Helping students say
no to tobacco and
other harmful drugs.
A program of
GRADE 6
Lesson plans & resources
Grade 6
Acknowledgements
The Lung Association is a registered, volunteer-based charity, committed
to the improvement of respiratory health. Through fund raising activities,
the Association supports medical research and Lung Association community
health programs. The Lung Association wishes to thank the Ontario
Physical and Health Education Association (OPHEA) for managing the
revision of the Lungs Are For Life program. In addition, The Lung Association
acknowledges the numerous individuals who have helped shape the program:
Advisory Committee
Dr. Roy Cameron, Centre for Behavioural Research and Program Evaluation, University of Waterloo
Lorraine Fung, Environmental Health Workgroup, Ontario Public Health Association
Darlene McBride, Lakehead District School Board
Writing Team
Bob Zacour, Lead Writer, Ottawa-Carleton DSB (retired)
Rebecca Byers, Projects Leader, OPHEA
Lynne Newell, Trillium Lakelands DSB
Romilla Gupta, Toronto Public Health
Lucie Olivier-Cyr, Hopewell Avenue, Ottawa
Donna McNeely, The Lung Association
Ann O’Shea-Taillon, Eamer’s Corners, Cornwall
Larry Mackie, Brookville PS, Campbellville
Christine Preece, Lambton Health Unit
Reviewers
Bill Abernethy, The Lung Association, Toronto (retired)
Susan Boston, Algoma Health Unit
Melina DiCarlo, Bonaventure Meadows PS, London
Carol Karner, Region of York Health Services
Doug Oliver, Riverside PS, Huntsville
Margaret Preston, Central Senior PS, Lindsay
Field Test Schools
Algonquin Ave. PS, Thunder Bay
Beachville PS, Beachville
Briar Hill Jr, Toronto
Byron Somerset, London
Centennial Sr, Brampton
Cherry Hill, Mississauga
College St. PS, Smithville
Connaught PS, Ottawa
Corpus Christi, North Bay
Cresthaven PS, North York
Dunwich-Dutton PS, Dutton
Eamer's Corners, Cornwall
Earnscliffe Sr PS, Brampton
Edward PS, St Thomas
Elgin Court PS, St Thomas
Evergreen PS, Kenora
Gladys Speers, Oakville
Grafton PS, Grafton
Lucille St-Pierre, Region of Ottawa-Carleton Health Department
Steve Scott, Pauline Johnson Junior PS, Agincourt
Kathy Tanguay, Elkhorn PS, North York
Helen Tunney, Region of York Health Services
Claudia Westland, Northwestern Health Unit
High Park Alternative, Toronto
Highview PS, North York
Holy Cross, Kemptville
Holy Cross, Oshawa
Holy Spirit, Scarborough
Hopewell Ave. PS, Ottawa
J. E. Benson, Windsor
John XXIII, Oshawa
John English Jr MS, Etobicoke
John P. Robarts, London
K. P. Manson, Severn Bridge
Kakabeka Falls PS, Kakabeka Falls
Kenollie PS, Mississauga
Lambton Park, Toronto
Loughborough PS, Sydenham
M. B. McEachren, Lambeth
Marlborough PS, Windsor
Mattawa District PS, Mattawa
Monsignor L. Cleary, Courtice
Moonstone PS, Moonstone
Mother Cabrini, Etobicoke
Mother St Bride, North Bay
Our Lady of Fatima, Belleville
Our Lady of Fatima, North Bay
Our Lady of Grace, Kitchener
Oxbow PS, Ilderton
Parkview PS, Komoka
Pontiac School, Wikemikong
Riverside PS, London
Robert Baldwin, Milton
Rolling Meadows, Burlington
Rosedale PS, Hamilton
Sir Isaac Brock, London
Sir John A.Macdonald, Thunder Bay
St Alexander, North Bay
St Ambrose, Cambridge
St Antoine Daniel, Victoria Harbour
St Bernadette, Mississauga
St Elizabeth Seton, Newmarket
St Hedwig, Oshawa
St John the Evangelist, Whitby
St Joseph, Sarnia
St Leo, Toronto
St Mary, Brantford
St Matthew, Toronto
St Pius, Brantford
St Teresa of Avila, Elmira
St Teresa, Kitchener
St Theresa, Brantford
St Theresa Shrine, Scarborough
Sylapps School, Oakville
Tam O'Shanter Jr, Scarborough
Thomas Gillbard, Cobourg
Trafalgar PS, London
Vernames School, Hamilton
Victoria PS, London
Waterfront School, Toronto
Wolford PS, Merrickville
Funding for this program has been provided in part by the Ontario Tobacco Strategy, Ministry of Health and Long-Term Care.
No endorsement by the ministry is intended or should be inferred.
Lungs Are For Life is endorsed as an educationally valid resource by the Ontario Physical and Health Education Association (OPHEA).
Copyright 2000 The Lung Association. All rights reserved. Photocopying of this resource for classroom use is encouraged. For any other
purpose, however, no part of this program may be reproduced, stored in a retrieval system, or transmitted in any form by any means,
electronic or mechanical, without the prior written permission of The Lung Association.
TM: Lungs are for Life is a trade-mark of The Lung Association
ISBN 0-9687739-2-3
Grade 6
Helping students say no to
tobacco and other harmful drugs
Table of Contents: Grade 6
Teacher Introduction: Using This Program
Page
3
3
3
4
4
5
A Message from the Writers
Background Information
Why Use This Program?
What Makes This Program Effective?
When and How to Use This Program?
Sample Letter to Parents
Youth and Tobacco – The Facts
The Grade 6 Program at a Glance
6
8
Subtask (Lesson)
Subject Area
1. All Systems Protected
2. Breathe Clean – Stay Healthy
3. Caution: Dangerous Chemicals Ahead
4. We Have Rights!
5. Law and Money
6. Decide for Yourself
Subject Index: L-Healthy Living D-Drama
S&T-Science and Technology
HL
HL, AP, VA
HL, LA
HL, D
HL, LA
HL
9
12
15
18
21
23
LA-Language Arts
M-Mathematics
SS-Social Studies
MU-Music
VA-Visual Arts
AP-Active Participation
Lungs Are For Life
1
Grade 6
Table of Contents: Grade 6 (continued)
Appendices
Page
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
26
28
29
31
32
33
34
35
36
37
38
39
40
41
43
44
45
46
47
All Systems Full Speed Ahead
Invaders Approaching!
Reflections
Don’t Damage My Lungs
Poster Rubric
Fitness Evaluation
Here’s My Opinion
Dangerous Road Ahead
Permanent Damage
Persuasive Writing Rubric
I Finally Get My Chance
Peer Pressures
Your Basic Rights
That Is the Question
Decisions, Decisions, Decisions!
The IBEAR Decision-Making Method
IBEAR: The Problem-Solver
Role Play Rubric
Smoke Smart Contract
Resources
Websites
Community Resources
Local Lung Association Offices
Videos
48
49
50
51
References
52
Poster
Inside Your Lungs
A Special Note To Grade 6 Teachers
The Grade 6 Overall Expectations in the Healthy Living strand of the HPE curriculum focus on
cannabis and other drugs. Although the goal of the Lungs Are For Life program is primarily to prevent
tobacco use, The Lung Association realizes that the expectations for cannabis and other drugs must be
met. Most of the lessons discuss cannabis and solvents as these substances have a harmful effect on the
lungs, and other parts of the body. The subjects of cannabis and solvents has been integrated into many
of the living skill activities, as the same decision-making, problem-solving, and refusal skills that are
used in tobacco consumption are also effective in preventing cannabis and solvent consumption.
2
Lungs Are For Life
Teacher Introduction: Using This Program
Grade 6
Teacher Introduction:
Using This Program
A Message from the Writers
Welcome to Lungs Are For Life. As the writing team, we are very excited about this project.
We read the research, listened to teachers and health professionals who used the program, and heard
what focus groups and reviewers had to say. We then applied this information to one of the top-rated
preventive smoking programs in the country to create a product that both teachers and health educators
want. We feel that this program is simple and easy to use. It is based on strategies that can give students
the skills to prevent them from starting to smoke or use other harmful drugs. As one teacher said to us,
"We want an effective program so easy to implement that all you have to do is add water and stir".
We hope you enjoy using the program.
Background Information
The Lung Association’s Lungs Are For Life program is a popular and successful program that has
addressed respiratory health and smoking prevention since its development in 1984. Revised in 1993,
and now again in 2000, Health Canada has rated it as one of the top three smoking prevention programs
in the country. The writing team was able to take the best of the Lungs Are For Life program and
enhance it with additional effective and successful strategies from other programs in order to prevent
young people from using tobacco or other harmful drugs. To ensure its success with students, the program was field-tested in over 100 classrooms across the province.
This edition focuses on meeting the expectations in the new Ontario Health and Physical Education
Curriculum as well as the Ontario Ministry of Health and Long-Term Care’s new Mandatory Health
Programs and Services Guidelines for public health departments.
Why Use This Program?
Teachers and health professionals for students in Grades 4 to 6 designed these units of study. Each grade
module contains easy to use Subtask (Lesson) outlines and activities that you will need to implement a
successful prevention program. The Lungs Are For Life program is designed to help students develop the
skills they will need to prevent them from smoking or using other harmful substances such as cannabis.
Coupled with the enthusiasm of your students, the activities you include in this program will help your
students meet the expectations outlined in the Substance Use and Abuse component of the HPE
Curriculum as well as many expectations in the other subject areas.
Adolescence is the usual starting time for smokers. Almost all adult smokers began smoking before they
could legally buy cigarettes. Young people in Grades 6 and 7 are considered to be at the most critical
stage in their development in deciding whether they will experiment with tobacco or use other harmful
drugs. Tobacco is also considered a gateway drug for other substances. It is vital to reach these young
people to help them develop the skills that they will need to stay smoke-free all their lives. Reaching
young people before their first cigarette is one of the goals of the Lungs Are For Life program.
Lungs Are For Life
3
Teacher Introduction: Using This Program
Grade 6
What Makes This Program Effective?
