Helping students say
no to tobacco and
other harmful drugs.
A program of
GRADE 7
Lesson plans & resources
Grade 7
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 0-9687739-3-1
Grade 7
Helping students say no to
tobacco and other harmful drugs
Table of Contents: Grade 7
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 7 Program at a Glance
Subtask (Lesson)
1.
2.
3.
4.
5.
6.
7.
The Effects of Tobacco
Drug Categories
Tobacco Facts and Issues
Mini-debates (optional)
Decision-Making
Learning to Say No
Role Playing and Final Quiz
Subject Index: HL-Healthy Living D-Drama
S&T-Science and Technology
6
8
Subject Area
HL, LA
HL
HL, LA
HL, LA, M
HL, LA
HL, VA
HL, D, MU
9
12
14
16
18
20
23
LA-Language Arts
M-Mathematics
SS-Social Studies
MU-Music
VA-Visual Arts
AP-Active Participation
Lungs Are For Life
1
Grade 7
Table of Contents: Grade 7 (continued)
Appendices
Page
1a.
1b.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14a.
14b.
15.
16.
26
27
28
30
31
33
34
35
36
37
38
39
40
42
43
44
45
46
What Do You Know about Tobacco and Other Substances?
What Do You Know about Tobacco and Other Substances? Answers
Tobacco Rating Chart
Drugs
Drug Game Cards
Let's Solve the Smokeword Puzzle
Have Fun: Figure Out the Smoking Puzzle
Thinking about Tobacco Issues
So ... What Do You Think?
Debate Rubric
The IBEAR Decision-Making Method
IBEAR to the Rescue!
Case Studies
Why People Smoke or Don’t Smoke
Practice at Work: No Means NO!
Practice at Work: No Means NO! Answers
Poster Rubric
Role Play Rubric
Resources
Websites
Community Resources
Local Lung Association Offices
Videos
47
48
49
50
References
51
Poster
Inside Your Lungs
A Special Note To Grade 7 Teachers
The Grade 7 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 Subtasks discuss
cannabis and solvents as these substances have a harmful effect on the lungs and other parts of the body. The
subjects of cannabis, alcohol, and other substances have been integrated into many of the living skill activities
because the same decision-making, problem-solving, and refusal skills that are used to prevent tobacco consumption
are also effective in preventing cannabis and solvent consumption.
2
Lungs Are For Life
Teacher Introduction: Using This Program
Grade 7
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 Mandatory Health
Programs and Services Guidelines for public health departments.
Why Use This Program?
Teachers and health professionals working with students in Grades 7 and 8 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 included 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 7
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 Technology, 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 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) and one optional lesson for this component. If it is possible, we
recommend that you allow 40 to 50 minutes for each. 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 role model and be responsible for leading the group through discussions.
4
Lungs Are For Life
Teacher Introduction: Using This Program
Grade 7
Sample Letter to Parents
Guardian:
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Yours sincerely,
Lungs Are For Life
5
Youth and Tobacco - The Facts
Grade 7
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 it’s 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 7
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 7 Program at a Glance
Grade 7
The Grade 7 Program at a Glance
Overall Expectation For Healthy Living
By the end of Grade 7 students will:
Apply skills to deal with peer pressure related to substance use and abuse.
Subtask 1 – The Effects of Tobacco
Students begin by writing a quiz that will be readministered during the last subtask to assess knowledge
acquisition during the unit. Using an expert-group activity, students will review the short- and long-term
effects of tobacco and learn about secondhand smoke and laws governing tobacco use.
Subtask 2 – Drug Categories
Students will learn what is defined as a drug, what are the most common types, and to which category each
belongs. Working in groups, they will play a game to practise their knowledge of drug facts. In the end,
questions from the game will be used to test their ability to identify and categorize these drugs.
Subtask 3 – Tobacco Facts and Issues
Using fact sheets, students will be able to make informed decisions about tobacco issues. In groups, students
will work on agreeing to a consensus for a certain number of issues. Students will then be encouraged to
discuss the topic of smoking with their parents by sharing opinions on two chosen issues.
Subtask 4 – Mini-debates (optional)
In groups, students will gather information pertaining to a specific issue and prepare their arguments and
rebuttal comments for a mini-debate presentation.
Subtask 5 – Decision-Making
The five steps of the IBEAR method of decision-making are introduced. Students will practise using this
model to solve problems and make choices using case studies that describe real-life situations.
Subtask 6 – Learning to Say No
Students will identify some of the influences that lead to smoking and investigate several strategies used to
counter these pressures. They will design and produce a locker poster that demonstrates one or more of the
refusal techniques that can be used to counter peer influences.
Subtask 7 – Role Playing and Final Quiz
Students will apply the strategies they have learned for decision-making and countering pressures by developing
and presenting skits that show methods used to make healthy choices. Students will also have the option of
creating a song that sends out a strong message about steering away from the pressures to smoke or take
drugs. The same quiz that was given in the first subtask will be readministered to
measure knowledge acquisition.
8
Lungs Are For Life
Subtask 1 – The Effects of Tobacco
Grade 7
Subtask 1The Effects
of Tobacco
Specific Expectations
Healthy Living
1. Review the short-term and long-term effects of tobacco
on health (Grade 6 review).
2. Understand the effects of secondhand smoke
(environmental tobacco smoke).
3. Develop an understanding of the laws governing
tobacco use.
Language: Reading
1. Listen and respond constructively to alternative ideas
or viewpoints.
2. Express ideas and opinions confidently but without
trying to dominate discussion.
Assessment/
Evaluation
Tobacco quiz
What You
Will Need
Appendices
1a and 2.
Summary
Students begin by writing a quiz that will be readministered
during the last lesson to assess knowledge acquisition during the unit. Using an expert-group activity, students will
review the short-and long-term effects of tobacco and learn
about environmental tobacco smoke and laws governing
tobacco use.
Lungs Are For Life
9
Subtask 1 – The Effects of Tobacco
Grade 7
Notes to Teacher
Learning Strategies and Activities
1. Quiz
1. Quiz
(15 minutes)
Explain that this is a pre-test. Tell students to
answer the questions to the best of their knowledge
based on what they have learned and remember
from the past.
Distribute What Do You Know about Tobacco and
Other Substances? (Appendix 1a). Explain that
students are to answer to the best of their knowledge
using information they have learned in previous
years. Allow them a few minutes to answer
questions. Collect quizzes but do not mark them.
