B. Shannon Hill and Christie Harding SPED 6402: Differentiated Curriculum for the Gifted Section 640/641 1 March 2011 Bell Ringers or Brain Ruiners? Safety in Football Day 1: “This is Your Brain on Football” Day 2: “Materials Matter: Avoiding Helmet Howlers” Day 3: “Get the Ball Rolling” Day 4: “Going the Distance” Bell Ringers or Brain Ruiners? Safety in Football
B. Shannon Hill & Christie Harding, ECU AIG Units, Summer 2011
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B. Shannon Hill and Christie Harding
SPED 6402: Differentiated Curriculum for the Gifted
Section 640/641
1 March 2011
Bell Ringers or Brain Ruiners? Safety in Football
Day 1: “This is Your Brain on Football”
Day 2: “Materials Matter: Avoiding Helmet Howlers”
Day 3: “Get the Ball Rolling”
Day 4: “Going the Distance”
Bell Ringers or Brain Ruiners? Safety in Football
OR If you’ve kept up with the news at all this year, chances are you’ve been bombarded with football-related concussion stories. While this heavy media attention has prompted rule changes at the national level, the very equipment designed to prevent head injury – the football helmet – has undergone no major revision. More puzzling, methods used to test helmets have remained unaltered since the 1970’s. In “Bell Ringers or Brain Ruiners?” you will consider the effects of concussion, explore common misconceptions about football helmets, scrutinize helmet design and function, seek expert opinions, and suggest a new helmet design that addresses concussions.
Bell Ringers or Brain Ruiners? Safety in Football
An odyssey can be defined in numerous ways. One approach to describe an
odyssey includes a long, arduous quest on which one embarks in order to solve a
problem. During this journey, one may encounter different people, places and objects that
encourage spiritual, emotional, and intellectual development. Through times of challenge,
excessive pride and unshakable adherence to preconceived notions can defeat the purpose
of the quest.
Our unit, “Bell Ringers or Brain Ruiners? Safety in Football,” asks students to
embark upon an odyssey. In the course of their journey, students will learn about the
history of helmet design and the current reality of concussive injury and its short and
long-term effects on high school football players. Students will grapple with design needs
as they evaluate the distance between current safety standards and medically documented
needs of players. Along the way, students will collaborate with peers, seek expert
testimony, and offer creative solutions to the complex problem of helmet design.
Throughout the journey, students will need to hold their preconceived notions
about helmets and game rules at bay. Openness to new ideas and original thought will
help students in their quest to suggest a new helmet design that addresses concussive
injury. Students will also propose more stringent helmet testing methods and rules
changes governing helmet design and the game of football. The intended audiences for
students‟ culminating project will include the National Operating Committee on
Standards for Athletic Equipment (NOCSAE) and a local coach. Hopefully students will
continue this odyssey outside of AIG Camp.
Technology-Infused Authentic Product Paper
Concussions are nothing new for student athletes; however, concussions in high
school students are currently receiving unprecedented media attention. Evidence clearly
indicates that concussions are more than simple bell-ringers; these mild forms of brain
injury have lasting impacts that can be fatal. Those at particular risk for secondary-sports-
related concussions are high school football players. Despite the need for equipment
protecting against mild brain injury, current helmet design and regulation do nothing to
assuage the damage caused by the brain hitting the skull. Helmet design companies are
engineering innovations in an attempt to reduce the effects of subconcussive or
concussive hits without much success. This unit allows students to articulate an informed
opinion and offer possible solutions.
In the “Bell-Ringers or Brain-Ruiners” unit, students will address the need to
reduce concussions in high school football players by creating a video product proposal
suggesting a new helmet design using Microsoft Movie Maker. In their video, students
will include pictures and video clips taken during their week at camp. On Day 1, students
will video tape their egg drop simulations of NOCSAE‟s testing procedures, using a Flip
Camera. During Day 2, students will take pictures of materials they will incorporate into
their helmet design. Additionally, students will write a script describing the helmet‟s
materials and construction, and their choices behind each. During Day 3, students will be
introduced to Microsoft Movie Maker and will be taught how to import their videos and
pictures. On Day 4, students will be introduced to RAFT and a storyboard template,
which will assist students with completing their video using Microsoft Movie Maker.
