safety in football

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”


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.


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.


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

http://www.bumc.bu.edu/2009/10/22/busm-cste-diagnoses-first-former-college-

football-player-with-cte/

NFL, manufacturers: No helmet can fully eliminate concussions. (2010, Nov. 12). NFL.

Doi: 09000d5d81c0f5d5

Pellman, E. J., & Viano, D. C. (2006). Concussions in professional football: Injury

collection and data analysis. Neurosurg Focus, 21(4), 1-10. Retrieved from

http://www.medscape.com/viewarticle/553967_3

Sean, G. (2010, Jan. 8). The problem with football: How to make it safer. Time. Retrieved

from http://www.time.com/time/nation/article/0,8599,1957046,00.html

Schwarz, A. (2010a, Oct. 21). As concussions rise, scant oversight for football helmet

safety. New York Times, A1.

Schwarz, A. (2010b, Sept. 15). Eagles‟ handling of head injury draws spotlight.

New York Times. Retrieved from

http://www.usatoday.com/sports/football/nfl/2009-12-02-concussions-cover_N.htm

http://www.usatoday.com/sports/football/nfl/2009-12-02-concussions-cover_N.htm

http://www.bumc.bu.edu/2009/10/22/busm-cste-diagnoses-first-former-college-

http://www.nytimes.com/2010/09/16/sports/football/16concussions.html

Schwarz, A. (2010c, Nov. 5). Safer football, taught from inside the helmet. New York

Times. Retrieved from

<http://www.nytimes.com/2010/11/06/sports/ncaafootball/06helmets.

Content Outline


B. Shannon Hill and Christie Harding

I. NFL Calls Attention to Concussion Problem

A. Prevalence of concussions

1. It is estimated that 1.5 to 2 concussions occur in each NFL game.

2. Over half of NFL players who sustained a concussion returned to play the same

day.

B. Concussions often go underreported and undiagnosed.

1. Players want to return to the game.

2. There is a machismo predominating NFL football.

C. Rule changes

1. Call for rule changes as links between concussive hits and long-term medical

illness

have come to light.

2. Posters are being hung in locker rooms to educate players about head injuries.

Lack of ideal helmet leads to fines and suspensions for helmet-to-helmet hits

3. Players are no longer allowed to return to play on the same day if diagnosed with

a

concussion.

4. Rule changes seen as “feminizing” the game.

II. Beyond the NFL

A. It is estimated that over 3 million children play youth football.

B. At least 1.2 million high school students play football.

C. High school football players are most at risk to brain injury.

1. Many hypothesize it is due to an underdeveloped musculature system.

2. Between 43,000 to 67,000 high school football players receive concussions each

year.

3. It is estimated that at least 50% of concussions go undiagnosed at the high

school level.

4. These players do not recuperate as rapidly from concussions, especially in

relation to

reaction time and memory.

5. Second-Impact Syndrome is a concern at the high school level.

i. This occurs when a player receives a concussive hit when previous

concussion has

not healed.

ii. About 4 deaths per year occur in players under the age of 18.

III. Concussions

A. A concussion is defined as a type of brain injury due to sudden impact in which

the brain

moves inside the skull causing it not to function properly.

1. Concussions have no visible symptoms.

B. Factors that can contribute to a concussion

1. Level of hydration

2. Number of previous hits to the head in the same day

3. Area of the head impacted

4. Player preparation for hit

C. Concussive symptoms

1. Headaches

2. Dizziness

3. Memory loss

4. Cognitive problems

D. Lasting impacts of concussive and subconcussive hits

1. NFL players over 50 receive memory disease diagnoses 5 times more than the

national

population.

2. The NFL has spent $7 million since 2007 on expenses for retirees diagnosed

with

Alzheimer‟s and dementia

E. Positions most at risk for concussions

1. Quarterbacks, running backs, and wide receivers are most prevalent to

concussive

hits.

2. Other positions that are more likely to receive concussions include defensive

blocks

and special teams players.

IV. Chronic Traumatic Encephalopathy (CTE)

A. CTE occurs when players fail to fully recover from a concussion and continue to

receive

multiple hits.

1. It is caused by the build up of tau, a toxic protein.

2. Tau impairs brain function, and over time destroys brain cells.

3. Tau proteins have been found in the brains of players at the professional level

down to

those at the high school level.

B. CTE was discovered in 1920, originally associated with boxing.

1. It was initially referred to as dementia pugilistic, or punch drunk syndrome.

C. Symptoms

1. Sudden memory loss

2. Paranoia

3. Depression

D. CTE is a precursor of dementia and is preventable.

V. National Operating Committee on Standards for Athletic Equipment (NOCSAE)

A. NOCSAE was formed in the 1960s to protect players against skull fractures and

related

injuries.

1. It is a volunteer consortium.

2. This committee is made up of and mainly financed by helmet designers

themselves.

3. It is unregulated by any external agency.

B. There is one standard set by the NOCSAE: Helmets maintain their structural

integrity

“without allowing too much force to reach the skull.”

1. This requirement only applies to when helmets are first made.

2. NOCSAE tests a helmet‟s ability to absorb shock by dropping it 5 feet onto a

rubber

pad.

3. This standard has not been significantly revised since 1973 and does nothing to

address

the damage caused by the brain hitting skull.

4. Helmet manufacturers are responsible for testing their own helmets, and there is

no

system in place for ensuring compliance.

