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Slapshot Science!

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 6
  Time: 60 minutes
  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 the slapshot, which is the fastest, hardest shot in ice hockey. Students will investigate elastic collisions, energy transfer and momentum exchange and will conduct an experiment which simulates making a slapshot.

 

 
PROCEDURES
 
Goal(s):
Students will learn about the slapshot, which is the fastest, hardest shot in ice hockey. Students will investigate elastic collisions, energy transfer and momentum exchange and will conduct an experiment which simulates making a slapshot.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Define and discuss practical examples of elastic collisions, energy transfer, and momentum exchange.
  3. Conduct an experiment to demonstrate elastic collisions, energy transfer, and momentum exchange.
  4. Create a skit in which students demonstrate their knowledge of elastic collisions, energy transfer, and momentum exchange.
 
Required Materials:
The NBC Learn Video: Slapshot Physics: Hockey, a copy of the worksheet, “Experiment Worksheet: Slapshot Science!” for each group, one yardstick for each group, one checker for each student, a sticker to put on the checker for each student, stop watches for each group, a large elastic band, construction paper, white copy paper, white board, dry erase markers, and if possible, safety goggles and helmets for each student in the class.
 
Anticipatory Set (Lead-in):
Ask students to raise their hand if they have ever played hockey before. Next, ask them to raise their hand if they have ever seen a hockey game. Allow a few volunteers to share any stories they have about either their playing or viewing experience. Tell students that they are going to learn about a very special part of hockey called the slapshot. View the NBC Learn Video: Slapshot Physics: Hockey.
 
Lesson Plan Procedure:
  1. Tell students that they are going to review a few of the main concepts that were presented the NBC Learn Video: Slapshot Physics: Hockey
  2. Ask students what the most difficult shot in hockey is and why it is so difficult.
  3. Discuss answers which should include the slapshot, because you are trying to control a very fast, and hard elastic collision.
  4. Ask students to think why that type of collision is called an elastic collision.
  5. Discuss answers. If students do not know this you might tell them that an elastic collision does not change the total kinetic energy of the objects after the collision. Explain that the hockey stick and puck are exactly the same before the collision as they are after the collision. That is why the collision is elastic. To remember this, hold up a large elastic rubber band. Pull it out and let it go to show that it returns to its original state because it is elastic.
  6. To explore elastic collisions, as well as other scientific concepts students are going to play a simulated game that also involves elastic collisions. Before students play this game, tell them that they are going to need to know the two main steps of a slapshot.
  7. The first step to a slapshot is called the “wind-up”. In the video, students can see how the hockey player rotates her upper body until the stick is high overhead, then how she transfers her weight from back to front skate, swinging at the puck with maximum velocity. To do the slapshot, you must get the stick moving first. It needs to have a lot of momentum because that momentum is transferred to the puck.
  8. The second step is the swing and it is the key to the slapshot’s speed. During the swing, the hockey player’s stick actually strikes the ice before it hits the puck. Instead of slowing the shot, it amplifies it - by adding flex to the stick, and loading it with potential energy. When the stick snaps back all of the energy is transferred into the puck and that energy is going to translate into the velocity- or speed- of the puck.
  9. Tell students that they are going to do an experiment by simulating what happens during a slapshot. Divide the class into groups of four students each. Give each group a yard stick, four checkers and four stickers. Tell students to use a marker to write their initials on a sticker (which they should put on a checker) to identify their own checker.
  10. If at all possible, obtain safety goggles and helmets for students to wear during this activity.
  11. Give each group a box (that is approximately two feet long and two feet wide) to lay on its side to be the “goal” . Make sure the class is in an open area on which checkers can slide (on cement, for example, and not grass). Tell groups to put their goal in a place where they can eventually back up 10 yards and still have room to swing and hit the checkers toward the box.
  12. Explain to students that they will be playing a game, as well as conducting an experiment at the same time. Give each group a copy of the Experiment Worksheet: Slapshot Science! Tell them to complete each of the sections of the worksheet. Review the following guidelines: Be careful! Wear your goggles and helmets at all times. Do not stand near the goal while a group member is making his/her shot. Wait until the shot is completed before you record the measurements. If any member of a group misuses the stick or the checker puck in a way that may injure another person the entire group will be disqualified.
  13. Students should conduct their experiment and complete all steps of the Experiment Worksheet: Slapshot Science!
 