Students will be taught how to import and insert images, along with adding effects to
their videos.
During the course of the week students will be exposed to materials and experts
involved in football design. Ideally we would like for our students to use Skype to
discuss their material and design choices with an expert in the field. We have contacted
helmet manufacturers such as Xenith and Riddell by letter to seek the expertise and time
of an engineer in the field who would be willing to answer our students‟ questions and
provide guidance as they suggest a new helmet design. Later in the week students will
also receive feedback on their design concepts from a panel of stakeholders composed of
a coach and a football player. Additionally, Students will view a video of how a typical
football helmet is mass produced and tested. They will be encouraged to interact with
various materials used in football helmet design, discussing the pros and cons of each
material through a Helmet and Materials Exhibit on Day 2. Helmet companies have been
contacted by a letter requesting these materials.
There are several authentic audiences for the culminating project. The first
audience will include the NOCSAE. Since the NOCSAE is the governing body for
making changes to helmet regulations, students will be able to share their videos offering
a possible solution to preventing concussions from helmet to helmet hits. Students will be
given a website address which they can access after camp. The instructors will post the
response received by NOCSAE for campers to get feedback on their suggestions.
Another intended audience will connect students on a local level for presenting their final
products. Coach Ruffin, East Carolina‟s Head football coach and/or the leader of the City
of Greenville‟s Parks and Recreation Youth Football will be asked to join students on the
last day in order for students to receive immediate feedback on their culminating projects.
Bell Ringers or Brain Ruiners? Safety in Football
Safety in football has received heavy attention in the media this year. As research
continues to link the contact sport of football with early onset dementia and Alzheimer‟s
disease, debates continue over how to better equip players and decrease concussion rates
on the field. While some argue that helmets will never be able to effectively prevent
concussions, many helmet designers are engineering innovations that could change the
playing field by reducing the effects of subconcussive and concussive hits. Currently
those most at risk for concussion, interscholastic or high school players, lack a viable
option for helmet safety.
Concussions appear to be an inevitable reality within American football. It is
estimated that 1.5 to 2 concussions occur in each NFL game (“NLF, manufacturers,”
2010). This figure is hard to determine, as concussions often have no visible symptoms
and therefore often go underreported and undiagnosed (Bell, 2010). Many players fail to
report their symptoms so they will be allowed to continue playing. Until recently, the
majority of NFL players receiving concussions returned to play the same day (Pellman &
Viano, 2006). Bell (2010), a reporter for USA Today, attributes this to a machismo
predominating NFL football.
Football players at the youth and high school levels face similar safety concerns.
According to Sean (2010), “More than 3 million kids play football at the youth level, and
an additional 1.2 million” (p.1) play high school football. Shockingly, it is these young
players who seem most susceptible to brain injury. Many hypothesize the relatively
underdeveloped musculature system in high school players contributes to this group‟s
high rate of concussions (Alcaraz et al., 2009). According to Sean (2010), “High school
football players alone suffer 43,000 to 67,000 concussions per year" (p. 1). However, just
as in professional football, experts speculate 50%-75% of concussions go undiagnosed at
the high school level (Alcaraz et al, 2009; Schwarz, 2010b; Sean, 2010).
A concussion ensues “when the brain moves inside the skull from an impact or a
whiplash effect” (“NFL, manufacturers, 2010, para. 13). Many factors contribute to
concussions, including hydration, the number of previous hits to the head in the same
day, area of the head impacted, and player preparation for hit (“NFL, manufacturers,”
2010). Pellman and Viano (2006) state that concussive symptoms may include:
“headaches, dizziness, memory issues, cognitive problems, and somatic complaints”
(para. 4). While NFL players typically recuperate rapidly from concussion, high school
players tend to demonstrate “residual difficulties” related to “reaction time and memory”
(Pellman & Viano, 2006, para. 29). Helmets have not eliminated deaths caused by
second-impact syndrome, “hits following a concussion that has not healed” (Schwarz,
2010a, para 12). As many as four deaths per year occur in players under the age of 18
because of second-impact syndrome (Schwarz, 2010a).
