Managing Risk
Insurance Operations
Finance
Lesson Plan
Performance Objective
Students will gain an understanding of the concept of insurance and its importance in many aspects of life as
well as many stages of life.
Specific Objectives
 Students will identify different types of insurance
 Students will understand the reasons for buying different kinds of insurance
 Students will understand the types of insurance appropriate for different life stages
 Students will demonstrate online tools for assessing risk
Terms
 Insurance‐ a way of covering risk by spreading it among a large group of people, which makes losses
more affordable
 Policy‐ a contract stating the details of the insurance (for example, what it covers, how much it covers,
etc.)
 Liability‐ insurance that covers other people’s property and person in the event of an auto accident
 Collision‐ insurance that covers your own property in the event of an auto accident
 Comprehensive‐ auto insurance that covers damage not from a collision (usually required when the
auto is secured by a loan)
 Dependents‐ individuals who rely on someone else for financial support
 Premium‐ the periodic payment that an insured person makes in exchange for insurance coverage
 Claim‐ a demand for an insurance company to make payment to cover damages that are agreed upon
based on the insurance policy
 Beneficiary‐ a designated person or persons who receives a life insurance benefit (or payment)
 Life Insurance‐ type of insurance that pays a predetermined amount upon the death of the insured
person
 Replacement value‐ the amount an item would cost to replace it now (what insurance will pay for the
item) as opposed to what it cost when it was purchased
 Rider‐ (also known as an endorsement) an attachment to an insurance policy that modifies it in some
way, such as adding an additional amount for specific items of jewelry and artwork
 Personal property floater‐ a supplement to a homeowner’s policy that provides additional insurance
for properties that are transportable (so they will be covered outside of the home) and may be above
the limits of a standard homeowner’s policy
Time
When taught as written, this lesson should take approximately four to five days to complete.
Copyright © Texas Education Agency, 2013. All rights reserved.
1
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.165 (c) Knowledge and Skills
(1) The student communicates an appreciation of the insurance industry and its role in society. The
student is expected to:
(A) describe the nature of the insurance industry, including liability insurance and automobile
insurance coverage;
(B) discuss components of homeowners’ insurance;
(C) explain components of flood and earthquake insurance;
(G) define the nature of health insurance and long‐term care insurance;
(H) compare and contrast the nature of Medicare and Medicaid;
(L) explain the nature of life insurance; and
(M) summarize the role of life insurance in investment and estate planning.
(6) The student uses information technology tools when underwriting an insurance policy. The
student is expected to:
(B) use the Internet to determine a potential client’s risk.
Interdisciplinary Correlations
English‐English I
 110.31(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and
writing.
 110.3(b)(11)
Reading/Comprehension of informational text/procedural texts. Students understand how to glean
and use information in procedural texts and documents.
Math‐Algebra I
 111.32(b)(1)(C)
Interpret and make decisions, predictions, and critical judgments from functional relationships.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Insurance Sales Agents
O*Net Number: 41‐3021.00
Reported Job Titles: Account Executive, Account Manager, Insurance Broker
Tasks:
Copyright © Texas Education Agency, 2013. All rights reserved.
2



Sell various types of insurance policies to businesses and individuals on behalf of insurance companies,
including automobile, fire, life, property, medical and dental insurance or specialized policies such as
marine, farm/crop, and medical malpractice.
Explain features, advantages and disadvantages of various policies to promote sale of insurance
plans.
Calculate premiums and establish payment method.
Soft Skills: Service Orientation, Judgment and Decision‐Making, Writing
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology and website links.
 Have materials, websites, and lesson presentation ready prior to the start of the lesson.
References
 http://www.fema.gov/about/process/individual_assistance.shtm
 http://www.floodsmart.gov/floodsmart/pages/faqs/do‐insurance‐companies‐or‐agents‐use‐this‐tool‐
to‐determine‐premium‐rates.jsp
 http://www.tdi.texas.gov/pubs/consumer/cb088.html
 http://www.hhs.gov/opa/affordable‐care‐act/index.html
Instructional Aids
 Lesson Presentation
 Instructor Computer/Projection Unit
 Online Websites
Introduction
The main purposes of this lesson are to help students understand the following concepts:
 the purposes of different types of insurance in student’s lives, now and in the future, and
 the types of insurance that are most appropriate at different stages of a person’s life.
