Alcohol and Advertising Grade: Time: Objectives: Methods: Materials: Evaluation: Internet Resources:

Transcription

1 Alcohol and Advertising Grade: Third Time: 50 minutes Objectives: Students will identify the reasons alcohol is harmful to your body. Students will recognize that advertisers are trying to sell their products. Students will list ways that advertisers are trying to make their products desirable. Students will identify ways to demonstrate the negative effects of alcohol. Methods: Review with students that alcohol is a drug and it changes the way the body works. It goes quickly into the blood, and then travels to all parts of the body. It causes people to feel dizzy, and makes them unable to see clearly. They may have trouble walking straight or remembering things. People can even become unconscious and can even die. Over a long period of time, drinking alcohol can damage the brain, liver, and heart. When taken with other drugs or medicines, alcohol is very dangerous. Children cannot buy beer, wine, or liquor. If a person has been drinking alcohol, it is against the law for a person to drive. Even though alcohol is widely used, it is very harmful to a person s health. Discuss and answer any questions. Show the class advertisements for alcohol. Discuss the reasons for advertisements. Emphasize that advertisements try to make you believe that a product will make your life better, and ads do not tell you all the ways a product is harmful. Divide the class into groups of four. Give each group an alcohol advertisement. As a group, have them list ways that advertisers are trying to make alcohol seem desirable. They might list: alcohol is fun, people are always laughing and having a good time; pretty, fun-loving people drink beer and wine; very elegant, rich and glamorous people drink liquor. Afterwards, have one reporter from each group report to the whole class their findings. Discuss and summarize the negative influences advertising has on the public. Give each student a 9x12 or 12x18 sheet of construction paper. Using crayons, markers, or colored pencils, have the students design a poster illustrating the negative effects of alcohol on the body. Posters may also be done showing things to do instead of using alcohol. When completed, the posters may be displayed in the school s hallways. Materials: Alcohol advertisements from magazines showing beautiful scenery, people having fun, etc. 9x12 or 12x18 construction paper or poster paper crayons, markers, or colored pencils. Evaluation: The teacher will evaluate how well the groups have made the lists that advertisers are trying to make alcohol seem desirable. The teacher will also evaluate the posters to see if the students recognize the harmful effects of alcohol on the body. Internet Resources:

2 Institute of Alcohol Studies Alcohol and Advertising ( IAS Fact Sheet) Alcohol and Advertising

3 Name Period Health Vocabulary Drug Quiz Directions: Please answer each definition or question with the correct vocabulary word. 1. A medicine that s available on the shelves of local pharmacies or grocery stores 2. The act of intentionally using drugs in a way that is unhealthful or illegal 3. A medicine that can be used safely only with a doctor s written permission 4. Dependency on a chemical substance that is very difficult to quit 5. Nausea, memory loss, seizures, coma, or even death are effects of drug use 6. Taking or using medicine in a way that is not intended 7. A substance other than food that changes the structure of the body or mind 8. Limited ability to think and learn, low self-esteem, depression, anxiety, or confusion are effects of drug use 9. A drug that prevents or cures illness or eases its symptoms 10. What drugs distorts of moods, thoughts, and senses? 11. What drugs is sniffed or inhaled creating mind-altering sensations 12. What drugs speeds up the body s functions and reactions, including heart rate and central nervous system? 13. What drugs relieve pain and dull the senses? 14. What drugs slow down the body s functions and reactions, including heart rate and central nervous system? 15. This drug makes muscles grow fast because of their ability to increase recovery time Essay: Which type of drug do you think poses the greatest risk for teens? Why? (10-20 sentences)

4 Answer Key: 1. Over the Counter Drug 2. Drug Abuse 3. Prescription drugs 4. Dependence 5. Physical 6. Drug Misuse 7. Drug 8. Psychological 9. Medicine/Medication 10. Hallucinogens 11. Inhalants 12. Stimulants 13. Narcotics 14. Depressants 15. Steroids

5 Drugs Bulletin Board Idea I would have the bulletin board say itune Out Drugs instead. Each student s ipod contains a drug free message and they are held by hands that students traced and cut out.

6 Let s Clear the Air Book In this small, square title, young people ranging in ages from 9 to 14 offer sound arguments for not taking up cigarettes. Some reasons are personal, such as those of 12-year-old Adrienne, who lost her father to lung cancer, and 11-year-old Aanchal, who became an antismoking activist after his grandmother developed cancer from exposure to secondhand smoke. Other young people talk about the nasty smell of cigarettes, how smoking can negatively affect one s appearance, the impact smoking has on athletic performance, and the addiction and expense of cigarettes. There is also discussion about peer pressure and how tobacco companies target youth with advertising and marketing campaigns. Interspersed throughout the accessible text are boxes and sidebars with facts and statistics, photos, and spot art from illustrator Staffo. Entertainment and sports celebrities also contribute antismoking quotes. Appendixes include endnotes and a glossary. The antismoking message here is all the more effective coming directly from a diverse group of young people speaking from a wide range of life experiences. Grades 5-8.