The most promising of the prevention approaches uses the social influence model. The Lungs Are For
Life program has been developed using this model. Research shows that those youths who use
substances do so because of social pressures from:
• peers
• the family
• the media
• celebrities
• internal pressures (e.g., the desire to be “cool” and popular)
The Lungs Are For Life program provides students with information on health and social consequences
and attempts to motivate them to resist pressures to use substances. The program will help students
understand that tobacco use can:
• make their breath smell
• stink up their clothes
• stain their teeth
• lower their stamina
• make their non-smoking friends avoid them
• worsen their asthma
• cause premature wrinkling of their skin
In addition, this program will help students:
• recognize and refute tobacco promotion messages from the media, adults, and peers
• develop problem-solving and decision-making skills
• develop refusal skills through role playing
• affirm and make a declaration not to start smoking
When and How to Use This Program
This program has been designed to meet the Overall and Specific Expectations outlined in the Substance
Use and Abuse component in the HPE Curriculum. In addition, many other expectations in Mathematics,
Language, Science, and the Arts will be met. Prior to using the program, we recommend that you send
out the following sample letter to parents. The program can be taught at any time during the year.
However, you may want to teach it during National Non-Smoking Week (third week of January) or as
the last or second-last component in the HPE curriculum. Students so taught may be able to practise
some of their refusal skills prior to the spring and summer breaks.
There are six core Subtasks (Lessons) for this component and it is suggested that you allow 40 minutes
for each. Although the focus is primarily on tobacco education, cannabis and solvents have been integrated
into many of the living skill activities since the same decision-making, problem-solving, and refusal
skills that are used to prevent tobacco consumption are also effective in preventing cannabis and solvent
use. It may be necessary to schedule additional time to cover some of the supplementary activities. Since
this unit of study meets the expectations in other subject areas, you may want to consider an integrated
approach.
Several of the activities use a small peer-group discussion approach. This process attempts to harness
and direct the powerful influence of the peer group to promote desirable health behaviours. A peer leader
is required for many of the activities. You may wish to select the group members depending on the makeup
of your class. However, it is important to allow each group to choose its own peer leader who will serve
as a role model and be responsible for leading the group through discussions.
4
Lungs Are For Life
Teacher Introduction: Using This Program
Grade 6
Sample Letter to Parents
Guardian:
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Yours sincerely,
Lungs Are For Life
5
Youth and Tobacco – The Facts
Grade 6
Youth and Tobacco –
The Facts
Note to teachers: Use these pages as reference material. You may also want to duplicate them and provide them to your students.
Teens are concerned about their appearance and social life …
Dating – eight out of 10 guys and 7 out of 10 girls say they would not date someone who smokes.
Wrinkling – smoking causes premature wrinkling. It makes the skin dry and leathery.
Zits & Hair Loss – it takes longer for a smoker’s acne to heal. Smoking also causes hair loss in some teens.
Yellow Teeth – smoking causes yellow teeth and tooth decay and contributes to oral cancer.
The statistics …
Smoking Isn’t Popular – 87% of 12 to 14 year olds do not smoke, while 63% of secondary school kids
do not smoke.
Addictive – eight out of 10 teens who try smoking get hooked. Only 5% of student smokers think that
they will be smoking in 5 years. But 5 years later, 80% of them are heavy smokers.
Advertising – kids are twice as likely to be influenced by advertising as they are by peer pressure.
They are three times more sensitive to advertising than adults. Norway banned tobacco advertising
and halved the number of its children taking up smoking.
Staggering Numbers – Canadian teenagers smoke more than a billion cigarettes a year, resulting in
over $400 million in retail sales. The average teen smoker spends $1,000 a year on cigarettes.
Premature Death – it is estimated that 55% of young men and 51% of young women who start
smoking by age 15 will die before age 70 if they continue to smoke.
Cocaine – cigarette smoking is more addictive and harder to quit than heroin or cocaine.
Canadian Deaths – tobacco kills more than 40,000 Canadians per year. That’s more than the total
number of deaths from AIDS, traffic accidents, suicide, murder, fires, and accidental poisoning.
Tobacco contains …
Nicotine – a powerful mood-altering substance that is extremely toxic and addictive. Two to three
drops of pure nicotine can kill you.
Tar – a dark, sticky combination of hundreds of chemicals including poisons and cancer-causing
substances.
Carbon Monoxide – a deadly poisonous gas that replaces the oxygen in red blood cells. Smokers will
perform more poorly in aerobic fitness tests.
4,000 Chemicals – including: ammonia, lead, benzene, arsenic, dioxin, and formaldehyde. Over 40 of
these can cause cancer.
6
Lungs Are For Life
Grade 6
Youth and Tobacco - The Facts
Smoking can cause or promote …
Cancer in the lungs, mouth, sinuses, throat, brain, breast, uterus, bladder, kidney,
thyroid, lymph glands and blood.
Serious Ailments, such as bronchitis, pneumonia, emphysema, strokes, heart attacks,
ulcers, cataracts, gum disease, tooth decay, ear infections, dry skin, early aging, and impotence.
Respiratory Problems, such as increased coughing, phlegm, wheezing, chest colds, and
shortness of breath, even in smokers who smoke as little as one cigarette per week.
Asthma Attacks or increased asthma symptoms.
Colder Fingers and toes and a dulled sense of smell and taste.
Environmental tobacco smoke (secondhand smoke) ...
Causes the Same Ailments as those suffered by smokers.
Contains More Hazardous Substances than inhaled smoke and contains 2.7 times as much nicotine,
70% more tar and 2.5 times greater carbon monoxide levels.
Aggravates symptoms of hay fever and asthma.
Is Responsible for an estimated 4,000 deaths per year.
Quitting smoking …
Over Half of Grade 12 Students are unable to quit, and more than 70% of these students still smoke
eight years later due to nicotine addiction.
60% of Smokers Try to Quit – most smokers quit several times before stopping for good.
80% of Smokers Would Like to Quit.
Tobacco and the law…
Ontario Law prohibits the sale of tobacco to persons under 19.
Advertising and Promotion of tobacco products is prohibited on TV, radio, and newspapers.
Health Warnings must be on tobacco products and must list the toxins.
References for these facts and statistics are given at the end of this resource.
Lungs Are For Life
7
The Grade 6 Program at a Glance
Grade 6
The Grade 6 Program at a Glance
Overall Expectation For Healthy Living
By the end of Grade 6, students will:
Identify the influences (e.g., the media, peers, family members) affecting the use of cannabis and
other drugs, as well as the effects and legalities of, as well as healthy alternatives to, cannabis and
other drugs.
Subtask 1 – All Systems Protected
Students will review the Grade 5 Science program related to systems of the body, in particular, the respiratory system.
They will link the names of systems with parts, functions, and protection mechanisms. The systems highlighted are
those that are threatened by tobacco smoking, cannabis use, and inhaling of solvents. These systems include the respiratory, circulatory, central nervous, reproductive, and excretory systems. Students will also identify people and community agencies that support making healthy choices regarding substance use and abuse.
Subtask 2 – Breathe Clean – Stay Healthy
Students will learn that by not smoking they are in the majority. Students will test their cardiovascular and
respiratory systems using a non-threatening, self-improvement, physical-activity program. Students will also
identify people and community agencies that support making healthy choices regarding substance use and abuse.
Subtask 3 – Caution: Dangerous Chemicals Ahead
The focus of this lesson is centered on the short-term and long-term effects of smoking tobacco, using cannabis, and
inhaling of solvents. This lesson will continue to emphasize that the lungs are the entry point to the body for smoke and
gases that contain chemicals dangerous to the health of all of the body’systems.
Subtask 4 – We Have Rights!
The students will understand that in any situation (involving drugs or otherwise) there is a certain amount of pressure to conform to the group’s wishes. Students can be affected by peer pressure in two ways: some respond directly
to the external pressure where the drug is offered, others are pressured through their own internal feelings regarding
acceptance and conformity. Through a prepared scenario, students will identify the feelings that could be
experienced before a party and potential comments from peers. Reviewing resistance techniques and assertiveness
skills will assist in preparing the student for these types of situations.
Subtask 5 – Law and Money
In this lesson the students will explore the legal and economic aspects of tobacco and other drugs. A true or false
quiz addresses the major areas related to the legalities of tobacco, alcohol, solvents, cannabis, and LSD. Students
will identify the costs of drug use and abuse in human terms. The teacher may expand in these areas, according to
student needs and interests, to deal with criminal codes and the Highway Traffic Act.
Subtask 6 – Decide For Yourself
Students need the opportunity to test their decision-making skills. Every opportunity students have to practise
working through a scenario of what could happen, increases the chance that pressure of any sort will not lure them
into harmful behaviour. This lesson provides a variety of helpful scenarios. If you feel there are scenarios more
appropriate for your students, feel free to add them. As this is the last lesson, it is a time to celebrate healthy lungs
and have students commit to smoke-free living by signing the Smoke Smart contract.
8
Lungs Are For Life
Subtask 1 – All Systems Protected
Grade 6
Subtask 1 –
All Systems
Protected
Specific Expectations
Healthy Living
1. Identify people and community agencies that support
making healthy choices regarding substance use and abuse.
2. The learning strategies and activities included in this
Subtask will review the background necessary to meet the
following Specific Expectation:
Describe the short-and long-term effects of cannabis and
other illicit drugs.
Summary
Students will review the Grade 5 Science program related
to systems of the body, in particular, the respiratory system.
They will link together the names of systems with parts,
functions, and protection mechanisms. The systems highlighted will be those that are threatened by tobacco smoking,
cannabis use, and inhaling of solvents. These systems
include respiratory, circulatory, central nervous, reproductive,
and excretory systems. Students will also identify people
and community agencies that support making healthy
choices regarding substance use and abuse.
Lungs Are For Life
Assessment/
Evaluation
Reflections
What You
Will Need
Appendices 1to 3,
7 and 8; Youth and
Tobacco - The Facts
(pages 6 and 7);
chart paper; markers
(red, blue, green)
9
Subtask 1 – All Systems Protected
Grade 6
Notes to Teacher
Learning Strategies and Activities
1. Introduction and Brainstorming
1. Introduction and Brainstorming
(10 minutes)
Introduce the unit as the continuation of the Lungs
Are For Life program. Record brainstorming session
on chart paper and post in the classroom for future
referral.
