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Revision of Slapshot Physics: Hockey from Fri, 02/05/2010 - 05:30

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 6
  Time:
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/6/Investigation and Experimentation
7.0 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Develop a hypothesis. b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation. f. Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map. g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions). h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).
 
BRIEF DESCRIPTION
Students will learn about hockey, the slapshot, and techniques such as force, weight, and speed. Students will play a simulated game of hockey and try to make a slapshot. Students will also practice the scientific method by designing and conducting their own experiment with the materials used in the simulation.
 
PROCEDURES
 
Goal(s):
Students will learn about hockey, the slapshot, and techniques such as force, weight, and speed. Students will play a simulated game of hockey and try to make a slapshot. Students will also practice the scientific method by designing and conducting their own experiment with the materials used in the simulation.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Participate in a simulated game of hockey.
  3. Define and discuss practical examples of techniques used to make shots that are more accurate.
  4. Design and conduct an experiment to test a hypothesis.
 
Required Materials:
The NBC Learn Video: Slapshot Physics: Hockey, Coffee stirring stick (like the kind found at Starbucks), Coins or plastic buttons, Styrofoam or paper cup, one Nerf ball, one box (approximately 2 feet by 2 feet), 6-10 yardsticks.
 
Anticipatory Set (Lead-in):
Hold up a Nerf ball and ask for a volunteer to help you. Tell the class that the volunteer is going to try and get the ball into the goal box. Ask another volunteer to hold a box about 10 feet away. Tell the first student to try and throw it into the box. Next, have the second student put the box on the floor. Tell the first student that he/she will need to get the ball in the box again, but this time by using a yard stick. Tell the student to hit the ball into the box. Ask the student which was harder to do and why. Allow the class to offer their input about the difference between the two examples. Tell students that they are going to learn about hockey, in particular the science behind the slapshot. View the NBC Learn Video: Slapshot Physics: Hockey.
 
Lesson Plan Procedure:
See attached student sheet for procedure.
 
Closure (Reflect Anticipatory Set):
Ask students to think about the simulated game of hockey that they just played. What technique did they use to score more points? Discuss answers. If they were really playing hockey, would those techniques still work? Have a group of students come up to the front of the classroom. Let one be the person in front of a goal (the box used at the beginning of the lesson). Assign students to two teams. Use a Nerf ball and yard sticks rather than using a real puck and hockey sticks. Let the students simulate a few of the techniques they were discussing. Even though they are using a Nerf ball, and not a puck, students can enjoy the “feel” of a live game.
 
Assessments & notes
 
Plan for Independent Practice:
Ask students to design an experiment with the materials they used for their simulated hockey game. They already have some idea of how the materials react but when applied in a new and different way students may discover new information. The first step is to come up with a good question. Next, students must do research by using the Internet or books to find out what other people might already know about their question. The next step is to construct a hypothesis. This will be their prediction about what they think will happen. Next, tell students to write the steps of their experiment to test their hypothesis. Do the experiment. Remind students to keep careful record about what they discover. After the experiment is over, analyze the record or data that was collected. As a group, decide what to conclude about the hypothesis. Was it correct? If not, why not? Each group should share the results of their experiment with the class by giving an oral report and/or by showing a graph of the results.
 
Assessment Based on Objectives:
Begin the next day’s lesson with the quiz titled, “SLAPSHOT PHYSICS: HOCKEY”. (See attached quiz)
 
Possible Connections to Other Subjects:
Social Studies/History/Technology: Students can research the history of hockey and summarize the milestones of the sport in a Power Point presentation.

Langague Arts/Art: In groups, students can write a Hockey How-to Guide for making a slapshot.. Students can illustrate the booklet and include pointers and advice they have discovered either from their experience and/or from research. After completing the booklet, ask one student from each group to read their group’s booklet to the class.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Fri, 02/05/2010 - 05:30


Title:

Slapshot Physics: Hockey

Grade Level:

6

Subject:

Science

Author:

NBCLearn

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

slapshot, ice, hockey, stick, puck, collision, energy, speed, stability, control, accuracy, projectile, force, power, materials, physics

Brief Description:

Students will learn about hockey, the slapshot, and techniques such as force, weight, and speed. Students will play a simulated game of hockey and try to make a slapshot. Students will also practice the scientific method by designing and conducting their own experiment with the materials used in the simulation.

California State Standards Addressed:

Science/6/Investigation and Experimentation)7.0

Goal(s):

Students will learn about hockey, the slapshot, and techniques such as force, weight, and speed. Students will play a simulated game of hockey and try to make a slapshot. Students will also practice the scientific method by designing and conducting their own experiment with the materials used in the simulation.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Participate in a simulated game of hockey.
  3. Define and discuss practical examples of techniques used to make shots that are more accurate.
  4. Design and conduct an experiment to test a hypothesis.

Required Materials:

The NBC Learn Video: Slapshot Physics: Hockey, Coffee stirring stick (like the kind found at Starbucks), Coins or plastic buttons, Styrofoam or paper cup, one Nerf ball, one box (approximately 2 feet by 2 feet), 6-10 yardsticks.

Anticipatory Set (Lead-in):

Hold up a Nerf ball and ask for a volunteer to help you. Tell the class that the volunteer is going to try and get the ball into the goal box. Ask another volunteer to hold a box about 10 feet away. Tell the first student to try and throw it into the box. Next, have the second student put the box on the floor. Tell the first student that he/she will need to get the ball in the box again, but this time by using a yard stick. Tell the student to hit the ball into the box. Ask the student which was harder to do and why. Allow the class to offer their input about the difference between the two examples. Tell students that they are going to learn about hockey, in particular the science behind the slapshot. View the NBC Learn Video: Slapshot Physics: Hockey.

Lesson Plan Procedure:

See attached student sheet for procedure.

Closure (Reflect Anticipatory Set):

Ask students to think about the simulated game of hockey that they just played. What technique did they use to score more points? Discuss answers. If they were really playing hockey, would those techniques still work? Have a group of students come up to the front of the classroom. Let one be the person in front of a goal (the box used at the beginning of the lesson). Assign students to two teams. Use a Nerf ball and yard sticks rather than using a real puck and hockey sticks. Let the students simulate a few of the techniques they were discussing. Even though they are using a Nerf ball, and not a puck, students can enjoy the “feel” of a live game.

Plan for Independent Practice:

Ask students to design an experiment with the materials they used for their simulated hockey game. They already have some idea of how the materials react but when applied in a new and different way students may discover new information. The first step is to come up with a good question. Next, students must do research by using the Internet or books to find out what other people might already know about their question. The next step is to construct a hypothesis. This will be their prediction about what they think will happen. Next, tell students to write the steps of their experiment to test their hypothesis. Do the experiment. Remind students to keep careful record about what they discover. After the experiment is over, analyze the record or data that was collected. As a group, decide what to conclude about the hypothesis. Was it correct? If not, why not? Each group should share the results of their experiment with the class by giving an oral report and/or by showing a graph of the results.

Assessment Based on Objectives:

Begin the next day’s lesson with the quiz titled, “SLAPSHOT PHYSICS: HOCKEY”. (See attached quiz)

Possible Connections to Other Subjects:

Social Studies/History/Technology: Students can research the history of hockey and summarize the milestones of the sport in a Power Point presentation.

Langague Arts/Art: In groups, students can write a Hockey How-to Guide for making a slapshot.. Students can illustrate the booklet and include pointers and advice they have discovered either from their experience and/or from research. After completing the booklet, ask one student from each group to read their group’s booklet to the class.


Adaptations and Extensions:



Additional Notes:

N/A


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