Lessonopoly


Sponsors


The Science of Skates

 View a printer friendly version. Print    Download as PDF Pdf  
   
 
VIEW RESOURCES (5) COMMENTS (0) REVISIONS
Add Comments
  Document Type: Lesson Plan
  Lesson Plan Type: Interactive Instruction
  Subject: Science
  Grade Level: 8
  Time: 60 min
  Last Updated: 02-04-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
Rated 4.0/5.0
Expert Ratings (1 votes)

User Ratings (0 votes)
 
 
CALIFORNIA STATE STANDARDS ADDRESSED

Science/8/Investigation and Experimentation
 
BRIEF DESCRIPTION
Students will conduct an experiment to understand the following concept: Designers of skates create blades using the scientific fact that pressure increases temperature. Students will also use their knowledge to “invent” a new type of skate.

  
 
PROCEDURES
 
Goal(s):
Students will conduct an experiment to understand the following concept: Designers of skates create blades using the scientific fact that pressure increases temperature. Students will also use their knowledge to “invent” a new type of skate.
 
Specific Objectives:
  1. Ask scientific questions.
  2. Explore the relationship between pressure and temperature.
  3. Investigate the way designers of skates create the blades to facilitate a low friction glide.
  4. Create a poster showing a new invention: an all-in-one skate suitable for all three different types of skating.
 
Required Materials:
The NBC Learn Video: THE SCIENCE OF SKATES, access to a computer that is connected to a LCD projector, white board or screen to view the computer, examples of three different types of skates or pictures of them: hockey, figure and speed skates, large poster board, markers
 
Anticipatory Set (Lead-in):
Show the class an example of a figure skating boot with its blade (or a picture), a speed skating boot with its blade (or a picture), and a hockey boot with its blade (or a picture). Let students examine the three different types of skates. Discuss the differences between the three different skates. Ask students to think about the reasons the skates should be so different considering all the athletes skate on the same surface: ice. Discuss answers. Tell students they will discover the answers to this question by viewing the NBC Learn Video: The Science of Skates.
 
Lesson Plan Procedure:
See attached Student Activity Sheet for procedure.
 
Closure (Reflect Anticipatory Set):
Show the examples of the skates (or pictures of them) and discuss how each type is affected the same way by pressure (temperature increases). Ask students what would happen if the blades on each of the shoes were different. Ask them if it would be possible for a figure skater to wear hockey skates? What would happen when he/she tried to do spins? What would happen if a speed skater tried to wear a figure skater’s skates? What would the result be? Could he/she compete fairly with other speed skaters? Why or why not? Tell students they are going to have the chance to use their knowledge on another activity involving skate design.
 
Assessments & notes
 
Plan for Independent Practice:
Tell students that they are going to be inventors. Their job is to design a new all-in-one skate that an athlete could wear for all types of skating (figure, speed, and hockey). Students must create a large poster to advertise their new skate. The poster must include an illustration of a skater wearing the new invention while demonstrating each of the three main types of skating. The poster must also show an up-close view of the skate (boot and blade). After students (working in groups) are finished, they will display and share their posters with the rest of the class.
 
Assessment Based on Objectives:
  1. Create a checklist to note the type of questions that students ask and to mark observations of their participation in the student activity.
  2. Create a rubric to assess the invention posters.
  3. Begin the next day’s lesson with the quiz, “The Science of Skates”.
 
Possible Connections to Other Subjects:
Math: Ask students to find out the actual dimensions of the three main types of skates: figure, speed, and hockey. Make a chart and/or graph to compare the measurements of the blade for each type of skate.

Language Arts/History: Tell students to research the history of skates. Did all skates start out the same and then evolve to become different for the three different sports? If so, when did that happen? If they were different from the beginning, how did each of the three evolve to what they are today? Tell students to make a diagram/tree (with labels and illustrations) of what they discovered.
 
