grade 5 lesson 1 - albertaquits

GRADE 5 LESSoN 1

Grade 5 | Lesson 1 | Lesson outline

45 MINUTES oBJECTIVE AND GUIDING QUESTIoNS

• What is tobacco?• What is nicotine and nicotine addiction?• What chemicals are added to tobacco?• Why do people experiment with tobacco?

ACTIVITIES Presentation Activities • Touch the spot to reveal the chemicals• Smoking is NOT normal• Wrap up quiz – a timed True or False game

Print Activities • Fortune Teller (order full color tear off sheets from The Academy website)

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

TEACHER RESoURCES

• Optional parent letter on website resources• Cross-Curricular Competency Links in BOLD• Slide notes for lesson

DISCUSSIoN TIPS • Grade 5 Lesson 1 is a review of grade 4 content. Repetition of key tobacco prevention

concepts supports knowledge retention and healthy decision making over time.• MANAGE INFORMATION: Students are exposed to tobacco-like products such as e-

cigarettes. Be factual with students and address common misunderstandings. See referencematerial below for more information. Students need to learn to authenticate and validatethe source of tobacco-like product information.

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

• MANAGE INFORMATION: students often over estimate how many people smoke tobacco inAlberta which demonstrates at a young age students develop a perception that smoking isnormal, which it is not. Encourage students to predict the number of people who smoke (ordo not smoke). Reveal the correct answer, show the pie graph and clarifying the facts to helpstudents understand that smoking is not normal.

• The wrap up quiz is a timed true or false activity that can be done individually or as a class.REFERENCE MATERIAL

For more information about 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

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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

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fiber

glas

s to

cut

your

mou

th s

o ni

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ab

sorb

ed fa

ster

70 or more chemicals in a

burning cigarette cause cancer

TEACHER NoTES

Grade 5| Lesson 1 | Teacher Notes

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Notes: Grade 5 Lesson 1 is a review of The Academy for Tobacco Prevention grade 4 content.

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


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.

Notes: The definition of addiction is an essential for students to understand which in turn will help inform healthy decision-making strategies later in life. The definition is reinforced throughout the lessons and again in grade 6.

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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”.

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

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Notes: SMART Board activity.

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: 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.

Ask students to share examples of when they felt peer pressured to do something they didn’t want to do. Examples do not have to relate to tobacco.


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Notes: MANAGE INFORMATION: students often over estimate how many people smoke tobacco in Alberta which demonstrates at a young age students develop a perception that smoking is normal, which it is not. Encourage students to predict the number of people who smoke (or do not smoke). Reveal the correct answer, show the pie graph and clarifying the facts to help students understand that smoking is not normal.


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Notes: THINK CRITICALLY: the content in the game is review. The clock adds an element of pressure to force rapid recall. Separate students into teams to add another element of competition between students. Discuss incorrect responses to enhance understanding.

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Notes: Although e-cigarettes are not extensively addressed in the less, it is an opportunity for teachers to assess student understanding of new and emerging tobacco products. See reference material for links to credible resources for tobacco-like products.

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Notes: Reinforce the 5 reasons why people experiment with tobacco.

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Notes: Provide Fortune Teller handout to reinforce the facts about tobacco. Order the full color tear off sheets from The Academy website resources section.

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GRADE 5 LESSoN 2



• What are the negative health effects of tobacco use?o Physical, psychological, and social harms

• Why is it so hard to quit?• What are the benefits of being tobacco-free?

Presentation Activities • Lesson 1 review – multiple choice questions• Short 3D animation videos to demonstrate effects on the body• Physical exercise activity to demonstrate healthy heart and lungs• Wrap up quiz – multiple choice and matching definitions

Print Activities • Health Shield

MATERIALS • Small narrow straws (1 per student)• Music or a stop watch to time one minute of physical activity• Sound for videos• Access to the internet for lessons• SMART board or mouse to navigate lesson engagements

TEACHER RESoURCES


DISCUSSIoN TIPS • DEMENSTRATE GOOD COMMUNICATION: many students may have family or loved ones

who use tobacco. For this reason, students may experience conflict fear and / orembarrassment. Encourage students to separate their feelings about tobacco use (which isharmful) and how they feel about the person (who is addicted to nicotine). Remind studentsmany adults use tobacco because it is addictive and difficult to quit, not because they wantto cause harm. Encourage students to be empathetic with loved ones when talking abouttobacco use. Shame, blame, and conflict may hinder opportunities for open communication.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: When talking about the fatal effects avoidtelling students smoking will kill you, scare tactics are not effective and may causeunnecessary anxiety. Help students consider the negative consequences of tobacco use,encourage students to identify healthy alternatives to tobacco use and to defend theirchoice. The next two lessons address informed decision making strategies.

