Puzzling Legal Addictions
Lesson 3: Spit Tobacco:
The Third Piece of the Puzzle
Subject(s): Health, Science,
Social Studies
Grade Level: 9
Learner Outcomes:
-
Students will demonstrate proficiency in locating
and using sites on the Internet.
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Students will demonstrate the ability to access
valid health information.
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Students will recognize common toxic chemicals
found in tobacco.
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Students will determine that West Virginia has
a serious spit tobacco problem.
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Students will compute the cost of maintaining
a tobacco addiction.
-
Students will recognize factors contributing
to youth addiction.
-
Students will improve communication skills.
Duration of Lesson:
-
Assignment #1: One 50-minute class period
-
Assignment #2: Three or four-50 minute
class periods
Materials:
-
Assignment #1:
-
midget tootsie rolls
-
paper towels
-
paper cups
-
worksheet with questions
-
Assignment #2: If Power Point is not available:
-
markers
-
crayons
-
scissors
-
paper
-
oak tag
-
magazines
Technology Tools/Courseware:
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Computer Lab access
-
Internet access
-
graphics program
-
Power Point
-
printer
-
disks
-
list of appropriate Web sites
Teacher Notes:
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Assure that all students have signed and understand
the Acceptable Use Policy form.
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Reserve the Computer Lab for 4-5 days.
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Determine if any students are diabetic and/or
allergic to chocolate.
-
Before entering Internet sites, review the sites
to determine if they are still available.
Procedures:
Assignment #1:
Introductory Activity: Day 1
-
Put a paper towel and a midget tootsie roll
in a paper cup and distribute to students.
-
Inform students they are going to be "spit tobacco"
users for the class period. They cannot remove the "quid" from their
mouth until the end of class. Remove the paper towel and tootsie
roll from the cup. Unwrap the tootsie roll and insert it into the
mouth. Instruct them NOT to eat the candy or swallow any of the juice
until class ends. Chew the chocolate until it is soft then place
it between the gum and lower lip. The "tobacco juice" is to be spit
into the cup while a discussion of spit tobacco takes place. "Mr.
Gross Mouth," a model of the mouth of a spit tobacco user, can be used
to stimulate discussion. Students will appreciate the difficulty
of communication with "chew" in their mouth.
-
After the discussion, students will visit the
Patch Project and take a quiz
on spit tobacco. Answers will be recorded on paper with additional
questions from other sites.
-
Given a set of specific
questions on spit tobacco use in West Virginia, students will visit
the Center for Disease Control to
find answers.
-
Using
CS News On Line. students will determine the cost of using spit tobacco
for a year, 5 years, and 10 years.
Assignment #2: Day 1
-
Given a list of Internet sites, students will
research, find pictures, and note important
facts about forms of spit tobacco, health effects of usage, contents of
spit tobacco, and factors influencing use by young people. The notes
and references to pictures will be used to prepare for presentations and
discussions.
-
Students will be divided into four groups and
assigned researched spit tobacco topics: forms, health effects,
contents, and factors influencing use by young people. They will
be given time and materials to prepare a Power Point presentation or a
visual aid if Power Point is not available.
Modifications:
-
Students with IEPs may need assignments modified
to accommodate their learning problem.
-
Students may need to be assigned specific rolls
within their groups.
-
If students are not familiar with Power Point,
send them to Actden.
Evaluation/Assessment:
-
To evaluate the first assignment, the teacher
should assign point values to the worksheet questions.
-
The second assignment should be evaluated with
the following rubric.
|
Group Grade
|
Points Possible
|
Points Received
|
| Timing (5 minutes) |
10
|
|
| Content |
40
|
|
| Grammar |
20
|
|
| Power Point |
30
|
|
|
Presentation
Total
|
100
|
|
Enrichment Activity:
-
Students can be encouraged to visit Get
Outraged and become a tobacco sleuth.
-
Students can be encouraged to visit Quia
and play a matching game with card games.
State and National Standards:
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National Health Standards: 7, 8, 9
-
National Science Standards F: As a result
of activities developed in grades 9-12, all students should develop an
understanding of personal and community health.
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State Health IGOs: HE 23, HE 42, HE 44,
HE 59, HE 61
-
State Science IGOs: 9.1, 9.103, 9.104
Job/Career Clusters:
References:
Authors:
Cheryl
Conaway
Dr.
Krystal Curtis
Mary Kuretza
North Marion High School
Rt. 1, Box 100
Farmington, WV 26571
Attachment for Assignment
#1:
A Third Piece of the Puzzle
1. Go to Patch
Project. Go to the "spit tobacco quiz" and answer the questions.
Write your answers below.
2. Go to Center
for Disease Control and answer the following questions.
In 1993, what percentage of West Virginia males in grades 9-12 used smokeless
or spit tobacco?
Where did West Virginia rank nationally?
At the bottom of the page, click on "State and National Tobacco Control
Highlights." Then, click on "West Virginia." Under "Smokeless
Tobacco Use Among Youth, Grades 9-12, 1997 (past month) find the following
information.
Percentage
How much does 1 can/pack cost?
_______________
Cost for a years use
_______________
Cost for five years use
_______________
Cost for ten years use
_______________
Attachment for Assignment
#2:
Select five of the following sites to research information and pictures
on the following topics: forms of spit tobacco, short and long-term
health effects associated with spit tobacco use, contents of spit tobacco,
and factors influencing young people to use spit tobacco. Take careful
notes and make reference to pictures. You will use the information
in presentations.