Adaptations & Extensions:
 
 
Additional Notes:
 
 
Copyright:
 
 
 
 
Was this lesson plan useful? Questions? Add comments here!
 
rate this lesson This teacher is not recipient of teacher innovation grant. rate this lesson
Submitted by NBCLearn on Sat, 01/23/2010 - 00:22


Title:

The Science of Skates

Grade Level:

8

Subject:

Science

Author:

nbclearn

Time:

60 min

Lesson Plan Type:

Interactive Instruction

Keywords:

ice skate, blade, skate boot, material, synthetic, composite, carbon fiber, steel, leather, heat, molding, form-fit, force, energy, properties, comfort, fit, support, stiffness, flexibility, motion, speed, velocity, glide, acceleration, agility, friction, melt-water, layer, contact, surface, Winter Olympics, athlete, design

Brief Description:

Students will conduct an experiment to understand the following concept: Designers of skates create blades using the scientific fact that pressure increases temperature. Students will also use their knowledge to “invent” a new type of skate.

  

California State Standards Addressed:

Science/8/Investigation and Experimentation)

Related Links:

Link 1:
Link 2:

Goal(s):

Students will conduct an experiment to understand the following concept: Designers of skates create blades using the scientific fact that pressure increases temperature. Students will also use their knowledge to “invent” a new type of skate.

Specific Objectives:

  1. Ask scientific questions.
  2. Explore the relationship between pressure and temperature.
  3. Investigate the way designers of skates create the blades to facilitate a low friction glide.
  4. Create a poster showing a new invention: an all-in-one skate suitable for all three different types of skating.

Required Materials:

The NBC Learn Video: THE SCIENCE OF SKATES, access to a computer that is connected to a LCD projector, white board or screen to view the computer, examples of three different types of skates or pictures of them: hockey, figure and speed skates, large poster board, markers



Anticipatory Set (Lead-in):

Show the class an example of a figure skating boot with its blade (or a picture), a speed skating boot with its blade (or a picture), and a hockey boot with its blade (or a picture). Let students examine the three different types of skates. Discuss the differences between the three different skates. Ask students to think about the reasons the skates should be so different considering all the athletes skate on the same surface: ice. Discuss answers. Tell students they will discover the answers to this question by viewing the NBC Learn Video: The Science of Skates.



Lesson Plan Procedure:

See attached Student Activity Sheet for procedure.

Closure (Reflect Anticipatory Set):

Show the examples of the skates (or pictures of them) and discuss how each type is affected the same way by pressure (temperature increases). Ask students what would happen if the blades on each of the shoes were different. Ask them if it would be possible for a figure skater to wear hockey skates? What would happen when he/she tried to do spins? What would happen if a speed skater tried to wear a figure skater’s skates? What would the result be? Could he/she compete fairly with other speed skaters? Why or why not? Tell students they are going to have the chance to use their knowledge on another activity involving skate design.

Plan for Independent Practice:

Tell students that they are going to be inventors. Their job is to design a new all-in-one skate that an athlete could wear for all types of skating (figure, speed, and hockey). Students must create a large poster to advertise their new skate. The poster must include an illustration of a skater wearing the new invention while demonstrating each of the three main types of skating. The poster must also show an up-close view of the skate (boot and blade). After students (working in groups) are finished, they will display and share their posters with the rest of the class.



Assessment Based on Objectives:

  1. Create a checklist to note the type of questions that students ask and to mark observations of their participation in the student activity.
  2. Create a rubric to assess the invention posters.
  3. Begin the next day’s lesson with the quiz, “The Science of Skates”.

Possible Connections to Other Subjects:

Math: Ask students to find out the actual dimensions of the three main types of skates: figure, speed, and hockey. Make a chart and/or graph to compare the measurements of the blade for each type of skate.

Language Arts/History: Tell students to research the history of skates. Did all skates start out the same and then evolve to become different for the three different sports? If so, when did that happen? If they were different from the beginning, how did each of the three evolve to what they are today? Tell students to make a diagram/tree (with labels and illustrations) of what they discovered.

Adaptations and Extensions:

 

Additional Notes:

 

»