C. 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.

D. 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.

VI. 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.

AIG CAMP LESSON PLANS FOR SUMMER 2011

B. SHANNON HILL AND CHRISTIE HARDING

DAY 1: THIS IS YOUR BRAIN ON FOOTBALL

I. DEFINE THE CONTENT

LESSON OBJECTIVE:

STUDENTS WILL BE ABLE TO EXPLAIN THE EFFECTS OF HELMET TO HELMET

HITS ON THE BRAIN AFTER VIEWING THE VIDEO, “YOUR BRAIN ON

FOOTBALL,”.

STUDENTS WILL BE ABLE TO ARTICULATE IF THEY FEEL THE NOCSAE’S

TESTING STANDARDS ARE APPROPRIATE MEASURES TO DETERMINE THE

SAFETY OF FOOTBALL HELMETS AFTER PARTICIPATING IN A SIMULATION

ACTIVITY.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)

ALL HELMETS ARE SAFE.

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 HEAD INJURIES AND OTHER

INJURIES CAN BE INVISIBLE TO THE NAKED EYE.

AFTER THE LESSON, STUDENTS WILL KNOW THE DANGERS OF CONCUSSIVE OR

SUBCONCUSSIVE HITS.

AFTER THE LESSON, STUDENTS WILL KNOW THE PURPOSE OF A FOOTBALL HELMET

AND ITS FUNCTION.

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 CONSTRUCT AND VERBALIZE

IDEAS ABOUT IF CURRENT HELMET DESIGN IS APPROPRIATE FOR WHERE

FOOTBALL IS TODAY.

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO DEMONSTRATE HOW A

CONCUSSION OCCURS AND LIST THE EFFECTS OF REPETITIVE CONCUSSIVE HITS.

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO COMPOSE THEIR

INTRODUCTION FOR THE MOVIE MAKER FINAL PRODUCT USING THE PROVIDED

STORYBOARD.

C. WHAT ARE

THE ENDURING

UNDERSTANDING

S THAT

STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON?

(DEFINE THE BIG

IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THE DESIGN OF A HELMET IS

IMPORTANT TO THE SAFETY OF PLAYERS.

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THE CURRENT HELMET

REGULATIONS DO NOT EXIST TO PREVENT CONCUSSION.

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT CHRONIC TRAUMATIC

ENCEPHALOPATHY (CTE) IS A SERIOUS DISEASE THAT CAN AFFECT FOOTBALL

PLAYERS.

III. PLANNING

D. ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON

QUESTION )

IN WHAT WAYS CAN HELMET TESTING GUIDELINES BE IMPROVED

TO PREVENT THE NUMBER OF CONCUSSIONS A FOOTBALL PLAYER

MAY RECEIVE?

E. ASSESSMENT:

(PERFORMANCE

TASK) WHAT

WILL THE

STUDENTS DO TO

SHOW YOU THAT

THEY MASTERED

THE CONTENT?

STUDENTS WILL REVIEW THE ASSESSMENT RUBRIC AT THE

BEGINNING OF THE LESSON. AT THE CONCLUSION OF THE DAY,

STUDENTS WILL HAVE COMPLETED THE FIRST PART OF THEIR

STORYBOARD: THE RATIONALE FOR THEIR FINAL PRODUCT

ABOUT HELMET SAFETY. USING THE RUBRIC, STUDENT TEAMS

WILL SELF SCORE THEIR STORYBOARD. THIS WILL BE UTILIZED

AS AN ASSESSMENT FOR THE DAY. PLEASE SEE ATTACHED

RUBRIC.

F. CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS MAY

COME FROM YOUR

CONTENT

OUTLINE)

I. NFL Calls Attention to Concussion Problem

A. Prevalence of concussions

1. It is estimated that 1.5 to 2 concussions occur in each NFL

game.

2. Over half of NFL players who sustained a concussion

returned to

play the same day.

B. Concussions often go underreported and undiagnosed.

1. Players want to return to the game.

2. There is a machismo predominating NFL football.

II. Beyond the NFL

A. It is estimated that over 3 million children play youth football.

B. At least 1.2 million high school students play football.

C. High school football players are most at risk to brain injury.

1. Between 43,000 to 67,000 high school football players

receive concussions each year.

2. It is estimated that at least 50% of concussions go

undiagnosed at the high school level.

3. These players do not recuperate as rapidly from

concussions, especially in relation to reaction time and

memory.

4. Second-Impact Syndrome is a concern at the high school

level.

i. This occurs when a player receives a concussive hit

when previous concussion has not healed.

ii. About 4 deaths per year occur in players under the age

of 18.

III. Concussions

A. A concussion is defined as a type of brain injury due to

sudden impact in which the brain moves inside the skull

causing it not to function properly.

1. Concussions have no visible symptoms.

B. Factors that can contribute to a concussion

1. Level of hydration

2. Number of previous hits to the head in the same day

3. Area of the head impacted

4. Player preparation for hit

C. Concussive symptoms

1. Headaches

2. Dizziness

3. Memory loss

4. Cognitive problems

D. Lasting impacts of concussive and subconcussive hits

1. NFL players over 50 receive memory disease diagnoses 5

times more than the national population.

2. The NFL has spent $7 million since 2007 on expenses for

retirees diagnosed with Alzheimer’s and dementia

IV. Chronic Traumatic Encephalopathy (CTE)

A. CTE occurs when players fail to fully recover from a

concussion and continue to receive multiple hits.

1. It is caused by the build up of tau, a toxic protein.

2. Tau impairs brain function, and over time destroys brain

cells.

3. Tau proteins have been found in the brains of players at

the professional level down to those at the high school

level.

B. CTE was discovered in 1920, originally associated with

boxing.

1. It was initially referred to as dementia pugilistic, or

punch drunk syndrome.

