Tobacco the End Game: an Interdisciplinary Resource Pack

Tobacco – The End Game: An Interdisciplinary Resource Pack

Health Improvement NHS Highland, 2014-15

Topic B

Fact or Myth

Topic B: Fact or Myth / Lesson: 1 of 2 / Group/Class: P6- P7
Experiences and outcomes

LIT 2-18a
SOC 3-17b
HWB 2-37a
HWB 2-38a
HWB 2-39a / HWB 3-39a
HWB 2-41a
HWB 3-40b / HWB 4-40b

SOC 2-04a
SOC 2-08a
SOC 2-08b
SOC 3-05a
SOC 3-18a
RME 2-05b
LIT 2-02a

/ Learning intention
We are learning about the facts and myths that surround tobacco.
Success criteria

I can explain why I shouldn’t believe everything I hear.
I can list at least 3 facts about tobacco that I know to be true.
I can find at least 2 websites with reliable, factual information about tobacco use and second-hand smoke.

/ Assessment
Pupil participation in and completion of: discussion, group work and activity sheet.
Suggested learning and teaching activities
 / This lessonwill require 2-3 class periods.
 / In this lesson, childrenwill take part in a quiz on tobacco use and second-hand smoke, to help them recognise the role of factual and non-factual information in the decision-making process.
 / -Print off the sheets in the resources list: A)B)C)D)& E).
-Open up the Power Point: The QuizSlide 1.
 / Share the learning intention and success criteria for the lesson.
Activity 1 – Definitions:

Slide 1Begin by asking the pupils what they understand by the words ‘fact’ and ‘myth’. See the Extra Guidance Notes for a definition of the phrase ‘urban myth’.
Offer the pupils 1 ‘fact’ about tobacco that you know to be true. Now offer them 1 ‘urban myth’ about tobacco that you know to be false. Ask the pupils why it is so important that a young person can separate the facts from the myths.


 / Activity 2 – The Quiz:

Now ask the pupils to get into their co-operative learning groups and give each group an envelope containing theQuiz Card Statements (1-3)and some post-it notes. Ask each group to empty the contents of the envelope and place the 2 cards named ‘True’ and ‘False’ into the middle of their table.
Ask each group to decide which of the statements (1-3) are ‘true’ or ‘false’; encouraging them to place each statement next to the relevant card*. The pupils need to make sure that they have reasons for the choices that they have made, using phrases such as; ‘I think this is ‘true’ because… They should then record their reasons on the post-it notes.
Slides2-7Read out the 1st statement and ask a group to volunteer to explain to the rest of the class why they think it is ‘true’ or ‘false’. Now ask the class if anyone disagrees with their answer and why. After hearing different views about a particular statement give the groups the opportunity to change their position and move their card. Thenuse the Teacher Quiz Question & Answer Sheetto give the correct answer along with an explanation. Now do the same for the 2nd and 3rd statement.
Slides8-13Hand out the next 3 statements and repeat the process.
Slides13-21Finally, hand out the last 4 statements. Repeat the process and encourage the pupils to share their thoughts and views on some of the ethical issues surrounding the answers to the last 4 statements.

* Encourage groups to listen carefully to each other’s reasoning. Intervene if any pupils start moving the cards without justifying their decision. Much of the learning comes when learners have to explain to their peers why they think a card should be in a particular position, i.e. “I know that smoking cigarettes used to be advertised as being healthy because my Grandad told me about one of the adverts he watched when he was young.”
Activity 3 – Sourcing Reliable Websites:

Ask the pupils where they could go to find reliable information about tobacco. Suggest suitable websites and allow them time during class to research some of these sites**.
Ask the pupils who they could contact in confidence if they think shops are breaking the law by selling tobacco to young people under 18:

** Advice caution, particularly on social networking sites, where the information can often be misleading.
/ Heads and Tails
Encourage pupils to revisit their success criteria. Hand out a copy of the Heads & Tails Sheetto each pair of pupils, and ask them to complete it to reinforce knowledge and understanding.
Homework Task
Ask each pupil to take home the ‘Homework Sheet’and see if their parents/guardians know as much about tobacco and second-hand smoke as they do.
/ Resources
Collect:
-a pair of scissors
-envelopes
-sticky notes
Guidance For Teachers:
A) Lesson Planx1
B) Teacher Quiz Question & Answer Sheetx1
Hand OutsFor Pupils:
C) Quiz Card Sheetx1 per
co-operative learning group.First, cut into 12 individual cards, then place the 2 cards named ‘True’ and ‘False’ into an envelope along with quiz card statements 1-3.
D) Heads & Tails Sheetx1 per pair of pupils.
E) Homework Sheetx1 per pupil
Power Points:
F) The Quiz P.P
Send to Health Improvement Team:
G)The Teacher Feedback Sheetx1
Key vocabulary
Nicotine, withdrawal symptoms, myth, hand-rolled tobacco, second-hand smoke
Teacher notes:
Topic B: Fact or Myth / Lesson: 2 of 2 / Group/Class: P6- P7
Experiences and outcomes

LIT 2-24a
EXA 2-03a
HWB 2-13a

/ Learning intention
We are learningto create an anti-smoking message.
Success criteria

The title is eye catching, attractive and dominates the poster.
All relevant information is clearly set out.
Layout is carefully planned and includes relevant illustrations.
Pictures engage reader’s interest.
Persuasive language is used effectively.