• THINK CRITICALLY and MANAGE INFORMATION: the videos are 3D animations and verydetailed so it is not essential students understand all the information. Encourage students tothink about their body and how they can make healthy decisions (take personalresponsibility) to protect themselves and evaluate reasons behind thoughts and actions froma physical, physiological and social perspective.

REFERENCE MATERIAL For more information about Smoking and Youth and Spit Tobacco go to myhealth.alberta.ca


Grade 5 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

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Notes: There are four short medical videos in this lesson. They were developed by Nucleus Medical Media and have been evaluated, approved, and purchased for use in the Academy for Tobacco Prevention lessons.

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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”.

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

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Notes: THINK CRITICALLY: Encourage students to think about their body and how they can make healthy decisions to be tobacco-free to prevent the negative health consequences of tobacco use.


Notes: MANAGE INFORMATION: the videos are 3D animations and very detailed so it is not essential students understand all the information.

To preview or replay the videos in class go to The Academy website resources tab and click on the video links.

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Notes: This is an image of human lungs for comparative purposes. Emphasize the black discoloration and the small ridged size of the long-time smoker lung on the left compared to the full sized pink lung of a non-smoker on the right.

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Notes: Students with asthma or breathing issues may not want to participate in this activity.

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: Remind students many adults use tobacco because it is addictive and difficult to quit, not because they want to cause harm.


Notes: DEMENSTRATE GOOD COMMUNICATION: Encourage students to separate their feelings about tobacco use (which is harmful) and how they feel about the person (who is addicted to nicotine). Encourage students to be empathetic with loved ones when talking about tobacco use. Shame, blame, and conflict may hinder opportunities for open communication.

Notes: Health Shield Activity – have students identify what they value most about being tobacco – free and healthy then write or draw it in your shield. Encourage students to decorate their shield and really make it your own!

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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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GRADE 5 LESSoN 3


• Why do tobacco companies target youth?• How to identify manipulative marketing strategies?• How do tobacco laws help protect youth?• Why do tobacco companies need replacements?

ACTIVITIES Presentation Activities • Lesson 2 review – multiple choice and matching questions• Advertising tactics and discussion• Two truths and a lie game• Tobacco Laws matching game• Real time cost calculator• Video – Stand up to big tobacco (USA based, no Canadian alternative available)• Wrap up quiz – select all that apply

Print Activities • I am not a replacement selfie statement handout.

MATERIALS • Camera for class and /or individual pictures with selfie statements• Sound for videos.• Access to the internet for lesson presentations.• SMART board compatible or navigate with a mouse.

TEACHER RESoURCES


DISCUSSIoN TIPS • Define manipulative so students understand how the tobacco industry uses devious tactics

and unethical practices to circumvent the laws to ‘trick’ students into using tobacco.• Self-esteem is identified as a vulnerable emotion which tobacco companies target. Next

lesson self-esteem is further addressed and strategies to boost-self-esteem are introduced atthe personal and collective level.

• MANAGE INFORMATION: in this lesson students will learn how to authenticate and evaluatepassive sources of information. Encourage students to share examples of positive or negativeadvertising they have seen. Discuss the various means of advertising youth see on a dailybasis.

• THINK CRITICALLY and SOLVE COMPLEX PROBLEMS: students learn to recognize advertisingas a situation that requires deeper thinking. Students learn to evaluate the deeper meaningor reasoning within the message. Discuss how students feel when they learn they are being‘targeted’ by the tobacco industry, consider ways to communicate their feelings to society.

• GOOD COMMUNICATION SKILLS and WORK COOPERATIVELY: use the print activity topromote cooperation in the class. Have students determine how the class will communicatethe selfie statements to others. This advocacy focused activity can be very empowering!

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

Grade 5| Lesson 3 | Lesson Outline


I am not a replacement.

I am

#NotAReplacement

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Notes: Ask students to recall the color and shape of the icons used for the different types of harms.


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Notes: MANAGE INFORMATION: tobacco companies publically deny they target youth, however, documents obtained from the industry and marketing research indicates otherwise.

