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Safety Gear

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  Document Type: Lesson Plan
  Lesson Plan Type: Interactive Instruction
  Subject: Science
  Grade Level: 8
  Time: 60 minutes
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/8/Investigation and Experimentation
9.0 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. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. c. Distinguish between variable and controlled parameters in a test. d. Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data. e. Construct appropriate graphs from data and develop quantitative statements about the relationships between variables. f. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure × area, volume = area × height). g. Distinguish between linear and nonlinear relationships on a graph of data.
 
BRIEF DESCRIPTION
Students will consider the design factors that impact safety gear by creating their own “helmet” for an egg. Students will experiment with shape, materials and design in this hands-on project. Students will use their experiences and additional research to debate the topic of having a mandatory helmet law for bicyclists.

safety gear  

 
PROCEDURES
 
Goal(s):
Students will consider the design factors that impact safety gear by creating their own “helmet” for an egg. Students will experiment with shape, materials and design in this hands-on project. Students will use their experiences and additional research to debate the topic of having a mandatory helmet law for bicyclists.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Compare several different types of helmets.
  3. Make a “helmet” to protect a raw egg.
  4. Debate the topic of a mandatory helmet law for bicyclists.
 
Required Materials:
The NBC Learn Video: SAFETY GEAR, a copy of the worksheet, “Student Activity: SAFETY GEAR” for each student, three different types of helmets, one raw egg per pair or student, bubble wrap (small bubbles), 12 x 12” per pair or student, one styrofoam sheet, 12 x12” per pair or student, one half an egg carton per pair or student, paper, tape (masking, scotch, or clear packing), scissors, computer, with internet access
 
Anticipatory Set (Lead-in):
Show students several different helmets: a helmet for a bicyclist, a motorcyclist, and if possible one for a skier. Allow students to examine them and put them on. Discuss the similarities and differences between the different helmets. Draw a venn diagram on the board and ask students to compare the three different kinds of helmets. Tell students that in this lesson they are going to learn about the science behind the safety gear used in the Winter Olympics. View the NBC Learn Video: SAFETY GEAR
 
Lesson Plan Procedure:
See attached Student Activity Sheet for the procedure.
 
Closure (Reflect Anticipatory Set):
Ask students to think about the experiences they had today with safety gear. They had the opportunity to examine and compare three real helmets, watch a video about safety gear, and create their own protective “helmet” for the raw egg. Ask students to think about the main concepts they learned today. Write these statements and concepts on the board. Ask students to raise their hand if they thought it was important to wear a helmet while riding a bicycle. What if they were on a skateboard? What if they were on a motorcycle? What if they were in a moving vehicle? What if they were skiing? Ask students why some might not think it would be necessary for all the activities mentioned. Tell students they will have one more opportunity to summarize what they discovered today about safety gear.
 
Assessments & notes
 
Plan for Independent Practice:
Tell students that they are going to pretend to be two special committees whose job it is to convince the President of the United States that there should be a law that makes it mandatory for all people to wear helmets when they ride a bicycle. One half of the class must prepare to debate the issue from the perspective that this law is a good idea and be ready to discuss all the reasons they would point out to the President about supporting the law. The other half of the class must prepare to debate the issue from the perspective that this law would be a terrible idea and be ready to discuss all the reasons they would point out to the President about not supporting the passing of such a law. Ask students to choose which point of view they would like to take: pro-helmet or anti-helmet. Tell students that they have 20 minutes to research the topic and prepare for the debate. Tell each side to choose a representative to give an opening statement that is no longer than 5 minutes. After 20 minutes, ask a representative from the pro-helmet side to give his/her timed statement why adding this new law is important and why the group supports the idea. After the representative makes his/her statement, allow the other group’s representative to respond with their prepared statement. Remind students that they must not interrupt each other during the debate. Allow both sides to take turns offering their viewpoints and responding to statements. After 15 minutes, stop the debate and tell the class which side offered the more convincing arguments.
 
Assessment Based on Objectives:
Begin the next day’s lesson with the quiz, “SAFETY GEAR”.
 
