LESSON
Protect Yourself and
Others From Risk – Part 1
3
National Health Education Standards:
• Recognize risky situations that may lead to trouble, so that
one can protect oneself and others from tobacco use.
• Self Management
• Apply problem-solving skills to hypothetical situations to
protect oneself and others from tobacco.
• Decision Making
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Student Learning Objectives:
No R i s k
Review the influences discussed in the last lesson. Define a “negative risk situation”
me Risk
and list characteristics that make a situation risky related to tobacco use. Explain and
o
S
demonstrate a five-step problem-solving method to avoid and/or manage a negative risk
Risk
situation. Practice rating the risk and applying the problem-solving steps to hypothetical
h
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situations. Summarize the lesson by discussing how easy or difficult it is to manage risks.
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Lesson Synopsis
Time
Materials Needed
Introduction
2 minutes
• None
Input
20 minutes
Health Education Resources
• Poster Set: “Avoiding and Managing Risky Situations,” Educational Materials
Center
• Poster: “Walking the Path to Wise Decisions,” Educational Materials Center
(Suggestion)
• Poster: “Check It Out,” Educational Materials Center (Suggestion)
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Activity
Teacher Manual Resources
• Slide Master: “Avoiding and Managing Risky Situations: Problem Solving”
• Slide Master: “Check It Out”
• Teacher Reference: “Teaching Students the WISE Steps for Making Healthy
Decisions”
Supplied by the Teacher
• Slides
• Projector
20 minutes
Teacher Manual Resources
• Student Worksheet: “Rate the Risk and Manage the Challenge”
• Teacher Reference—Assessment: “Assessment Rubric for Skill Development:
Rate the Risk and Manage the Challenge”
• Student Self-Assessment Rubric: “Self-Assessment Rubric: Rate the Risk and
Manage the Challenge”
• Teacher Reference—Assessment: “Assessment Checklist for Skill
Development: Rate the Risk and Manage the Challenge”
• Student Self-Assessment Checklist: “Self-Assessment Checklist: Rate the
Risk and Manage the Challenge”
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Application
Supplied by the Teacher
• Pens or pencils
Closure
3 minutes
TOTAL
45 minutes
© Copyright 2008
• None
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 27
Preparation
• Decide if you want to assess student skill development. A rubric and a checklist
are provided for you to use at the end of this lesson: “Assessment Rubric for Skill
Development: Rate the Risk and Manage the Challenge” and “Assessment Checklist for
Skill Development: Rate the Risk and Manage the Challenge.”
• Decide if you want students to assess their own progress. Duplicate the selfassessment rubric, “Self-Assessment Rubric: Rate the Risk and Manage the Challenge,”
and/or checklist, “Self-Assessment Checklist: Rate the Risk and Manage the Challenge,”
for students if you plan to have them use one or both.
For Input
• Prepare slides from the slide masters, “Avoiding and Managing Risky Situations:
Problem Solving” and “Check It Out.” If you use the poster, you may not want to use the
slides.
• Display the portion of the poster set, “Avoiding and Managing Risky Situations,” that
lists the steps in problem solving.
• Review the teacher reference, “Teaching Students the WISE Steps for Making Healthy
Decisions.” (Suggestion)
For Application
• Duplicate the student worksheet, “Rate the Risk and Manage the Challenge,” for each
student.
• Decide how you will form dyads for discussing the worksheet.
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Prior to the Lesson
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LESSON PROCEDURE
Introduction: Review the influences discussed during the previous health lesson. Introduce this
Instructional Steps
Review the influences
discussed in the last
health lesson.
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lesson on identifying risky situations and protecting oneself and others by solving problems to
reduce the risk.
2 minutes
Script and Detailed Directions
Turn to a neighbor and tell one another two influences that you pay attention to
when you consider the decision related to tobacco use.
While the influences in our lives vary, the facts are the same: using tobacco is harmful
to your physical health and may harm your social relationships, too.
Today, let’s look at what situations would increase our risk for using tobacco and ways
we can think through risky situations to avoid smoking or using spit tobacco.
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Introduce the lesson.
Input: Define a “negative risk situation” and list characteristics that make a situation risky related
to tobacco use. Explain a five-step problem-solving method to avoid and/or manage a negative
risk situation. Demonstrate how to use the problem-solving method with an example.
20 minutes
Instructional Steps
Script and Detailed Directions
Define a “negative risk
situation.”
