THINK CRITICALLY / MANAGE INFORMATION:

Transcription

1 GRADE 6 LESSoN 1 objective AND GUIDING QUESTIoNS Grade 6 Lesson 1 Lesson outline 45 MINUTES What is a nicotine addiction? What product or device contains nicotine? What are tobacco product labeling laws? Why do people experiment with tobacco? ACTIVITIES Presentation Activities Product or devise? Chemicals added to tobacco. Wrap up multiple choice quiz. Print Activities Optional fortune teller. Free to order full color tear off sheets on the website. MATERIALS Sound for video. 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. Teacher notes for presentation slides. DISCUSSI0N TIPS Emphasize the fact that smoking is not the norm in Alberta or Canada. At an early age children develop a perception that smoking is normal which is not true. THINK CRITICALLY / MANAGE INFORMATION: use the tobacco labeling laws as a means to extend understanding of health protection legislation in Canada. Tobacco companies continuously develop new products and create new devices to avoid the tobacco labeling laws. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Discuss with the class situations that may make it difficult for them to avoid exposure to tobacco use. For example, parents / family members or friends who use tobacco. THINK CRITICALLY: This lesson addresses some reasons why people may want to try smoking and / or continue smoking despite the initial negative experience. Explain that the first experience is usually unpleasant. Possible consequences are nausea, dizziness, upset stomach and / or diarrhea. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Inform students that most people who smoke want to quit. They are aware of the health hazards (covered in lesson 2). Ensure students understand it is the highly addictive drug called nicotine that makes it so difficult to quit. MANAGE INFORMATION: This lesson explores how the information presented in tobacco product advertising may be in direct opposition to health information. Discuss how information can be managed from conflicting sources. REFERENCE MATERIAL Smoking and youth Let s talk about electronic cigarettes Let s talk about hookah Spit tobacco

2 Fortune Teller THE ACADEMY FOR TOBACCO REDUCTION See how many tobacco facts your friends and family know. Facts About Smokeless Tobacco 28 or more chemicals in smokeless tobacco cause cancer More than 7ooo toxic chemicals in a burning cigarette Tobacco companies add harmful chemicals to tobacco products The tobacco plant contains a powerful drug called nicotine 1 2 Facts About Cigarettes It contains fiberglass to cut your mouth so nicotine is absorbed faster or more chemicals in a burning cigarette cause cancer 4 A person with a nicotine addiction depends strongly on the drug 7 Facts About Tobacco 6 5 Nicotine is a highly addictive drug Facts About Nicotine 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 middle 3. Turn over and repeat 4. Turn over so you can see the circles 5. Slide your thumb and your finger behind 2 of the pictures and press together so they bend round and touch 6. Turn over and repeat with the thumb and finger of the other hand for the other two pictures 7. All the pictures should now be at the front with centres touching and you are ready to use your fortune teller!

3 TEACHER NoTES Additional teaching tips for each lesson and suggestions to enhance cross-curricular links. Grade 6 Lesson 1 is a review of The Academy for Tobacco Prevention grade 5 content. It s important to use accurate and factual terms when talking about health. Terms such as nicotine and addiction are used throughout these lessons. Grade 6 Lesson 1 Teacher Notes

4 The definition of addiction is an essential for students to understand which in turn will help inform healthy decision-making strategies later in life. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Inform students that most people who smoke want to quit. They are aware of the health hazards (covered in lesson 2). Ensure students understand it is the highly addictive drug called nicotine that makes it so difficult to quit. Grade 6 Lesson 1 Teacher Notes

5 SMART Board activity. Click the image on the scroll bar. To zoom in on the product or devise click the magnifying glass. 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. Lesson reference material provides links to detailed information for tobacco like products. MANAGE INFORMATION: The tobacco products used in various devises may claim to be nicotine free, however, recent evidence has found small amounts of nicotine present; enough to trigger the addictive mechanisms in a youth brain. Grade 6 Lesson 1 Teacher Notes