Brainstorm reasons why The Lung Association
feels that issues relating to lung health concerns
require continuous education (e.g.; prevention of
disease and illness). See Youth and Tobacco — The
Facts on pages 6 and 7 for ideas.
2. All Systems Full Speed Ahead
2. All Systems Full Speed Ahead
(10 minutes)
This activity is designed to help students link
together the names of systems with parts,
functions, and protection mechanisms.
Make cards by cutting Appendix 1a, All Systems
Full Speed Ahead, into small rectangles. Each student
will need one card, so for most classes the teacher
will need to make two copies.
3. Organizer
Copy, cut, and distribute the cut-up cards from All
Systems Full Speed Ahead (Appendix 1a). Make
sure each student has one card. In some cases two
students will have identical cards.
Instruct students to move around the class and get
together with others who have cards that connect
to theirs. At least three other classmates will have
information related to a student's system.
3. Organizer
(5 minutes)
Develop an organizer on the board or use chart
paper and attach the cards in the proper places.
Have each student complete his or her own
personal copy (Appendix 1b).
10
Provide students with copies of Appendix 1b,
All Systems Full Speed Ahead, and have them
complete the chart based on what they have
learned in this lesson.
Lungs Are For Life
Subtask 1 – All Systems Protected
Grade 6
Notes to Teacher
Learning Strategies and Activities
4. Protecting The System
4. Protecting the System
(10 minutes)
Focus on the lungs, protection system and airborne
chemicals and toxins. The toxins in Appendix 2,
Invaders Approaching are represented by angry
"pac-man"- like characters. Be sure that students
understand that if the toxins get past the protection
system and into the respiratory and circulatory
systems, they will soon invade most parts of the body.
Appendix 7 and 8 outline some of the short-term and
long-term effects of these toxins.
Ask students what happens if the protection
system for the lungs breaks down? How might
this affect the other systems in the body?
5. Extension: Community Resource
Treasure Hunt
5. Extension: Community Resource
Treasure Hunt
Have students colour the airborne characters red,
blue, and green in Appendix 2, Invaders
Approaching!. The red colour indicates tobacco
toxins, blue indicates cannabis toxins, and green
indicates toxins from solvents. Each section should
contain airborne characters of all three colours.
(5 minutes)
The Community Resource Treasure Hunt is
designed to help students become aware of the
many community agencies and organizations that
can provide support and assistance concerning the
use and misuse of substances (see Websites and
Community Resources in the Resource section of
this document). Throughout this unit of study or
during a computer/library class students can,
individually or in pairs, find various organizations
that provide support.
Create a Treasure Hunt grid on chart paper to
place on the bulletin board. Each column of the
grid should have enough room to list the following:
name of organization, phone number, address, and
purpose, and name of the student(s) who found the
information. There could be prizes or extra credit
for the students finding the most local organizations.
6. Reflections
Give example of some of the agencies or organizations
that address substance use and abuse (e.g.; The Lung
Association, Centre for Addiction and Mental Health).
Show students the Community Resource Treasure
Hunt grid and inform them that they will be responsible
for finding at least one organization that can provide
support and assistance to prevent the use and misuse
of substances. They will need to list the following:
the name of the organization; its phone number,
address, and purpose; and their own name.
Students should check the grid each day to learn
about newly added organizations and to avoid
duplication.
6. Reflections
(5 minutes)
Instruct students to reflect on the lesson using
Appendix 3, Reflections.
Have students complete the first section of
Appendix 3, Reflections. Collect the papers and
store them; they will be needed for future lessons.
Lungs Are For Life
11
Subtask 2 – Breathe Clean - Stay Healthy
Grade 6
Subtask 2 –
Breathe Clean –
Stay Healthy
Specific Expectations
Healthy Living
The learning strategies and activities included in this
Subtask will review the background necessary to meet the
following Specific Expectation:
1. Describe the short- and long-term effects of cannabis and
other illicit drugs.
Active Participation
1. Participate vigorously in all aspects of the program.
2. Assess their progress in fitness-enhancing activities at
regular intervals.
Visual Arts
1. Produce two-and three-dimensional works of art that
communicate a range of ideas (thoughts, feelings, experiences)
for specific purposes and to specific audiences, using a
variety of familiar tools, materials, and techniques.
Summary
Students will learn that by not smoking they are in the
majority. Students will test their cardiovascular and respiratory systems using a non-threatening, self-improvement,
physical activity program. Students will also identify people
and community agencies that support making healthy choices
regarding substance use and abuse.
12
Lungs Are For Life
Assessment/
Evaluation
Regular fitness
evaluation,
reflections,
poster rubric
What You
Will Need
Appendices 3 to 6;
drinking straws;
Inside Your Lungs
poster; crayons or
pencil crayons (red,
blue, and green)
Subtask 2 – Breathe Clean - Stay Healthy
Grade 6
Notes to Teacher
Learning Strategies and Activities
1. For The Record
1. For The Record
(5 minutes)
Young people often believe that most people
smoke. The purpose of this activity is to dispel the
myth that smokers comprise the majority of the
population and that young people should start to
smoke because everybody does it. This lesson will
show students that the majority of young people
do not smoke. Follow up by calculating the percentage of nonsmokers. Focus on the positive.
On the board write down three headings: "Males",
"Females" and "Total". Ask students to indicate
their estimates of what percentages of kids
(Grades 7 to 13) smoke. Record all estimates.
After several guesses write the following: Males
29.8%, Females 28.6%, Total 29.2% (1999 statistics).
Calculate the percentage of nonsmokers (70.8%).
2. Respiratory Checkup
2. Respiratory Checkup
(5 minutes)
Refer to the poster, Inside Your Lungs. This activity
will help students understand the physical side of
breathing. After having students follow the breathing
exercise, have them share their feelings.
Ask students to sit up tall in their seats and breathe
in slowly through the nose. Imagine the air passing
through the nose, windpipe, bronchiole tubes,
bronchioles, and alveoli. Hold your breath while
the oxygen moves into the blood. Exhale the carbon
dioxide slowly through the mouth. Take the same
trip back. How did you feel? Close your eyes, take
a bigger breath and concentrate. What happens to
your body as you breathe? What is the purpose of
breathing?
3. Heart Rate Checkup
3. Heart Rate Checkup
(5 minutes)
This activity is the same as the respiratory
checkup, except it is designed to help students
understand the physical side of the circulatory
system.
Instruct students to take their pulse at the wrist or
neck for 15 seconds; record. Take breathing rate
for 30 seconds; record. Challenge students to jog
on the spot for one minute. Repeat instructions
from the heart rate and respiratory checkups.
Question the students: What did you notice?
What two systems are closely linked?
4. Challenge
4. Challenge
(10 minutes)
Challenge students to suggest activities that can
strengthen and benefit lung and heart health.
This activity will help students focus not only on
competitive sports but also on non-competitive
activities that can last a lifetime.
Challenge students to suggest activities that can
strengthen and benefit lung and heart health. Be
careful not to focus only on sports. Recreational
activities are more lifelong without competition.
Ask: Where are these opportunities located?
Record the suggestions on chart paper.
Lungs Are For Life
13
Subtask 2 – Breathe Clean - Stay Healthy
Grade 6
Notes to Teacher
Learning Strategies and Activities
5. Run For It
5. Run For It
(5 minutes)
Students will appreciate what breathing is like for
someone with a respiratory problem or illness.
Exercise caution as this activity may not be suitable
for students with breathing difficulties.
Distribute straws to each student. Ask the students
to place the straws in their mouths and repeat
Activity 3, breathing through their mouths only.
Record pulse and breathing rates again. Ask for
comments. Was this activity difficult? Why?
6. Don’t Damage My Lungs!
6. Don’t Damage My Lungs!
(5 minutes)
Some activities that people do can result in a damaged
respiratory system. Have students suggest activities
that could lead to restricted breathing (smoking
tobacco, smoking cannabis, inhaling solvents, exposure
to pollution). Students can record the activites on
Appendix 4, Don’t Damage My Lungs! and colour
code them as suggested there. Some activities may
have more than one colour. Answers: Tobacco: cigar,
nicotine, addiction, cigarette, tar, death; Cannabis: THC,
hash, marijuana, addiction, death; Solvents: glue, gasoline,
airplane cement, death, poison, addiction.
Indicate to students that the straw exercise is an
example of restricted breathing. Some activities
can result in this type of breathing for the rest of a
person’s life. Have students suggest activities that
could lead to restricted breathing and record them
on Appendix 4, Don’t Damage My Lungs! Students
can then colour code the activities and the substances
associated with each of them.
7. Reflections
7. Reflections
(5 minutes)
Have students reflect on what they have learned
using Appendix 3, Reflections.
Distribute the copies of Appendix 3, Reflections,
used in Subtask 1 and have the students report in
full sentences what they learned in this lesson.
8. Extensions: Art and Physical Education
8. Extensions: Art and Physical Education
(5 minutes)
The activities in Appendix 5, Poster Rubric and
Appendix 6, Fitness Evaluation, can help to enhance
this lesson and to meet the Specific Expectations
in Visual Art and Active Participation.
Provide students with Appendix 5, Poster Rubric,
and have them develop a poster showing activities
that could lead to restricted breathing (smoking
tobacco, smoking cannabis, or inhaling solvents).
Pushups: (level 1 or 2) maximum number without
stopping; Curlups: maximum number in a one-minute
time limit; Flexed Arm Hang: hold a position on a
chinup bar (eyes even with bar), timed; Sit and Reach:
sitting on the ground with legs straight, place a metre
stick parallel to the body with the 0 cm mark between
the knees and feet and the 26 cm mark at the base of
the feet, reach with two hands together as far as possible,
measure reach; Endurance Run: complete timed runs
of 3, 5, 7, 10 minutes, etc., distance is not a factor,
record finishing heart rate.
Provide students with Appendix 6, Fitness Evaluation
and have them maintain a record of their fitness
achievements in five areas. Students are to complete
the five activities, record their scores, and set a goal
for the next testing period. Students are to practise in
regular PE class and re-evaluate themselves at four
intervals throughout the year. The goal is to improve
personally.
