Submitted by: Heather Robertson, Ebonie Walls, Lyanne Glvez, Blanca Serrano, Isaac

Padron, and Lydia Reynolds

Grade Level: 5th Grade
Subject/Topic: STEM/Force

FORCE: COLLISION

Rationale: The purpose of this lesson is for

students to correlate the concept of force to
head to head collisions and come up with a
way to prevent injuries from this using an egg
and various materials.

Materials/Equipment:
The Point with Ana Karpasian.
2013, May 24. NFL Football Hits,
Concussions, Injuries, and a
Lifetime of Pain.[Video File]
Retrieved from:
https://www.youtube.com/watch
?
v=UT__BsZlHSc&feature=youtu.
be
Crains Chicago Business. 2013, Oct 14. Safer
football helmets: Inside the Riddell testing
lab. Retrieved from
https://www.youtube.com/watch?
v=XugwfuPXngQ

paper towels
eggs
garbage bags
duck tape
popsicle sticks
cotton balls
bubble wrap
regular tape
foam

yarn
measuring tape
scissors
egg carton
cardboard
sponges
straws
helmets
pencil/data sheet
research sheet.
Post it notes
Force calculation sheet
Scale
Helmet
Evaluation form
Rubric
Polaroid camera (optional)
TEKS Achieved:
SCIENCE
112.16 (b) (2ABCDEF) The student is
expected to describe, plan, and implement
simple experimental investigations testing
one variable, ask well-defined questions,
formulate testable hypotheses, and select
and use appropriate equipment and
technology, collect information by detailed
observation and accurate measuring, analyze
and interpret information to construct
reasonable explanations from direct
(observable) and indirect (inferred) evidence,
demonstrate that repeated investigations
may increase the reliability of results and
communicate valid conclusions in both
written and verbal forms.

Accommodations:
1. For a student with special needs, allow
for extra time and peer with students
willing to assist.
2. For a student that is an ELL, use
visuals such as the simulation videos
to help them understand the
concept.

112.16 (b) (3A) The student is expected to

analyze, evaluate, and critique scientific
explanations by using empirical evidence,

logical reasoning, and experimental and

observational testing, including examining all
sides of scientific evidence of those scientific
explanations, so as to encourage critical
thinking by the student.
112.16 (b) (3B) The student is expected to
connect grade-level appropriate science
concepts with science careers and
contributions of scientists.
112.16 (b) (7D) The student is expected to
design an experiment that tests the effect of
force on an object.
MATH
111.7 (b) (7) The student is expected to apply
mathematical process standards to select
appropriate units, strategies, and tools to
solve problems involving measurement. The
student is expected to solve problems by
calculating conversions within a
measurement system, customary or metric.
ELAR
110.16 (b) (24A) The student is expected to
follow a research plan to collect data from a
range of electronic resources and data from
experts.
ELPS
74.4 (c) (3D) The student is expected to
speak using grade-level content area
vocabulary in context to internalize new
English words and build academic language
proficiency.

Blooms
Taxonomy:

Differentiated
Learning:

Knowledge/
Remember
Comprehension/
Understand
Application
Analysis
Create / Synthesis
Evaluation

Auditory
Visual/Spatial
Kinesthetic
Logical/Math
Verbal/Linguistic
Intrapersonal

Classroom
Strategies:
Cooperative Groups
Hands-On
Technology
Problem Solving
Whole-group
Student Presentations

Curriculum
Integration:
Math
Social Studies
Reading
Health
Science
Writing

Objectives:
The student will research and generate an experiment testing the effect of force in a
collision using a raw egg and various materials.

The student will orally present and analyze the results of their collision.

