Helping students say
no to tobacco and
other harmful drugs.
A program of
GRADE 5
Lesson plans & resources
Grade 5
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 0-9687739-1-5
Grade 5
Helping students say no to
tobacco and other harmful drugs
Table of Contents: Grade 5
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 5 Program at a Glance
6
8
Subtask (Lesson)
Subject Area
1. Checking Out the Respiratory System
2. The Respiratory and Circulatory Systems
and the Effects of Smoking
3. Making Healthy Decisions 1
4. Making Healthy Decisions 2
5. Handling Peer Pressure
6. Individual and Small-Group Projects
7. Alcohol Use and Abuse
Subject Index: HL-Healthy Living D-Drama
S&T-Science and Technology
LA-Language Arts
MU-Music
S&T, LA
9
S&T
HL
HL, LA
HL, D
HL, LA, D, M, VA, S&T
HL, LA
12
14
17
19
22
25
M-Mathematics
SS-Social Studies
VA-Visual Arts
AP-Active Participation
Lungs Are For Life
1
Grade 5
Table of Contents: Grade 5 (continued)
Appendices
Page
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
27
28
29
30
31
32
33
34
36
37
38
39
40
41
42
43
44
45
46
The Health Project
Facts on the Respiratory System: Teacher Reference
Respiratory System
In the Pink
Exploring Lung Capacity
The Diaphragm and Your Lungs
Word Match Activity
Tobacco Match Cards
What I Like About Being Me
Problem Solvers: Discussion Openers
Thinking About Me
Making Decisions with IBEAR
IBEAR Model: The Problem-Solver
What Would You Do?
Group Work Checklist
Role Play Rubric
Rubric Organizer Sheet
Portfolio Reflection Sheet
Alcohol Fact Sheets
Resources
Websites
Community Resources
Local Lung Association Offices
Videos
48
49
50
51
References
52
Poster
Inside Your Lungs
A Special Note To Grade 5 Teachers
The Grade 5 Overall Expectations in the Healthy Living strand of the HPE curriculum focus on alcohol.
Although the goal of the Lungs Are For Life program is primarily to prevent tobacco use, The Lung
Association realizes that the expectations for alcohol must also be met. Therefore, a lesson on alcohol
has been included that will meet these expectations. The subject of alcohol has also been integrated into
many of the living skill activities, because the same decision-making, problem-solving, and refusal skills
that are used ito prevent tobacco consumption are also effective in preventing alcohol consumption.
Teachers may wish to integrate alcohol situations into Caroline and Jason’s journey.
2
Lungs Are For Life
Teacher Introduction: Using This Program
Grade 5
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 working with 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 4 to 8 will begin to decide whether they will
experiment with tobacco. It is vital to reach these children to help them develop the skills 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 5
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 of 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 seven core Subtasks (Lessons) for this component, and we suggest that you allow 40 minutes
for each. The Subtasks on the respiratory and circulatory systems (Subtasks 1 & 2) will also meet the
Science and Technology Expectations or serve as a review. A Subtask on alcohol has been included that
will meet the Healthy Living Expectations (Lesson 7). You may want to move this lesson up in the
sequence of Subtasks. Alcohol situations have also been integrated into many of the living skills
activities, as the same decision-making, problem-solving, and refusal skills that are used to prevent
tobacco consumption are also effective in preventing alcohol consumption. 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 their 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 5
Sample Letter to Parents
Guardian:
Dear Parent or
acco and
t the use of tob
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ve
re
p
lp
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h
ram.
to
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ve students
ng Associa
Your child will
ethods to help gi
be using The Lu
m
ill
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ct
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s.
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an
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se other harmfu
th
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r
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ke
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sm
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sed pr
m starting
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revent them fro
p
to
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ill
w
the skills they
buy
bis.
ey could legally
th
re
fo
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b
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n
birthday.
such as canna
ki
o
before their 16th
o
ntario began sm
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cc
in
ba
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ke
to
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ed
sm
ther
s became addict
lly decide whe
Almost all adult
er
ca
ok
pi
ty
sm
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pe
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g
85% of
ered a gatewa
okers and youn
d
si
sm
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r
o
cigarettes, and
c
fo
o
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ls
a
tim
is
g
the startin
8. Tobacco
t this age
Adolescence is
ach children a
o in Grades 4 to
c
re
c
a
to
b
l
to
ta
h
vi
it
y
w
rl
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men
lives.
es. It is cle
they will experi
rmful substanc
ke-free all their
a
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sm
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them start to
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th
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them, many of
m
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is
to help th
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fluences
tand that smoki
oking. These in
rs
sm
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a
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and media
t encourag
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advertisements
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o
smoke be
lar. The Lungs
embers who sm
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et
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influences.
tive, thin, athl
include peers
these types of
ers look attrac
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f the Lungs Are
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program helps
their first cigare
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harmful
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a process for m
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The student-ce
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ged to co
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will be encoura
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rents who
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If
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ab
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attitude to smok
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by talking to th
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an
%
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ar
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don't smok
rmfulness
their children sm
is to quit. If you
to discuss the ha
it
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ildren. You
your children ju
oking to your ch
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ds
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ce of smoke-free
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your attitud
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smoke an
ll me if you wo
a
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of secondhand
le
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ur interest and
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e
yo
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Th
if you
the program or
information on
,
Yours sincerely
Lungs Are For Life
5
Youth and Tobacco – The Facts
Grade 5
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
don't 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
Youth and Tobacco- The Facts
Grade 5
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 5 Program at a Glance
Grade 5
The Grade 5 Program at a Glance
Overall Expectation For Healthy Living
By the end of Grade 5, students will:
Identify the influences (e.g. the media, peers, family) affecting alcohol use, as well as the
effects and legalities of, and healthy alternatives to, alcohol use. This expectation will be
expanded to include tobacco use.
Subtask 1 – Checking Out The Respiratory System
This unit is introduced with a story about Caroline and Jason, who are working together on a
project about smoking prevention. Reference to these two students is made throughout the unit. This
lesson focuses on the basic structure and function of the major organs in the respiratory system.
By doing an optional experiment on lung capacity or how the diaphragm allows the lungs to breathe,
students will gain a better understanding of how the lungs work.
Subtask 2 – The Respiratory and Circulatory Systems and the Effects of Smoking
Students will review the respiratory system and learn about the basic structure and function of the
circulatory system and how they work together. The consequences of smoking will be explored.
