Ashley Bowling
Tobacco Lesson
Grade Level: 7th
Content Area: Tobacco
Skill Emphasis: Analyzing Influences, Refusal Skills, Decision Making, Advocacy
Content Objectives
By the end of the lesson, students will be able to list 3 serious health problems that result from smoking cigarettes, or being around smokers.
By the end of the lesson, students will be able to list 3 immediate effects of tobacco use.
By the end of the lesson, students will be able to list 4 ways to quit using tobacco.
By the end of the lesson, students will be able to fill out the outline with 90% correct answers.
Skill Objectives
During the lecture, students will be able to analyze the influences of their peers, parents, and family concerning tobacco.
Students will be able to use good refusal skills to say “No” to smoking during the assessment.
Students will be able to advocate for abstaining from alcohol by creating a poster that states one alternative to smoking, include a picture, and a reason not to do tobacco.
When given a scenario, the students will be able to use the decision making process to make a decision regarding the use of tobacco.
State standard:
1.1.8: Students will explain risks associated with unhealthy habits and behaviors.
1.1.2 Students will recommend effective strategies for responding to stress, conflict, peer pressure, and bullying.
National Standard 6: Student will demonstrate the ability to use goal setting and decision making skills to enhance health.
National standard Performance indicators:
Content
7.1.1 Examine how healthy behaviors influence personal health.

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7.1.3 Discover how the environment can impact personal health.
7.1.5 Explain ways to reduce or prevent health risks among adolescents.
7.1.8 Predict the risk of injury or illness if engaging in unhealthy behaviors.
Skill
7.2.3 Describe how peers influence unhealthy behaviors.
7.4.2 Model refusal and negotiation skills to avoid or reduce health risks.
7.5.6 Choose healthy choices over unhealthy choices when making a decision.
7.8.1 Select a health enhancing position and support it with accurate information.
Time Requirements: 4 class periods
Materials and Preparation
Materials:
Chalkboard
Chalk
Pencils
Paper
Assessment sheets/ outline
Powerpoint
Projector
Lifesavers
Brown bag
Orange juice
Straws
Kool aid
Cups
Preparation: Teacher will have chalk ready, the cost of smoking calculator loaded, and the youtube video loaded. Also, the teacher needs to make enough copies for everyone for the assessment sheet.
Content Outline
Lesson Overview
Methods/ Strategy Time Needed
I.
Tobacco Lecture/ 120 min
Necessary
Materials
Chalk

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Questions
What is tobacco
Effects a.
Activity “Tastes Cool”
Disease and death a.
Activity “Straws”
Social and Emotional Effects, why people do it a.
Analyze b.
Decision making
Quitting
Demonstrations/
Examples
Chalkboard
Paper
Pencils
Projector
Powerpoint
Pictures
Markers
Posterboard
Straws
Cups
Orange juice
Kool aid
Lifesavers
Brown bags
Pencils
Paper
Finished outlines
Grading criteria
Test
II.
III.
I.
Reviewing for test jeopardy
Assessment a.
Daily assessment with skills
Grading outlines together/ playing a game to review
Presentation/ refusal skills/ decision making
50 min
75 min
Teaching Steps
1.
Introduce
Review of previous
On Friday, we took a test over the body systems. Today we are going to begin a new unit on tobacco.
Overview of Today’s Lesson and Why it is Relevant
According to the youth risk behavior survey, by the time students are in the 11 th
grade,
50% have tried cigarette smoking. http://apps.nccd.cdc.gov/YouthOnline/App/Results.aspx?SID=HS&QID=H30&LID=XX
&YID=2009&LID2=&YID2=&HT=QQ&LCT=&COL=S&ROW1=G&ROW2=N&RO
W3=&FS=&FR=1&FG=1&C1=&C2=&OUT=&PV=&QP=G&DP=1&VA=CI&CS=Y&
SC=&SYID=&EYID=&SO=
You will be given the opportunity to smoke a cigarette in your life. We are going to talk this week about why it is a bad idea to consume tobacco. At some point I will tell them it is more difficult to play sports, go swimming, or even play an instrument if you smoke. I will start out by asking the following questions:

