Physical recreation and sports activities are events in which teenagers have the most control when it comes to risk decision-making. It is important to determine how risky an activity is and what students can do to prevent injury to themselves, their teammates or opponents.

Content Standard F:
Science in Personal and Social Perspectives
Risks and Benefits

Often the things that seem most natural to us in our daily experiences have the greatest hidden risks to our overall well being.
“Important personal and social decisions are based on perceptions of benefits and risks.” National Science Education Standards. 1996

To develop an awareness of some risks that are commonplace.
To recognize the importance of observation and attention to detail to prevent injury or illness

Physical Education :
• Identification of the importance of personal fitness
Language Arts:
• Communicating information, completing data sheet
Science:
• Identification of safety concerns and proper equipment

Communicating
Modeling
Inferring
Applying
Identifying Variables

Procedure:

1. Provide a brief lead-in to a two day trip to a sports training center (perhaps the trip was won by one of the students or donated by a local sports hero).

2. Individual Reflection: Each student will select two activities in which to participate. Appropriate time should be given for the individuals to make their selections without discussing, with their friends, which activities to pick. They should then consider any risks or dangers they might encounter when participating in this activity and make a simple list to complete item 1 on the student activity sheet. At the same time they should be thinking of the remedies and solutions to list for question 2.

3. Small Group Exchange: After a period of time is allowed for individuals to develop their lists, have the students work in small groups according to the activity selected for Day 1. Provide each group with markers and flip chart paper. Have them select a recorder for the risks and one for the safeguards and work together to combine their individual lists into one general list to be posted and presented to the whole class.

4. Have the students separate into groups according to their Day 2 activity selections and repeat the exchange process.

5. Class Presentations: Select one activity and have the Day 1 group report on their two lists. Ask the Day 2 group with that activity what differences they might have and solicit class response for further things that might have been identified.

6. Continue for the other available activities until each group has been given the opportunity to report and share their work.

At the start:

What activities are most enjoyed by students? What sports have the highest percentage of student participation? Do we select activities to be engaged in competition or for other reasons?

Following the student exercise:

Did anyone not select an activity due to fear of injury? Why? Are there any greater risks to professional athletes in this sport?

Assessment Procedures:

Individual sheets completed by the students.

Group work and reports

Evaluate student responses to given scenarios, such as:

a. they are offered a ride in the back of an open pick up truck.

b. though an unlicensed driver, a friend gives them a chance to drive a car.