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.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 AFTER THE LESSON, STUDENTS WILL KNOW THAT HEAD INJURIES AND OTHER
WORTH INJURIES CAN BE INVISIBLE TO THE NAKED EYE.
KNOWING?
(THINK ABOUT AFTER THE LESSON, STUDENTS WILL KNOW THE DANGERS OF CONCUSSIVE OR
THE CONTENT SUBCONCUSSIVE HITS.
YOU HAVE
SELECTED. WHAT
IS IMPORTANT
AFTER THE LESSON, STUDENTS WILL KNOW THE PURPOSE OF A FOOTBALL HELMET
AND ITS FUNCTION.
FOR STUDENTS
TO KNOW?)
B. WHAT 3 AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO CONSTRUCT AND VERBALIZE
ITEMS ARE
IDEAS ABOUT IF CURRENT HELMET DESIGN IS APPROPRIATE FOR WHERE
IMPORTANT FOR FOOTBALL IS TODAY.
STUDENTS TO BE
ABLE TO DO?
AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO DEMONSTRATE HOW A
(DEFINE WHAT
CONCUSSION OCCURS AND LIST THE EFFECTS OF REPETITIVE CONCUSSIVE HITS.
STUDENTS
SHOULD BE ABLE
TO DO AS A AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO COMPOSE THEIR
RESULT OF YOUR INTRODUCTION FOR THE MOVIE MAKER FINAL PRODUCT USING THE PROVIDED
LESSON.) STORYBOARD.
C. WHAT ARE
THE ENDURING AFTER THE LESSON, STUDENTS WILL UNDERSTAND THE DESIGN OF A HELMET IS
UNDERSTANDING IMPORTANT TO THE SAFETY OF PLAYERS.
S THAT
STUDENTS AFTER THE LESSON, STUDENTS WILL UNDERSTAND THE CURRENT HELMET
SHOULD TAKE
REGULATIONS DO NOT EXIST TO PREVENT CONCUSSION.
AWAY FROM THE
LESSON? AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT CHRONIC TRAUMATIC
(DEFINE THE BIG ENCEPHALOPATHY (CTE) IS A SERIOUS DISEASE THAT CAN AFFECT FOOTBALL
IDEAS.)
PLAYERS.
III. PLANNING
D. ESSENTIAL
QUESTION:
(ONE IN WHAT WAYS CAN HELMET TESTING GUIDELINES BE IMPROVED
OVERARCHING TO PREVENT THE NUMBER OF CONCUSSIONS A FOOTBALL PLAYER
LESSON
MAY RECEIVE?
QUESTION )
E. ASSESSMENT: STUDENTS WILL REVIEW THE ASSESSMENT RUBRIC AT THE

(PERFORMANCE BEGINNING OF THE LESSON. AT THE CONCLUSION OF THE DAY,
TASK) WHAT STUDENTS WILL HAVE COMPLETED THE FIRST PART OF THEIR
WILL THE STORYBOARD: THE RATIONALE FOR THEIR FINAL PRODUCT
STUDENTS DO TO ABOUT HELMET SAFETY. USING THE RUBRIC, STUDENT TEAMS
SHOW YOU THAT WILL SELF SCORE THEIR STORYBOARD. THIS WILL BE UTILIZED
THEY MASTERED AS AN ASSESSMENT FOR THE DAY. PLEASE SEE ATTACHED
THE CONTENT? RUBRIC.
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.
F. CONTENT 2. Over half of NFL players who sustained a concussion
LIST THE returned to
CONTENT FOR play the same day.
THIS LESSON B. Concussions often go underreported and undiagnosed.
ONLY. 1. Players want to return to the game.
(OUTLINE THE 2. There is a machismo predominating NFL football.
CONTENT YOU
WILL TEACH II. Beyond the NFL
TODAY-THIS MAY A. It is estimated that over 3 million children play youth football.
COME FROM YOUR B. At least 1.2 million high school students play football.
CONTENT C. High school football players are most at risk to brain injury.
OUTLINE) 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.
TO PIQUE STUDENTS’ INTERESTS ABOUT SAFETY IN FOOTBALL,