Ashley Bowling
Chapter 11: Teens and Tobacco
As long as someone remains a light smoker, that person will not experience the harmful effects of smoking. True or false
You have the right to use tobacco products for many years before the tobacco has harmful effects on you. True or false
The smoke that comes from the tip of a burning cigarette is not as dangerous to your health as the smoke that is inhaled by the smoker. True of flase
It is against the law to sell any form of tobacco product to someone under the age of 18.
Nicotine is a drug. True or false
Young people do not get hooked on cigarettes as easily as adults do. True or false
Most people can quit smoking without any help. True or false
Chewing tobacco does not cause cancer. True or false
More women die from breast cancer than from lung cancer. True or false
Cigarettes are as addictive as heroin and cocaine. True or false
The only way to successfully quit smoking is to just go “cold turkey.” True or false
Cigar and pipe smoking are safer than cigarette smoking because people rarely inhale smoke from cigars and pipes. True or false
If you don’t know the answers to some of these questions, by the end of the week, hopefully you will be able to answer them.
Lesson 1
A.
What is the tobacco product a.
____________- the chemicals that help keep the tobacco moist, help it to burn longer and taste better b.
Smoke- contains thousands of ________________ i.
Benzene ii.
_________- solid, sticky substance
1.
Coats airways and lungs, blocking small air sacs iii.
_______________- gas that enters the bloodstream and starves your body of oxygen
B.
Cigarettes: Effects appear early

Ashley Bowling a.
___________- is a highly addictive drug that occurs naturally in the leaves of the tobacco plant i.
raises the heart rate and blood pressure ii.
Skin, breath, hair, and clothing will immediately smell of smoke iii.
Most people feel nauseated and dizzy when they begin smoking iv.
Your senses of smell and taste usually suffer
1.
Tastes cool activity a.
Activity: Take a variety of flavors and put them in the brown paper sack. Make sure there is enough for each person to have 2. Unwrap the lifesavers so they are easy to eat. Have the students stand in a line, close their eyes, and try to guess the flavor of the lifesaver. Don’t move on until they get it right. Keep a stopwatch to see the difference in time. The next round, have the students take drink of orange juice and then try to guess the flavor of the lifesaver. The idea is for the second round to take longer.
You then can relate this to the affects of tobacco, and taste buds. End in a discussion. v.
shortness of breath and increased coughing vi.
Smokers are sick more frequently
C.
Smokeless tobacco products a.
________ __________ includes chewing tobacco and snuff b.
Chewing tobacco is coarsely chopped tobacco leaves that contain flavorings and additives much like the tobacco in a cigarette i.
Chewed ii.
Creates ________ stained saliva that must be spit out c.
Snuff- flavored powder i.
Placed between the _______ and the _______ ii.
Does not need to be chewed to enter the bloodstream d.
Effects i.
If swallowed the user can become very sick ii.
Bad breath iii.
Yellowed teeth iv.
Increased risk of oral cancer
D.
Other tobacco products a.
Pipe tobacco b.
Cigars c.
Clove cigarettes i.
Cigars can contain _____ times more tar and four times more ________ than cigarettes do.

Ashley Bowling d.
___________- unfiltered cigarettes that are wrapped in tobacco leaves. i.
High levels of nicotine, tar, and carbon monoxide, may be more dangerous that cigarettes
E.
Environmental tobacco smoke a.
Smoke that comes from the tip of a lit cigarette and the smoke that is exhaled from the smokers mouth are called ______________________________, or ETS. b.
Secondhand smoke c.
People who are around smokers breathe second hand smoke and are sometimes called passive smokers. i.
It is harmful to be around someone who is smoking even if you are not smoking!!! ii.
Nonsmokers who breathe ETS are at risk for the same health problems smokers are.
Lesson 2- Tobacco products disease and death
A.
Respiratory problems a.
_______ _______- is a disease that causes the airways of the lungs to become irritated and swollen. i.
Produces a lot of _______ in the lungs ii.
_________ a lot iii.
Show pictures of black lungs and normal lungs b.
Emphysema- destroys the tiny _____ _______ and the walls of the lung c.
Cigarette smoke causes more than 80 percent of all cases of chronic bronchitis and emphysema. Death from heart failure follows
B.
Cardiovascular Disease- leading cause of death for adults in the United States a.
A disorder of the circulatory system i.
High blood pressure ii.
________ ________ iii.
Stroke b.
_________ becomes blocked- pg 225 i.
Straw activity
1.
Student will drink a cup of koolaid with a normal straw. I will time it. I will then give the student a mini-thin straw and have them drink another cup. We will then have a conversation of the blood vessels shrinking. As well as the arteries getting blocked, so that the smokers cannot get enough blood flow.
This can cause a stroke or heart attack.
C.
Lung cancer a.
_________- is a disease in which damaged cells grow out of control. b.
All tobacco products contain chemicals that cause cancer

