Should Kids Do Extreme Sports?

Preview vocabulary. (3 minutes)

Distribute or project our Vocabulary Definitions for students to refer to while they read. Highlighted words: concussion, critical, grave, lofted, motivation, psychologist, spectrum, tolerance, trauma. We recommend you assign the vocabulary activity that follows as homework.

• Ask students to read “Should Kids Do Extreme Sports?” in small groups. Have them stay in their groups to discuss the following close-reading questions. 
  

Close-Reading Questions

• What phrases do authors Lauren Tarshis and Jon Lackman use to describe extreme sports in the section “Pushing Limits”? What tone do these phrases help create? (tone) The authors describe extreme sports as “high-intensity” and involving “death-defying stunts.” They write that extreme athletes “fly down mountains,” “soar off jumps,” and “cling to icy cliffs.” These phrases help create a tone of high energy, intensity, and awe, and they also convey a sense of danger.
• The authors state that the thrills of extreme sports “come at a high price.” How do they develop this idea? (analyzing the development of an idea) The authors first cite a study that found the number of injuries from extreme sports to be in the millions. They then provide examples of two extreme sports athletes who were involved in very serious accidents because of their sport, one resulting in permanent brain damage, the other in death. The authors also describe the devastating injuries that resulted from Jett’s skateboarding accident: a fractured skull, a concussion, and a bruised brain.
  
• The authors write, “Then again, at the time of his accident, Jett was wearing a helmet, kneepads, a chest and spine protector, hip and elbow pads, and gloves. He was also working with a coach.” Why do the writers include this information? What point are they making? (inference, author’s craft) The authors include this information to make the point that even if you take the proper safety precautions, you can get hurt participating in extreme sports.
  

Have students read “The Science of Thrill-Seeking” in small groups. Then, as a class, discuss the following questions, which refer to both of the texts.

Close-Reading Questions

• What does Jennifer Dignan do to draw the reader in at the beginning of the article? (author’s craft) Dignan speaks directly to the reader and uses examples that the reader can relate to, such as falling on your head, breaking a bone, and speeding down a hill on a bike. She further draws the reader in by asking why some people love taking risks and others don’t. By planting this question in the reader’s mind, Dignan encourages the reader to keep reading to learn the answer.
• Dignan writes that “we’re not all using the same scale to weigh risks and rewards, though.” Explain this metaphor. What does she mean? (figurative language) Dignan is comparing the way we decide if we should do a particular activity to weighing its risks and rewards on a physical scale to see which is heavier. Dignan is saying that we don’t all weigh—that is, judge—risks and rewards the same way. To some people, risks seem “heavier,” while to others, rewards do.
  
• On page 22, Tarshis and Lackman ask, “When so much could go wrong, why would anyone want to participate in extreme sports?” Which details from the essay could help answer this question? (synthesis) In the essay, Dignan explains that thrill-seeking probably dates back to early humans who needed to take risks to survive. She goes on to explain that these early humans had varying levels of tolerance for risk—some were “daredevils” and some were “stayin- the-cave types”—and that these variations still exist today. Dignan also explains that research suggests that the brains of thrill-seekers and non-thrill-seekers may function differently. These details suggest that all of us are born with a willingness to take risks, though some of us are more willing than others. This helps answer the question of why anyone would choose to participate in extreme sports.
  

Critical-Thinking Questions

• What information in both articles could be used to support the argument that teens are more likely than adults to get hurt participating in extreme sports? On page 21, Tarshis and Lackman state that young athletes “are less likely than adults to really think about the risks” of extreme sports. Dignan writes that everyone’s willingness to take risks increases during the teenage years. Both of these statements suggest that teens may take bigger risks than adults, and are therefore more likely to get hurt than adults.
• Do you support Geoff Eaton’s decision to allow Jett to continue to skateboard? Support your opinion with details from the texts. Answers will vary. Some students may agree that if Jett wants to continue skateboarding, he should be allowed to do so, because the sport has taught him valuable lessons about grit, passion, and identity. Other students may state that extreme sports are too dangerous and after all of the serious injuries Jett has had (concussions, broken bones, a punctured spleen), his father shouldn’t allow him to continue.
  

Featured Skill: Synthesis (15 minutes)

Distribute our Synthesis activity for students to complete independently. It will prepare them to respond to the writing prompt on page 23.