This will be done in the last class.
2. Smoking Expert Groups
2. Smoking Expert Groups
(30 minutes)
Before beginning this activity, you may want to
introduce the four expert fields by giving a brief
explanation of what they are:
• Short-term effects – immediate or within a
short period of time.
• Long-term effects – over many years.
• Secondhand smoke – the combination of smoke
that come from the burning end of a cigarette,
pipe, or cigar (sidestream smoke) and the
smoke that is exhaled by the smoker (exhaled
smoke). Secondhand smoke is also known as
environmental tobacco smoke (ETS).
• The law – several different laws in Ontario
govern tobacco use.
When discussing the short-term effects of smoking,
be sure to mention that nicotine is a stimulant and
that this drug is responsible for the increased heart
rate and blood pressure in smokers. (Drug catgories
are discussed in Subtask 2.)
It is important to take time to organize students
properly for this activity for it to run smoothly.
When consolidating at the end of the lesson, it
may be a good time to introduce or reinforce
the fact that nicotine is a gateway drug. People
who abuse other substances often begin by
smoking tobacco.
10
Instruct the class to break up into groups of four
students. Each student numbers off 1, 2, 3, and 4.
Distribute the Tobacco Rating Chart to all students.
All number 1s convene together in one area. They
are the experts on the short-term effects of smoking.
Using the Tobacco Rating Chart they must discuss
the information for their section only. Each expert
must rate the factors listed on a scale of 1 to 5 (1
being most important). Experts should prioritize
according to their own opinions and be prepared to
justify their priorities when
they return to their home group.
All number 2s convene in another area to discuss the
long-term effects of smoking. Number 3s will be
discussing the effects of secondhand smoke, while
number 4s discuss the laws governing tobacco use.
Reconvene in home groups. Experts in each group
verbalize and defend their selections. Each member
fills in his or her personal ratings for each category.
Consolidate the class. Discussions of special interest
may follow.
Lungs Are For Life
Subtask 1 – The Effects of Tobacco
Grade 7
Notes to Teacher
Learning Strategies and Activities
3. Journal Entries
3. Journals
(5 minutes)
In their journals, students can write what they have
retained pertaining to the topic areas. They can
also comment on how similar or different other
students' priorities were.
Lungs Are For Life
11
Subtask 2 – Drug Categories
Grade 7
Subtask 2 –
Drug
Categories
Specific Expectations
Healthy Living
1. Identify and categorize drugs as stimulants, depressants,
and hallucinogens.
Drug game quiz
What You
Will Need
Summary
Students will learn what is defined as a drug, what are the
most common types, and to which category each belongs.
Working in groups, they will play a game to practise their
knowledge of drug facts. In the end, questions from the
game will be used to test their ability to identify and
categorize these drugs.
12
Assessment/
Evaluation
Lungs Are For Life
Appendices 3 to 6
Subtask 2 – Drug Categories
Grade 7
Notes to Teacher
Learning Strategies and Activities
1. Drug Facts
1. Drug Facts
(15 minutes)
Using an overhead of Drugs (Appendix 3), go over
the information explaining the definition of drugs,
the four most common types, and the categories
they belong to. Discussions of interest may follow.
2. Drug Game
2. Drug Game
(15 minutes)
Prepare for this activity by copying as many sets
of the question and answer cards as you will need.
(You will need one set of cards for each small
group of students.) Cut out each card, and place
each set in a box (an empty tissue box will do the
trick). Cards will last longer if you laminate them.
You may want to add or delete questions from this
game.
Divide the class in groups of approximately six
students. Have one person in each group act as the
scorekeeper. The scorekeeper begins by drawing a
card from the box and reading the question aloud
(see Appendix 4, Drug Game Cards). All other
players must place both hands on their desks. The
first person to place one hand on his or her head
gets to answer. If the answer is right, that person
gains a point and becomes the next person to ask a
question. If the answer is wrong, the other players
are entitled by placing a hand on the head and
responding. Continue playing until all questions
have been drawn from the box.
3. Drug Game Quiz
3. Drug Game Quiz
(15 minutes)
This quiz is designed to help students review
current drug facts and to help them identify and
categorize different drugs.
Administer the drug quiz to students by asking
them some (or all) of the questions that you have
chosen from the Drug Game Cards (Appendix 4).
Students should write their answers on a regular
sheet of paper. Correct the quiz in class.
4. Journal Entries
4. Journals
(5 minutes)
In their journal entries, students can write what
they have learned about drugs and the categories
to which they belong.
5. Crosswords
5. Crosswords
The two crossword puzzles in Appendices 5 and 6
can be distributed to students to finish as homework, or they can be used at any time you feel
appropriate or suitable.
If you have extra time left over, you could distribute
the crossword puzzles found in Appendices 5
and 6. These crosswords can be used at any time
during the unit or can be assigned as homework.
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13
Subtask 3 – Tobacco Facts and Issues
Grade 7
Subtask 3 –
Tobacco Facts
and Issues
Assessment/
Evaluation
Specific Expectations
Healthy Living
1. Outline a variety of issues related to substance
use and abuse.
Group work selfassessment
Language
1. Express ideas and opinions confidently but without
trying to dominate discussion.
2. Listen and respond constructively to alternative ideas
or viewpoints.
Youth and
Tobacco – The Facts
(pages 6 and 7);
Appendices 7 and 8
Summary
Using fact sheets, students will be able to make informed
decisions about tobacco issues. In groups,
students will work on agreeing to a consensus for a certain
number of issues. Students will then be encouraged to
discuss the topic of smoking with their parents by sharing
opinions on two chosen issues.
14
What You
Will Need
Lungs Are For Life
Subtask 3 – Tobacco Facts and Issues
Grade 7
Notes to Teacher
Learning Strategies and Activities
1. Youth and Tobacco – The Facts
1. Youth and Tobacco – The Facts
(10 minutes)
Distribute the sheets, Youth and Tobacco – The
Facts, (see pages 6 and 7) and allow students a
few minutes to read and absorb the information.
2. Agree or Disagree
2. Agree or Disagree
(30 minutes)
It is hoped that students will be able to base their
decisions on previously acquired knowledge as
well as information assimilated from the fact
sheets distributed.
