Unit of Study Created by Julie Mathews
Hamlin School District 28-3
June, 2002"Tobacco Prevention"

  

Unit of Study

 

Title:     Tobacco Prevention

 

Abstract:      This unit is designed for all students in grades Pre-k – 6th grade.  A lesson plan has been developed for each grade level that specifically targets that grade level.  The lessons for each grade level build on the lesson taught the previous year in a comprehensive manner.  The Centers for Disease Control’s Guidelines for School Health Programs To Prevent Tobacco Use and Addiction (February 25, 1994/ Vol. 43 No. RR-2) will be followed.  See Attachment 1.

               

                This unit is designed to be used by high school students in a cross-age teaching setting, however the lessons can be used by anyone working with children.  All lessons are designed to be completed within one class period ranging from 30 minutes to 50 minutes.  The Hamlin Teens Against Tobacco Use Group taught these lessons during the 2000-2001 and 2001-2002 school years to Hamlin School students in the classroom.  Evaluations were conducted after each lesson to measure if the students were learning what they were supposed to be learning and to improve the lesson.

 

Finally, most lessons will result in the students completing a project to be shared with classmates, students from other schools, parents, community members and the public.  This project will be developed in a meaningful way to address tobacco prevention in the school and the community.          

 

Invitation: Take advantage of this unit of study to provide tobacco prevention lessons to your students without having to prepare the lesson or worry that the lesson will not be appropriate for the grade level you are trying to reach.  Each lesson plan describes in detail how to conduct the lesson as well as providing a quick materials list for teaching with a copy of the handouts when necessary.  All lessons are designed to teach subsequent skills that are not necessarily targeted, such as resisting peer pressure, social skills, refusal skills, conflict resolution, etc. 

 

 


Standards: 

This unit addresses the following American School Counselor Association Personal/Social standards:

Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. 

Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.

Standard C: Students will understand safety and survival skills

This unit addresses the following South Dakota Content Standards for Health Education:

Standard One: Students will understand health promotion and disease prevention concepts and practices. 

Standard Two: Students will access and evaluate health information, products and services.

Standard Three: Students will understand the benefits of practicing health-enhancing behaviors, which reduce health risks.

Standard Four: Students will use interpersonal communication skills to enhance personal health.

Standard Five: Students will contribute to the health of their families, peers, schools, communities and the environment.

 

Situations: All lessons are designed to be completed within one class period ranging from 30 to 50 minutes.  When using cross-age teaching (teen teaching), an adult must be present in the room for classroom management.  Each project will be completed within the lesson time and will be turned in at that time.  Evaluations will be conducted before and after each lesson.

 


Grade Level: Pre-School

 

Time:  30 minutes

 

Materials:

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:


Grade Level: Kindergarten

 

Time:  30 minutes

 

Materials:

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

 


Grade Level: 1st grade

 

Time:  30 minutes

 

Materials:

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

 

 

 

 


Grade Level: 2nd grade

 

Time:  30 minutes

 

Materials:

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

 

 

 

 

 

 


Grade Level: 3rd grade

 

Time:  30 minutes

 

Materials:

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

Within 12 hours:  Your body begins to heal itself.  Carbon monoxide and nicotine levels in your body drop rapidly.  Your heart and lungs start repairing the damage from cigarette smoke.

Within 2-3 days:  Your sense of smell and taste may improve.  You breathe easier and cough less.  Most nicotine is flushed from your body.

Within the first year:  Your risk of smoking related heart disease is cut in half.

After 10 years:  Your risk for lung disease, heart disease, or cancer related to smoking decreases to that of a non-smoker.

In the future:  Your life expectancy is greatly improved! 

 


Grade Level: 4th grade

 

Time:  30 minutes

 

Materials:

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

smokers can stop causing even more damage to their bodies by quitting right away, no matter what age they started or how long they have been smoking. 