Subtask 3 – Making Healthy Decisions 1
Students will have the opportunity to identify their strengths and abilities and will explore what factors
influence decision-making. A variety of discussion openers about decision-making will be presented,
and students will work in small groups.
Subtask 4 – Making Healthy Decisions 2
Students will explore a variety of case scenarios. The decision-making model IBEAR will be provided
and students will have opportunities to practise this model.
Subtask 5 – Handling Peer Pressure
Students will learn four resistance techniques and assertiveness skills to deal with peer pressure and they
will have the opportunity to practise them in role play situations. Students will perform short skits based
on the decision-making scenarios from Subtask 4.
Subtask 6 – Individual and Small-Group Projects
Students will work either independently or in small groups to perform a task of their choice. They will
be given options that reflect the multiple intelligences. The projects should portray an anti-substance
abuse message and will be assessed with a rubric which the students create to suit their task.
Subtask 7 – Alcohol Use and Abuse
Students will be able to describe the short- and long-term effects of the use and abuse of alcohol, as well
as the influences and social consequences. Through small-group discussion, students will learn selected
information and report it to their group.
8
Lungs Are For Life
Subtask 1 – Checking Out The Respiratory System
Grade 5
Subtask 1Checking Out The
Respiratory System
Specific Expectations
Science
1. Life Systems: human organ systems – describe the
basic structure and function of the major organs in the
respiratory system.
Language: Reading
1. Begin to identify a writer's or character’s point of view.
2. Use specialized terms in different subject areas.
Summary
The unit is introduced with a story about Caroline and
Jason, who are working together on a project about smoking prevention. Reference to these two students is made
throughout the unit. This lesson focuses on the basic structure and function of the respiratory system. By doing an
optional experiment on lung capacity and how the
diaphragm allows the lungs to breathe, students will gain a
better understanding of how the lungs work.
Lungs Are For Life
Assessment/
Evaluation
Unit portfolio
What You
Will Need
Inside Your
Lungs poster;
Appendices 1 to 6;
portfolio books for
each student
9
Subtask 1 – Checking Out The Respiratory System
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Introductory Story
1. Introductory Story
(10 minutes)
Introduce the unit as the continuation of the Lungs
Are For Life program and use the story The Health
Project (Appendix 1) as the unit starter. The story
involves two students, Caroline and Jason, as they
set out on a class journey to learn about smoking
and other substances.
Read the story The Health Project (Appendix 1).
Provide students with a copy of the story and have
them work in pairs to discuss the two characters'
points of view and possible topics Jason and
Caroline would cover in their project.
2. Respiratory System Basics
2. Respiratory System Basics
(5 minutes)
Students focus on the breathing process and what
happens to the body – the chest moves up and
down, ribs move in and out, the abdomen expands
and contracts.
Have students stand, take a deep breath, and
repeat. Elicit responses on what they feel.
3. Information on the Respiratory System
3. Information on the Respiratory System
(10 minutes)
Students are given information on how the
respiratory system works. Teach the function
of the diaphragm. See Appendix 2, Facts on the
Respiratory System: Teacher Reference.
10
Give students factual information on the respiratory
system (Appendix 2). Refer to Inside Your Lungs
poster. Have students place both hands in the V of
their rib cage and breathe in and out. Have them
hold hands on the abdomen and give short, powerful
hisses like a snake – feel the abdomen drop as you
hiss and feel it move upward as you take in air
between hisses. If time permits or if students
require more background information, teachers
may want to perform the optional experiments
in Appendices 5 and 6 to give their students a
better understanding of how the respiratory
system works.
Lungs Are For Life
Subtask 1 – Checking Out the Respiratory System
Grade 5
Notes to Teacher
Learning Strategies and Activities
4. Respiratory System Review
4. Respiratory System Review
(10 minutes)
Students review parts of the respiratory system
and their functions.
Hand out the sheets Respiratory System and In the
Pink (Appendices 3 and 4), and have students
complete them and place in a portfolio.
5. Homework: Extensions
5. Homework: Extensions
(5 minutes)
It is recommended that students create a portfolio
to keep their materials in and that they decorate
the portfolio cover. The crossword or word search
can be created manually or using a computer.
As a homework assignment, have students
decorate their portfolios after they have read the
opening story. Use Jason and Caroline or ideas
obtained from the discussion following the story
as the theme. The Specific Expectation in Visual
Arts – produce two-dimensional works of art –
can be met here. In addition to decorating their
portfolios, have students create a word search or
crossword using the new vocabulary.
Lungs Are For Life
11
Subtask 2 – The Respiratory and Circulatory Systems and the Effects of Smoking
Grade 5
Subtask 2 –
The Respiratory and
Circulatory Systems
and the Effects of
Smoking
Specific Expectations
Science
1. Life Systems – Human Organ Systems: describe the
basic structure and function of the major organs in the
respiratory and circulatory systems.
2. Life Systems – Human Organ Systems: explain how the
health of human beings is affected by environmental
factors (e.g., smoking).
Portfolio,
reflections
What You
Will Need
Inside Your
Lungs poster;
Appendices 7
and 8; tennis ball
Summary
Students will review the respiratory system and learn about
the basic structure and function of the circulatory system
and how they work together. The consequences of smoking
will be explored.
12
Assessment/
Evaluation
Lungs Are For Life
Subtask 2 – The Respiratory and Circulatory Systems and the Effects of Smoking
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Review
1. Review
(10 minutes)
Review respiratory system organs and function,
and take up any homework from the previous
lesson.
Complete the Word Match Activity (Appendix 7).
Place in portfolio.
2. Check Out the Circulatory System
2. Check Out the Circulatory System
(10 minutes)
Explain how the heart works hand in hand with
the lungs and is the main source of energy for the
body. The heart is about the size of a fist and is
situated just in front of the left lung but more
toward the middle of the chest. The lungs place
oxygen in the blood stream and the heart pumps
the blood to every cell in the body. To find your
pulse, place two fingers on the inside of your wrist
directly above your thumb (or on the side of the
neck). Count the beats for 10 seconds starting at 0
and multiply by six to find the beats in one
minute.
Have students try to do a heart's work by squeezing
a tennis ball. Explain that the force needed to
squeeze the ball is similar to the force needed to
squeeze blood out of the heart. Try to squeeze 70
times in one minute to get an idea of how hard the
heart works. Show them how to find their pulse and
have students calculate how many times their heart
beats in one minute.
