Jocelyn Jaquith
MAED 310
Professor Cox
Final Mini-Unit
Is Smoking Really Worth the Cost?
Unit Introduction:
In this unit students will learn the cost of smoking and the money that can be saved from
not smoking. This unit is designed for 5th grade, but can be modified for different grade levels.
Students will also learn the health risks that are associated with smoking.
The first day I will have students look at different facts about cigarettes that include
health risks and what a cigarette is made of. Students will also get to experience what a
smoker’s lung looks like by making a “Tar Jar”.
The second day students will look a printed web article and will learn the costs of
smoking cigarettes through the advertisements. Student will calculate the cost of smoking the
average amount of cigarettes that a smoker smokes. Students will also connect the amount they
found that the average smoker spends in cigarettes in a year to the amount of money that they
could spend on something else that they love. The work involved in this lesson has the students
calculating what they could spend the money on that is being spent on smoking cigarettes and
going through different ads to determine the prices. Students will be able to use Walmart.com to
determine the price of an item that they want to buy and how many they could buy of that item.
Examples of items that they students could buy are video games, books, fabric, or Legos.
The third lesson it will be the culminating activity. For the culminating activity I will
have the students write an opinion piece on whether they think smoking out ways the cost and
health risks. As the teacher I am hoping that all students choose to say no to smoking.
Common Core State Standards:
Lesson One:
CCSS. Mathematics.5.MD.1. Convert among different-sized standard measurement units
within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in
solving multi-step, real world problems.
CCSS.Literacy.5.RI.7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.
CCSS.Literacy.5.RI.8. Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which point(s).
CCSS.Literacy.5.RI.9. Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.
Lesson Two:
CCSS.Mathematics.5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and
evaluate expressions with these symbols.
CCSS. Mathematics.5.NBT.3. Read, write, and compare decimals to thousandths.
CCSS.Mathematics.5.NBT.6. Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
CCSS.Literacy.5.RI.1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
Lesson Three:
CCSS.Literacy.5.RI.1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.Literacy.5.W.1. Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.Literacy.5.W.4. Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
CCSS.Literacy.5.W.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Objectives:
1. Students will research the cost of smoking average amount of cigarettes a New Yorker
smokes a day (18 cigarettes).
2. Students will develop an understanding of the cost of smoking.
3. Students will write an opinion piece on whether or not they think it is worth it to smoke
cigarettes.
4. Students will evaluate different things that they could buy with the money that is used to
buy one pack of cigarettes a week for a year.
5. Students will interpret information about smoking.
6. Students will create a “tar jar” to represent what a smoker’s lung after one year of
smoking.
7. Students will evaluate the cost of smoking cigarettes for a year.
8. Students will relate the cost of cigarettes to another product they could buy.
9. Students will compute the amount of cigarettes smoked in a year.
10. Students will defend their reason if smoking is worth it.
11. Students will illustrate the amount of items that they can but with the specified amount.
Unit topic: Is Smoking really worth it?
Teacher name: Jocelyn Jaquith
Approximate time for set-up: 15 minutes
Approximate time for teaching and clean-up: 45 minutes
Main idea/objective for the lesson: Health risks and cost of smoking – Lesson 1
Student learning goals:

Students will interpret information about smoking.

Students will create a “tar jar” to represent what a smoker’s lung after one year of
smoking.
Specific Standards that are met with this lesson:

CCSS. Mathematics.5.MD.1. Convert among different-sized standard measurement
units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these
conversions in solving multi-step, real world problems.

CCSS.Literacy.5.RI.7. Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to solve a problem
efficiently.

CCSS.Literacy.5.RI.8. Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support which point(s).

CCSS.Literacy.5.RI.9. Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably
Materials needed:

2-quart juice pitcher

1 quart of dark molasses

1 quart of dark dirt

20 copies of “10 Fast Facts about Smoking!”

