Blocking Plan for AEC 780: Brad’s Last Ride
Subject: Economics
Teachers: Cody Russelburg, Michael Hefling, Ryan Lewis, Sarah Harrison
Approximate Timeline: 2 Days
Grade: 9th
Core Content: Social Studies
Essential Questions for the Unit:
1. What is the opportunity cost for having an ATV accident?
2. What individual behaviors increase risks for ATV accidents?
3. How can ATV accidents be prevented?
4. Who bears the cost of an ATV injury?
Academic Expectations for the Unit:
2.18 Students understand economic principles and are able to make economic decisions that have
consequences in daily living.
Core Content Standards for the Unit:
SS-HS-3.4.2
Students will describe and give examples of how factors such as technological change, investments in
capital goods, and human capital/resources have increased productivity in the world. DOK 2
Objectives (SWBAT)
Students will know basic terminology in economics and how it applies to ATV use and injury.
Students will know how to minimize the impact of ATV injuries through the use of helmets.
Students will understand that ATV injuries directly relate to individual productivity.
Students will understand the various costs of ATV injuries affect human capital/resources.
Students will be able to quantify the opportunity cost of an ATV injury and how that has an impact on
productivity in the world.
Students will be able to demonstrate a causal relationship between safe and unsafe riding behaviors and
the consequences for their outcomes.
Rationale for the Unit:
Recognizing the rural environment in which many Kentucky students live, it is important to understand
the economic costs of ATV accidents, how to prevent them, how to minimize injuries, and lessen the
impact of productivity.
The introduction of ATVs on a farm is seen as a technological change that is used to increase
productivity for the farm economy. Unsafe use of ATV technology on the farm can actually lead to a
decrease in productivity, which will impact the community, state, and even the world. By investing in
human capital, education and training on ATV safety, students will be able to understand the costs of
ATV accidents. Therefore, an investment in safety practices will have a positive, rather than a negative,
impact on economic productivity.
Authentic Assessment (GRASPS): “ATV Safety a
Goal:
The goal of this assignment is to understand, create, and apply the aspects of economics
(opportunity cost, other costs, productivity, human capital, etc.) and ATV safety/injury
covered in this unit.
Role:
Students will use the content from this unit to inform/educate people on the need for
ATV safety and how it impacts economics.
Audience:
The audiences for this assignment are the students enrolled in ninth grade integrated
social studies, New York Times Readers, and the teacher.
Situation:
Paul Krugman, economic expert and New York Times writer, has just been in an ATV
accident. Fortunately he was wearing his helmet and will only be out of commission for
a week. He has asked you to write an ATV safety informational article as a guest writer
for The New York Times in lieu of his absence.
Product:
You are a guest writer for The New York Times as a direct result of Paul Krugman’s ATV
accident. Since Krugman is such an economic expert, you must meet his high standards.
You are to write an ATV safety informational article which must include the following:
 ATV safety
 Economic impacts that these accidents can have on the individual and society
 Use the economic terminology used in class
 Audience will be general readers, so keep the audience in mind.
Standards
For Success:
A rubric is attached.
Assessment Plan:
1. ATV Survey
2. Pictogram Vocabulary Activity
3. Brad’s Last Ride Discussion
4. Cost stories based on ATV image
5. Homework Completion
6. Summative Assessment Article Assignment
Resources Needed
 U tube video clip
 Napoleon Dynamite video clip
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ATV accident image
“Brad’s Last Ride” Student Packets
Cost Analysis Tool
Construction paper
Colored pencils/markers
DVD Player
Computer
Overhead Projector
Vocabulary Student Sheet
Copies of Survey
Copies of Day One Homework Questions
Copies of ATV Video Questions
Copies of Summative Assessment Assignment with Rubric
Copies of PowerPoint Notes Graphic Organizer
PowerPoint for Economics
Blocking Plan:
Brad’s Last Ride Introduction
Day One
Note:
Students will have been assigned “Brad’s Last Ride” as homework. They will also
have completed the questions in the packet. This will be used in class today.
Day Two
1. Students will begin class completing a survey on their ATV knowledge. There will
be a short discussion as a class to follow.
2. Next, the class will view a short ATV clip from Napoleon Dynamite, which will be
a relatable and funny reference to ATV accidents before the class gets serious.
3. The teacher will now lead the class in a PowerPoint discussion on economic
concepts and how they relate to Brad’s Last Ride. Students will be given a
graphic organizer to take notes.
4. In order to emphasize the relevant vocabulary for the unit, students will work in
pairs to create a pictogram, which is a visual representation of a vocabulary
term. The teacher will assign each group a vocabulary word to complete. The
class will post their pictogram on the wall along with a card defining the term for
a gallery hop. Students will have a vocabulary organizer to complete individually
while doing the gallery hop.
5. Next, students will go back to their desks. Students will then be required to
write a sentence for each term in relation to Brad’s Last Ride on the vocabulary
organizer. This will be turned in at the end of class for the teacher to review.
6. Next, the teacher will introduce the cost analysis concept, which students will be
using for their homework assignment. For homework, students will be given two
news articles covering recent ATV accidents. Students will be asked to answer a
series of questions about the articles using their knowledge of cost analysis. The
questions will require students to use the knowledge learned in class and apply it
to real life examples.
Brad’s Last Ride Cost Analysis
1. Students will view an image on the overhead showing an ATV accident. They will
write down how it happened and provide examples of the costs that may have
Day Three
resulted in the accident. The teacher will return the vocabulary assignment
completed during the last class meeting with comments while students are
working.
2. Next, the class will share their cost stories completed in step one.
3. The teacher will reintroduce the concepts of cost analysis and relevant terms to
the class while going over the homework.
4. The class will go over the cost analysis tool using the spreadsheet on the
overhead with the teacher. Students will be called on to provide answers.
Discussion about these costs will occur during the completion of the
spreadsheet.
5. Next, the class will watch a short u tube video clip on ATV injury and prevention.
Students will be required to answer some relevant questions on the video.
6. The teacher will now introduce the summative assessment for this unit. There
will be sufficient time to ask questions, and may begin working on their
assignment individually.
Assessment Completion and Presentation
1. Students will immediately begin working on their assessment project when they
enter class. The teacher will walk around the room to see how everyone is
progressing. The finished products are to be turned in one hour into class.
2. Each student will briefly tell the class what their project was. The finished
products will be graded outside of class by the teacher using the rubric that
students were provided with.
3. Finally, there will be a wrap up discussion on Brad’s Last Ride and the economic
concepts covered in the class.