Inclusive Outdoors

The title of this lesson is Inclusive Outdoors. Throughout the lesson, students will gather knowledge to answer the question: “What might make access to the outdoors difficult for different people?” Students will learn and identify key vocabulary related to skiing, backcountry safety, and adaptive athletes. They will also activate background knowledge about outdoor activities and discuss personal experiences using guided warm-up questions. Before watching the short film on adaptive backcountry skiing, students will work with new terminology through a matching activity and whole-class discussion to build confidence with the vocabulary they will encounter later in the lesson. 

The following materials are needed: 

• Slides: Appendix A

• Warm-up Prompts: Appendix A (Slides 2 & 3) 

• Vocab Matching Activity: Appendix A (Slides 7-11)

Introduction:

• Present the silent warm-up activity for students to complete as they arrive (Slide 2, Appendix A)

• Introduce the unit’s subject: The Inclusive Outdoors

• Explain objectives for today’s lesson and agenda

Before Listening:

• Inform students that we will now move into a listening activity focused on adaptive athletes and backcountry skiing. 

• Display the pre-listening discussion questions so students can think about what they know about skiing (Slide 3, Appendix A)

• Have students discuss their answers with a partner. Ask for a few volunteers to share their thoughts with the class.

• Introduce avalanche safety training as that's the focus of the video students will be watching (Slide 4, Appendix A)

• Tell students that before watching the video, they will review key vocabulary needed to understand the content.

• Introduce the key vocabulary students will need for the lesson using the presentation and matching activity (Slide 5 & 6, Appendix A)

• Complete the vocabulary matching activity (Slides 7-11, Appendix A)

While Listening:

• Play the short film “Adaptive Avalanche" (8 min) for the class.

• Ask them to listen for main ideas any vocabulary or ideas that feel new, confusing, or interesting.

• Play the video at 0.75x speed if needed

• After the first watch introduce the activity and worksheet that will be paired with the second watch.

• Explain that students should write down any unfamiliar words they hear as well as the vocabulary introduced earlier when they hear it in the video.

• Before playing the video again, distribute the While-Listening Worksheet (Appendix B ).

• Review the CCQs before the second listen to ensure students understand (Slide 13, )

• After first listen, ask Ss if there are any questions

• During the second listen (1x speed), tell the Ss to recall the 10 vocabulary terms from the beginning of the lesson and as they listen follow the transcript and fill in the blanks with the vocabulary you hear (point out to Ss the word bank on the top of Appendix B). 

• Review the task with the CCQs on slide 23

• Play the video at normal speed

• After the Video, ask the Ss to go around the room and read out the transcript with the words they filled in (as a class). 

After:

• Inform the Ss that they will play a quick recall game about the video: True or False! Slides 26-27. Play the game as a class.

• Then move on to the discussion on slide 30

• Ask the Ss to pick 2-3 questions on the board and discuss with a partner or in a small group. Give Ss 5 minutes to discuss. Walk around the room to ensure Ss stay on task.

• If time, discuss all questions as a class.

Post-Listening:

• See slide 31, tell Ss to look at the TedTalk transcript with a small group. Tell Ss to look for a quote that stands out to them. After choosing the quote, discuss the meaning of the quote with the group (~5 mins). Afterwards, ask Ss to choose one person to present the group’s quote and share: 

• The quote your group chose

• What does the quote mean to you?

• How does the quote relate to your personal or cultural experiences? 

• Review the task with the CCQs on slide 32

Mini-Presentation: Women’s Healthcare in the United States:

• Begin with an introduction to the next activity: Women’s Healthcare in the United States.

• From slide 34, present information about the US Healthcare System to the Ss.

• Slides 35-39 describe key vocabulary such as mental health, primary care, etc.

• On slide 40 discuss the inequality and lack of access that surrounds women’s health care in the U.S. such as the research gap in women’s health care.

• On slide 41, discuss where women get care; such as planned parenthood, community clinics, hospitals, and online platforms like Telehealth. 

Speaking Activity:

• Ss will then create short speeches on their personal and cultural experiences with women’s health care.

• On Slide 43 walk Ss through the instructions. They will create a short speech about their personal experiences and use what they learned from the presentation and discussion. 

• Ss will use a graphic organizer to help organize their thoughts (see Appendix C, ensure Ss understand the graphic organizer).  

• Ss will plan their speech to be at least 2 minutes and at most 5 minutes 

• Ss will also be kept to 10 minutes to plan their speech (see slide 45 for timer)

• Ensure Ss understand what is expected of them through the CCQs on slide 44

• Afterwards, Ss will present their speeches in small groups of ~3. Ss should speak for a minimum of 2 minutes, but maximum of 5 minutes as noted prior.  

• Every S will fill in the graphic organizer by listening to each group member's speech (Appendix C).  

• Ss will have 20 minutes to complete this section of the activity.

Closing/Exit Ticket:

• Do you have any thoughts or questions about this unit?

• Turn in Graphic Organizer (Appendix C).