Today, we would like to talk about some of the things you could do if you find yourself in the situation where secondhand smoke is present.  Get the students to come up with as many options as possible such as leave the room, go outside, ask the person not to smoke, get as far away from the smoke as possible, open a window, and if it is their home, keep the door to their bedroom closed, ask the person who smokes to smoke in only one room in the house or to go outside to smoke or ask the person to stop smoking, etc.  Next, we would like you to come up with suggestions about what you would do if you were in a situation where there was secondhand smoke.  We will have you get into groups and work together to come up with a response to the scenario you are given.  Once you have that, use the markers and poster board to draw your response out.  Please get in to 4 groups by each student saying one word in the following phrase, “Tobacco Free, That’s Me!  Have each group move to a place in the room away from the other groups.  Pass out the markers, poster paper and a scenario for that group to work on.   Put your names on the back of the poster paper.  We will be displaying your poster here at the school as well as taking them downtown to display in the stores.   Each teen teacher will work with the groups to help them come up with responses to their scenarios and draw it on the poster board.  Give them a few minutes to come up with a response and then tell them to begin to draw.  When everyone is done, have the group share their poster with their classmates.

 


Grade Level: 5th grade

 

Time:  30 minutes

 

Materials:

 

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

 


Grade Level: 6th grade

 

Time:  30 minutes

 

Materials:   

Preparation Activities:

Knowledge Objectives:  Students will learn that: 

Attitude Objectives:  Students will demonstrate

Skills Objectives:  Students will be able to

Lesson:

Today, we would like to talk about advertising and tobacco products.  We brought some advertisements for tobacco products from magazines and would like to show then to you.  Hold each advertisement up for all the students to see and ask the students what the ad is trying to tell them, who is it targeting, what is the message, etc.  Go through each ad and encourage the students to discuss what they are seeing in the ad.  Discuss with them what the true ad should look like.  How is the ad misleading and what methods are the tobacco companies using to sell their products.  Talk about the particular Surgeon General’s warning that is displayed on the ad and why it is there.  Talk about how tobacco companies have targeted teenagers to get them to smoke, how they targeted women, minorities, etc.  We will have you get into groups and work together to come up with an ad as a response to one of these advertisements.  Have the students develop a clever slogan and graphics aimed at kids like themselves with their own Surgeon General warning.  Once you come up with your idea, use the markers and poster board to draw your own ad.  Please get in to 4 groups by each student saying one word in the following phrase, “Teens Against Tobacco Use.”  Have each group move to a place in the room away from the other groups.  Pass out the markers, poster paper and an advertisement for that group to work on.   Put your names on the back of the poster paper.  We will be displaying your poster here at the school as well as taking them downtown to display in the stores.   Each teen teacher will work with the groups to help them come up with responses to their scenarios and draw it on the poster board.  Give them a few minutes to come up with a response and then tell them to begin to draw.  When everyone is done, have the group share their poster with their classmates.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attachment 1:

Early Elementary School                Later Elementary School
 
KNOWLEDGE:  Students will learn that           KNOWLEDGE:  Students will learn that   
- A drug is a chemical that changes how the body works.                               - Stopping tobacco use has short- and long-term benefits*                                       
- All forms of tobacco contain a drug called nicotine.                                       - Environmental tobacco smoke is dangerous to health. *                                       
- Tobacco use includes cigarettes and  smokeless tobacco.                          - Most young persons and adults do not use tobacco *                                     
- Tobacco use is harmful to health.                                                                  - Nicotine, contained in all forms of tobacco, is an addictive drug.
- Stopping tobacco use has short-term and long-term benefits                       - Tobacco use has short-term and long-term physiologic and cosmetic
                                                                                                                          consequences.  
- Many persons who use tobacco have trouble stopping.                                                     
                                                                                                                          - Personal feelings, family, peers, and the media influence decisions about 
- Tobacco smoke in the air is dangerous to anyone who                                uses tobacco.                                                            
   breathes it.                                                                                                   
- Many fires are caused by persons who smoke.                                            - Tobacco advertising is often directed toward young persons.                                       
- Some advertisements try to persuade persons to use                                  - Young persons can resist pressure to use tobacco.
   tobacco.                                                                                                                               
- Most young persons and adults do not use tobacco.                                    - Laws, rules, and policies regulate the sale and use of tobacco.
 - Persons who choose to use tobacco are not bad persons. 
 
