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Catchy Title: Smoke Gets In Your Eyes, Your Nose, Your Mouth, Your Lungs...
Theme/Topic of Lesson: The effects of secondhand smoke
Time Commitment: Four 90-minute periods/blocks
Subject Area(s):
Science
Grade Level(s): 6,7,8,9,10,11,12
Standards Alignment:
Class Challenge Question: How does smoking affect us all?
Overview:
Tobacco smoke contains about 4000 chemicals including 200 known poisons. Every time someone smokes, poisons such as benzene, formaldehyde and carbon monoxide are released into the air, which means that not only is the smoker inhaling them but so is everyone else around him. Many studies now show that environmental tobacco smoke (ETS) can have harmful effects on nonsmokers and even cause them to develop diseases such as lung cancer. The exposure of nonsmokers to ETS is referred to as involuntary smoking, passive smoking, and secondhand smoke. Nonsmokers who are exposed to ETS absorb nicotine and other compounds just as smokers do, and the greater the exposure to ETS, the greater the level of these harmful compounds in the body.
Environmental tobacco smoke (ETS) is the combination of two forms of smoke from burning tobacco products. The first one is the smoke created from the burning end of the cigarette. The second type of smoke is sidestream smoke. Sidestream smoke may come from someone else's tobacco or one's own, from the burning end of the cigarette between puffs, or while it is lying in an ashtray. It is made up of a mixture of irritating gasses and carcinogenic tar particles that reach deeper into the lungs because they are small. It is dirtier and chemically different from mainstream smoke. It contains essentially all of the same carcinogenic and toxic agents that have been identified in the mainstream smoke inhaled by the smoker, but at greater levels.
Americans are beginning to recognize how hazardous smoking can be to everybody's health. National surveys show that most non-smokers - and even the majority of the smokers themselves - believe that people should not smoke when they are around nonsmokers. Clearly, in our society, causing other people to be exposed to secondhand smoke is becoming less and less acceptable. Although the smoke to which an involuntary smoker is exposed is less concentrated than that inhaled by smokers, research has demonstrated that the health risk from inhaling smoke is significant. For example, scientists estimate that ETS causes about 3,000 lung cancer deaths a year. In 1986, two reports were published on the association between ETS exposure and adverse health effects in nonsmokers: one by the U.S. Surgeon General and the other by National Academy of Sciences. Both reports concluded that:
* ETS can cause lung cancer in healthy adult nonsmokers;
* Children of parents who smoke have more respiratory symptoms and acute lower respiratory infections, as well as evidence of reduced lung function, than do children of nonsmoking parents; and
* Separating smokers and nonsmokers within the same air space may reduce but does not eliminate a nonsmoker's exposure to ETS. In light of the widespread presence of ETS in both the home and the workplace and its absorption into the body, the US Environmental Protection Agency (EPA) released a report in l992 in which ETS was classified a Group A carcinogen - a category reserved only for the most dangerous cancer-causing agents in humans.
In the lesson which follows, students will work in groups to clarify and explain what is in the air we breathe. The class will then list factors that prevent the body from getting enough oxygen. After reading about and discussing issues related to the harmful effects of Environmental Tobacco Smoke, students will formulate an opinion on smoking in public places. Using Smoke-Check Badges, students will collect and record data about their own exposure to ETS. They will synthesize all of the information from the lesson into a PowerPoint presentation for the next student body assembly.
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Skills and Processes
(K-12) | Maryland Content Standards Indicators
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.16
modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others. (MLO 1.2.6.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.1
access and process information from readings, investigations, and /or oral communications. (MLO 1.1.1.) | Skills and Processes
(6-8) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.8.9
interpret and communicate find-ings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications. (MLO 1.1.8.) | Writing
(K-12) | Maryland Content Standards Indicators
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | | Writing
(6-8) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.8.6.1
write essays of comparison/contrast, cause/effect, and problem/solution for an intended audience and purpose that
state the thesis or purpose of the paper
follow an organizational pattern particular to its type
offer compelling evidence in the form of facts and details to support the thesis (MLO.W. 1.8.) | Technology research tools
(Gr. 6-8) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Use content-specific tool
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
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Learning Objectives:
The Students will:
- Clarify and explain what is in the air we breathe
- List factors that keep the body from getting enough oxygen
- Formulate a position on smoking in public places
- Examine the level of exposure to ETS using the Smoke Check Badge monitor
strip - Write to inform a smoker about the negative health effects that smoking has on
non-smokers - Synthesize information into a PowerPoint presentation
Assessment
Student teams will be assessed on their team multimedia project using the Putting It All
Together Scoring Rubric.
