AgDARE - Agricultural Disability Awareness and Risk Education


Deborah Reed, Pamela Kidd
University of Kentucky

Hearing Loss - Lesson Plan

Background: Farmers and their families are exposed to many sources of noise. The noise often continues for long periods of time at levels that are potentially damaging to hearing. The farm population suffers an increased risk of hearing loss, largely due to occupational noise exposure. This exposure to high frequency noise levels may begin at a young age, and the negative results may be compounded as the person's exposure accumulates over time. The activities within this unit give students methods to prevent ear damage due to loud noises associated with farming.

Objectives: For the student to recognize the prevalence of hearing loss within agricultural occupations and be able to perform the following tasks:

  • Name four examples of farm work generally reaching the excessive level
  • Name the decibel level at which hearing protection is recommended
  • Describe cumulative effects of hearing loss
  • List three ways to protect hearing
Situation Development: Things to be brought out by the teacher in discussion to generate interest in the lesson: (See fact sheet.)
  • Ask the students how many of them ever wear some type of hearing protection on their farm, and how many farmers they know that wear hearing protection. Discuss the reasons why they or others do or do not use protection.
  • Discuss deafness by listing people they know who are deaf or have hearing problems. Relate to older members of their families who may be hard of hearing and the possible sources of that hearing loss.
Problem Statement: Identify the lesson topic and what the students will be answering in their activities.
  • What are the main causes of hearing loss and how can hearing loss be prevented?

Analysis: Things to consider in analyzing the topic and reaching the conclusion:

  • Discuss statistics related to hearing loss in agricultural occupations
  • Incidents that cause hearing loss
  • Effects of hearing loss
  • Prevention of farm-related hearing loss

Directed Study: Listed below are activities that will present the concepts of preventing hearing loss. Choose the activities which best fit your time restraints, student abilities, and resource availability. Student fact sheets are included, which give information about hearing loss and protection. Duplicate these fact sheets, and use as reference sheets when conducting the activities.

  • Narrative Simulation
  • Physical Simulation
  • Supplemental Activities:
    Noise Level Recognition
    Field Trip
    Guest Speaker
    Personal Protective Equipment (PPE)

Group Conclusion: After completion of the activities, the teacher will lead in discussion of the topic with the class, approaching the points outlined in the analysis. The students should provide information and knowledge as gained from the activities and reference materials.

 
KERA Goals
Goal 1
  Accessing Sources of Info
  •   Reading
    •   Observing
    •   Listening
    •   Quantifying
     
      Computing
     
      Visualizing
    •   Measuring
    •   Mathematical Reasoning
     
      Classifying
     
      Writing
     
      Speaking
     
      Visual Arts
     
      Music
     
      Movement
     
      Using Electronic Tech.
    •     Goal 2
      Nature of Scientific Activity  
      Patterns
    •   Systems and Interactions
    •   Models and Scale  
      Constancy  
      Evolutionary Change  
      Number  
      Mathematical Procedures  
     

    Space and Dimensionality

    		  
      Measurement  
      Change  
      Mathematical Structure  
      Date
    •   Democratic Principles  
      Political System  
      Social Systems  
      Cultural Diversity  
      Economic Systems
    •   Geography & Human Activity  
      Historical Perspective  
      Interpersonal Relationships  
      Production  
      Analysis of Forms  
      Aesthetics  
      Cultural Heritage  
      Cultural Diversity  
      Language  
      Second Language  
      Family/Life Parenting
    •   Consumerism
    •   Physical Wellness
    •   Mental/Emotional Wellness  
      Community Health Systems  
      Psychomotor Skills
     
      Lifetime Physical Activities  
      Career Paths  
      Employability Attributes
    •   Post-Secondary Options  
        Goal 3
      Positive Self-concept  
      Healthy Lifestyle
    •   Adaptability/Flexibility  
      Resourcefulness/Creativity  
      Self-control/Self-discipline
    •   Ethical Values  
      Independent Learning
    •     Goal 4
      Interpersonal Skills
    •   Team Membership
    •   Consistent, Caring Behavior  
      Rights & Responsibilities
    •   Multicultural/World View  
      Open Mind  
        Goal 5
      Critical Thinking
    •   Creative Thinking
  •   Conceptualizing  
      Decision Making
    •   Problem Solving
    •     Goal 6
      Multiple Perspectives
    •   Developing New Knowledge  
      Expanding Knowledge

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    This curriculum guide was supported by Grant Number 1 R01/CCR414307 from NIOSH. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NIOSH. Special thanks to Dr. Ted Scharf.

    Disclaimer and Reproduction Information: Information in NASD does not represent NIOSH policy. Information included in NASD appears by permission of the author and/or copyright holder. More

    Reviewed for NASD: 03/2009