6 MANAGE INFORMATION: The tobacco industry is constantly inventing new tobacco-like devises and related products. The new inventions are not covered under existing laws so there is lag time between the release date and when the laws can be changed or updated. During this lag time tobacco companies are opportunistic; they increase marketing strategies and strategically target youth to expose them to their newest inventions. MANAGE INFORMATION: the information presented in tobacco advertising may be in direct opposition to health information. Discuss how information can be managed from conflicting sources. Furthermore, it takes time to study the short and long term health effects of new tobacco products and devices. There is a limited amount of health related evidence regarding the risks associated with these new inventions for society to make informed decisions. Grade 5 Lesson 1 Teacher Notes

7 SMART Board activity. Click next to advance or click the green icon to reveal an image for a specific chemical. Use the thumb up / down to start and end the activity. Grade 6 Lesson 1 Teacher Notes

8 THINK CRITICALLY: Students learn to recognize common risk factors that influence peoples decision to use tobacco. Evaluate the reasoning / logic presented by the Bosses and the responses of the Heroes to help students understand possible risk factors in their environment. THINK CRITICALLY: developmentally youth are curious and want to take risks so they may want to try smoking. Explain that the first experience is usually unpleasant. Possible consequences are nausea, dizziness, upset stomach and / or diarrhea. Grade 6 Lesson 1 Teacher Notes

9 At an early age children develop a perception that smoking is normal which is not true. 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. Emphasize the fact that smoking is not the norm in Alberta or Canada. Grade 6 Lesson 1 Teacher Notes

10 IDENTIFY AND SOLVE COMPLEX PROBLEMS: Discuss with the class situations that may make it difficult for them to avoid exposure to tobacco use. For example, parents / family members or friends who use tobacco. Grade 6 Lesson 1 Teacher Notes

11 In grade 6 students are more aware of body image. Link this content to other body image and wellness initiatives happening in the school. With the resurgence of older movies and TV shows youth are increasingly exposed to tobacco use on the screen. Grade 6 Lesson 1 Teacher Notes

12 Grade 6 Lesson 1 Teacher Notes

13 Grade 6 Lesson 1 Teacher Notes

14 Grade 6 Lesson 1 Teacher Notes

15 GRADE 6 LESSoN 2 objective AND GUIDING QUESTIoNS Grade 6 Lesson 2 Lesson outline 45 MINUTES What are the negative health effects of tobacco use? (Physical, psychological, and social harms) Why is it so hard to quit? How do you identify and communicate personal health values? ACTIVITIES Presentation Activities Tobacco Labelling Laws matching review Brainstorm ways to promote healthy lungs Brainstorm ways to promote a healthy heart and to manage stress Wrap up multiple choice quiz Print Activities Personal health values worksheet MATERIALS Sound for video. 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. Teacher notes for presentation slides. DISCUSSIoN TIPS IDENTIFY AND SOLVE COMPLEX PROBLEMS: Understanding the consequences of nicotine addiction and social isolation is more complex compared to physical harms. Students may have family members who experience or have died from harmful consequences of tobacco use. Be empathetic but also optimistic, the authentic stories provide opportunities to discuss informed decision making strategies and healthy solutions. MANAGE INFORMATION: encourage students to discuss tobacco use with their family, understanding the real life context of tobacco related issues will help them make informed choices. Majority of people who use tobacco want to quit, and will advise youth to avoid the addition and the associated challenges caused by the addition. THINK CRITICALLY: challenge students to think beyond the facts in this lesson, ask probing why questions to help students analyze the negative consequences of tobacco use at the individual, family, and community level. Continuous exposure to second-hand and thirdhand smoke is a serious health risk. Laws are used to reduce exposure and protect people in public places. The amount of exposure to a risk factor is important for students to understand. GOOD COMMUNICATION SKILLS: Allow students who want to share stories about people they know who have quit or are trying to quit. Discuss how the lessons will help students support their loved one in their quit attempts. Promote empathetic and respectful communication strategies. REFERENCE MATERIAL Smoking and youth Let s talk about electronic cigarettes Let s talk about hookah Spit tobacco

16 PERSoNAL HEALTH VALUES Identify what you value most about your physical, psychological, and social health below. Physical Health Psychological Health Social Health Grade 6 Lesson 2 Personal Health Values