Lesson Plan:
Engage: Teacher walks into the classroom wearing a helmet. Why are helmets necessary?
How do they protect our brain? Ask them if they think wearing a helmet is safer than not
wearing one? How about when you ride a motorcycle? What about football? Discuss the
situation, impact, and effect of a collision in each scenario. Show video:
https://www.youtube.com/watch?v=UT__BsZlHSc&feature=youtu.be
Elicit prior understanding:
Have them notice the amount of force mentioned in the video and its effects.
Ask:
What forces are acting during a collision? (two opposing forces colliding then repel each
other) What does force have to do with concussions? (how great the amount of force is)
Explore:
Each group will be given a raw egg (show egg). This egg is the head of a football player and
your job is to find a way to protect it from breaking at 1, 2, and 3 feet. Since we cannot
control the force we exert on an object when we bang two objects together, we are going to
use gravitational force. If I drop this egg, what do you think will happen? (drop the egg) Put
egg in sandwich bag prior to dropping). Helmets are designed to protect the head of a
human when a force is applied upon.
Explain to students how to calculate the force of an object. Have them identify what force
means, what is mass, and what is gravitational force. Have students stand up and make
body movements to represent each part of the equation. For example, force is strength or
energy applied to an object-pretend to push. If youre gravity, pretend to fall. Mass is how
much you weigh, pretend to stand on a scale. Model an example of the equation and how to
calculate force.
As engineers, you all will work together to create a helmet that will protect your egg.
There are 5 jobs and each member of your group will have one of these jobs. The data
reporter is the engineer who will record the force of each drop using F=(mass)(gravity) and
design their helmet labeling the materials as well as take note of the effects of the force
applied. The materials manager is the engineer who will gather all the materials needed for
the group. The tester is the engineer who will measure the height and drop the egg from the
various heights. The researcher is responsible for looking up the information based on the
sources given AND explaining it to the rest of the group. Finally, the presenter will present
the information to the class, including what worked best and why.
Remember, you are ALL engineers and have to work together to protect your egg! You will
have 30 minutes to complete this. Count off students to make 5 groups.
First, we have a variety of websites you will visit to gather information prior to making your
helmet. Once you have visited at least three websites and the data recorder has taken
careful notes, you may come to the material table and gather the materials you will need.
Remember this is a group effort so discuss with your group what materials you would like to
use.
Release the material manager to gather iPad for the research aspect of the experiment.
Keep a timer for the students so that they are on task and can manage their time wisely.
They will also evaluate their safest helmet using the evaluation form.
Explain:

The students must be able to explain the effects of the force on their object. They will
identify the force (gravitational: use 10 m/s2) and mass (total weight of the helmet in kg.)
and calculate the force for each trial. They should arrive at the conclusion that the greater
the force the greater the impact. They may draw and label to represent force.

Elaborate:
After the 30 minutes have passed for their experiment, gather the class and have each
group present their helmet.
Have a table with each groups helmet visually represented (drawing or picture). After each
demonstration, you will add the results to the chart. (For example, include the following in
the chart: Name of Helmet, Visual Representation, Force, Did the egg break or was it
protected? Why?)
Before they drop their egg in demonstration, they will tell the class what materials they use
and how they believe this will minimize injury caused by the force. After they have
presented their helmet and taken a picture of their helmet, they may demonstrate to their
class their experiment. For this culminating activity, everyone will drop their egg at 3 ft.
Repeat the process with the next group until all groups have justified their helmet and
demonstrated the collision.
Evaluate/ Assessment:
Discuss the findings on the chart. Which helmets worked the best? Was the force consistent
in each group or did it vary? Why did it vary?
Hand out self-evaluation sheet.
Use the following rubric to grade each group.
Excellent

Good

Needs
Improvement

Scientific Process
Students are able to
appropriately use the
scientific method as an
experimental process.
Evaluation of
Results
Students are able to
analyze and evaluate
their final product.
Content
Students are able to
identify and explain the
force of an object.
Oral Presentation
Students are able to
clearly communicate
their findings using
academic language to
explain the scientific
process

Collaborative Effort
Students are able to
work together in
cooperative group
Extend/ Enrichment:
Show the following video https://www.youtube.com/watch?v=XugwfuPXngQ
Pose the following questions:
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?
What are the effects of the contributions made by scientists like these?
Closure / Culminating Activity: (Explain how you will accomplish this short portion of the
lesson))
Give each person a sticky note and write the following sentence on the board. Before they
leave, they must write their answer and post in on the board. The teacher will choose two
volunteers to read what they wrote.
What were the effects of the force before, during, and after the collision?
Reteach
In a small group, gather students to test the effects of different material being dropped.
Have them describe to you what happens and then draw a picture labeling the forces acting
on the object. After they have done so, they can continue with making a helmet and testing
the effects. They then can label each part of the equation: force, mass, and gravity. Have
them continue testing two more times and discuss results.
Self-Assessment
How where students demonstrating their knowledge of force on an object? What could you
change to further facilitate concept understanding?
Where students able to understand and use process of the scientific method with ease?
What further instruction would be needed?
Where the students successful in communicating their knowledge, using academic
language? If not, how can you facilitate this?
Resources
Crains Chicago Business. 2013, Oct 14. Safer football helmets: Inside the Riddell testing
lab. Retrieved from https://www.youtube.com/watch?v=XugwfuPXngQ

The Point with Ana Karpasian. 2013, May 24. NFL Football Hits,
Concussions, Injuries, and a Lifetime of Pain.[Video File] Retrieved
from: https://www.youtube.com/watch?
v=UT__BsZlHSc&feature=youtu.be
Trout, C. (n.d.) Designing Safer Sports Helmets STEM-Centric Unit. Retrieved on 24 April
2016 from https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiUqZKP2ajMAhXHQyYKHfwTAQU

QFggdMAA&url=http%3A%2F%2Fwww.thestemnet.com%2Fsites%2Fdefault%2Ffiles
%2Fresources
%2FDesigning_Safer_Helmets_Lesson.docx&usg=AFQjCNFeIFbPnh_PyV9BVvxWq9BU-fXlfA