grade 4 lesson 1 - alberta quits · grade 4| lesson 2 | teacher notes notes: notes: a short...

GRADE 4 LESSoN 1

Grade 4 | Lesson 1 | Lesson outline

45 MINUTES GUIDING QUESTIoNS

• What is tobacco?• What is nicotine?• What is a nicotine addiction?• Which tobacco products have nicotine?• Why are chemicals added to tobacco?

ACTIVITIES Presentation activities • Drag and drop tobacco products• Touch the spot to reveal the chemicals• Wrap up quiz

Print activities • Tobacco fortune teller handout

MATERIALS • Access to the internet for lesson presentations.• SMART board compatible or navigate with a mouse.• Sound for videos.

TEACHER RESoURCES

• Optional Parent letter – word document• Cross-curricular competency links in BOLD• Slide notes for presentation- PDF document

DISCUSSIoN TIPS • Several new terms and definitions are introduced in this lesson and reinforced throughout.

It’s important to use accurate and factual terms.• MANAGE INFORMATION: Students are exposed to tobacco-like products such as e-

cigarettes. Be factual with students and address misunderstandings. See reference materialbelow for more information.

• THINK CRITICALLY: probing questions are built into the lessons, encourage students topredict the correct answers before moving to the next slide. Link answers to real-lifeexamples when possible.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: Conversations between Heroes and Bossesoccur throughout the lessons. Encourage students to consider the risk factors presented bythe Bosses and the resilience (protective) factors demonstrated by the Heroes. Use theseconversations to highlight diverse perspectives, discuss decision making, and possiblesolutions to the problems presented. Emphasize ethical issues such as tobacco industrytactics to target youth and profits from their unhealthy products.

• Wrap up (What did we learn?) and review (What do you remember?) of previous lessons areengagements built into each lesson. These are interactive class quizzes intended to increaserepetition of key health related concepts. Reinforce correct answers and use wrong answersas teachable moments to ensure students understand.

REFERENCE MATERIAL For more information on Smoking and Youth, Electronic Cigarettes, Hookah/Shisha and Spit Tobacco go to myhealth.alberta.ca

https://myhealth.alberta.ca/

THE ACADEMYFOR TOBACCO REDUCTION

More than 7ooo

toxic chemicals in

a burning cigarette

The

toba

cco

plan

t co

ntai

ns a

pow

erfu

l dr

ug c

alle

d ni

cotin

e

Tobacco companies addharmful chemicals to

tobacco products

28 or more chemicals in smokeless tobacco

cause cancer

A person with anicotine addictiondepends strongly

on the drug

1 2

8 37 4

6 5

Fortune Teller

See how many tobacco facts your friends and family know.

1. Print and cut out fortune teller. Fold in half twice.2. Open out, turn over so top is blank and fold each corner into the middle3. Turn over and repeat4. Turn over so you can see the circles5. Slide your thumb and your finger behind 2 of the pictures and press together so they bend round and touch6. Turn over and repeat with the thumb and finger of the other hand for the other two pictures7. All the pictures should now be at the front with centres touching and you are ready to use your fortune teller!

Facts About

Nicotin

eFacts

About

CigarettesFacts About

Smokeless

TobaccoFacts About

Tobacco

Nicotine is a highlyaddictive drug

It co

ntai

ns r

ough

m

ater

ial t

o cu

t you

r m

outh

so

nico

tine

is

abso

rbed

fast

er

70 or more chemicals in a

burning cigarette cause cancer

TEACHER NOTES

Grade 4| Lesson 1 | Teacher Notes

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Additional teaching tips for each lesson and suggestions to enhance cross-curricular links.


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Notes: It’s important to use accurate and factual terms when talking about health. Terms such as nicotine and addiction are used throughout these lessons.

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Notes: The definition of an addiction is an abstract concept for most students. The definition is reinforced throughout the grade 4 lessons and again in grade 5 and 6.

It is an essential concept for students to understand and will inform healthy decision-making strategies later in life.

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Notes: SMART Board activity.

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Notes: THINK CRITICALLY: use this as a prediction activity. Have students write down their predictions then compare to the facts.


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Notes: Reference material - provides links to detailed information for tobacco like products.

Notes: MANAGE INFORMATION: tobacco-like products are not “safer” compared to cigarettes or chew tobacco. Avoid using terms such as “a safer alternative” or conveying a message that the products are “less risky”. Refer to the reference material for factual and reliable information on a variety of tobacco-like products.