STUDENTS WILL VIEW A VIDEO, “YOUR BRAIN ON FOOTBALL,”
G. HOOK: WHICH INTRODUCES THE TOPIC WHILE CREATING INTEREST.
(DESCRIBE HOW 2. FIVE MINUTES INTO THE VIDEO, THE VIDEO WILL BE STOPPED
YOU WILL GRAB TO ASK STUDENTS THESE QUESTIONS: WHAT IS CTE? WHAT ARE
STUDENTS’ THE SYMPTOMS OF CTE? WHAT IS THE SIGNIFICANCE OF TAU
ATTENTION AT PROTEINS IN THE BRAINS OF DECEASED NFL FOOTBALL PLAYERS?
THE BEGINNING 3. AFTER STUDENTS HAVE ANSWERED THESE QUESTIONS, THE
OF THE LESSON. VIDEO WILL CONTINUE.
BE CREATIVE.)
www.time.com/video/player/0,32068,64253995001_1957921,00.ht
ml
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

H. EMBARK ON THIS WEEK BY VIEWING THE HOOK VIDEO, “YOUR
INSTRUCTION: BRAIN ON FOOTBALL.” THIS WILL SERVE AS AN INTRODUCTION
(TELL, STEP-BY- TO OUR CAMP TOPIC. FIVE MINUTES INTO THE VIDEO, THE VIDEO
STEP, WHAT YOU WILL BE STOPPED TO ASK STUDENTS THESE QUESTIONS: WHAT
WILL DO.) 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
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.”
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 W L
(What we know.) (What we want to know.) (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 1. What happened when your egg

Testing Simulation. was dropped?
2. Why do you think that

happened?
Draw a picture of the Concussive 1. What happened when your egg

Hit Simulation. 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 The team uses a The team uses only 1-2 sentences to
sentences to set the purpose minimum of 3-4 set the purpose for the beginning of
for the beginning of the video sentences to set the the video product.
product. purpose for the
beginning of the
video product.
Student Growth The team incorporates any new The team The team does not incorporate any
information from today’s incorporates a new information from today’s
activities and discussions in limited amount of activities and discussions in their
their introduction. new information introduction.
from today’s
activities and
discussions in their
introduction.
Supporting Details and The team includes strong The team includes The team does not include supporting
Examples supporting details and some supporting details and examples in their
examples in their introduction. details and examples introduction.
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.
THE MATERIALS SELECTED FOR HELMET DESIGN IS NOT IMPORTANT.
AFTER THE LESSON,

STUDENTS WILL KNOW THAT HELMETS ARE MADE USING POLYCARBONATE
A. WHAT 3 ITEMS ARE
PLASTIC SHELLS, AND THE INSIDE IS CUSHIONED WITH VARIOUS FOAMS AND
WORTH KNOWING?
SOME AIR-POCKET CUSHIONING MATERIALS.
(THINK ABOUT THE
CONTENT YOU HAVE
STUDENTS WILL KNOW THAT FEW GUIDELINES EXIST FOR RECONDITIONED
SELECTED. WHAT IS
HELMETS, WHICH MANY HIGH SCHOOL PLAYERS USE.
IMPORTANT FOR STUDENTS
TO KNOW?)
STUDENTS WILL KNOW THAT HELMET DESIGN ALONE CANNOT PREVENT
CONCUSSIONS IN FOOTBALL PLAYERS.
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
B. WHAT 3 ITEMS ARE DESIGN.
IMPORTANT FOR STUDENTS
TO BE ABLE TO DO?
(DEFINE WHAT STUDENTS STUDENTS SHOULD BE ABLE TO CONSTRUCT 2-3 QUESTIONS
SHOULD BE ABLE TO DO AS
ABOUT HELMET DESIGN AND MATERIALS TO ASK AN EXPERT
A RESULT OF YOUR
ON THE FOCUS GROUP PANEL.
LESSON.)
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 AFTER THE LESSON,
UNDERSTANDINGS THAT
STUDENTS WILL UNDERSTAND THAT HELMET DESIGN IS IMPORTANT TO THE
STUDENTS SHOULD TAKE
SAFETY OF PLAYERS.
AWAY FROM THE LESSON?
(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:
HOW IMPORTANT ARE THE MATERIALS USED IN HELMET DESIGN?
(ONE OVERARCHING
LESSON QUESTION )
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”
E. ASSESSMENT: SHEET. STUDENTS WILL WRITE A SCRIPT FOR THEIR
(PERFORMANCE TASK) DESIGN CHOICES ON THEIR STORYBOARD OR ODYSSEY
WHAT WILL THE MAP, WHICH WILL BE USED IN THEIR FINAL PRODUCT.
STUDENTS DO TO SHOW THIS WILL SERVE AS THE ASSESSMENT FOR TODAY’S
YOU THAT THEY SESSION AS WELL, USING THE RUBRIC FOR DAY 2.
MASTERED THE CONTENT? STUDENTS WILL SELF-ASSESS THEIR SCRIPT USING THE
RUBRIC, WHICH WILL BE INTRODUCED AT THE BEGINNING
OF THE HELMET EXHIBIT.
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
F. CONTENT
padding condensed over time.
LIST THE CONTENT FOR
c. This is evidence of lapses in the industry’s few
THIS LESSON ONLY.
safety procedures.
(OUTLINE THE CONTENT B. Head Impact Telemetry System (HITS)
YOU WILL TEACH TODAY-
1. HITS is a wireless monitoring system placed
THIS MAY COME FROM
inside a player’s helmet to determine the force
YOUR CONTENT OUTLINE)
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.
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.
G. HOOK:
(DESCRIBE HOW YOU WILL http://videos.howstuffworks.com/science-channel/5027-
GRAB STUDENTS’ how-its-made-football-helmet-video.htm
ATTENTION AT THE
BEGINNING OF THE AFTER THE VIDEO, THE FOLLOWING QUESTIONS WILL BE ASKED
LESSON. BE CREATIVE.) 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?
1. AS STUDENTS COME INTO THE ROOM, WE WILL
WELCOME THEM TO DAY 2 OF THEIR ODYSSEY ABOUT
H. INSTRUCTION:
FOOTBALL SAFETY.
(TELL, STEP-BY-STEP,
WHAT YOU WILL DO.)
2. AS A REVIEW, WE WILL DISCUSS STUDENTS’
INTRODUCTIONS ON THEIR STORYBOARDS, OR THE
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
The team writes a The team writes a The team writes an