Ask students if they know how insurance applies to a car accident.
Ask students if they know how insurance works in terms of braces or contact lenses.
Copyright © Texas Education Agency, 2013. All rights reserved.
3
Outline
I.
What is Insurance?
A. protects against loss
B. covers different types of risk
C. guarantees payment in the event of
a loss—if it is covered
II.
What does insurance protect?
A. Income
B. Person
C. Property
III.
Common Insurance Terms
A. Policy‐ a contract stating all the
specifics about the insurance that is
purchased
B. Insurer‐ the person or company
issuing the insurance policy that
also assumes the risk
C. Insured‐ the person(s) being
covered by the insurance / whoever
buys the insurance
D. Deductible‐ the amount of money
that has to be paid before the
insurance company pays the
remainder of the claim
E. Premium‐ the amount the insured
pays in exchange for receiving
protection by having the insurance
IV.
Common Types of Insurance
A. Automobile
B. Homeowner’s
C. Renter’s
D. Health
E. Life
F. Disability
G. Vision
H. Dental
Word Walls
Ask students how many of them
have a trampoline. Then discus if
they, or any of their friends, have
ever gotten hurt on the trampoline.
(The same scenario applies to a
swimming pool with a diving
board.) Ask if they know what
would happen if someone did get
hurt at their house. Who would pay
for their medical bills?
Ask students if they would know
what to do if they were in a car
accident. Go over steps with them
while also demonstrating how to
create a flow chart. school,
There are many types of insurance
that can be purchased. The only
types that you are technically
required to have are liability (if you
have a car) and homeowner’s (if
you have a loan on your home).
This way, other people are
protected if an unforeseen event
occurs.
Copyright © Texas Education Agency, 2013. All rights reserved.
4
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Outline
I.
V.
VI.
Flood, Earthquake, Hurricane
Automobile Insurance
A. States have minimum requirements.
According to the Texas Department of
Insurance ,
1. Texas has minimums
2. Basic coverage is called 30/60/25
coverage. This means that the
minimum liability limits are $30,000
for each injured person, up to a total
of $60,000 per accident, and $25,000
for property damage per accident.
B. Liability‐ covers property and bodily
injury for other people involved in an
accident
C. Collision‐ covers damage to your own
car from a collision
D. Comprehensive‐ covers damage to
your vehicle not from a
collision such as:
1. hitting a deer
2. hail
3. fire
4. theft of the vehicle
5. some types of car repair
6. required if you have a loan on the
car
E. Towing or rental car reimbursement
from accident or car repair
During the 1st week of school,
students will have created
personal, electronic Word Walls in
which they will copy and paste any
and all vocabulary terms and their
definitions that are introduced to
them.
Tell students that something to be
considered, especially in the case of
damage to your car from hail or a
fender‐bender, is if the damage is
close to the amount of their
deductible (to consider whether or
not it is worth using insurance). For
each accident or damage claim you
have, your insurance, or premium
rates, could increase.
Occasionally insurance companies
may offer a discount if you take a
defensive driving course that is not
used to keep a speeding ticket off
your record.
What raises auto insurance costs?
A. Age, especially under 25 years of age
B. Speeding tickets
C. Accidents
D. Age and type of vehicle (a new sports
car, for example)
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Outline
E.
F.
VII.
Poor credit
Driving more than the average
number of miles per year
What lowers auto insurance costs?
A. Good grades
B. Age, typically >25
C. More than one car on the policy, or
more than one type of insurance
D. Vehicle safety rating
E. Lower vehicle repair costs
F. Driver education program
VIII. Homeowner’s Insurance
A. Dwelling
B. Injuries
C. Theft, fire, tornado
D. Rider‐ covers items not covered in
the regular insurance policy, such as
higher jewelry amounts
IX.
X.