3. Brainstorm the Consequences of Smoking
3. Brainstorm the Consequences of Smoking
(20 minutes)
The physiological consequences of smoking on
the systems will be explored as well as the social
consequences (review from Grade 4).
Brainstorm ideas with the class on the consequences
of smoking – differentiate between short-term,
long-term, and social consequences. Make copies
of the Tobacco Match Cards (Appendix 8), cut
them up, and place in envelopes. In pairs, have
students match 10 question-and-answer cards.
If time permits, exchange questions and answers
with another group. Have students pick three of
the cards that they feel are most important and
record them in their portfolios. Reflect on choices.
4. Homework: Extensions
4. Homework: Extensions
(5 minutes)
If smoking has so many negative consequences,
why do people smoke?
Survey a smoker and a non-smoker to find out
reasons why they think people smoke. Ask the
smoker if he or she has ever tried to quit. Ask
the non-smoker why he or she never started.
If time permits, have students share their crosswords and word-searches from Subtask 1 with
their classmates (place originals in portfolio).
Lungs Are For Life
13
Subtask 3 – Making Healthy Decisions 1
Grade 5
Subtask 3 –
Making Healthy
Decisions 1
Specific Expectations
Healthy Living
1. Apply decision-making skills to make healthy choices
about alcohol use, and recognize factors (e.g., the media,
family members, friends, and laws) that can influence
the decision to drink alcohol. This expectation will be
expanded to include tobacco.
Portfolio
What You
Will Need
Chart paper and
markers;
Appendices 9 to 11
Summary
Students will have the opportunity to identify their strengths
and abilities and will explore what factors influence decisionmaking. A variety of discussion openers for decision-making
will be presented, and students will work in small groups.
14
Assessment/
Evaluation
Lungs Are For Life
Subtask 3 – Making Healthy Decisions 1
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Strengths and Weaknesses
1. Strengths and Weaknesses
(5 minutes)
Provide the opportunity for students to identify
their own attributes, interests, and abilities.
Give each student the sheet What I Like About
Being Me (Appendix 9). Have them record a few
ideas about themselves.
2. Brainstorming
2. Brainstorming
(5 minutes)
Advise the students that we all have strengths and
weaknesses. Learning to identify them will help
us to feel better about ourselves. The values of
strengths and disadvantages of weaknesses should
be noted.
Brainstorm ideas on strengths and weaknesses and
record on chart paper.
3. What If ...
3. What If ...
(10 minutes)
Introduce decision-making skills by relating
"what if" scenarios to the class. Have the students
decide how to respond to the situations. Students
will conclude that we are faced with decisionmaking situations every day. We must learn to
distinguish between wise and unwise decisions.
Discuss outside factors that influence making
decisions (media, family, friends, laws).
Orally present these situations:
What if your friend says, "Let’s go to a movie."
Brainstorm what things will affect your decision.
Try others:
Let’s play video games.
Let’s go off the schoolyard at recess.
Let’s have a cigarette.
Let’s have a beer at the party.
Make a list of factors that you must consider
when making a decision.
What is really important to me?
What risks am I taking?
What other things may influence me?
What will make me feel good about myself?
Can I live with my choices or decision?
Lungs Are For Life
15
Subtask 3 – Making Healthy Decisions 1
Grade 5
Notes to Teacher
Learning Strategies and Activities
4. Talk It Over
4. Talk It Over
(15 minutes)
Sometimes it is hard to know the right thing to do.
Talking things over with someone often can help
you make a good decision.
Have students participate in a problem-solvers
discussion circle. Put students in small groups.
Cut apart Problem Solvers: Discussion Openers
(Appendix 10), and place slips in a box. The first
student selects a slip, reads it aloud, and then finishes
the sentence the way he or she thinks best. Others
in the group may offer their ideas. Keep taking turns
until all have had a chance.
5. Homework: Extensions
5. Homework: Extensions
(5 minutes)
Take up homework from the previous lesson.
What were the results of the surveys?
16
As a homework assignment, have students
complete Thinking About Me (Appendix 11) and
place in their portfolios.
Lungs Are For Life
Subtask 4 – Making Healthy Decisions 2
Grade 5
Subtask 4 –
Making Healthy
Decisions 2
Specific Expectations
Healthy Living
1. Apply decision-making skills to make healthy choices
about alcohol use, and recognize factors (e.g., the media,
family members, friends, and laws) that can influence
the decisions to drink alcohol. This expectation will be
expanded to include tobacco.
Oral and Visual Communication
1. Contribute ideas to help solve problems, and listen and
respond constructively to ideas of others when working
in a group.
Assessment/
Evaluation
Portfolio;
group work
checklist – self
evaluation
What You
Will Need
Chart paper;
markers;
Appendices 12 to 15
Summary
Students will explore a variety of case scenarios. The decision-making model IBEAR will be provided and students
will have opportunities to practise this model.
Lungs Are For Life
17
Subtask 4 – Making Healthy Decisions 2
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Introduction: IBEAR
1. Introduction: IBEAR
(5 minutes)
Introduce the IBEAR model of decision-making
(Identify, Brainstorm, Evaluate, Act, Re-evaluate)
Have students read more about Jason and
Caroline. (Appendix 12, Making Decisions with
IBEAR).
2. IBEAR To The Rescue
2. IBEAR To The Rescue
(5 minutes)
Review the IBEAR model and how to use it
with a case study.
Discuss the meaning of each term. Record the
IBEAR model on chart paper to post in class.
Read the students the following case study:
Josh and Garnet (in Grade 5) were playing oneon-one basketball at the high school on Saturday
morning when they were approached by two
"cool" Grade 9 boys who had graduated last year
from their school. Raul and Jack called over and
said, "Hey, do you guys wanna go downtown?"
Josh and Garnet were really excited to think high
school boys would ask them to tag along and were
eager to go. After a short discussion, Josh and
Garnet realized that the older boys wanted them to
go downtown so they could help them shoplift CDs.
What should they do? Ask the class for help, and
model the procedure for using IBEAR.
3. Decisions, Decisions, Decisions
3. Decisions, Decisions, Decisions
(20 minutes)
Students will work in groups to practise using the
decision-making model IBEAR. Go over the
Group Work Checklist (Appendix 15), before
beginning the activity.
Divide the students into small groups and give
each group one of the What Would You Do? case
studies from Appendix 14. Have them record their
decision-making process on the template in
Appendix 13 and place the sheet in the portfolio.
