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Pedal Power: Energy and Bike Helmets
Grade 4SciencePhysical EducationHealthPhysics5 days
★★★★★
5.0 (1 rating)EnergyBicycle SafetyHelmet DesignImpact TestingScientific PrinciplesPersonal HealthAdvocacy
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can understanding energy principles and safety measures help us choose the best helmet for protecting ourselves while riding a bicycle?Essential Questions
Supporting questions that break down major concepts.- What is energy and how does it help us in our daily activities?
- Why is it important to maintain personal safety while riding a bicycle?
- How does wearing a helmet protect us during bicycle rides?
- What are the scientific principles behind the protection that helmets provide?
- How can we evaluate different helmets in terms of their safety features?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will understand the concept of energy and how it is related to speed and movement.
- Students will learn about personal safety, particularly in the context of bicycle riding and the use of helmets.
- Students will explore the scientific principles behind helmet design and how helmets protect against energy impacts.
- Students will develop skills in asking questions, predicting outcomes, and evaluating different helmets based on safety features.
- Students will identify responsible behaviors related to personal health and safety while engaging in physical activities.
NGSS - Next Generation Science Standards
4-PS3-1
Primary
Use evidence to construct an explanation relating the speed of an object to the energy of that object.Reason: Understanding the relationship between speed and energy is fundamental when discussing bicycle safety as it relates to energy impact and helmet protection.
4-PS3-3
Primary
Ask questions and predict outcomes about the changes in energy that occur when objects collide.Reason: Predicting and analyzing energy changes during collisions is directly relevant to understanding how helmets protect us during a fall.
4-PS3-4
Secondary
Apply scientific principles to design, test, and refine a device that converts energy from one form to another.Reason: Designing and evaluating helmets involves understanding converting kinetic energy to other forms in the event of an impact, relevant to helmet performance.
National Health Education Standards
HE.4.1
Primary
Identify responsible personal health behaviors.Reason: Understanding personal safety and the importance of helmets is an essential component of responsible health behaviors while riding bicycles.
SHAPE America - Physical Education
PE.4.5.4
Primary
Analyze and apply safety principles related to physical activity.Reason: Analyzing helmet efficacy as a safety principle directly supports understanding safety in bicycling, a common physical activity for students.
Entry Events
Events that will be used to introduce the project to studentsHelmet Impact Testing Station
Students are introduced to the project by a local bike shop owner who shares stories of accidents and helmets that saved lives. In this session, they witness a demonstration of impact tests on different helmet materials to see how they protect the head in a crash. This will spark curiosity about the science behind helmet design and materials.Virtual Reality Crash Simulation
Students experience a virtual reality session simulating a bicycle crash, showing firsthand how energy is transferred in an accident and the role of helmets in safety. This immersive experience challenges conventional views and encourages students to think critically about energy, force, and safety equipment.Helmet Design Challenge
Kick-off the project with a surprise announcement: the 'Design a Helmet for the Future' contest. Students will explore innovative materials and designs, addressing real-world bicycle safety needs. This session drives curiosity by encouraging students to embrace creative problem-solving while learning physics and safety.Energy Chain Reaction
Initiate the project by setting up a large-scale Rube Goldberg machine, demonstrating energy transfer through various systems, culminating in a bike helmet protection demonstration. This visually intriguing event piques interest in energy dynamics and safety applications, prompting students to question and explore further.Interactive Safety Fair
Begin with an interactive bike safety fair featuring local health professionals and cyclists who share experiences and the importance of helmet use. Stations would include hands-on activities showing energy transfer and personal safety equipment tests, tying personal experiences to scientific concepts students will explore.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Helmet Impact Investigator
Students will explore the durability and function of helmet materials through a series of hands-on tests to see how they protect the head in a crash.Steps
Here is some basic scaffolding to help students complete the activity.1. Watch a demonstration of different helmet material impact tests conducted by a local bike shop owner.
2. Discuss what materials were most effective in absorbing energy and how they relate to energy conservation principles.
3. Formulate a hypothesis: Which material do you believe will provide the best protection?
Final Product
What students will submit as the final product of the activityA written report comparing the effectiveness of different helmet materials in absorbing impact energy.Alignment
How this activity aligns with the learning objectives & standardsAligns with 4-PS3-1 (Use evidence to construct an explanation relating the speed of an object to the energy of that object).Activity 2
Virtual Crash Analyst
Using virtual reality simulations, students explore how energy is transferred during a bicycle crash and examine the importance of wearing helmets.Steps
Here is some basic scaffolding to help students complete the activity.1. Participate in a virtual reality session to simulate a bicycle crash and observe energy transfer.
2. Discuss the simulation outcomes and note the role of helmets in safety during crashes.
3. Use simulation data to predict outcomes of energy changes during collisions.
Final Product
What students will submit as the final product of the activityA reflective journal entry discussing the personal and scientific learnings from the simulation.Alignment
How this activity aligns with the learning objectives & standardsAligns with 4-PS3-3 (Ask questions and predict outcomes about the changes in energy that occur when objects collide).Activity 3
Helmet Design Innovator
Students will apply scientific principles to innovate and design helmets that effectively convert kinetic energy to other forms during impacts.Steps
Here is some basic scaffolding to help students complete the activity.1. Review scientific principles related to energy forms and energy conversion.
2. Design a helmet prototype using available materials, focusing on energy conversion during impacts.
3. Test and refine the prototype based on performance and safety criteria.
Final Product
What students will submit as the final product of the activityA prototype helmet design that demonstrates effective energy conversion features.Alignment
How this activity aligns with the learning objectives & standardsAligns with 4-PS3-4 (Apply scientific principles to design, test, and refine a device that converts energy from one form to another).Activity 4
Safety Advocate Role-Play
Through role-play, students will investigate and articulate responsible health behaviors related to helmet use and bicycle safety.Steps
Here is some basic scaffolding to help students complete the activity.1. Research the importance of helmets and personal safety through various health education resources.