C. Symptoms

1. Sudden memory loss

2. Paranoia

3. Depression

D. CTE is a precursor of dementia and is preventable.

V. National Operating Committee on Standards for Athletic

Equipment (NOCSAE)

A. There is one standard set by the NOCSAE: Helmets

maintain their structural integrity “without allowing too

much force to reach the skull.”

1. This requirement only applies to when helmets are first

made.

2. NOCSAE tests a helmet’s ability to absorb shock by

dropping it 5 feet onto a rubber pad.

3. This standard has not been significantly revised since

1973 and does nothing to address the damage caused by

the brain hitting skull.

4. Helmet manufacturers are responsible for testing their

own helmets, and there is no system in place for

ensuring compliance.

G. HOOK:

(DESCRIBE HOW

YOU WILL GRAB

STUDENTS’

ATTENTION AT

THE BEGINNING

OF THE LESSON. BE CREATIVE.)

TO PIQUE STUDENTS’ INTERESTS ABOUT SAFETY IN FOOTBALL,

STUDENTS WILL VIEW A VIDEO, “YOUR BRAIN ON FOOTBALL,”

WHICH INTRODUCES THE TOPIC WHILE CREATING INTEREST.

2. FIVE MINUTES INTO THE VIDEO, THE VIDEO WILL BE STOPPED

TO ASK STUDENTS THESE QUESTIONS: WHAT IS CTE? WHAT ARE

THE SYMPTOMS OF CTE? WHAT IS THE SIGNIFICANCE OF TAU

PROTEINS IN THE BRAINS OF DECEASED NFL FOOTBALL PLAYERS?

3. AFTER STUDENTS HAVE ANSWERED THESE QUESTIONS, THE

VIDEO WILL CONTINUE.

www.time.com/video/player/0,32068,64253995001_1957921,00.ht

ml

H.

INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

1. THIS SESSION WILL BEGIN WITH BRIEF INTRODUCTIONS.

STUDENTS AND TEACHERS WILL INTRODUCE THEMSELVES AND

TELL SOMETHING THEY LIKE ABOUT FOOTBALL.

2. TO BEGIN THIS ODYSSEY, STUDENTS WILL TAKE A PRE-

ASSESSMENT USING CLICKERS. THIS ASSESSMENT WILL BE USED

AS A POST-ASSESSMENT AT THE END OF THE UNIT. THE

ASSESSMENT IS ATTACHED.

3. STUDENTS WILL BE INTRODUCED TO THE ODYSSEY THEY WILL

EMBARK ON THIS WEEK BY VIEWING THE HOOK VIDEO, “YOUR

BRAIN ON FOOTBALL.” THIS WILL SERVE AS AN INTRODUCTION

TO OUR CAMP TOPIC. FIVE MINUTES INTO THE VIDEO, THE VIDEO

WILL BE STOPPED TO ASK STUDENTS THESE QUESTIONS: WHAT

IS CTE? WHAT ARE THE SYMPTOMS OF CTE? WHAT IS THE

SIGNIFICANCE OF TAU PROTEINS IN THE BRAINS OF DECEASED

NFL FOOTBALL PLAYERS?

4. AFTER STUDENTS HAVE ANSWERED THESE QUESTIONS, THE

VIDEO WILL CONTINUE.

5. TEACHERS WILL CONCLUDE THE VIDEO BY SAYING “THIS

WEEK, YOU WILL EMBARK ON AN ODYSSEY AS YOU PONDER

CURRENT HELMET DESIGN AND REGULATIONS AND ADDRESS THE

NEED TO REDUCE CONCUSSIONS IN HIGH SCHOOL FOOTBALL

PLAYERS BY CREATING A VIDEO PRODUCT PROPOSAL FOR A NEW

http://www.time.com/video/player/0,32068,64253995001_1957921,00.html

http://www.time.com/video/player/0,32068,64253995001_1957921,00.html

HELMET DESIGN USING MICROSOFT MOVIE MAKER.

ADDITIONALLY, THIS WEEK MAY INSPIRE IDEAS FOR YOUR

SENIOR GRADUATION PROJECT.”

6. THE LESSON OBJECTIVES FOR THE DAY WILL BE SHARED:

STUDENTS WILL BE ABLE TO EXPLAIN THE EFFECTS OF

HELMET TO HELMET HITS ON THE BRAIN AFTER VIEWING

THE VIDEO, “YOUR BRAIN ON FOOTBALL.”

STUDENTS WILL BE ABLE TO ARTICULATE IF THEY FEEL THE

NOCSAE’S TESTING STANDARDS ARE APPROPRIATE

MEASURES TO DETERMINE THE SAFETY OF FOOTBALL

HELMETS AFTER PARTICIPATING IN A SIMULATION

ACTIVITY.

STUDENTS WILL ALSO BE GIVEN THE REFLECTION RUBRIC

TO REVIEW TO MAKE THEM AWARE OF THE EXPECTATIONS

FOR TODAY AND THEIR FINAL PRODUCT RUBRIC.

7. STUDENTS WILL BRAINSTORM WHAT THEY KNOW ABOUT

SAFETY IN FOOTBALL AND HELMETS. THIS LIST WILL BE

RECORDED ON A CLASS KWL CHART UNDER THE K – WHAT WE

KNOW. THE CHART WILL BE COMPLETED AND HUNG ON THE WALL

THROUGHOUT THE WEEK. A STUDENT COPY WILL BE IN THEIR

FOLDERS.