Ashley Bowling c.
Lung cancer is the leading cause of cancer deaths among both men and women who smoke d.
If a smoker quits, it usually does not decrease to the level of someone who has never smoked. e.
The risk of lung cancer is just as high regardless of the type of cigarette smoked.
D.
Mouth cancer a.
A person who uses smokeless tobacco is more at risk for mouth cancer than someone who smokes cigarettes.
E.
Other health problems a.
Smokers take longer to heal from wounds and surgeries than non smokers do b.
Increased risk for gum and dental diseases c.
Premature signs of aging d.
Smoking is harmful to a fetus. When a women smokes, she is more likely to have a miscarriage e.
Babies born of mothers who smoked are often smaller and may suffer from health complications as well. f.
There are NO good effects of smoking!!
Lesson 3- social and emotional effects of alcohol
A.
Breaking rules a.
It is against the law to sell tobacco to anyone under the age of _____. b.
Schools forbid smoking on _________ ground. c.
Most parents have _______ on smoking.
B.
Social strain- when the use of tobacco causes awkward or risky situations and creates tension among family and friends a.
Decision making cues- i.
Define The Problem ii.
Specify Your Goals iii.
Develop Solutions iv.
Select A Solution v.
Implement Your Solution vi.
Monitor your decision
Lesson 5- why people use tobacco
A.
Influence from others a.
Peer pressure- the feeling that you should so something because your friends want you to. i.
Why kids smoke
1.
My friends smoke

Ashley Bowling a.
Just because your friends smoke doesn’t make it a good idea
2.
It’s cool to smoke a.
Smoking doesn’t make you look cool, it makes you smell bad
3.
Smoking is fun a.
Respiratory disease is not fun
B.
The power of advertising a.
Targeted marketing- advertising aimed at a particular group of people i.
Teenagers, sports fans, outdoor enthusiasts b.
Laws have been passed to ban tobacco advertising on TV, billboards, and in certain magazines c.
http://www.tobaccofree.org/clips/VideoJoeChemo.htm
C.
Feeling tempted a.
Peer pressure, family members who smoke, advertising, TV, and movies all influence your attitude about smoking. b.
See through the messages c.
One does not want to become addicted
Lesson 6-
A.
It’s tough to quit a.
Every year about 70 percent of adult smokers say they want to quit. b.
50 percent try to quit. c.
7 percent quit successfully d.
By age 18, about two thirds of teens who smoke say they regret having started smoking. e.
Why is it hard to quit? i.
Withdrawal symptoms
1.
Headaches, dizzy, difficulty sleeping, get depressed f.
Tools that can help i.
Support groups ii.
Nicotine replacement therapy
1.
Gum and patches iii.
Nicotine inhalers and nasal sprays iv.
Regular exercise program g.
Relaxing without tobacco i.
Hanging out with friends ii.
Playing sports iii.
Going to the movies iv.
Shopping