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Notes: IDENTIFY AND SOLVE COMPLEX PROBLEMS: Encourage students to consider the risk factors presented by the Bosses and the resilience (protective) factors demonstrated by the Heroes.


Touch the green + images to reveal a picture of the chemical. Discuss these chemicals in the environment. Some students will associate the poison warning labels with the health warning labels on tobacco product packaging.

MANAGE INFORMATION: warning labels are a valuable source of information.



Notes: Order the tear off sheets in full color from the resource section on The Academy website.


Student assessment options: for oral responses students can answer as a class, small group, or individually. For written answers, read the questions and show the drop down menu of possible answers. Students write out group or individual responses then review as a class.

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GRADE 4 LESSoN 2



• What are the harmful effects of tobacco?o Physical, psychological, and social harms

• Why are second and third hand-smoke harmful?• What are your healthy habits?

ACTIVITIES Presentation activities • Review of lesson 1• Healthy lungs – run on the spot• Heart health – dance or run on the spot• Wrap up quiz

Print activities • Health Shield – healthy habits activity


TEACHER RESoURCES

• Optional Parent letter – word document• Cross-curricular competency links in BOLD• Slide notes for presentation- PDF document

DISCUSSIoN TIPS • Harmful effects are presented in three categories with distinct icons for each. These icons

appear throughout the lessons and are a major part of the cooperative card game.• THINK CRITICALLY: Continuous exposure to second-hand and third-hand smoke is a serious

health risk, hence laws are used to protect children and others from this type of pollution.Random exposure to a camp fire is low risk because the exposure to smoke is limited andsmoke is not inhaled directly into the lungs. Firefighters are exposed to fires so they arerequired to wear protective gear. The ‘amount’ of exposure to a risk factor is important forstudents to begin to understand.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: Understanding the consequences of nicotineaddiction and social isolation is more complex compared to physical harms. Students willtalk about people they know who use tobacco and the challenges they face. Be empatheticbut also optimistic, the authentic stories will provide opportunities to discuss informeddecision making strategies and healthy lifestyle solutions.

• Healthy Habits Activity – Encourage students to identify a variety of healthy physical, socialand mindfulness activities. Have students defend their decision to engage in healthyactivities. Help students make the connection between living a healthy lifestyle to preventthe harms associated with tobacco use.

REFERENCE MATERIAL For more information on Smoking and Youth, Spit tobacco and Second-hand and Third-hand Tobacco Smoke go to myhealth.alberta.ca


Grade 4 | Lesson 2 | Shield Activity

HEALTH SHIELDCREATE A SHIELD To PR0TECT YoU FRoM THE

HARMFUL EFFECTS oF ToBACCo!In this activity you will list the health benefits of being tobacco free. Identify what you value most about your health and write or draw it in your shield. Don’t forget to decorate your shield and really make it your own!

Image by Tanaka K. Mutikani

TEACHER NOTES


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Notes: Students will talk about people they know who use tobacco and the challenges they face. Be empathetic the authentic stories provide opportunities to discuss informed decision making strategies and healthy solutions.

Notes: Review of lesson 1 content




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Notes: These icons will appear throughout the lessons and are a major part of the cooperative card game. Encourage students to think about the multiple dimensions of health.

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Notes: Students with asthma or other respiratory issues may not want to participate in the physical activities in this lesson.

Run or dance on the spot. Play music for 1 min to motivate students to move.

Breathing through the straw reflects how difficult it is to move air in and out of damaged lungs.

Notes: This is a comparative image using human lungs.


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Notes: A short animated video related to this content can be found in the resource section of the website. The videos are used in grade 5 and 6, depending on the class it may be appropriate for grade 4.

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Revisit image of discolored lungs to reinforce visual of tar build up.

Notes: Brainstorm health activities students can do at school and at home.



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Notes: Nicotine is a type of drug that stimulates the heart muscle to pump harder and faster (increases the pulse) even when the person is not exercising.

The healthy way to stimulate the heart muscle is to exercise, this will increase your pulse and provide healthy exercise for your heart and body.

Regular exercise is one way to prevent a heart attack.

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Notes: THINK CRITICALLY: second-hand smoke is a form of air pollution. Discuss ways to avoid this type of air / environmental population.

Notes: People will often smoke outside to protect others form exposure in the home. This is a form of harm reduction and should be considered as a positive protective strategy to decrease the amount of exposure to an environmental risk factor.