8. STUDENTS WILL PREVIEW A PREZI PRESENTATION WHICH

OUTLINES FACTS AND STATEMENTS ABOUT THE DANGERS OF

HELMET TO HELMET (SUBCONCUSSIVE AND CONCUSSIVE) HITS

THAT HAVE OCCURRED IN HIGH SCHOOL, COLLEGE, AND NFL

FOOTBALL GAMES AND PRACTICES.

https://prezi.com/secure/9a5e449a9ff43d8b4cb968bdc5cc2f6eb3382bbb/

9. EMBEDDED AT THE CONCLUSION OF THE PREZI, ESSENTIAL

QUESTIONS FOR THE DAY WILL BE SHARED WITH STUDENTS.

10. STUDENTS WILL NOW COMPLETE THE W OF THE KWL – WHAT

WE WANT TO LEARN.

11. NEXT, WE WILL GO OUTSIDE AND SIMULATE ONE WAY

HELMETS ARE TESTED. DURING THIS TRANSITION, TEACHERS

WILL SHARE WITH STUDENTS INFORMATION ABOUT NOCSAE,

WHICH IS FOUND IN THE CONTENT SECTION. ADDITIONALLY,

STUDENTS WILL VIDEOTAPE THE SIMULATIONS USING A FLIP

CAMERA, WHICH MAY BE USED IN THEIR FINAL PRODUCT. A

BOILED EGG, WRAPPED IN A PROTECTIVE MATERIAL (SIMILAR TO

A HELMET), WILL BE DROPPED TWICE FROM 60 INCHES WHICH IS

“EQUIVALENT OF A PLAYER RUNNING AT 17.9 FEET PER SECOND –

MORE THAN 12 MILES PER HOUR – AND HITTING THE HELMET

INTO A FLAT SURFACE THAT STOPS THE HEAD IN LESS THAN 1/8

INCH. STUDENTS WILL RECORD ANY OBSERVATIONS MADE FROM

THE SIMULATION IN THEIR FOLDERS ON THE “EGG DROP

SIMULATION RECORDING SHEET.”

https://prezi.com/secure/9a5e449a9ff43d8b4cb968bdc5cc2f6eb3382bbb/

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


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.


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.

http://videos.howstuffworks.com/science-channel/5027-

how-its-made-football-helmet-video.htm

AFTER THE VIDEO, THE FOLLOWING QUESTIONS WILL BE ASKED

FOR STUDENTS TO PONDER THROUGHOUT THE DAY:

1. WHAT MATERIALS ARE USED TO MAKE THE SHELL OF THE

HELMET?

2. WHAT MATERIALS ARE USED FOR THE PADDING?

3. WHY DO YOU THINK THESE MATERIALS ARE USED

INSTEAD OF OTHER MATERIALS?

H. INSTRUCTION:

(TELL, STEP-BY-STEP,

WHAT YOU WILL DO.)

1. AS STUDENTS COME INTO THE ROOM, WE WILL

WELCOME THEM TO DAY 2 OF THEIR ODYSSEY ABOUT

FOOTBALL SAFETY.

2. AS A REVIEW, WE WILL DISCUSS STUDENTS’

INTRODUCTIONS ON THEIR STORYBOARDS, OR THE

http://videos.howstuffworks.com/science-channel/5027-how-its-made-football-helmet-video.htm


BEGINNING OF THEIR ODYSSEY MAP THAT THEY EMBARKED

ON YESTERDAY.

3. TO CONTINUE OUR ODYSSEY AND PIQUE STUDENTS’

INTERESTS ABOUT THE MATERIALS USED TO DESIGN

HELMETS, STUDENTS WILL VIEW THE VIDEO “HOW IT’S

MADE: FOOTBALL HELMET.”

http://videos.howstuffworks.com/science-channel/5027-

how-its-made-football-helmet-video.htm

DURING THE VIDEO, STUDENTS MAY RECORD ANY NOTES

THEY WOULD LIKE IN THEIR JOURNALS TO USE AS A

REFERENCE TO HELP SUGGEST A NEW DESIGN FOR

FOOTBALL HELMETS FOR THEIR FINAL PRODUCT IN MOVIE

MAKER. AT THE CONCLUSION OF THE VIDEO, THE

FOLLOWING QUESTIONS WILL BE POSED:

1. WHAT MATERIALS ARE USED TO MAKE THE SHELL OF THE

HELMET?

2. WHAT MATERIALS ARE USED FOR THE PADDING?

3. WHY DO YOU THINK THESE MATERIALS ARE USED

INSTEAD OF OTHER MATERIALS?

4. IN ORDER TO ASSIST STUDENTS WITH BRINGING NEW

IDEAS AND ORIGINAL THOUGHT IN THEIR ODYSSEY TO

SUGGEST A NEW HELMET DESIGN, STUDENTS WILL

BRAINSTORM IDEAS AND SUGGESTIONS TO DESIGN A

HELMET THAT REDUCES THE AMOUNT OF CONCUSSIONS

RECEIVED DURING HITS, SCAMPER WILL BE USED. IN

SMALL GROUPS, STUDENTS WILL USE THE SCAMPER

WORKSHEET TO ASSIST WITH THIS. EACH TEACHER WILL

WORK WITH A GROUP TO ASSIST AS NEEDED AND RECORD

THEIR BRAINSTORMING IDEAS. (SEE ATTACHED SCAMPER

DIRECTIONS AND WORKSHEET.)

5. FOLLOWING THIS ACTIVITY, STUDENTS WILL WRITE

DOWN 2-3 QUESTIONS ABOUT HELMET DESIGN AND

MATERIALS TO ASK AN EXPERT FROM A HELMET

MANUFACTURING COMPANY.

6. NEXT, WE WILL HAVE A SHORT SKYPE SESSION WITH

SOMEONE FROM A HELMET DESIGN MANUFACTURER.