Distribute the Thinking about Tobacco Issues activity
sheet (Appendix 7), and allow the students to individually complete the My Opinion column for all
the issues presented. Tell students to answer to the
best of their knowledge and that there isn't always
a right or wrong opinion on these issues.
Divide the class into six groups. Assign Section A
Issues to two groups, Section B Issues to two other
groups and Section C Issues to the last two groups.
Each group must work together in order to reach a
consensus on the issues in their section. They must
inscribe their group answer in the group opinion
column on the Thinking about Tobacco Issues activity sheet (Appendix 7).
Each group working on the same section should
compare their responses. They may also present to the
entire class. Discussion of special interest may follow.
3. Homework
3. Homework
(5 minutes)
Students can begin this homework assignment in
class by choosing the two issues to be discussed at
home with their parents and by writing the reasons
they have to support their decisions.
You may want to choose the issues to be
discussed or have the students pick their own.
Encourage students to choose issues that will generate interesting conversations with their parents.
Distribute So …What Do You Think? activity
sheet (Appendix 8). Students are to give reasons
to support their decision to agree or disagree with
two issues they have chosen from the Thinking
About Tobacco Issues worksheet (Appendix 7).
They must then ask a parent (or another adult or a
friend) his or her opinion on these issues and provide
reasons to support that answer. At the bottom of
the worksheet, students are to give a statement
describing how the discussions progressed. Were
they in agreement with their parents? Did they
learn anything new? Did these discussions snowball into other conversations?
4. Journals
4. Journal Entries
(5 minutes)
In their journals, students can write what their
message or statement was, describing what they
have learned about tobacco issues. They can also
write any comments or feelings they have pertaining
to some of these issues.
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15
Subtask 4 – Mini-debates (optional)
Grade 7
Subtask 4 –
Mini-debates
(optional)
Assessment/
Evaluation
Specific Expectations
Healthy Living
1. Outline a variety of issues related to substance use
and abuse.
Debate rubric
Language Arts
1. Communicate ideas and information for a variety
of purposes and to specific audiences, using forms
appropriate for their purpose and topic.
What You
Will Need
Appendix 9;
Youth and
Tobacco –
The Facts,
(see pages 6 and 7);
other sources of
information
pertaining to tobacco
Mathematics
1. Make inferences and convincing arguments that
are based on data analysis.
2. Evaluate arguments that are based on data analysis.
Summary
In groups, students will gather information pertaining to
a specific issue and prepare their arguments and rebuttal
comments for a mini-debate presentation.
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Lungs Are For Life
Subtask 4 – Mini-debates (optional)
Notes to Teacher
Grade 7
Learning Strategies and Activities
The intent of this lesson is for students to prepare a simplified
mini-debate. Teachers may opt to spend more time in preparation for formal debates. Extra lessons may be required.
1. Preparation
(15 minutes)
Students can remain in the same groups as for
the previous lesson.
1. Preparation
Once debating teams and topics have been identified, allow groups to organize their debate strategy.
Two or three members (the speakers) each present a
short statement supporting their position on the
topic. The other members of the group are responsible for the rebuttal. You may want to choose a
student to act as a moderator for each debate.
Allow time for students to research their topic
using the Youth and Tobacco – The Facts sheets
(pages 6 and 7) and other information sheets provided
in this program, as well as other sources of information
(e.g., newspaper articles).
2. Presentations
2. Presentations
(30 minutes)
Groups that did not come up with the same
response to an issue can debate each other, or
you may choose to debate new topics (e.g.,
"Smoking is cool").
Encourage students to support their arguments
with the use of statistics and graphs (e.g., calculate
the cost of cigarettes over time, examine mortality
rates, show the population distribution of smokers
versus nonsmokers, etc.)
Speakers begin by stating their arguments,
followed by the respondents who present
their rebuttals.
Teacher and students can evaluate the presentations using the Debate Rubric in Appendix 9.
Variation: Put A Drug On Trial
Instead of a debate, you may wish to have a court
proceeding by placing a cigarette (or other drug)
on trial. The part of the cigarette (the accused)
is played by one or more students, while other
students act as smokers who have been victimized.
Witnesses can be parts of the human anatomy such
as the heart, the lungs, the skin, the brain, etc.
Other students act as the jury and must come up
with a verdict at the end of the trial.
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17
Subtask 5 – Decision-Making
Grade 7
Subtask 5 –
Decision-Making
Specific Expectations
Assessment/
Evaluation
Healthy Living
1. Apply a decision-making process to make informed
choices regarding drug use.
Case study
presentations
Language
1. Use writing for various purposes and in a range of
contexts, including school work.
What You
Will Need
Appendices 10
to 12.
Summary
The five steps of the IBEAR method of decision-making
are introduced. Students will practise using this model to
solve problems and make choices, using case studies that
describe real-life situations.
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Lungs Are For Life
Subtask 5 – Decision-Making
Notes to Teacher
Grade 7
Learning Strategies and Activities
Prior Learning: Decision-making skills are introduced as early
as Grade 1, and should be reinforced in subsequent grades.
1. IBEAR
1. IBEAR
(10 minutes)
The five individual processes that make up this
decision-making method are:
I Identify the real problem
B Brainstorm for alternatives
E Evaluate the alternatives and choose one
A Act on your decision
R Re-evaluate your decision if necessary
Ask students to write up a list of all the decisions
they had to make yesterday (e.g., what to wear,
what to eat for breakfast, who to hang around with
at lunch time, whether to take a shower or not,
which television show to watch, etc.).
Invite individuals to give you some examples of
some of those decisions and write them on the
board. Discuss how we are all constantly making
decisions, but there are times when more important
decisions need to be made and it is important to
think them out well before any action is taken.
Present the IBEAR Decision-Making Method to the
class using an overhead of Appendix 10. Using an
overhead of Appendix 11, IBEAR to the Rescue!,
and one of the examples from the Case Studies
sheet (Appendix 12), demonstrate how the IBEAR
model can be used to help make an informed
choice.
2. Case Studies
2. Case Studies
(15 minutes)
The case studies provide practical application of
the IBEAR decision-making method. Students will
solve situations similar to ones they may find
themselves in.
Encourage students to make healthy choices that
lead to positive outcomes for their case study.
Have students work individually or in groups of
two or three. Make a few copies of the case studies
in Appendix 12 and cut them out. Distribute one
case study to each group of students along with a
copy of Appendix 11, IBEAR to the Rescue!. Ask
students to staple their case study to their sheet.