complete and thorough complete and somewhat incomplete and
script for material thorough script for superficial script for
Completeness
selection, including a material selection, material selection,
minimum of 7-10 including a minimum of including only 1-3
sentences. 4-6 sentences. sentences.
Student selects Student does not select

Student selects some
appropriate materials appropriate materials
Material Selection materials for a future
for a future helmet for a future helmet
helmet design.
design. design.
Student thoroughly Student includes some

Student does not
explains why the explanation as to why
Supporting Details explain why the
materials were selected. the materials were
materials were selected.
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
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.
Helmet companies can be trusted to comply with the NOCSAE regulation without being monitored.
After the lesson,

Students will know that…Perspectives on helmet design are affected
by stakeholder position.
A. WHAT 3 ITEMS ARE
WORTH KNOWING? Students will know that…the National Operating Committee on
(THINK ABOUT THE CONTENT Standards for Athletic Equipment (NOCSAE) is composed of and
YOU HAVE SELECTED. WHAT mainly financed by hlemet designers and remains unregulated by any
IS IMPORTANT FOR STUDENTS external agency.
TO KNOW?)
Students will know that… Helmet manufacturers are responsible for

testing their own helmets and there is no system in place for ensuring
compliance.
After the lesson,

Students should be able to…record a need for helmet design revision
that addresses concussions in high school players.
B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS TO
Students should be able to… revise their helmet choices based on
BE ABLE TO DO?
different perspectives on helmet design and function.
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.) Students should be able to… import video and picture files into
Microsoft Movie Maker.
After the lesson,
Students will understand that… High school football players are
C. WHAT ARE THE ENDURING most at risk to brain injury.
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE Students will understand that…Helmets are designed to prevent skull
AWAY FROM THE LESSON? fracture, not concussion.
(DEFINE THE BIG IDEAS.)
Students will understand that…Considering multiple perspectives
during desgin process is essential.
III. PLANNING
D. ESSENTIAL QUESTION: How can player safety and comfort be addressed in helmet design?
(ONE OVERARCHING LESSON
QUESTION )
Students will add to their storyboards, incorporating panelist
E. ASSESSMENT: feedback into their design ideas. Material added to student
(PERFORMANCE TASK) storyboards will be assessed using the rubric attached.
WHAT WILL THE STUDENTS Student interaction with the visiting panel will also be assessed using
DO TO SHOW YOU THAT THEY the panelist interaction rubric.
MASTERED THE CONTENT?
F. CONTENT This content will be taught using a game requiring student choice
LIST THE CONTENT FOR THIS and movement. The game is described in the instruction segment of
LESSON ONLY. this lesson plan.
(OUTLINE THE CONTENT YOU
WILL TEACH TODAY-THIS MAY A. NOCSAE was formed in the 1960s to protect players against
COME FROM YOUR CONTENT skull fractures and related injuries.
OUTLINE)
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.
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.
G. HOOK: High school football players are most at risk to brain injury; Many
(DESCRIBE HOW YOU WILL hypothesize it is due to an underdeveloped musculature system.
GRAB STUDENTS’ ATTENTION Between 43,000 to 67,000 high school football players receive
AT THE BEGINNING OF THE concussions each year.
LESSON. BE CREATIVE.) 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.
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
H. INSTRUCTION:
students that often those embarking on an odyssey must seek help
and guidance from experienced mentors. We will ask students to