Closure (Reflect Anticipatory Set):
Ask one person from each group to discuss one thing they discovered when they did this experiment. Write their statements on the board. Encourage students to try to contribute a new idea rather than repeat one that has already been written down. After all the groups have shared and the statements have been written, ask students if their statements could also apply to playing real hockey. Discuss how their simulated game and real hockey is similar and how it is different.
 
Assessments & notes
 
Plan for Independent Practice:
On the board, write the following words: elastic collision, energy transfer, and momentum exchange. Tell students that for this last activity, they need to think of other examples of elastic collisions, energy transfer and/or momentum exchange. Students will work in the same groups as they did during the simulation. Tell students that they are going to brainstorm ideas about how to demonstrate other examples (besides hockey) of elastic collisions, energy transfer, and/or momentum exchange to create a skit to put on for the rest of the class. The skit should include some dialogue, or at least a narrator, to go along with a visual demonstration of at least one or more of the concepts listed on the board. Establish a timeframe/deadline for the groups to complete their skit. Provide everyone an opportunity to put on their skit for other members of the class.
 
Assessment Based on Objectives:
Begin the next day’s lesson with the quiz titled, “Slapshot Science!”.
 
Possible Connections to Other Subjects:
Music: Students can make up a song about the slapshot and teach it to the rest of the class.

Social Studies/History/Technology: Students can research the history of hockey and summarize the milestones of the sport in a Power Point presentation.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Thu, 02/11/2010 - 03:33


Title:

Slapshot Science!

Grade Level:

6

Subject:

Science

Author:

NBCLearn

Time:

60 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

Slapshot, Ice, Hockey, Stick, Puck, Elastic, Collision, Potential, Kinetic, Energy, Transfer, Speed, Velocity, Momentum, Exchange, Spin, Stability, Control, Accuracy, Projectile, Rotation, Force, Power, Materials, Aluminum, Carbon Graphite, Wood, Physics, olympics

Brief Description:

Students will learn about the slapshot, which is the fastest, hardest shot in ice hockey. Students will investigate elastic collisions, energy transfer and momentum exchange and will conduct an experiment which simulates making a slapshot.

 


California State Standards Addressed:

Science/6/Investigation and Experimentation)7.0

Related Links:

Link 1:
Link 2:
Link 3:

Goal(s):

Students will learn about the slapshot, which is the fastest, hardest shot in ice hockey. Students will investigate elastic collisions, energy transfer and momentum exchange and will conduct an experiment which simulates making a slapshot.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Define and discuss practical examples of elastic collisions, energy transfer, and momentum exchange.
  3. Conduct an experiment to demonstrate elastic collisions, energy transfer, and momentum exchange.
  4. Create a skit in which students demonstrate their knowledge of elastic collisions, energy transfer, and momentum exchange.

Required Materials:

The NBC Learn Video: Slapshot Physics: Hockey, a copy of the worksheet, “Experiment Worksheet: Slapshot Science!” for each group, one yardstick for each group, one checker for each student, a sticker to put on the checker for each student, stop watches for each group, a large elastic band, construction paper, white copy paper, white board, dry erase markers, and if possible, safety goggles and helmets for each student in the class.

Anticipatory Set (Lead-in):

Ask students to raise their hand if they have ever played hockey before. Next, ask them to raise their hand if they have ever seen a hockey game. Allow a few volunteers to share any stories they have about either their playing or viewing experience. Tell students that they are going to learn about a very special part of hockey called the slapshot. View the NBC Learn Video: Slapshot Physics: Hockey.