Each student must apply the five steps of the
IBEAR process to the case study he or she has been
assigned, along with a short paragraph describing a
possible ending to the case.
3. Case Study Presentations
3. Case Study Presentations
More than one group of students can be assigned
to the same case study.
(20 minutes)
Option: Now that students have had an opportunity to practise the IBEAR method of problemsolving, you may want to reinforce the decisionmaking process through additional case studies.
Have students make a short presentation to the
class by reading their case study, outlining the
five steps used towards making a decision and
explaining a possible ending to the story based
on the decision made.
4. Journal Entries
4. Journals
(5 minutes)
In their journals, students can comment on the
way they tend to make decisions in their day to
day lives and reflect on how effective the IBEAR
decision-making method could be for them.
Lungs Are For Life
19
Subtask 6 – Learning to Say No
Grade 7
Subtask 6 –
Learning to
Say No
Specific Expectations
Healthy Living
1. Determine influences on the use and abuse of tobacco
(Grade 6 review).
2. Demonstrate strategies that can be used to counter
pressures to smoke, drink, and take drugs, and identify
healthy alternatives to drug use.
Visual Art
1. Produce two- and three-dimensional works of art that
communicate a range of thoughts, feelings, and experiences
for specific purposes and to specific audiences.
Summary
Students will identify some of the influences that lead to
smoking and investigate several strategies used to counter
these pressures. They will design and produce a locker
poster that demonstrates one or more of the refusal
techniques that can be used to counter peer influences.
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Lungs Are For Life
Assessment/
Evaluation
Poster rubric
What You
Will Need
Appendices
13 to 15;
chart paper;
markers; crayons;
cartridge paper
Subtask 6 – Learning to Say No
Grade 7
Notes to Teacher
Learning Strategies and Activities
1. Why People Smoke or Don’t Smoke
1. Why People Smoke or Don’t Smoke
(15 minutes)
Write "Why People Smoke" on one sheet of chart
paper and "Why People Choose Not To Smoke" on
another sheet. Brainstorm with the class reasons
why people choose to smoke or not to smoke.
Have the students come up and write their answers
on the chart paper (or blackboard).
Your lessons may need to be tailored to address
gender differences depending on the makeup of
your class, (i.e., for girls you may want to address
the influence of wanting to lose weight and media
influence a little more, while for boys peer
influence and being cool may need to be the
major focus).
2. Saying No
See Appendix 13, Why People Smoke or Don't
Smoke, as a guide for suggested answers.
Acknowledge the answers given, and discuss
how different pressures (peers, media, etc.)
often influence people in their decision to smoke.
Explain how peer influence or peer preference
often leads people to the use of substances rather
than peer pressure per se. Overt coercion by peers
is not always the norm. The influence is often an
indirect, almost subliminal message.
2. Saying No
(10 minutes)
Remind students that different techniques of
saying no may be warranted for different
situations.
Tell students that people often give in to peer
influences because they don’t know how to deal
with them. Explain that there are many effective
ways of dealing with peer pressure. During this
lesson they will be exploring ways of handling it.
Developing and practising ways of saying no to
peer influences the first step in learning to deal
with it.
Invite students to give examples for each technique
before you show them an overhead of Appendix
14b. Distribute copies of Practice At Work: No
Means NO! (Appendix 14a). Students must write
the examples given for each technique on their
own sheets.
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21
Subtask 6 – Learning to Say No
Grade 7
Notes to Teacher
Learning Strategies and Activities
3. Locker Poster
3. Locker Poster
(20 minutes)
Ask students to finish their poster for homework
if they haven’t had the chance to complete it
during class.
Distribute blank sheets of cartridge paper to
students. Instruct them to design a poster that
demonstrates one or more of the techniques used
to say no to peer influences. A catchy phrase,
slogan, or message should be evident on the poster.
Tell students that the posters will be used as part of
their evaluation and will be displayed for all to see.
4. Poster Evaluation
4. Poster Evaluation
(5 minutes)
Teachers can use the Poster Rubric (Appendix 15)
for self- peer- or teacher-evaluation?
Evaluate posters using Appendix 15, Poster
Rubric. When assessment is complete, encourage
students to tape their posters inside their locker
doors. This will help promote the anti-smoking
movement as well as serve as a reminder of the
importance of learning to say no to peer
influences.
5. Journal Entries
5. Journals
(5 minutes)
In their journals, students can give examples of
why people smoke, along with a brief description
of the types of influences that exist and different
strategies that can be used to say no to smoking.
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Lungs Are For Life
Subtask 7 – Role Playing and Final Quiz
Grade 7
Subtask 7 –
Role Playing
and Final Quiz
Specific Expectations
Healthy Living
1. Demonstrate strategies that can be used to counter
pressures to smoke, drink, and take drugs, and identify
healthy alternatives to drug use.
Drama
1. Interpret and present scripts, paying attention to the
subtext, characters, and setting.
Assessment/
Evaluation
Role play rubric
and tobacco quiz
What You
Will Need
Music
1. Sing or play a variety of pieces expressively.
Appendices
12 and 16;
Appendices
1a and 1b
Summary
Students will apply the strategies they have learned for
decision-making and countering pressures by developing
and presenting skits that show methods used to make
healthy choices. Students will also have the option of creating
a song that sends out a strong message about steering away
from the pressures to smoke or take drugs. The same quiz
that was given in the first lesson will be readministered to
measure knowledge acquisition.
Lungs Are For Life
23
Subtask 7 – Role Playing and Final Quiz
Grade 7
Notes to Teacher
Learning Strategies and Activities
1. Decision-Making and Pressure-Countering
Review
1. Decision-Making and Pressure-Countering
Review
(5 minutes)
Begin by taking a few moments to review the
IBEAR decision-making model, the types of peer
influences, and the different ways to say no to
pressure (Subtasks 5 and 6).
2. Preparing the Skit
2. Preparing the Skit
(15 minutes)
You may want to offer groups the option of
presenting a skit or preparing a song, jingle, or
rap. When assigning case studies for each group,
you should take into account the number of
students in the group as some scenarios require
a limited number of characters.
Explain how athletes need to practise a skill in
order to do it right. Tell the students they will
practise decision-making and saying no to
pressures through role play scenarios.
