Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
Topic B
Fact or Myth
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
Topic B: Fact or Myth
Experiences and outcomes
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LIT 2-18a
SOC 3-17b
HWB 2-37a
HWB 2-38a
HWB 2-39a / HWB 3-39a
HWB 2-41a
HWB 3-40b / HWB 4-40b
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SOC 2-04a
SOC 2-08a
SOC 2-08b
SOC 3-05a
SOC 3-18a
RME 2-05b
LIT 2-02a
Lesson: 1 of 2
Learning intention
We are learning about the facts and myths that surround tobacco.
Success criteria
 I can explain why I shouldn’t believe everything I hear.
 I can list at least 3 facts about tobacco that I know to be true.
 I can find at least 2 websites with reliable, factual information
about tobacco use and second-hand smoke.
Suggested learning and teaching activities
This lesson will require 2-3 class periods.
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In this lesson, children will take part in a quiz on tobacco use and second-hand smoke, to
help them recognise the role of factual and non-factual information in the decisionmaking process.
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Print off the sheets in the resources list: A) B) C) D) & E).
Open up the Power Point: The Quiz Slide 1.
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Share the learning intention and success criteria for the lesson.
Activity 1 – Definitions:
1. Slide 1 Begin by asking the pupils what they understand by the words ‘fact’ and ‘myth’. See the
Extra Guidance Notes for a definition of the phrase ‘urban myth’.
2. Offer the pupils 1 ‘fact’ about tobacco that you know to be true. Now offer them 1 ‘urban myth’
about tobacco that you know to be false. Ask the pupils why it is so important that a young
person can separate the facts from the myths.
Group/Class: P6- P7
Assessment
Pupil participation in and
completion of: discussion,
group work and activity
sheet.
Resources
Collect:
- a pair of scissors
- envelopes
- sticky notes
Guidance For Teachers:
A) Lesson Plan x1
B) Teacher Quiz Question &
Answer Sheet x1
Hand Outs For Pupils:
C) Quiz Card Sheet x1 per
co-operative learning group.
First, cut into 12 individual
cards, then place the 2
cards named ‘True’ and
‘False’ into an envelope
along with quiz card
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Activity 2 – The Quiz:
3. Now ask the pupils to get into their co-operative learning groups and give each group an
envelope containing the Quiz Card Statements (1-3) and some post-it notes. Ask each group
to empty the contents of the envelope and place the 2 cards named ‘True’ and ‘False’ into the
middle of their table.
4. Ask each group to decide which of the statements (1-3) are ‘true’ or ‘false’; encouraging them
statements 1-3.
D) Heads & Tails Sheet x1
per pair of pupils.
E) Homework Sheet x1 per
pupil
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
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to place each statement next to the relevant card*. The pupils need to make sure that they
have reasons for the choices that they have made, using phrases such as; ‘I think this is ‘true’
because… They should then record their reasons on the post-it notes.
5. Slides 2-7 Read out the 1st statement and ask a group to volunteer to explain to the rest of the
class why they think it is ‘true’ or ‘false’. Now ask the class if anyone disagrees with their answer
and why. After hearing different views about a particular statement give the groups the
opportunity to change their position and move their card. Then use the Teacher Quiz Question
& Answer Sheet to give the correct answer along with an explanation. Now do the same for
the 2nd and 3rd statement.
6. Slides 8-13 Hand out the next 3 statements and repeat the process.
7. Slides 13-21 Finally, hand out the last 4 statements. Repeat the process and encourage the
pupils to share their thoughts and views on some of the ethical issues surrounding the answers
to the last 4 statements.
Power Points:
* Encourage groups to listen carefully to each other’s reasoning. Intervene if any pupils start moving the cards without justifying their
decision. Much of the learning comes when learners have to explain to their peers why they think a card should be in a particular
position, i.e. “I know that smoking cigarettes used to be advertised as being healthy because my Grandad told me about one of the
adverts he watched when he was young.”
Teacher notes:
F) The Quiz P.P
Send to Health
Improvement Team:
G) The Teacher Feedback
Sheet x1
Key vocabulary
Nicotine, withdrawal
symptoms, myth, handrolled tobacco, second-hand
smoke
Activity 3 – Sourcing Reliable Websites:
8. Ask the pupils where they could go to find reliable information about tobacco. Suggest suitable
websites and allow them time during class to research some of these sites**.
9. Ask the pupils who they could contact in confidence if they think shops are breaking the law by
selling tobacco to young people under 18: [email protected]
** Advice caution, particularly on social networking sites, where the information can often be misleading.
Heads and Tails
Encourage pupils to revisit their success criteria. Hand out a copy of the Heads & Tails Sheet to
each pair of pupils, and ask them to complete it to reinforce knowledge and understanding.
Homework Task
Ask each pupil to take home the ‘Homework Sheet’ and see if their parents/guardians know as
much about tobacco and second-hand smoke as they do.
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
Topic B: Fact or Myth
Experiences and outcomes
 LIT 2-24a
 EXA 2-03a
 HWB 2-13a
Lesson: 2 of 2
Learning intention
We are learning to create an anti-smoking message.
Success criteria
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Group/Class: P6- P7
Assessment
A poster will be completed
and submitted for grading.
The title is eye catching, attractive and dominates the poster.
All relevant information is clearly set out.
Layout is carefully planned and includes relevant illustrations.
Pictures engage reader’s interest.
Persuasive language is used effectively.
Suggested learning and teaching activities
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This lesson will require 2-3 class periods.
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Share the learning intention and success criteria for the lesson.