Notes: THINK CRITICALLY: have students debate the difference between random exposure and continuous exposure.

Discuss ways they can avoid exposure to air pollution in their environment.

Notes: Third-hand smoke is used to describe the smells and toxic chemicals that stick to fabric and other surfaces exposed to tobacco smoke.

Teachers are exposed to third-hand smoke when working closely with a student from a smoking household.

Notes: Psychological harms are abstract concept for most students.

Link the concepts to familiar terminology used in the school to addresses this domain of wellness.

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Notes: Encourage students to identify a variety of healthy physical, social and mindfulness (psychological) activities they like to do.

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GRADE 4 LESSoN 3



• What is traditional tobacco use?• What is non-traditional tobacco use?• What is tobacco misuse?• Why do people experiment with tobacco?• What is peer pressure?

ACTIVITIES Presentation activities • Review of lesson 2• Video – Traditional Tobacco Use (embedded in lesson presentation)• Think - Pair – Share: traditional family activities• Positive or negative peer pressure drag and drop• Qualities of a role model• Wrap up quiz

Print activities • Radiant role model work sheet


TEACHER RESoURCES

• Optional Parent letter – word document• Cross-curricular competency links in BOLD• Teacher notes for presentation slides - PDF document

DISCUSSIoN TIPS • There is a distinct difference between traditional use of tobacco and misuse of tobacco. The

video is intended to clarify the differences, provide factual information for Aboriginal culturalpractices, in an age appropriate manner.

• MANAGE INFORMATION: Discuss the authentic value of the information presented.Recognize oral history as a way of learning about family traditions.

• THINK CRITICALLY: Students learn to recognize that peer pressure, curiosity, a desire to fit in,avoiding dealing with problems, and rebelliousness are common risk factors that influencepeoples decision to use tobacco. Evaluate the reasoning behind the actions to help studentsunderstand the implications.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: The tobacco Bosses represent a negative riskfactor and the Heroes represent positive role models. The Heroes also demonstrate effectiveways to respond to negative situations.

• DEMONSTRATE GOOD COMMUNICATION SKILLS: Prior to advancing slides encouragestudents to consider the situation and how they would respond. This helps studentscontemplate their personal actions and articulate their solution to the situation in a safe andsupportive environment.

REFERENCE MATERIAL For more information on Smoking and Youth, go to myhealth.alberta.ca See also Traditional Use of Tobacco In Aboriginal Cultureshttps://www.youtube.com/watch?v=PXFPBD6k73I&index=15&list=PL9B6508D815B3816D


https://www.youtube.com/watch?v=PXFPBD6k73I&index=15&list=PL9B6508D815B3816D

RADIENT RoLE MoDELS

Grade 4|Lesson 3 | Radient Role Models Worksheet

A positive role model is someone who inspires you to be the best YOU! In the sun, write the name of one of your role models. In the sun’s rays, write or draw what you like the most about your role model. In the leaves of the plant, write how that person makes you feel.

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Notes: SMART Board activity

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Notes: Traditional use of tobacco is not isolated to Aboriginal cultures. Recognize diversity and encourage discussions of healthy (physical, social and psychological) family traditions.

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Notes: MANAGE INFORMATION: Discuss the authentic value of the information presented. Recognize oral history as a way of learning about family traditions.


Notes: THINK CRITICALLY: evaluate the definition of tobacco misuse and compare it to the definition of an addiction. See if students draw the conclusion that misuse of tobacco is considered a nicotine addiction.

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Notes: THINK CRITICALLY: Students learn to recognize that peer pressure, curiosity, a desire to fit in, avoiding dealing with problems, and rebelliousness are five common risk factors that influence peoples’ decision to use tobacco.

Evaluate the reasoning behind the actions to help students understand the implications.

Notes: The Bosses represent the risk factors. Youth who experiment with tobacco often report one of the 5 risk factors as influencing their decision to try it.


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Notes: IDENTIFY AND SOLVE COMPLEX PROBLEMS: peer pressure can be verbal, non-verbal, in the form of exclusion or inclusion, and many others. Students need to learn how to recognize various forms of peer pressure and identify appropriate solution.


Notes: IDENTIFY AND SOLVE COMPLEX PROBLEMS: The tobacco Bosses represent a negative risk factor and the Heroes represent positive role models. The Heroes also demonstrate effective ways to respond to negative situations.