3. Skit Presentations
3. Skit Presentations
Have students form groups of two to five. Assign a
case study from Appendix 12 to each group. You
may choose to have students write their own scenarios. Give the group some time to assign roles,
decide on the dialogue, and rehearse.
(15 minutes)
Students may want to make paper cigarettes as
props for their skit. Paper wound around a pencil,
taped, and removed is a quick way to manufacture
prop cigarettes.
24
Have the groups perform their skits for the class.
After each skit you may question the audience to
see if they were able to identify the strategy used
in making a healthy decision.
Lungs Are For Life
Subtask 7 – Role Playing and Final Quiz
Grade 7
Notes to Teacher
Learning Strategies and Activities
4. Evaluation: Role Play Rubric
4. Evaluation: Role Play Rubric
Evaluate each group with the help of the Role Play
Rubric in Appendix 16. This rubric can also be
used for peer or self-evaluation.
Evaluate each group with the help of the Role Play
Rubric in Appendix 16.
Extension: Hackademy Awards
You may want to have students vote on nominations for a mock Academy awards presentation
called the Hackademy Awards in the categories of:
best skit, best performance, most inspiring skit,
most realistic skit, etc..
5. Quiz
5. Quiz
(10 minutes)
Make copies of What Do you Know About
Tobacco And Other Substances? (Appendix 1a)
and the answers (Appendix 1b). Have students
mark both tests to determine if there was a knowledge gain. You may want to have another student
mark the tests.
Re-administer the quiz that was given in Subtask 1,
What Do you Know About Tobacco And Other
Substances? (Appendix 1a). Upon completion of
the test, provide students with their first test
(unmarked) and the answers to the quiz
(Appendix 1b). Have students (or have another
student) grade both tests to determine if there
was a knowledge gain.
6. Journal Entries
6. Journals
(5 minutes)
In their journals, students can write what messages
were being conveyed in the skits. They can also
invent another scenario that they feel would be a
realistic one in their present lives. They can also
write about what they have learned in this unit and
how it will make an impact on their lives.
Lungs Are For Life
25
Appendix 1a – Subtasks 1 and 7
Grade 7
What Do You Know
about Tobacco and
Other Substances?
Name: ___________________________________
Class: ____________ Date: __________________
Part A – Answer True (T) or False (F)
––––––– 1. You have a greater chance of developing lung cancer if you start smoking early in life.
_______ 2. Cigarette smoking kills fewer people than drugs, alcohol, and car accidents combined.
_______ 3. Tobacco is a gateway drug.
_______ 4. A short-term effect of smoking is that it slows down your heart rate and blood pressure.
_______ 5. Environmental tobacco smoke contains fewer hazardous substances than inhaled smoke.
_______ 6. The majority of teenagers don’t smoke.
_______ 7. Cigarette smoking is harmful only if you inhale the smoke into your lungs.
_______ 8. Nicotine is an extremely poisonous and addictive substance.
_______ 9. Smoking is a major cause of death, disease and disability in our society.
_______ 10. Nicotine is a depressant.
_______ 11. The influences that pressure teenagers to start smoking are the same for boys and girls.
_______ 12. A lighted cigarette produces more than 4,000 different chemicals.
Part B – Fill in the Blanks
1.
Name what the 5 letters in the IBEAR decision-making model represent:
I _________________________________________________________
B ________________________________________________________
E ________________________________________________________
A ________________________________________________________
R ________________________________________________________
2.
The _______________________ in cigarettes causes addiction, and the ______________________ in cigarettes
contain cancer-causing substances.
3.
Name the four most common drugs used by both young people and adults.
____________________
4.
____________________
____________________
Name two refusal techniques (saying no) to deal with peer pressure:
_________________________________________________________
_________________________________________________________
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Lungs Are For Life
____________________
Appendix 1b – Subtask 7
Grade 7
What Do You Know
about Tobacco and
Other Substances?
Answers
Part A
1. True. More than half of young people who start smoking by age 15 will die before
age 70 if they continue to smoke.
2. False. Tobacco kills more than 40,000 Canadians per year.
3. True. Use of tobacco can lead to other drug use, such as cannabis.
4. False. Smoking causes an immediate increase in heart rate and blood pressure.
5. False. ETS contains more nicotine, tar and carbon monoxide than inhaled smoke.
6. True. 87% of 12 to 14 year olds and 63% of high school students don’t smoke.
7. False. ETS causes the same ailments as those suffered by smokers.
8. True. Two or three drops of pure nicotine can kill you.
9. True. Smoking is the single most important cause of preventable illness and premature death
for Canadians.
10. False. Nicotine is a stimulant.
11. False. Althrough many of the influences are the same, girls often start to smoke to control
their weight.
12. True. Over 40 of them can cause cancer.
Part B
1. Identify the real problem
Brainstorm for alternatives
Evaluate the alternatives
Act on your decision
Re-evaluate your decision if necessary
2. nicotine, tar
3. caffeine, alcohol, nicotine, cannabis
4. Some possible answers:
Give a reason or excuse
"No thanks"
Broken record
Walk away
Avoid the situation
Cold shoulder
Change the subject
Reverse the pressure
Strength in numbers
Humour
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27
Appendix 2 – Subtask 1
Grade 7
Tobacco Rating Chart
Instructions:
1. In your home groups, each expert will discuss how they prioritized items in their section.
2. Individually, rate the factors listed on a scale of 1 to 5 (with 1 being the most important),
in each of the four categories.
Short-Term Effects of Smoking
Long-Term Effects of Smoking
____ (A) Increased blood pressure
____ (A) Shortness of breath or difficulty breathing
(bronchitis)
____ (B) Reduced sense of taste and smell
____ (B) Reduced lung capacity (emphysema)
____ (C) Decreased athletic ability (less endurance)
____ (C) Changed colour of teeth and yellowed fingers
____ (D) Headaches
____ (D) Hardening of blood vessels in heart and brain
____ (E) Increasd heart rate
____ (E) Persistent coughing
____ (F) Lengthened time to heal acne
____ (F) Increased chances of developing certain cancers
____ (G) Reduced ability to keep germs
out of air ways and lungs (damaged cilia)
____ (G) Underweight babies for women
____ (H) Sore throat
____ (H) Increased chance of heart attack or stroke
____ (I) Cancer-causing agents enter lungs
____ (I) More lung infections (colds, pneumonia)
____ (J) Faster breathing rate
____ (J) Stomach problems (ulcers)
____ (K) Loss of appetite
____ (K) Wrinkled skin (premature aging)
____ (L) Increased number of colds
____ (M) Irritated eyes (red and itchy)
____ (N) Addictive
28
Lungs Are For Life
Appendix 2 – Subtask 1
Grade 7
Tobacco Rating Chart
(con’t)
Instructions:
1. In your home groups, each expert will discuss how they prioritized items in their section.
2. Individually, rate the factors listed on a scale of 1 to 5 (with 1 being the most important),
in each of the four categories.