20 copies of “Smoking is NOT cool!” word search
Assessment: As an assessment I will use observation while the students are completing the
calculations of the Tar Jar. Another assessment done during the lesson I will also be assessing
the students’ knowledge of cigarette and smoking by having the students state a new fact they
have learned.
Step by step plan:
1. To capture the student’s attention, I will begin the lesson with the “Tar Jar”. The “Tar
Jar” is made up of 1 quart of dark molasses and 1 quart of dark dirt.
2. On the board there will be a list of the different measurements
a. 1 gallon = 4 quarts
b. 1 quart = 2 pints
c. 1 pint = 2 cups
3. First I will have students calculate the how many cups are in the 2-quart pitcher.
Students will have a piece of paper and work alone. When all students have figure out
the answer the teacher will call on one student to say their answer. The answer is 8
cups. Show the students how the answer is calculated. As you are doing the problem ask
students what they think should come next. Calculating the amount of cups in two quarts
will help decide if the mixture will fit into the pitcher.
2 𝑞𝑢𝑎𝑟𝑡𝑠 = 2 × 2 𝑝𝑖𝑛𝑡𝑠
2 𝑞𝑢𝑎𝑟𝑡𝑠 = 4 𝑝𝑖𝑛𝑡𝑠
4 𝑝𝑖𝑛𝑡𝑠 = 4 × 2𝑐𝑢𝑝𝑠
4 𝑝𝑖𝑛𝑡𝑠 = 8 𝑐𝑢𝑝𝑠
2 𝑞𝑢𝑎𝑟𝑡𝑠 = 8 𝑐𝑢𝑝𝑠
4. Ask the students if the mixture will fit into the pitcher if you have 4 cups of dark
molasses and 4 cups of dark dirt. The answer is yes. Ask student how they got the
answer.
2 𝑞𝑢𝑎𝑟𝑡𝑠 = 8 𝑐𝑢𝑝𝑠
4 𝑐𝑢𝑝𝑠 + 4 𝑐𝑢𝑝𝑠 = 8 𝑐𝑢𝑝𝑠
5. Next have a student come measure 4 cups of dark dirt and dump it into the pitcher.
6. Then have another student measure out 4 cups of dark molasses and dump into the
pitcher.
7. Have another student mix the mixture together.
8. Tell the students that this is what a person who smokes a pack of cigarettes a day puts
into their lungs.
9. Now present “10 Fast Facts about Smoking”. Popcorn read the facts as a class.
10. When finished state some of the health risks.
a. Lung cancer
i. Smoking is directly responsible for approximately 90% of lung cancer
deaths.
ii. Smoking can cause cancer almost anywhere in your body, including the
esophagus, larynx, mouth, nose, throat, trachea, kidney, bladder, pancreas,
stomach, cervix, bone marrow, and blood
b. Heart Health
i. Smoking is a major cause of cardiovascular disease (CVD), which
includes coronary heart disease, high blood pressure, heart attack, stroke,
and heart-related chest pain. CVD is the leading cause of all deaths in the
United States, killing more than 800,000 people a year.
c. Pregnancy
i. Infants born to mothers who smoked during pregnancy are at a higher risk
of low birth weight, lungs that don't develop in a normal way, and sudden
infant death syndrome.
d. Skin
i. Causes premature wrinkles
11. Ask students to share one fact that they learned about smoking.
12. As a closure activity have the students complete the “Smoking is NOT cool!” word
search.
Resources:
http://www.fda.gov/TobaccoProducts/PublicHealthEducation/HealthInformation/ucm445713.htm
http://www.thepotters.com/puzzles/kids/smoking.html
http://kidshealth.org/kid/stay_healthy/body/smoking.html#
http://www.cdc.gov/tobacco/basic_information/youth/information-sheet/index.htm
http://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/index.htm
Unit topic: Is Smoking really worth the Cost?
Teacher name: Jocelyn Jaquith
Approximate time for set-up: 10 minutes
Approximate time for teaching and clean-up: 45 minutes
Main idea/objective for the lesson: Cost of smoking – Lesson 2
Student learning goals:

Students will evaluate the cost of smoking cigarettes for a year.

Students will relate the cost of cigarettes to another product they could buy.

Students will compute the amount of cigarettes smoked in a year.

Students will research the cost of smoking average amount of cigarettes a New Yorker
smokes a day (18 cigarettes).
Specific Standards that are met with this lesson:
CCSS.Mathematics.5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and
evaluate expressions with these symbols.
CCSS. Mathematics.5.NBT.3. Read, write, and compare decimals to thousandths.
CCSS.Mathematics.5.NBT.6. Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and explain the
calculation by using equations, rectangular arrays, and/or area models.
CCSS.Literacy.5.RI.1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
Materials needed:

Pencils

Lined paper to write calculations down

Printed Website for each student
 http://www.theawl.com/2014/08/how-much-a-pack-of-cigarettes-costs-state-bystate