Remember, the Toxic 12 represent 12 different ways the tobacco industry targets youth!

Notes: MANAGE INFORMATION: in this lesson students will learn how to authenticate and evaluate passive sources of information. Encourage students to share examples positive or negative advertising they have seen. Discuss the various means of advertising youth see on a daily basis.

Notes: Define the word manipulative so students understand how the tobacco industry uses devious tactics and unethical practices to circumvent the laws to ‘trick’ students into using tobacco.


Notes: MANAGE INFORMATION: in this lesson students will learn how to authenticate and evaluate passive sources of information. Encourage students to share examples of positive or negative advertising they have seen. Discuss the various means of advertising youth see on a daily basis.

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Notes: THINK CRITICALLY: tobacco companies are using social media and internet advertising tactics more and more; they get viewers to market for them by “liking” or “forwarding” an image. The Father’s Day caption and the cute puppy dog distract viewers from the tobacco product; the glasses, tie, pipe are associated with wisdom and the leather furniture adds a masculine touch to the image.

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Notes: THINK CRITICALLY: use the marketing images and questions to promote class discussion. Encourage a response before moving to the next slide.

Notes: The image and the correct answer will zoom out to reveal the advertising tactic. Discuss these subtle tactics and how they can easily influence decisions / actions. When something is served / offered it makes it more difficult to refuse. This is a form of passive pressure to influence a quick decision.

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Notes: THINK CRITICALLY and GOOD COMMUNICATION SKILLS and WORK COOPERATIVELY: help students recognize advertising as a situation that requires deeper thinking. Students need to learn to evaluate the deeper meaning or reasoning within the message. Discuss with students how they feel about being ‘targeted’ by the tobacco industry.


Notes: Use this image to emphasize gender marketing strategies. Often sports and masculine images are used to target males and fashion or stylish images are targeted at females.

Also, consider the personality of the character or person portrayed in the advertisement.

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Notes: Encourage students to identify positive advertising messages in their classroom, school and community.


Notes: THINK CRITICALLY: students need to pay attention to the responses worded in the negative and definitive words such as “all” or “never”.

Use the correct response slides as teachable moments to help students develop a deeper understanding.

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Notes: MANAGE INFORMATION and THINK CRITICALLY: discuss the reasoning behind the laws (to protect youth from tobacco company marketing tactics, or restricting access to prevent an addiction to nicotine at a young age).

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Notes: SMART Board activity. Slide the red arrow to see real time calculations for the cost of smoking.

THINK CRITICALLY: ask students what they could buy for the same amount of money it costs to smoke per day, week, month, etc. Have students identify actual costs of items they like / want and discuss ways to save money. Being tobacco-free is one way to save money.

Notes: This is a powerful international campaign intended to empower youth to “stand up to big tobacco” and advocate for their right to be tobacco-free. It is a US based campaign, focus on the tobacco company tactics used to target youth and the advocacy strategy promoted, and less on the statistics and products displayed in the video. To learn more go to http://www.kickbuttsday.org/notareplacement

Notes: GOOD COMMUNICATION SKILLS and WORK COOPERATIVELY: use the print activity to promote cooperation in the class. Have students determine how the class will communicate their message and share their selfie statements with others. This advocacy focused activity can be very empowering!

http://www.kickbuttsday.org/notareplacement


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Notes: THINK CRITICALLY and MANAGE INFORMATION: Students need to pay close attention to the answers. In Canada, labeling laws requiring tobacco companies to add health warnings and pictures to tobacco product packaging of a certain size.

Reinforce the need for students to look at marketing tactics and think critically about the message being conveyed.

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GRADE 5 LESSoN 4



• What does it mean to experience high or low self-esteem?• What are decision-making strategies?• How do you say “no” to tobacco?• What is your personal refusal strategy?

ACTIVITIES Presentation Activities • Lesson 3 review – multiple choice questions• Self-esteem scenarios• Decision making scenarios• Roleplay a variety of refusal strategies• Wrap up quiz – multiple choice questions

Print Activities • Refusal skills scenario• ORDER CARD GAMES FOR LESSON 5

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

TEACHER RESoURCES


DISCUSSIoN TIPS • This lesson is focused on building resiliency skills (social-emotional learning) to recognize

negative social influences, develop self-awareness, and effectively communicate decisions.• MANAGE INFORMATION and THINK CRITICALLY: in the self-esteem game students learn

how to identify negative social influences, interpret and understand the message,authenticate or discredit the information, and identify a response that will protect or boostself-esteem. Negative peer influences can lead to low self-esteem. Empower students torecognize how they can take responsibility for their self-esteem (emotions) and promote apro-social environment.