/ Assessment
A poster will be completed and submitted for grading.
Suggested learning and teaching activities
 / This lesson will require 2-3 class periods.
 / In this lesson, pupils will use the knowledge they have gainedto design a poster, to encourage other children in their school to choose not to smoke. They will thenidentify a high traffic area withinthe school where the posters can be displayed.
 / -Print off the sheets in the resources list: G
 / Share the learning intention and success criteria for the lesson.

 / Activity 1 – What is a Poster:

Begin a group discussion with the question, “What is a poster?” After several pupils have shared their definitions, continue with the prompt, “What is the purpose of a poster?” On chart paper, record some of the purposes posters serve such as to help others, to provide health and safety messages, to inspire, to teach or inform, and to announce or promote.
Display two or three poster samples. Let the pupils know that even though posters serve different purposes, they use similar conventions and techniques to convey their messages. Ask the pupils to identify the conventions and techniques used in the design of each poster. Include these elements on the chart: print/words, colour, images (pictures, photographs, and illustrations). Continue to examine specific aspects of the poster features such as the use of large font for the main message and smaller font for details, colourful graphic design, and interesting pictures or photographs.

Activity 1 – Poster Presentation:

Explain to the pupils that they will becreating a poster to display around the school that will advertise their learning and encourage other children not to smoke.
Divide the class into small groups and give each group some sticky notes. Encourage the pupils to discuss which facts from the quiz they found the most interesting and compelling, and record their thoughts on the sticky notes. Pupils can then bring their sticky notes up to the front of the class to place on a large piece of paper.
Sort the sticky notes into themesand then encourage the pupils to choose atopic for their poster from the list.
Explain that the posters will need to be clear and have real impact. Re-visit the success criteria.
Ask each pupil to explain their poster to the rest of the class.
Now ask the groups to rotate through all of the posters so that they can reflect on the unit.
Facilitate a class discussion on the learning that has taken place over the unit.
Ask the pupils for suggestions of high traffic areas around the school to place the posters.

/ 3 Things
Encourage pupils to revisit their success criteria. Then ask them to write down the three most important things they have learnt and/or are able to do, as a result of the work theyhave done during the unit.
Homework Task
Extra Resources To Loan From HIRS For Interactive Activities:
Clever Catch Ball – Tobacco Game(G1DRS/001/G)
Smoke Rings – Card Game(G1DRS/003/G)
Quiz Quest – Card Game(G1DRS/004/G)
Extra Guidance Notes:
“An Urban Myth is a story, generally untrue but sometimes one that is merely exaggerated or sensationalised, that gains the status of folklore by continual retelling. Such stories, which may be old and cliché-ridden, are often given a degree of plausibility by being updated in a contemporary setting, or by the teller's claims of personal involvement.”
Example of a Smoking Fact: Cigarettes cause litter, which is an environmental problem. THIS IS TRUE; “An estimated 122 tons of cigarette related litter (butts, packs, matchsticks etc) is discarded in the UK every day. 40% of litter plaguing our streets is smoking related. Not only is it unsightly, but costly too. The annual clean up bill stands at £200 million just for cigarette ends! Those discarded cigarette ends can easily become trapped between paving stones and be washed into drains, causing blockages and flooding. They can leak toxins that contaminate water and harm marine life and the environment. Believing that a cigarette butt will disappear quickly is a common mistake – it can take up to twelve years for one to biodegrade.”
Example of a Smoking Myth: Hand-rolled cigarettes, sometimes called ‘rollies’ are safer and less harmful than manufactured cigarettes. THIS IS FALSE; “Rollies are just as harmful as cigarettes bought in packets as they both contain tobacco along with its harmful chemicals.”
Why is it important that young people get the real facts about smoking?
The decision to start smoking can be influenced by a variety of social and cultural factors. Inevitably, our choices are influenced by what we see around us, the behaviour and views of our families, friends and members of our community as well as the addictive nature of nicotine itself. We are influenced also by the access that we have to cigarettes and the images that we see in the media, be that through direct advertising or subtle association with a particular lifestyle or role model[i].
News Report -Tobacco industry may be using online videos to market products:
A new study suggests that tobacco companies may be using online video portals, such as YouTube, to get around advertising restrictions and market their products to young people.
Robin Hewings, Cancer Research UK's tobacco policy manager, said: "Tobacco companies will use every means at their disposal to advertise their deadly products. They need to recruit new, younger smokers to replace the 100,000 people who die every year as a result of using tobacco.
"Advertising bans have been very influential in reducing the number of smokers but the tobacco industry has always looked for loopholes so it's no surprise that they may be using social media. Most smokers start in their teens and online media is ideal for targeting this age group”.
Reliable, factual information about tobacco and second-hand smoke can be found at a number of websites:

Other Useful Websites
tobacco pickers poisoned, reveals report. / Resources
Collect:
-sticky notes
-felt tips
-sheets of poster paper
Links to the school tobacco policy:
The school is committed to providing quality tobacco prevention education based on improving knowledge & challenging mythologies,exploring attitudes and developing skills.
Suggested links to the community:
Set up a table at a community event or parents evening to display the posters.
Teacher notes:

KEY: = Time = Lesson Outline = Preparation = Introduction = Main Activity = Plenary

[i]Scottish Government (2006) Towards a future without tobacco: The Report of The Smoking Prevention Working Group