Failure to fully recover from concussion may lead to another serious disease,
CTE, or chronic traumatic encephalopathy (Sean, 2010). CTE is “a progressive brain
disease” (Schwarz, 2010b, para.7) found in players “who get injured repeatedly without
letting the brain recover” (Talan, 2008, p. 12). CTE was discovered in 1920 and was
originally associated with the sport of boxing (Talan, 2008). CTE involves the “build-up
of a toxic protein called tau…throughout the brain” which impairs normal brain function
and eventually destroys brain cells (Boston University Medical Campus [BUMC], 2009).
Symptoms of CTE include but are not limited to “sudden memory loss, paranoia and
depression during middle age” (Sean, 2010, p.1). CTE is a known precursor of dementia,
and it is totally preventable (BUMC, 2009).
A major danger in high school football is the inaccurate belief held by many that
helmets undergo testing “to meet a national standard to prevent concussions and other
types of head injury” (Schwarz, 2010a, para 3). Currently the National Operating
Committee on Standards for Athletic Equipment, or NOCSAE, has only one helmet
standard, which states that helmets maintain their structural integrity “without allowing
too much force to reach the skull” as they drop from 5 feet; this test is only given once,
when helmets are first made (Schwarz, 2010a, para. 11). While the NOCSAE‟s regulation
has solved the crisis of skull fracture within American football, it has not been
significantly revised since 1973 and does nothing to address the damage caused by the
brain hitting the skull (Schwarz, 2010a; Sean, 2010). Further complicating the issue, the
NOCSAE, who remains unregulated by any external agency asks helmet manufacturers
to voluntarily test their own products and has no system in place for ensuring compliance
with the standard (“NFL, manufacturers, 2010). The NFL – acknowledging the lack of an
ideal helmet – has begun to fine and threaten suspension for helmet-to-helmet hits (“NFL,
manufacturers,” 2010). The League has also begun an educational campaign for players –
displaying posters intended to teach about head injuries. Furthermore, NFL players are
not allowed to reenter a game if a concussion is diagnosed (Schwarz, 2010b).
Although the NFL is changing rules to help prevent concussive hits, it does not
solve the issue of many high school football players wearing older helmets with "internal
cushioning" made from "vinyl-covered foam pads [which] condenses over time and,
consequently, absorbs less force" (Teschler, 2010, p. 8). Teschler (2010) argues that
players at the interscholastic level are in the most danger because school budgets rarely
allow for "the newest helmets" or helmet reconditioning (p.8). Moreover, Schwarz
(2010a) claims those using purportedly reconditioned helmets may be victims of "lapses
in the industry's few safety procedures" (para. 6).
The positive news is that the NOCSAE is interested in updating its standard to
address concussions. However, at this time "scientists have yet to isolate where
thresholds are in different players at different positions, and at different ages" (Schwarz,
2010a, para. 15). A new system called HITS or Head Impact Telemetry System is helping
scientists understand the biomechanics of "impacts sustained during collegiate level
football participation" (Alcaraz et al., 2009, p. 343). The HITS wireless monitoring
system includes "accelerometers inside players' helmets [which] capture the force and
location of every impact to their heads" (Schwarz, 2010c, para. 5). The HIT system is
costly and remains too expensive for use in most high schools and colleges (Schwarz,
2010c). However, this technology may lead to the scientific discoveries awaited by the
NOCSAE to prompt rule revision.
The one major difference between helmet designs for the pee-wee through
professional leagues is size. All helmets are typically "made of polycarbonate plastic
shells cushioned inside with foams of various stiffness and some air-pocket cushioning"
(Schwarz, 2010a, para. 3). Helmet designers face particular challenges as they begin to
engineer new designs. Additional weight can be hazardous to players' necks. Extra
padding within the helmet could cause overheating. Creating a thinner helmet could lead
to skull fracturing which the current NOCSAE regulation was created to prevent ("NFL,
manufacturers, 2010; Schwarz, 2010a).
