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Manitoba Healthy Living, Youth and SeniorsAddictions Foundation of Manitoba

Manitoba Education

Grade 3

Back Off TobaccoBack Off Tobacco

Tobacco Education for Manitoba Students

Table of ContentsWelcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

What to emphasize when teaching Back Off Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

What to avoid when teaching Back Off Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Helping high-risk students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Creating community support for tobacco education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

A final note, if you smoke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Grade 3 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Grade 3 goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Health education curricular overview for Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Grade 3 lessons at a glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Lesson One – Nicotine Addict-SHUN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mind Map (example) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Interview & Mind Map Student Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson Two – Smoke: It’s No Joke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Facts about Second-hand Smoke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Danger! Danger! Read all about it! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Second-hand Smoke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Cartoon Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 3 | Page 1

WelcomeWelcome to Manitoba’s Back Off Tobacco resource package for teachers .

The following lessons and information pages are matched to selected learning outcomes contained in the Kindergarten to Grade 12 Physical Education/Health Education Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles (www .edu .gov .mb .ca/k12/cur/physhlth/framework/index .html) . In addition, some lessons include curricular connections with math, science and English language arts .

This package has been developed through the efforts of three organizations: Manitoba Healthy Living, Youth and Seniors; the Addictions Foundation of Manitoba and Manitoba Education .

Other jurisdictions across Canada have also created similar programs for the delivery of tobacco education in schools . This resource is built particularly on the work done in British Columbia .

http://www.edu.gov.mb.ca/k12/cur/physhlth/framework/index.html

http://www.edu.gov.mb.ca/k12/cur/physhlth/framework/index.html

| Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 3

AcknowledgementsWe gratefully acknowledge the permission of The Heart and Stroke Foundation of British Columbia and Yukon to use bc.tobaccofacts as a base for many of the lessons and resources in Back Off Tobacco .

Additionally, we would like to thank the teachers, librarians and specialists from the various organizations and schools in Manitoba and British Columbia who have helped find materials, suggest approaches and try out the lesson plans . Without this work, we would not be able to move forward with confidence .

© 2009 Addictions Foundation of Manitoba


Tobacco education can be controversial because students’ relatives or family members may use tobacco and be addicted to it . This introductory section includes ways in which those concerns can be managed .

Although education about tobacco has taken place in Manitoba schools for a long time, Back Off Tobacco matches lessons to the Substance Use and Prevention-related learning outcomes in the Kindergarten to Grade 12 Physical Education/Health Education Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles document . The focus of the curricular outcomes is on developing age-appropriate communication and interpersonal skills, including assertiveness and resistance training, that promote health-enhancing decision-making to avoid/refuse use of harmful products, including tobacco .

In addition, many of the lessons in Back Off Tobacco have applications in other curricular areas, such as science, math and especially English language arts . Each lesson lists specific outcomes from the English specific learning outcomes documentation .

This publication may include links to websites to help you find other relevant information quickly and easily . This publication does not endorse or approve the contents of any third party websites referenced within .

Introduction


Show the effects – immediate and long term – on the student’s body, appearance and social life

Programs should help students under stand that tobacco use can lower their stamina, stain their teeth, make their breath smell bad, make their clothes smelly, worsen their asthma and make their non-smoking friends avoid them . Equally, programs should help students understand that keeping their body healthy from an early age gives them a better chance for a healthier life as they grow into adulthood and beyond to middle- and old age .

Emphasize new social attitudes that make smoking an antisocial activity

Programs should aim to make tobacco use less socially acceptable, highlight the anti-tobacco attitudes already held by society, and help students understand that most adolescents don’t smoke .

Highlight better ways than smoking to be accepted, appear mature and cope with stress

Programs should help students understand that some adolescents smoke so they’ll be accepted by peers, appear mature or be better able to cope with stress . Programs should help students develop more positive ways of reaching those goals .

Debunk social influences that promote tobacco use

Programs should help students develop skills in recognizing and refuting tobacco promotion messages from the media, adults and peers .

Reinforce skills for resisting social influences that promote tobacco use

Programs should help students develop refusal skills and develop the motivation to use them through direct instruction, modelling, rehearsal and reinforcement . Students should also learn to help others develop these skills .

Nurture general personal and social skills

Programs should help students develop the assertiveness, communication, goal-setting and problem-solving skills that let them avoid both tobacco use and other health risk behaviours .2

Sources:1 Health Canada (1994) School Smoking Prevention

Programs: A National Survey . Minister of Supply and Services, Canada .