A “negative risk situation” is a situation that is likely to cause damage, injury, or have
other negative consequences. Since tobacco use is harmful, a risky situation related to
tobacco use is one that may lead to experimenting or using tobacco.
Page 28
Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
You could remove all risk by finding a tobacco-free room somewhere and never leave
it. However, your world would be very small in that room and you would miss all of your
friends and family. So, let’s identify how to recognize negative risk situations related to
tobacco so that we can protect ourselves and those we care about from tobacco use.
Identify the
characteristics of a
risky situation.
What characteristics would a negative risk situation related to tobacco use
have?
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In other words, if you know of people, especially young people, who use
tobacco, what situations make it easier for them to smoke or use spit tobacco?
Gather ideas from the students and record them on the board. Add the following if not
suggested by the students.
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Having access to tobacco from friends, family or a store that sells to them illegally
Hanging out with friends who use tobacco
Having friends who start using tobacco
Joining a sports team where teammates think using spit tobacco is expected
Being a member of a family where adults or siblings use tobacco
Having lots of time without any one around
Making new friends who use tobacco
Wanting to be a part of a group with several members who use tobacco
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•
•
•
•
•
•
•
•
Once again, you have the power to avoid most negative risk situations. For those
situations you are not able to avoid, you also have the power to do your best to
manage those situations so that you don’t use tobacco.
Display the part of the
poster set, “Avoiding
and Managing Risky
Situations,” that
describes the problemsolving method. Or,
use the slide master,
“Avoiding and Managing
Risky Situations:
Problem Solving.”
Explain a problemsolving method to use
to avoid or manage
negative risk situations.
The first step in avoiding or managing negative risk situations is recognizing them.
We have a great list on the board of the characteristics of these situations. Now we
need learn how to solve the problem of what to do if we face these situations.
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Recognize the power
individuals have to
manage or avoid
negative risk situations.
Here is a simple five-step problem-solving method.
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Step 1: State the problem and what you want to happen. “What you want to happen”
is the outcome you want or your goal.
Step 2: Create a list of ways to solve the problem and reach your goal.
Step 3: Think about the advantages and disadvantages for each way you might solve
the problem.
Step 4: Pick the best way to solve the problem.
Step 5: Make it happen.
Display the slide
master, “Check It Out.”
To help us solve problems in healthy ways, check out your ideas about what you want
to happen and ways to you might solve the problem. See if you can answer “yes” to all
of these questions.
• Does this idea follow my personal and family values? Will my family and I think it is
the right thing to do?
• Will this idea help me stay safe and healthy?
• Does this idea follow family, school, and community rules?
• Does this idea show respect for myself and others?
• Could this idea really work, that is, is it realistic?
If you cannot, don’t consider that idea. Find another one that does check out with all
“yes” responses. If you have a hard time figuring it out, ask an adult you trust for help.
© Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 29
Illustrate the process
using an example.
Let’s look at an example.
Imagine that I am your age. My best friend has asked me to go to the park. We go
there a lot. However, this time she told me that some of her new friends would be there.
She also said that they might want us to try doing some different things together. When
I asked what they meant, she said she thought they just wanted us to smoke.
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If you teach in a community where another form of tobacco use is more
prevalent, such as spit tobacco, substitute this form for “smoking.”
Show me a thumbs up if you think this is a negative risk situation; thumbs down if you
don’t think it is risky.
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Allow students to signal.
I think you are right. This is risky. Here’s how I might use the steps we just listed.
Point to the steps on the poster or slide as you demonstrate the use of the problemsolving method.
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Step 1: State the problem and what you want to happen or your goal.
The problem is that I want to spend time with my friend, but I don’t want to
smoke with her new friends. What I want to happen is to enjoy time with my
friend without trying or using tobacco.
Does what I want to happen “check out”? Can I answer “yes” to all of the
questions?
Go through the Check It Out questions with students. What the person wants
to happen is to enjoy time with my friend without trying or using tobacco. This
goal would receive all “yes” answers to the Check It Out questions.
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Step 2: Create a list of ways to solve the problem and reach your goal.
• I could tell my friend that I don’t want to smoke and don’t want to be with
kids who do. Then, I could ask my friend to come over to my house instead.
• I could just say no to my friend and hope she will stay my friend.
• I could go and refuse to smoke.