Helmet designers and manufacturers are attempting to address the issue without
the request of NOCSAE. In 2002 Riddell, a helmet manufacturer, introduced the
Revolution model, claiming its "thicker jaw padding...reduce[d] concussion risk by 31
percent compared with previous helmets (Schwarz, 2010a, para. 23). The Riddell
Revolution Speed Model includes impact-recording sensors (Sean, 2010). Xenith, another
popular helmet company, has created an XI model which contains "air-filled shock
absorbers that attempt to withstand a wider range of forces than traditional foam”
(Schwarz, 2010a, para. 30). Another former helmet company, Rawlings, plans to reenter
the market in 2011; Rawlings is collaborating with the Cleveland Clinic in an effort to
better understand concussions ("NFL, manufacturers, 2010). Independent designers are
also full of innovative ideas. One such designer, Michael Princip, describes his idea to
create a helmet with "its external shell in pieces... [which] can be sculpted for specific
players and the positions they play, or swapped out easily in the event of wear (Teschler,
2010, p. 8).
To conclude, the evidence clearly indicates a need for heavier preventative
measures against concussion at all levels, but especially in high school football. Many
argue that helmet design alone cannot prevent concussions in young players and that
better education is the true key to reducing injury (Mazda, 2010; NFL, manufacturers,
2010); however, it is important to consider the reality of expertise and funding available
at the high school level to deliver these changes. Well under 50% of U.S. high schools
"have access to athletic trainers during practices and games" Schwarz, 2010b, para. 6),
and most do not have access to medical personnel (Schwarz, 2010a). Until these issues
can be fully addressed, it is imperative that helmet safety standards be raised.
References
Alcaraz, C., He, X. M., Shin, S., Sosnoff, J. J., Broglio, S. P., Zimmerman, J. (2009).
Head impacts during high school football: A biomechanical assessment. Journal
of Athletic Training, 44(4), 342-349.
Bell, J. (2009, Dec. 3). „Tough‟ NFL culture counter to league‟s fight vs. concussions.
USA Today. Retrieved
from http://www.usatoday.com/sports/football/nfl/2009-12-02-concussions-
cover_N.htm
Boston University Medical Campus. (2009, Oct. 22). CSTE diagnosis first non-
procollege football player with CTE. Retrieved from
12. NEXT, STUDENTS WILL SUSPEND A BOILED EGG INTO A BOX
OR OTHER CONTAINER. THE EGG WILL BE FRESHLY PAINTED
WITH FINGER PAINT. STUDENTS WILL DROP IT FROM 60 FEET.
WHEN DROPPED FROM 60 FEET, IT WILL HIT THE INSIDE OF THE
CONTAINER AT MULTIPLE POINTS. THIS WOULD SHOW HOW THE
BRAIN MOVES INSIDE A PLAYERS HEAD WHEN HIT DURING A
FOOTBALL GAME. STUDENTS WILL RECORD THEIR OBSERVATIONS
ON THE “EGG DROP SIMULATION RECORDING SHEET.”
13. FOLLOWING THE ACTIVITY, STUDENTS WILL HAVE AN
OPPORTUNITY TO SHARE THEIR THOUGHTS WITH EACH OTHER
USING THE GUIDING QUESTIONS AT THE BOTTOM OF THE
RECORDING SHEET.
14. STUDENTS WILL BE INTRODUCED TO A GRAPHIC ORGANIZER,
THE STORYBOARD, TO HELP THEM ORGANIZE THEIR FINAL
PRODUCT USING MOVIE MAKER. THE STORYBOARD WILL
REPRESENT A MAP OF THEIR ODYSSEY THIS WEEK. THEY WILL
COMPLETE THE FIRST BOX BY COMPLETING THE INTRODUCTION
FOR THEIR FINAL PRODUCT: STUDENTS WILL BE ASKED TO
“THINK ABOUT THIS ODYSSEY YOU HAVE BEGUN. WHAT IS THE
RATIONALE FOR YOUR FINAL PRODUCT? WHY IS IT IMPORTANT?”
15. TO CONCLUDE THE DAY, STUDENTS WILL TALK ABOUT WHAT
THEY LEARNED TODAY. THEIR IDEAS WILL BE RECORDED ON THE
CLASS KWL CHART UNDER THE L COLUMN. NEXT, STUDENTS WILL
THINK ABOUT THE ESSENTIAL QUESTION FOR THE DAY “COULD
HELMET TESTING GUIDELINES BE IMPROVED TO PREVENT THE
NUMBER OF CONCUSSIONS A FOOTBALL PLAYER MAY RECEIVE?”
STUDENTS WILL WRITE ON STICKY NOTES ANY NEW QUESTIONS
THAT WERE GENERATED THROUGH THEIR IN-CLASS ACTIVITIES
AND DISCUSSIONS.
Pre-assessment for Day 1
Post-assessment for Day 4
Directions: Students will take a quick pre-assessment on Day 1
using clickers. Then, students will take it again on the last day of camp as a post-assessment.
Note: We put it in this format, until we are certain about the software
available (CPS, Activ Inspire, Turning Point, etc.).
Answer the following:
True/False:
1. Helmets protect against concussions.
2. Helmets must be inspected each year.
3. High School football players are most at risk to brain injury.
4. Concussions have no visible signs.
5. Chronic Traumatic Encephalopathy(CTE) occurs after one hit to the
head.
6. A concussion is not serious.
7. CTE is caused by a build-up of tau proteins in the brain.
8. The National Operating Committee on Standards for Athletic
Equipment (NOCSAE) ensures that helmet companies comply with helmet testing regulations.
9. All reconditioned helmets are tested.
10. Head Impact Telemetry System (HITS) is a tracking device used
to determine how fast a player was running.
11. Helmet design alone can prevent concussions in football players.
Multiple Choice:
12. The following is not a football helmet manufacturing company: a. Rawlings
b. Leith c. Xenith
d. Riddell
13. Which statement is not a NFL rule change: a. Players cannot return to play on the same day if diagnosed
with a concussion. b. Posters are being hung in locker rooms to educate players
about head injuries. c. Players can be fined for helmet-to-helmet hits.
d. Players have to retire after 15 years of playing football
professionally.
14. Symptoms of a concussion do not include: a. Headaches
b. Dizziness c. Sharp pains
d. Memory Loss
15. Symptoms of CTE do not include: a. Sudden memory loss
b. Headaches c. Paranoia
d. Depression
KWL Chart – Day 1
K
(What we know.)
W
(What we want to know.)
L
(What we learned.)
Egg Drop Simulation Goals:
To allow students an opportunity to experience a simulation of
the way helmets are tested. To help students understand what a concussion is and how it
occurs in the game of football.
Rationale: This activity will allow students to visualize how helmets
are tested, record observations, and share their thoughts about helmet testing with each other.
Steps – Simulation of Helmet Testing
1. Each group of students will wrap an egg in a protective layer
using the materials provided. This is analogous to the padding inside a helmet, protecting the head.
2. Students will then measure 60 inches from the ground, which is equivalent to the distance a helmet is dropped during testing.
3. Using a ladder or chair, if needed, students will drop the egg from 60 inches onto a 1/2 inch rubber pad. Students will drop
the same egg approximately 3 times due to our limited time.
NOCSAE drops a helmet a total of 20 times. During the simulation, each group will video tape each drop to later use in
their final product. 4. Students will record any observations on their recording sheet.
5. Students will discuss the guiding questions at the bottom of the recording sheet.
Steps – Simulation of a Concussive Hit
1. Each group will suspend a boiled egg in a padded box. 2. After the egg is in place, students will coat the egg with finger
paint. 3. Students will put the top on the box and tape it closed.
4. While videotaping using a Flip Camera, students will drop their
boxes from 60 inches onto the 1/2 inch rubber pad. 5. Students will then open their boxes and inspect what happened.
6. Using the recording sheet, students will write down what they observed.
7. Students will discuss the guiding questions at the bottom of the recording sheet.
Recording Sheet: Egg Drop Simulation
Please record your observations from the egg drop simulations.
Draw a picture of the Helmet
Testing Simulation.
1. What happened when your egg
was dropped?
2. Why do you think that happened?
Draw a picture of the Concussive Hit Simulation.