14
Lungs Are For Life
Subtask 3 – Caution: Dangerous Chemicals Ahead
Grade 6
Subtask 3 –
Caution: Dangerous
Chemicals Ahead
Specific Expectations
Healthy Living
1. Describe the short-term and long-term effects of cannabis
and other illicit drugs.
Writing
1. Communicate ideas and information for a variety of
purposes (to inform, to persuade, to explain) to specific
audiences.
Assessment/
Evaluation
Reflections,
persuasive writing
assignment
What You
Will Need
Appendices 3, 7 to
10; crayons or
pencil crayons (red,
blue, and green)
Summary
The focus of this lesson will be centred on the short-term
and long-term effects of smoking tobacco, using cannabis,
and inhaling solvents. This lesson will continue to emphasize that the lungs are the entry point to the body for smoke
and gases that contain chemicals dangerous to the health of
all of the body's systems.
Lungs Are For Life
15
Subtask 3 – Caution: Dangerous Chemicals Ahead
Grade 6
Notes to Teacher
Learning Strategies and Activities
1. Review
1. Review
(5 minutes)
Have students recall material discussed in
Subtask 2 on restricted breathing and the
activities that lead to problems.
Review restrictive breathing experiences and the
major causes of lung damage (smoking tobacco,
smoking cannabis, and the inhaling of solvents).
2. Brainstorm: Cannabis
2. Brainstorm: Cannabis
(5 minutes)
Define the term "cannabis" (students may understand
"marijuana" and "hash" better). Cannabis comes
from the Cannabis sativa plant and contains THC,
a chemical that changes the way a person thinks,
acts, and feels. Cannabis damages the lungs the
same way cigarettes do.
Brainstorm information on the term "cannabis."
Discuss slang terms for this plant ("toke", "weed", etc.).
3. Brainstorm : Solvents
3. Brainstorm: Solvents
(5 minutes)
Define the term "solvent." Solvents can be used as
inhalant drugs. Regular use may lead to addiction.
Sniffing any of these substances can be extremely
harmful to health and can cause death.
Brainstorm for examples of solvents and discuss
their availability. Have students give examples
from the kitchen, basement, workshop, school
supplies, bathroom, or garage.
Some examples where solvents can be found are: Pam,
whipped cream, insecticides, spray cleaners, WD-40,
paint thinner, contact cement, hairspray, air freshener,
nail polish, gasoline, starter fluid, spray cans, and
lighter fluid.
4. Here’s My Opinion
4. Here’s My Opinion
(10 minutes)
The activity in Appendix 7, Here's My Opinion, is
a personal rating chart designed to help students
learn about the short-term effects of smoking,
cannabis, and using solvents.
Distribute Appendix 7, Here's My Opinion. Instruct
students to rate each effect from 1 (least important)
to 5 (most important) according to how greatly it
concerns them.
Have students discuss reasons for some of their
selections.
Have students discuss some of their selections.
If time permits, a jigsaw activity could be used to
help students learn about the short-term effects of
these drugs.
16
Lungs Are For Life
Subtask 3 – Caution: Dangerous Chemicals Ahead
Grade 6
Notes to Teacher
Learning Strategies and Activities
5. Dangerous Road Ahead
5. Dangerous Road Ahead
(15 minutes)
The activity in Appendix 8, Dangerous Road
Ahead, is designed to help students learn about
the long-term effects of smoking, using cannabis,
and inhaling solvents. If time permits, a jigsaw
activity also could be used to help students learn
about the long-term effects of these drugs.
Make Appendix 8, Dangerous Road Ahead, available to all students. Instruct students to complete
Appendix 9, Permanent Damage, using Appendix 8
as a resource. Colour the parts of the body that are
affected by each habit (smoking – red, cannabis –
blue, solvents – green).
The activity in Appendix 9, Permanent Damage,
is designed to have students visually identify the
body parts that are affected by smoking, cannabis,
and solvents.
The completed coloured drawing should visually
display the areas of the body affected by the longterm effects of each drug. Some locations will
include more than one colour.
6. Reflections
6. Reflections
(5 minutes)
Have students reflect on the lesson, using
Appendix 3.
Redistribute Appendix 3, Reflections. Have students
report in writing, using full sentences, what they
learned in this lesson. Again collect the papers for
future use.
7. Homework: Extension for Language Class
7 Homework: Extension for Language Class
(5 minutes)
As an extension in language class each student
could develop a persuasive or informational writing
assignment that focuses upon the dangers of smoking, using cannabis, and inhaling solvents. See
Appendix 10, Persuasive Writing Rubric.
Tell students that they are to develop a persuasive
or informational writing assignment that focuses on
the dangers of smoking, using cannabis, and inhaling solvents. Provide students with Appendix 10,
Persuasive Writing Rubric.
Lungs Are For Life
17
Subtask 4 – We Have Rights!
Grade 6
Subtask 4 –
We Have
Rights!
Specific Expectations
Healthy Living
1. Determine influences (e.g., interpersonal, personal, legal,
economic) on the use and abuse of tobacco and other
drugs (alcohol, cannabis, LSD) and consider them part of
the decision-making process to make healthy decisions.
Drama and Dance
1. Solve problems presented through drama and dance
in different ways, and evaluate the effectiveness of each
solution.
Assessment/
Evaluation
Role play rubric,
reflections
What You
Will Need
Appendices 3,11
to 13, and 18
Summary
The students will understand that in any situation
(involving drugs or otherwise) there will be a certain
amount of pressure to conform to the group's wishes.
Peer pressure can affect students in two ways: some respond
directly to the external pressure in which the drug is offered,
others are pressured through their own internal feelings
regarding acceptance and conformity. Through a prepared
scenario, students will identify the feelings that could be
experienced before a party and potential comments from
peers. Reviewing resistance techniques and assertiveness
skills will assist in preparing the student for these types of
situations.
18
Lungs Are For Life
Subtask 4 – We Have Rights!
Grade 6
Notes to Teacher
Learning Strategies and Activities
1. Internal Pressures
1. Internal Pressures
(10 minutes)
One type of pressure comes when the student feels
pressure from within. Through a prepared scenario
students will identify the feelings that could be
experienced before the party and the potential
comments from peers that could be made at the
party. Part 1 is designed to help students identify
internal pressure.
Share Part 1 of the scenario in Appendix 11,
I Finally Get My Chance!, with the students.
Ask the students to describe their feelings before
they get to the party on Saturday night. Record
the answers on blackboard. Refer to Appendix 12,
Internal and External Peer Pressure. Challenge
students to classify this type of peer pressure
(internal pressure).
2. External Pressures
2. External Pressures
(10 minutes)
Part 2 of the scenario is designed to help students
identify external pressure.
Read Part 2 of the scenario, I Finally Get My
Chance. Ask the students to predict some comments
that could be made to them at the party. Record
the answers on the blackboard. Refer to Appendix
12. Challenge the students to classify this type of
peer pressure (external pressure).
3. Assertiveness and Resistance Techniques
3. Assertiveness and Resistance Techniques
(5 minutes)
Research indicates that students need to be able to
identify and practice assertiveness and resistance
techniques.
Review resistance techniques and assertiveness
skills.
Assertivess techniques: stand up straight; speak
loudly and clearly; look the offerer straight in the
eye; sound like you mean what you're saying.
Resistance techniques: say no thanks; broken
record – repeat the same answer over and over;
reverse the pressure - ask "why are you picking on
me?"; leave the situation – just walk away from
the person.
Lungs Are For Life
19
Subtask 4 – We Have Rights!
Grade 6
Notes to Teacher
Learning Strategies and Activities
4. Role Playing – Using Assertiveness
and Resistance Techniques
4. Role Playing – Using Assertiveness
and Resistance Techniques
(10 minutes)
In groups of two to three, the students will get an
opportunity to publicly refuse the substance that
was offered at the party. Have students present their
situation to the class. If you wish the students to
evaluate the role plays, use Role Play Rubric, in
Appendix 18.
Working in groups of two to three, the students
should role play the scenario of the party. One
person plays the refuser and the other(s) play the
encourager(s). The situation ends in a healthy
choice. Have students present their role plays to
the class.
5. Your Basic Rights
5. Your Basic Rights
(5 minutes)
There are some basic rights that belong to everyone. These can be helpful to students when faced
with difficult decisions. See Appendix 13, Your
Basic Rights, for more information.
Distribute Appendix 13, Your Basic Rights and
discuss with the class.
6. Reflections
6 Reflections
(5 minutes)
Have students reflect on the lesson using
Appendix 3.
20
Distribute the second page of Appendix 3,
Refections. Using full sentences the students
should record what they have learned in this
lesson. Collect the papers for future use.
Lungs Are For Life
Subtask 5 – Law and Money
Grade 6
Subtask 5 –
Law and
Money
Specific Expectations
Healthy Living
1. Determine influences (e.g., interpersonal, personal, legal,
economic) on the use and abuse of tobacco and other
drugs (alcohol, cannabis, LSD) and consider them as part
of a decision-making process to make healthy decisions.
Assessment/
Evaluation
Final quiz,
reflections
What You
Will Need
Oral and Visual Communications
1. Contributes and works constructively in a group.
Appendices 3, 7, 8,
and 14; chart
paper; markers
Summary
In this lesson the students will explore the legal and
economic aspects of tobacco and other drugs. A true or
false quiz addresses the major areas related to the legalities
of tobacco, alcohol, solvents, cannabis, and LSD. Students
will identify the costs of drug use and abuse in human
terms. The teacher may expand in these areas according
to student needs and interests, to deal with criminal codes
and the Highway Traffic Act.
Lungs Are For Life
21
Subtask 5 – Law and Money
Grade 6
Notes to Teacher
Learning Strategies and Activities
1. That Is The Question
1. That Is The Question
(10 minutes)
The first activity in Appendix 14, That Is the
Question, is a true-or-false test to stimulate
discussion and to provide some background on
the legalities of some drugs.
Distribute the true-or-false quiz, in Appendix 14a,
That Is the Question, and have students complete
it. Take up the test and discuss the answers which
are on Appendix 14b.
2. At What Cost?
2. At What Cost?
(15 minutes)
In this activity the students will explore the costs
of drug use and abuse in human terms. Each group
should select a group leader and a recorder. If you
have a large class, you may want to consider creating
smaller groups of four to five students and have
two groups use the same topic.