17 TEACHER NoTES Additional teaching tips for each lesson and suggestions to enhance cross-curricular links. SMART Board activity. THINK CRITICALLY: evaluate the reasoning behind the law and discuss enforcement strategies. Who enforces the laws, how are they enforced, possible challenges and / or opportunities for enforcement of tobacco related laws. Grade 6 Lesson 2 Teacher Notes

18 THINK CRITICALLY: challenge students to think beyond the facts in this lesson, ask probing why questions to help students analyze the negative consequences of tobacco use at the individual, family, and community level. MANAGE INFORMATION: the videos in this lesson are 3D animations and very detailed. It is not essential for students to understand all the information; the videos are intended to provide a visual to enhance understanding. To preview or replay the videos in class go to The Academy website resources tab and click on the video links. Grade 6 Lesson 2 Teacher Notes

19 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 nonsmoker on the right. Consider health protection from the individual, family, and community perspectives. Link discussion s to the need for future laws and policies to protect society from new and emerging tobacco policies. Grade 6 Lesson 2 Teacher Notes

20 MANAGE INFORMATION: link the discussion to positive role models and holistic health and wellness strategies. Youth who develop healthy habits in all three domains are generally healthier, happier, and cope better with negative influences or stressors. Grade 6 Lesson 2 Teacher Notes

21 In grade 6 students are more aware of body image. Link this content to other body image and wellness initiatives happening in the school. Grade 6 Lesson 2 Teacher Notes

22 Continuous exposure to second-hand and thirdhand smoke is a serious health risk. Laws are used to reduce exposure and protect people in public places. The amount of exposure to a risk factor is important for students to understand. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Understanding the consequences of nicotine addiction and social isolation is more complex compared to physical harms. Students may have family members who experience or have died from harmful consequences of tobacco use. Be empathetic but also optimistic, the authentic stories provide opportunities to discuss informed decision making strategies and healthy solutions. Grade 6 Lesson 2 Teacher Notes

23 Remind students many adults use tobacco because it is addictive and difficult to quit, not because they want to cause harm. Print Activity sheet MANAGE INFORMATION: encourage students to discuss tobacco use with their family, understanding the real life context of tobacco related issues will help them make informed choices. Majority of people who use tobacco want to quit, and will advise youth to avoid the addition and the associated challenges caused by the addition. Grade 6 Lesson 2 Teacher Notes

24 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. Grade 6 Lesson 2 Teacher Notes

25 SMART Board activity Grade 6 Lesson 2 Teacher Notes

26 Grade 6 Lesson 2 Teacher Notes

27 Grade 6 Lesson 2 Teacher Notes

28 GRADE 6 LESSoN 3 objective AND GUIDING QUESTIoNS 45 MINUTES How do tobacco companies target youth? What tobacco laws in Canada help protect youth? What is an informed decision? How do you make informed and safe decisions? ACTIVITIES Presentation Activities Lesson 2 review quiz. Tobacco industry tactics and health protection laws. Steps in decision making. Wrap up quiz. Print Activities Think it Thru Scenarios. MATERIALS Sound for video. 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. Teacher notes for presentation slides. DISCUSSIoN TIPS THINK CRITICALLY: Discuss with students why tobacco is not banned completely in Canada. It is important for students to understand how the tobacco industry has the ability to be powerful lobbyists and legally challenge the Canadian Government when Health Canada attempts to restrict tobacco advertising or sales. Also, Canadians value their ability to choose freely whether they use tobacco products or not. For tobacco, the legal age to make this choice is 18. DEMONSTRATE GOOD COMMUNICATION and WORK COOPERATIVELY WITH OTEHRS: Discuss the role of advocacy and how this can be a powerful collective strategy for youth to resist tobacco companies. The majority of youth are angered by the fact they are being directly targeted and potentially manipulated by tobacco companies. Use this emotional response to empower youth to cooperate and engage in advocacy efforts. MANAGE INFORMATION: Discuss where students can find reliable information regarding tobacco products. Have students identify examples of product branding in the classroom. Discuss search strategies for reliable online health resources. Have students describe how they came to the conclusion that a particular resource was from a reliable source. Reinforce the use of marketing tactics as a strategy to sell information (healthy or unhealthy). Assist students to identify and analyze the underlying message in various online advertisements. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Assist students in completing the Think it Thru scenarios. Discuss how this method of problem solving can be used in other scenarios (i.e. peer pressure to use alcohol, drugs, engage in risky behaviour etc.) REFERENCE MATERIAL Smoking and youth Let s talk about electronic cigarettes