2 Centers for Disease Control and Prevention (1994) “Guidelines for school health programs to prevent tobacco use and addiction .” Morbidity and Mortality Weekly Report, 43 (RR-2), 1-18 .

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What to emphasize when teaching

Children and youth start to smoke for a variety of reasons, so it’s no surprise that some approaches work better than others with different students and different grade levels . In Canada, effectiveness criteria for school prevention programs have been identified by Health Canada and the National Cancer Institute of Canada .1 They are consistent with the guidelines identified by the U.S. Center for Disease Control and Prevention and suggest approaching tobacco education on several fronts, including the following six messages:

Back Off Tobacco


Suggesting that kids who smoke are “bad”

More often than not, this approach backfires, especially with high-risk students because it makes smoking a vehicle for rebellion . Furthermore, there may be some students in your classroom who are experimenting with tobacco (yes, even in Grade 3) who could be harmed by being labelled . At the very least, young children may have older siblings who smoke; hearing their own brothers and sisters labelled “bad” may be difficult to accept and may, in turn, block their understanding of the lesson’s objectives .

Implying that smoking is “dumb” Children need to be able to respect their parents and other adults in their lives, regardless of whether or not they smoke . By learning that nicotine is addictive, and that society has only recently realized how deadly smoking is, children can separate their own choices from the choices adult smokers have made in the past .

Excluding students who have already decided not to smoke

Some students may have already decided not to smoke . If this is the case, they can learn ways to support others to choose not to use tobacco . They will also learn skills that will help them to make healthy choices in other parts of their lives .

Encouraging children to criticize smoking at home

Even indirectly, this is a big mistake . Some parents may see the school intruding into their lives, and you could lose any support they’ve been giving your smoking prevention efforts . Help these youth realize that many adults smoke because it’s difficult to quit, not because they want to cause harm to themselves .

Expecting children to assert their rights Kids will learn that second-hand smoke is harmful, and they will learn the skills to negotiate difficult social situations . But they may experience conflict, fear, and/or embarrassment that family members would do something to harm others . Support kids to separate their feelings about smoking (which is harmful) from how they feel about the smoker (who is addicted) .

Telling children smoking will kill you This may induce anxiety in students whose parents or relatives smoke . Be sensitive in how you use information about fatal diseases by emphasizing that these risks are generally long-term, and that quitting smoking can reverse this trend .

Warning older students they’ll die if they smoke

Frankly, they won’t believe you and research shows this threat can do more harm than good . It’s better to focus on the immediate consequences: stinky breath, hair and clothes; yellow teeth and fingers, addiction, bad breath, clinging tobacco smell, financial costs, increased coughing, illness, asthma attacks and bronchial infections .

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What to avoid when teaching

With so much at stake, it’s easy to go overboard . Watch out for these pitfalls:

Back Off Tobacco

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Thinking you’ve failed if a student starts smoking

Young people start smoking for many complex reasons . Sometimes it’s the norm in their homes, a way of coping with stress, a rite of passage or a badge of independence . You’re competing with a very powerful media machine, as well as strong cultural forces . As long as society continues to send mixed messages about smoking, young people will continue to take up the habit .

The best you can do is to foster critical thinking, boost your students’ self-esteem and equip them with the skills, motivation and information they need to make their own positive lifestyle choices . Especially important is to help kids develop the belief that they can resist using tobacco .

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Page 6 | Back Off Tobacco | Tobacco Education for Manitoba Students | Grade 3

Helping high-risk studentsMany factors can put students at a higher risk of using tobacco . Some of the key indicators are:

• lower economic status

• less-educated family

• peers who use tobacco

• parents and siblings who use tobacco

• living in a community that supports the use of tobacco

• periods of major transition such as moving from one school to another, family discord and so on

• lower self-esteem

• poor academic record

• rebellious or “deviant” behaviour patterns

You can respond to these factors by using certain strategies in the classroom . You’ll find that Back Off Tobacco lessons are set up to encourage the following teaching strategies:

• deliver lessons that are inclusive and developmentally appropriate

• involve group work with leadership opportunities

• encourage students to recognize and critically examine the factors that may lead them to use tobacco

• offer a variety of student-centred activities that encourage critical thinking

• reinforce success

• redirect their rebelliousness towards the marketing strategies of the tobacco industry

Creating community support for tobacco educationTo be most effective, a tobacco-free message should reach students in as many ways as possible . Here are ways to involve others and make the most of your tobacco-free teaching .