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Resources
| Software | Microsoft PowerPoint | | http://www.microsoft.com | | Inspiration | | http://www.inspiration.com | | Internet Sites | BioMed Net Library You will need to request membership (no charge) for this No. 1 resource for biological and medical research on the Internet. The many facilities available to members include: free Medline, an online magazine the HMS Beagle, and BioMedLink a comprehensive, evaluated database of medical and scientific web sites on the Internet. | | http://www.bmn.com/ | National Cancer Institute Information Resources NCI's primary web site contains information about the Institute and its programs, as well as news, upcoming events and educational materials.
| | http://www.nci.nih.gov | | CancerNet This site contains material for health professionals, patients, and the public about cancer treatment, screening and a bibliographic database. | | http://cancernet.nci.nih.gov | | American Cancer Society (ACS) The ACS provides smoking education, prevention, and cessation programs and distributes pamphlets, posters and exhibits on smoking. | | http://www.cancer.org | | Smoke Free Maryland A coalition for tobacco control offers information on how to take immediate action to contact legislators, discusses bills under consideration, etc. | | http://www.smokefreemd.org | | American Lung Association (ALA) Conducts programs addressing smoking cessation, prevention, and the protection of nonsmokers' health and provides a variety of educational materials for public and health professionals. | | http://www.lungusa.org | American Heart Association (AHA) Promotes smoking interventions at schools, workplaces, and health care sites.
| | http://www.americanheart.org/presenter.jhtml?identifier=1200000 |
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Materials
Per class- Spray bottle filled with water
- tar-stained handkerchief
- Chart paper or chart board
- TeachTimer or other timekeeping device
- Overhead projector
Per student team/group of 4- Clean Air Puzzle Pieces (View)
- Smoke Check Badge Instructions (View)
- Smoke Check Badge Results (View)
- Computer with modem/internet access
- Smoke-Check Badges and clips (these badges may be purchased in bulk from
Assay Technology Co. Palo Alto, California 1-800-833-1258 for a cost of
$5.00 per badge) - Plastic bag and twist tie
Per Student- Clean Air Puzzle Questions (View)
- Health & Passive Smoke (View)
- It's My Body Letter (View)
- Putting it All Together Prompt & Storyboard (View)
- Putting It All Together Scoring Rubric (View)
- Time Magazine Position Paper (View)
- Highlighter
Not Specified- Second-Hand Smoke Etiquette (View)
Vocabulary
- Benzene - a flammable, poisonous liquid used as a solvent.
- Carbon Monoxide - a highly poisonous gas produced by incomplete
combustion of products that contain carbon.
- Carcinogen - A substance known to cause cancer
- Environmental Tobacco Smoke (ETS) - the smoke given off by the burning
end of a cigarette, pipe or cigar, and the smoke exhaled from the lungs of
smokers. Also called secondhand or passive smoke.
- Mainstream Smoke - smoke which is inhaled into the lungs from smoking
the cigarette, depositing large particles in the larger airways of the lungs
- Passive Smoke - Nonsmoker's exposure to tobacco smoke.
- Sidestream Smoke - may come from someone else's tobacco or one's own,
from the burning end of the cigarette between puffs, or while it is lying in an
ashtray. It is made up of a mixture of irritating gasses and carcinogenic tar
particles that reach deeper into the lungs
- Tobacco - the leaves of plants from the genus Nicotiana and the products
made from these leaves, such as cigarettes.
Procedures
Students will complete a variety of activities aimed to increase student knowledge and
awareness of Environmental Tobacco Smoke (ETS). Students will work in groups and
individually to complete activities. Students will be engaged in increasing their
knowledge through a jigsaw activity, small group and class discussions and a multimedia
presentation. Students will complete writing exercises aimed at helping them form solid
opinions about the dangers of ETS.
