• Grade Level 
 9
  • Subject: 
 Health, Art, English
  • Learner Outcome:
 Students will be able to list mental and physical symptoms of smoking withdrawal by completing an oral/written quiz (Health). Students will be able to create a Stop Smoking poster using clipart and Microsoft Word and obtaining information and ideas for the poster from listed websites (Art/English).
  • Duration of Lesson: 
 90 minutes block schedule (Extension activities, two class sessions)
  • Materials
 Printer paper for all students and color printer 
  • Technology Tools/Courseware:
 Data projector, computer, printer
Microsoft Word, Internet Explorer, Publisher
  • Teacher Notes
  • Teacher may want to prepare by previewing the suggested websites for students and others listed below, as well as the Powerpoint presentation. 
  • Reserve computer lab if you do not have enough computers in your classroom (may need to ask for two days in case of necessary extension, unexpected problems).
  • Procedures
  • Students will view Powerpoint presentation on smoking cessation. 
  • After viewing, teacher and students will discuss withdrawal symptoms and how to cope with withdrawal. 
  • Students will begin viewing suggested bookmarked websites on smoking and smoking cessation. 
  • Class will discuss benefits of a non-smoking life and what kind of messages or themes (for posters) would portray these benefits. 
  • Students will develop a poster using Microsoft Word or Publisher and Internet Explorer to encourage "Stop Smoking" for other students. 
  • Students may use the withdrawal information and/or permitted information from websites.
  • Modifications
 Students with IEP disabilities will be able to complete the list orally for the instructor on their own time or during class, whatever is preferred or indicated by plan.  Extended time will also be permitted when necessary.
  • Enrichment Activities
  • Students may further the lesson by researching smoking cessation articles on the internet and writing a one page summary/evaluation of the article on Microsoft Word. 
  • Students will then be able to conduct a class discussion on the news/updated articles. 
  • Appropriate search sites will be bookmarked: 
  1. The BADvertising Institute
  2. Animation Factory
  3. American Cancer Society: 
  • Evaluation/Assessment
 Students will complete a list of the symptoms of smoking withdrawal and a short class discussion with teacher initiating involvement from each student. Students will produce a poster using internet resources and Microsoft Word. A rubric for the poster may be viewed at: 
Rubistar
WV Health Content Standards
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.
National Health Standards: 
  •  Knows how personal behaviors relate to health and well-being 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 diseases through needle sharing or sexual activity) 
  • Understands that alcohol, tobacco, and other drug dependencies are treatable diseases/conditions 


WV English Content 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.
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.
    • National English (Language Arts) Content Standards:
     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's 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., to 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) 
        8.  Writes fictional, biographical, autobiographical, and observational narrative compositions (e.g., narrates a sequence of events; evaluates the significance of the incident; provides a specific setting for scenes and incidents; provides supporting descriptive detail [specific names for people, objects, and places; visual details of scenes, objects, and places; descriptions of sounds, smells, specific actions, movements, and gestures; the interior monologue or feelings of the characters]; paces the actions to accommodate time or mood changes; creates a unifying theme or tone; uses literary devices to enhance style and tone) 
        9.  Writes persuasive compositions that address problems/solutions or causes/effects (e.g., articulates a position through a thesis statement; anticipates and addresses counter arguments; backs up assertions using specific rhetorical devices [appeals to logic, appeals to emotion, uses personal anecdotes]; develops arguments using a variety of methods such as examples and details, commonly accepted beliefs, expert opinion, cause-and-effect reasoning, comparison-contrast reasoning) 
        10.  Writes descriptive compositions (e.g., uses concrete details to provide a perspective on the subject being described; uses supporting detail [concrete images, shifting perspectives and vantage points, sensory detail, and factual descriptions of appearance]) 
        11.  Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life) 

    WV Art Content Standards:
    Standard 1:  Media, Techniques and Processes  (VA.S.1)
    Students will:

    • identify media and materials used in creating art;
    • understand processes and techniques in creating art;
    • apply problem-solving skills in creating two-dimensional and three-dimensional works of art; and
    • use materials and tools in a safe and responsible manner.
    Standard 6:  Multi-disciplinary Connections  (VA.S.6)
    Students will:
    • identify characteristics of the visual arts and other disciplines; and
    • analyze by comparing and contrasting connections between disciplines.
    National Standards/Art: 
    1.  Applies media, techniques, and processes with sufficient skill, confidence, and sensitivity that one's intentions are carried out in artworks 
    2.  Understands how the communication of ideas relates to the media, techniques, and processes one uses 
    • Job/Career Clusters
    		 Health, Human Services, Business Marketing
    • References: 
    1. Lung Association of Saskatchewan 
    2. Rubistar
    3. Flaming Text
    4. Animation Factory
    5. The BADvertising institute
    6. Action on Smoking and Health
    7. Quit All Together 
    8. American Cancer Society
    Macel Adams
    Jay Anna Ellis
    George Barker
    Brenda Queen
    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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