Grade level: 9th and 10th Grade

Subject(s): Health, English, Technology

Learner Outcomes: The student will be able to identify at least four of the negative effects of tobacco.

Duration of the lesson:

· The lesson will take 100 minutes from the time the instructor facilitates the introduction to the investigation of the web site and then approximately one 50 minute period to allow students time to construct Power Point presentations.
· Students who finish early may add sound and other Power Point features to enhance their presentations.

Materials:  The students access the web address that contains the scope of the effects of smoking.  The students need a computer that has access to the web and Microsoft Office Professional version.

Technology Tools/ Courseware:  Computers with MS Office Professional and access to the World Wide Web (possibly requiring the reservation of the computer lab), data projector
Teacher Notes:

· Make sure all students have the permission form for Internet Access completed
· Make sure all students visit only the specified web site
· Have floppy disks for specified number of students

1. Explain to the students the importance of visiting the required web addresses only.
2. Click the following address to access the web addresses on the ill effects of Tobacco use. ASH
3. Have the students explore the web address on their own to examine the effects that seem most important to them.
4. Explain to the students how to open the web browser of choice and to go to the address on the page where the effects of tobacco are found. Have the students to read and point out the effects of tobacco that they find most alarming to them.  Discuss.
5. Have the students to now open the Power Point scaffolding and create their own presentation, using the the scaffolding as a guide to go by, that expresses their own views of the effects of tobacco.

· Special education students will work with the assistance of inclusion teacher/peer
· Consult individual student's IEP and 504 plan

The students that finish early may use the advanced features of Power Point to enhance their presentations with sound and animation.

The students that finish early can assist their peers.

State and National Standards
State Standards:
 

Health

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, STDs).
· HE.HS.3.6 identify ways to develop good character and improve self-esteem.
· HE.HS.4.1 recognize cultural diversities and their influences on health behaviors (e.g., ATOD, life expectancy, risky    behaviors).
· HE.HS.4.2 evaluate how media perspectives of health impact on 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.

    English Standard

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.
Standard 2: Writing (RLA.S.2) Students will employ a wide range of writing strategies to communicate effectively for different purposes by: developing the writing process applying grammatical and mechanical properties in writing; and gathering and using information for research purposes.

1.  Prewriting: Uses a variety of prewriting strategies (e.g., develops a focus, plans a sequence of ideas, uses structured overviews, uses speed writing, creates diagrams)  2.  Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., highlights individual voice; rethinks content, organization, and style; checks accuracy and depth of information; redrafts for readability and needs of readers; reviews writing to ensure that content and linguistic structures are consistent with purpose) 3.  Editing and Publishing: Uses a variety of strategies to edit and publish written work (e.g., uses a checklist to guide proofreading; edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; refines selected pieces to publish for general and specific audiences; uses available technology, such as publishing software or graphics programs, to publish written work) 4.  Evaluates own and others' writing (e.g., accumulates a body of written work to determine strengths and weaknesses as a writer, makes suggestions to improve writing, responds productively to reviews of own work) 5.  Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers) 6.  Uses strategies to adapt writing for different purposes (e.g., explain, inform, analyze, entertain, reflect, persuade) 7.  Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

• Personal and community health

1. Knows the availability and effective use of health services, products, and information
2. Knows environmental and external factors that affect individual and community health
3. Understands the relationship of family health to individual health
4. Knows how to maintain mental and emotional health
5. Knows how to maintain and promote personal health
6. Knows essential concepts about the prevention and control of disease
7. Understands aspects of substance use and abuse
• Language Arts
Writing
1. Uses the general skills and strategies of the writing process
2. Uses the stylistic and rhetorical aspects of writing
3. Uses grammatical and mechanical conventions in written compositions
4. Gathers and uses information for research purposes
Reading
5. Uses the general skills and strategies of the reading process
6. Uses reading skills and strategies to understand and interpret a variety of literary text
7. Uses reading skills and strategies to understand and interpret a variety of informational texts
Listening and Speaking
8. Uses listening and speaking strategies for different purposes
Viewing
9. Uses viewing skills and strategies to understand and interpret visual media
Media
10. Understands the characteristics and components of the media
• Technology Standards
1. Knows the characteristics and uses of computer hardware and operating systems
2. Knows the characteristics and uses of computer software programs
3. Understands the relationships among science, technology, society, and the individual
4. Understands the nature of technological design
5. Understands the nature and operation of systems
6. Understands the nature and uses of different forms of technology references:

• ASH
• flamingtext
• animationfactory

Author:
George Barker
Jay Anna Ellis
Macel Adams
Brenda Queen

Logan High School
 

Overview	Lesson 1	Lesson 2	Lesson 3	Lesson 4	Lesson 5
Unit Introduction	Components of Tobacco	Effects of Tobacco Use	Withdrawal Symptoms	After Effects of Smoking	Kicking the Habit

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