Day’s 1-3 of this lesson can be successfully executed in a regular classroom. Day Four
requires the students to have access to enough computers that are equipped with
PowerPoint software per team of six students. The students will be working both
individually and in cooperative groups of six. All activities are structured to
accommodate different learning styles and abilities. Modifications can be implemented
throughout these lessons to provide for the success of all students. Heterogeneous groups
are a good way to provide support for lower performing students. Also, the use of
graphic organizers and allowing extended time will assist those students with disabilities.
Enrichment activities can be used to enrich the lesson for high achieving students.
Day 1: The Big Picture: Investigating Air Pollution
Daily Challenge Question: What might keep humans from getting the oxygen that they need?
1 Day
Set-up Directions:
Prior to day one, use the Instructions for Smoke-Check Badge test handout to solicit several volunteers who are willing to conduct a test for exposure to environmental tobacco smoke. Explain that the class will be starting a lesson on ETS the following day. Volunteers will wear the badge for 4 days. Later the class will examine the badges for exposure to environmental tobacco smoke and use their findings to help them illustrate that smoking affects us all. Read over the direction sheet carefully and be sure the volunteer understands their responsibilities. Make sure you save one badge for the control experiment.
For today's lesson, the teacher should prepare one piece of chart paper with the heading "Why We Need Oxygen" and another piece of chart paper with the heading "Oxygen Blockers." The teacher should photocopy and create enough Clean Air Puzzle Pieces handouts for each student to receive one puzzle piece. Also, the teacher should duplicate Clean Air Question Sheets for each student and one copy of the Instructions for Smoke-Check Test handout for each group.
Teacher Presentation & Motivation:
The teacher will tell the students to close their eyes and think about all of the things that they breathe in or inhale from the air. Allow the students to think about that for a moment, then call on students to share their thoughts. Next, the teacher will ask the students, "Why does the body need oxygen?" These student responses will be recorded on the chart paper entitled "Why We Need Oxygen." Next, the teacher should ask, "Can anyone think of anything that might prevent members of the community from getting enough oxygen." These responses should be recorded on the chart paper entitled "Oxygen Blockers."
Explain to students that volunteers have already been selected to conduct an experiment that will illustrate the things we are exposed to when we breathe. Each volunteer should clip the badge to his or her clothing. Write the final date of the 4 day period on the board and have the students record the date as well. Explain that volunteers should remove the badges after 4 days and store them in plastic bags provided. Discuss the control experiment and have the class locate a smoke free area in which to place the monitor for the next 4 days. The color strip on the control should remain white because it has not been exposed to tobacco smoke. If the color strips on the other badges have darkened, the class can conclude that they have been exposed to tobacco smoke.
Activity 1 - Clean-Air Jigsaw
Divide the class into groups of six students. Assign each member a number from one to
six. Have all of the "ones" gather in a group, all of the "twos" and so on. Distribute
Clean Air Puzzle Piece 1 to all members of group one, Clean Air Puzzle Piece 2 to all
members of group two and so on. These groups should read and discuss their puzzle
piece and determine the best way to present the information to their orig
Wrap Up:
Have the students turn their attention back to the two charts that were created earlier. Ask the students if there is any additional information that they would like to add to either the "Why We Need Oxygen" chart or the "Oxygen Blockers" chart.
Next, tell students, "For homework, I would like you to think of the specific oxygen blockers that you might find in your neighborhood. Write a paragraph naming these oxygen blockers and be prepared to share your response tomorrow."
Day 2: Taking a Stand
Daily Challenge Question: How do you feel about the rights of people to smoke in public places?
1 Day
Set-up Directions:
Today's activities will allow time for the students to share information gathered as part of their homework investigations. Have the "Why We Need Oxygen" and the "Oxygen Blockers" charts from the previous day's lesson displayed. Additionally, students will be asked to express their position about whether or not smoking in public places should be banned. The teacher should duplicate the following handouts for each student Health and Passive Smoke, Second-Hand Smoke Etiquette Activity Sheet and Time Magazine Article Position Statement.
Teacher Presentation & Motivation:
Take the first ten minutes of class to review the oxygen "blockers" that students found in their neighborhood. Add the blockers into yesterday's chart of oxygen blockers. Students should be encouraged to discuss oxygen blockers that can be avoided such as tobacco smoke and oxygen blockers that cannot be avoided such as air pollution caused by the factory two blocks away.
