South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Hot Wheels (Grades 9-12 )

Master Teacher

Charlie Miller

Time Allotment

Five class periods, 90 minutes each

Overview

Every teenager wants a car and a driver's license; they are declarations of independence, signs of passage into the adult world. Students, however, are not wise or experienced shoppers. They do not understand the ins and outs of purchasing an automobile, nor do they realize the ongoing expenses that stem from such a purchase. Through the use of the Internet, students can explore the cost of different models of cars, the advantages/disadvantages of purchasing a new car versus a used car, the cost of car insurance, and the best way to finance such a purchase.

Subject Matter

Personal Finance, Math, Economics

Learning Objectives

Students will be able to:

choose a car for purchase, including car insurance using the money drawn
use the Internet to research a car purchase, including shopping for auto insurance and financing
make oral reports to the class presenting their decisions
write persuasive papers to their parents defending their choices

South Carolina Standards

(These Standards are found at http://www.state.sc.us/sde/educator/crindex.htm.)

Reading/English Language Arts—Grade 12

I. Reading/Literature

C. The student will read a variety of print

material and identify information needed to conduct a laboratory experiment or product evaluation.

III. Speaking

A. The student will use verbal and nonverbal, presentation skills to deliver 5-10 minute formal oral presentations.

V. Research

A. The student will write documented research papers.

D. The student will assimilate and synthesize information from various sources and convey it clearly to others.

Reading/English Language Arts—Grade 11

III. Speaking

A. The student will create and deliver persuasive oral presentations for specific audiences.

Reading/English Language Arts—Grade 10

I. Reading/Literature

B. The student will read and interpret printed consumer materials.

Identify essential information needed to operate specific tools, appliances, technology hardware, or other equipment.

III. Speaking

A. The student will create and deliver oral presentations for specific audiences.

Mathematics—Grades 9-12

VI. Probability and Statistics

G. Construct and draw inferences from charts, tables, and graphs that summarize data from real-world situations, using technology whenever appropriate.

Media Components

Web Sites

Kelley Blue Book. This site is the online version of the Kelley Blue Book, one of the standard pricing guides for used cars. The site has the prices for used cars and common options for the last ten years as well as new car prices and links to financing and car insurance choices.

NADA. Created by the National Automobile Dealers Association, this site provides information about both new and used cars, financing, and other information of interest to perspective car buyers.

Carfaxonline.com. Carfax will do a title search for a small fee to allow shoppers to research a used car title so that they can be sure they don't get a lemon.

Equipment

Computers with Internet access for each student.

Prep for Teachers

Prior to teaching the lesson, bookmark the Web sites used in the lessons on each student computer.
Fill a box with enough slips of paper for each student to draw one. Written on the slips of paper should be varying amounts of money ranging from $1,000 down and $100 a month to $5,000 down and $350 a month. You may want to give someone a "prize" of $20,000 and someone a "joker" of $750.

Introductory Activity: Setting the Stage

Step 1

Display pictures of new cars from dealers and/or magazines and newspaper inserts at the front of the room.

Step 2

Ask students how many have driver's licenses. Ask how many have a car that is exclusively theirs to drive. Ask how many own their car. (More than likely, each group of raised hands will become progressively smaller.)

Ask your students if they feel comfortable buying a car on their own. (Most will not.) Hold a brief discussion with the students about what they wish for in a car, what's reasonable to expect, and what would be totally unacceptable in a car.

Learning Activity

Ask students to draw a slip of paper from the box. This is the amount of money they have to spend. Then ask students to use the amount of money they have drawn and purchase a car using the Web sites book marked on their computers. Remind them that they must not only purchase the car but also provide auto insurance within the limit set.

Culminating Activity/Assessment

Using some sort of visual aid, such as a matchbox car, a poster, driving gloves, etc., each student will make a brief presentation to the class detailing the choices he/she has made.

Cross-Curricular Extensions

English/Writing: Instruct students to write papers persuading their parents why they should be allowed to purchase the cars they have chosen. The students should assume that they really have access to the amount of money drawn. They should include reasons as to why they chose a new or used car, a particular brand/model of car, the financing chosen, the car insurance bought, and any other necessary details.

Community Connections

Have representatives from the following groups come talk to the class about buying a car:

new car dealer
used car salesman
loan officer from a bank
car insurance agent
Highway Patrol officer