The Effects of Environmental
Tobacco Smoke
____ (A) More harmful than first-hand smoke
(2.5 times more carbon monoxide, 2.7 times
more nicotine)
____ (B) Increased asthma and allergy symptoms
____ (C) Damaged lungs
The Laws Governing Tobacco Use
____ (A) It is illegal to sell tobacco products to
anyone under 19 years.
____ (B) No person shall smoke in an enclosed
workplace.
____ (C) Advertising and promotion of tobacco
products is prohibited on TV and radio and
in newspapers.
____ (D) Smoky odour on clothes and body
____ (D) Tobacco products packaging must have
health warnings and a list of toxins.
____ (E) Increased heart problems
____ (E) Restaurants must have a minimum amount
of seating for non-smokers.
____ (F) Increased chances of developing
certain cancers for non-smokers
____ (F) Free distribution of tobacco products or use
of tobacco products as prizes is prohibited.
____ (G) More lung infections (colds, pneumonia)
____ (H) Irritated eyes, nose, and throat
____ (G) It is prohibited to use the brand name or
trademark of a tobacco product in support or
sponsorship of an activity, event, publication,
or broadcast.
____ (I) Stomach problems (ulcers)
____ (J) Wrinkled skin (premature aging)
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29
Appendix 3 – Subtask 2
Grade 7
Drugs
What are drugs?
Drugs are substances that change the way the mind and body work. Drugs are not always prescribed. Some are
legal and some are illegal. There are drugs that are helpful and drugs that are harmful. Some drugs come from
plants that grow wild, while others are made in laboratories.
Which are the most common drugs used by young people and adults?
(In descending order)
Caffeine
This is a stimulant. It can be found in coffee, tea, cola, cocoa, chocolate, headache tablets, stay-awake pills, and
cold remedies. Caffeine affects people in different ways, depending on how much they take. Although caffeine
products are legal, some people must monitor the amount that they consume.
Alcohol
This depressant is found in beer, wine, and hard liquor. When consumed, alcohol goes straight through your
stomach and into your blood. Alcohol can make it difficult for people to think and function properly. Taken in
excessive amounts, alcohol can be very dangerous and detrimental to your health. You must be of legal age (19)
to consume or purchase any alcohol products.
Nicotine
This addictive stimulant can be found in cigarettes, cigars, and pipe and chewing tobacco. Along with the tar,
carbon monoxide, and many other compounds found in tobacco, it has many harmful side effects and can lead
to a premature death. You must be 19 or over to purchase or consume any tobacco products.
Cannabis
Marijuana comes from the dried leaves and tops of the Cannabis sativa plant, while hash and hash oil come
from the juice of the plant. Cannabis increases pulse and heart rate, and it also damages the lungs in the same
way that cigarettes do. As with alcohol, it can be responsible for impaired judgment. Cannabis is an
illegal drug.
How are drugs categorized?
30
Stimulants (called uppers)
These are drugs that make
you feel up or more energetic.
Depressants (called downers)
• nicotine (tobacco)
• caffeine (coffee, tea, cocoa, chocolate)
• amphetamines (bennies, dexies, speed)
• cocaine
• alcohol
• inhalants
• barbiturates (sleeping pills, reds, red birds,
red devils, yellow jackets, blue heavens,
Christmas trees, rainbows)
• tranquilizers
• narcotics (heroin, H, horse, junk, smack)
Hallucinogens (called all-rounders)
Cannabis (called dope, pot, weed, grass, joint)
These drugs make you
see things different from what is real.
These drugs come from the plant Cannabis
sativa. THC is the active ingredient.
• LSD (acid, blotter)
• MDA
• PCP (angel dust, elephant, hog)
• Psilocybin (magic mushrooms)
• marijuana
• hashish (hash)
• hash oil
• THC
These are drugs that make you feel
calm or sleepy.
Lungs Are For Life
Appendix 4 – Subtask 2
Grade 7
Drug Game Cards
Copy, cut out, and laminate
as many game cards as necessary.
✁
@@@@@@@@e?@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?
@@@@@@@@e?@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?
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1. True or False. Depressants have the same
effect as alcohol.
@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?
@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@
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2. True or False. LSD is a form of stimulant.
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Answer: True
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Answer: False
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3. True or False. Hallucinogens distort the
senses and cause people to see weird things.
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4. True or False. Depressants can enter the
body by many different means.
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Answer: True
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Answer: True (orally, inhaled, injected)
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5. True or False. All stimulants are illegal.
6. True or False. Depressants can be snorted.
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Answer: False (caffeine and nicotine if 19 or
older are legal)
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Answer: True (inhalants)
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7. True or false. Taking a friend’s medication
is no big deal.
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8. True or False. Hallucinogens are used to
induce sleep.
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Answer: False (never take medications that
haven’t been prescribed specifically for you)
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Answer: False (depressants are)
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9. True or False. The effect of depressants is
quicker when mixed with alcohol.
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10.True or False. Taking two or more drugs
at the same time can be very dangerous.
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Answer: False (never mix drugs with
alcohol)
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Answer: True
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@@g
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@@@@@@@@
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@
Lungs Are For Life
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@
?@@
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31
Appendix 4 – Subtask 2
Grade 7
Drug Game Cards
(con’t)
Copy, cut out, and laminate
as many game cards as necessary.
✁
@@@@@@@@e?@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?
@@@@@@@@e?@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?
@@h?
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@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?
@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@
@@@@@@@@
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11. Name the four categories of drugs.
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Answer: Stimulants, depressants, hallucinogens and cannabis
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12. A drug that makes you feel calm or
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Answer: Depressant
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13. Name the four most common types of
drugs used among young people and adults.
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14. Drugs that make you feel up or more
energetic are called:
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Answer: Caffeine, alcohol, nicotine,
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Answer: Stimulants
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15. Drugs that make you see things differently from what is real are called:
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16. Name the category of drug that comes
from the Cannabis sativa plant.