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Stay away from places where people are using tobacco vi.
Refusal skills
1.
Make a joke.
Sometimes humor is the best way to respond to a situation, as it can lighten a serious mood. It can also divert attention away from you and onto something else.
2.
Give a reason why it’s a bad idea.
Maybe you can’t smoke because you want to be able to run the mile for the track team.
Maybe you don’t want to drink because you know someone who is an alcoholic and you can see how drinking has messed up their life. Backing up your refusal with evidence gives it more power.
3.
Make an excuse why you can’t.
Maybe you have something else to do that will interfere. Or you have to be somewhere at a specific time. Or your mom will kill you. Whatever. But say it and stick to it.
4.
Just say no, plainly and firmly.
In some situations, just saying no without a lot of arguing and explaining is the best response. Just make sure you’re “no” is a strong and determined one.
5.
Suggest an alternative activity.
Lots of kids wind up doing stuff they shouldn’t because they lack other options. They’re bored. By thinking of something better to do, you’re offering everyone an “out.” You just might be surprised who might take you up on it.
6.
Ignore the suggestion.
Pretend you didn’t hear it, and change the topic to something else. Act like you don’t think the idea was even worth discussing.
7.
Repeat yourself if necessary.
Sometimes it takes more than once, on more than one occasion. Just because someone asks more than once, that doesn’t mean you have to cave.
8.
Leave the situation.
If you don’t like where things are headed, you can take off. It might seem risky, but with you leading the way, other kids who really don’t want to do it either just may follow you.
9.
Thanks, but no thanks.
You can be polite, but you still aren’t interested. It just isn’t something you’re into.
10.
The power of numbers.
Make a pact with your friends to stick to your guns. Often, knowing that your friends will back you up can help you feel more comfortable being assertive.
Sometimes “we” feels stronger than “I”.

Ashley Bowling http://www.suite101.com/content/top-ten-refusal-skills-for-teens-a29626
Reasons NOT to smoke
It is easy to become addicted
Using tobacco is deadly
Tobacco makes your skin, hair, breath, and clothing smell bad
Tobacco in any form is expensive.
Advocating to be tobacco free!
2.
Advocacy Skill cues: a.
Advocate for others to be tobacco free by hanging a poster on the wall b.
Tell them why they should not use c.
How does it hurt them d.
Draw pictures e.
Use a few words i.
First I will introduce the activity. We will make one together on the board.
They will tell me what we could put, and I will give feedback. They will then get a chance to practice in the assessment.
Summary: Summarize by going through the outline, questioning the students about various concepts. It would also be important to bring up stories, to help them remember correct answers and ideas for the test. Each day there will be a little review, to make sure the students understand along the way. The main review will be jeopardy. I will use the test to make up the questions. It will depend how far we get to determine the number of questions, and the content of the questions. The test will include both content and skill.
Assessment:
Content:
The content objectives will be met based on the outline, and the daily review. The outline will be worth 50 points. One point for every blank.
Skills:
There will be daily assessment on the skills.
During the lecture, students will be able to analyze the influences of their peers, parents, and family concerning tobacco.
I will have a space in the outline for them to write their situations down, and their feelings on this influence. I will be the only one to read it. It will be worth 10 points. The

Ashley Bowling student will get 10 points for telling me their views, and how those views have been shaped. The student will get 5 points if they only tell me their situation and no feelings about it. The student will get 0 if they don’t do it.
Students will be able to use good refusal skills to say “No” to smoking during the assessment.
Student will say no, give a reason, and provide an alternative. If they do this, they will get
10 points. If they don’t they will get 0.
Students will be able to advocate for abstaining from alcohol by creating a poster that states one alternative to smoking, include a picture, and a reason not to do tobacco.
The student will get 10 points if they do it. They will get 0 if they don’t.
When given a scenario, the students will be able to use the decision making process to make a decision regarding the use of tobacco.
The students will write down their scenario and then give their decision, and why they chose that decision. Worth 10 points.
You are leaving the locker room and find a can of snuff. No one is around and you are curious what it looks like and tastes like. What do you do?
You are at a middle school party and a lot of kids are smoking, even your best friend, and the cutest boy/girl in the class is smoking. A cigarette gets passed to you, and others are watching to see what you will do. What do you do?
You are at a county fair (Tobacco Festival) and your friends’ older brother and all of his friends are smoking. They are all telling you how cool you would be if you smoked. What would you do?
You are on vacation at the beach with your friend. Your parents are at the condo having a good time with all of the other parents. You are walking the beach and meet two really cute girls/boys. They start

Ashley Bowling smoking and ask if you want one. You know you may never see them again, and you probably won’t get caught. What do you do?
You are a freshman in high school. A junior offers to take you home.
You say yes. As you are in the car, he/she gets out a cigarette and begins smoking. They hand you the cigarette and tell you to take a puff. What do you do?
You are home alone. Your parents smoke, and have left an open pack of cigarettes on the counter. You are curious and want to see what it is like.
What do you do?