STUDENTS WILL BE ABLE TO ASK THE “EXPERT”

QUESTIONS ABOUT HELMET DESIGN AND MATERIALS USED

TO PROVIDE SAFETY. (LETTERS TO SEVERAL COMPANIES

HAVE BEEN MAILED. SEE ATTACHED LETTER.

ADDITIONALLY, WE WILL ASK THE EXPERT TO PROVIDE

SOME SUGGESTIONS TO KEEP IN MIND WHEN THINKING

ABOUT HELMET DESIGN SUCH AS THE IMPORTANCE OF

MATERIAL WEIGHT.)



7. STUDENTS WILL GET IN THEIR DESIGN GROUPS AND

EXPERIENCE A HELMIT EXHIBIT. PRIOR TO BEGINNING,

THE RUBRIC FOR DAY 2 WILL BE SHARED WITH THEM.

STUDENTS WILL VIEW A VARIETY OF HELMETS TO LOOK AT

HOW THEY ARE MADE, THE MATERIALS USED, AND THE

PURPOSES OF THE DIFFERENT DESIGNS. THEY WILL

DISCUSS THE PROS AND CONS OF EACH DESIGN AND

MATERIAL, USING THE ATTACHED RECORDING SHEET.

STUDENTS MAY USE A FLIP CAMERA TO CAPTURE PICTURES

OF CERTAIN MATERIALS TO INCLUDE IN THEIR MOVIE

MAKER FINAL PRODUCT THAT DISPLAYS THEIR ODYSSEY

OF HELMET DESIGN.

8. STUDENTS WILL STAY IN THEIR DESIGN GROUPS AND

DETERMINE THE MATERIALS THEY WILL USE IN THEIR

SUGGESTED HELMET DESIGN AND TELL WHY THOSE

MATERIALS WERE SELECTED. 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.

9. TO CONCLUDE, STUDENTS WILL BE INFORMED ABOUT

TOMORROW’S FOCUS GROUP. THEY WILL DEVISE 2-3

QUESTIONS FOR EACH STAKEHOLDER (COACH AND

PLAYERS) THAT WILL HELP THEM ON THEIR ODYSSEY OF

SUGGESTING A NEW AND IMPROVED HELMET DESIGN THAT

IS SAFER FOR FOOTBALL PLAYERS.

Focus Group Questions

Directions: Write 2-3 questions you would like to ask a football coach and a football player.

Coach:

Player:

“How It’s Made: Football Helmet” Recording Sheet

Directions: During the video, use this sheet to record any notes about how a football helmet is made to use as a reference when working on

your final product.

Notes… Questions I Have…

SCAMPER Directions

Goal: To brainstorm ideas to suggest a new helmet design.

Rationale: This activity will allow you to brainstorm possible

ideas for suggesting a new helmet design in a random, thought provoking format. This process will help you think of unusual but

useful results.

Substitute – remove some part of the object and replace it with

something else

Combine - Join together two or more elements of your object (spoon + fork = spork)

Adapt – change some part of your object so it works where it did not before

Modify/Magnify/Minify - change the attributes (size, shape, texture,

color, position, etc.) of your object

Purpose - put the object to another use by suggesting new and unusual purposes

Eliminate - remove any or all elements of your object

Reverse/Rearrange - change the direction or orientation

Steps:

1. Review what each letter represents in the word SCAMPER.

2. Think of ways to improve the design of a football helmet, using each of the words listed above.

3. The teacher will record your ideas on the SCAMPER Worksheet.

4. You will have approximately 2 minutes for each word.

5. Once you are finished with the SCAMPER technique, review the

list.

SCAMPER Recording Sheet

Substitute

Combine

Adapt

Modify/Magnify/Minify

Purpose

Eliminate

Reverse/Rearrange

Helmet and Material Exhibit Questions to Ponder

Directions: With your design group, review the helmets and materials in the exhibit. As a team, be sure to think about the

following:

1. What do you notice about the design of the helmets?

2. What could be changed to improve the design?

3. What do you notice about the materials used to make helmets?

4. How could you use those materials or other materials to help design a new helmet?

Helmet and Material Exhibit

Directions: Please complete the following chart with your team while

viewing the helmet exhibit.

Type of Material Pros Cons How could I use/modify this

material?

Storyboard Rubric – Day 2


Completeness

The team writes a complete and thorough

script for material selection, including a

minimum of 7-10 sentences.

The team writes a complete and somewhat

thorough script for material selection,

including a minimum of 4-6 sentences.

The team writes an incomplete and

superficial script for material selection,

including only 1-3 sentences.

Material Selection

Student selects appropriate materials

for a future helmet design.

Student selects some

materials for a future

helmet design.

Student does not select appropriate materials

for a future helmet design.

Supporting Details

Student thoroughly

explains why the materials were selected.

Student includes some

explanation as to why the materials were

selected.

Student does not

explain why the materials were selected.

February 27, 2011

Riddell

669 Sugar Lane

Elyria, OH 44035

To Whom It May Concern:

First, I would like to introduce myself. I have been an elementary educator in North

Carolina for 12 years. During those 12 years, I worked predominately with students who

needed extra support in reading as a Title I intervention teacher, then moved into the

classroom for three years, and currently serve as a Coordinating Teacher for Elementary

Math Coaches. Presently, I am seeking my Academically and Intellectually Gifted (AIG)

certification through East Carolina University.

My colleague, B. Shannon Hill, and I will be teaching a unit at this year‟s AIG Summer

Camp for Pitt County AIG students. Our unit, entitled “Bell Ringers or Brain Ruiners?,”

is about football helmet safety. The middle school students enrolled in our class will

learn about concussive dangers, helmet design and NOCSAE regulation. As a final

product, students will propose helmet design modifications that address concussive hits.