Activity 1 - Second-Hand Smoke Etiquette
Pass out the Health and Passive Smoke handout. Have students read through the paper in
groups, discuss what they are reading. Distribute copies of the Second-Hand Smoke
Etiquette Activity Sheet to each member of the class. Make sure the students are arranged
in heterogeneous groups of six. Have different students take charge of leading the
discussion of each scenario while another team member takes notes. Encourage students
to refer to the information from the Health and Passive Smoke handout as they discuss
the etiquette issues. To keep students on task, the teacher may want to use a TeachTimer
on the overhead to allow the groups five minutes for each scenario and then five minutes
to wrap up any discussions. At the conclusion of the discussions have students select a
position on the scale at the bottom of the page. Next, have the students come up to the
front of the room where you have laid out a Position number line. Have the students
consult their handout to see the number, 1 - 5, of the position they take on smoking in
public places. Have the students come up to the front of the room and stand on the
number line where their position falls. Ask some students from each area of the number
line to share why they are standing where they are.
Activity 2 - Time Magazine Position Statement (50 minutes)
Have the students each take out one sheet of paper, a highlighter and a writing utensil. Pass out the Time Magazine Position Statement handout and say, "You are going to read excerpts from a Time Magazine article. After reading this article you are going to be asked to write a one-page position statement about how you feel about smoking in public areas. Use your highlighter to highlight any supporting facts that you would like to include in your position paper." Give the students about 40 minutes to read the article and write a position statement. You may want to use some of this time to have the students exchange papers, offer feedback and complete revisions.
Wrap Up:
Have each student rate themselves on the Position number line again. Ask any student in a different position to explain why they changed spots.
Day 3: It's My Body
Daily Challenge Question: What information should smokers know about how their behavior affects others?
1 Day
Set-up Directions:
Today's activities require students to complete an individual writing assignment as well as to complete a group multimedia project. In order to implement this lesson plan, students will need access to a computer with PowerPoint software. Gather a water bottle with a sprayer and fill it with plain water as well as a tar-stained handkerchief. Duplicate copies of the "It's My Body" handout and the "Putting It All Together" handout for each student.
Teacher Presentation & Motivation:
Begin the activity by moving among the students, while spraying a water bottle in the air. Ask students how they would feel if you were spraying perfume, a deadly poison, a virus, or environmental tobacco smoke categorized as a Group A carcinogen - a category reserved only for the most dangerous cancer-causing agents in humans. Show the tar-stained handkerchief to students and ask if this smoke has already been in the smoker's lungs, what must this mean about exhaled smoke and the non-smoker? Have students generate a working definition for ETS and brainstorm about the effects on non-smokers. List both on a piece of chart paper.
Activity 1 - It's My Body Advice
Pass out the It's My Body handout to each student. Select one student to read the
scenario aloud. Allow the students 20 minutes to write their responses.
Activity 2 - Sharing Your Information
Arrange the students into their groups from yesterday. Tell students that the principal is
so impressed by their expertise in this area that he/she would like the students to create a
presentation to share with the school at the next assembly. Distribute a copy of the
Putting it all together prompt and scoring tool to each group. Tell the students that they
will have 45 minutes to plan out their PowerPoint presentation.
Wrap Up:
At the conclusion of class read aloud the scoring tool. For each section have groups indicate if they have finished that part, are working on that part or have not yet started on that part so that you can assess progress. Collect all papers for use the following day.
Day 4: Let's Clear the Air
Daily Challenge Question: What do people need to know about the effects of smoking on all of us?
1 Day
Set-up Directions:
Today's activities will include a discussion of the results from the Smoke Check Badges and the creation and display of the multimedia presentation. Duplicate the Smoke Check Badge Results handout for each team. Draw a table on the board where groups can record their Smoke Check Badge Results. The table should include a place to record the number of the color strip that matches the badge and the equivalent number of cigarettes that indicates. Example:
Color Square Cigarette Equivalents
Color
Cigarette Equivalents
Class tally count
0
0
I
1.5
II
3
III
6
When students begin to complete their multimedia presentation, each group will need to have access to a computer that has PowerPoint or another multimedia software installed.
Teacher Presentation & Motivation:
Teacher will say, "Today we are going to find out the results of our Smoke Check Badge experiment."