(TELL, STEP-BY-STEP, WHAT
YOU WILL DO.)
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.
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.
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 members rarely Team members
team interrupted or interrupted or hurried interrupted or hurried
hurried the panelists. All the panelists. Members panelists several times.
members thanked thanked panelists for Members forgot to
panelists for their time their time and thank panelists for their
and willingness to be willingness to be time and willingness to
interviewed. interviewed. be interviewed.
Demonstration of Team members clearly Team members Team members are
Knowledge Learned articulated what they adequately conveyed vague in their
learned throughout the what they learned discussion of what they
week and were able to throughout the week. have learned
discuss their design They were able to throughout the week.
ideas in depth with discuss their design Students did not discuss
panelists. ideas with some their design ideas with
specificity. panelists.
Preparation Before the interview, Before the interview, Team members did not
team members team members prepare any questions
prepared several in- prepared several factual before the interview.
depth AND factual questions to ask both
questions to ask both coach and players.
coach and players.
Follow Up Questions Team members listened Team members asked a Team members did not
carefully to the couple ob follow-up ask any follow-up
panelists being questions based on questions based on
interviewed and asked what they thought the what the panelists said.
several relevant follow- panelists said.
up questions based on
panelists’ responses.
Storyboard Rubric for Day 3

Group storyboard for the Group storyboard for the
Group storyboard for the
day is complete and day is complete and
day is incomplete and
thorough, including a somewhat thorough. It
superficial, including only
minimum of 5-6 new includes a minimum of 3-4
Completeness 1-2 new panels. Group has
panels. Group has new panels. Group has
not incorporated
incorporated meaningful incorporated information
information related to
suggestions for revision of related to NOCSAE
NOCSAE regulation.
NOCSAE regulation. regulation.
Group discusses changes Group hints at a change in Group writing does not
in their perception of the perceptions or thought show any changes in
Student Growth
topic or in their thought processes, but never fully perception of topic or
process. addresses either. thought processes.
Storyboard has strong Storyboard includes some Storyboard does not

Supporting Details and
supporting details and supporting details and include supporting details
Examples
examples. examples. 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.
 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.
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.
AFTER THE LESSON,

Students will know that…the NFL has adopted rules changes in
A. WHAT 3 ITEMS ARE WORTH an attempt to decrease concussive injury among players.
KNOWING?
(THINK ABOUT THE CONTENT
Students will know that…multiple images and film can be
YOU HAVE SELECTED. WHAT IS
seamed together using Microsoft Movie Maker.
KNOW?)
Students will know that…rubrics should be used to guide
product decisions.
After the lesson,

B. WHAT 3 ITEMS ARE Students should be able to…edit video clips in Movie Maker.
BE ABLE TO DO?
Students should be able to…add narration and transitions.
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.) Students should be able to…write and record argument for
changes in helmet design, testing, and rules changes.
After the lesson,

C. WHAT ARE THE ENDURING Students will understand that…the NFL believes no perfect
UNDERSTANDINGS THAT helmet exists.
STUDENTS SHOULD TAKE AWAY
FROM THE LESSON? (DEFINE Students will understand that…the NFL is using rules changes to
THE BIG IDEAS.)
decrease concussion rates among professional players.
Students will understand that…rubrics should be used to guide