Lesson Plan Procedure:

  1. Tell students that they are going to review a few of the main concepts that were presented the NBC Learn Video: Slapshot Physics: Hockey
  2. Ask students what the most difficult shot in hockey is and why it is so difficult.
  3. Discuss answers which should include the slapshot, because you are trying to control a very fast, and hard elastic collision.
  4. Ask students to think why that type of collision is called an elastic collision.
  5. Discuss answers. If students do not know this you might tell them that an elastic collision does not change the total kinetic energy of the objects after the collision. Explain that the hockey stick and puck are exactly the same before the collision as they are after the collision. That is why the collision is elastic. To remember this, hold up a large elastic rubber band. Pull it out and let it go to show that it returns to its original state because it is elastic.
  6. To explore elastic collisions, as well as other scientific concepts students are going to play a simulated game that also involves elastic collisions. Before students play this game, tell them that they are going to need to know the two main steps of a slapshot.
  7. The first step to a slapshot is called the “wind-up”. In the video, students can see how the hockey player rotates her upper body until the stick is high overhead, then how she transfers her weight from back to front skate, swinging at the puck with maximum velocity. To do the slapshot, you must get the stick moving first. It needs to have a lot of momentum because that momentum is transferred to the puck.
  8. The second step is the swing and it is the key to the slapshot’s speed. During the swing, the hockey player’s stick actually strikes the ice before it hits the puck. Instead of slowing the shot, it amplifies it - by adding flex to the stick, and loading it with potential energy. When the stick snaps back all of the energy is transferred into the puck and that energy is going to translate into the velocity- or speed- of the puck.
  9. Tell students that they are going to do an experiment by simulating what happens during a slapshot. Divide the class into groups of four students each. Give each group a yard stick, four checkers and four stickers. Tell students to use a marker to write their initials on a sticker (which they should put on a checker) to identify their own checker.
  10. If at all possible, obtain safety goggles and helmets for students to wear during this activity.
  11. Give each group a box (that is approximately two feet long and two feet wide) to lay on its side to be the “goal” . Make sure the class is in an open area on which checkers can slide (on cement, for example, and not grass). Tell groups to put their goal in a place where they can eventually back up 10 yards and still have room to swing and hit the checkers toward the box.
  12. Explain to students that they will be playing a game, as well as conducting an experiment at the same time. Give each group a copy of the Experiment Worksheet: Slapshot Science! Tell them to complete each of the sections of the worksheet. Review the following guidelines: Be careful! Wear your goggles and helmets at all times. Do not stand near the goal while a group member is making his/her shot. Wait until the shot is completed before you record the measurements. If any member of a group misuses the stick or the checker puck in a way that may injure another person the entire group will be disqualified.
  13. Students should conduct their experiment and complete all steps of the Experiment Worksheet: Slapshot Science!

Closure (Reflect Anticipatory Set):

Ask one person from each group to discuss one thing they discovered when they did this experiment. Write their statements on the board. Encourage students to try to contribute a new idea rather than repeat one that has already been written down. After all the groups have shared and the statements have been written, ask students if their statements could also apply to playing real hockey. Discuss how their simulated game and real hockey is similar and how it is different.

Plan for Independent Practice:

On the board, write the following words: elastic collision, energy transfer, and momentum exchange. Tell students that for this last activity, they need to think of other examples of elastic collisions, energy transfer and/or momentum exchange. Students will work in the same groups as they did during the simulation. Tell students that they are going to brainstorm ideas about how to demonstrate other examples (besides hockey) of elastic collisions, energy transfer, and/or momentum exchange to create a skit to put on for the rest of the class. The skit should include some dialogue, or at least a narrator, to go along with a visual demonstration of at least one or more of the concepts listed on the board. Establish a timeframe/deadline for the groups to complete their skit. Provide everyone an opportunity to put on their skit for other members of the class.

Assessment Based on Objectives:

Begin the next day’s lesson with the quiz titled, “Slapshot Science!”.

Possible Connections to Other Subjects:

Music: Students can make up a song about the slapshot and teach it to the rest of the class.

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


Adaptations and Extensions:



Additional Notes:

N/A


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