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					                              BLOCKING PLAN FOR AEC 780

Name: Andraya White, Sara Andrew, Becca Meyer, Saskia Coolen, Sarah Gardner
Unit Title: Economics of Hearing Loss
Grade: 9th

Overriding Concept:
       From one year to the next, noise induced hearing loss is increasing across all ages
because of their exposure to noises at excessive or prolonged decibel levels. Noise induced
hearing injuries are usually preventable by wearing ear protection and/or by removing
themselves from noisy situations. The purpose of this unit is to teach students how to prevent
hearing loss as well as explain how these injuries can relate to economic concepts such as supply
and demand.

Essential Question for unit:
How do increasing hearing injuries affect supply and demand?

Standards:

SS-HS-3.3.1
Students will explain and give examples of how numerous factors influence the supply and
demand of products (e.g., supply-technology, cost of inputs, number of sellers: demand-income,
utility, price of similar products, consumers’ preferences).

SS-HS-3.3.2
Students will describe how specific financial and non-financial incentives often influence
individuals differently (e.g., discounts, sales, promotions, trends, personal convictions)

Objectives:
   Students will know the nature of hearing loss and the dangers of prolonged exposure to
      loud noises.
   Students will know who is at risk for noise induced hearing injuries.
   Students will know the factors that influence supply and demand curves.
   Students will understand changes to the supply and demand curve and implications on
      supply and demand of noise induced injuries.
   Students will be able to use an Excel cost tool spreadsheet to determine costs associated
      with noise injuries.
   Students will be able to manipulate supply and demand graphs.
   Students will be able to create real world examples that connect supply and demand with
      hearing loss.
Rationale for the Unit:
        The purpose of this unit is to teach students about the sources of noise that can cause
noise induced hearing loss and how they can prevent noise related injuries. Through supply and
demand graphs, this unit explains the consequences in the market from hearing related injuries.
Students will have an understanding of what they need to do to protect their hearing.

Assessment:
        In groups students will work through learning stations that focus on different scenarios
that affect the supply and demand curves associated with hearing loss. Students will also create
and present an advertisement related to hearing loss in an attempt to promote hearing safety
awareness.

Resources: Sound Advice Simulation, Sound Advice Cost-Tool, Articles, Computer

Day 1           1st: Journal Entry: Do you know anyone who is      Assessment
                hard of hearing? Describe them and how
                hearing loss has affected their life. Discuss      Formative:
                responses with students.                           -An informal discussion of the
                2nd: Discuss and go over students’ homework        answers to the simulation and
                (Sound Advice Simulation).                         cost tool spreadsheet.
                3rd: Introduce the Sound Advice Cost Tool and      - Answers to the simulation
                work through as a class.                           and cost tool spreadsheet will
                4th: Class discussion of costs related to noise    be collected and their answers
                induced hearing injuries.                          will be logged as a
                5th: Assign for homework textbook reading          performance score
                section on demand
Day 2           1st: Journal Entry: How do you think consumers     Assessment
                and businesses respond to hearing loss injuries?
                Discuss responses with students.                   Formative:
                2nd: PowerPoint explaining the law of demand       - Completion of workstation
                and factors that influence it                      worksheets
                3rd: Have students work in groups and complete     - Informal discussion of
                worksheets at different learning workstations.     learning workstations
                Workstations will be interpreting demand
                graphs, government subsidies and regulations,
                consumer income, and tastes
                4th: Have a discussion about demand and the
                workstations.
                5th: Assign for homework textbook reading
                section on supply
Day 3           1st: PowerPoint explaining supply and factors      Assessment
                that influence it
                2nd: Have students work in groups and create       Formative:
        scenarios/discussion questions on factors that      - Discussion questions on
        influence supply.                                   factors that influence supply.
        3rd: Student groups will lead discussion on their
        factor to the rest of the class.
        4th: Pass out advertisement prompt and if time
        is available, allow work time for advertisement.
        5th: Assign for homework to finish
        advertisement project.
Day 4   1st: Time at beginning of class for any             Assessment
        questions, finishing up of project, etc.
        2nd: Have students present their                    Summative:
        advertisement/pamphlet to the class.                - The advertisement/pamphlet
        3rd: Turn in project.                               that students create for their
                                                            project to combine supply and
                                                            demand concepts and how
                                                            effectively they work will be
                                                            calculated into the project
                                                            grade.
                                                            - The presentations of each
                                                            student’s pamphlet. Did the
                                                            student combine supply and
                                                            demand concepts and tell how
                                                            to prevent noise induced
                                                            injuries.

				
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posted:2/24/2013
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