29 THINK IT THRU 1. Jaclyn is curious Jaclyn is curious about smoking. She knows it isn t healthy and that she could become addicted if she tries it. She s been hearing a lot about e cigarettes and vaping from her friend, Ashley who says that it s a lot like smoking cigarettes. But she says that it is safe because it s only water vapour with some fun flavours. She also hears that it isn t against the law to buy them like cigarettes are. Help Jaclyn think it thru and asks herself. 2. Michael is rebellious Michael has been lectured by his parents forever about not smoking or chewing tobacco. He wants to prove to them that he is mature and independent. Help Michael think it thru and asks himself 3. Daniel is feeling pressured Daniel is at a party and spit tobacco has been offered to him by one of the popular guys on the football team. He doesn t want to look like he is afraid to try it, but doesn t really want to because he thinks it s gross. Emma, a girl he likes, is standing right there and he doesn t want to look stupid. Help Daniel think it thru and ask himself.... Grade 6 Lesson 3 Think it Thru

30 TEACHER NoTES Additional teaching tips for each lesson and suggestions to enhance cross-curricular links. Grade 6 Lesson 3 Teacher Notes

31 Cast of Characters tab on The Academy Website provides more detailed information for each Boss. The back stories can be used as context for a written assignment or other in class activities. Grade 6 Lesson 3 Teacher Notes

32 THINK CRITICALLY: Discuss with students why tobacco is not banned completely in Canada. It is important for students to understand how the tobacco industry has the ability to be powerful lobbyists and legally challenge the Canadian Government when Health Canada attempts to restrict tobacco advertising or sales. Grade 6 Lesson 3 Teacher Notes

33 MANAGE INFORMATION: Discuss where students can find reliable information regarding tobacco products. Have students identify examples of product branding in the classroom. Discuss search strategies for reliable online health resources. Have students describe how they came to the conclusion that a particular resource was from a reliable source. Reinforce the use of marketing tactics as a strategy to sell information (healthy or unhealthy). Assist students to identify and analyze the underlying message in various online advertisements. Grade 5 Lesson 3 Teacher Notes

34 Grade 6 Lesson 3 Teacher Notes

35 It is important for students to understand how the tobacco industry has the ability to be powerful lobbyists and legally challenge the Canadian Government when Health Canada attempts to restrict tobacco advertising or sales. Grade 6 Lesson 3 Teacher Notes

36 Grade 6 Lesson 3 Teacher Notes

37 Discuss where students can find reliable information regarding tobacco products. Have students identify examples of product branding in the classroom. Discuss search strategies for reliable online health resources. Have students describe how they came to the conclusion that a particular resource was from a reliable source. Grade 6 Lesson 3 Teacher Notes

38 THINK CRITICALLY: Remind students in this lesson Canadians value their ability to choose freely whether they use tobacco products or not. For tobacco, the legal age to make this choice is 18. Help students understand and incorporate the laws in this activity. SMART Board activity. Click on the + icon to reveal the types of information needed for informed decision making. SMART Board activity. Tap a section in the circle to reveal the content. Navigate back and forth as needed. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Discuss how this method of problem solving can be used in other scenarios (i.e. peer pressure to use alcohol, drugs, engage in risky behaviour etc.) Grade 6 Lesson 3 Teacher Notes

39 Grade 6 Lesson 3 Teacher Notes

40 DEMONSTRATE GOOD COMMUNICATION and WORK COOPERATIVELY WITH OTEHRS: Discuss the role of advocacy and how this can be a powerful collective strategy for youth to resist tobacco companies. The majority of youth are angered by the fact they are being directly targeted and potentially manipulated by tobacco companies. Use this emotional response to empower youth to cooperate and engage in advocacy efforts. Print activity. If a different decision making model is promoted in the school make links to help students understand the similarities / differences. Grade 6 Lesson 3 Teacher Notes