Renter’s Insurance
A. Damage to property due to fire,
water, or other peril
B. Theft of contents
C. Possibly living expenses if you are
displaced
Health Insurance
A. Routine check‐ups
B. Injuries
C. Immunizations
D. Illness
E. Surgery
XI.
Encourage students to take
advantage of things that will lower
their insurance rates.
Students should ask their parents
what their insurance company
would do if someone got hurt on
their trampoline or in their pool.
What if someone climbed over their
fence and no one was home?
Some people get concerned about
spending money on insurance
premiums when they
never get sick, but if you research
emergency room costs for a broken
bone, that expense alone (that
insurance would pay for if you were
insured) could possibly be equivalent
to years of premiums.
Life Insurance
A. Pays a predetermined amount
Walls
Copyright Word
© Texas
Education Agency, 2013. All rights reserved.
6
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Outline
B.
C.
D.
XII.
to a beneficiary in the event of death
Usually more appropriate for people
with dependents
Usually more appropriate for people
with debts and expenses that will
need to be paid for
Can replace lost income if the main
wage earner dies
Life Insurance
A. Term
1. payments made on a regular
basis toward a guaranteed
amount
2. renewed annually and premiums
can increase
B. Whole Life
1. higher premiums than term;
premiums can be constant
2. premiums contribute to cash
value that can grow over time
XIII. Disability Insurance
A. Short‐term‐ replaces part or all of
your income for a short time period,
maybe up to a year or so, due to
injury, illness, or extended maternity
leave
B. Long‐term‐ income can be all or
partially replaced for a longer time
period, possibly years
No one wants to think about a loved
one passing away, but again, it is a
good thing to be prepared and have
a plan. Life insurance benefits can
pay for funeral costs, remaining
house payments, college tuition,
income that may now be lost, and
much more. That is why it is more
appropriate for adults with financial
obligations and dependents than it is
for children.ill copy and paste any
and all vocabulary terms and their
definitions that are introduced to
them.
The way disability insurance works is
that if you are unable to work for
whatever reason for a period of at
least a few months to a year or
more, after an initial time period
when you are unable to work, you
will receive a portion or all of your
pay depending upon how your
insurance works. Long‐term
disability usually lasts for a longer
period of time.
Take a poll of how many students
have contact lenses or glasses.
These can also be expensive if they
do not have vision insurance.
XIV. Vision Insurance
A. Eye exams
B. Contact Lenses
C. Glasses
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Outline
XV.
Dental Insurance
A. Braces
B. Cavities
C. Cavity Prevention
D. Routine Cleanings
E. Crowns
F. Implants
Students should ask their parents
how much braces or crowns cost.
Routine cleanings are usually paid
for by insurance because they are
good preventive practices that may
be able to avoid expensive
procedures later.
XVI. Flood, Earthquake, Hurricane
A. Covers property and contents in
areas prone to these natural
disasters
B. FEMA, Federal Emergency
Management Agency, provides
information on preparing for natural
disasters as well as disaster insurance
Direct students to a section of the
FEMA (Federal Emergency
Management Agency) website—
http://www.fema.gov/plan‐prepare‐
mitigate—and click on one of the
links under “Plan, Prepare, and
Mitigate” to read information about
being prepared for natural disasters.
XVII. Affordable Care Act
A. Signed March 2010
B. Makes preventive care available for
more people
C. Allows children to remain on parent’s
health insurance until age 26
D. Beginning January 2014, pre‐existing
conditions can no longer be a cause
for denials or higher insurance rates
E. Enrollment in the Health Insurance
Marketplace begins
in October 2013
F. New and expanded coverage begins
January 2014
The most important provision of the
Affordable Care Act for teenagers is
probably the section about a
person’s ability to remain on their
parents’ health insurance until they
turn 26. Have students research
how this section came about. Have
them volunteer their responses so
other students understand what it
means.