Smartboard

iPads

Websites used in the lesson
 http://visual.ly/average-daily-cigarette-consumption-adult-smoker-state
 http://www.cancer.org/healthy/toolsandcalculators/calculators/app/cigarettecalculator
Assessment: The assessment in this lesson is checking whether or not the students are able to
correctly determine the amount of items they can buy with the allotted money. Another
assessment is the checking for understanding while the lesson is happening by having a student
show their work for each step.
Step by step plan:
1. To begin the lesson, tell the students that today we are going to calculate the cost of
smoking cigarettes for a year based off of the average amount of cigarettes smoked each
day per person in New York state. Then tell the students that we are going to relate that
amount of money to something else that you could buy.
2. First have the students get all the materials needed for the lesson. They will need paper,
pencil, and an iPad.
3. The teacher will first pull up the map of the United States with the average amount of
cigarettes smoked per adult per day by state.
a. http://visual.ly/average-daily-cigarette-consumption-adult-smoker-state
4. Since the average is not a whole number I will ask the students to round to the nearest
whole number. The answer is 18 cigarettes.
5. Once students have the average amount of cigarettes students will then figure out how
many cigarettes are smoked in a year. Give students time to figure the answer out and
then call on someone to write their work out on the board. The answer is 6570
cigarettes smoked in a year per adult.
6. When students achieve the correct answer the students will then have to approximate the
amount of packs of cigarettes it would be in a year. To do this the students will have to
divide 6570 by 20 because there are 20 cigarettes in a pack of cigarettes. Be sure to tell
the students that there are 20 cigarettes in 1 pack. Give the students time to figure the
answer out on their own and then when students have finished have one of them write
their work on the board. The answer is 328.5 packs of cigarettes. Since we want to do it
by whole packs ask the students to round to the nearest whole number. The whole
number is 329 packs of cigarettes. Once this is completed show students the cigarette
calculator.
a. http://www.cancer.org/healthy/toolsandcalculators/calculators/app/cigarettecalculator
7. As a class we are then going to determine how much money the average smoker spend in
a year on cigarettes. Using the printed website with the average cost of a pack of
cigarettes have the students find New York and figure out the amount of money a smoker
spends in a year on cigarettes (Average cost of pack of cigarettes in New York $12.85).
After students have been given an ample amount of time and solved for the amount spent
in a year have a different student do each step in figuring out the total amount. The
answer is $4,227.65 spent on cigarettes in a year per adult.
8. Before the students begin the next step tell the students that they will be determining the
amount of something they could buy with the average amount of money a smoker spends
in a year. The teacher should do an example before letting the students research.
9. An example to use is Red Heart yarn. Search red hear yarn in the Walmart search bar
and then choose one of the yarns. I chose the yarn that was $8.25 per roll. Using a
calculator show the students how to calculate how many rolls you could buy.
$4,227.65 ÷ $8.25 = 514.44 𝑟𝑜𝑙𝑙𝑠
≈ 514 𝑟𝑜𝑙𝑙𝑠
Since we cannot spend over the amount of money we have we should round down to the
nearest whole number.
10. Now that students know the amount of money spent on cigarettes in a year the students
will then research the price of something they love, like books, Legos, video games, etc.
Have the students use Walmart.com to determine the price of their item. Since many
websites could be blocked by the server the teacher can use the code to unlock Walmart
website.
11. Once the students have their price determined they will then figure out how many of that
item they could buy with the average amount of money a smoker spends in a year. To do
this the students will have to divide $4,227.65 by the price of their item that they decided
to buy. Tell students that when they have determined the amount of items that they
should raise their hands and the teacher will come around and check. Also be sure to let
students know that if they need help to raise their hand and you will come help them.
12. To wrap the lesson up once all students have determined the amount of items they could
buy with that money allows students, those who would like to, share the amount of items
that they could buy with the allotted amount of money.
Unit topic: Is smoking really worth the cost?
Teacher name: Jocelyn Jaquith
Approximate time for set-up: 10 minutes
Approximate time for teaching and clean-up: 60 minutes
Main idea/objective for the lesson: Students’ opinions if smoking is really worth the cost –
Lesson 3
Student learning goals:

Students will write an opinion piece on whether or not they think it is worth it to smoke
cigarettes.

Students will defend their reason if smoking is worth it.

Students will illustrate the amount of items that they can but with the specified amount.
Specific Standards that are met with this lesson:

CCSS.Literacy.5.RI.1. Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.

CCSS.Literacy.5.W.1. Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.

CCSS.Literacy.5.W.4. Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.

