The Automobile Purchase Activity

Teacher's Instructions

This activity meets the following module objectives:
 

  1. Use internet search utilities to find information and to document the sources of recovered information.
  2. Evaluate the validity of the content within a Web site.
  3. Gather information which permits the student to compare and contrast similar products and to match products to their needs.
  4. Communicate  (by appropriate means, whether e-mail, telephone or face to face) regarding a purchase.
  5. Recognize that the cost of owning a product is in excess of the initial price tag.
  6. Deliver a coherent oral presentation to a larger group explaining the decisions made and the process used to arrive at consensus.
  7. Work collaboratively in a group of three or four towards the development of a finished product.
  8. Produce a written report, which adequately reports on the project elements while conforming to standard elements of writing mechanics, grammar and style.
  9. Use appropriately active or passive listening skills with peers, teachers, and individuals outside the school setting.
      10.  
This activity also serves aspects of  the following state goals:

4 (language arts), 6 (math), 15 (social science), and 22.
 
Materials and Equipment
 

  1. The principal material required to complete this module activity is a computer with access to the World Wide Web.  Since the components of the activity require considerable on-line time for each team, one computer and connection for each team can be considered a minimum.  For certain steps one computer per student would be useful.
  2. The data to be collected lends itself to analysis by electronic spreadsheet.  If teacher and student are adequately prepared this is a good exercise to reinforce those skills while achieving module objectives.  Otherwise tables made with paper, pencil and ruler will serve.

    3.  
     
Time Requirements
 
  1. Team division and automobile selection start the activity.  It is important to choose two or three automobiles from the same class of vehicles, i.e. Ford F-series compared to a Dodge Ram is a good comparison.  It is important to explain the difference of visiting an Auto Makers web site vs. exploring a Consumer site such as Kelley's Blue Book.
  2. The second day should be used to used for discovery on the WWW.  Here is the opportunity to begin building a comparison spreadsheet to record the data if students have some skill.  Otherwise stay with hand-made tables.
  3. On the third day students may need a break from the web for in-class organization and troubleshooting.
  4. On the fourth and/or fifth day students should go back  to the Web sites and proceed with the completion any missing information.
  5. The remaining time may be used for the organization and, of course, the presentation of discovered facts.
Other Teacher Notes
 
    Here is a list of facts that I have required my students to find, discover and report:
  1. Trim line and body style.
  2. Price within $2,000 (of the vehicle and accessories they've chosen).
  3. Monthly Payment for 3 and 4 years (this is per vehicle insurance not included here).
  4. Insurance Cost (16 year old Male and Female).
  5. Cost factors (Dealers Cost vs. Sticker Price).
  6. Predicted Reliability (above average, average, or below average).
  7. Depreciation.
  8. Safety.
  9. Number of Passengers.
  10. Features.
  11. Fuel Capacity.
  12. MPG (city and highway).
  13. Engine sizes available.
  14. Transmissions available.
Wrapping it all up:
 
    Students, within their groups, are allotted ten minutes for their oral presentation.  The presentation itself has taken on many forms including but not limited to: video taped interviews, game show formats, and a play.  Visual effects are required and run the course of: charts and graphs, various posters, and overhead transparencies.
    Grading is a natural academic freedom enjoyed by most teachers, however if your wondering what I have done I've given you the short version here.  Grading the presentation involves a rubric that I myself and my students use.  The categories are:  Evidence of Preparation, Presentation, Sharing the Presentation, Presentation Style, Learning the Content, Structural Content, Ethical Presentation and lastly Listener Behaviors.
    Also, a four page document must be submitted the day of each groups presentation. The breakdown for the pages are: