Total Duration: |
91 to 120 Minutes |
Materials and Resources: |
Chart Paper or Chalk/Dry Erase Board 2 raw eggs for demonstration 2 hardboiled eggs for demonstration 2 zipper sandwich bags 3-4 small clear plastic containers (such as disposable food storage containers) Photographs, books, or digital images of different turtles, a pill bug, snail, crab, armadillo, and any other animals with similar protective coverings Hardboiled eggs for student investigation (one per student or group, plus a few extra in case) *Optional, but recommended since you are working with young students: Plastic eggs (one per student, same size as regular eggs), as students may need something to build their models around and practice with before the final test with the hardboiled eggs Various materials to construct helmets with such as…
Copies of Student Record Sheet (see attached file) |
Technology Resources Needed: |
Computer and projection system to show the following YouTube video: This is a 4-minute video of a boy’s science project demonstrating the effectiveness of different helmets. |
Background/Preparation: |
It will be helpful if students have some prior knowledge (through a previous study, read aloud, or research activity) about forces and gravity. If you have previously completed the Solutions from Nature, Insulation lesson in this series, students may apply some of the same design principles while looking for a different outcome (impact protection rather than temperature protection). |
This lesson can be adjusted if students need additional time to construct their models. It can also be divided into two or three shorter sessions if needed. **Before the lesson, you may want to hard boil the test eggs used in the student investigation. They will allow young students to examine the egg after the test, and they can be peeled, rinsed, and eaten after the experiment so they don’t go to waste! Engage: Pose introductory questions and create interest.
Explore: Have students look for connections to nature.
Explain: Why is this important? Define the problem. What design elements need to be considered?
Elaborate: Allow students to work alone or in groups to design and create an egg helmet.
Evaluate: Test the student models, compare results, and discuss findings and applications.
|
Assessment Strategies |
|
Acceleration: |
If students successfully build a helmet that prevents egg breakage on the first attempt, pull them in a small group and discuss how scientists can change one thing (variable) about their experiment to test it in new ways. Let them propose new ways to test their experiment, such as trying it with a raw egg, or dropping it from a higher location. Does the egg stay protected? If not, can you alter your helmet in a way that will protect it with the changed variables? Allow students to test and recreate their experiment in new ways. |
Intervention: |
If students are not able to build a helmet that protects the egg on the first attempt, pull them in a small group to discuss possible solutions. Discuss the fact that scientists often have to "try, try again" or go "back to the drawing board." Let them examine and compare their helmets, and then let them pair up with students who made a successful helmet that protected the egg. Encourage them to talk together, compare the helmets, and propose solutions to re-build and re-test. Allow students to repeat the experiment, using suggestions from the teacher and peers to adjust their helmets, providing assistance as necessary. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
|