1. What happened when your egg was dropped?
2. Why do you think that
happened?
3. How is this like a football player’s brain when receiving a hit
to the head?
Discussion Questions
1. Do you feel NOCSAE’s testing standards are adequate for today’s football players? Why or why not?
2. In what ways could the testing standards be improved?
3. How does receiving a hit to the head cause a concussion?
4. Do you feel helmets provide a false sense of safety? Why or why not?
Rubric for Storyboard – Day 1
Touchdown! Field Goal Fumble
Completeness The team uses at least 5
sentences to set the purpose
for the beginning of the video
product.
The team uses a
minimum of 3-4
sentences to set the
purpose for the
beginning of the
video product.
The team uses only 1-2 sentences to
set the purpose for the beginning of
the video product.
Student Growth The team incorporates any new
information from today’s
activities and discussions in
their introduction.
The team
incorporates a
limited amount of
new information
from today’s
activities and
discussions in their
introduction.
The team does not incorporate any
new information from today’s
activities and discussions in their
introduction.
Supporting Details and
Examples
The team includes strong
supporting details and
examples in their introduction.
The team includes
some supporting
details and examples
in their introduction.
The team does not include supporting
details and examples in their
introduction.
Team Members:
Storyboard – Your Odyssey Map
Day 1: Create your introduction – setting a purpose
Day 2: Design Choices Script – Include your rationale for selecting each material.
Day 3: Incorporate Panel feedback and/or recommend changes to NOCSAE regulations
Day 4: Suggest possible rule changes and/or make final revisions in Movie Maker
DAY 2: MATERIALS MATTER AVOIDING HELMET HOWLERS
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
GIVEN THE CURRENT MATERIALS USED TO DESIGN FOOTBALL HELMETS, STUDENTS WILL GENERATE A LIST OF PROS AND CONS FOR EACH TYPE OF MATERIAL.
THROUGH THE SCAMPER TECHNIQUE, STUDENTS WILL BRAINSTORM A LIST OF IDEAS ABOUT HOW TO DESIGN A HELMET THAT REDUCES THE AMOUNT OF CONCUSSIONS RECEIVED DURING HITS.
LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION,
THINKING AND DEBATE. THIS IS NOT A QUESTION.)
THE MATERIALS SELECTED FOR HELMET DESIGN IS NOT IMPORTANT.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE
WORTH KNOWING?
(THINK ABOUT THE
CONTENT YOU HAVE
SELECTED. WHAT IS
IMPORTANT FOR STUDENTS
TO KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT HELMETS ARE MADE USING POLYCARBONATE
PLASTIC SHELLS, AND THE INSIDE IS CUSHIONED WITH VARIOUS FOAMS AND
SOME AIR-POCKET CUSHIONING MATERIALS.
STUDENTS WILL KNOW THAT FEW GUIDELINES EXIST FOR RECONDITIONED
HELMETS, WHICH MANY HIGH SCHOOL PLAYERS USE. STUDENTS WILL KNOW THAT HELMET DESIGN ALONE CANNOT PREVENT
CONCUSSIONS IN FOOTBALL PLAYERS.
B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS
TO BE ABLE TO DO?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS
A RESULT OF YOUR
LESSON.)
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO CREATE A LIST OF PROS AND CONS
FOR EACH TYPE OF MATERIAL SELECTED FOR A NEW HELMET
DESIGN.
STUDENTS SHOULD BE ABLE TO CONSTRUCT 2-3 QUESTIONS ABOUT HELMET DESIGN AND MATERIALS TO ASK AN EXPERT ON THE FOCUS GROUP PANEL.
STUDENTS SHOULD BE ABLE TO JUSTIFY THAT HIGH SCHOOL FOOTBALL
PLAYERS ARE MOST AT RISK FOR CONCUSSION DUE TO LACK OF FUNDS AND
THE INDUSTRY’S FEW SAFETY PROCEDURES.
C. WHAT ARE THE
ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON?
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT HELMET DESIGN IS IMPORTANT TO THE
SAFETY OF PLAYERS.
(DEFINE THE BIG IDEAS.)