Possible Connections to Other Subjects:
Social Studies/History/Technology: Students can research the history of safety gear in the Olympics and summarize the changes over time in the design and construction of helmets and other types of protection in a Power Point presentation. Students can then present their project to the class.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Sat, 02/06/2010 - 05:31


Title:

Safety Gear

Grade Level:

8

Subject:

Science

Author:

NBCLearn

Time:

60 minutes

Lesson Plan Type:

Interactive Instruction

Keywords:

helmet, safety, design factors, shape, materials, design, absorb, energy, force, olympics

Brief Description:

Students will consider the design factors that impact safety gear by creating their own “helmet” for an egg. Students will experiment with shape, materials and design in this hands-on project. Students will use their experiences and additional research to debate the topic of having a mandatory helmet law for bicyclists.

safety gear  


California State Standards Addressed:

Science/8/Investigation and Experimentation)9.0

Related Links:

Link 1:
Link 2:

Goal(s):

Students will consider the design factors that impact safety gear by creating their own “helmet” for an egg. Students will experiment with shape, materials and design in this hands-on project. Students will use their experiences and additional research to debate the topic of having a mandatory helmet law for bicyclists.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Compare several different types of helmets.
  3. Make a “helmet” to protect a raw egg.
  4. Debate the topic of a mandatory helmet law for bicyclists.

Required Materials:

The NBC Learn Video: SAFETY GEAR, a copy of the worksheet, “Student Activity: SAFETY GEAR” for each student, three different types of helmets, one raw egg per pair or student, bubble wrap (small bubbles), 12 x 12” per pair or student, one styrofoam sheet, 12 x12” per pair or student, one half an egg carton per pair or student, paper, tape (masking, scotch, or clear packing), scissors, computer, with internet access

Anticipatory Set (Lead-in):

Show students several different helmets: a helmet for a bicyclist, a motorcyclist, and if possible one for a skier. Allow students to examine them and put them on. Discuss the similarities and differences between the different helmets. Draw a venn diagram on the board and ask students to compare the three different kinds of helmets. Tell students that in this lesson they are going to learn about the science behind the safety gear used in the Winter Olympics. View the NBC Learn Video: SAFETY GEAR

Lesson Plan Procedure:

See attached Student Activity Sheet for the procedure.

Closure (Reflect Anticipatory Set):

Ask students to think about the experiences they had today with safety gear. They had the opportunity to examine and compare three real helmets, watch a video about safety gear, and create their own protective “helmet” for the raw egg. Ask students to think about the main concepts they learned today. Write these statements and concepts on the board. Ask students to raise their hand if they thought it was important to wear a helmet while riding a bicycle. What if they were on a skateboard? What if they were on a motorcycle? What if they were in a moving vehicle? What if they were skiing? Ask students why some might not think it would be necessary for all the activities mentioned. Tell students they will have one more opportunity to summarize what they discovered today about safety gear.

Plan for Independent Practice:

Tell students that they are going to pretend to be two special committees whose job it is to convince the President of the United States that there should be a law that makes it mandatory for all people to wear helmets when they ride a bicycle. One half of the class must prepare to debate the issue from the perspective that this law is a good idea and be ready to discuss all the reasons they would point out to the President about supporting the law. The other half of the class must prepare to debate the issue from the perspective that this law would be a terrible idea and be ready to discuss all the reasons they would point out to the President about not supporting the passing of such a law. Ask students to choose which point of view they would like to take: pro-helmet or anti-helmet. Tell students that they have 20 minutes to research the topic and prepare for the debate. Tell each side to choose a representative to give an opening statement that is no longer than 5 minutes. After 20 minutes, ask a representative from the pro-helmet side to give his/her timed statement why adding this new law is important and why the group supports the idea. After the representative makes his/her statement, allow the other group’s representative to respond with their prepared statement. Remind students that they must not interrupt each other during the debate. Allow both sides to take turns offering their viewpoints and responding to statements. After 15 minutes, stop the debate and tell the class which side offered the more convincing arguments.

Assessment Based on Objectives:

Begin the next day’s lesson with the quiz, “SAFETY GEAR”.

Possible Connections to Other Subjects:

Social Studies/History/Technology: Students can research the history of safety gear in the Olympics and summarize the changes over time in the design and construction of helmets and other types of protection in a Power Point presentation. Students can then present their project to the class.

Adaptations and Extensions:



Additional Notes:

N/A


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