Paper Football Assembly Line Lesson Taught on April 11th, 2013

Jim Addison and Trent Urban

Standards:
Content Standard G: History and Nature of Science 5-8: Scientists and engineers work in teams and communicate extensively with others.

Content Standard E: Science and Technology 5-8: Design a solution, implement a proposed design, evaluate a completed design, and communicate the process of technological design.

Objectives
After the students create individual paper footballs, they can compare the difference in efficiency to an assembly line created by the group of students.

Anticipatory Set
We will begin with questions pertaining to mass production that apply to students lives. Questions are: What are some objects you have that are mass produced? Why do you think we use assembly lines to create goods? Can you think of something your class could mass produce?

Procedures
First students will be asked to construct a paper football, on their own, with no instructions. Secondly, we will ask students if they believe they can be more efficient if we created an assembly line. Then we will divide the parts into individual jobs and see if the assembly line is effective. By timing both the individual attempts and the assembly line, we will compare results.

Closure
We will group together and analyze our results from the lesson. Students will recognize the efficiency and meaning behind assembly lines. Students will then get a chance to try out their product on a field goal post that we will provide.

Materials
Sheets of 8 x 11 paper to construct product Field goal posts for post lesson Multiple pairs of scissors

Assessment
As a whole, we will fill in the chart shown below that directly correlates with the state standards.

More or less? Individual vs. Time Efficiency Labor (workers) Last we will ask students to think of their own lives and brainstorm items that could be made more efficiently. Ex: Peanut butter jelly sandwich Assembly Line