4. Group Work Checklist
4. Group Work Checklist
(5 minutes)
Students will evaluate themselves by using a
checklist.
18
Have students complete the Group Work
Checklist (Appendix 15) and place it in
their portfolios.
Lungs Are For Life
Subtask 5 – Handling Peer Pressure
Grade 5
Subtask 5 –
Handling
Peer Pressure
Specific Expectations
Healthy Living
1. Demonstrate resistance techniques (e.g., avoidance,
walking away) and assertiveness skills (eg., saying no)
to deal with peer pressure in situations pertaining to
substance use and abuse.
Drama
1. Create characters and portray their motives and
decisions through speech (e.g., vocabulary, volume
and movement (such as hand gestures, facial
expressions, pace).
2. Evaluate dramatic presentations done in class.
Assessment/
Evaluation
Role play rubric
What You
Will Need
Appendices 14 and
16
Summary
Students will learn four resistance techniques and assertiveness
skills to deal with peer pressure and they will have the
opportunity to practise them in role play situations.
In small groups, students will perform short skits based
on the decision-making scenarios from Subtask 4, and
they will evaluate them using a rubric.
Lungs Are For Life
19
Subtask 5 – Handling Peer Pressure
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Brainstorming
1. Brainstorming
(10 minutes)
Students look at characteristics they admire
in a friend.
Write "What is a friend?" on the blackboard. Lead
the class in a brainstorming session by saying: "A
friend is someone who________________."
Write suggestions on the blackboard.
2. Getting in the "No"
2. Getting in the "No"
(10 minutes)
Students practise the technique of saying No:
stand up straight; speak loudly and clearly; look
the offerer straight in the eye; sound like you
mean what you're saying.
Ask for a student volunteer to try to pressure you
into something. Let the student decide what it will
be. Model saying no and identify the aspects of the
technique. Allow students to practise with a partner.
They can decide on the situations.
Ask a variety of questions:
What could have happened?
Is it easier if friends stick together?
Why is it important to feel good about saying
what you want?
In what other type of situation could you say no?
3. Broken Record
3. Broken Record
(2 minutes)
Students practise the broken record technique:
do not argue; just keep repeating the same
answer over and over.
Have two students demonstrate the broken
record technique and then have students practise
in pairs.
4. Reverse the Pressure
4. Reverse the Pressure
(2 minutes)
Practise reverse the pressure technique: ask
questions back in a non-confrontational way, e.g.,
"Why are you picking on me?"
20
Demonstrate and have students practise the reverse
the pressure technique in pairs.
Lungs Are For Life
Subtask 5 – Handling Peer Pressure
Grade 5
Notes to Teacher
Learning Strategies and Activities
5. Leave the Situation
5. Leave the Situation
(2 minutes)
Students practise leave-the-situation technique:
just walk away from the person.
Demonstrate and have students practise the leavethe-situation technique in pairs.
6. Try It Out
6. Try It Out
(20 minutes)
Role plays help build confidence, overcome shyness,
boost morale, and improve social contacts. Select
a resistance technique and apply it to one of the
case studies from Appendix 14.
Have the students work in pairs or triads and
select a case study from Appendix 14 (or create
their own) to perform as a role play. Encourage
students to expand on the case studies and include
pressuring situations. Discussion should follow
each performance to ensure students understand
the concepts.
Additional Notes
There may not be enough time to perform the role
plays within this lesson. These could be incorporated
at the beginning of the next lesson or completed at
another time during the day. It is important that
students have sufficient time to prepare, perform,
and assess these role plays.
Go over the role play rubric (Appendix 16)
beforehand, and have them complete it after the
role plays have been performed. They can do
self- or peer-assessments, and the teacher can
also assess them using the rubric. Students can
place the rubrics in their portfolios.
Lungs Are For Life
21
Subtask 6 – Individual and Small- Group Projects
Grade 5
Subtask 6 - Individual
and Small-Group
Projects
Specific Expectations
Depending on the project, expectations can be provided
from Healthy Living, Reading, Writing, Science, Oral and
Visual Communication, and Drama.
Summary
Students will work either independently or in small groups
to perform a task of their choice. They will be given
options that reflect the multiple intelligences. The projects
should portray an anti–substance abuse message and will
be assessed with a rubric which the students create to suit
their task.
22
Lungs Are For Life
Assessment/
Evaluation
Rubric organizer;
reflections
What You
Will Need
Appendices 17
and 18
Subtask 6 -– Individual and Small-Group Projects
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Choices
1. Choices
(1 to 3 classes)
It is important that students be given choices with
regard to these performance tasks. Groupings
should occur according to interests and strengths;
therefore students may have to be directed.
(This activity could take from one to three
sessions to complete – it is up to the teacher).
Students are given a choice of a topic according to
their interests and strengths. The projects should
portray an anti-substance abuse message and will
be assessed with a rubric that the students create to
suit their task. They should select a topic from one
of the multiple intelligences:
Verbal Linguistic
Interpersonal
poem, story, or song
group video
radio talk show
team computer programs
speech
jigsaws
debate
letter or newspaper article
Logical/Mathematical
survey and graph results
problem-solving
puzzles
experiments
Visual/Spatial
artwork
photographs
illustrations
cartoons
posters, charts
Intrapersonal
Musical/Rhythmical
reflective journals
learning logs
diaries
independent
reading/reflections
rock concert
raps
jingles
background music
songs
Bodily/Kinesthetic
role playing
Lungs Are For Life
23
Subtask 6 - Individual and Small Group Projects
Grade 5
Notes to Teacher
Learning Strategies and Activities
2. Rubrics
2. Rubrics
(10 minutes)
The students create their own rubric on the
rubric planner to fit the individual or group
project. Students must have prior knowledge
with creating rubrics.
Hand out the Rubric Organizer sheet (Appendix 17)
and have students personalize it to reflect their
performance task before beginning the project.
Complete self, peer, or teacher assessment,
using the appropriate rubric at the completion of
the projects. Have students place rubrics in their
portfolios.
3. Portfolios
3. Portfolios
(10 minutes)
Have students reflect on their learnings over the
course of the program by reviewing their portolios.
24
Have students complete the Portfolio Reflection
Sheet (Appendix 18).
Lungs Are For Life
Subtask 7 – Alcohol Use and Abuse
Grade 5
Subtask 7 –
Alcohol Use
and Abuse
Specific Expectations
Assessment/
Evaluation
Healthy Living
1. Describe the short- and long-term effects of alcohol
use and abuse.