7 Say No To Alcohol Grade: First Time: minutes Materials: Overhead projector Copies of original poem Copies of original song Learning Outcomes/Objectives: Identify the definition of alcohol Identify various types of alcohol Differentiate between alcohol and other drinks Describe the path that alcohol takes in the body Learn an original song about the dangers of alcohol Learn an original poem about the dangers of alcohol Learning Outcomes/Objectives: Identify the definition of alcohol Identify various types of alcohol Differentiate between alcohol and other drinks Describe the path that alcohol takes in the body Learn an original song about the dangers of alcohol Learn an original poem about the dangers of alcohol Procedure: Things to be discussed: 1. Explain that alcohol is a drug that makes the body and mind slow down. 2. Alcohol is a drug that is found in beer, wine, and liquor. It is something that people drink. 3. When a person drinks alcohol, they cannot think quickly and their minds are not clear. 4. Children should never drink alcohol because it is dangerous to their health. 5. It is against the law for anyone younger than 21 to drink alcohol. 6. Grown-ups should never drink alcohol and drive a car because they might crash the car and hurt themselves or other people. They might even cause someone to die. 7. Teach the alcohol song: Alcohol Song Original song written by Susan Sigmon Sung to the tune of Mary Had A Little Lamb Alcohol is bad for you, bad for you, bad for you, Alcohol is bad for you. Don't be tempted!! Alcohol can hurt your brain, Give you pain, Be a strain. Alcohol can hurt your brain. Do not use it!! It can make you, oh, so sick Really quick, really sick

8 It is not the drink to pick Say, "No" to it!! 8. Using the overhead projector and a transparency of a child with the mouth, stomach, heart and brain labeled, the teacher will point to the parts of the body where alcohol goes when it is swallowed. 1. Alcohol is swallowed in the mouth 2. Then it goes to the stomach and gets into the blood. 3. In the blood, alcohol goes everywhere in the body, even to the heart. 4. The alcohol also goes to the brain and it's hard to think. 9. What is a Better Idea? a. Scoop ice cream into your mouth. b. Fill your stomach with fruit. c. Put love in your heart d. Entertain your brain with a good book. Conclude the lesson by teaching the children a new poem, "Say No To Alcohol" Say No To Alcohol Poem by Susan Sigmon It can come in pretty bottles, But it's what inside that's bad. It is not for kids like all of you. You can ask your Mom and Dad. It taste so very "yucky" And it makes your insides burn. It never is for children. That's a fact that you should learn. Are you wondering what this thing is? Is it short, or fat, or tall? It's a drug that isn't helpful It's that bad old ALCOHOL!! Evaluation: By teaching the lesson, the poem, and the song, the children will have a foundation to resist experimentation with alcohol when they get older. Internet Resources: (MADD) Mothers Against Drunk Driving

9 Time In A Bottle Grade: Fifth Time: minutes Learner Outcomes: 1. Using the writing process, students will write about their plans and goals for the future. 2. Through role playing, students will identify and demonstrate decision-making skills as they relate to the use of alcohol. 3. Through role playing, students will demonstrate their awareness of the consequences of the use of alcohol. 4. Through discussion and a follow-up writing activity, students will demonstrate their awareness of the long-term consequences of the use of alcohol and how their decisions can affect their futures. Materials: paper pen bottle with caps situations to role play Discussion: Following a unit about careers, students will discuss their personal interests in career choices. Writing: Students will be instructed to imagine what their own life will be like in the next 20 years. At this time they will write about their dreams for the future. In their narrative students will be encouraged to include the following: 1. What my high school years will be like. 2. What I want to do in college. 3. What I dream about becoming. 4. Where I will live. 5. What places I will go. 6. People I dream about meeting. 7. What I imagine my life to be like in the next 20 years. At the end of the writing assignment each student will fold their paper and seal it in a bottle. Role Playing: Students will be given situations in which they will have to make decisions about accepting or refusing alcohol. Groups will be assigned to role play the following situations. 1. You have just moved into a new neighborhood. Someone invites you to a party to meet new friends. They also tell you to bring some of your parent's beer or alcohol. Be sure to include the following in your role playing: A. Possible choices. B. Possible consequences. C. Risks involved. 2. Your parents have allowed you to drive their car to a friend's house. No one is home and you and your friend make a wrong decision and drink some beer. Now your friend wants you to drive the two of you to the mall. Be sure to include the following in your role playing: A. Risks involved. B. Consequences you may have to live with. C. Choices you have.