• I could tell my friend I think he or she is stupid for going.
Do my ideas “check out”? Can I answer “yes” to all of the questions for each
idea?
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Go through the Check It Out questions with students. Remove ideas that
receive a “no” response. These options are likely to have “no” responses:
• I could go and refuse to smoke. [This may not be the right thing to do and
may not help me stay safe and healthy. Other people might pressure me to
smoke.]
• I could tell my friend I think he or she is stupid for going. [This would be
disrespectful. My friend might get mad.]
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Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Step 3: Think about the advantages and disadvantages for each way.
• I could tell my friend that I don’t want to smoke and don’t want to be with
kids who do. Then, I could ask my friend to come over to my house instead.
– Advantages: I stood up for myself. I gave an alternative.
– Disadvantage: She might go without me.
• I could just say no to my friend and hope she will stay my friend.
– Advantages: I stood up for myself.
– Disadvantage: She might not be my friend anymore.
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Step 4: Pick the best way to solve the problem.
I think the best way is to tell my friend that I don’t want to smoke and don’t want
to be with kids who do. Then, ask my friend to come over to my house instead.
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Step 5: Make it happen.
Then, I need to do what I decided to do. Later, I can evaluate whether or not it
worked.
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If your students have had Michigan Model® in elementary school, problemsolving and decision-making steps will be familiar. Depending on your class
and their experience with Michigan Model®, you may want to remind them of
WISE or use this method instead of the five-step process. Review the teacher
reference, “Teaching Students the WISE Steps for Making Healthy Decisions.”
Obtain the posters that accompany this method, “Walking the Path to Wise
Decisions” and “Check It Out.”
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If they have not had previous instruction with this skill, you may want to spend
more time explaining each step and demonstrating using a second example.
Application: Rate the risk factor for hypothetical situations. Apply the problem-solving steps to
situations involving risk for tobacco use.
Instructional Steps
Script and Detailed Directions
You will have a chance to practice rating the risk and using the problem-solving steps
to manage the challenge.
You will find several situations on your worksheet. Your first job is to rate the risk. It
could be “0” risk, meaning no risk, to “2” risk, meaning high risk. If you rate a situation
with a “1,” you are indicating that there may be some risk, but it is less than high risk.
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Distribute the student
worksheet, “Rate the
Risk and Manage the
Challenge.”
20 minutes
Circle the rate of risk for each situation.
Select one of the situations you rated with a “1” or “2” and complete the five-step
problem-solving method.
© Copyright 2008
Use the rubrics or checklists provided at the end of the lesson if you want to
assess students’ skill development.
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 31
Monitor the students’ work as they complete the problem-solving steps. Be sure to
keep the Check It Out questions displayed for students.
If time permits, have students complete the worksheet in dyads. Then, have
two dyads share their work with one another.
When students are finished, have them find a partner and share their worksheets
with one another.
Collect their worksheets for your review and assessment.
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Share worksheets in
dyads.
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Closure: Have students rate the level of ease or difficulty of managing negative risk situations
and discuss their responses.
3 minutes
Script and Detailed Directions
Rate the level of
ease or difficulty of
managing negative risk
situations.
If you think it is really easy to manage negative risk situations involving tobacco,
raise one finger. If you think it can be difficult, raise two fingers.
Discuss what is easy or
difficult.
What do you think is easy about managing negative risk situations?
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Instructional Steps
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Depending on the response of your students, ask one or more of these questions.
What do you think is difficult?
In our next health lesson, we’ll learn a couple more ways to avoid and manage
negative risk situations.
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Preview the next
lesson.
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Is it easier or more difficult to manage negative risk situations with friends or
people you don’t know well? Explain your answer.
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Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Slide Master
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Avoiding and Managing
Risky Situations:
On
Problem Solving
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Step 1: State the problem and what you want
to happen or your goal.
Check It Out
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Step 2: Create a list of ways to solve the
problem and reach your goal.
Check It Out
Step 3: Think about the advantages and
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disadvantages for each way.
Step 4: Pick the best way to solve the problem.
Step 5: Make it happen.
© Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 33
Slide Master
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Check It Out
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Does this idea follow my personal
and family values? Will my family
and I think it is the right thing to do?
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Will this idea help me stay safe
and healthy?
Does this idea follow family,
school, and community rules?
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Does this idea show respect for
myself and others?
Could this idea really work,
that is, is it realistic?
