law and the law of conservation of momentum. In addition, have them Analyzing and interpreting data summarize how well it worked. Using mathematics and allowing a few minutes for writing, lead a general discussion of the computational thinking results. What worked and what didn’t? How do the laws of physics explain the results? Constructing explanations (for science) and designing Transition: solutions (for engineering) In the portion of the lesson, students should compare the egg drop (collision in one direction) with the collisions that athletes might experience. Engaging in argument from evidence Obtaining, evaluating, and communicating information Materials: Engagement Asking questions (for science) Student summaries of their design. and defining problems (for engineering) Exploration Preparation: The room should be arranged to facilitate discussion Developing and using models Explanation Planning and carrying out Facilitation of Learning Experience: Extension investigations Guide the students in a discussion to compare the egg drop to athletic Evaluation collisions. Specifically, how is designing a container for the egg like Analyzing and interpreting designing a helmet and how is it different? Be sure that they focus on the data physics. Using mathematics and Transition: computational thinking
law and the law of conservation of momentum. In addition, have them summarize how well it worked. allowing a few minutes for writing, lead a general discussion of the results. What worked and what didn’t? How do the laws of physics explain the results? Transition: In the portion of the lesson, students should compare the egg drop (collision in one direction) with the collisions that athletes might experience. 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 Exploration Explanation Extension Evaluation Materials: Student summaries of their design. Preparation: The room should be arranged to facilitate discussion Facilitation of Learning Experience: Guide the students in a discussion to compare the egg drop to athletic collisions. Specifically, how is designing a container for the egg like designing a helmet and how is it different? Be sure that they focus on the physics. Transition: 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
Designing_Safer_Helmets_Lesson.docx