Review your school’s smoking policySchools that allow smoking on their grounds graduate 25 per cent more smokers per class than schools that don’t .1 Without smoke-free policies, an anti-tobacco curriculum can be seriously undermined .

Include parentsFind ways to allow parents to support your efforts and feel included . You’ll find some suggestions in the Home/Community Involvement section of the lesson plans .

Encourage your students to explore the many resources in your communityRegional advocacy groups and other health workers can offer posters, brochures, videos, websites and guest speakers to supplement your lessons .

Co-ordinate your lessons around provincial or national eventsYou can make the most of provincial or nation-wide publicity by participating in events such as National Non-Smoking Week (held each year during the third week of January), World No Tobacco Day (sponsored each May 31st by the World Health Organization) and National Drug Awareness Week (third week of November) .1 Porter, Alan . Disciplinary attitudes and cigarette smoking: A comparison of two schools . Family Medicine, vol 285, 11 December 1982, 1725-27 .

A final note, if you smokeIt can be tempting to hide your own smoking from your students . But having them catch you smoking if you haven’t come clean with them can lead to real disillusionment .

So why not use your position to advantage?

• Encourage your students to ask you questions they might normally find awkward, like “Why do you smoke, if you know it’s bad for you?” Or, “If you smoke, why aren’t you sick?”

• Let your students know you want to help them avoid a mistake you’ve made.

• That said, please don’t smoke in front of your students. On or off school property, you continue to be a powerful role model for them .

• If you quit smoking, share the experience with them so they can appreciate your reasons and know firsthand how difficult quitting is .


Grade 3 OverviewGrade 3 Overview

Grade 3 goalsBack Off Tobacco is a learning resource that supports the physical education/health education curriculum through a focus on tobacco education and smoking prevention . Living smoke free is part of a broader emphasis on healthy living . Other aspects of healthy living include eating good food and getting active in work and play .

Back Off Tobacco also provides connections to the English language arts specific learning outcomes for each grade level .

Involving others in extending Back Off TobaccoBack Off Tobacco also offers opportunities to involve parents, guardians and the community in the students’ progress especially in the earlier grades, most notably through the extensions to lessons and, in some cases, where students can display their work or use their parents or guardians as resources .


Health education curricular overview for Grade 3• The K to Grade 12 Back Off Tobacco materials follow the Kindergarten to Grade 12 Physical Education/

Health Education Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles (PE/HE Framework) .

• Each lesson in Back Off Tobacco lists the applicable supported Specific Learning Outcomes (SLOs) from the PE/HE Framework .

In general, the Grade 3 Back Off Tobacco lessons focus on the SLOs below .

From General Learning Outcome (GLO) 5: Healthy Lifestyle Practices

Number Strand and Sub-strand Specific Learning Outcome (SLO)

K.5.3.D.1 Knowledge > Substance Use and Abuse Prevention > Helpful and Harmful Substances

Identify and describe the potential dangers associated with substance use (e .g ., tobacco) in the community

K.5.3.D.2 Knowledge > Substance Use and Abuse Prevention > Effects of Substance Use (Science Connections)

Identify helpful and/or harmful substances (i .e ., vitamins, medicines, tobacco, alcohol) and their effects on a healthy body (e .g ., nicotine in tobacco affects circulatory system and nervous system; first-and second-hand tobacco smoke affects lungs and may cause cancer)

K.5.3.D.3 Knowledge > Substance Use and Abuse Prevention > Factors Affecting Substance Use

Recognize the factors (e .g ., peer pressure, media influence) that can influence making decisions regarding substance use (i .e ., smoking)

S.5.3.A.4 Skills > Application of Decision-Making/Problem-Solving Skills > Substance Use and Abuse

Use avoidance and assertiveness skills (e .g ., do not touch or play with harmful substances such as cigarettes, say “no” to use of harmful substances) in scenarios related to potentially dangerous situations

From General Learning Outcome (GLO) 4: Personal and Social Management

Number Strand and Sub-strand Specific Learning Outcome (SLO)

K.4.3.B.4 Knowledge > Social Development > Avoidance and Refusal Strategies (Language Arts Connections)

Recognize verbal and non-verbal behaviours associated with assertiveness (e .g ., saying “no” with a firm voice)


Grade 3 lessons at a glanceLesson Lesson Focus

PE/HE Learning Outcomes Connections

LESSON ONENicotine Addict-SHUNThis lesson identifies nicotine as an addictive drug and helps students begin to understand why people use tobacco .

