Presentation on theme: "Head injuries are affecting teens across the country in sports from skateboarding to ice hockey. Student athletes are required to wear head protection."— Presentation transcript:
Head injuries are affecting teens across the country in sports from skateboarding to ice hockey. Student athletes are required to wear head protection in many sports. What materials do designers employ in order to provide helmets that sufficiently protect athletes from impacts such as concussions? 1111 2222 3333 6666 5555 4444 Next Video and Image Source: NBC Learn Click on picture above to access video
You will use the following resources to gather information about football helmet construction and traumatic brain injury. Football Helmet Evolution Helmet Tech Traditional Football Helmet Next Generation Helmet These sites will assist you in completing your activity on slide 3. Consider the significance of key innovations as you take notes. Cornell notes 1111 2222 3333 6666 5555 4444 Next Image Source: ClipArt.com by subscription
Review the web resources below and refer to your notes you took from the sites on the previous slide as you complete the activities on slides 3 and 4. Brain Basics Concussion In this activity, you will decide which statements are true about our current understanding of the brain and concussions and which ones are false.activity 1111 2222 3333 6666 5555 4444 Next Image Source: Clip Art
Create the ultimate protective headwear for a sport you are interested in such as: skateboarding, soccer, biking, skating, lacrosse, football, etc. What materials/ shapes will you utilize in your design construction? Why did you choose these materials? Please include a picture of the protective gear. Include how the protective gear reduces the force that might otherwise damage the body. Support your response with details from your research and reading. Hand-write or type your response as directed by your teacher: You may type your response in the text box below and save this PowerPoint file to your My Documents folder, then Copy it to your teacher’s Drop folder on the Students (L:) drive. Make sure you incorporate your name as part of the title when you save. You may draw or sketch your design.sketch 1111 2222 3333 6666 5555 4444 Next
Smarter Helmet Article Soccer Headgear Video Inside the Damaged Brain Video Players Concussion Infographic Cheerleading injury Concussions in LAX 1111 2222 3333 6666 5555 4444 Next Image Source: ClipArt.com by subscription The following sites are videos and articles where you can learn more about protective headgear and concussions.
BCPS Curriculum Identify and describe applications of materials technology in the designed world such as metals, alloys, nonmetals, composites, and biomaterials. (12.C) Apply science concepts and mathematical concepts such as strength of shapes, forces, center of gravity, moments of inertia, stress, strain, deflection, and efficiency to materials technology. (12.D) Maryland State Curriculum Develop an understanding of the cultural, social, economic, and political effects of technology. (ITEA, STL 4) Develop an understanding of the role of society in the development and use of technology. (ITEA, STL 6) Develop and produce a product or system using a design process. (ITEA, STL 11-Q) Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. NETS Standards for Students 1.A Apply existing knowledge to generate new ideas, products, or processes. Time Frame: One 50 minute class period Differentiation: Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Learning Styles: Visual, Auditory, Tactile, Reflective, Global, Analytical AVID Strategies: Cornell notes Notes to the teacher: There are gold and silver stars. They are both at the same complexity. In order to complete in the time allotted assign students one color star. Preview sketch tool.sketch Last updated: July 2012 Created by Alexis Mazur email@example.com, Library Media Specialist BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson firstname.lastname@example.orgJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444