To help these students attain their goal and stimulate their thinking, we plan to have a

helmet exhibit in which students view a variety of helmets and materials. We would like

your help in providing the following:

helmets in various stages of development

old helmets, including leather helmet

new helmets

various helmet padding materials

information that would aid students in their design process

helmet specifications

schedule a Skype session with students on Tuesday, July 19, 2011 – this would

allow students to talk with an expert in the field

any additional information or products that you feel would further students‟

thinking on this topic

Any help you can offer would be greatly appreciated. Please let me know if you have

any questions.

Sincerely,

Christie Harding, M.Ed., NBCT

Coordinating Teacher for Elementary Math Coaches

February 27, 2011

Xenith, LLC

672 Suffolk Street

Third Floor

Lowell, MA 01854


















new helmets









any questions.

Sincerely,



February 27, 2011

Rawlings Group

510 Maryville University Drive

Suite 110

St. Louis, MO 63141


















new helmets









any questions.

Sincerely,



February 27, 2011

Mr. Mickey Crouch

4230 Green Hills Rd

Rocky Mount, NC 27804

Dear Coach Crouch:

As your coworker, I know that you value your players and are dedicated to helping them develop

on the field, in the classroom, and in personal character. I believe your dedication to the

development of the entire athlete will make this proposal meaningful to you.

My colleague, Christie Harding, and I will be teaching a unit on football helmet safety, entitled

“Bell-Ringers or Brain Ruiners?”at this year‟s Academically/Intellectually Gifted Summer Camp

for Pitt County AIG students. The camp will take place at Ridgewood Elementary School in

Winterville, NC, in late July. The middle school students enrolled in our class will learn about

concussive dangers, helmet design and NOCSAE regulation. Students will propose helmet design

modifications that address concussive hits. We believe it is imperative that these students have

access to individuals who are familiar with both the game and the helmet at the high school level.

Mrs. Harding and I want to extend an invitation to you and 2-4 of your players to join our class

on Wednesday, July 20, 2011. We would like our students to present what they have learned up to

the point of your arrival and share their early design ideas with you and your players. We also

would like our students to interview you and your players and use your input to influence their

final design suggestions.

Please let me know if you will be able to attend and if you have any questions.

Sincerely,

B. Shannon Hill, NBCT

NNHS English Department

Day 3: “Get the Ball Rolling”


LESSON OBJECTIVE: STUDENTS WILL PRESENT LEARNED MATERIAL TO A SMALL PANEL OF

STAKEHOLDERS.

Students will interview each panelist with questions related to Helmets and Design.

Students will Create a Project File for Microsoft Movie Maker.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION,

THINKING AND DEBATE. THIS IS NOT A QUESTION.)

Helmet companies can be trusted to comply with the NOCSAE regulation without being monitored.


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…Perspectives on helmet design are affected

by stakeholder position.

Students will know that…the National Operating Committee on

Standards for Athletic Equipment (NOCSAE) is composed of and

mainly financed by hlemet designers and remains unregulated by any

external agency.

Students will know that… Helmet manufacturers are responsible for

testing their own helmets and there is no system in place for ensuring

compliance.

B. WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO?


SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON.)

After the lesson,

Students should be able to…record a need for helmet design revision

that addresses concussions in high school players.

Students should be able to… revise their helmet choices based on

different perspectives on helmet design and function.

Students should be able to… import video and picture files into

Microsoft Movie Maker.

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE LESSON?

(DEFINE THE BIG IDEAS.)

After the lesson,

Students will understand that… High school football players are

most at risk to brain injury.

Students will understand that…Helmets are designed to prevent skull

fracture, not concussion.

Students will understand that…Considering multiple perspectives

during desgin process is essential.

III. PLANNING


(ONE OVERARCHING LESSON

QUESTION )

How can player safety and comfort be addressed in helmet design?

E. ASSESSMENT:

(PERFORMANCE TASK)

WHAT WILL THE STUDENTS

DO TO SHOW YOU THAT THEY


Students will add to their storyboards, incorporating panelist

feedback into their design ideas. Material added to student

storyboards will be assessed using the rubric attached.

Student interaction with the visiting panel will also be assessed using

the panelist interaction rubric.

F. CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY.

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

This content will be taught using a game requiring student choice

and movement. The game is described in the instruction segment of

this lesson plan.

A. NOCSAE was formed in the 1960s to protect players against

skull fractures and related injuries.

1. It is a volunteer consortium.

2. This committee is made up of and mainly financed by

helmet designers themselves.

3. It is unregulated by any external agency.

B. There is one standard set by the NOCSAE: Helmets maintain

their structural integrity “without allowing too much force to reach

the skull.”

1. This requirement only applies to when helmets are first

made.

2. NOCSAE tests a helmet‟s ability to absorb shock by

dropping it 5 feet onto a rubber pad.

3. This standard has not been significantly revised since 1973

and does nothing to address the damage caused by the brain hitting

skull.

4. Helmet manufacturers are responsible for testing their own

helmets, and there is no system in place for ensuring compliance.

Movie Maker:

Start Movie Maker by clicking start, pointing to all programs, and

clicking Windows Movie Maker.

On the File menu, click Import into Collections.

In File name, enter the path and name of the file you want to import,

and then click Import.

Select the Create clips for video files check box.

On the File menu, click Save Project.

In the File name box, type the file name, and then click Save.

G. HOOK:


GRAB STUDENTS’ ATTENTION

AT THE BEGINNING OF THE


Students will begin with a Gallery Walk. Students will walk around

the room viewing different graphic reprsentations of the following

helmet safety statistics: Over 3 million children play youth football.