10 3. You have been associating with a group of friends that are skipping school activities and drinking instead. This is uncomfortable for you but you are reluctant to leave the group because you like the sense of belonging. The peer pressure is getting greater and your friends are giving you a hard time about not drinking with them. Be sure to include the following in your role playing: A. Ways to say no. B. Other choices. C. Consequences for your actions. Assessment: At the end of the situation role playing students will be instructed to think back to the future they dream about and how it might change if wrong decisions are made about alcohol use. A followup activity for the next day and for an assessment of the lesson, students will write how they think their dreams in the bottle could be shattered if they choose to use alcohol. Instruct students to include in the narrative what choices they might consider instead of using alcohol, consequences of using alcohol, and problems they think they may encounter with these decisions in their future. Internet Resources: The 411 for Under 21 NCADD Youth Information

11 Grades 3 to 5 Health Problems Series Alcohol KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards This guide correlates with the following National Health Education Standards: Students will: Comprehend concepts related to health promotion and disease prevention to enhance health. Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Demonstrate the ability to access valid information and products and services to enhance health. Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Demonstrate the ability to use decision-making skills to enhance health. Demonstrate the ability to use goal-setting skills to enhance health. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Demonstrate the ability to advocate for personal, family, and community health. If it s really dangerous, why is it legal? Alcohol is both legal and accessible, which can be confusing for young students. Help your students learn why alcohol can be dangerous as well as strategies for making good decisions. The following discussion questions and activities will help your students learn about the effects of alcohol on the body and how to deal with peer pressure. Related KidsHealth Links Articles for Kids: Alcohol KidsHealth.org/kid/stay_healthy/body/alcohol.html Drinking Alcohol KidsHealth.org/kid/feeling/emotion/poll_alcohol.html Dealing With Peer Pressure KidsHealth.org/kid//feeling/friend/peer_pressure.html The Brain Is the Boss KidsHealth.org/kid/body/brain_noSW.html Nervous System (Movie) KidsHealth.org/kid/closet/movies/how_the_body_works_interim.html Discussion Questions Note: The following questions are written in language appropriate for sharing with your students In the United States, the legal drinking age is 21. Discuss why you think the government set this age and explain why this is important. Although most kids know that alcohol is dangerous and can be bad for their health, some might be tempted to try it anyway. Why do you think this is? Have you ever been tempted to do something you know is dangerous? Explain. Brainstorm a list of some of the negative things that can happen to a person if he or she starts drinking. Your state s school health policies: nasbe.org/healthyschools/states/ State_Policy.asp 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

12 Grades 3 to 5 Health Problems Series Alcohol Activities for Students Note: The following activities are written in language appropriate for sharing with your students. I m the Boss of Me! Objectives: Students will: Determine who influences them and who they influence Participate in small group discussion Practice how to respond to peer pressure Materials: Under the Influence handout (available at: KidsHealth.org/classroom/3to5/problems/drugs/alcohol_handout1.pdf) What Would You Do? handout (available at: KidsHealth.org/classroom/3to5/problems/drugs/alcohol_handout2. pdf) Pen or pencil Class Time: 1 hour Activity: Most kids know that drinking alcohol is risky business, but sometimes, because of peer pressure, they do it anyway. These activities will help you learn more about peer pressure and how to deal with it. First, fill out the Under the Influence handout to determine who has the most influence over you and whether that influence is positive or negative. Next, in small groups, pretend that one kid or group of kids is trying to pressure another kid or group of kids to experiment with alcohol. Discuss how they might behave. What sorts of things might they say? How might they apply pressure on the kids to drink alcohol? Is it possible that they would lie? How could the kids being pressured respond? What sorts of responses would be good to use in situations like these? After the group discussion, complete the What Would You Do? handout individually. Think carefully about each situation and tell how you would respond. When you re finished, rejoin your group and discuss how each person came to his or her decisions. Extension: 1. Create a list of at least 3 statements that you could use if you find yourself in a situation in which you re pressured to drink alcohol The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

13 Grades 3 to 5 Health Problems Series Alcohol Alcohol s Path Objectives: Students will: Research how alcohol moves through the body and how various organs are affected Complete a flowchart that shows how alcohol moves through the body Materials: Alcohol Flowchart handout (available at: KidsHealth.org/classroom/3to5/problems/drugs/alcohol_handout3.pdf) Pen or pencil Class Time: 45 minutes Activity: Alcohol s first pit stop may be the stomach, but it sure doesn t stay there! Alcohol moves through the body, entering various organs and affecting how they function. Once alcohol enters a person s brain, it can cause changes in both mood and behavior. First, do some research to find out about the path that alcohol takes once it enters the body. Next, complete the Alcohol Flowchart to show that route. On the back of your flowchart, write down five negative and dangerous things that might happen if someone consumes too much alcohol. Extension: 1. Although you may never have a problem with alcohol, it is possible that a friend or family member may be struggling with this issue. There are many people and organizations that provide further information and assistance for people with alcohol problems, and for folks who are trying to help someone who has a problem. Create a list that has the names of both people and organizations that could help either you or a loved one get information or help. Explain why these particular people and/or organizations are on your list. Reproducible Materials Handout: Under the Influence KidsHealth.org/classroom/3to5/problems/drugs/alcohol_handout1.pdf Handout: What Would You Do? KidsHealth.org/classroom/3to5/problems/drugs/alcohol_handout2pdf Handout: Alcohol Flowchart KidsHealth.org/classroom/3to5/problems/drugs/alcohol_handout3.pdf KidsHealth.org is devoted to providing the latest children s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the Teachers Choice Award for the Family and the prestigious Pirelli Award for Best Educational Media for Students. KidsHealth comes from the nonprofit Nemours Foundation. Check out to see the latest additions! 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

