1. Warm-Up: See – Think – Wonder You will be given an image – it will also be projected on the board.

2. See-Think-Wonder You will have 2 -3 minutes to write down what you see. – Only write down what you see, don’t try to interpret what it means.

4. Think-Pair-Share Turn to a partner – you have 60 seconds to share what you wrote down.

5. Class Discussion What was something your partner noticed that you did not? What was most striking to you?

6. See-Think-Wonder What do YOU think is going on in the image? What kinds of interpretations can we form based on our observations? What else is going on here? What do you see that makes you say that?

7. Think-Pair-Share Turn to a partner – you have 60 seconds to share your interpretation of the image.

8. Class Discussion Was your interpretation similar to your partners? What aspects of the photo did you use to support your interpretation? What is another explanation for what is going on in the image?

9. See-Think-Wonder What do you wonder about based on what you have seen in the photo and what you have discussed with your classmates? For this step, you want to think about asking a broader question that pushes us beyond our interpretation to look at issues and ideas raised by the image.

10. Think-Pair-Share Turn to a partner – you have 60 seconds to share your “wonders”.

11. Class Discussion Did your interpretation change as you began to wonder what the image was representing? What do you think the image represents?

12. Source of the Image This image was actually taken off of an article about traumatic brain injury. – Does know this information influence how you interpret the image? Why do you think this image was chosen to represent TBI?

13. Agenda A deeper look at understanding TBI TBI in Sports In depth analysis of Derek Boogaard and CTE

14. Objectives Connect the warm-up image to CTE and other TBI derived illnesses.

15. + Problems from TBI Trouble paying attention, concentrating, and remembering new information. Thinking process may be slowed down. May become confused easily. Difficulty speaking and communicating ideas. Weaker emotional control. Risky behavior – often linked with drug/alcohol abuse. Cognitive (Thinking) Problems Emotional/Behavioral Problems

16. + TBI and Sports Leading cause of death in sports. 21% of TBI in children and young adults are a result of sports or recreational activities. In 2009 – 446,788 sports related head injuries treated in an ER in the US.

17. + Hockey How many of you have been to a hockey game? What is your favorite part about seeing a game? Respond to the following question in your notebook: Do you agree or disagree: watching a fight break out during a hockey game is the most exciting aspect of the game? Your answer should be a complete sentence.

18. + DEREK BOOGAARD a.k.a. “The Boogeyman”

19. + Derek Boogaard http://www.nytimes.com/interactive/2011/12/04/sports/hoc key/boogaard-video.html#chapter/2 http://www.nytimes.com/interactive/2011/12/04/sports/hoc key/boogaard-video.html#chapter/2

20. + Fight Club Questions How did you feel and what did you think while watching these fights? How did the fans and game announcers react to the fights? How about the other players? Why do you think the fights weren’t stopped the moment someone threw a punch? Have you seen fighting during games or matches in other sports? What kinds of effects – physical and emotional – do you think fights like these could have on the players who participate?

21. + Reading: You are going to read the rest of Derek Boogaard’s story. Specifically, this article demonstrates what can happen to a brain when it undergoes repeated traumatic brain injuries. While reading, I want you to mark specific words and phrases that emphasize the problems of TBI we discussed earlier: Weaker emotional control, risky behavior, trouble concentrating, confusion When you see this in the text, please underline it. You have 8 minutes to read the text. It is ok if you don’t finish it in 8 minutes. Read as much as you can. If you finish early – re-read the article. EVERYONE is reading for 8 minutes.

22. + Reading Questions Using the words your underlined or marked in your text, answer the following questions. The goal is to take the information you read and underlined, and connect it to what we have been learning about TBI. You have 5 minutes to finish this worksheet.

23. + Sport Sort 1. Find a partner 2. Sort the sports in ascending order (least to greatest) for number of TBI’s in 2009

24. + Results 1. Cycling: 85,389 2. Football: 46,948 3. Baseball/Softball: 38,394 4. Basketball: 34,692 5. Water Sports: 28,716 6. Powered Recreational Vehicles: 26,606 7. Soccer: 24,184 8. Skateboarders/Scooters: 23,114 9. Fitness/Exercise/Health Club: 18,018 10. Winter Sports: 16,948 11. Horseback Riding: 14,466 12. Gymnastics/Dance/Cheerle ading: 10,223 13. Golf: 10,035 14. Hockey: 8,145

25. + Why is cycling #1? Without proper protection a fall of as little as two feet can result in a skull fracture or TBI. ~ 50% of US children 5-14 own a helmet ~25% report always wearing it while bicycling Helmet use can reduce the risk of head injury by 85% and severe brain injury by 88%

26. + Why might people not wear a helmet?

27. + Closure The brain is very important for our everyday functions. It is protected by the skull, but it is also susceptible to injury. Injuries to the brain can be catastrophic for an individual.

28. + HOMEWORK “Interview” 5 NHS students They cannot be from this class. Ask them: “do you wear a helmet when riding your bike?” After you get an answer – ask them “why they do or do not wear one” Record their answers and bring to class on Thursday. BE SURE TO THANK THE STUDENT FOR HELPING YOU!

29. + Exit-Ticket Return back to your original statement on hockey games – specifically the question asking whether or not your thought they were the most exciting part of the game. Take a minute to write what it is that you used to think about fights during hockey games, start off with the words: “I use to think…” Now I want you to think about how your ideas about our topic have changed as a result of what we’ve been studying, doing, and discussing in class. Write a few lines to capture where you are now in your thinking, starting with the phrase, “Now, I think…”