Reflections
Oral and Visual Communication
1. Group Skills – speak clearly when making presentations.
What You
Will Need
Appendix 19
Summary
Students will be able to describe the short- and long-term
effects of the use and abuse of alcohol, the influences,
and social consequences. Through small-group discussion,
students will learn selected information and report this
information to their group.
Lungs Are For Life
25
Subtask 7 – Alcohol Use and Abuse
Grade 5
Notes to Teacher
Learning Strategies and Activities
1. Jigsaw Activity
1. Jigsaw Activity
(20 minutes)
Introduce the lesson as a continuation of the
Lungs Are For Life program. Indicate to the
students that they are going to learn some
information on alcohol use and abuse.
A jigsaw will be used, and each student will
become an expert on selected information.
Divide the students into random groups of five.
These will be the "home groups." Have the students
number themselves off from one to five. All the
number 1s will convene in one area and they will
become "experts" on specific facts on alcohol use.
Assign the other four groups in the same way. Cut
up and provide each group with one of the Alcohol
Fact Sheets (Appendix 19). The groups will discuss
the information and select the three most important
facts. They will need to take notes. The experts will
then return to their home groups to share the information
that they have learned.
2. Review
2. Review
(5 minutes)
Review the important points of the assignment.
Use an overhead or blackboard to review each
group's important information. Additional information
can be provided from the second page of Appendix
19. (This can also be used as an extra for the jigsaw
activity in large classes).
3. Reflections
3. Reflections
(10 minutes)
Students should reflect on what they have learned.
They should complete the following sentences to
put into their portfolios:
My group studied …
Three things that I shared with my home
group were …
Three things that I learned from others were …
I liked (did not like) this activity because …
26
Lungs Are For Life
Appendix 1 – Subtask 1
Grade 5
The Health Project
Mrs. Johnston had just finished pairing up the students and now she
was assigning the projects.
"Oh great!" Caroline muttered.
"What’s the problem?" Caroline’s friend Julie whispered.
"Not only do I have to work with Jason …" Caroline began.
"Oh no!" Julie interrupted giggling. "He thinks he’s so cool. He smokes like a chimney."
"Yeah! And you’ll never guess what our topic is," Caroline groaned as she crumbled
the strip of paper. "It’s smoking!" She sighed in disgust.
Julie burst out laughing and everyone looked at the two girls. Mrs. Johnston gave them an exasperated
look. Both Caroline and Julie said "sorry" at the same time.
" What a loser!" She looked over at Jason. He had a big grin on his face and was giving her the
thumbs-up sign . I hate him, I hate him, I hate him, Caroline said to herself. I’m going to end up doing
all the work. Maybe, when she sees how useless he is, Mrs. Johnston will let me change partners.
Mrs. Johnston, unaware of Caroline’s distress, told the class to pick up the project outline and to
go work with their partners. The project would be due in two weeks and each team would then have to
make a presentation to the class.
Jason hadn’t moved, so Caroline picked up the outline from Mrs. Johnston’s desk and walked over
to Jason’s desk. Mrs. Johnston has got to let me change partners, she kept thinking to herself.
"Hi, Jason," Caroline muttered grudgingly, as Jason began to pull over a chair for her.
He is kind of cute but his clothes reek of smoke, she thought as she got closer to his desk. To
think that I actually used to like him last year. What happened to him? He used to be so
funny and smart but now he just clowns around and hangs out with his older brothers and
their friends. That whole group smokes all the time. I’ve even heard that they may be drinking and
using pot.
Jason caught the expression on her face. "Why are you looking at me that way? You think that I’m a goof off and you’re going to
be stuck with the work, don’t you?" His own face took on a challenging look. "For
your information, I’ve been smoking since the beginning of this year, so I know a lot
about it."
Caroline couldn’t believe what she was hearing. Mr. Cool thinks being addicted
makes him an expert, she thought but didn’t say.
"And it smells like it!" she shot back.
"Whatever! Who better to do a project on smoking than a smoker?
Now let’s get going on this outline."
Did she hear right? Is Jason actually talking about getting to work? Caroline was
amazed, as she glanced down at the assignment sheet. "Mrs. Johnston said
that we have to look at the effects of smoking on the circulatory and respiratory
systems and any other system that smoking may affect. We also have to look at the reasons why kids start to
smoke and how they can refuse to smoke."
"No way! This is going to be an amazing assignment," Jason replied. "I know lots of kids who smoke. We can
interview them."
"And I know lots of kids who are non-smokers and know how to refuse to
smoke," Caroline fired back. "We can interview them too."
Lungs Are For Life
27
Appendix 2 – Subtask 1
Grade 5
Facts on the Respiratory
System: Teacher Reference
The Cilia
•
•
•
•
•
•
•
The trachea and bronchioles are lined with millions of microscopic cilia.
The cilia are like fine hairs.
The cilia beat back and forth, 10 times a second, 24 hours a day.
The beating of the cilia keeps the mucus moving inside the trachea and bronchioles.
The mucus traps dirt, dust, smoke, etc., so that it can be removed from the lungs.
The mucus flows to the throat where it can be swallowed.
The cilia sweep our respiratory system clean.
The Alveoli
•
•
•
•
•
•
In the lungs the air travels through the bronchi, down the bronchioles, and into the alveoli.
The alveoli are very small and cannot be seen with the human eye.
The alveoli are tiny air sacs surrounded by tiny blood vessels called capillaries.
This is where the blood cells inside the capillaries pick up the oxygen.
There are millions of alveoli in the lungs and billions of blood cells in the capillaries.
The red blood cells deliver the oxygen throughout the body.
Inside The Alveoli
•
•
•
•
•
•
The alveoli swell with air when we breathe in.
The oxygen in the alveoli passes through the walls of the capillaries and is then picked
up by the red blood cells.
The red blood cells become oxygenated, the oxygen is carried throughout the body.
As the blood circulates all over the body, oxygen is delivered to the cells and
carbon dioxide (CO2) is picked up.
The red blood cells are now deoxygenated.
The carbon dioxide is returned to the alveoli by the deoxygenated red blood cells to
be breathed out (exhaled).
The Diaphragm
•
•
•
28
The diaphragm is a strong muscle just below the lungs which powers the entire
respiratory system.
When the diaphragm moves downward, it allows air to flow into the lungs and
they expand.
When the diaphragm moves upward, it pushes air out of the lungs and they return
to their normal size.