14 Health Problem Series Alcohol Under the Influence Instructions: List 5 people who influence you and 5 people you influence. Then, how much do these people influence you and how much do you influence them? Rate the influence on a scale from 1 to 3 (1 = rarely, 2 = sometimes, and 3 = always). Finally, write P, N, or PN to describe whether the influence is positive, negative, or both. Remember, this list is only for you. No one else will see it. Who influences me? How much? Positive or negative? Who do I influence? How much? Positive or negative? The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

15 Health Problem Series Alcohol What Would You Do? Instructions: One of the best ways to deal with peer pressure is to practice what you would do before you ever find yourself in a sticky situation. Read these three scenarios and describe how you would handle each one. Explain how you came to this decision and tell specifically what you might say or do in each scenario. Your good friend John asked you to come over to his house after school to work on a science project. John is a straight-a student who has helped you with school projects before. When you get there you see that there are no adults or other kids there. John goes to refrigerator, gets a bottle of his father s beer, opens it, and takes a sip. He then hands you the bottle and says, Here, have some. I do it all the time. I never get caught. What would you do? 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

16 Health Problem Series Alcohol You and your best friend, Karen, go on a camping trip with a group of other girls. After the adults go to bed, one of the girls pulls out a bottle of wine from her backpack. The bottle is passed around and when it gets to you, you say, No, thanks. The other girls laugh at you and call you a big baby. The bottle is now passed to Karen, who is about to take a sip. What would you do? 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

17 Health Problem Series Alcohol Your best friend has an older brother who s 16. When you go over to your friend s house, you see that this older brother is sitting around with a group of his friends drinking beer with your friend s dad. What would you do? 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

18 Basic Flow Health Problems Series Alcohol Name: Date: Alcohol Flowchart Instructions: Create a flowchart to show the path that alcohol takes in the body. On the back of the sheet, write down five negative and dangerous things that might happen if someone consumes too much alcohol. start or stop a process input or output Chart Symbols a decision direction 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

19 Grades 3 to 5 Health Problems Series Smoking KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards This guide correlates with the following National Health Education Standards: Smoking can really wreak havoc on your health, not to mention your personal hygiene (think bad breath, yellow teeth, and stinky clothes)! It s never too early to inform your students about the dangers of smoking. The following discussion questions and activities will help students to see through the smoke and find out the truth about cigarettes. Related KidsHealth Links Articles for Kids: Smoking Stinks! KidsHealth.org/kid/stay_healthy/body/smoking.html Looking at Your Lungs KidsHealth.org/kid/body/lungs_noSW.html Dealing With Peer Pressure KidsHealth.org/kid/feeling/friend/peer_pressure.html Students will: Comprehend concepts related to health promotion and disease prevention to enhance health. Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Demonstrate the ability to access valid information and products and services to enhance health. Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Demonstrate the ability to use decision-making skills to enhance health. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Demonstrate the ability to advocate for personal, family, and community health. Discussion Questions Note: The following questions are written in language appropriate for sharing with your students Puff, puff, smoking is dangerous! Make a list of the health problems that smoking can cause. Thousands of kids start smoking every day. If it s so bad for your health, why do so many kids do it? Brainstorm a list of reasons why kids might start smoking. Do you think these reasons are good enough to put your health at risk? Why or why not? Can you think of safer and healthier ways to meet these same goals? Anyone who starts smoking can become addicted to it. What does it mean to be addicted to something? Why is being addicted to smoking a problem? Do you know people who have quit smoking? How did they do it? Was it difficult for them? Why? When friends light up, they are putting themselves at risk. Discuss how you can help a friend who smokes. What could you say or do to get your friend to stop smoking? Who could you ask for help? Do you think some strategies would not be helpful in getting your friend to quit? Which ones? Why do you think so? Your state s school health policies: nasbe.org/healthyschools/states/ State_Policy.asp 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