Students: • recognize that

nicotine contained in tobacco is an addictive drug .

• understand why people continue using tobacco even though they know the consequences .

K.5.3.D.1 Identify and describe the potential dangers associated with substance use in the community

K.5.3.D.2 Identify helpful and/or harmful substances and their effects on a healthy body

English Language Arts Curricular Connections

1.1.2 Consider Others’ Ideas: Consider others’ ideas and observations to discover and explore personal understanding .

1.2.4 Extend Understanding: Ask questions to clarify information and develop new understanding .

3.1.2 Ask Questions: Ask topic-appropriate questions to identify information needs .

4.1.3 Organize Ideas: Develop and arrange ideas in own oral, written and visual texts using organizers (such as story maps, research planners) .

4.4.3 Attentive Listening and Viewing: Demonstrate appropriate audience behaviours (such as showing enjoyment and appreciation) .

LESSON TWOSmoke: It’s No JokeThis lesson explores the dangers of second-hand smoke .

Students: • understand the

dangers of second-hand smoke .

• articulate the benefits of a smoke-free environment .

K.5.3.D.1 Identify and describe the potential dangers associated with substance use in the community

K.5.3.D.2 Identify helpful and/or harmful substances and their effects on a healthy body

3.1.3 Contribute to Group Inquiry: Contribute knowledge of a topic in group discussion to help determine information needs .

3.2.1 Identify Personal and Peer Knowledge: Record and share personal knowledge of a topic .

3.3.2 Record Information: Record facts and ideas using a variety of strategies (such as outlining, webbing, charting); list authors and titles of sources .

4.2.2 Revise Content: Revise to accommodate new ideas and information .

4.2.5 Enhance Presentation: Prepare neat and organized compositions, reports and charts that engage the audience .


Lesson One

Nicotine Addict-SHUNGeneral OverviewThis lesson identifies nicotine as a harmful and addictive drug, and helps students begin to understand why people might use tobacco .

Lesson FocusStudents will be able to:

• identify very basic reasons why tobacco is harmful .

• understand why people use tobacco and continue its use even though they know it is harmful .

• recognize that nicotine, contained in all forms of tobacco, is an addictive drug .

Preparation• Invite a tobacco user or ex-tobacco user to

be a guest in your classroom . If this is not possible, engage the assistance of an adult or older student to role-play the part of the guest . You may wish to take on this role yourself by leaving the room for a moment to “bring in the guest” and coming back dressed differently and in character .

• Copy “Interview and Mind Map Student Assessment” for each student

• Copy the “Mind Map” handout for students (or create a transparency) .

• Find large sheets of paper for student Mind Maps .

• Prepare a chart titled “Habits” with two columns: one labelled “Good,” the other labelled “Bad .”

Engaging the Learner1 . Direct students’ attention to the “Habits” chart .

2 . Ask the students to share any habits they can think of and categorize them as good or bad . (E .g ., nail biting, waking up at 7:00 a .m .)

3 . Ask students if they can define what “habit” means, then write the definition on the bottom of the chart . (A habit is something that we have done so often that we do it without giving it much thought .)

Activities1 . Write on the chalkboard, “Smoking is a bad

habit .” Discuss, drawing from students the effects that smoking has on a healthy body .

2 . Tell students that a guest will be visiting the classroom . This guest is (or was) a tobacco user . Ask them to think of some questions that they have for the guest .

3 . Write interview questions on the chalkboard using the main ideas noted on the “Mind Map” handout or transparency (a template is provided) .

4 . Invite the guest into the classroom and conduct an interview with him/her by having the students ask the prepared questions . You may wish to have the students take notes during the interview . (If time permits, you could interview several guests .)


5 . When the interview has been concluded, have a student thank the guest .

6 . Have students make their own mind map of the interview responses, either working on their own or in pairs . Encourage them to add illustrations or cartoons to make it look interesting .

7 . Draw students’ attention to the sentence, “Smoking is a bad habit,” which was written on the board earlier .

8 . Clarify with them that smoking is more than just a bad habit: smoking is an addiction .

9 . If no student has indicated that nicotine is the addictive substance in tobacco, this would be an important fact for you to add now .