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Answer: Hallucinogens
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Answer: Cannabis
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17. What is the term used to mean that
someone is over using a substance to the
point where the drug use starts replacing
things that used to be important for them?
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18. What is the term used to mean that
someone has become physically dependant
on a substance and needs more and more of
the drug over time to get the same effects?
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Answer: Substance abuse
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Answer: Addiction or tolerance
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19. What is the term used to mean that a
drug user's body gets so used to the drug
that it is unable to function without it?
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20. What is the term used to say that the user
has taken too much or too strong a drug so
that it causes damage to the mind or body?
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Answer: Physical dependence
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Answer: Drug overdose
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@@g
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@@@@@@@@
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@
Lungs Are For Life
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@
?@@@@@@@@?e@@@@@@@@e?@@@@@@@@?e@@@@@@@@e?@@@@@@@@
?@@
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32
Appendix 5 – Subtask 2
Grade 7
Let’s Solve
the Smokeword Puzzle
Lungs Are For Life
33
Appendix 6 – Subtask 2
Grade 7
Have Fun: Figure Out
the Smoking Puzzle
34
Lungs Are For Life
Appendix 7– Subtask 3
Grade 7
Thinking about
Tobacco Issues
1. In the My Opinion (MO) column, answer whether you agree (A) or disagree (D) with all the
issues presented on this sheet.
2. In your group, discuss the issues in the section you have been assigned to and work together
to try to come up with a consensus for each of these issues. Indicate in the Group Opinion
(GO) column whether your group agrees (A) or disagrees (D) with each issue.
Section A Issues
MO
___
___
___
___
___
___
GO
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___
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___
___
1.
2.
3.
4.
5.
6.
Most young people begin to smoke because their friends do.
Smoking is no harder to break than any other habit.
Taxes should be increased on cigarettes.
Athletes should be allowed to smoke if they wish.
Cigarettes are not harmful to the environment.
People who smoke cigarettes are more likely to take drugs.
Section B Issues
___ ___ 7.
___ ___ 8.
___ ___ 9.
Tobacco companies are very effective at targeting young people to smoke.
A baby can die from eating four cigarette butts.
Large amounts of fertilizers, herbicides, and pesticides are used
for tobacco growing. These are very harmful to the environment.
___ ___ 10. Cigarette companies often direct their advertising to special groups,
such as young people, women, or minorities.
___ ___ 11. Smoking is harmful if you inhale.
___ ___ 12. An individual should have the legal right to harm his or her body
by smoking, or by any other method.
Section C Issues
___ ___ 13. Anyone who has children should not smoke in his or her home where
the children will be affected.
___ ___ 14. Smokeless tobacco is a safe substitute for cigarettes.
___ ___ 15. If you are going to smoke, the best kind of cigarette to use is a low-tar brand.
___ ___ 16. Smoking helps you control your weight.
___ ___ 17. Smoking is a great way to relieve stress.
___ ___ 18. Advertisers of cigarettes should have the same rights as advertisers of any
other legal product.
Lungs Are For Life
35
Appendix 8– Subtask 3
Grade 7
So …
What Do You Think?
Name: ______________________________
1. Choose two issues from the Thinking about Tobacco Issues worksheet and write
them in the space provided.
2. Indicate whether you agree or disagree with these issues and provide reasons
to support your answer.
3. Ask a parent or another adult whether he or she agrees or disagrees with these issues
and to provide reasons to support the answers.
4. Give a statement describing how the discussions progressed. Were you both
in agreement or disagreement. Did you learn anything new? Did these discussions
snowball into other conversations?
Issue 1My Opinion
Agree or Disagree
Reasons:
Parent's Opinion
Agree or Disagree
Reasons:
Issue 2My Opinion
Agree or Disagree
Reasons:
Parent's Opinion
Agree or Disagree
Reasons:
Discussion statement:
36
Lungs Are For Life
Appendix 9 – Subtask 4
Grade 7
Debate Rubric
Name: _________________________
Class: _________________________
CRITERIA
FEW (1)
SOME (2)
MOST (3)
ALWAYS (4)
Organization and
Clarity
(clear and orderly)
Use of
Arguments
(viewpoint
supported)
Examples and
Facts
(used to support
reasons)
Rebuttal
(effective
counterarguments)
Presentation
Style
(voice, gestures,
enthusiasm)
Suggestions
for
Improvement
What I learned:
My final score:
Lungs Are For Life
37
Appendix 1 0– Subtask 5
Grade 7
The IBEAR DecisionMaking Method
The five individual processes that make up the IBEAR 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?
38
Lungs Are For Life
Appendix 1 1– Subtask 5
Grade 7
IBEAR To The Rescue!
Student Name(s)_____________________________
Apply the five steps of the IBEAR process to the case study you have been given.
On the basis of the decision you made in the IBEAR process, describe a possible
ending to your case study. Remember to staple your case study to this sheet.
Identify the real problem.
Brainstorm for alternatives.
Evaluate the alternatives and choose one.
Act on your decision.
Re-evaluate your decision if necessary
Suggested ending:
Lungs Are For Life
39
Appendix 12 – Subtasks 5 and 7
Grade 7
Case Studies
Case Study 1
You and a friend are walking your dog through the park on a Friday night. You notice a group of popular
kids from your school who are all smoking. You stop to talk. You and your friend are offered cigarettes.
Your friend reluctantly accepts. Even though you aren’t really interested in smoking, you feel that you
will be ridiculed if you don’t give in. What do you do?
Case Study 2
You often do your homework with a few classmates at a friend's house after school. Today, you are all
studying for a really big test. One of your friends has brought some beer (or other kind of alcohol) and
tells you that you will be more relaxed and will feel less stressed if you drink. What do you do?
Case Study 3
You and your friends are having fun playing basketball. Another friend arrives a little later and starts talking to two of the other friends. The three of them motion to the rest of the group to join them off to the
side. They light a marijuana cigarette and pass it around. The cigarette comes to you. What do you do?
Case Study 4
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 and you don’t like it because you are aware of the negative effects of
secondhand smoke. What can you do?
Case Study 5
Two of your friends tell you that they smoke because it helps reduce their appetite. You aren't sure if this
is true at all, because you have heard some people say that smoking has no effect on weight. You feel
you could lose a few extra pounds, and with graduation coming up in a few months, you wouldn't mind
looking slimmer. Should you decide to take up smoking or should you choose another method to lose
that extra weight?