20 Grades 3 to 5 Health Problems Series Smoking Activities for Students Note: The following activities are written in language appropriate for sharing with your students. No Smoking T-Shirt Objectives: Students will: Identify health risks of smoking Materials: Computer with Internet access No Smoking T-Shirt handout (available at: KidsHealth.org/classroom/3to5/problems/drugs/smoking_handout1.pdf) Art supplies (colored pencils, markers, crayons) Class Time: 45 minutes Activity: Hey, are you smoke-free and proud of it? Then Smoke-Free Kids wants you to spread the word by entering a T- shirt design contest! Smoke-Free Kids is a national organization that tries to prevent kids from smoking. They are sponsoring a T-shirt design contest to get the message out about the risks of smoking. If your design wins, it will be printed on thousands of T-shirts worn by kids all over the country! Before you get started on your T-shirt design, do some research on KidsHealth to find out the real story about smoking and how it affects your health. Then, check out the No Smoking T-Shirt handout for the contest entry form. Your T-shirt design needs to include at least four facts about why smoking is bad for you. To win the contest, your design not only needs to give information about the dangers of smoking, but also should look really cool so that kids will want to wear it. Extensions: 1. Smoking a cigarette is one of the worst things you can do for your body. Are you angry about this yucky habit and how it makes people sick? Then go right to the source! Write a letter to a cigarette, describing how you feel about what this nasty habit does to people Smoking a cigarette makes some kids feel cool and grown-up. If a friend offers you a cigarette, it can be tough to turn down. You might feel left out if you re the only one not smoking. With a friend, role-play a conversation in which you are offered a cigarette. What might you say? After the role-play is over, discuss how difficult it was to turn down the cigarette. How did it make you feel to say no? Smoking is really tough on your lungs. What do you think people s lungs might say after the first time they smoke? Do some research on KidsHealth about the effects of smoking on the lungs. Then, write the transcript of an interview with someone s lungs after he smokes his first cigarette The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

21 Grades 3 to 5 Health Problems Series Smoking Smoking Adds Up Objectives: Students will: Use math skills to calculate the cost of smoking Identify alternate ways to use money spent on smoking Materials: Smoking Adds Up handout (available at: KidsHealth.org/classroom/3to5/problems/drugs/smoking_handout2.pdf) Pencil Catalogs and store advertisements Class Time: 35 minutes Activity: Cha-ching! Smoking eats away at your health and your piggy bank, too! Each pack of cigarettes costs approximately $4. That doesn t sound like a lot, but the costs add up over time. You d be surprised to see what you could do with the money people spend on smoking! Use the Smoking Adds Up handout to figure out just how expensive smoking is. On the handout, you can calculate how much a smoker spends, depending on how many packs of cigarettes he or she smokes in a week. Then using the items and costs in catalogs and store advertisements, you can make a wish list that spends the same amount of money that smokers spend on one, two, or three packs of cigarettes a week. Just think of all the cool things smokers could buy if they weren t smoking their cash away! Reproducible Materials Handout: No Smoking T-Shirt KidsHealth.org/classroom/3to5/problems/drugs/smoking_handout1.pdf Handout: Smoking Adds Up KidsHealth.org/classroom/3to5/problems/drugs/smoking_handout2.pdf Quiz: Smoking KidsHealth.org/classroom/3to5/problems/drugs/smoking_quiz.pdf Answer Key: Smoking KidsHealth.org/classroom/3to5/problems/drugs/smoking_quiz_answers.pdf KidsHealth.org is devoted to providing the latest children s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the Teachers Choice Award for the Family and the prestigious Pirelli Award for Best Educational Media for Students. KidsHealth comes from the nonprofit Nemours Foundation. Check out to see the latest additions! 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

22 Health Problems Series Smoking Name: Date: No Smoking T-Shirt Instructions: First, do some research on KidsHealth to find out how smoking affects your health. Then, design a T-shirt to get the message out about the risks of smoking. Your T-shirt must include at least four facts about why smoking is bad for you, and it should also look really cool so kids will want to wear it! 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

23 Health Problems Series Smoking Name: Date: Smoking Adds Up Instructions: If each pack of cigarettes costs $4, calculate how much a smoker would spend in a year if he smoked the amounts listed below. 1 Pack Per Week 2 Packs Per Week 3 Packs Per Week Total for year: Total for year: Total for year: Wish List Instructions: If you could spend the money that smokers spend on their cigarettes, what would you buy? Money Spent on 1 Pack Per Week Item Cost Total Money Spent on 2 Packs Per Week Item Cost Total Money Spent on 3 Packs Per Week Item Cost Total 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

24 Human Body Series Smoking Name: Date: Quiz Instructions: Answer each question True or False: Cigarettes and smokeless tobacco kill hundreds of thousands of Americans every year. T F List four problems that smoking can cause: is a plant that can be smoked in cigarettes, pipes, and cigars. Which of the following is the addictive chemical in cigarettes that causes a tingly feeling? a. tobacco b. nicotine c. snuff is also known as chew, dip, or chewing tobacco. What does it mean to be addicted to something? 7. List two reasons you could give a friend for why she should stop smoking True or False: The longer a person smokes, the worse the damage is to the body. T F Which of the following diseases can be caused by smoking? a. heart disease b. cancer c. both a and b d. neither a nor b 10. Describe how a person might feel the first time they smoke The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