CCSS.Literacy.5.W.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Materials needed:

Draft paper

Pencil

Final copy paper

Pen

Graphic organizer
Assessment:
Step by step plan:
1. To begin the lesson, instruct students to find their calculations from the previous lesson.
Students will need this to create their opinion piece. Students should also have the
printed article available for a reference.
2. Next tell the students that they will be creating an opinion piece on if they think smoking
out ways the health and financial costs. Be sure to tell students that they should include
the calculations that they calculated in the previous lesson.
3. As a class go over the rubric. Allows students to ask any questions that they may have
about the rubric and assignment.
4. Tell the students that first they will be creating a draft using an organizer that is
frequently used in class. Pass out the organizer.
5. Once students have completed the draft instruct students that they should come to your
desk to get it reviewed.
6. Once you review the graphic organizer the teacher should instruct the students to write
their first draft of their opinion piece. This draft should be done in pencil to make it
easier to correct any mistakes.
7. Once their first draft is complete and has been checked over with the teacher for any
mistakes they can continue with their final copy. Be sure to instruct students that their
final copy should be done in pen and free from any mistakes.
8. If students do not finish their final copy in this session it should be worked on during
morning work the next day.
Final Copy Grading Rubric
Criterion
Spelling and
Grammar
1
More than six words
are spelled incorrectly
and evidence of more
than six grammar
mistakes are made.
4
One or two spelling
mistakes and grammar
mistakes are made in
the final copy.
5
All words are spelled
correctly and no grammar
mistakes are made.
Introduction
No introduction is
present.
Introductions states the
student’s opinion.
Topic
The student does not
state their opinion in
the writing piece.
Introduction is present,
but does not state the
student’s opinion.
The student states their
opinion and only
supports their opinion
with one health risk
and one financial risk.
Math
Calculations
More than six math
calculations are
incorrect and are not
incorporated into the
opinion piece.
Student’s handwriting
is illegible and does
not use pen.
Format
Conclusion
No conclusion is
present.
One or two math
calculations are
incorrect.
Student uses pen, but
handwriting is not
always legible
throughout the piece.
Student restates the
introduction, but does
not use a conclusion
word from the word
wall.
Student clearly states their
opinion and uses at least
one health risk of smoking
and one financial risk.
Three supporting details
should be used in all.
All math calculations are
correct and used in the
opinion pieces.
Student uses pen and has
legible hand writing.
Student restates the
introduction and uses a
conclusion word from the
word wall.
References
American Cancer Society. (n.d.). Cigarette Calculator. Retrieved from American Cancer
Society: http://www.cancer.org/healthy/toolsandcalculators/calculators/app/cigarettecalculator
Anne Arundel County Department of Health. (2015). Activities For Elementary Age. Retrieved
from Smoking Stinks: http://smokingstinks.org/tfk/tfk-week-activities/activities-forelementary-age/
Noah, K. (2014, August 1). What a Pack of Cigarettes Costs, State By State. Retrieved from The
Awl: http://www.theawl.com/2014/08/how-much-a-pack-of-cigarettes-costs-state-bystate
Owocki, G. (2012). The Common Core Lesson Book K-5. (K. Montgomery, & T. Antao, Eds.)
Portsmouth, New Hampshire: Heinemann.
Potter, J. R. (2006). Smoking is NOT Cool! Retrieved from John's Word Search Puzzles:
http://www.thepotters.com/puzzles/kids/smoking.html
The Nemours Foundation. (2013, January). Smoking Stinks. Retrieved from Kids Health:
http://kidshealth.org/kid/stay_healthy/body/smoking.html#
U.S. Department of Health & Human Services . (2014, November 17). You(th) & Tobacco.
Retrieved from Centers of Disease Control and Prevention:
http://www.cdc.gov/tobacco/basic_information/youth/information-sheet/index.htm
U.S. Department of Health & Human Services . (2015, October 14). Youth and Tobacco Use.
Retrieved from Centers of Disease Control and Prevention:
http://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/index.ht
m
U.S. Food and Drug Administration. (2015, November 30). Health Information. Retrieved from
U.S. Food and Drug Administration:
http://www.fda.gov/TobaccoProducts/PublicHealthEducation/HealthInformation/default.
htm
VizualStatistix. (2013, September 28). Average Daily Cigarette Consumption per Adult Smoker
by State. Retrieved from Visually: http://visual.ly/average-daily-cigarette-consumptionadult-smoker-state