At least 1.2 million high school students play football.

High school football players are most at risk to brain injury; Many

hypothesize it is due to an underdeveloped musculature system.

Between 43,000 to 67,000 high school football players receive

concussions each year.

It is estimated that at least 50% of concussions go undiagnosed at the high

school level.

About 4 deaths per year occur in players under the age of 18

Students will use sticky notes to comment or ask questions about

statistics. Teachers will address student notes once walk has ended.

H. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT

YOU WILL DO.)

1. As students enter the room, teachers will hand them sticky

notes and ask them to peruse the graphically represented statistics,

commenting or questioning as they circle the room. Students will be

asked to find their seats as they finsih.

2. Teachers will address comments on sticky notes at the end of

the gallery walk (5 minutes into class).

3. Teachers will introduce students to the visiting panel, telling

students that often those embarking on an odyssey must seek help

and guidance from experienced mentors. We will ask students to

consider our panelists as such mentors. Teachers will ask the class to

share what they have learned this week and their design ideas

formulated in day 2 with the panelists. Teachers will remind students

that panelists are a wonderful primary source for their research on

helmets. Use of primary sources is an important part of any research,

and they WILL USE primary sources in their graduation projects.

Team one will have five minutes and team 2 will have 5 minutes.

4. After presentations, students will interview the panelists (a

football coach and players) using questions prepared yesterday.

5. Students will be told that the current NOCSAE was formed

in 1960. The teacher will explain that the class will play a game

learn more about the NOCSAE. To play, the teacher will project a

dividing line onto the white board. When the teacher makes a

statement, students will have to decide whether it is true or false. If

they believe the statement to be true, they will move to the right of

the dividing line; if they believe the statement is false, they will

move to the left of the dividing line. Once everyone has made a

decision, the teacher will provide the correct answer and explain it.

Statements are listed below.

Statement 1: The NOCSAE was formed to address all head injuries,

including concussion.

Answer: False - the NOCSAE was formed to address the large

number of skull fractures occuring in the game of football.

Statement 2: The NOCSAE is a cooperative association composed

of voluntary members.

Answer: True. The NOCSAE is a volunteer consortium.

Statement 3: This volunteer consortium does not permit

involvement of helmet manufacturers.

Answer: False. The NOCSAE is largely composed of and financed

by helmet designers.

Extension Question: What effect could this have on helmet design?

Statement 4: The work of NOCSAE is regulated by an outside

agency to ensure its mission is caried out faithfully.

Answer: False. The NOCSAE is unregulated by any external

agency.

The teacher will remind students that there is only one standard set

by the NOCSAE (learned in the egg drop experiment): HELMETS

MAINTAIN their structural integrity "without allowing too much

force to the skull."

Extension Question: What are the advantages of having an outside

agency to regulate the work of NOCSAE?

Statement 5: Helmets are tested to ensure they comply with this

standard once per season.

Answer: False. This requirement is only tested when helmets are

first made.

Extension Question: Why would helmets need to be reevaluated at

least once per season?

Statement 6: This standard has been revised several times over the

last three decades.

Answer: False. This standard has not been revised since 1973. It

does nothing to address the damage caused by the brain hitting the

skull.

Statement 7: Helmet manufacturers test their own helmets and the

NOCSAE has no system in place to ensure that manufacturers are

actually testing them or testing them accurately.

Answer: True.

Extension Question: Why would it be important to have a system in

place to ensure the manufacturers are actually testing them or testing

them accurate?

6. Teachers will ask students to keep these facts in mind as they

return to their odyssey of storyboarding for their final product at the

end of class.

7. Teachers will introduce students to Microsoft Movie Maker.

Videos of the egg drop experiment and materials discussions from

days 1 and 2 have been saved to teacher flashdrives. Teachers will

teach students to import those files into Movie Maker.

Start Movie Maker by clicking start, pointing to all programs, and

clicking Windows Movie Maker.

On the File menu, click Import into Collections.

In File name, enter the path and name of the file you want to import,

and then click Import.




7. Students will be told that their odyssey will culminate

tomorrow when they finish their video products.

8. Students will work in their small groups to add to their

storyboards from days 1 and 2. The will be told to consider the

following: How did the panel‟s feedback impact your design? Could

any changes be made regarding the current NOCSAE standard for

football helmets?

Gallery Walk Graphics and Statistics

We plan to make these visually interesting by turning each of the ideas below into large posters such as this one:

Over 3 million children play youth football That’s 1/3 of NC population

1.2 million high school students play football. That‟s roughly the number of bricks used

in the Cape Hatteras Lighthouse.

As many as 67,000 high school football players receive concussions each year. That‟s

just over the population of Pitt County, NC

It is estimated that at least 50% of concussions go undiagnosed at the high school level.

That‟s enough injured players to Dowdy-Ficklen Stadium at minimum….

or fill Wallace Wade Stadium at maximum.

About 4 deaths per year occur in players under the age of 18

That is over 1/3 of a football team.

Team Members:

Interaction with Panelists Rubric


Politeness No members of the team interrupted or

hurried the panelists. All members thanked

panelists for their time and willingness to be

interviewed.

Team members rarely interrupted or hurried

the panelists. Members thanked panelists for

their time and willingness to be

interviewed.

Team members interrupted or hurried

panelists several times. Members forgot to

thank panelists for their time and willingness to

be interviewed.

Demonstration of Knowledge Learned

Team members clearly articulated what they

learned throughout the week and were able to

discuss their design ideas in depth with

panelists.

Team members adequately conveyed

what they learned throughout the week.

They were able to discuss their design

ideas with some specificity.

Team members are vague in their

discussion of what they have learned

throughout the week. Students did not discuss

their design ideas with panelists.