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Notes: DEMONSTRATE GOOD COMMUNICATION SKILLS: Prior to advancing slides encourage students to consider the situation and how they would respond. This helps students contemplate their personal actions and articulate their solution to the situation in a safe and supportive environment.

Notes: This activity could be a homework sheet for students to complete with parents.

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GRADE 4 LESSoN 4



• What is self-esteem?• What is a difficult situation• How can you say “no” to tobacco?• What are healthy habits?• How do you make healthy decisions?

ACTIVITIES Presentation activities • Review of lesson 3• Self-esteem game• How to say “no” to tobacco?• Wrap up quiz – five question class review

Print activities • Refusal skills scenarios• ORDER CARD GAMES FOR LESSON 5


TEACHER RESoURCES

• Optional Parent letter – word document• Cross-curricular competency links in BOLD• Teacher notes for presentation slides - PDF document

DISCUSSIoN TIPS • WORK COOPERATIVELY WITH OTHERS: When youth experience low self-esteem it puts

them at risk for many unhealthy behaviours. Encourage students to identify personalstrength and to look for strengths in others. Inclusive environments for collaboration andteamwork foster positive self-esteem!

• THINK CRITICALLY: In this lesson the Heroes demonstrate a variety of ways to say “no” totobacco. Encourage class discussion, compare and contrast the different strategies, and havestudents consider which approach would work best in different situations. The refusalstrategies are also reinforced in the cooperative card game in the next lesson.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: in the self-esteem game students are presentedwith scenarios and provided 3 options to respond in a manner that will boost the Heroesself-esteem. Challenge students to explain why they believe the response will boost self-esteem.

• DEMONSTRATE GOOD COMMUNICATION SKILLS: for the refusal skills scenarios encouragestudents to think of realistic and meaningful ways to refuse pressure to try tobacco. Studentsneed to role play the refusal strategies in order to develop a realistic understanding that itcan be difficult. The more students practice the more confident they will become. Thisactivity can quickly get out of hand so structure it in a way that motivates students to thinkcritically and communicate effectively.

REFERENCE MATERIAL For more information on Smoking and Youth, go to myhealth.alberta.ca


REFUSAL SKILLS

1) You are being peer pressured to try chew tobacco. What will you say? Refusal strategy: Suggest a healthy safe activity Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) You are being pressured to go out with your friends. They are talking about vaping and how cool it looks. What will you say? Refusal strategy: Troubleshoot before you get there Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Your friend tells you their older brother smokes tiny cigars. Your friend tried it and now wants you to try it too. What will you say? Refusal strategy: Make a joke of it Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) A friend tells you how cool it is to smoke. Her mom smokes so she wants to smoke too. What will you say? Refusal strategy: Use the health approach Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Remember, find new friends that care about you and your health if your friends won’t stop pressuring you.

Grade 4 | Lesson 4 | Refusal Skills Worksheet

In small groups, choose one refusal strategy for each scenario. Script a refusal strategy to the peer pressure situation. Take turns practicing the refusal strategy in your group.

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IDENTIFY AND SOLVE COMPLEX PROBLEMS: in the self-esteem game students are presented with scenarios and provided 3 options to respond in a manner that will boost the Heroes self-esteem. Challenge students to explain why they believe the response will boost self-esteem.


Notes: THINK CRITICALLY: In this lesson the Heroes demonstrate a variety of ways to say “no” to tobacco. Encourage class discussion, compare and contrast the different strategies, and have students consider which approach would work best in different situations. The refusal strategies are also reinforced in the cooperative card game in the next lesson.

Notes: Ask for examples for each scenario.

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Notes: DEMONSTRATE GOOD COMMUNICATION SKILLS: encourage students to think of realistic and meaningful ways to refuse pressure to try tobacco.

This activity can quickly get out of hand so structure it in a way that motivates students to think critically and communicate effectively!

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Notes: SMART Board Activity.

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Notes: Students need to role play the refusal strategies in order to develop a realistic understanding that it can be difficult. The more students practice the more confident they will become in respectfully communicating refusal strategies in difficult situations.

Notes: To order the cooperative card game go to The Academy website and follow the links.

Stop on this slide if you are not playing the cooperative card game

Notes: Click on the link to watch a short video about the game, the rules, and how to defeat Her Vileness and the Toxic 12.

Watch the game play video again at the start of the 5th lesson.

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grade 4 lesson 1 - alberta quits · grade 4| lesson 2 | teacher notes notes: notes: a short...

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