ATTITUDES:  Students will demonstrate          ATTITUDES:  Students will demonstrate                              
- A personal commitment not to use tobacco.                                                   - A personal commitment not to use tobacco. * 
- Pride about choosing not to use tobacco.                                                      - Pride about choosing not to use tobacco. *                                                                             
                                                                                                                           - Support for others' decisions not to use tobacco.                                                                                                                                                   
                                                                                                                          - Responsibility for personal health.
 
SKILLS:  Students will be able to                  SKILLS: Students will be able to 
- Communicate knowledge and personal attitudes about tobacco use. *         - Communicate knowledge and personal attitudes about tobacco use. *                                                        
 - Encourage other persons not to use tobacco.                                             - Encourage other persons not to use tobacco. 
                                                                                                                          - Demonstrate skills to resist tobacco use.                                                                                                    use.
                                                                                                                          - State the benefits of a smoke-free environment.                                                                                                                                                       
                                                                                                                          - Develop counterarguments to tobacco advertisements and other 
                                                                                                                           promotional materials. 
                                                                                                                          - Support persons who are trying to stop using tobacco.
                                                                                                                           
 Middle School/Junior High School          Senior High School
 
KNOWLEDGE:  Students will learn that           KNOWLEDGE:  Students will learn that                                   
- Most young persons and adults do not smoke. *                                           - Most young persons and adults do not smoke* 
 - Laws, rules, and policies regulate the sale and use of tobacco. *                - Tobacco use has short- and long-term physiologic, cosmetic, social, and  
                                                                                                                          economic consequences. *                                                                                                                            
- Tobacco manufacturers use various strategies to direct  
  advertisements toward young persons, such as                                           - Cigarette smoking and smokeless tobacco have direct health  
 "image advertising. * -                                                                                       consequences. *                                       
- Tobacco use has short- and long-term physiologic, cosmetic,                     - Community organizations have information about tobacco and -
   social, and economic consequences. *                                                         can help persons stop using tobacco. *                                    
- Cigarette smoking and smokeless tobacco use have                                   - Smoking cessation programs can be successful. *
  direct health consequences. *                                                                         
                                                                                                                          - Tobacco use is an unhealthy way to manage stress or weight. *
- Maintaining a tobacco-free environment has health benefits.     
                                                                                                                          - Tobacco use during pregnancy has harmful effects on the fetus.
- Tobacco use is an unhealthy way to manage stress or weight.                                                                                  
                                                                                                                          - Schools and community organizations can promote a smoke-free 
- Community organizations have information about tobacco use                     environment.                                                              
   and can help persons stop using tobacco.     
                                                                                                                          - Many persons find it hard to stop using tobacco, despite knowledge 
- Smoking cessation programs can be successful.                                         about the health hazards of tobacco use.
                                                                                 
- Tobacco contains other harmful substances in addition to nicotine.   
     
ATTITUDES:  Students will demonstrate          ATTITUDES:  Students will demonstrate                           
- A personal commitment not to use tobacco.                                                   - A personal commitment not to use tobacco. *                           
- Pride about choosing not to use tobacco*                                                     - Pride about choosing not to use tobacco. *         
- Responsibility for personal health. *                                                               - Responsibility for personal health. * 
- Support for others' decisions not to use tobacco                                          - Support for others' decisions not to use tobacco. *                                                                  
- Confidence in personal ability to resist tobacco use                                      - Confidence in personal ability to resist tobacco use  
- Willingness to use school and community resources for information
about, and help with, resisting or quitting tobacco use.
 