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Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Teacher Reference, Page 1
Teaching Students the WISE Steps for Making Healthy Decisions
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The Michigan Model® lessons for grades 4 and 5 teach students four steps for making decisions
and solving problems:
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What is the situation, and what is the best goal?
Ideas to think about.
Select the best option and act.
Evaluate what happened.
Here are some notes on teaching the WISE steps.
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Step 1:
What Is the Situation?
What Is the Best Goal?
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The WISE steps emphasize the importance of thinking through a situation before acting.
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Step 2:
Ideas to Think About
During this step, students are asked to think about
what happened in the situation that caused a
problem or a need for a decision. Help students
state clearly what happened. Remind them to
show respect for other people. If a situation
involves more than one person, help students
avoid blaming and name-calling when they
describe what happened.
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Next, students are asked to set goals in problem
or decision situations. Students can think of
goals as best endings for a story or situation, or
what they want to have happen. Help students
brainstorm ideas of what they wish would happen
as the outcome for the situation. They use the
Check It Out criteria (described in step 2) to weed
out inappropriate goals, focusing on healthy and
respectful goals from which to choose. Then in
step 2, students think of ideas that will help them
reach the selected goal.
© Copyright 2008
One of the important benefits of thinking through
a problem or decision is the opportunity to
consider many different ways to resolve it.
Students often react to problems as though
there is only one way to manage the situation.
The WISE process helps students recognize the
varied choices they have.
Listing many ways to solve a problem or make a
decision may be new to your students. You might
use an analogy of a time when they had lots of
ideas and had to select one, such as what to do
or have to eat during a class party. Explain that
the same skill of thinking of lots of ideas can help
them with decision making and problem solving.
After students have thought of several ideas,
they need to see if their ideas are appropriate for
action. Students can check their ideas by asking
a series of questions and/or by asking a trusted
adult for help.
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 35
Teacher Reference, Page 2
You may want to set aside additional class time
to discuss the concepts reflected in the Check
It Out questions. For example, “values” refers
to personal and family values such as honesty,
kindness, etc. “Safe” refers to physical and
emotional safety and health. “Rules” refers to
family, school, and community rules and laws.
“Respect” refers to how students treat others as
well as themselves. Some students at this age
may have some difficulty determining whether an
idea is “realistic.” You might explain this concept
by telling students it means that they think the
idea can be done.
Step 4:
Evaluation What Happened
In this step, students evaluate how the chosen
idea worked out. Students are encouraged
to remember to apply those insights to future
situations.
Help students use the WISE steps in real-life
situations. Encourage students to feel proud
that they practiced making a healthy decision
regardless of the outcome. In some instances,
they may be able to try a different idea and get
better results if the first idea they chose doesn’t
work out as hoped.
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Students must be able to answer “yes” to all
five Check It Out questions to keep an idea on
their final list. If they answer “no” to even one
question, that idea needs to be discarded.
In the third step, students choose one of the ideas
that passed the Check It Out process and act on
it. Encourage them to ask “What if?” questions to
help them choose the best option. Imagining the
results of taking action can help students decide
which option they most want to try and which will
be most likely to work.
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Does this idea follow my values?
Will this idea help me stay safe?
Does this idea follow our rules?
Does this idea show respect?
Can this idea work? Is it realistic?
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1.
2.
3.
4.
5.
Step 3:
Select the Best Option and Act!
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The following Check It Out questions are
introduced for the first time in the second grade:
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Remind students to ask a trusted adult for
help when they’re dealing with decisions and
problems.
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Page 36
Lesson 3
Grades 7-8
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The Power Is Yours to Be Tobacco Free
© Copyright 2008
Student Worksheet, Page 1
Name_ ____________________________
Rate the Risk and Manage the Challenge
Directions: Read each situation. Decide how you would rate the risk. Use the following scale:
2 = High Risk
1 = Some Risk
0 = No Risk
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Rate the Risk
Rate the Risk
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Potential Risky Situations
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Circle the risk level you selected for each situation. Then, pick one of the situations that you
rated with a “1” or “2” and use the problem-solving steps to avoid or manage the situation.
Situation #1:
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Situation #2:
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You are at a friend’s house. Your friend’s parents smoke, but insist that they
don’t want your friend to start. You are working on homework in the basement.
Your friend says, “I know where my parents keep their cigarettes. A smoke
would help me concentrate.”