Preparation Before the interview,

team members prepared several in-

depth AND factual questions to ask both

coach and players.

Before the interview,

team members prepared several factual

questions to ask both coach and players.

Team members did not

prepare any questions before the interview.

Follow Up Questions Team members listened carefully to the

panelists being interviewed and asked

several relevant follow-up questions based on

panelists’ responses.

Team members asked a couple ob follow-up

questions based on what they thought the

panelists said.

Team members did not ask any follow-up

questions based on what the panelists said.

Storyboard Rubric for Day 3


Completeness

Group storyboard for the

day is complete and

thorough, including a

minimum of 5-6 new

panels. Group has

incorporated meaningful

suggestions for revision of

NOCSAE regulation.


day is complete and

somewhat thorough. It

includes a minimum of 3-4

new panels. Group has

incorporated information

related to NOCSAE

regulation.


day is incomplete and

superficial, including only

1-2 new panels. Group has

not incorporated

information related to

NOCSAE regulation.

Student Growth

Group discusses changes

in their perception of the

topic or in their thought

process.

Group hints at a change in

perceptions or thought

processes, but never fully

addresses either.

Group writing does not

show any changes in

perception of topic or

thought processes.

Supporting Details and

Examples

Storyboard has strong


examples.

Storyboard includes some


examples.

Storyboard does not

include supporting details

and examples.

Microsoft Movie Maker

Directions: Today you will import the images and video you plan to use in your final product into Microsoft Movie Maker. This will

ensure that you have everything you need in one place tomorrow as you finalize your product. To import your film and images

follow the directions below.

CLICK ON START, POINT TO ALL PROGRAMS, AND CLICKING WINDOWS MOVIE MAKER.

Once Movie Maker opens, On the File menu, click Import into Collections.

In File name, enter the path and name of the file you want to import, and then click Import.




Day 4: “Going the Distance”


LESSON OBJECTIVE:

Students will learn about recent rules changes in the NFL passed to lessen the rate of concussion.

Students will finish their helmet suggestions in Microsoft Movie Maker.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT

CONVERSATION, THINKING AND DEBATE. THIS IS NOT A QUESTION.)

Helmet design alone will decrease concussive injury rates.


A. WHAT 3 ITEMS ARE WORTH

KNOWING?

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED. WHAT IS


KNOW?)

AFTER THE LESSON,

Students will know that…the NFL has adopted rules changes in

an attempt to decrease concussive injury among players.

Students will know that…multiple images and film can be

seamed together using Microsoft Movie Maker.

Students will know that…rubrics should be used to guide

product decisions.

B. WHAT 3 ITEMS ARE


BE ABLE TO DO?


SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON.)

After the lesson,

Students should be able to…edit video clips in Movie Maker.

Students should be able to…add narration and transitions.

Students should be able to…write and record argument for

changes in helmet design, testing, and rules changes.

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON? (DEFINE

THE BIG IDEAS.)

After the lesson,

Students will understand that…the NFL believes no perfect

helmet exists.

Students will understand that…the NFL is using rules changes to

decrease concussion rates among professional players.

Students will understand that…rubrics should be used to guide

product decisions.

III. PLANNING


(ONE OVERARCHING LESSON

QUESTION )

What elements are most important for inclusion in a persuasive

film targeting NOCSAE?

E. ASSESSMENT:

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY


Students will create a persuasive short film using Microsoft

Movie Maker in which they will argue a need for helmet design

and testing changes. They will propose changes in materials and

possible rules changes that will address concussions in high

school athletes. The target audiences will be NOCSAE and

Coach Ruffin. Students will be assessed using the product rubric

they were introduced to on day one. Students will be assessed on

content, originality, awareness of audience, point of view,

planning, presentation, and workload.

F. CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY.

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

Football Content: Rule changes

1. Call for rule changes as links between concussive

hits and long-term medical illness have come to light.

2. Posters are being hung in locker rooms to educate

players about head injuries.

3. Lack of ideal helmet leads to fines and suspensions

for helmet-to-helmet hits

4. Players are no longer allowed to return to play on

the same day if diagnosed with a concussion.

5. Rule changes seen as “feminizing” the game.

Technology Content:

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

G. HOOK:


GRAB STUDENTS’ ATTENTION

AT THE BEGINNING OF THE


Students will view a short video about new rules changes within

the NFL:

http://www.cnn.com/video/data/2.0/video/living/2009/12/03/am.

nfl.head.injury.guidelines.cnn.html

Students will be asked to think about the following guiding

questions as they view the video:

1) Why might players keep their concussive

signs/symptoms to themselves?

2) What steps can the NFL take to change attitudes toward

concussions? Or, how might the NFL begin to change its

culture so that players will be candid about concussive

signs/symptoms?

3) Dr. Julian Bailes states that he believes the NFL will

eventually have to look at rules changes the “take the

head out of the game.” Can you think of any possible

rules changes that might do that? What concerns or

issues might result from making such rules changes?

H. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT

YOU WILL DO.)

1. Students will begin class with a 4 minute video that outlines

new rules in the NFL about concussion.

2. Students will be asked to share their personal responses about

the video.

3. The teacher will share in addition to rules about players

returning to the game after sustaining a concussion, the NFL is

also impossing fines and suspensions.

4. Students will take their post assessment and review correct

http://www.cnn.com/video/data/2.0/video/living/2009/12/03/am.nfl.head.injury.guidelines.cnn.html

http://www.cnn.com/video/data/2.0/video/living/2009/12/03/am.nfl.head.injury.guidelines.cnn.html

answers once they have finished.

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:


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.


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

safety in football

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