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Activity 1 – What is a Poster:
1. Begin a group discussion with the question, “What is a poster?” After several pupils have shared
their definitions, continue with the prompt, “What is the purpose of a poster?” On chart paper,
record some of the purposes posters serve such as to help others, to provide health and safety
messages, to inspire, to teach or inform, and to announce or promote.
2. Display two or three poster samples. Let the pupils know that even though posters serve
different purposes, they use similar conventions and techniques to convey their messages. Ask
the pupils to identify the conventions and techniques used in the design of each poster. Include
these elements on the chart: print/words, colour, images (pictures, photographs, and
illustrations). Continue to examine specific aspects of the poster features such as the use of
large font for the main message and smaller font for details, colourful graphic design, and
Resources
Collect:
- sticky notes
In this lesson, pupils will use the knowledge they have gained to design a poster, to
encourage other children in their school to choose not to smoke. They will then identify a
high traffic area within the school where the posters can be displayed.
Print off the sheets in the resources list: G
- felt tips
- sheets of poster paper
Links to the school
tobacco policy:
The school is committed to
providing quality tobacco
prevention education based
on improving knowledge &
challenging mythologies,
exploring attitudes and
developing skills.
Suggested links to
the community:
Set up a table at a
community event or parents
evening to display the
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
interesting pictures or photographs.
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Activity 1 – Poster Presentation:
3. Explain to the pupils that they will be creating a poster to display around the school that will
advertise their learning and encourage other children not to smoke.
4. Divide the class into small groups and give each group some sticky notes. Encourage the pupils
to discuss which facts from the quiz they found the most interesting and compelling, and record
their thoughts on the sticky notes. Pupils can then bring their sticky notes up to the front of the
class to place on a large piece of paper.
5. Sort the sticky notes into themes and then encourage the pupils to choose a topic for their
poster from the list.
6. Explain that the posters will need to be clear and have real impact. Re-visit the success criteria.
7. Ask each pupil to explain their poster to the rest of the class.
8. Now ask the groups to rotate through all of the posters so that they can reflect on the unit.
9. Facilitate a class discussion on the learning that has taken place over the unit.
10.Ask the pupils for suggestions of high traffic areas around the school to place the posters.
posters.
Teacher notes:
3 Things
Encourage pupils to revisit their success criteria. Then ask them to write down the three most
important things they have learnt and/or are able to do, as a result of the work they have done
during the unit.
Homework Task
Extra Resources To Loan From HIRS For Interactive Activities:
Clever Catch Ball – Tobacco Game (G1DRS/001/G)
Smoke Rings – Card Game (G1DRS/003/G)
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
Quiz Quest – Card Game (G1DRS/004/G)
Extra Guidance Notes:
“An Urban Myth is a story, generally untrue but sometimes one that is merely exaggerated or
sensationalised, that gains the status of folklore by continual retelling. Such stories, which may be old and
cliché-ridden, are often given a degree of plausibility by being updated in a contemporary setting, or by the
teller's claims of personal involvement.” www.phrases.org.uk
Example of a Smoking Fact: Cigarettes cause litter, which is an environmental problem. THIS IS TRUE;
“An estimated 122 tons of cigarette related litter (butts, packs, matchsticks etc) is discarded in the UK
every day. 40% of litter plaguing our streets is smoking related. Not only is it unsightly, but costly too. The
annual clean up bill stands at £200 million just for cigarette ends! Those discarded cigarette ends can easily
become trapped between paving stones and be washed into drains, causing blockages and flooding. They
can leak toxins that contaminate water and harm marine life and the environment. Believing that a
cigarette butt will disappear quickly is a common mistake – it can take up to twelve years for one to
biodegrade.” www.keepscotlandbeautiful.org
Example of a Smoking Myth: Hand-rolled cigarettes, sometimes called ‘rollies’ are safer and less harmful
than manufactured cigarettes. THIS IS FALSE; “Rollies are just as harmful as cigarettes bought in packets
as they both contain tobacco along with its harmful chemicals.” www.cancer.org.au
Why is it important that young people get the real facts about smoking?
The decision to start smoking can be influenced by a variety of social and cultural factors. Inevitably, our
choices are influenced by what we see around us, the behaviour and views of our families, friends and
members of our community as well as the addictive nature of nicotine itself. We are influenced also by the
access that we have to cigarettes and the images that we see in the media, be that through direct
advertising or subtle association with a particular lifestyle or role modeli.
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
News Report - Tobacco industry may be using online videos to market products:
A new study suggests that tobacco companies may be using online video portals, such as YouTube, to get
around advertising restrictions and market their products to young people.
Robin Hewings, Cancer Research UK's tobacco policy manager, said: "Tobacco companies will use every
means at their disposal to advertise their deadly products. They need to recruit new, younger smokers to
replace the 100,000 people who die every year as a result of using tobacco.
"Advertising bans have been very influential in reducing the number of smokers but the tobacco industry
has always looked for loopholes so it's no surprise that they may be using social media. Most smokers start
in their teens and online media is ideal for targeting this age group”. www.cancerresearchuk.org
Reliable, factual information about tobacco and second-hand smoke can be found at a number of
websites:
www.ashscotland.org.uk
www.youngscot.org
www.rightoutside.org
www.nhs.uk
www.smokefreehighland.co.uk
www.cancerresearchuk.org
[email protected]
Other Useful Websites
www.plan-international.org Child tobacco pickers poisoned, reveals report.
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary
Tobacco – The End Game: An Interdisciplinary Resource Pack
Health Improvement NHS Highland, 2014-15
i
Scottish Government (2006) Towards a future without tobacco: The Report of The Smoking Prevention Working Group http://www.scotland.gov.uk/Publications/2006/11/21155256/0
 = Time = Lesson Outline  = Preparation  = Introduction = Main Activity
KEY:
= Plenary