Divide the class into three groups and assign each
one of the following three tasks:
Group 1: What costs are associated with the use of
tobacco and other drugs? (specifically, the human
costs in terms of disease, and drain on the health
care system). Refer back to Subtask 3, and
Appendix 8, Dangerous Road Ahead. Record this
information on chart paper.
Group 2: How do costs affect young people who
smoke, use cannabis or inhale solvents? (costs refer
to not only money but to emotional, intellectual, social,
and physical costs). Look back to Appendix 7, Here’s
My Opinion. Record the results on chart paper.
Group 3: If you knew a friend who was involved
with injuring their lungs with some of these substances,
list some ways you could help. Record the results
on chart paper.
3. Group Presentations
3. Group Presentations
(10 minutes)
Allow time for discussion after each presentation.
Using the chart papers, have the group leaders
present their responses.
4. Reflections
4. Reflections
(5 minutes)
Have students reflect on the lesson using Appendix 3.
22
Distribute the partially filled in Appendix 3, and
have the students use them to reflect on what they
have learned in this lesson. Again collect the papers.
Lungs Are For Life
Subtask 6 - Decide for Yourself
Grade 6
Subtask 6 Decide
for Yourself
Specific Expectations
Healthy Living
1. Determine influences (interpersonal, personal, legal,
and economic) on the use and abuse of tobacco and other
drugs (alcohol, cannabis, LSD) and consider them as part
of the decision-making process to make healthy choices.
Assessment/
Evaluation
Role play rubric,
reflections
What You
Will Need
Summary
Students need the opportunity to test their decision-making
skills. Every opportunity they have to practise working through
a scenario of what could happen, increases the chance that
pressure of any sort will not lure them into harmful behaviour.
This lesson provides a variety of helpful scenarios. If you feel
there are scenarios more appropriate for your students, feel
free to add them. As this is the last lesson, it is a time to celebrate
healthy lungs and have students commit to smoke-free living
by signing the Smoke Smart Contract.
Lungs Are For Life
Overhead;
transparencies and
overhead markers;
Appendices
3,11,15 to 19
23
Subtask 6 – Decide for Yourself
Grade 6
Notes to Teacher
Learning Strategies and Activities
1. IBEAR to The Rescue
1. IBEAR To The Rescue
(5 minutes)
Review the IBEAR model of decision-making
(Identify, Brainstorm, Evaluate, Act, Review)
using Appendix 16.
Present the IBEAR Decision-Making Method to
the class using a transparency of Appendix 16.
Discuss the meaning of each term.
2. IBEAR at Work
2. IBEAR at Work
(5 minutes)
Demonstrate how to use the IBEAR model using a
case study from Appendix 11, I Finally Get my
Chance, and the template in Appendix 17, IBEAR:
The Problem-Solver.
Re-read Appendix 11, I Finally Get my Chance.
Using a transparency of Appendix 17, IBEAR:
The Problem- Solver, complete the decision-making
process with the class.
3. Decisions, Decisions, Decisions!
3. Decisions, Decisions, Decisions!
(20 minutes)
Students will work in groups to practise using the
decision-making model: IBEAR.
Have the group leaders read their scenario to the
class and explain how they arrived at that decision.
It is also possible for students to role play the
scenarios. If you wish the students to evaluate the
role plays, use the Role Play Rubric, in Appendix
18.
24
Divide class into groups. Make copies of
Appendix 15, Decisions, Decisions, Decisions!
Cut up the scenarios and hand one to each group
(more than one group can do the same scenario).
Have the groups complete the decision-making
process using Appendix 17. Have the group leaders present their scenario to the class and emphasize how they would carry out the decision.
Lungs Are For Life
Subtask 6 - Decide for Yourself
Grade 6
Notes to Teacher
Learning Strategies and Activities
4. Public Commitment (Certificates)
4. Public Commitment (Certificates)
(5 minutes)
The research has shown that if students make a
public commitment to be drug-free, it is likely that
they will not become tobacco or substance users.
The effectiveness of the activity depends upon
everyone's participation. Start with the peer leaders
and encourage others to follow.
Photocopy Appendix 19 and distribute one to each
student. Have students individually commit to a healthy
lifestyle that will keep their lungs healthy. Have each
student sign the certificate and add your own signature.
After the principal signs, the students should take
the certificates home for their parents to see.
5. Reflections
5. Reflections
(5 minutes)
Have students reflect on the lesson and on the program
using Appendix 3.
Distribute the Reflections sheets (Appendix 3)
and have students make one last entry.
Lungs Are For Life
25
System
Parts
Function
✁
Protection
Central
nervous
system
&
connections
Respiratory
system
Circulatory
system
Testicles
Ovaries
Reproductive
system
Stomach
Liver
Intestines
Digestive
system
Processes
food and
removes
waste from
body
Heart
Arteries
Veins
Produces
cells for
development
of offspring
Lungs
Airsacs
Pumps and
moves blood
to and from
all cells
Pelvis
Rib Cage
Pelvis
Rib Cage
Brain
Spinal cord
Supplies
Controls
oxygen and
removes
body systems
and organs carbon dioxide
from body
Skull
Vertebra
Rib Cage
Cilia
Mucus lining
Lungs Are For Life
26
Grade 6
Appendix 1a – Subtask 1
All Systems Full
Speed Ahead
(cut on the dotted lines)
Grade 6
Appendix 1b – Subtask 1
All Systems Full
Speed Ahead
(part b)
System
Parts
Function
Protection
Central
nervous
system
&
connections
Respiratory
system
Circulatory
system
Reproductive
system
Excretory
system
27
Lungs Are For Life
Appendix 2– Subtask 1
Grade 6
Invaders
Approaching!
Colour the airborne characters to show how substance use
affects the body's systems. Use red for tobacco toxins,
blue for cannabis toxins, and green for toxins from solvents.
A
I
R
H
A
R
M
F
U
L
G
A
S
E
S
P
R
O
T
E
C
T
I
O
N
S
Y
S
T
E
M
L
U
N
G
S
B
L
O
O
D
H
E
A
R
T
Lungs Are For Life
BRAIN
MUSCLES
KIDNEYS
LIVER
STOMACH
TESTES
OVARIES
28
Appendix 3 – Subtasks 1 to 6
Grade 6
Reflections
Name:
After each lesson, reflect about what you have learned.
Is there anything that you did not know before?
Subtask 1—All Systems Protected
Subtask 2—Breathe Clean—Stay Healthy
Subtask 3—Caution: Dangerous Chemicals Ahead
Lungs Are For Life
29
Appendix 3 – Subtasks 1 to 6
Grade 6
Reflections
(con’t)
Name
After each lesson reflect about what you have learned.
Is there anything that you did not know before?
Subtask 4—We Have Rights!
Subtask 5—Law and Money
Subtask 6—Decide For Yourself
30
Lungs Are For Life
Appendix 4 – Subtask 2
Grade 6
Don't Damage My Lungs
Activities Leading to Restricted Breathing
1
Tar
2
Poison
Death
Addiction
3
Airplane
cement
4
THC
Cigarette
Hash
Nicotine
Gasoline
Marijuana
Cigar
Colour the boxes to indicate the substances to which they relate.
Use red for tobacco, blue for cannabis, green for solvents.
Lungs Are For Life
31
Appendix 5 – Subtask 2
Grade 6
Poster Rubric
Name:
Class:
CRITERIA
FEW (1)
SOME (2)
MOST (3)
ALWAYS (4)
Theme
(clear, identifiable,
unique)
Organization
(use of space and
balance)
Visual Appeal
(focal point, colour,
use of words and
symbols)
Content
(major and minor
points, extension
of ideas)
Respect for due
date
Comments and
Suggestions for
Improvement
What I learned:
My final score
32
Lungs Are For Life
Appendix 6 – Subtask 2
Grade 6
Fitness Evaluation
Name:
The following chart requires that you maintain a record of your fitness achievements as well as set
goals for the next evaluation session. You need to complete each square in the following areas: past
achievement, goal, actual achievement, and (where necessary) level of intensity or heart rate.
PUSHUPS (muscular strength and endurance)
CURLUPS (muscular endurance)
FLEXED ARM HANG(muscular strength)
SIT AND REACH (flexibility)
ENDURANCE RUN (cardiorespiratory endurance)
Goal
Previous
Score
Level (push ups)
Actual
Score
Heart Rate (endurance run)
Lungs Are For Life
33
Appendix 7 – Subtasks 1, 3 and 5
Grade 6
Here’s My Opinion
Rate the following effects from 1 (least important) to 5
(most important) according to how greatly they concern you.
SHORT-TERM EFFECTS OF SMOKING
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Faster heart rate
Faster breathing rate
Increased blood pressure
Longer healing for acne
Loss of appetite
Reduced sense of taste and smell
Reduced ability to keep dirt and bacteria out of airways and lungs
Increased number of colds
Decreased athletic ability
Sore throat
Irritated eyes
Headaches
Cancer-causing agents enter lungs
Addiction
SHORT-TERM EFFECTS OF INHALING SOLVENTS
____
____
____
____
____
____
____
Sudden sniffing death
Brain damage
Stomach irritation
Eye irritation
Heart problems
Kidney damage
Liver damage
SHORT-TERM EFFECTS OF CANNABIS
____ Impaired concentration
____ Decreased short-term memory
____ Impaired coordination and balance
____ Feeling of calm, relaxation, talkativeness
____ Confused sense of time and space
____ Impaired motor skills
____ Red eyes
____ Difficulty thinking logically
34
Lungs Are For Life
Appendix 8 - Subtasks 1, 3 and 5
Grade 6
Dangerous Road Ahead
LONG-TERM EFFECTS OF SMOKING
•
•
•
•
•
•
•
•
•
•
•
•
Hardening of blood vessels in heart and brain
Increased chance of heart attack and stroke
Shortness of breath
Coughing
More lung infections (colds, pneumonia)
Wrinkled skin
Stomach problems
Reduced lung capacity
Increased chance of cancers
Changes in colour of teeth and fingers (yellow)
Smaller babies for women who smoke
Destroyed lung-protection system
LONG-TERM EFFECTS OF INHALING SOLVENTS
•
•
•
•
•
•
•
•
•
Optic nerve damage causing blindness
Hearing loss
Heart irregularities
Birth defects
Liver damage
Kidney failure
Muscle weakness
Respiratory failure
Brain damage
LONG-TERM EFFECTS OF CANNABIS
•
•
•
•
•
Loss of motivation
Difficulties with memory and concentration
Increased risk of lung diseases including cancer
Collection of THC in brain and reproductive organs
Slow and confused thinking
Lungs Are For Life
35
Appendix 9 – Subtask 3
Grade 6
Permanent Damage
Colour in the parts of the body affected by using
tobacco, cannabis, and solvents.
