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Module 5: Sports

Module 5: Sports. A special partnership between the Georgia Department of Education and the Educational Technology Training Centers in support of the 8 th Grade Physical Science Frameworks. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Sports General Task

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Module 5: Sports

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  1. Module 5: Sports A special partnership between theGeorgia Department of Education and theEducational Technology Training Centers in support of the 8th Grade Physical Science Frameworks.

  2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Sports General Task Shoes are Stupendous

  3. Standards Content S8P2.Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. S8P3.Students will investigate relationship between force, mass, and the motion of objects. a. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction. Supporting S8P1. Students will examine the scientific view of the nature of matter. a. Distinguish between atoms and molecules. b. Describe the difference between pure substances (elements and compounds) and mixtures.

  4. Characteristics S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of—and keep—honest, clear, and accurate records in science. S8CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. S8CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS6. Students will communicate scientific ideas and activities clearly. b. Write for scientific purposes incorporating information from a circle, bar, or line graph, data tables, diagrams, and symbols. c. Organize scientific information in appropriate tables, charts, and graphs, and identify relationships they reveal. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. d. Scientists often collaborate to design research. To prevent this bias, scientists conduct independent studies of the same questions.

  5. Enduring Understandings: • Materials (pure substances and mixtures) selected for • making sports equipment are based on their properties like • elasticity, strength, consistency, etc. • Energy is neither created nor destroyed, but it can be • transformed from one form to another. • Objects change their motion only when a net force is • applied. • Essential Question: • Why do NBA basketball players wear rubber bottom • shoes?

  6. Pre-Assessment: True or False 1. CO2 is an element. 2. Sometimes the human body expends more energy than it takes in. 3. Walking is possible because of force.

  7. Review Videos

  8. Shoe Design 101

  9. Design Time • Directions: • Design an athletic shoe or piece of equipment to be used to maximize • performance and efficiency while participating in the new sport that was created • in the Machines are Marvelous task. • Include the following in your presentation: • Description (name, sport used for, colors) • Materials used • Reason for choosing the materials used • Forces that can be demonstrated using the prototype

  10. Teacher Reflection What were the "Big Concepts" in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students' understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?

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