Grade Level:
9-12
Subject:
Health/English
Learner Outcomes:
- The student will list the
main components of tobacco and give harmful effects of each.
- The student will list several
of the ingredients added to cigarettes to enhance the product.
Duration:
Materials:
Technology Tools:
Computer with Internet access
Teacher Notes:
- Prepare handout
of diagram of human body
- Prepare demonstration
of cigarettes & matches
- Prepare dish & cover
for experiment
Procedures:
- Students will complete
a smoking
survey and give their opinion on smoking.
- Teacher will present the
main components
of cigarettes, as students access the website.
- Teacher and students will
discuss the components and their effects as well as the additives
used to enhance cigarettes.
- Demonstrate the chemicals
in cigarette paper. Slit paper and remove tobacco. Twist 2-3 cigarettes
papers together and light. Allow students to smell the smoke. Most
students react as if they smelled ammonia. This will help them realize
the chemicals added to cigarettes. Now take the tobacco and place in
covered dish. Allow to sit for several days. Each day photograph the
progress of bacteria growth using a digital camera and post the pictures
in the classroom. Bacteria and mold growth will be extensive.
- Pass out handout of
human body for students to label the health problems associated with smoking.
- Test students on main
components and list 2 harmful effects of each. Word
Search additives added to cigarettes.
Modifications:
- Special education students
will receive extended time to complete assignment and oral testing as needed.
Enrichment Activities:
- Student may further research
some of the ingredients added cigarettes and discover the deadly effects of
these ingredients and how they are used in other products.
Evaluation/
Assessment:
- Students will be
tested on components of tobacco and complete a word search puzzle.
- Students will be given
a diagram of the body and describe from head to toe some of he harmful effects
of nicotine, tar, and carbon monoxide.
State and National
Standards:
- HE.HS.5.1
utilize skills for effective communication in discussions concerning ATOD,
nutrition.
- HE.HS.1.1
compare and contrast the components of total wellness (e.g., social, physical,
intellectual, emotional, spiritual).
- HE.HS.1.3
analyze and interpret how public health and social policies, along with
government regulations (e.g., local, state, federal, world health organizations),
influence health promotion and disease prevention.
- HE.HS.2.1
identify and evaluate resources that provide accurate health information in
regard to the National Standards of Health Education.
- HE.HS.3.3
list examples and explain short and long term impacts of health decisions
(e.g., smoking, good diet, wearing seat belts) on the individual, family and
community (e.g., lung cancer, heart disease,
- HE.HS.3.6
identify ways to develop good character and improve self-esteem.
- ATOD, life expectancy,
risky behavior)
- HE.HS.4.2
evaluate how media perspectives of health impact personal, family and community
health.
- HE.HS.5.3
demonstrate a variety of communication skills (e.g., verbal, non-verbal, listening,
writing, technology, workplace).
- HE.HS.6.3
analyze the effects of potentially harmful decisions that impact health
and the effect these decisions have on their family, community and self (ATOD
use, STD transmission, pregnancy prevention, teen parenting).
- HE.HS.7.1
use written, audio and visual communication methods to express health messages
(e.g., posters, reports, role playing).
- HE.HS.7.2
demonstrate the ability to adapt health messages to characteristics of a particular
audience
National Health Standards:
- Knows how personal behaviors
relate to health and wellness and how these behaviors can be modified if necessary
to promote achievement of health goals throughout life (e.g. following a
personal nutrition plan to reduce the risk of disease, periodically self-assessing
physical fitness.
- Understands the short-
and long-term consequences of safe, risky, and harmful behaviors.
- Understands how personal
health needs change during the life cycle. Understands the impact of personal
health behaviors on the functioning of body systems.
- Knows the short- and long-term
effects associated with the use of alcohol, tobacco, and other drugs on
reproduction, pregnancy, and the health of children.
- Knows how the abuse of
alcohol, tobacco, and other drugs often plays a role in dangerous behavior
and can have adverse consequences on the community (e.g., house fires, motor
vehicle crashes, domestic violence, date rape, transmission of disease through
needle sharing or sexual activity.
- Understands that alcohol,
tobacco, and other drug dependencies are treatable diseases/conditions
English Standards:
-
Standard 1: Reading (RLA.S.1) Students will use skills to read for
literacy experiences, read to inform and read to perform a task by: identifying
and using the dimensions of reading (phonemic awareness, phonics, background
knowledge/vocabulary, high frequency words/fluency comprehension, writing
and motivation to read); and employing a wide variety of literature in developing
independent readers.
English (Language Arts) National
Standards:
6. Uses strategies to
adapt writing for different purposes (e.g., to explain, inform,
Job/Career
Clusters:
References:
Authors:
Logan High School
TOP
OF PAGE
