Grade level: 9
Subject(s): Health, English, Technology
Learner Outcome(s): The student will be able to list the effects smoking has on your body after you smoke.
Duration of Lesson: 2 class periods. Day 1: The PowerPoint
presentation will take 15 minutes. For the remainder of the period students
will access website for Smoking
and Your Health to gather material for their flyer.
Day 2: Students will create flyer showing health factors and smoking
by using information from the website and Microsoft Word.
Materials: Students will need a computer with Internet access as well as with Microsoft Office. They will need to save their flyer to a disk as well as turn in a printed form.
Technology Tools/Courseware: Computer with Microsoft Office and Internet Accessible
Teacher Notes:
· All students must be on the school computer access list.
· Students must visit only the specified web site(s).
· Provide formatted floppy disks for each student.
· Reserve computer lab
Procedures:
1. Students will view PowerPoint
on the health changes in the body after smoking a cigarette.
2. After viewing the presentation they will visit the selected website(s).
(See References Below)
3. While viewing the websites, they can take notes for their flyer they will
be preparing.
4. The second day students will bring notes to class, open Microsoft Word
and prepare their flyer.
5. Upon completion they will both print and save their flyer to disk.
Modifications: Special education students will work with the assistance
of the resource teacher. Consult individual student's IEP and 504 plan.
Enrichment Activities: Visiting selected websites. (See References Below)
Evaluation/Assessment: Complete rubric
for each student.
West Virginia State 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.
West virginia 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.
West Virginia 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
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
English (Language Arts) National 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)
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 and Human Services
References:
a) Smoking
and Your Health
b) Smoking
101
Components
of Nicotine Addiction
Get
Motivated to Quit
Women's
Concerns
Your
Weight
Stay
Motivated
Helping
Someone Quit
What
to Expect
Smoking
and Asthma: What’s the Connection?
Smoking
& COPD
Glossary
Smoking
Q & A
Macel Adams
George Barker
Jay Anna Ellis
Brenda S. Queen
Logan High School
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