Your First Car
A WebQuest for 11th and 12th Grade (Mathematics and Economics)
Designed by Joseph Downey, Jasmine Brown, Stephanie Barbuto Jd671698@wcupa.edu
Congratulations! You have just passed your driving test and received your driver's license. This has given your parents so much joy that they have offered to buy you a brand new car. They are allowing you to choose between a Nissan Maxima, a Volkswagen Jetta TDI, and a Honda Civic Hybrid. There is a catch; it is your responsibility to research these three cars and decide which one would be the most affordable in today's economy.
compare and contrast prices, safety features, specs, and insurance when buying a car
use a spreadsheet on Microsoft Excel
make a persuasive podcast
create a graph on Microsoft Excel
divide jobs amongst group members and work together as a team
become a smart consumer in today's economy
present what you've found to the class and vote on which car you would buy
Students will use Microsoft Excel, podcasts, and the web to complete this project.
First you'll be assigned to a team of 3 students. Each group member will be assigned a specific car to research: the Volkswagen Jetta TDI, the Nissan Maxima, and the Honda Civic Hybrid.
2. Although the your group is researching all three cars, each group will be assigned one car that you are responsible for convincing the rest of the class is the best buy. 3. Use the links to research all of the cars. Pay careful attention to insurance, safety features, prices, and specs. (These will be the main points of your argument for why your classmates should buy this car.) * When researching insurance quotes, enter information
Volkswagen Jetta TDI http://consumerguideauto.howstuffworks.com/2009-volkswagen-jetta.htmhttp://www.edmunds.com/volkswagen/jetta/2009/review.htmlhttp://www.vw.com/jetta/en/us/http://www.youtube.com/watch?v=JXK63kvUi6U Nissan Maximahttp://consumerguideauto.howstuffworks.com/2009-nissan-maxima.htmhttp://www.edmunds.com/nissan/maxima/2009/review.htmlhttp://www.nissanusa.com/maxima/http://www.youtube.com/watch?v=4rQFQKWfSdQHonda Civic Hybridhttp://automobiles.honda.com/2009/civic-hybrid/videos.aspxhttp://consumerguideauto.howstuffworks.com/2009-hybrid-vehicle-buying-guide.htmhttp://www.edmunds.com/honda/civic/2009/review.htmlhttp://consumerguideauto.howstuffworks.com/2009-honda-civic-hybrid.htm Insurancehttp://www.allstate.com/
Prices and trade in value
4. As a group, enter the information that you've found (price, insurance rate, gas mileage, and sell back value) in Microsoft Excel to make a spreadsheet, graph, or chart comparing the researched vehicles. *Note: If information on results vary, take the average for each category.
5.Once your graph is complete, your group will take the information on the car that you were assigned, and create a podcast. The podcast will be an advertisement and should be around 45 seconds to 1 minute. Use Garage band to create the podcast.
Video on what a podcast is-http://www.youtube.com/watch?v=OEmss2lg-ug
Video on how to make a podcast in garage band-http://www.ehow.com/video_2375361_create-podcast-garageband-tutorial.html
6. Finally, you will present your podcast and Excel project to the class.The class will then vote on which car they would buy.
Conclusion You have now become a smart and responsible buyer in the automotive world. A little bit of research has gone a long way and has helped to buy the best car for you buck. Have fun and remember drive safely!
Credits and References
Also, thank you youtube ninja.
This lesson was designed to bring a taste of the real world into the classroom. At this point in a student's life, one will be on the way of receiving their driver's license. In this lesson the students will learn about the amount of work that comes with buying a car by doing research. In this project the students will be researching cars, learning about prices, safety features, specs, and insurance are important aspects when buying a car. The goal of the groups is to show the class that they have the better car using the information about the three cars. In the end the students will have a podcast to listen to and visual of a spreadsheet. The multiple intelligences that will be addressed are naturalistic, interpersonal, verbal-linguistic, and Logical-mathematical. The naturalistic intelligence addressed when the students research which car is the best for the environment. The interpersonal intelligence will be addressed by group work. The verbal-linguistic intelligence can be addressed through the students' podcast. The last intelligence,Logical-mathematical, can be addressed through the averaging prices and computing the figures on dealing with cars. The cognitive levels of learning that are addressed are comprehension, application, analysis, and evaluation. Comprehension is met when the students estimate future trends (predicting consequences or effects) on the car they will choose and also when they explain the facts of their chart. Application is met when the students construct graphs and charts and show how to make use of such graphs. Analysis is used when students compare and contrast the vehicles. Finally evaluation is met once students can justify, and evaluate,the given criteria. Also choosing which option would be better/preferable to the buyer.
This lesson is geared for 10th through 12th grade economics classes. This web quest also involves a little math. Students will need to execute knowledge using the internet, microsoft excel, and also Garage Band software to create a podcast. Creating a podcast may be the most difficult skill required to complete this project but there are helpful sources included.
Construct and apply mathematical models, including lines and curves of best fit, to estimate values of related quantities.
Construct valid arguments from stated facts.
Analyze the impact of media on
decision-making of consumers,
producers and policymakers.
Evaluate the economic reasoning
behind a choice
Analyze how specialization may
increase the standard of living.
Analyze the relationships between
trade, competition and productivity.
Reflection on Standards
Read up on vehicles and see what the differences are in the descriptions given on different sites(Analyze the impact of media ondecision-making of consumers,producers and policymakers.) Research important information.(Evaluate the economic reasoning behind a choice.) Buy a car that will be fit for the changes in energy over the next decade.(Analyze how specialization may increase the standard of living.) Use Excel as a way of comparing and contrasting info. (Construct and apply mathematical models, including lines and curves of best fit, to estimate values of related quantities.Construct valid arguments from stated facts.Analyze the relationships between trade, competition and productivity.) Make a Podcast.(Analyze the impact of media on decision-making of consumers,producers and policymakers.)
Printed materials: Graphs, charts, and spreadsheets E-mail accounts for all students *Internet Resources:
http://www.allstate.com- Car insurance website
http://www.GEICO.com Car-insurance website
http://www.StateFarm.com-Car insurance website
http://www.Progressive.com-Car insurance website
http://consumerguideauto.howstuffworks.com- How the cars work, and also gives distinctions between different fuel type cars.
http://www.kbb.com/- Prices on cars and trade-in values
http://www.youtube.com-Site where the students can watch videos on their cars, and learn about podcasts
http://www.ehow.com/video_2375361_create-podcast-garageband-tutorial.html- how to make a podcast on Garage Band
http://www.nissanusa.com/maxima-Nissan's main page for the Maxima
http://www.vw.com/jetta/en/us-Volkswagon's main page for the Jetta
http://automobiles.honda.com/2009/civic-hybrid- Honda's main page for the Civic
Specific software needed: Garage Band, at least one copy for each group. Specific hardware needed: Computer
The way this lesson plan is designed makes it possible for one teacher to have control and guidance over the students. No other personnel are needed to complete or assist in this web quest.
Evaluation This lesson will be successful when students can exhibit knowledge in researching cars in the areas above, have made an interesting graph that shows how they compared and contrasted all of the vehicles, and made a successful Podcast. Students will evaluated on how they performed in their groups, how accurate and realistic their information is, and the products they have produced. They will learn about the market, analyze and compare information on cars, and choose which car can satisfy future standards of living. This is a group project and students need to work together in order to have all the necessary information. The rubric in the evaluation section can further explain how the group will cooperate.