SKILLS:  Students will be able to                  SKILLS: Students will be able to
- Encourage other persons not to use tobacco*                                              - Encourage other persons not to use tobacco. *                 
- Support persons who are trying to stop using tobacco. *                              - Support persons who are trying to stop using tobacco. * 
- Communicate knowledge end personal attitudes about                                 - Communicate knowledge and personal attitudes about tobacco use. *- tobacco use. *                                                                                
- Demonstrate skills to resist tobacco use*                                                      - Demonstrate skills to resist tobacco use*   
- Identify and counter strategies used in tobacco advertisements                  - Identify and counter strategies used in tobacco advertisements and other 
 and other promotional materials. *                                                                    promotional materials. * 
- Develop methods for coping with tobacco use by parents and                     - Develop methods for coping with tobacco use by parents and  
 with other difficult personal situations, such as peer pressure                       with other difficult personal situations, such as peer pressure to use 
tobacco. *                                                                                                         tobacco. * 
- Request a smoke-free environment.                                                              - Use school and community resources for information about and
                                                                                                                          help with, resisting or quitting tobacco use.                                                           
- Initiate school and community action to support a smoke-free environment. 
                                                                                                                            
 
* These concepts reinforce content introduced during earlier grades.
 
 

 

Attachment 2

 

 

 

Hands Against Tobacco Pledge

 

Mrs. Anderson’s Pre-School Class

 

 

 

                       

                                Joe                                                                                                                                                               Samantha

                                        

                              

 

                               Jayme                                   Holli

 

 

 

 

 

 

WE WILL BE TOBACCO FREE!


Attachment 3


Worksheet 1

Attachment 4

 

Smoking Stinks Video Ordering Information

A Hazelden Video - Smoking Stinks!  is an animated video that teaches refusal skills and media literacy. Join Sue and Jay, two elementary-aged kids, along with their friend the cat, Uncle Ray, and others in a musical fable that shows children in grades K-3 refusing cigarettes offered by peers and confronting media messages about smoking. Through music and song, these lively characters encounter cigarettes and smoking, then make decisions for themselves about not smoking -- and help others, like Uncle Ray, decide to quit the tobacco habit too. 1/2 “ VHS, 12 min.  

 

Smoking Stinks Coloring Book Ordering Information

A Hazelden coloring book – A 16-page coloring book uses images from the video and the song lyrics to reinforce tobacco prevention skills. Used together or as separate components, the Smoking Stinks!  video and coloring book fit easily within any school or community tobacco prevention effort and address the issue former Surgeon General Jocelyn Elders called "the number one health hazard of youth today." 16 pages Order No. 13.09

 

Hazelden

Toll Free 1-800-328-0098

Pleasant Valley Road

PO Box 176

Center City, MN 55012-0176

 

 


Attachment 5

 

Tobacco is bad for you because

it contains a dangerous drug.

 Text Box:  
 
NTIBCFOGTKIPNFE

 

 

 

ACTIVITY

 
To find out the name of this dangerous drug, cross out every other letter above.  The first letter you will cross out will be the T.  Write your answer on the lines below.

This drug is called

_ _ _ _ _ _ _ _

DRUGS CHANGE HOW YOUR BODY WORKS.


Attachment 6

Tobacco harms many parts of your body.

 

ACTIVITY:  The Word Search Puzzle below has many of the parts of your body that tobacco harms.  Circle each word you find from the Word List.  Look up and down. 

 

 

 

 

 

S K I N V D B A H C

D S N E T R R M E Q

P J I E A T Z O A C

K N E I E P T N R E

S T N R B H O N T N

H S I E U G N O T E

E E G O G S E A R R

S Q W N V U X G J V

N P H C U F M H A E

Q I Y K X L O S N S

 

ARTERIES      BRAIN         GUMS       HEART

LUNGS         NERVES     SKIN       TEETH

   TONGUE     VEINS

 

Attachment 7

TAKE THE PLEDGE TO BE

TOBACCO-FREE

 

BECAUSE I, ____________________ (WRITE YOUR NAME)

CARE ABOUT MY HEALTH,

I PLEDGE TO BE SMART AND NOT START

USING ANY TOBACCO PRODUCTS.