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8
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice

Print the Insurance Scenario cards found later in this lesson. You will need one card for each student,
so you may need to make extra copies to ensure that each student has one. After going through the
lesson presentation, have the students walk around the room to locate the partner whose card will
match with their card. For example, one student may have “CHILD” written on it, and another student
may have a card that says “HEALTH INSURANCE.” Those two cards can match up because health
insurance is very important for a child to have. A card that says “AUTOMOBILE INSURANCE” would not
be appropriate for a child, but it would be appropriate for a card with “TEENAGER” on it. Occasionally,
some students may seem to have cards that can overlap. That is when they can have a discussion
about which card would be most appropriate. For example, there is a card that says “LIABILITY
INSURANCE,” which is appropriate for a “TEENAGER” card, but it would be most appropriate for the
card that says “REQUIRED OF ALL DRIVERS IN TEXAS.”
Independent Practice
 Provide each student with the “Insurance Terms” worksheet found later in this lesson. It will assess
whether or not they understand the different types of insurance.
Summary
Review
Question #1:
Answer #1:
True or False? Collision insurance is required of all drivers.
False. In Texas, it is Liability insurance that is required of all drivers.
Question #2:
Answer #2:
What are three things that insurance is designed to protect?
Insurance can protect income, people, and property.
Question #3:
Answer #3:
What is it that must be paid prior to insurance making a payment?
A deductible must be paid before insurance starts paying.
Question #4:
Answer #4:
True or False? Grades in school have no effect on a teenager’s insurance rates.
False. Many insurance companies will offer discounts to students who maintain at least a “B”
average.
Question #5:
Which type of insurance is most appropriate for teenagers?
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9
Answer #5:
Automobile insurance is most common for teenagers. Health insurance is also important, of
course, but auto insurance is typically much more expensive and rates depend on many more
factors.
Evaluation
Informal Assessment
The following can be used as an informal assessment.
 Provide students a handout of the Venn diagram found later in this lesson. This diagram is divided into
three overlapping circles that divide the different types of insurance protection: income, property, and
person. Give students some time to see if they can fill in the circles with the specific types of insurance
under each protection. For example, under "Income," the students can write Life and Disability.
Students can fill in the overlapping sections if they can justify which insurance can fit with a
combination of protections. For example, some students may say that auto insurance protects
property (such as cars) and person (in the case of an injury).
Formal Assessment
The following can be considered a formal evaluation.
 Public Service Announcement (PSA) Assignment #1
Have students in small groups (teacher can determine group size depending upon class size) create a
PSA, basically a 30-second video commercial, which will provide information on the positive things that
teenagers can do to get the lowest automobile insurance rates possible. The commercial will be
evaluated on the basis of time length of the video, creativity, information provided, and cooperative
effort.

Life‐Stage Timeline Assignment #2
Students will create a life‐stage timeline that will display the different types of insurance that are
appropriate for different stages of a person’s life. For example, children, teenagers, young adults,
etc. The timeline will also include at least one reason for each particular type of insurance. The
timeline will also include graphics that relate to each type of insurance. The students will then identify
(by highlighting, circling, stating separately above or below the timeline, etc.) what type of
insurance they think is most important at each life stage.

Insurance Brochure Assignment #3
Have students create a six‐panel brochure (using any word processing or desktop publishing software)
designed to advertise the benefits of obtaining at least three different types of insurance and the
consequences of not obtaining insurance. The brochure should be neat, attractive, and contain
appropriate graphics and design. Students may research on the Internet. The following site is also a
good resource: http://www.tdi.texas.gov/consumer/storms/cpmdishurr.html. Click the Teens and
Young Adults link on the left.
Enrichment
Extension
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10
Have students interview a local insurance agent. Questions should include topics like the percentage of the
different types of insurance they sell, the average cost for auto insurance for the interviewer’s age and gender
(for example, a male who is 18), and advice for teenagers regarding car insurance (and what types of
insurance they feel is the most important). They can report their findings on any type of document, such as a
report, table, or a flyer.