You and your family have moved and you are going to a new school. You want
to make friends right away. One classmate asked you to go to the community
center with him or her. Your parents say it’s okay.
Situation #3:
You belong to a community baseball team. There is an adult coach and a high
school student who helps out. You have noticed that the high school student
is using spit tobacco before and after practice and games. The high school
student tells you that you’d be really good with some practice. He offers to help
you for awhile after practice.
0
1
2
0
1
2
0
1
2
0
1
2
0
1
2
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Situation #4:
Your friend doesn’t want to be with you lately. He or she is spending time with
some older kids who live a few houses away. You see them hanging out in the
backyard. Lots of times they are smoking. You ask your friend to do something
with you, but he or she always has an excuse. Today, your friend asked you to
join “the group.”
Manage the Challenge
No RiSsokme Risikgh Risk
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The situation I chose to use to practice the problem-solving steps is number © Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 .
Page 37
Student Worksheet, Page 2
Step 1: State the problem and what you want to happen or your goal.
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Check It Out: Does your goal “check out”? If you cannot answer “yes” to all of the questions,
you need to think of another goal or outcome you want.
Check It Out
family values?
Does this idea follow my personal and
g to do?
thin
t
righ
Will my family and I think it is the
Will this idea help me stay safe and
healthy?
Does this idea follow family, school,
and community rules?
Does this idea show respect for mys
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elf and others?
Could this idea really work, that is, is
it realistic?
Step 2: Create a list of ways to solve the problem and reach your goal.
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1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________
5.___________________________________________________________________________________
6.___________________________________________________________________________________
Check It Out: Can you answer “yes” to all the questions for the ways you might use to solve
the problem? If not, you need to remove those with “no” answers from the list.
Page 38
Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Student Worksheet, Page 3
Step 3: Think about the advantages and disadvantages for each way.
Advantages
Disadvantages
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4.
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5.
6.
g e s va n t a g e s
a
t
n
a
v
d
A
Disad
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Step 4: Pick the best way to solve the problem.
I will try number to try to solve the problem.
Step 5: Make it happen.
This is where you would ACT to make it happen.
After you act on your solution, you can see if you think your way solved the problem.
© Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 39
Teacher Reference–Assessment
Assessment Rubric for Skill Development:
Rate the Risk and Manage the Challenge
•
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Elements in the Lesson
Identified an appropriate risk level
Used the problem-solving steps to avoid or manage a negative risk situation
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Step 1: State the problem and what you want to happen or your goal.
Check It Out
Step 2: Create a list of ways to solve the problem and reach your goal.
Check It Out
Step 3: Think about the advantages and disadvantages for each way.
Step 4: Pick the best way to solve the problem.
Step 5: Make it happen.
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NOTE: Step 5 cannot be assessed. It is included to remind students that
a plan for solving a problem is not enough. They must act on the plan.
The following rubric can be used for assessing student skill development. The student has
demonstrated the elements of this skill through role play, written assignments, or classroom activities.
2
A risk level
is circled for
some of the
situations.
Some of the
problemsolving
steps are
completed.
Most steps
are vague
or may not
help solve the
problem.
A risk level
is circled for
each of the
situations.
All of the
problemsolving
steps are
completed,
but some are
vague or may
not help solve
the problem.
3
A risk level
is circled for
each of the
situations.
All of the
problemsolving
steps are
completed.
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Page 40
Lesson 3
4
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1
Grades 7-8
Comments
A risk level
is circled for
each of the
situations. All
of the problemsolving steps
are completed
with detailed
descriptions
that show
a depth of
understanding.
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Student Self-Assessment Rubric
Name_ ____________________________
Self-Assessment Rubric:
Rate the Risk and Manage the Challenge
Elements in the Lesson
Identified an appropriate risk level
Used the problem-solving steps to avoid or manage a negative risk situation.
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•
•
On
Step 1: State the problem and what you want to happen or your goal.
Check It Out
Step 2: Create a list of ways to solve the problem and reach your goal.
Check It Out
Step 3: Think about the advantages and disadvantages for each way.
Step 4: Pick the best way to solve the problem.
Step 5: Make it happen.
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NOTE: Step 5 cannot be assessed. It is included to remind students that
a plan for solving a problem is not enough. They must act on the plan.
2
3
I circled a
risk level for
some of the
situations. I
completed
some of
the steps
of problem
solving. Most
of the steps
are brief,
unclear,
vague, or
may not help
solve the
problem.