Use red for tobacco, blue for cannabis, green for solvents.
Some parts will have more than one colour.
Brain
Eyes
Ears
Lungs
Heart
Liver
Stomach
Kidney
Reproductive Area
36
Lungs Are For Life
Appendix 10 – Subtask 3
Grade 6
Persuasive
Writing Rubric
CRITERIA
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Factual
Information
(structure, logical
arguments, background)
Few ideas and
concepts from
material covered
in lessons
A variety of simple
ideas and information
from lessons
Ideas of some complexity, connected
to personal
experiences
Ideas increasing
in complexity,
expressed
thoughtfully and with
insight
Point of View
Inconsistent point of
view
Adequate point of
view; consistent
Capably able to
express a point of
view
Strong and consistent
point of view
Organization
Introduction
No effective introduction; doesn’t
capture interest of
reader
Adequate attempt;
uses simple ideas to
captures reader's
interest
Stimulation of
reader's interest;
setting and ideas
are established
Extremely effective
introduction; reader
is captivated
Conclusion
No effective
conclusion
Adequate ending of
assignment; inability
to summarize ideas
Competently able to
summarize ideas
Effective conclusion
summarize ideas
links to introduction
Language
Vocabulary of plot
Limited use of
vocabulary; below
grade level
Use of simple words
to describe ideas;
attempt at using technical vocabulary
Grade level
vocabulary with
specific words from
topic discussed
Effective vocabulary;
use of a thesaurus
as a resource
Overall
Presentation
Difficult to read;
use of pencil;
minimal number
of paragraphs
Some variety in
presentation; use
of pencil; adeqate
organization
Organized effectively;
typed or written in
pen; paragraphs
evident
Extremely legible;
format visually
attractive
Sentence
Structure
Accuracy
Sentences not
clearly identified
by periods; several
ideas in one
sentence
Simple sentences
with some variety
of length
Sentences varied in
terms of length and
complexity
Use of a variety of
complex and simple
sentences in an
effective manner
Effectiveness
Limited ability to
express ideas
contained in one
sentence
Some personal
ideas; adequately
convincing
Argument clear;
personal ideas
expressed well
Ideas expressed
effectively; easy to
understand
Punctuation and
Capitalization
Limited use of punctuation and limited
ability to capitalize
Adequate and
simple use of
punctuation
Few errors and
competent use of
punctuation
No errors and
effective use of
punctuation
Spelling
Many spelling errors
Several spelling
errors
Most words spelled
correctly
All words spelled
correctly
Lungs Are For Life
37
Appendix 11 – Subtasks 4 and 6
Grade 6
I Finally Get My Chance
Part One
Saturday is the day of the big party. All the kids in my class have been invited. I feel real lucky
to go. I’m not one of the popular kids and others make fun of the way I dress. So I consider this
invitation an opportunity to be popular; well, maybe just a little. Mom bought me new clothes
so that I would look like everyone else. I didn’t tell Mom that some of the kids smoke. They
have even tried marijuana. That part makes me nervous.
Part Two
Mom dropped me off one block away so I could walk by myself. It was real cool, all the kids
talked to me and said I looked real nice. Then Charlie, one of the cool kids, said that everyone
was going to meet in the family room. I rushed in with excitement. Someone pushed me to the
front and I was handed a funny-looking cigarette. All the kids stared at me, telling me to take a
puff.
38
Lungs Are For Life
Appendix 12 – Subtask 4
Grade 6
Peer Pressures
Examples of Internal Peer Pressure
•
•
•
•
•
•
•
•
•
fear of rejection by friends
fear of parents finding out
fear of getting high
fear of getting sick
fear of what your friends might think – wanting to act grownup
wanting to be liked by others
not knowing how to get out of going to the party
wanting to find out what these parties are like – wanting to be popular
wanting to feel good about yourself
Examples of External Peer Pressure
•
•
•
•
"You're just chicken."
You could be laughed at
"This is the last time you'll get invited."
"Come on, have a smoke, everyone else is."
Lungs Are For Life
39
Appendix 13 – Subtask 4
Grade 6
Your Basic Rights
There are some basic rights that belong to everyone. Thinking about them can often help you
decide what to do when someone is pressuring you. Such thoughts can make you feel good
about standing up for what you think is best for you.
Remember, you have:
THE RIGHT TO DO
WHAT IS BEST FOR YOU
THE RIGHT TO MAKE
YOUR OWN DECISIONS
THE RIGHT TO
CHANGE YOUR MIND
40
Lungs Are For Life
Appendix 14a – Subtask 5
Grade 6
That Is the Question
True-or-False Quiz
Name:
Answer the following questions by writing T (true) or F (false).
1. _____ Tobacco can be sold to anyone.
2 . _____ Tobacco products must have a health warning on their packages.
3. _____ Cannabis can be used only in designated areas.
4. _____ The legal drinking age in Ontario is 19 years.
5. _____ Solvents are legal and available without restrictions.
6. _____ LSD is a restricted drug and is illegal to use or possess.
7.
_____ Tobacco salespersons must ask for photo identification if they are
unsure of the purchaser's age.
8. _____ Smoking may take place in designated areas in schools.
9. _____ It is legal to have someone buy you alcohol if you are under age.
10. _____ Solvents are not drugs and are safe.
Lungs Are For Life
41
Appendix 14b – Subtask 5
Grade 6
That Is the Question
Answers
1.
False
It is illegal in Ontario to sell tobacco to anyone who is less than 19 years old.
2.
True
Tobacco products must carry health warnings and a list of toxins on their packages.
3.
False
It is illegal to possess, cultivate, traffic in, or import or export cannabis. This is a
criminal offence.
4.
True
It is an offence in Ontario to sell alcoholic beverages to anyone under the age of 19.
5.
True
Although legal, solvents are extremely harmful if inhaled.
6.
True
Lysergic acid diethlyamide (LSD) is a chemical compound that is used to
study mental disorders.
7.
True
Selling tobacco products to minors is illegal and may result in a fine.
8.
False
Smoking is not permitted in any school in Ontario.
9.
False
That person can be charged with supplying alcohol to a minor.
10. False
Solvents contain poison and are extremely dangerous.
42
Lungs Are For Life
Appendix 15 – Subtask 6
Grade 6
Decisions, Decisions,
Decisions!
Scenario 1 (Alcohol)
You are at a party Saturday night. This is a big event as you really want to be accepted by this crowd.
Your parents have bought you new clothes and, for the first time, are allowing you to stay until the very
end. Everyone is being friendly and you begin to feel comfortable. The parents of the host of the party
inform everyone that they are leaving and going to a neighbour's house. The host appears with a cooler
from behind the couch and everyone eagerly lines up for a beer. Someone hands you a beer. Do you take
a drink?
Scenario 2 (Tobacco)
On Saturday you and a couple of friends are walking your dog through the park when you meet a group
of popular kids from school who are smoking. You talk for a while and your friends accept a cigarette.
Then they ask you if you would like one. What do you do?
Scenario 3 (Cannabis)
You and your friends are playing basketball after supper. The game is non-competitive and everyone
is having fun. A member of the group arrives late and talks with two of the other friends briefly.
All three motion to the rest of the group to join them off to the side. They light a marijuana cigarette.
The marijuana cigarette gets passed around the circle and comes to you. What do you do?
Scenario 4 (Solvents)
On the way home from the library Friday night you and your closest friend notice something unusual by
the arena. When you get closer, you see some classmates inhaling from a plastic bag. They say how
great it is that you decided to join their party. The bag is shoved into your hand. Everyone encourages
you to sniff. What do you do?
Scenario 5 (Alcohol)
You and a friend are at a party. Before the party, your friend arranged with her parents to get a ride home
for you both at the end of the evening. When it is time to leave, the brother and a friend arrive to pick
you up instead of the parents. You notice that both boys have been drinking and there is even an open
bottle of beer in the car. It isn't very far to your house. What should you do?
Scenario 6 (Tobacco)
Your best friend’s father drives you to soccer practice every Monday and Wednesday night, and you
really appreciate it because your parents aren't available to drive, and you would have to take the bus
otherwise. He always smokes in the car. You don't like it because you are aware of the negative effects
of secondhand smoke. What can you do?
Case Study 7 (Tobacco)
You and your friends are hanging out at the mall. One of your friends takes out a package of cigarettes,
lights one up, and passes the package of cigarettes around. Everyone takes a cigarette and then the
package comes to you. What do you do?
Case Study 8 (Cannabis)
You have noticed that a good friend of yours has been acting strangely lately. He has become less interested in school, and even in hanging out with longtime friends. He seems preoccupied and less aware of
events around him. You suspect that he or she may be involved with using marijuana. What do you do?
Lungs Are For Life
43
Appendix 16– Subtask 6
Grade 6
The IBEAR DecisionMaking Method
The five individual processes that make up this decision-making process are:
Identify the real problem
What exactly is the situation? Is there more than one problem?
Brainstorm for alternatives
What are the options? What are the positive and negative consequences for each action?
Evaluate the alternatives and choose one
Based on all your information and the consequences mentioned, which solution is the best
choice? Why? Ask yourself: Will this decision protect my health and the health of others,
protect my safety and the safety of others, break the law, or go against what I believe is right?
Act on your decision
Follow through with your plan. Is there anything else you need to consider before you act?
Select the best choice and follow through.
Re-evaluate your decision if necessary
Did you make a good choice? Do you need to go back and revisit the problem?
What did you learn? Would you make the same choice again? Why or why not?
44
Lungs Are For Life
Appendix 1 7– Subtask 6
Grade 6
IBEAR:
The Problem -Solver
Scenario: ___________________
Identify the problem.