Case Study 6
Your mother has smoked cigarettes for as long as you can remember. She has tried to quit a few times
but has always been unsuccessful. You are aware of the harmful effects of secondhand smoke and are
worried about your mother's health as well. What can you say or do without hurting your mother's
feelings or getting into an argument with her?
Case Study 7
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?
40
Lungs Are For Life
Appendix 12 – Subtasks 5 and 7
Grade 7
Case Studies
(con’t)
Case Study 8
Every Saturday you board a bus that takes skiers and snowboarders to the hill. There are always a few
people who smoke cigarettes at the back. On occasion, some people even light up a marijuana joint. You
are not a smoker, but most of your friends are, except for one or two. What do you do?
Case Study 9
You are 13 years old, and really like this guy who is several years older than you. You think he’s probably
not interested in you because you're just a kid. You notice that he smokes and wonder if he'd think you
were older if he saw you smoking too. What do you do?
Case Study 10
You have been going out with a girl from another class for quite some time now. Things are really going
well and you both are very fond of each other. She smokes, and you really find the habit disgusting and
don't like the fact that you are constantly being exposed to the toxic smoke. You don’t know what to do
because you think it could break up your relationship if you tell her to stop smoking. What do you
decide to do?
Case Study 11
You have moved to a new school a few weeks ago and have been invited to a party. Some of the more
popular kids from your grade will be at this party, and you really want to be accepted by the crowd. You
know the chances are that some of these kids will be smoking cigarettes, drinking alcohol, or taking
drugs and may offer you some. How can you react to these offers without being rejected by the crowd?
Case Study 12
A few of your friends often pitch-in together to buy a pack of beer. Today, they want you to kick in
some money to help buy that pack. You don't drink and feel it’s unfair that you should have to pitch-in
for their booze. Besides, you have been trying to save your money to buy a really cool snowboard.
They start accusing you of being cheap and tell you to get lost if you don't want to be part of the group.
What do you do?
Case Study 13
Most of the people in your family smoke, so you have easy access to cigarettes. Every once in a while,
your friends pressure you to steal a pack from home. You've stolen the packages a few times, but you are
feeling very guilty and know that you would be in BIG trouble if you were ever caught. You would like
to back out of this situation without creating any sore feelings from your friends. How do you go about
doing this?
Lungs Are For Life
41
Appendix 13 – Subtask 6
Grade 7
Why People Smoke
or Don’t Smoke
Smoke
•
•
•
•
•
•
•
•
•
•
•
•
•
•
to relax
family/friends smoke
peer pressure
to control weight (curb appetite)
habit
addiction
looks cool
tastes good
boredom
need to feel accepted
social status
influenced by media
rebellion against authority
risk-taking (liberating)
Don’t Smoke
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
42
harmful for my health
filthy habit
turns teeth and fingers yellow
makes clothes and hair smell
aggravates asthma
gives you bad breath
don't like it (taste/smell)
costs too much money
to stay fit (athletics/fitness)
don't want to get addicted
my parents would disapprove
friends or family don't smoke
allergic reactions
don't want to be controlled by cigarettes
don't want to be a follower
Lungs Are For Life
Appendix 14a– Subtask 6
Grade 7
Practice at Work:
No Means NO!
There are many effective ways to deal with peer influences. Developing and practising
ways of saying no is the first step in learning to deal with these pressures.
Give a few examples for each of the techniques provided below.
1. Give a reason or excuse
2. No thanks
3. Broken record
4. Walk away
5. Avoid the situation
6. Cold shoulder
7. Change the subject
8. Reverse the pressure
9. Strength in numbers
10. Humour
Lungs Are For Life
43
Appendix 14b – Subtask 6
Grade 7
Practice At Work:
No Means NO!
Answers
There are many effective ways to deal with peer influences. Developing and practising ways of
saying "no" is the first step in learning to deal with these pressures.
1. Give a reason or excuse
I’m not feeling well.
I have allergies.
It will make me sick.
I have other plans.
2. No thanks
I'll pass.
No way!
Maybe later.
I'm happy without it.
3. Broken record
I said no and my mind is made up.
I really meant it when I said no.
What part of no don't you understand?
Did you hear what I just said?
4. Walk away
Leave the room.
Go home.
Go to the bathroom.
Go and talk to some other friends.
5. Avoid the situation
I'll see you later.
I’m going to visit my other friends.
I have to go home now for dinner.
I have other plans right now.
7. Change the subject
Have you looked at your homework yet?
Do you want to play basketball?
I’m going to the mall. Do you want
to come along?
I want to show you my new
computer game.
8. Reverse the pressure
No, you have it.
You try it first.
I don't want to and I can't believe that
you want to get into that kind of stuff.
Are you crazy?
9. Strength in numbers
I want to be healthy like my friends.
Everyone says it is bad for you.
My friends, parents, and grandparents
say it is bad for you.
My parents would kill me.
10. Humour
Are you for real?
You've got to be joking.
That's the funniest thing I’ve ever heard.
I'm really happy without it.
I'd rather die of old age.
I'd rather save my lungs (heart, brain)
for other things.
6. Cold shoulder
Don't say anything.
Walk away.
Ignore them.
Go and talk with some other friends.
44
Lungs Are For Life
Appendix 15 – Subtask 6
Grade 7
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:
Lungs Are For Life
45
Appendix 16 – Subtask 7
Grade 7
Role Play Rubric
People in group: _________________________
_______________________________________
Class: _________________________________
CRITERIA
FEW (1)
SOME (2)
MOST (3)
ALWAYS (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
Evidence of
Refusal Techniques and
Decision-making
Skills
Little evidence of
refusal techniques
and decisionmaking skills
Some use of
refusal techniques
and decisionmaking skills
Capably expresses
refusal techniques
and decisionmaking skills
Refusal techniques
and decisionmaking skills are
strong and cleary
evident
Final score:
46
Lungs Are For Life
Resources
Grade 7
Web Sites
(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.
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
47
Resources
Grade 7
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
48
Lungs Are For Life
Resources
Grade 7
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
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
49
Resources
Grade 7
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.
50
Lungs Are For Life
References
Grade 7
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.
Lungs Are For Life
51
References
Grade 7
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.
52
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