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11
INSURANCE SCENARIO CARDS
TEENAGER
AUTOMOBILE
CHILD
HEALTH INSURANCE
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12
REQUIRED OF ALL
DRIVERS IN TEXAS
LIABILITY INSURANCE
REQUIRED OF ALL
DRIVERS WITH A CAR
LOAN
COMPREHENSIVE
INSURANCE
COVERS DAMAGE TO A
CAR
COLLISION
INSURANCE
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13
ANYONE WITH
GLASSES OR CONTACT
LENSES
VISION INSURANCE
ANYONE WITH
BRACES, CROWNS,
CAVITIES, OR
INVISALIGN
DENTAL INSURANCE
ANYONE WHO OWNS A
HOUSE
HOMEOWNER’S
INSURANCE
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ANYONE WHO RENTS A
RENTER’S INSURANCE
HOUSE OR APARTMENT
ANYONE WITH
DEPENDENTS, DEBTS,
OR LARGE EXPENSES
TO PAY, SUCH AS
COLLEGE
LIFE INSURANCE
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15
Name: ______________________
Date: ___________________
Insurance Terms
Directions: Using the word bank below, fill in the blanks with the appropriate term.
Life
Health
Liability
Premium
Deductible
Vision
Renter’s
Disability
Policy
Insured
Collision
Comprehensive
Homeowner’s
Insurer
Whole
Risk
1. Insurance is a ______________ where the insurer agrees to pay the insured in the event of a loss.
2. ________________ insurance covers losses to a house.
3. ________________ is the type of insurance required of all persons with a car.
4. ________________ life insurance has cash value, which can grow over time.
5. Contact lenses and eye exams can be covered with ______________ insurance.
6. If you cannot work for a period of time, _______________ insurance can cover all or part of your income.
7. The amount you pay periodically for the cost of insurance is called a ______________.
8. ____________ is the chance of a loss occurring.
9. The person who is purchasing the insurance is the __________________.
10. The amount that is paid before the insurance company pays its part of a claim is the ________________.
11. This insurance pays for damage to an apartment and its contents. _________________
12. The __________________ is the company issuing the insurance.
13. _____________ insurance provides a benefit in the event of the insured’s death.
14. If you have to go to an emergency room or have surgery, ______________ insurance is used.
15. ________________ insurance covers damage to a car in an accident.
16. ________________ insurance covers damage to a car not from an accident and is required if there is a loan
on the car.
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16
Insurance Terms KEY
Directions: Using the word bank below, fill in the blanks with the appropriate term.
Life
Health
Liability
Premium
Deductible
Vision
Renter’s
Disability
Policy
Insured
Collision
Comprehensive
Homeowner’s
Insurer
Whole
Risk
1. Insurance is a policy where the insurer agrees to pay the insured in the event of a loss.
2. Homeowner’s insurance covers losses to a house.
3. Liability is the type of insurance required of all persons with a car.
4. Whole life insurance has cash value, which can grow over time.
5. Contact lenses and eye exams can be covered with vision insurance.
6. If you cannot work for a period of time, disability insurance can cover all or part of your income.
7. The amount you pay periodically for the cost of insurance is called a premium.
8. Risk is the chance of a loss occurring.
9. The person who is purchasing the insurance is the insured.
10. The amount that is paid before the insurance company pays its part of a claim is the deductible.
11. This insurance pays for damage to an apartment and its contents. renter’s
12. The insurer is the company issuing the insurance.
13. Life insurance provides a benefit in the event of the insured’s death.
14. If you have to go to an emergency room or have surgery, health insurance is used.
15. Collision insurance covers damage to a car in an accident.
16. Comprehensive insurance covers damage to a car not from an accident and is required if there is a loan on
the car.
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17
Name: ______________________
Date: ___________________
HOW CAN INSURANCE PROTECT YOU?
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18
Managing Risk
Insurance Operations
Public Service Announcement Assignment #1
Student Name:
________________________________________
CATEGORY
20
15
8
1
Script
Script is complete and it is
clear what each actor will
say and do. Script is quite
professional.
Script is mostly
complete. Script
shows planning.
Script has a few
major flaws. Script
shows an attempt
at planning, but
seems incomplete.
There is no script.
Actors are
expected to invent
what they say and
do as they go
along.
Research
Group members researched Topic researched
the topic thoroughly.
adequately.
Inadequate
research done on
the topic.
It was apparent no
research was
done; only
opinions used.