Brainstorm some solutions.
Solution
Consequences
Evaluate the solutions and choose the best one.
Action to take.
Re-evaluate what was good or bad about the decision.
Lungs Are For Life
45
Appendix 18 – Subtasks 4 and 6
Grade 6
Role Play Rubric
Name of role play/scenario:
People in group:
CRITERIA
1
2
3
Clarity of
Speech
Voice is consistently hard to
hear and difficult
to understand
Voice is sometimes hard to
hear and difficult
to understand
Voice is clear
and easy to
understand most
of the time
Voice is consistently clear and
easy to understand
Expression of
Feeling
Speech is a
monotone and
expresses little
feeling
Speech expresses
some feeling
Speech expresses emotion and
personality of
character most of
the time
Speech consistently
expresses emotion
and personality
of character
Use of Body
Language
Little use of facial
expressions or
posture to help
communicate
emotions
Some use of
facial expressions or posture
to help communicate emotions
Use of facial
expressions and
posture to help
communicate
emotions most
of the time
Consistent use of
facial expressions or posture
to enhance communication
Believability of
the Role
Role is not really
believable
Role has some
believability
Portrayal is
believable most
of the time
Portrayal is
believable;
demonstrates
sensitivity to
character's
situation and, listens
and responds to
other characters
Final score
46
Lungs Are For Life
4
Appendix 19 – Subtask 6
Grade 6
Smoke Smart Contract
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7@H?@@H?7@@@?7@@@?J@@@)X?7@@@)X?W&@@@)X??W&@@)X?eO2@@@@@@@@@@@@@@@@@@@@@Y?O&Ye?O&@)?&@@@)X@@@@@W&@@@@@@)X@@?e@@@?he?
E SMAR
K
O
T
SM
s uden name
has completed The Lung Association’s Lungs Are For Life
Grade 6 Health Education Program on
da e
As part of this program
s uden name
has agreed to be Smoke Smart and do his or her part to promote a
smoke-free environment by not choosing to smoke or promote smoking
Da e
S uden s s gna ure
Teacher s s gna ure
Pr nc pa s s gna ure
CO
N T R A CT
Lungs Are For Life
47
Resources
Grade 6
Websites
Some sites include information on other drugs
Tobacco Prevention
The Surgeon General’s Report
for Kids on Smoking
Smoking Cessation
TeenNet
www.cdc.gov/tobacco/sgr4kids/
sgrmenu.htm
On-line smoke-free magazine
containing facts about dangers and
the effects of smoking on health. Has
examples of what kids have done in the
U.S. to combat cigarette advertising and
make schools smoke-free.
One Step at a Time
www.cyberisle.org/teennet
An interactive site with chat rooms
and bulletin boards for teen issues
including smoking. Has a calculator
program that shows what you could
buy if you stopped smoking.
Health Canada Smokescreen
www.hc-sc.gc.ca/hppb/smokescreen
Offers videos and information on the
dangers of smoking. Contains information
about the tobacco industry, how to quit
smoking, and facts on tobacco and its
impact on health.
Health Canada Tobacco Reduction
www.hc-sc.gc.ca/main/hppb/
tobaccoreduction
Offers information about tobacco
control in Canada. Links to cool sites.
Health Canada Tobacco Facts
www.hc-sc.gc.ca/main/hc/web/
english/tobacco.htm
Contains facts, reports, surveys,
programs and links.
BC Ministry of Health Tobacco Facts
www.tobaccofacts.org
Features interactive fun and games,
and facts about smoking and the
tobacco industry. Has links to other
interesting sites.
The Great American Smokeout
www.cancer.org/smokeout
A colourful, interactive site with
quizzes, games, and ideas for
tobacco-awareness days in schools.
Don’t Get Sucked In
www.dontgetsuckedin.com
Interactive site with games and links
to other sites and the ability to send
virtual postcards about smoking.
Nicotine Free Kids
www.nicotinefreekids.com
Voted #1 Teen Tobacco Site in the U.S.
Interactive site which contains
a lot of great information and
activities for teens.
Teens and Tobacco
www.cdc.gov/tobacco/stand.htm
Surprising information about the
chemicals in tobacco smoke and
the diseases caused by smoking.
48
Quit Smoking Support
www.quitsmokingsupport.com
Chat rooms and bulletin boards,
quit-smoking assistance, and
teen information.
Quit 4 Life Program
www.quit4life.com
Stories of teens who are trying to quit
smoking. Interactive site offers realistic,
supportive advice and a chat room.
The Quit Net
www.quitnet.org
Free program to help smokers quit,
featuring chat rooms, and lists of services.
Tips for Teens
Making Changes
Youth to Youth
www.hcsc.gc.ca/hppb/tobacco/yac/yac/
index.html
Site of Canada’s Youth Advisory
Committee on tobacco provides a
gathering point for teens from across
the country to exchange ideas and
concerns on ways to tackle tobacco
use amongst youth.
Physicians for a Smoke-Free Canada
www.smoke-free.ca
Contains facts about cigarette sales
and marketing strategies and an interactive exercise to determine amount of
chemicals inhaled by smokers and
through secondhand smoke.
www.cancer.ca/tobacco/index.html
Free self-help smoking cessation program.
BADvertising Institute
www.badvertising.org
Creative and thought-provoking
spoofs on tobacco advertising.
www.cdc.gov/tobacco/tipsteen.htm
Links to other teen and tobacco sites
that contain information about how
to quit smoking, what’s in cigarettes,
and posters.
General
The Lung Association
www.on.lung.ca
Respiratory health information for
Ontarians. Home of Lungs Are For
Life on-line.
Canadian Health Network
www.tobaccofreekids.org
Youth and tobacco information and
tobacco advertising information.
www.canadian-health-network.ca/
1tobacco.html
Provides easy access to information,
resources, and FAQs about tobacco,
including cool games and quizzes.
Join Together Tobacco Project
Centres for Disease Control
Campaign for Tobacco Free Kids
www.jointogether.org/sa
Accessibility of cigarettes to youth.
Youth Media Network
www.ymn.org
Highlights actions taken by youth
groups and encourages youth to
communicate health messages
through the media.
www.cdc.gov/health/smoking.htm
The latest research on substance use
and abuse issues. Also offers information
on programs that are effective in
reducing substance abuse.
Lungs Are For Life
Resources
Grade 6
Community
Resources
Canadian Cancer Society – Ontario Division
www.cancer.ca
Consult the phone book for a CCS office in your
community
Canadian Centre on Substance Abuse
75 Albert Street, Suite 300
Ottawa, Ontario K1P 5E7
Phone: (613) 235-4048
Fax: (613) 235-8101
www.ccsa.ca
Centre for Addiction and Mental Health
33 Russell Street
Toronto, Ontario M5S 2S1
Phone: (416) 595-6111 or 1-800-463-6273
www.camh.net
Consult the phone book for a CAMH
office in your community
Council on Drug Abuse
16 Scarlett Road
Toronto, Ontario M6N 4K1
Phone: (416) 763-1491
E-mail: [email protected]
Heart and Stroke Foundation of Ontario
www.on.heartandstroke.ca
Consult the phone book for a HSFO office in
your community
Ministry of Health and
Long-Term Care
5700 Yonge Street, 5th Floor
Toronto, Ontario M2M 4K5
Phone: (416) 314-5493
www.gov.on.ca/health/english/program/tobacco
/tobacco_mn.html
Ontario Curriculum Centre
439 University Avenue, 18th Floor
Toronto, Ontario M5G 1Y8
Phone: (416) 591-1576 or 1-800-837-3048
Fax: (416) 591-1578
E-mail: [email protected]
www.curriculum.org
Ontario Physical and Health
Education Association
1185 Eglinton Avenue East, Suite 501
Toronto, Ontario M3C 3C6
Phone: (416) 426-7120
Fax: (416) 426-7373
E-mail: [email protected]
www.ophea.org
Ontario Prevention Clearinghouse
180 Dundas Street, Suite 1900
Toronto, Ontario M5G 1Z8
Phone: (416) 408-2121 or 1-800-263-2846
Fax: (416) 408-2122
E-mail: [email protected]
www.opc.on.ca
Parents against Drugs
7 Hawksdale Road
North York, Ontario M3K 1W3
Phone: (416) 395-4970
Fax: (416) 395-4972
E-mail: [email protected]
www.sympatico.ca/pad
Public Health Department
Consult your phone book for a public health
office in your community
National Clearinghouse on Tobacco
and Health
170 Laurier Avenue West, Suite 1000
Ottawa, Ontario K1P 5V5
Toll Free: 1-800-267-5234
Phone: (613) 567-3050
Fax: (613) 567-5695
www.cctc.ca/ncth/index.html
Lungs Are For Life
49
Resources
Grade 6
Local Lung
Association Offices
The Lung Association
Hamilton-Wentworth
Eastern Region
www.lung.ca
502 Concession Street
Hamilton, Ontario L9A 1C4
Phone: (905) 383-1616
Cornwall and Area
Ontario Provincial Office
573 King Street East, Suite 201
Toronto, Ontario M5A 4L3
Information Line: 1-800-972-2636
Phone:(416) 864-9911
Fax: (416) 864-9916
E-mail: [email protected]
www.on.lung.ca
Southwestern Region
Bruce, Dufferin and Grey
1035 Second Avenue East
Owen Sound, Ontario N4K 2H8
Phone: (519) 371-2321
Elgin, London and Middlesex
Niagara Region
40 Front Street North, Unit D
Thorold, Ontario L2V 1X5
Phone: (905) 227-8800
Waterloo Region
30 Dupont Street East,
Lower Level
Waterloo, Ontario N2J 2G9
Phone: (519) 886-8100
Wellington County
317 Speedvale Avenue East,
Lower Level
Guelph, Ontario N1E 1N3
Phone: (519) 822-7739
113 Second Street East
Cornwall, Ontario K6H 1Y5