product decisions.
III. PLANNING
D. ESSENTIAL QUESTION: What elements are most important for inclusion in a persuasive
(ONE OVERARCHING LESSON film targeting NOCSAE?
QUESTION )
Students will create a persuasive short film using Microsoft
Movie Maker in which they will argue a need for helmet design
E. ASSESSMENT: and testing changes. They will propose changes in materials and
(PERFORMANCE TASK) WHAT possible rules changes that will address concussions in high
WILL THE STUDENTS DO TO school athletes. The target audiences will be NOCSAE and
SHOW YOU THAT THEY Coach Ruffin. Students will be assessed using the product rubric
MASTERED THE CONTENT? they were introduced to on day one. Students will be assessed on
content, originality, awareness of audience, point of view,
planning, presentation, and workload.
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.
F. CONTENT Technology Content:
LIST THE CONTENT FOR THIS
Opening Movie Maker and Saving Project
LESSON ONLY. 1. Click on the Start tab on the desktop
(OUTLINE THE CONTENT YOU 2. Click on Windows Movie Maker to open program
WILL TEACH TODAY-THIS MAY 3. Click File
COME FROM YOUR CONTENT 4. Click Save Project As
OUTLINE) 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
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
G. HOOK:
signs/symptoms to themselves?
2) What steps can the NFL take to change attitudes toward
(DESCRIBE HOW YOU WILL
GRAB STUDENTS’ ATTENTION
concussions? Or, how might the NFL begin to change its
AT THE BEGINNING OF THE culture so that players will be candid about concussive
LESSON. BE CREATIVE.) 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?
1. Students will begin class with a 4 minute video that outlines

new rules in the NFL about concussion.
H. INSTRUCTION: 2. Students will be asked to share their personal responses about
(TELL, STEP-BY-STEP, WHAT the video.
YOU WILL DO.) 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
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
8. Click Save

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
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
8. Click Save

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
2. Browse through video effects clip; double click to view the effect

Safety in Football

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Safety in Football

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B.

Shannon Hill and Christie Harding

SPED 6402: Differentiated Curriculum for the Gifted

Bell Ringers or Brain Ruiners? Safety in Football

Day 1: “This is Your Brain on Football”

Day 2: “Materials Matter: Avoiding Helmet Howlers”

Day 3: “Get the Ball Rolling”

Day 4: “Going the Distance”

Bell Ringers or Brain Ruiners? Safety in Football

An odyssey can be defined in numerous ways. One approach to describe an

encourage spiritual, emotional, and intellectual development. Through times of challenge,

students‟ culminating project will include the National Operating Committee on

continue this odyssey outside of AIG Camp.

engineering innovations in an attempt to reduce the effects of subconcussive or

opinion and offer possible solutions.

In the “Bell-Ringers or Brain-Ruiners” unit, students will address the need to

pictures. On Day 4, students will be introduced to RAFT and a storyboard template,

contacted by a letter requesting these materials.

response received by NOCSAE for campers to get feedback on their suggestions.

option for helmet safety.

Concussions appear to be an inevitable reality within American football. It is

predominating NFL football.

underdeveloped musculature system in high school players contributes to this group‟s

as in professional football, experts speculate 50%-75% of concussions go undiagnosed at

“headaches, dizziness, memory issues, cognitive problems, and somatic complaints”

because of second-impact syndrome (Schwarz, 2010a).

CTE, or chronic traumatic encephalopathy (Sean, 2010). CTE is “a progressive brain

and it is totally preventable (BUMC, 2009).

not allowed to reenter a game if a concussion is diagnosed (Schwarz, 2010b).

in the industry's few safety procedures" (para. 6).

scientists understand the biomechanics of "impacts sustained during collegiate level

NOCSAE to prompt rule revision.

manufacturers, 2010; Schwarz, 2010a).

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

better understand concussions ("NFL, manufacturers, 2010). Independent designers are

To conclude, the evidence clearly indicates a need for heavier preventative

can be fully addressed, it is imperative that helmet safety standards be raised.

Head impacts during high school football: A biomechanical assessment. Journal

of Athletic Training, 44(4), 342-349.

USA Today. Retrieved

procollege football player with CTE. Retrieved from

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

safety. New York Times, A1.

New York Times. Retrieved from

Times. Retrieved from

I. NFL Calls Attention to Concussion Problem

II. Beyond the NFL

IV. Chronic Traumatic Encephalopathy (CTE)

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

VI. Helmets and innovation

B. SHANNON HILL AND CHRISTIE HARDING

DAY 1: THIS IS YOUR BRAIN ON FOOTBALL

I. DEFINE THE CONTENT

ALL HELMETS ARE SAFE.

II. PREPLANNING: BEGIN WITH THE END IN MIND

E. ASSESSMENT: STUDENTS WILL REVIEW THE ASSESSMENT RUBRIC AT THE

I. NFL Calls Attention to Concussion Problem

IV. Chronic Traumatic Encephalopathy (CTE)

V. National Operating Committee on Standards for Athletic

TO PIQUE STUDENTS’ INTERESTS ABOUT SAFETY IN FOOTBALL,

1. THIS SESSION WILL BEGIN WITH BRIEF INTRODUCTIONS.

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

3. STUDENTS WILL BE INTRODUCED TO THE ODYSSEY THEY WILL