Activity 1 - Smoke Check Badge Results
First, the students will look at the control badge, which should show no effects of exposure to tobacco. Next, each volunteer will share their badge with their group. Each group will need to record their color number results on the class chart. The class should discuss the results of the experiment and any conclusions that can be drawn.
Activity 2 - Creating the Presentation
Pass out the papers from the previous day. Have students use their storyboard to create an
informative presentation that adheres to all
Activity 3 - Sharing Your Work
If possible, gather an audience to watch the presentations. Explain to students that their responsibility while watching the presentations is to record anything new they learn from the other groups. Have each student team share their presentation using a computer connected to a projection device. To save time you could also have the presentations running continuously on several machines and have students rotate around the room to view each other's information. A lower-tech option would be to have the students print out a copy of their presentation onto overhead slides and then share their presentation on the overhead projector.
Wrap Up:
After seeing everyone else's presentation, each group should be prepared to share something new that they learned from every other group. Have the groups share what they have learned.
Enrichment Options
Parent-Home Connection
Assign as homework, the Smoke-Free Zones handout for students to complete with a parent. This handout will help facilitate a family discussion on indoor tobacco exposure.
Cross-Curricular Extensions
Mathematics/Social Studies
Economic Impact of Smoking Bans: Students may role-play a county council meeting. Using facts, and research to support their position, students may take on the roles of : physician, smoker, non-smoker, restaurant/bar owner, nursing mother, pregnant lady, young child and mother, concerned students from outside science class, the mayor, etc. Each participant will testify before the council and provide visuals and handouts to support their point of view. End the meeting with a vote to ban or not to ban smoking in public areas.
Survey Extension: Conduct a survey like the one in activity 4 with different populations (grandparents, parents, neighbors, young children, etc.) Try to survey a variety of age groups, sexes and ethnic groups. Predict the results. Collate the data and generate graphs on the computer showing age and gender related data. Have students create both actual tally graphs and those using percentages, and decide which is more accurate for comparing results. Discuss the idea of "massaging the statistics" to prove your point. Use the graphs to support debates at the town council role-play meeting.
Geography
Mapping Activity - Geographic Patterns: This extension incorporates EPA Map Maker or National Geographic Society, NGS Works module of data analysis activities for middle grades entitled "What Stories Do Our Data Tell?". For this particular activity, the focus should be on the human/environmental theme to address the question of how smoking environments affect people. Using activity sheets provided in the module, the students will use the Map Maker from NGS Works to zoom in on their home state. They can then copy the map into the Painter and decorate it by adding colors, words, stamps or other data collected at the ETS data collection sites. Students can also use this software to design their own stamps or icons to use on their maps. Using their data and maps, students can predict how human concerns about air pollutants and behavior vary geographically and evaluate those predictions using actual findings. They will probably find a variety of patterns. With concerns about ETS and smoking showing a random geographic distribution.
Science
Students can study other effects of radiation on human health. More information can be found at the Web site for the Radiation Effects Research Foundation at http://www.rerf.or.jp/eigo/radefx/late/leukemia.htm
Social Studies
The Law: Have students collect data from the Internet as well as local sources regarding national and local laws and ordinances regarding public smoking. This research may be presented in a written history of related laws or in a timeline format.
Cultural Concerns and ETS: Not all countries have the same concerns about smoking or have smoke free environments. Using the Internet, have students collect data from around the world regarding viewpoints about ETS and smoking in general. Make a chart or graph to show country and viewpoint. Using a mapping tool, construct a map from the data to show high, medium and low concern level for smoking by country.
Technology
Architecture and Design: As students visit restaurants and other public places with smoking and non-smoking areas during the monitoring activity, have them sketch the floor plan of the restaurant. They should include entrances, food prep areas, bathrooms, etc. After shading in the smoking areas, and determining air flow patterns, they should attempt to answer the question: Are non-smoking patrons subjected to second-hand smoke? If they are, students can design a better seating plan for the restaurant.
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As a reflective practitioner, note how this lesson could be adjusted after its initial
implementation. How successful were the students? What did the assessment demonstrate
about the students’ learning? What skills do the students need to revisit? What
instructional strategies worked and what made them successful? What will you change
the next time you use this lesson? Why?
Author: Jennie Discepolo and Rosetta Jackson
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