Phone: (613) 932-4999
Kingston and Area
The Woolen Mill
4 Cataraqui Street,
Suite 301
Kingston, Ontario K7K 1Z7
Phone: (613) 545-3462
Hastings-Prince Edward
199 Front Street, Suite 107
Belleville, Ontario K8N 5H5
Phone: (613) 969-0323
Lanark-Leeds-Grenville
Northern Region
6 Glenn Wood Place, Suite 1
Brockville, Ontario K6V 2T3
Phone: (613) 345-1034
Huron-Perth
Algoma Area
Ottawa-Carleton
Jenny Trout Centre
342 Erie Street, Suite 121
Stratford, Ontario N5A 2N4
Phone: (519) 271-7500
72 Northern Avenue East, Suite 6
Sault Ste. Marie, Ontario P6B 4H4
Phone: (705) 256-2335
3 Raymond Street
Ottawa, Ontario K1R 1A3
Phone: (613) 230-4200
Cochrane Area
Renfrew County
Chatham-Kent
143 Wellington St. West, Suite 114
Chatham, Ontario N7M 1J5
Phone: (519) 352-3790
23-25 Pine Street South,
Lower Concourse
Timmins, Ontario P4N 2J9
Phone: (705) 267-7323
Sarnia-Lambton
Kenora-Rainy River Area
656 Lakeshore Road
Sarnia, Ontario N7V 2T2
Phone: (519) 332-5864
P.O. Box 67
Kenora, Ontario P9N 3X4
Phone: (807) 468-8466
Oxford County
Sudbury and Area
480 Egerton Street
London, Ontario N5W 3Z6
Phone: (519) 453-9086
l8 Light Street
Woodstock, Ontario N4S 6G8
Phone: (519) 537-3101
Windsor-Essex
275 Oak Avenue
Windsor, Ontario N9A 5E5
Phone: (519) 256-3433
McMaster Region
Brant County
25 William Street
Brantford, Ontario N3T 3K3
Phone: (519) 753-4682
Haldimand-Norfolk
203 John Street
Simcoe, Ontario N3Y 2Y6
Phone: (519) 426-4973
Halton Region
2200 Speers Road
Oakville, ON L6L 2X8
Phone: (905) 847-1033
50
99 Renfrew Street
Pembroke, Ontario K8A 5R7
Phone: (613) 732-4733
Central Region
Durham Area
40 King St. West, Suite 202
Oshawa, Ontario L1H 1A4
Phone: (905) 436-1046
296 Cedar Street
Sudbury, Ontario P3B 1M7
Phone: (705) 673-3116
North Bay Area
269 Main Street. West, Suite 411
North Bay, Ontario P1B 2T8
Phone: (705) 497-9937
Temiskaming Area
22 B Duncan Avenue
Kirkland Lake, Ontario P2N 3L1
Phone: (705) 567-5755
Thunder Bay Area
107 Johnson Avenue
Suite 201
Thunder Bay, Ontario P7A 4L8
Phone: (807) 345-3215
Georgian Bay Area
206-48 Alliance Boulevard
Barrie, Ontario L4M 5K3
Phone: (705) 733-7759
Kawartha-Haliburton Area
Unit A, 285 Aylmer Street North
Peterborough, Ontario K9J 7M4
Phone: (705) 742-6637
Toronto Area
601-365 Bloor Street East
Toronto, Ontario M4W 3L4
Phone: (416) 922-9440
York Area
4581 Highway 7,
Suite 103C
Unionville, Ontario L3R 1M6
Phone: (905) 947-8577
Peel Area
5025 Orbitor Drive
Building 6, Suite 100
Mississauga, Ontario L4W 4Y5
Phone: (905) 602-8388
Lungs Are For Life
Resources
Grade 6
Videos
Videos are a good way to supplement the learnings of the Lungs Are For Life program. Contact your
local health department, school board media centre, or local library for their video listings. The National
Clearinghouse on Tobacco and Health can assist you in identifying appropriate video titles and can also
direct you on where to find them.
National Clearinghouse on Tobacco and Health
170 Laurier Avenue West, Suite 1000
Ottawa, Ontario
K1P 5V5
Toll Free:1-800-267-5234
Tel: (613) 567-3050
Fax: (613) 567-5695
www.cctc.ca/ncth/index.html
The Lung Association also has a number of videos that can help support Lungs Are For Life. Check
with your local Lung Association office (a listing is located in this section) for availability of the
following titles:
As the World Burns (1988) 18 minutes
Offers students scenarios that lead peers through the dangers of smoking.
Hugh McCabe: The Coach’s Final Lesson (1987) 18 minutes
Documents Coach McCabe's thoughts, emotions, and physical condition as his cancer progresses.
I Am Joe’s Lung (revised) 25 minutes
Explains the construction of the lungs and the effects of smoking, neglect, and pollution.
Stand Up for Yourself (1990) 15 minutes
Presents effective techniques to say no to tobacco, alcohol, and other drugs.
Tobacco and You (1990) 23 minutes
Uses a talk-show format to discuss the harmful effects of smoking.
The hosts also interview teen smokers.
Yes, No, Maybe? Decision Making Skills (1990) 18 minutes
Introduces a five-step decision-making process.
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51
References
Grade 6
References
Addiction Research Foundation (1996). Facts on Tobacco: A binder of prevention,
protection, cessation facts. Ontario Tobacco Research Unit, Toronto, Ontario.
Adlaf, E.M. et al. (1997). Ontario Student Drug Use Survey: 1977-1997. Addiction
Research Foundation Research Document No. 136, Toronto, Ontario.
Bassirullah, Hafeeza (2000). A review of smoking prevention programs, Ontario Physical
and Health Education Association, Toronto, Ontario.
Bassirullah, Hafeeza (2000). Recommendations for Smoking Prevention Programs,
Ontario Physical and Health Education Association, Toronto, Ontario.
The Body Image Coalition of Peel (1997). Everybody Is a Somebody, Facilitator’s Guide.
Campbell, Steve et al. (1999). Science and Technology: The Human Body. Addison Wesley,
Don Mills, Ontario.
Canadian Association for the Advancement of Women and Sport and Physical
Activity (1997). Evening the Odds. Ottawa, Ontario.
Canadian Cancer Society (1996). Tobacco: The Facts. Toronto, Ontario.
Canadian Council on Social Development (2000). The Progress of Canada’s Children into
the Millenium. Ottawa, Ontario.
Canadian Intramural Recreation Association (1999). Health In Perspective (HIP). Ottawa, Ontario.
Centre for Addiction and Mental Health (2000). Alcohol and Drug Prevention Programs
for Youth: What Works. Toronto, Ontario.
Centre for Addiction and Mental Health (1999). Ontario Student Drug Use Survey. Toronto, Ontario.
Centre for Disease Control and Prevention (1996). Guidelines for School Health Programs to Prevent
Tobacco Use and Addiction. Morbidity and Mortality Weekly Report, Vol. 43, Atlanta, Georgia, USA.
Halton Public and Roman Catholic School Boards (1999). Motive 8: Halton’s Grade 8 Substance
Abuse Prevention Program. Burlington, Ontario.
Health Canada (1996). Back Talk: Media-Wise and Feeling Good. Health Canada Publications,
Ottawa, Ontario.
Health Canada (1996). Improving the Odds. Tobacco Programs Unit, Ottawa, Ontario.
Health Canada (1994). School Smoking Prevention Programs: A National Survey. Ministry of Supply
and Services, Ottawa, Ontario.
Heart and Stroke Foundation (1998). Tobacco Fact Sheets. Ottawa, Ontario.
Heart and Stroke Foundation (1999). The Changing Face of Heart Disease. Ottawa, Ontario.
Health Canada (1999). Trends in the Health of Canadian Youth, Ottawa, Ontario.
52
Lungs Are For Life
References
Grade 6
Hobbs, F. et al. (1997). Monitoring Ontario Tobacco Strategy. Youth and Tobacco in Ontario, 1997:
A cause for concern. Ontario Tobacco Research Unit. Toronto, Ontario.
Johnston, Lori (1999). “Flavoured Cigarettes a Hot Teen Trend”. The Ottawa Citizen, May 11.
Ministry of Health (1994). The Action Guide For Smoke-Free High Schools. Toronto, Ontario.
Ministry of Health and Ministry Responsible for Seniors & Ministry of Education (1999).
bc.tobaccofacts: A Tobacco Prevention Resource for Teachers, Grades 6 & 7. Victoria, British Columbia.
National Cancer Institute of Canada (1995). Marketing and Youth: Examination of Youth Attitudes
and Behaviour to Tobacco Industry Advertising and Sponsorship. Toronto, Ontario.
National Clearinghouse on Tobacco and Health (1997). Selling Acceptability: The Marketing of
Tobacco. Ottawa, Ontario.
Ontario Physical and Health Education Association (2000). A Survey of Teachers Who Have Used
the Lungs Are For Life Program. Toronto, Ontario.
Ontario Physical and Health Education Association (1996). ACTION (Alcohol, Cannabis
and Tobacco Health Promotion Project for Youth). Toronto, Ontario.
Ontario Physical and Health Education Association (1996). You Can Make a Difference:
Helping Young Women Choose a Tobacco Free Lifestyle. Toronto, Ontario.
Ottawa Board of Education (1990). Be Smoke Free: A Smoking Prevention Program For Grade Five
Students. Ottawa, Ontario.
Ottawa Board of Education (1990). Don’t Start: A Smoking Prevention Program For Grade Four
Students. Ottawa, Ontario.
Parry Sound/Muskoka Health Department (1994). Smoke Free Classes 2000. Parry Sound, Ontario.
Statistics Canada (1998). Towards a Healthy Future: Second Report on the Health of Canadians.
Federal, Provincial and Territorial Advisory Committee on Population Health. Ottawa, Ontario.
Steinberg, Shawna (1998). “Have Allowance Will Transform Economy,” Canadian Business Magazine,
March 13.
Tye, J.B., Warner, K.E., & Glantz, S.A. (1987). “Tobacco Advertising and Consumption: Evidence of
a casual relationship”, Journal of Public Health Policy, 8, 492-508.
University of Waterloo Behaviour Research Group (1996). Keep It Clean. University of Waterloo,
Waterloo, Ontario.
U.S. Department of Health and Human Services (1992). “Recent Trends in Adolescent Smoking”.
Advance Data, 221, 59-64.
Wyse, Liz (1995). Make It Work. Scholastic, Richmond Hill, Ontario.
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