10 . Ask students if they can define addiction . (An addiction is when the body feels like it really needs the drug even though the person knows that it is not healthy and that they should not use the drug .)

AssessmentHave students complete the “Interview and Mind Map Student Assessment .”

ExtensionsStudents could use the questions to interview people in the community and compare the answers to those of the guest .

Students could create posters, bumper stickers or buttons on addiction .

Home/Community InvolvementStudents can ask family members to share their own experiences with pressures to use tobacco or the difficulty in quitting tobacco use .

Note to TeachersIf students complete their mind maps on large sheets of paper and illustrate them, they can be displayed in the classroom . Some students may wish to role-play an ex-tobacco user for parent visits or other more public event, letting participants know how easy it is to be drawn into tobacco use and all the side effects and consequences there are .


Mind Map (example)

Invent questions on the topics

Examples:

1 . Why did you start smoking?

2 . Why did you like smoking?

3 . What did you know about smoking before you started?

4 . What do you know about tobacco now?

5 . How much money did you spend on smoking?

6 . What has smoking done to you?

7 . What helped you stop smoking? What made you quit?

8 . What’s your advice to us?

8Advice to students 1

Gettingstarted

2Perceivedbenefits

3Prior

informationabout

nicotine4Present

knowledge abouttobacco

5Costs

6Healtheffects

7Callingit quits

NAME OR PICTUREOF INTERVIEWEE

Lesson One | Student Handout or Transparency


Interview & Mind Map Student Assessment

I helped prepare and ask questions . Yes No

I listened carefully when the guest was speaking . Yes No

I knew how to complete the mind map . Yes No

I feel proud of the work I did on the mind map . Yes No

Three things I learned about how smoking harms the body:

1 .

2 .

3 .

I know that is the addictive drug contained in tobacco .

People continue to use tobacco even when they know how dangerous it is because

Write a sentence telling how you feel about tobacco use .

Lesson One | Student Self-Assessment Handout


Lesson Two

Smoke: It’s No JokeGeneral OverviewThis lesson identifies how second-hand smoke is a harmful substance to be avoided .

Lesson FocusStudents will be able to:

• understand the dangers of second-hand smoke .

• articulate the benefits of a smoke-free environment .

Preparation• Read teacher info sheet “Facts About Second-

hand Smoke .”

• Copy the student handout “Daddy, when are we going to quit smoking?” for each student (or create a transparency) .

• Copy student handout “Danger! Danger! Read All About It” for each student .

• Copy the “Cartoon Rubric” for each student .

Engaging the Learner1 . Show the transparency of the cartoon, “Daddy,

when are we going to quit smoking?”

2 . Ask the students to explain what this means and ask them what they have done to stay away from second-hand smoke .

Activities1 . Ask the students what facts they know about

second-hand smoke . Record these on a large chart .

2 . Distribute “Danger! Danger! Read All About It” handout .

3 . Have students work in small groups to read the handout . (Ensure that one member of the group is a competent reader .)

4 . Reconvene as a class and add any other facts to the chart .

5 . Have students develop a cartoon or cartoon strip around one fact . (Refer back to “Daddy, when are we going to quit smoking?”)

AssessmentUse the “Cartoon Rubric” for evaluation . Be sure to discuss the criteria for evaluation with the students before they being to work on their assignment .

Extensions• Students may wish to develop an entire cartoon

strip to illustrate the dangers of second-hand smoke .

• Students could search the Internet for further facts on second-hand smoke and present their findings to the class .

Home/Community InvolvementHave the students take home a copy of the cartoon to share with their families .

Note to TeachersHave the students mount their cartoons on coloured paper so that they can be part of a display . Students can recopy the chart and decorate it appropriately . One or two students may wish to become experts on second-hand smoke and share their knowledge at a later time .


Facts about Second-hand SmokeAlthough this list of facts is for teacher background information, you may want to share some of these with your students. Please revise the language to suit your students.

Some of the important facts about second-hand smoke and its dangers are listed below .

• Second-hand smoke is the smoke we breathe when we are with smokers . Unless you’re holding your breath, whenever you’re near a smoker, it’s like you’re smoking, too .

• More than 4,000 chemicals have been found in tobacco smoke . Of these, at least 42 are dangerous . Some of them cause cancer in humans or animals .