41 SMART Board activity. Grade 6 Lesson 3 Teacher Notes

42 Grade 6 Lesson 3 Teacher Notes

43 GRADE 6 LESSoN 4 objective AND GUIDING QUESTIoNS 45 MINUTES How do you recognize negative influences? How do you protect your self-esteem? How do you refuse peer pressure with confidence? ACTIVITIES Presentation Activities What do you remember review. Spot the marketing tactics. Negative Influences Activity. Self-esteem Booster. Refusal skills activity. Whap up quiz. Print Activities Selfie Statement. MATERIALS Sound for video. 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. Teacher notes for presentation slides. DISCUSSION TIPS THINK CRITICALLY: How do you sell death? The tobacco industry continues to claim that it advertises to create brand loyalty and not to persuade youth. Discuss whether or not this statement is true. It is important for students to understand that the tobacco industry must replace the people that use their products due to their negative health consequences. 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 to protect self-esteem. IDENTIFY AND SOLVE COMPLEX PROBLEMS: Encourage students to share times when they have faced negative peer pressure. How have they dealt with peer pressure in the past? How might skills learned in the lessons change how students handled future situations? IDENTIFY AND SOLVE COMPLEX PROBLEMS: discuss negative influences and refusal strategies in relation to possible solutions and healthy decision making. Have students develop responses using the variety of strategies provided, encourage students to select a refusal 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 they experience them. This will help students build confidence to appropriately and safely respond in the moment. REFERENCE MATERIAL Smoking and youth Let s talk about electronic cigarettes Grade 6 Lesson 4 Lesson outline

44 I am not a replacement. I am #NotAReplacement

45 TEACHER NoTES Additional teaching tips for each lesson and suggestions to enhance cross-curricular links. Grade 6 Lesson 4 Teacher Notes

46 Grade 6 Lesson 4 Teacher Notes

47 Grade 6 Lesson 4 Teacher Notes

48 THINK CRITICALLY: How do you sell death? The tobacco industry continues to claim that it advertises to create brand loyalty and not to persuade youth. Discuss whether or not this statement is true. Grade 6 Lesson 4 Teacher Notes

49 THINK CRITICALLY: often online games allow you to collect points and cash in for specific items. For this game the link takes you to an online tobacco store. Exercise caution when offered free points and other incentives. Stop and ask what are they selling and Think it Thru before you act. Grade 6 Lesson 4 Teacher Notes

50 IDENTIFY AND SOLVE COMPLEX PROBLEMS: Encourage students to share times when they have faced negative peer pressure. How have they dealt with peer pressure in the past? How might the skills they have learned today change how they handled the situation previously? Grade 6 Lesson 4 Teacher Notes

51 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. Negative peer influences can lead to low self-esteem. Empower students to recognize how they can take responsibility for their self-esteem (emotions) and promote a pro-social environment. Grade 6 Lesson 4 Teacher Notes

52 DEMONSTRATE GOOD COMMUNICATION SKILLS: discuss the various responses in the self-esteem. Support students in creating respectful yet assertive strategies to communicate healthy decisions and refuse peer pressure. Discourage unrealistic responses in this lesson because this can lead to an inflated (and perhaps unsafe) sense of confidence. This activity can quickly get out of hand if students do not take it seriously. SMART Board activity. Prescript scenarios are provided. Have students create their own scenarios based on their life experience and local context. Add technology to this activity, have student s create a video of the refusal responses for the scenarios they developed and play back to the class for discussion. Grade 6 Lesson 4 Teacher Notes

53 THINK CRITICALLY: It is important for students to understand that the tobacco industry must replace the people that use their products due to their negative health consequences. Take a phot of individual students and create a collage of selfie statements. SMART Board activity. Grade 6 Lesson 4 Teacher Notes

54 Grade 6 Lesson 4 Teacher Notes

55 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 5 th lesson. Grade 6 Lesson 4 Teacher Notes