25 Human Body Series Smoking Answer Key True or False: Cigarettes and smokeless tobacco kill hundreds of thousands of Americans every year. T F List four problems that smoking can cause: Any four of the following: cancer, heart disease, bad breath, yellow teeth, smelly clothes, more colds and coughs, difficulty keeping up with friends when playing sports, empty wallet 3. Tobacco is a plant that can be smoked in cigarettes, pipes, and cigars. 4. Which of the following is the addictive chemical in cigarettes that causes a tingly feeling? a. tobacco b. nicotine c. snuff 5. Smokeless tobacco is also known as chew, dip, or chewing tobacco What does it mean to be addicted to something? If you re addicted to something, it s very hard to stop doing it, even if you want to. When you are addicted to something, your body and mind become so used to it that you need to have it just to feel okay. List two reasons you could give a friend for why she should stop smoking. Any two of the following: it will hurt her health, it will make her breath stinky, it will turn her teeth yellow, it will give her less endurance when playing sports, it s expensive, it s illegal to buy cigarettes when she s underage True or False: The longer a person smokes, the worse the damage is to the body. T F Which of the following diseases can be caused by smoking? a. heart disease b. cancer c. both a and b d. neither a nor b 10. Describe how a person might feel the first time they smoke. When people try smoking for the first time, they often cough a lot and feel pain or burning in their throat or lungs. Many people feel sick to their stomachs or throw up The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

26 PreK to Grade 2 Health Problems Series Smoking KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards This guide correlates with the following National Health Education Standards: Students will: Comprehend concepts related to health promotion and disease prevention to enhance health. Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Demonstrate the ability to use decision-making skills to enhance health. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Demonstrate the ability to advocate for personal, family, and community health. Let s face it: Smoking stinks! Not only do cigarettes smell bad, but they re also dangerous for your body. This lesson guide will provide you with discussion questions and activities you can use with your students to teach them all they need to know about the dangers of smoking. Related KidsHealth Links Articles for Kids: Be a Fit Kid KidsHealth.org/kid/stay_healthy/fit/fit_kid.html Smoking Stinks KidsHealth.org/kid/stay_healthy/body/smoking.html What Kids Say About Tobacco KidsHealth.org/kid/grow/drugs_alcohol/poll_tobacco.html Heart Disease KidsHealth.org/kid/grownup/conditions/heart_disease.html Smoking and Asthma KidsHealth.org/kid/health_problems/allergy/smoking_asthma.html Helping a Parent Who Smokes KidsHealth.org/kid/grow/drugs_alcohol/folks_smoking.html Discussion Questions Note: The following questions are written in language appropriate for sharing with your students What s in a cigarette? Why do people smoke cigarettes? Why is it so hard for some people to stop smoking? What does cigarette smoking do to your body? Is it good or bad for you? What should you do if someone offers you a cigarette? What are some things you can do to help make sure you make a good choice for yourself and your body? Your state s school health policies: nasbe.org/healthyschools/states/ State_Policy.asp 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

27 PreK to Grade 2 Health Problems Series Smoking Activities for Students Note: The following activities are written in language appropriate for sharing with your students. Persuasive Postcard Objectives: Students will: Identify the negative effects of smoking on the body Use this knowledge to create a postcard that could be used to persuade someone to stop smoking Materials: Persuasive Postcard handout (available at: KidsHealth.org/classroom/prekto2/problems/drugs/smoking_handout1. pdf) Markers, crayons, pencils Chart paper or chalkboard Class Time: 40 minutes Activity: Smoking cigarettes is one of the worst things you could do to your body. When you smoke, you put dangerous chemicals into your body that make it hard for your body to work well. This means that you d have a hard time doing fun activities like playing sports, running, or even singing. Today, you re going to make a postcard to convince someone to stop smoking. If you don t know anyone who smokes, your postcard could explain why someone should never start smoking. On the front of your postcard, draw a picture of someone doing something active, something that you can only do if your heart and lungs are healthy. On the back of your postcard, write a couple of sentences explaining why someone should stop smoking. You might write something like, Keep your lungs clean. Stop smoking! Or, Keep your heart healthy. Don t smoke! So first, let s come up with a list of activities that would be difficult to do if you smoked cigarettes. Now, let s get to work on our postcards! Extension: 1. Make multiple postcards and mail them to people to get them to stop smoking. Distribute the postcards around the school as a campaign to help other students learn why it s important to never start smoking. Reproducible Materials Handout: Persuasive Postcard KidsHealth.org/classroom/prekto2/problems/drugs/smoking_handout1.pdf 2006 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

28 Health Problems Series Smoking Name: Date: Persuasive Postcard Instructions: Make a postcard that might convince someone to stop smoking. If you don t know anyone who smokes, you could create your postcard explaining why someone should never start smoking. On the front of your postcard, draw a picture of someone doing something active, something that you can only do if your heart and lungs are healthy. On the back of your postcard, write a couple of sentences explaining why someone should stop smoking. You might write something like, Keep your lungs clean. Stop smoking! Or, Keep your heart healthy. Don t smoke! Teachers may have to help younger children write their message The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