Lungs Are For Life
Appendix 3 – Subtask 1
Grade 5
Respiratory System
Lungs Are For Life
29
Appendix 4– Subtask 1
Grade 5
In The Pink
Is there anything inside your lungs?
Or are they hollow like the inside of a
balloon? The answer is that your lungs
are not just hollow spaces. They are
more like a sponge inside. Your lungs
are filled with tubes called bronchial
tubes (BRON-key-el). They start out at
the bottom of your windpipe, or
trachea (TRAY -key-a), like two large
tree trunks. One tube leads into each
lung. Each large bronchial tube
branches out into lots of smaller
bronchial tubes. It’s just like having
an upside-down tree inside each lung.
The bronchial tubes lead to small
groups of bubbles called air sacs. The
scientific name for air sacs is alveoli
(al-VEE-o-lie). Oxygen goes from the
air sacs into your blood. It is then carried to all parts of your body.
The picture shows you what we mean.
It’s called the respiratory tree
(RESS-per-a-tor-ree).
The smaller picture shows you what’s inside the bronchial tubes. The little hairs are called cilia (SILLY-a). The
cilia help keep dirt out of the lungs by pushing a liquid that is also inside the bronchial tubes. This liquid is called
mucus (MEW-cuss). Dirt gets trapped in the mucus. The cilia and mucus work together to keep your lungs clean
and pink and healthy.
Help Caroline and Jason complete the sentences below to find the secret message.
L
1. Oxygen is carried to all parts of your body in your
2. Another name for alveoli is
A
3. The bronchial tubes start at the bottom of your
W
4. Dirt is kept out of your lungs by little hairs called
C
S
5. Air comes into your lungs through bronchial
U
6. The cilia and mucus keep your lungs clean, pink and
E
7. The parts of our body that help
us breathe is called the
system.
D
S
R
The secret message is
30
Lungs Are For Life
2 words
Appendix 5 – Subtask 1
Grade 5
Exploring Lung Capacity
Caroline and Jason had just completed their work on the respiratory system when Jason said, "Wow,
there sure is a lot of stuff to learn. I still don’t understand exactly how the lungs work." Mrs. Johnston
replied, "If you want to expand your project to include an experiment, I’ll give you the directions."
"Great, that would be fun. Let’s do it!"
Here are Mrs. Johnston’s directions.
"Your lungs have a very important job to do – they must absorb as much oxygen as possible from
the air. Did you know that adults’ lungs hold about five litres of air? Find out how much your lungs can
hold by doing this simple experiment. This is your lung capacity".
She then told them what they would need:
Plastic tub
One straw for each student
A 500 mL measuring cup
Water
Masking tape
Marker
A clean 4L plastic jug
60 cm piece of flexible tubing
Next she gave the procedure:
1. Place a piece of masking tape vertically along one side of the jug.
2. Add 500 mL of water at a time to the jug. Use felt marker to mark each 500mL level from the bottom
up until the jug is full.
3. Add water to the large tub until it is about three-quarters full.
4. Insert the straw into one end of the tubing. Tape the place where the straw and tube come together.
5. Place one hand over the mouth of the jug and the other along the side. Quickly turn the jug upside
down and place its mouth in the tub of water. Remove your hand when it and the mouth of the jug
are under water.
6. Ask someone to raise the jug, making sure the mouth of the jug stays under water, and angle it
slightly while you slide the free end of the tubing into the mouth of the jug.
7. Take as big a breath as you can and exhale into the straw. Your breath will force water out of the jug.
Use the tape on the side of the jug to see how much water you force out – and how much air you
force in. Record your results. Compare with results after you exercise.
8. Change the straw when it is the next person’s turn to try the experiment.
Lungs Are For Life
31
Appendix 6 – Subtask 1
Grade 5
The Diaphragm and
Your Lungs
Caroline was excited. In her research, she had found an activity that shows how the diaphragm
allows the lungs to breathe. "Let’s try this experiment!" she exclaimed.
This is what Caroline has found out:
The lungs are not muscles. They expand when they are filled
with air because of the action of the diaphragm, a flat muscle
at the base of the ribs, and the chest wall.
To do the experiment she needs:
• Plasticine
• Blue balloon (represents your lungs)
• Elastic band and masking tape
• The upper half of a plastic 600 mL soft drink bottle with
lid (represents your chest)
• Yellow balloon (represents your diaphragm) (use at least a
30 cm balloon or larger if possible)
• A straw (represents your throat).
The procedure is:
1. Cut the top half off the yellow balloon and secure it over the
open end (cut end) of the bottle with an elastic band.
2. Make a small hole in the bottle cap. Push the straw through.
Seal the hole with plasticine. Fix the blue balloon onto the
end of the straw with masking tape.
3. Screw the top back on the bottle with the blue balloon
inside.
4. Gently stretch the yellow balloon (your diaphragm) downwards. This reduces the air pressure inside the bottle. More
air is sucked in through the straw to fill the space, and
inflates the blue balloon (your lungs). This is what happens
when you breathe in.
5. Now push in the yellow balloon, to make the "diaphragm"
contract. The air pressure inside the bottle increases and
forces air out through the straw. The blue balloon deflates.
This is what happens when you breathe out.
32
Lungs Are For Life
Appendix 7 – Subtask 2
Grade 5
Word Match Activity
Help Jason and Caroline match the words with their definitions.
1. Cilia
_____ strong muscle just below the lungs
2. Trachea (windpipe)
_____ needed by every cell in the body
3. Mucus
_____ billions of these in the capillaries
4. Bronchial tubes
_____ carries oxygen to all parts of the body
5. Oxygen
_____ air sacs in the lungs
6. Diaphragm
_____ main air tube
7. Alveoli
_____ tiny hairs that filter the air
8. Capillaries
_____ main branches from the trachea (windpipe)
9. Red blood cells
_____ how much air your lungs can hold
10. Lung capacity
_____ sticky substance
Lungs Are For Life
33
Appendix 8 – Subtask 2
Grade 5
Tobacco
Match Cards
✁
What is the drug found
naturally in tobacco
leaves that makes quitting
difficult and your heart
work faster?
What replaces
oxygen in the blood,
forcing the heart to
work harder and is also
found in car and bus
exhaust?
Depending on individual
body metabolism, what
is the minimum number
of cigarettes it would
take for a youth to be
hooked on nicotine?
Tar
Carbon monoxide
What is the major
cause of emphysema –
a form of lung disease?