STUDENTS WILL UNDERSTAND THE MATERIALS USED TO MAKE HELMETS
HAVE TO BE SPECIFICALLY SELECTED TO ENSURE EACH PLAYER’S SAFETY.
STUDENTS WILL UNDERSTAND THE PROCESS IN WHICH HELMETS ARE MADE.
III. PLANNING
D. ESSENTIAL QUESTION:
(ONE OVERARCHING
LESSON QUESTION )
HOW IMPORTANT ARE THE MATERIALS USED IN HELMET DESIGN?
E. ASSESSMENT:
(PERFORMANCE TASK)
WHAT WILL THE
STUDENTS DO TO SHOW
YOU THAT THEY
MASTERED THE CONTENT?
IN SMALL DESIGN GROUPS, STUDENTS WILL CONSTRUCT AND JUSTIFY THE MATERIALS THEY WOULD USE IN SUGGESTING A
HELMET DESIGN USING THE “HELMET AND MATERIAL EXHIBIT”
SHEET. STUDENTS WILL WRITE A SCRIPT FOR THEIR
DESIGN CHOICES ON THEIR STORYBOARD OR ODYSSEY
MAP, WHICH WILL BE USED IN THEIR FINAL PRODUCT.
THIS WILL SERVE AS THE ASSESSMENT FOR TODAY’S
SESSION AS WELL, USING THE RUBRIC FOR DAY 2.
STUDENTS WILL SELF-ASSESS THEIR SCRIPT USING THE
RUBRIC, WHICH WILL BE INTRODUCED AT THE BEGINNING
OF THE HELMET EXHIBIT.
F. CONTENT
LIST THE CONTENT FOR
THIS LESSON ONLY.
(OUTLINE THE CONTENT
YOU WILL TEACH TODAY-
THIS MAY COME FROM
YOUR CONTENT OUTLINE)
I. National Operating Committee on Standards for Athletic
Equipment (NOCSAE)
A. Reconditioned helmets
1. Few guidelines exist for reconditioned helmets.
a. Only a sample of reconditioned helmets are
tested.
2. High school football players are at the most risk.
a. School budgets do not allow for new or
reconditioned helmets.
b. Many players wear old helmets, in which the
padding condensed over time.
c. This is evidence of lapses in the industry’s few
safety procedures.
B. Head Impact Telemetry System (HITS)
1. HITS is a wireless monitoring system placed
inside a player’s helmet to determine the force
and place of impacts to the head during a game.
2. Due to its expensive nature, many colleges and
high schools cannot invest in this technology.
3. This technology may lead to the scientific
discoveries awaited by the NOCSAE to prompt
new rule revisions.
II. Helmets and innovation
A. Helmet Design
1. The only difference in design for the pee-wee
through professional leagues is size.
2. Helmets are made using polycarbonate plastic
shells. The inside is cushioned with
various foams and some air-pocket cushioning
materials.
B. Helmet Manufacturers
1. Riddell has introduced the Revolution Model
a. It has a thicker jaw padding.
b. It is proposed this new design reduces the
risk of a concussion by 31 percent.
c. Some of the Revolution Model series includes
impact-recording sensors.
2. Xenith has created an XI model.
a. It is made with air-filled shock absorbers
instead of the traditional foam used in
helmets.
b. It is believed this helmet will be able to
endure a wider range of forces.
3. Rawlings is re-entering the helmet making
market, and is collaborating with the Cleveland
Clinic in an effort to better understand
concussions.
4. Independent designers are attempting to
improve the current helmet design.
C. It is believed that helmet design alone cannot
prevent concussions in football players.
G. HOOK:
(DESCRIBE HOW YOU WILL
GRAB STUDENTS’
ATTENTION AT THE
BEGINNING OF THE
LESSON. BE CREATIVE.)
THIS SESSION WILL BEGIN WITH A VIDEO “HOW IT’S MADE:
FOOTBALL HELMET” TO PIQUE STUDENTS’ INTERESTS ABOUT HELMET DESIGN. WHILE VIEWING THE VIDEO, THINK ABOUT
HOW A HELMET IS MADE AND THE MATERIALS USED IN HELMET DESIGN. ADDITIONALLY, YOU MAY WANT TO RECORD A FEW NOTES ABOUT HELMET DESIGN THAT MAY ASSIST YOU IN DEVELOPING YOUR OWN SUGGESTIONS FOR A NEW DESIGN.