DATE _______________

 

 

 

 

 

 


TEENS AGAINST TOBACCO USE

Attachment 8

 

Quit Tobacco To Save Your Health

What happens when someone who smokes decides to quit?  Will the body be able to repair the damage caused by tobacco?  The answer is both yes and no.  The answer is yes because the sooner a person quits using tobacco, the sooner the body can start healing.  Someone who started smoking as an adult can fully recover from the effects of smoking.  But the answer may be no if a person started smoking when they were very young.  New reports indicate that smoking at an early age causes damage to the lungs that lasts a lifetime.  All smokers can stop causing more damage to their bodies by quitting right away, not matter what age they started or how long they have been smoking.

 

 
 


Activity:  Jason smokes.  But today Jason has decided to quit after reading about the horrible things tobacco does to his body.  Hooray!  Jason is 14 years old.

1.      How old will he be when his risk for heart disease is cut in half? __________________

2.    If he stopped smoking at 10 am, what time will it be when his body starts the healing process? _____________

3.    When he is 24 years old, his risks for which diseases have decreased to that of a non-smoker? ________________

  1. Has his life expectancy improved? ____________________
 

HOW QUITTING SMOKING IMPROVES YOUR HEALTH

Within 12 hours:  your body begins to heal itself.  Carbon monoxide and nicotine levels in your body drop rapidly.  Your heart and lungs start repairing the damage from cigarette smoke.

Within 2-3 days:  Your sense of smell and taste may improve.  You breathe easier and cough less.  Most nicotine is flushed from your body.

Within the first year:  Your risk of smoking related heart disease is cut in half.

After 10 years:  Your risk for lung disease, heart disease, or cancer related to smoking decreases to that of a non-smoker.

In the future:  Your life expectancy is greatly improved!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attachment 9

STAY HEALTHY FOR A BRIGHTER TOMORROW

There’s a lot waiting for you in the world.  To enjoy all that life has to offer in the future, you have to take good care of yourself today.

STAY HEALTHY BY:

·        Avoiding tobacco, alcohol, and other drugs

·        Eating good foods

·        Bathing or showering often

·        Getting enough sleep and rest

·        Brushing your teeth

·        Drinking plenty of water

·        Exercising regularly

There are lots of reasons to stay as healthy as possible. 

Finish each sentence below to find out just a few of them.

 

When I grow up, I may want to be a

 

 

A dream I have for the future is

 

 

A place I hope to visit someday is

 

 

A subject I am looking forward to learning about is

 

 

I want to save money to buy a

 

 

 


Attachment 10

 

Scenario 1

 

Imagine one of your parents smoke in your house.  You know that the secondhand smoke and side stream smoke are unhealthy for you.  What is one option you could choose to reduce the health risks to you and the other members of your family?

 

 

 

 

Scenario 2

 

Imagine a visitor comes to your house and asks you if it is okay if they light up a cigarette.  How would you respond without hurting that person’s feelings, yet let them know it is unhealthy for you to be around secondhand and side stream smoke?

 

Scenario 3

 

Your parents are out for the evening.  They hired a babysitter to watch you and your siblings.  The babysitter starts to light up a cigarette.  How would you handle this situation in a healthy manner? 

 

Scenario 4

 

You are riding in a car with an adult who is smoking.  How would you handle that situation in a healthy manner?

 

Attachment 11

 

 

DO NOT EAT THE SKITTLES

 

 

 

 

DO NOT EAT THE SKITTLES

 

 

 

 

DO NOT EAT THE SKITTLES

 

 

 

 

EAT THE SKITTLES AND ENCOURAGE OTHERS TO DO SO

 

 

 

 

EAT THE SKITTLES AND ENCOURAGE OTHERS TO DO SO

 

 

 

 

EAT THE SKITTLES AND ENCOURAGE OTHERS TO DO SO

 

 

Attachment 12

 

Student Evaluation

 

1.  The part of the presentation that I liked best was:

 

 

 

 

2.  The part of the presentation that I liked the least was:

 

 

 

 

3.  What is one thing you learned from today’s presentation?

 

 

 

4.  Have you already been pressured to try tobacco products (cigarettes, chewing tobacco, cigars)?  Yes______ No______

 

 

 

5.  Do you presently use any tobacco products?  Yes ____ No____

 

 

 

 

6.  Will today’s presentation make it easier for you to “say no to using tobacco products?  Yes_____ No_____