Engagement Exploration Explanation Extension Evaluation Materials: Helmet melons Computers with internet access Sports-Related Head Injuries Note Sheet Preparation: Make sure computers are available for students and that the following websites are accessible: Sports-Related Head Injuries: Concussions: Chronic Traumatic Encephalopathy (CTE): Traumatic Brain Injury: Facilitation of Learning Experience: Bring a helmet to class and a small melon. The melon should be able to fit inside of the helmet. Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
law and the law of conservation of momentum. In addition, have them summarize how well it worked. allowing a few minutes for writing, lead a general discussion of the results. What worked and what didn’t? How do the laws of physics explain the results? Transition: In the portion of the lesson, students should compare the egg drop (collision in one direction) with the collisions that athletes might experience. Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information Engagement Exploration Explanation Extension Evaluation Materials: Student summaries of their design. Preparation: The room should be arranged to facilitate discussion Facilitation of Learning Experience: Guide the students in a discussion to compare the egg drop to athletic collisions. Specifically, how is designing a container for the egg like designing a helmet and how is it different? Be sure that they focus on the physics. Transition: Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking
Identify the 5E component addressed for the learning experience. The 5E model is not linear. Engagement Exploration Explanation Extension Evaluation Materials: Student portfolios Computers with access to internet Preparation: Make sure portfolios and computers are available Facilitation of Learning Experience: Have the students work in to design safer football helmets. Students must justify their design using the principles of physics. Pose the following questions to students: How will the new helmets prevent or mitigate injuries? Can the new design eliminate injury? Why or why not? What is the largest challenge remaining? How can you address this challenge? Students should prepare a design proposal for their new designs. Student designs will be peer reviewed by classmates. Provide students the opportunity to modify designs based off of feedback. A STEM Specialist could be used at this point in the lesson to critique the design of student work. Transition: Ask the students, what about other sports? Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information Engagement Materials: Student portfolios Computers with access to internet Asking questions (for science) and defining problems (for engineering)