated time:  varies depending on class

120 minutes for researching, deciding on, and figuring cost of a car.
90 minutes to research insurance companies (but you will need to give time for some of the insurance companies to respond)
120 minutes to develop the Power Point Presentation
Approximately 2-3 minutes a person for presentations in class.
 

Resources Needed

Some of the resources that will make this project easier on you:

• a computer for each student which accesses the Internet and Power Point
• E-mail accounts for all students (not required, but would help)
• Names and addresses of local insurance salesmen & car dealerships for additional information
• Graphic web sites for the students to find art for their presentations
• www.aaabackgrounds.com
• www.webclipart.about.com
• http://animfactory.com
• www.cityweb.co.uk/freegifs/animated.htm
• Explanation on how to search the Internet, and how to save graphics
• There is a link provided to help for Power Point for those students who have never used it

On-line sources for finding a vehicle to buy:
CarSmart
Auto Trader
Edmund's
New & Used Cars
Auto Web

Sources for Blue Booking Cars:
Kelly Blue Book

On-line sources for getting insurance quotes:
Auto Web
Ins Web
Auto Insurance Quotes
Insure Me
Automobile Insurance
Country Companies
Prudential Insurance
State Farm
Allstate Insurance
Geico Insurance

One teacher should be able to implement this lesson; however, it would be nice to have a technology aide available to help answer questions (i.e. Librarian).
 

Entry Level Skills and Knowledge

The students should have a working knowledge of the Internet, and Power Point.
 

Evaluation

The students will be evaluated on components of the presentation, aesthetics of the presentation, and the actual oral presentation of the material.  The rubric defines each evaluation component.
 

Possible Variations

You may limit the lesson to just buying a car or just insuring a car if time does not permit completion of the whole activity.  Also, the Presentation in class could be done in groups with each individual sharing information about their decisions.
 

Conclusion

This lesson is a valuable tool to expose students to the wonders of resources available to them on the Internet.  They are introduced to the process of decision making by deciding on a car and insurance that will fit the scenario given.  This lesson will provide an excellent and useful background for the students to use in their personal lives.