29 Health Problems Series Smoking Persuasive Postcard 2009 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

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31 DRUGS DRUGS

32 Grades 3 to 5 Health Problems Series Drugs KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards This guide correlates with the following National Health Education Standards: Students will: Comprehend concepts related to health promotion and disease prevention to enhance health. Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Demonstrate the ability to access valid information and products and services to enhance health. Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Demonstrate the ability to use decision-making skills to enhance health. Demonstrate the ability to use goal-setting skills to enhance health. Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Demonstrate the ability to advocate for personal, family, and community health. Drugs are chemicals that change the way a person s body works. Some are legal, like medicines prescribed by doctors or sold in stores. For adults, cigarettes and alcohol are legal drugs, too. But cigarettes and alcohol are illegal for kids. It s also illegal and dangerous for kids to abuse medicines or use drugs like marijuana or cocaine. The following discussion questions and activities will help your students understand how drugs can hurt their bodies. They ll also help kids learn how to deal with peer pressure and live a drug-free lifestyle. Related KidsHealth Links Articles for Kids: What You Need to Know About Drugs KidsHealth.org/kid/grow/drugs_alcohol/know_drugs.html Dealing With Peer Pressure KidsHealth.org/kid/feeling/friend/peer_pressure.html What You Need to Know About Drugs: Marijuana KidsHealth.org/kid/grow/drugs_alcohol/know_drugs_marijuana.html What You Need to Know About Drugs: Cocaine and Crack KidsHealth.org/kid/grow/drugs_alcohol/know_drugs_cocaine.html What You Need to Know About Drugs: Inhalants KidsHealth.org/kid/grow/drugs_alcohol/know_drugs_inhalants.html Discussion Questions Note: The following questions are written in language appropriate for sharing with your students. Show the questions on an overhead projector, whiteboard, or flipchart to use as a basis for the first activity. 1. What s a drug? Can you name some drugs? What do drugs do to your body and mind? 2. What kinds of drugs are found in drinks, household products, and medicines? How are they abused? 3. What kinds of drugs are illegal? Why do some kids use illegal drugs even though they re dangerous? 4. What s an addiction? Why do some people get addicted to drugs? 5. Have you ever been pressured to do something you didn t want to do? Your state s school health policies: nasbe.org 2011 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

33 Grades 3 to 5 Health Problems Series Drugs Activities for Students Note: The following activities are written in language appropriate for sharing with your students. Show What You Know About Drugs Objectives: Students will: Read the KidsHealth article What You Need to Know About Drugs and complete the Show What You Know About Drugs handout Name three benefits of a drug-free lifestyle Design a pledge form or poster that includes a promise to stay drug-free Materials: Show What You Know About Drugs handouts Easel paper, poster board, or construction paper Magazines Art supplies (pens, markers, or crayons) Class Time: 2 sessions, 45 minutes Activities: Session 1: Today we re going to gather information so we can create posters with a promise to stay drug-free. To gather the information, you ll need to read this article with a partner and complete this handout. But first, please read the questions on the handout, and while you re reading the article, highlight information in the article that will help you answer the questions in the handout. After you complete the handout, we ll get back together as a class to discuss the questions as a group. Session 2: Now we re going to design posters that include a promise to be drug-free. First, we ll talk about why it s good to live a drug-free lifestyle. (Help students come up with examples like keep your body and mind healthy, show respect for yourself, get good grades, keep friendships, be able to meet your goals, participate in school activities, obey the law, stay safe, etc.) When designing your posters, include at least three benefits for living a drug-free lifestyle. The title of each poster should be I PROMISE TO BE DRUG-FREE! You can add drawings and pictures from magazines that show a drug-free lifestyle. At the bottom of the poster, sign your name and date it as a pledge to yourself and your loved ones who want you to stay drug-free. (Posters can be hung in the classroom and hallways or taken home as reminders.) Extensions: 1. Create one class poster with all students signatures to hang in the classroom. 2. Have students create a Venn diagram with overlapping circles comparing illegal and legal drugs. In the area where the circles meet, list drugs that can be illegal and legal. Follow with a discussion about why a drug can be both legal and illegal based on how it is used The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

34 Grades 3 to 5 Health Problems Series Drugs Peer Pressure Situations Objectives: Students will: Read and discuss the KidsHealth article Dealing With Peer Pressure Role-play scenarios that demonstrate positive and negative peer pressure Learn strategies to help them deal with both kinds of peer pressure Materials: KidsHealth article Dealing With Peer Pressure Peer Pressure Situations handout Class Time: 45 minutes Activity: Today we ll read the article Dealing With Peer Pressure, then act out times you may have felt pressured by your friends. Peer pressure can be negative or positive. Maybe a friend helped you decide to play a sport or pushed you to study for a test. Or maybe a friend asked you to help shoplift something or take a sip of wine at an adult party. But it s up to you to make the right choice, to surround yourself with friends who are positive, and to say No and walk away when you know it s wrong. Learning to resist and do what s right is how you learn to respect yourself. The class will be divided into small groups. Each group will be given a different situation in which peer pressure is involved. The groups will act out a short scene for the class and we ll decide whether the peer pressure is negative or positive. We ll also discuss how to use resistance and ways to deal with negative pressure, or how to use acceptance when it s positive. Extensions: 1. Ask students to brainstorm their own positive and negative peer pressure situations. 2. Have your students ask parents or caregivers to talk about times they were pressured to do something when they were young and how they handled the situations. Reproducible Materials Handout: Show What You Know About Drugs KidsHealth.org/classroom/3to5/problems/drugs/drugs_handout1.pdf Handout: Peer Pressure Situations KidsHealth.org/classroom/3to5/problems/drugs/drugs_handout2.pdf Quiz: Drugs KidsHealth.org/classroom/3to5/problems/drugs/drugs_quiz.pdf Answer Key: Drugs KidsHealth.org/classroom/3to5/problems/drugs/drugs_quiz_answers.pdf KidsHealth.org is devoted to providing the latest children s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the Teachers Choice Award for the Family and the prestigious Pirelli Award for Best Educational Media for Students. KidsHealth comes from the nonprofit Nemours Foundation. Check out to see the latest additions! 2011 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

