BLOCKING PLAN FOR AEC 780
Name: Andraya White, Sara Andrew, Becca Meyer, Saskia Coolen, Sarah Gardner
Unit Title: Economics of Hearing Loss
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
Essential Question for unit:
How do increasing hearing injuries affect supply and demand?
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).
Students will describe how specific financial and non-financial incentives often influence
individuals differently (e.g., discounts, sales, promotions, trends, personal convictions)
Students will know the nature of hearing loss and the dangers of prolonged exposure to
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
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.
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
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
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
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
- The presentations of each
student’s pamphlet. Did the
student combine supply and
demand concepts and tell how
to prevent noise induced