Teamwork
Students meet and discuss
regularly. All students
contribute to the discussion
and all are listened to
respectfully. All team
members contribute a fair
share of the work.
Students meet and
discuss regularly.
Most students
contribute to the
discussion and are
listened to
respectfully. All
team members
contribute a fair
share of the work.
A couple of team
meetings are held.
Most students
contribute to the
discussion and are
listened to
respectfully. All
team members
contribute a fair
share of the work.
Meetings are not
held and/or some
team members do
not contribute a
fair share of the
work.
Concept
Team has a clear picture of
what they are trying to
achieve.
Team has a fairly
clear picture of
what they are
trying to achieve.
Team has
brainstormed their
concept, but no
clear focus has
emerged for the
team.
Team has spent
little effort on
brainstorming and
refining a concept.
Credibility
PSA was extremely
believable and convincing.
PSA was
adequately
believable and
convincing.
PSA was somewhat PSA was not
convincing.
convincing to the
audience at all.
Maximum Points Possible: 100
Student Points: ___________
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19
Managing Risk
Insurance Operations
Life‐Stage Timeline Assignment #2
Student Name:
CATEGORY
________________________________________
20
15
8
1
Readability
The overall
appearance of the
timeline is pleasing
and easy to read.
The overall
The timeline is
The timeline is
appearance of the relatively readable. difficult to read.
timeline is
somewhat pleasing
and easy to read.
Spelling and
Capitalization
Spelling and
capitalization were
checked by another
student and are
correct throughout.
Spelling and
capitalization were
checked by another
student and were
mostly correct.
Spelling and
There were many
capitalization were spelling and
mostly correct, but capitalization errors.
were not checked
by another student.
Learning of Content The student can
accurately describe
75% (or more) of
the events on the
timeline.
The student can
accurately describe
50% of the events
on the timeline.
The student can
describe any event
on the timeline if
allowed to refer to
it.
The student cannot
use the timeline
effectively to
describe events or
to compare events.
Resources
The timeline
contained at least
eight to 10 events
related to the topic
being studied.
The timeline
contained at least
six to seven events
related to the topic
being studied.
The timeline
contained at least
five events related
to the topic being
studied.
The timeline
contained fewer
than five events.
Student Summary
Statement
Student clearly
states the type of
insurance at which
life stage is most
important them.
Student vaguely
states the type of
insurance at which
life stage is most
important to them.
Student's statement Student does not
is either missing the write a statement.
type of insurance or
the life stage.
Maximum Points Possible: 100
Student Points: __________
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20
Managing Risk
Insurance Operations
Insurance Brochure Assignment #3
Student Name:
________________________________________
CATEGORY
20
15
8
1
Attractiveness &
Organization
The brochure has
exceptionally
attractive
formatting and
well‐organized
information.
The brochure has
attractive
formatting and
well‐organized
information.
The brochure has
well‐organized
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Graphics/Pictures
Graphics go well
with the text and
there is a good
mix of text and
graphics.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
Graphics go well
with the text, but
there are too few
and the brochure
seems "text‐
heavy."
Graphics do not go
with the
accompanying
text, or they
appear to be
randomly chosen.
Writing‐ Mechanics Capitalization and
punctuation are
correct
throughout the
brochure.
Capitalization and
punctuation are
correct
throughout the
brochure after
feedback from an
adult.
There are one to
two capitalization
and/or
punctuation errors
in the brochure
even after
feedback from an
adult.
There are several
capitalization or
punctuation errors
in the brochure
even after
feedback from an
adult.
Content‐ Accuracy All facts in the
brochure are
accurate.
99‐90% of the
facts in the
brochure are
accurate.
89‐80% of the
facts in the
brochure are
accurate.
Fewer than 80% of
the facts in the
brochure are
accurate.
Knowledge Gained The brochure
more than
adequately
demonstrates the
student's
understanding of
the topic.
The brochure
adequately
demonstrates the
student's
understanding of
the topic.
The brochure
shows limited
understanding of
the topic.
The brochure
shows little or no
understanding of
the topic.
Maximum Points Possible: 100
Student Points: __________
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