• Smoke from the burning end of a cigarette (called side-stream smoke) has as much tar, nicotine, carbon monoxide and cancer-causing chemicals (like benzene, benzo-aPyrene, amino-biphenyl, etc .) as the smoke inhaled directly by the smoker (mainstream smoke) . This is because cigarettes burn at a lower temperature when they are not being inhaled, and smoke from the end of the cigarette has not been filtered (by the cigarette filter and/or smoker’s lungs) .

• For many people, second-hand smoke causes reddening, itching, and watering of the eyes; headaches, nose and throat discomfort, coughing and phlegm, and allergic-like reactions . About eight out of 10 non-smokers report they are bothered by others’ cigarette and cigar smoke .

• You can breathe in as much of one cancer-causing compound in one hour in a smoky room as you would get by smoking 35 cigarettes .

• Smoke-filled rooms may have up to six times the air pollution as a busy highway .

• Every year more than 1,000 Canadians die of second-hand smoke .

• The particles and tar in second-hand smoke make the tobacco smell cling to a person’s skin and clothes .

• At high industrial exposure levels, nicotine is a potent and potentially lethal poison .

• It may take more than three hours to remove 95 per cent of the smoke from one cigarette from a room .

• It takes about two weeks to get nicotine completely out of the air in rooms where people have smoked .

• Second-hand smoke is one of the biggest causes of air pollution in the workplace . In an average office where people smoke, the level of pollution-causing chemicals in the air is 250 times higher than the safe level .

As for the effects on children…

• Chronic coughing, wheezing and phlegm are more frequent in children whose parents smoke .

• Children exposed to second-hand smoke at home are more likely to have middle-ear infections, respiratory illnesses (such as pneumonia and bronchitis) and reduced lung function . These infections result in hundreds of hospitalizations yearly .

• Second-hand smoke increases the number of asthma attacks and severity of asthma in many asthmatic children .

• The smoke produced by burning cigarettes can also harm a developing fetus .

Sources:

B .C .-Leading the Pack on Tobacco: A plan to put B .C . at the forefront of tobacco control in Canada . Heart & Stroke Foundation of B.C. & Yukon, 1996 .

Fact Sheet: The Health Effects of Second-Hand Smoke . National Clearinghouse on Tobacco and Health . August 1996 .

Physicians for a Smoke-Free Canada: Estimated tobacco-caused deaths in Canada (PDF), fact sheet based on Makomaski Illing E .M ., Kaiserman M .J ., Mortality attributable to tobacco use in Canada and its regions, 1998 . Can J Public Health 2004;95(1):38-44 .

Lesson Two | Teacher Info Sheet


Danger! Danger! Read all about it!What is second-hand smoke?

Second-hand smoke is the name for the sickening, poisonous smoke given off by a burning cigarette, cigar or pipe .

We know that breathing second-hand smoke is dangerous – humans can become seriously ill or die because of a smoker’s smoke .

The Good News

There are fewer places than ever before where you have to breathe second-hand smoke .

The Bad News

Second-hand smoke is more dangerous for children than adults because children breathe faster and their lungs are not as developed .

How are people being protected from second-hand smoke in your community?

Is smoking banned…

• at worksites? Yes No

• at schools? Yes No

• in homes? Yes No

• in restaurants? Yes No

• at stadiums and arenas? Yes No

• on buses, trains, airplanes? Yes No

• in cars? Yes No

Protect yourself!The next time a smoker lights up in front of you, you can remind them about how it is harming you, and how unpleasant it is .

Second-hand smoke…

• wrecks the smell and taste of food

• contains about 4,000 chemicals and about 42 toxic chemicals

• smells up clothes and hair… and everything!

• causes reddening, itching and watering of the eyes

• takes about three hours to leave a smoky room

• makes children sick

Lesson Two | Student Handout


Lesson Two | Student Handout

Second-hand Smoke


Cartoon Rubric

Criteria Self Assessment Teacher Assessment

I used information about second-hand smoke from our class discussions

3 2 1 3 2 1

I made a point about second-hand smoke 3 2 1 3 2 1

I included interesting details about second-hand smoke

3 2 1 3 2 1

My cartoon had humour 3 2 1 3 2 1

My cartoon was colourful/easy to read 3 2 1 3 2 1

My cartoon was organized 3 2 1 3 2 1

Key for this marking sheet:

3 – Very Good 2 – Good 1 – Missing

Lesson Two | Student Assessment Sheet Handout

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