35 Health Problems Series Drugs Partner names: and Date: Show What You Know About Drugs Instructions: With your partner, read the article What You Need to Know About Drugs, then answer the following questions so you ll be prepared to participate in a class discussion. 1 What s a drug? Can you name some drugs? What do drugs do to your body and mind? 2 What kinds of drugs are found in drinks, household products, and medicines? How are they abused? 3 What kinds of drugs are illegal? Why do some kids use illegal drugs even though they re dangerous? 4 What s an addiction? Why do some people get addicted to drugs? 5 Have you ever been pressured to do something you didn t want to do? What did you do? Could you have handled it differently? 2011 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

36 Health Problems Series Drugs Peer Pressure Situations Instructions: Cut out each situation and hand it to a small group so students can prepare a brief skit demonstrating peer pressure. Then the class can discuss whether each situation is negative or positive peer pressure, and ways to deal with the negative pressure. Situation 1 You love to sing and want to join chorus, but all your friends are in sports and they think chorus is for the birds. Situation 2 Your parents are hosting a neighborhood party and are serving wine and beer to adults. Your friends want you to take a beer to taste it. Situation 3 Your friends want you to be in the talent show. You have stage fright, but you really want to be in the show. Situation 4 Your best friend isn t considered cool and some other friends of yours are gossiping about her. They want you to join in on talking badly about your best friend. Situation 5 Your friends want to go to a local playground, but you know you re not allowed to go without permission, and you can t get in touch with your parents to ask. Situation 6 You and your friends are playing on the school field over the weekend. One of your friends dares you to throw a rock at a school window The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

37 Health Problems Series Drugs Name: Date: Quiz Instructions: Answer each question. 1. Drugs are that change the way a person s body and mind works. 2. True or False: Medicines are legal drugs. T F 3. List three illegal drugs: 4. List two reasons why illegal drugs are dangerous: 5. A person who uses drugs can become, or dependent on them. 6. List three signs that someone may be using drugs: 7. A is a drug that slows you down. 8. A is a drug that changes people s moods and makes them hear or see things that aren t there or think things that aren t true. 9. Name one thing you can do if you think someone you know is using drugs. 10. When someone your age tries to influence how you act or get you to do something, it s called. 11. List two reasons why kids give into peer pressure: 12. List two ways you can walk away from peer pressure: 13. Who can you talk to if you re feeling pressured to do something that s not healthy? 2011 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

38 Health Problems Series Drugs Quiz Answer Key 1. Drugs are chemicals that change the way a person s body and mind works. 2. True or False: Medicines are legal drugs. T F 3. List three illegal drugs: Any three of the following; nicknames are acceptable: marijuana, cocaine, crack, heroin, tranquilizers and other depressants, methamphetamines, inhalants, LSD and other hallucinogens, Ecstasy 4. List two reasons why illegal drugs are dangerous: Any two of the following: damage the heart and other important organs; lead to addiction; lead to death; lead to prison; result in harmful behavior; make kids less able to do well in school, sports, or other activities 5. A person who uses drugs can become addicted, or dependent on them. 6. List three signs that someone may be using drugs: Any three of the following: lose interest in school; change friends (to hang out with kids who use drugs); become moody, negative, cranky, or worried all the time; ask to be left alone a lot; have trouble concentrating; sleep a lot (maybe even in class); get in fights; have red or puffy eyes; lose or gain weight; cough a lot; have a runny nose all of the time 7. A depressant is a drug that slows you down. 8. A hallucinogen is a drug that changes people s moods and makes them hear or see things that aren t there or think things that aren t true. 9. Name one thing you can do if you think someone you know is using drugs. Tell an adult you trust OR choose not to try or use drugs 10. When someone your age tries to influence how you act or get you to do something, it s called peer pressure. 11. List two reasons why kids give into peer pressure: Any two of the following: to be liked, to fit in, worry they will be made fun of, everyone s doing it, poor judgment 12. List two ways you can walk away from peer pressure: Any two of the following: listen to your own feelings, enlist a friend to resist as well, choose friends wisely, stay away from peers who are doing things that are wrong, ask an adult to help, say No 13. Who can you talk to if you re feeling pressured to do something that s not healthy? Any one of the following: parents or guardians, adult relatives, teachers, school counselors, older siblings, clergy 2011 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.