2. Develop scripts for a role-play session, advocating for helmet use and responsible safety behaviors.
3. Perform the role-play in small groups, highlighting facts and safety principles.
Final Product
What students will submit as the final product of the activityA role-play script and performance advocating for bicycle safety and helmet use.Alignment
How this activity aligns with the learning objectives & standardsAligns with HE.4.1 (Identify responsible personal health behaviors).Activity 5
Safety Feature Analyst
Students will analyze and assess the safety principles integrated into different helmet designs, understanding their application in real-world scenarios.Steps
Here is some basic scaffolding to help students complete the activity.1. Gather different helmet designs from various sources (store-bought or DIY).
2. Analyze each helmet design, labeling and discussing key safety features.
3. Evaluate helmet efficacy through pre-determined safety criteria.
Final Product
What students will submit as the final product of the activityAn assessment report detailing the efficacy of different helmets based on their safety features.Alignment
How this activity aligns with the learning objectives & standardsAligns with PE.4.5.4 (Analyze and apply safety principles related to physical activity).🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioBicycle Helmet Safety Portfolio Rubric
Category 1
Scientific Understanding
Evaluates the student's understanding of energy principles and the relationship between speed, energy conservation, and safety.Criterion 1
Energy Principle Application
Assesses the ability to apply energy principles to explain how helmet materials absorb energy the way they do.
Exemplary
4 PointsDemonstrates an advanced understanding of how energy principles apply to helmet material performance, providing comprehensive explanations and examples.
Proficient
3 PointsShows clear understanding of energy principles in relation to helmet performance, with correct explanations and some supporting evidence.
Developing
2 PointsProvides a basic explanation of energy principles and its relation to helmet effectiveness, but lacks depth and examples.
Beginning
1 PointsStruggles to explain the connection between energy principles and helmet performance, providing minimal evidence or examples.
Criterion 2
Data Analysis and Prediction
Measures the student's ability to analyze data from simulations and predict energy changes during collisions.
Exemplary
4 PointsAnalyzes simulation data extensively to predict energy changes and their impacts with accuracy and creativity.
Proficient
3 PointsAccurately analyzes data and predicts outcomes of energy changes during collisions, providing logical conclusions.
Developing
2 PointsAnalyzes data with some accuracy but provides limited prediction acumen with few supporting details.
Beginning
1 PointsStruggles with data analysis and makes inaccurate predictions without substantial reasoning.
Category 2
Design and Innovation
Assesses students' application of scientific principles in designing and refining helmet prototypes.Criterion 1
Prototype Design and Testing
Evaluates the creativity and effectiveness in applying scientific principles to designing helmets with energy conversion capabilities.
Exemplary
4 PointsDesigns an innovative and highly effective helmet prototype, clearly demonstrating exceptional integration of scientific principles and energy conversion.
Proficient
3 PointsCreates a functional helmet prototype with well-integrated scientific principles, demonstrating solid design skills and energy conversion understanding.
Developing
2 PointsDevelops a basic helmet prototype with some understanding of scientific principles but lacks thorough integration and effectiveness.
Beginning
1 PointsStruggles to create an effective helmet design, demonstrating minimal understanding of scientific principles and energy conversion.
Category 3
Advocacy and Safety Communication
Measures the ability to communicate and advocate for safety and responsible behaviors through role-play and analysis.Criterion 1
Role-Play Performance
Assesses the effectiveness and clarity in performing role-plays that advocate bicycle safety and helmet use.
Exemplary
4 PointsDelivers a compelling and informative role-play with clear articulation of safety principles and strong advocacy for helmet use.
Proficient
3 PointsPerforms a coherent role-play that effectively communicates important safety information and advocates helmet use.
Developing
2 PointsParticipates in a basic role-play with some communication of safety topics, but lacks in-depth advocacy or clarity.
Beginning
1 PointsStruggles to perform the role-play effectively, with minimal communication of safety principles and advocacy.
Category 4
Safety Analysis and Reporting
Assesses the analysis and reporting skills related to evaluating helmet safety features.Criterion 1
Safety Feature Evaluation
Measures students' ability to evaluate and report on the safety feature efficacy of different helmets.
Exemplary
4 PointsConducts a comprehensive evaluation and reporting of helmet safety features, providing insightful comparisons and well-reasoned conclusions.
Proficient
3 PointsPerforms a detailed analysis and presents a clear report on helmet safety features, offering logical conclusions.
Developing
2 PointsCompletes a basic evaluation and report, with limited analysis of helmet safety features and simple conclusions.
Beginning
1 PointsStruggles to evaluate and report on helmet safety features, providing superficial analysis and conclusions.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on your experience with the helmet impact tests. What did you learn about the effectiveness of different materials in absorbing energy, and how has this influenced your understanding of helmet safety?
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Question 2
On a scale of 1 to 5, how would you rate your understanding of the role of helmets in bicycle safety after participating in the Virtual Crash Analyst activity?
Scale
Required
Question 3
Which scientific principle about energy conversion and helmet design in the Helmet Design Innovator activity did you find most intriguing, and why?
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Question 4
After performing the Safety Advocate Role-Play, how confident do you feel about advocating for helmet use and personal safety in real life?
Multiple choice
Required
Options
Not Confident
Somewhat Confident
Confident
Very Confident
Question 5
Evaluate the creative and scientific processes involved in the Safety Feature Analyst activity. How effectively were you able to assess the safety features of different helmets, and what criteria did you find most important?
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