• DEMONSTRATE GOOD COMMUNICATION SKILLS: discuss the various responses in the self-esteem and decision-making scenarios. Have students identify respectful yet assertivestrategies to communicate healthy decisions. Discourage unrealistic responses in this lessonbecause this can lead to an inflated (and perhaps unsafe) sense of confidence.

• IDENTIFY AND SOLVE COMPLEX PROBLEMS: discuss the decision-making and refusalstrategies in relation to the potential impact or possible solutions. Have students developresponses using the variety of strategies provided, select a strategy that feels best for them,and explain why they would use that specific strategy. Encouraging students to pre-contemplate safe and effective responses to possible negative social situation before theyexperience them. This will help students build confidence to appropriately and safelyrespond in the moment.

REFERENCE MATERIAL For more information on smoking and youth, go to myhealth.alberta.ca


REFUSAL SKILLS

1) While getting ready for your hockey game, your teammate asks if you want a pinch of chew tobacco. He says “it will give you a jolt of energy and help you score a gaol”. How will you say “no” to your teammate? Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) You and your friends have plans to meet at the movies on Friday night to see the new release. Your older sister wants to go with you. You say “OK!”. When your parents drop you off with your friends, your sister pulls out an e-cigarette and asks if anyone wants to try it. She says it’s awesome and everyone is doing it. How will you and your friends say “no” to your sister? Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) It’s summer time, you and a friend meet at the local park. You see a group of cool kids you know laughing and having fun. You join them and ask “what’s so funny?” They tell you they are taking puffs on a cigarette and blowing smoke rings. They dare you two to take a puff and blow a smoke ring. How will you and your friend say “no” to the dare? Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) You’re at a family reunion, all the cousins are hanging around together. A few cousins pull out a pack of cigarettes and lights up. They look at you, you look shocked. They laugh, one says “What…you’ve never tried smoking? Wow you’re boring! Here, give it a try, we won’t tell” Refusal strategy: _______________________________________ Script:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade 5 | 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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Notes: This lesson is focused on building resiliency skills (social-emotional learning) to recognize negative social influences, develop self-awareness, and effectively communicate decisions.

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Notes: MANAGE INFORMATION and THINK CRITICALLY: in the self-esteem game students learn how to identify negative social influences, interpret and understand the message, authenticate or discredit the information, and identify a response that will protect or boost self-esteem.

Notes: There are two sets of navigation buttons, use the top set to move within the self-esteem engagement and the bottom set to move within the lesson.

IDENTIFY AND SOLVE COMPLEX PROBLEMS: Empower students to recognize how they can take responsibility for their self-esteem (emotions) and promote a pro-social environment.

Notes: If a different decision-making model is use in the school help students make connections to similarities and differences between the two models. More decision-making strategies are introduced in The Academy for grade 6.

Notes: IDENTIFY AND SOLVE COMPLEX PROBLEMS: discuss the decision-making and refusal strategies in relation to the potential impact or possible solutions.

Have students develop responses using the variety of strategies provided, select a strategy that feels best for them, and explain why they would use that specific strategy.


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Notes: Encouraging students to pre-contemplate safe and effective responses to possible negative social situation before they experience them. This will help students build confidence to appropriately and safely respond in the moment.

Notes: DEMONSTRATE GOOD COMMUNICATION SKILLS: discuss the various responses in the self-esteem and decision-making scenarios. Have students identify respectful yet assertive strategies to communicate healthy decisions. Discourage unrealistic responses in this lesson because this can lead to an inflated (and perhaps unsafe) sense of confidence to refuse peer pressure.

Notes: SMART Board activity. Click on the circle icon to reveal the refusal strategy.

Have students discuss the strategy with a partner (or as a class). Students need to explore the various strategies to determine which one is most comfortable for them.

Notes: Initially students will use a comfortable default response when they are faced with a real-life situation. As refusal skills develop and confidence increases students will learn to respond in accordance to the situation and level of ‘risk’ perceived.

Students need opportunities to practice refusing negative influences in a safe and supportive environment in order to develop the essential skill needed to resist high risk behaviours later in life.



Notes: Remind students when in a real life situation, it can be challenging to refuse peer pressure.

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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 5 lesson 1 - albertaquits

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