Identify the 5E component addressed for the learning experience. The 5E model is not linear. Materials: Engagement Asking questions (for science) Student portfolios and defining problems (for Computers with access to internet Exploration engineering) Preparation: Developing and using models Explanation Make sure portfolios and computers are available Planning and carrying out Extension investigations Facilitation of Learning Experience: Evaluation Have the students work in to design safer football helmets. Students Analyzing and interpreting data must justify their design using the principles of physics. Pose the following questions to students: Using mathematics and How will the new helmets prevent or mitigate injuries? computational thinking Can the new design eliminate injury? Why or why not? What is the largest challenge remaining? How can you address this Constructing explanations (for science) and designing challenge? solutions (for engineering) Students should prepare a design proposal for their new designs. Student designs will be peer reviewed by classmates. Provide students the Engaging in argument from opportunity to modify designs based off of feedback. A STEM Specialist evidence could be used at this point in the lesson to critique the design of student work. Obtaining, evaluating, and communicating information Transition: Ask the students, what about other sports? Materials: Engagement Asking questions (for science) Student portfolios and defining problems (for Computers with access to internet engineering)
Identify the 5E component addressed for the learning experience. The 5E model is not linear. Engagement Exploration Explanation Extension Evaluation Materials: Student portfolios Computers with access to internet Preparation: Make sure portfolios and computers are available Facilitation of Learning Experience: Have the students work in to design safer football helmets. Students must justify their design using the principles of physics. Pose the following questions to students: How will the new helmets prevent or mitigate injuries? Can the new design eliminate injury? Why or why not? What is the largest challenge remaining? How can you address this challenge? Students should prepare a design proposal for their new designs. Student designs will be peer reviewed by classmates. Provide students the opportunity to modify designs based off of feedback. A STEM Specialist could be used at this point in the lesson to critique the design of student work. Transition: Ask the students, what about other sports? Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information Engagement Materials: Student portfolios Computers with access to internet Asking questions (for science) and defining problems (for engineering)
Designing_Safer_Helmets_Lesson.docx