1. Head On Collision 1. Question & Research Task
SLIDE NAVIGATION
Head On Collision 1. Question & Research Task
Next 1 2 3 4 5 6
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?
Image Source: NBC Learn
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How would you evaluate materials in sports helmets when designing protective headwear?

2. Football Helmet Evolution Helmet Tech Traditional Football Helmet
2. Information Sources
SLIDE NAVIGATION
Next 1 2 3 4 5 6
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
Be sure to take notes!
Image Source: ClipArt

3. Then complete this activity to show what you have learned.
3. Student Activity
SLIDE NAVIGATION
Next 1 2 3 4 5 6
After your initial research, use the resources below for some basic information on:
The Human Brain
Concussions
Then complete this activity to show what you have learned.
Image Source: Clip Art

4. 4. Assessment Activity
SLIDE NAVIGATION
Next 1 2 3 4 5 6
How would you evaluate materials in sports helmets when designing protective headwear?
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. You may provide a hand drawn or digital sketch.
Include how the protective gear reduces the force that might otherwise damage the body .
Cite evidence from your research to support your decisions.
Image Source: Flickr

5. 5. Enrichment Activities
SLIDE NAVIGATION
Next 1 2 3 4 5 6
Long term impacts on athletes who play sports where head injuries are common are now leading to possible law suits and additional benefits and protections for player. Dig in to this discussion using the sources below.
Should professional sports leagues do more to protect and take care of injured players? Don’t the players know the risks when they put the uniform on? You decide.
First Claims Approved in Concussion Deal
NFL Concussions Fast Facts
Let’s Act on Concussions and Make Sports Safe Again
Professional Sports Organizations Have a Responsibility to Safeguard the Health of Their Players
Impact of Repetitive Head Injuries on Football Players
Image Source: Wikimedia Commons

6. 6. Teacher Resources 1 2 3 4 5 6 Technology Education
SLIDE NAVIGATION 1 2 3 4 5 6
Learning Standards Alignment
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 for English Language Arts & Literacy
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.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Technology Education
Time Frame: minute class period
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
Student activity on Slide 3 is not WCAG compliant. Students using accessibility readers will need to utilize this modified version.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson 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 Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.