5. Students will be asked to consider all information they have
learned and worked with this week as they complete their
group's odyssey toward better helmet design. Can helmet design
alone prevent concussive injury? What if any rules changes need
to happen at the high school level to help reduce concussive
rates? Students will be asked to revisit thier storyboards from
day's one-three. They will use these boards to help them edit
their products today.
6. The teacher will review the product rubric again with
students.
7. Teacher will instruct teams on how to reopen their product
files from yesterday and manipulate video and images in their
storyboard.
8. One teacher will help each team with the following Movie
Maker instructions:
Opening Movie Maker and Saving Project
1. Click on the Start tab on the desktop
2. Click on Windows Movie Maker to open program
3. Click File
4. Click Save Project As
5. Click desktop
6. Click on (students name) folder
7. Click on File name and type in both partners names
8. Click Save
Importing Images and Inserting Images
1. On the left side under Capture Video click Import Pictures
2. Click desktop
3. Click (students names) folder
4. Highlight all the pictures by putting the cursor to the right and
below all the pictures, click, drag to the left and up to highlight
all, let go and click Import
5. Make sure the screen is in Storyboard view. If it is not click
on show storyboard in the middle of the screen. In storyboard
view you should see a series of boxes towards the bottom of the
screen.
6. Click and drag pictures into the large boxes in the desired
order. If you decide you don‟t want a picture right click and
delete it.
Adding Effects
1. Under Edit Movie click View Video Effects
2. Browse through video effects clip; double click to view the
effect
9. STUDENTS WILL WORK TO FINALIZE AND SAVE THEIR FILMS.
10. STUDENTS WILL WELCOME COACH RUFFIN AND INVITE HIM TO
VIEW AND CRITIQUE THIER VIDEOS.
11. STUDENTS WILL BE GIVEN A WEBSITE ADDRESS WHICH THEY CAN
ACCESS AFTER CAMP. INSTRUCTORS WILL POST THE RESPONSE
RECEIVED BY NOCSAE FOR CAMPERS TO GET FEEDBACK ON THEIR
SUGGESTIONS.
12. AS WE CONCLUDE OUR LAST DAY OF CAMP, STUDENTS WILL
BE TOLD THAT ALTHOUGH THIS IS THE CONCLUSION OF OUR AIG
CAMP WEEK, THE ODYSSEY THEY EMBARKED UPON THIS WEEK
DOES NOT HAVE TO END HERE. THEY WILL BE ENCOURAGED TO
CONTINUE THIS QUEST AS THE MEDIA CONTINUES TO HIGHLIGHT
THIS TOPIC AND TO SEE WHAT CHANGES HAPPEN. ADDITIONALLY, STUDENTS WILL BE REMINDED THAT THIS
ODYSSEY COULD BECOME PART OF THEIR GRADUATION PROJECT.
Microsoft Movie Maker
Directions: As you create your products today, use the instructions below to help you manipulate images and video.
Opening Movie Maker and Saving Project
1. Click on the Start tab on the desktop 2. Click on Windows Movie Maker to open program
3. Click File 4. Click Save Project As 5. Click desktop
6. Click on (student’s name) folder 7. Click on File name and type in both partners names
8. Click Save
Importing Images and Inserting Images 1. On the left side under Capture Video click Import Pictures
2. Click desktop 3. Click your group’s folder
4. Highlight all the pictures by putting the cursor to the right and below all the pictures, click, drag to the left and up to highlight all, let go and
click Import 5. Make sure the screen is in Storyboard view. If it is not, click on show
storyboard in the middle of the screen. In storyboard view you should see a series of boxes towards the bottom of the screen.
6. Click and drag pictures into the large boxes in the desired order. If you decide you don’t want a picture right click and delete it.
Adding Effects 1. Under Edit Movie click View Video Effects
2. Browse through video effects clip; double click to view the effect