Cigarette smoking
Fewer than five
What is the average
time it takes for nicotine
to reach the brain?
Six to seven seconds
Girls are just as likely to
smoke as boys
What is the muscular
component of the
cardiovascular system
that maintains the
circulation of blood?
The heart
Red blood cells
What brings oxygen to
our body?
Respiratory system
✁
Who are more likely to
smoke – boys or girls?
Nicotine
What is the sticky black
"glob" that is made of
many chemicals, stains
teeth and fingers
yellow, and makes
breathing difficult?
What carries oxygen all
over our bodies and
picks up waste carbon
dioxide and carries it to
the lungs to be exhaled?
34
Lungs Are For Life
Appendix 8 – Subtask 2
Grade 5
Tobacco
Match Cards
(con’t)
What consists of elastic
spongy tissue that
absorbs air?
What is the effect of
cigarette smoke on the
cilia?
What is the condition
called when a person’s
body becomes so
accustomed to a drug
that it can function
normally only if that
drug is present?
✁
Approximately how
many chemicals are
contained in environmental tobacco smoke
(ETS)
How many extra times
a minute might your
heart have to beat
because you smoked
one cigarette?
Lungs
What serves to trap the
dust particles and filter
any foreign matter
that can enter the
respiratory system?
Mucus
Smoking stops the
sweeping action
What chemical found in
tobacco smoke is also
found in mortuaries?
Formaldehyde
Addiction
What is the effect of
smoking cigarettes on
the blood vessels?
Constriction and
narrowing of the blood
vessels occur
4,000
What is the sign that
the body of a smoker is
trying to expel mucus
buildup in the respiratory
passages?
Smoker’s cough
Twenty
What is the effect of
being in a smoke-filled
room for one hour?
It is the equivalent of
smoking one cigarette
Lungs Are For Life
35
Appendix 9 – Subtask 3
Grade 5
What I Like About Being Me
Caroline and Jason agree that kids need to understand what their
strengths and weaknesses are to make it easier to make decisions.
They decided to make a list of things they like about themselves and
things that they might like to change.
Things I like about myself (strengths)
Things I might like to change (weaknesses)
36
Lungs Are For Life
Appendix 10 – Subtask 3
Grade 5
Problem Solvers:
Discussion Openers
(Cut on the dotted lines)
✁
1. If I’m not sure what to do, I …
…………………………………………………………………………………………………...…
2. If my friends want me to do something I’m not sure is right, I …
…………………………………………………………………………………………………...…
3. Someone at home who helps me with my problems is …
…………………………………………………………………………………………………...…
4. Someone at school who helps me with my problems is …
…………………………………………………………………………………………………...…
5. A friend I can talk to is …
…………………………………………………………………………………………………...…
6. I know I’m doing the right thing when …
…………………………………………………………………………………………………...…
7. Things or people in my life who influence me in my decision are …
…………………………………………………………………………………………………...…
8. People who always think they are right …
…………………………………………………………………………………………………...…
9. Some words to describe the kind of adult I wish to become are …
…………………………………………………………………………………………………...…
10. I would persuade someone to stop smoking or drinking by …
Lungs Are For Life
37
Appendix 11 – Subtask 3
Grade 5
Thinking About Me
Caroline and Jason are starting to realize how important it is to maintain a healthy body.
They have a few things they would like you to think about. Complete the sentences listing
as many ideas as you can.
1. Telling others how we think and feel is
important because …
6. "Going along" with the crowd will
make me …
2. Students my age might start to smoke
because …
7. I don’t want to try alcohol because …
3. Some good reasons not to start
smoking are …
8. Some good reasons not to start
drinking are …
4. Smoking can harm our bodies by …
9. One bad habit I have is …
5. A good way to say no to smoking is …
10. What I like best about my life is ...
38
Lungs Are For Life
Appendix 12 – Subtask 4
Grade 5
Making Decisions
with IBEAR
Jason and Caroline have had a lot of opportunities to talk, and one day Jason says, "Sometimes
it’s hard to know the right thing to do. I wish I had someone to talk things over with."
Caroline responds, "Yeah, I know what you mean. I talk a lot with my friends, but sometimes
I don’t agree with what they want to do. I’ve had people try to talk me into smoking and
my friend Sarah has even had a beer! We need help sometimes if we’re going to make the
right choices."
Here is a simple model that Jason and Caroline can use to help them solve their problems.
It is the IBEAR model.
I
B
E
A
R
– Identify
the problem
– Brainstorm
– Evaluate
–
possible solutions
your ideas
Act on the best decision
– Re-evaluate
and decide if this was the best choice
Lungs Are For Life
39
Appendix 1 3 – Subtask 4
Grade 5
IBEAR Model:
The Problem-Solver
Identify the problem.
Brainstorm for alternatives.
Evaluate the alternatives and choose one.
Act on your decision.
a) Say no
b) Keep repeating
c) Reverse pressure
d) Leave the situation
Re-evaluate your decision if necessary.
40
Lungs Are For Life
Appendix 1 4 – Subtasks 4 and 5
Grade 5
What Would You Do?
Decision-Making Case Studies
Case Study One
You and a friend purchase some items from a large chain store in the mall. When you get
your change, you realize that you have too much. What do you do?
Case Study Two
Maria has just moved to town and is starting a new school. She has made friends with
Andrea who seems to be quite popular. Andrea is having a party on Friday and Maria is
invited to go. Maria overhears Andrea telling her friends that she hopes Tony will bring
the beer like last time. What should Maria do?
Case Study Three
Marcel and Jonathan are in Mrs. Patel’s Grade 5 classroom. Both boys came to school without their math assignments and are required to stay in school at recess. Jonathan is furious
with his teacher and says to Marcel, "Let’s get even with her and go behind the portable for
a few smokes." What should Marcel do?
Case Study Four
Delroy is 11 and he has a sister Jasmine, who is 14, and a brother Brad, who is 16. Neither
is allowed to smoke in the house even though both parents smoke. Delroy admires his sister
and brother because they have a lot of friends in high school with whom they "hang out".
Brad has made it clear to Delroy that he can have smokes whenever he wants them and that
Brad will get them for Delroy’s friends too. What should Delroy say to his brother?
Case Study Five
You and a friend are at a party. Before the party, your friend arranges with his parents to get
a ride home for you both at the end of the evening. When it is time to leave, his 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?