I circled a
risk level for
each of the
situations. I
completed
all of the
problemsolving steps,
but some are
brief, unclear,
vague, or
may not help
solve the
problem.
I circled a
risk level for
each of the
situations. I
completed
all of the
problemsolving
steps.
4
Comments
I circled a
risk level for
each of the
situations. I
completed all
of the problemsolving steps
with detailed
descriptions
to show my
complete
understanding.
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1
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Use the following rubric to assess your skill of identifying negative risk situations and using the steps of
problem solving to avoid or manage the situation.
© Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 41
Teacher Reference—Assessment, Page 1
Assessment Checklist for Skill Development:
Rate the Risk and Manage the Challenge
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The following table can be used as a checklist for tracking student skill development. The checklist can also
be used as an analytic rubric for scoring student work by assigning a numeric value to the skill levels: Not
evident, Emerging, and Evident.
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If you assign a numeric score value to the student’s skill level, you can use it in a variety of ways.
• You can assign the same weight to each element of the skill. For example, in a skill having three
elements, the student would receive 5 points for each element performed correctly. The student
could receive a total score of 15 points.
• You could weight the elements of the skill differently. For example, the student could earn up to
5 points for the first element, up to 9 points for the second element, and one point for the third
element, for a maximum total of 15 points.
Not evident
Emerging
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The student
identified
what he or
she wanted to
happen or his
or her goal.
Comments
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The student
stated the
problem.
Evident
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The student has demonstrated the following elements of this skill through role play, written assignments,
or classroom activities.
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The student
used the Check
It Out questions
and answered
“yes” to all
questions for
his or her goal.
Page 42
Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Teacher Reference—Assessment, Page 2
Not evident
Emerging
Evident
Comments
On
ly
The student
created a list of
ways to solve
the problem
and reach his
or her goal.
ie
Fo
r
The student
picked the best
way to solve
the problem.
Pr
ev
The student
thought about
advantages and
disadvantages
for the
remaining
ideas.
w
The student
used the Check
It Out questions
and removed
ideas if he or
she could not
answer “yes” to
all questions.
The student
made it
happen.
[This step
cannot be
assessed.].
© Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 43
Student Self-Assessment Checklist, Page 1
Name____________________________
Self-Assessment Checklist:
Rate the Risk and Manage the Challenge
I stated the
problem.
I identified what
I wanted to
happen or my
goal.
I did this
step.
I did this
step easily.
Write your
response to
this question
in the
“Comments”
column: Why
do you think
this step
was easy?
w
I did this
step, but it
was hard.
Write your
response to
this question
in the
“Comments”
column: Why
do you think
this step
was hard?
Comments
Pr
ev
I did not do
this step.
Write your
response to
this question
in the
“Comments”
column:
Why do you
think you
didn’t do
this step?
On
Use the following checklist to assess your skills.
Think about each action in the left-hand column.
Place an “x” under the statement that best describes what you did and how easy or difficult it was.
Write any ideas or thoughts you have in the “Comments” column.
ie
•
•
•
•
ly
Directions:
Fo
r
I answered the
“Check It Out”
questions for
my goal.
I created a
list of ways
to solve the
problem and
reach my goal.
Page 44
Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008
Student Self-Assessment Checklist, Page 2
I picked the
best way to
solve the
problem.
I did this
step easily.
Write your
response to
this question
in the
“Comments”
column: Why
do you think
this step
was easy?
Comments
ie
Pr
ev
I thought about
advantages
and
disadvantages
for the
remaining
ideas.
I did this
step.
w
I answered the
“Check It Out”
questions for
each idea and
kept only those
I could answer
“yes” to all
questions.
I did this
step, but it
was hard.
Write your
response to
this question
in the
“Comments”
column: Why
do you think
this step
was hard?
ly
I did not do
this step.
Write your
response to
this question
in the
“Comments”
column:
Why do you
think you
didn’t do
this step?
On
Fo
r
I made it
happen.
NOTE: You
cannot assess
this step now.
© Copyright 2008
The Power Is Yours to Be Tobacco Free
Grades 7-8
Lesson 3 Page 45
ly
On
w
ie
Pr
ev
Fo
r
Page 46
Lesson 3
Grades 7-8
The Power Is Yours to Be Tobacco Free
© Copyright 2008