Lungs Are For Life
41
Appendix 15 – Subtask 4
Grade 5
Group Work Checklist
Self-assessment of cooperative group skills
Evaluate yourself according to the achievement levels of the
Ontario Curriculum.
Seldom
Sometimes
Usually
Always
I helped my team members
1
2
3
4
I contributed ideas to the group
1
2
3
4
I tried to help solve the problems
1
2
3
4
1
2
3
4
I was courteous to everyone
1
2
3
4
I did not use putdowns
1
2
3
4
I listened to others’ ideas
1
2
3
4
My overall assessment
1
2
3
4
1. Participation
2. Use of time
I stayed on task
3. Behaviour
42
Lungs Are For Life
Appendix 16 – Subtask 5
Grade 5
Role Play Rubric
Name of role play scenario:
People in group:
Your name:
CRITERIA
1
2
3
4
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
Lungs Are For Life
43
Appendix 17 – Subtask 6
Grade 5
Rubric Organizer Sheet
Name of project:
People in group:
Your name:
CRITERIA
FEW (1)
SOME (2)
MOST (3)
Final score
44
Lungs Are For Life
ALWAYS (4)
Appendix 18 – Subtask 6
Grade 5
Portfolio Reflection Sheet
Review your portfolio and reflect on what you have
learned over the course of the program.
The piece that I select as the most important is
because
The piece that shows that I know how to
is
My problem-solving skills
The item that I am most proud of is
because
Lungs Are For Life
45
Appendix 19 – Subtask 7
Grade 5
Alcohol Fact Sheets
(Cut on the dotted lines)
Alcohol Fact Sheet 1 – Drinking Influences
Social pressure: pressure from family members, friends, role models, or other peers who drink alcohol.
Advertising pressure: advertising links drinking alcohol with attractive people, lifestyles, and attitudes.
Rebel: you want to defy authority and take a risk.
Experimenting: you want to see what it is like.
Dealing with stress: some people get used to drinking when they are stressed out, even though
drinking puts extra stress on the body.
✁
Alcohol Fact Sheet 2 – Alcohol and the Law
It is an offence in Ontario to sell alcoholic beverages to anyone under the age of 19
or to serve an intoxicated individual.
It is an offence to drive a motor vehicle while intoxicated.
In Ontario, alcohol is a factor in almost 45% of all motor vehicle accidents.
In Ontario, an estimated 30% to 50% of violent crimes are alcohol-related.
Alcohol is an important factor in 30% to 40% of all falls, drownings, and fires in Ontario.
✁
Alcohol Fact Sheet 3 – Social Consequences of Alcohol Abuse
Inappropriate social behaviour
Possible loss of friends
Trouble with the police
Trouble at school
Trouble at home
46
Lungs Are For Life
Appendix 19 – Subtask 7
Grade 5
Alochol Fact Sheets
(con’t)
(Cut on the dotted lines)
Alcohol Fact Sheet 4 – Short-term Effects of Drinking
Alcohol poisoning (if taken in large amounts)
Poor judgment, release of inhibitions
Poor physical coordination
Slow reactions and reflexes
Impaired reasoning
Blurred vision
Nausea, vomiting (if taken in large amounts)
Frequent urination (may lose control of bladder)
✁
Alcohol Fact Sheet 5 – Long-term Effects of Heavy Drinking
Liver damage (cirrhosis)
Alcoholism
Inflammation of the stomach
Weakening of heart muscle
Cancers of the esophagus, mouth, pharynx, liver
Possible cause of breast and colorectal cancer
Loss of brain cells
✁
Other Alcohol Facts
Alcohol is a serious and potentially dangerous drug. Many people die every year from alcohol poisoning
(overdose), as well as from the consequences of long-term heavy drinking.
The effects of alcohol do not depend on whether the drink is beer, wine, or liquor, but on how much a
person drinks, the situations in which drinking takes place, over what period of time, and other factors.
One standard beer or one glass of wine has roughly the same amount of alcohol as one mixed drink.
Most people with alcohol problems are ordinary people. They come from every walk of life. They hold
jobs, go to school, and have families. People who drink even low amounts of alcohol can experience
problems that affect their families, friends, co-workers, and others. Impaired driving accidents or workrelated injuries are examples.
Lungs Are For Life
47
Resources
Grade 5
Websites
Some sites include information on other drugs
Tobacco Prevention
chemicals in tobacco smoke and
the diseases caused by smoking.
TeenNet
The Surgeon General’s Report
for Kids on Smoking
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.
www.cdc.gov/tobacco/sgr4kid
s/
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.
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.
Health Canada Tobacco Facts
www.hcsc.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.
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.
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.
Smoking Cessation
One Step at a Time
www.cancer.ca/tobacco/index.
html
Free self-help smoking cessation program.
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.
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.badvertising.org
Creative and thought-provoking
spoofs on tobacco advertising.
www.on.lung.ca
Respiratory health information for
Ontarians. Home of Lungs Are For
Life on-line.
Campaign for Tobacco Free Kids
Canadian Health Network
BADvertising Institute
www.tobaccofreekids.org
Youth and tobacco information and
tobacco advertising information.
Join Together Tobacco Project
www.jointogether.org/sa
Accessibility of cigarettes to youth.
Teens and Tobacco
Youth Media Network
www.cdc.gov/tobacco/stand.htm
Surprising information about the
www.ymn.org
Highlights actions taken by youth
48
groups and encourages youth to
communicate health messages
through the media.
www.canadian-health-network.ca/
1tobacco.html
Provides easy access to information,
resources, and FAQs about tobacco,
including cool games and quizzes.
Centres for Disease Control
www.cdc.gov/health/smoking.htm
The latest research on substance use
Lungs Are For Life
Resources
Grade 5
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
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
16 Scarlett Road
Toronto, Ontario M6N 4K1
Phone: (416) 763-1491
E-mail: [email protected]
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
Heart and Stroke Foundation of Ontario
Parents against Drugs
Council on Drug Abuse
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/t
obacco
/tobacco_mn.html
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 5
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
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
Wellington County
317 Speedvale Avenue East,
Lower Level
Guelph, Ontario N1E 1N3
Phone: (519) 822-7739
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
Georgian Bay Area
296 Cedar Street
Sudbury, Ontario P3B 1M7
Phone: (705) 673-3116
206-48 Alliance Boulevard
Barrie, Ontario L4M 5K3
Phone: (705) 733-7759
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
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 5
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.
Lungs Are For Life
51
References
Grade 5
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.
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