Health Education Lesson Plan

Zach Stroup, Dan Scott

Descriptive Information
Skill Emphasis (NHES): Interpersonal Communication- Students will demonstrate the
ability to use interpersonal communication skills to enhance health and avoid or
reduce health risks.
Performance Indicators:
4.12.1 - Use skills for communicating effectively with family, peers, and others to
enhance health
4.12.2 - Demonstrate refusal, negotiation, and collaboration skills to enhance health
and avoid or reduce health risks.
4.12.3 - Demonstrate strategies to prevent, manage, or resolve interpersonal
conflicts without harming self or others.
Grade Level: high school
Content Area of Health: ATOD
Sub-Topic Area: tobacco
Title of Lesson: No Means No
PA Standard (Health & PE):
10.1.12.A- Evaluate factors that impact growth and development during adulthood
and late adulthood.
10.1.12.D- Evaluate Issues relating to the use/non-use
of drugs.
Curricular Connections: Theater
Adolescent Risk Behavior (if applicable): smoking
Behavioral Objective(s)
Cognitive: After the lesson, students will be able to describe 7 different refusal skills
and identify when they are being used.
Cognitive: After the lesson, students will be able to list at least 5 harmful short/long
term effects of using tobacco.
Affective: Students will be able to work together, in a group, to create a role playing
skit demonstrating a refusal skill, and perform it in front of their peers.
Skill (Advocacy): During the learning activity, the students will use interpersonal
communication to turn down smoking when pressured by peers.

Brief Outline of Todays Lesson

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Bell Ringer: snowball fight

Introduction to the Lesson
Content & (Instructional Strategies)
All about tobacco (Lecture & Question/Answer)
In-Class Learning Activity: Act it out
In-Class Learning Activity Assessment
Description of the Assessment
Content & Skills Criteria/Cues
Analytical Rubric
Final Thoughts/Conclusion to the Lesson
Classroom Management & Materials
Expanded Outline of Todays Lesson
1.Introduction to the Lesson (Set Induction):
Today we will be giving you a variety of refusal strategies to help get you out of any
sticky situations that you may encounter. Some of you may have already found
yourself in positions where friends were using alcohol or other drugs, and maybe
you knew how to get yourself out of it. We want you to be confident that you will be
able to turn down substances under any circumstances.
2.Bell Ringer (Instant Activity): Snowball fight:
Students will be asked to take out a sheet of paper. On the paper the students will
list 1 harmful effect, short or long term, of using tobacco. Then in small groups, the
students will crumple the paper into a ball and throw it in the middle of their group
circle. Next the students will go retrieve someone elses paper. On that paper they
will list another effect that is not already listed on the paper. They will repeat this
cycle 5 times. Then go over the effects on the papers with the class.
3.Content & Instructional Strategies:

Content:
1. What are refusal skills?
A. Set of skills designed to help children avoid participating in high-risk
behaviors.(lecture)
1. Blame someone else
2. Make an excuse
3. Make it into a joke
4. Just say no
5. Change the subject

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Walk away from the situation

Suggest something else to do
Tobacco
What is it?(lecture)
Product made from curing leaves of tobacco plant.
Forms:(Q&A)
Cigarettes
Cigars
Smokeless
Hookah
Long term effects(snowball,Q&A)
Lung disease
Heart disease
Cancer of mouth, throat, lungs, esophagus
Stroke
death
Short term effects(Snowball, Q&A)
Increase in heart rate/blood pressure
Bad breath
Yellowing teeth
addiction
Other facts(lecture)
6 million deaths per year caused by tobacco
Causes fertility problems
Can cost up to $3,600 per year for 1 pack a day
- Introduce refusal skills on PowerPoint and have students choose which
skill is being used.
Instructional Strategies:
Snowball fight- will be used to get students to brainstorm effects of tobacco
by writing an effect on a piece of paper and then writing another effect on
someone elses paper so that they will have to think of different effects as
other students use the answers they might have had.
4. In-Class Learning Activity(ies): Act it out
Role playing: Students will be broken up into 7 groups of 3-4 depending on
attendance. The students will be given a refusal strategy and scenario. The
students must then, in their groups, come up with a role playing scenario on
how they will act out that refusal skill. The students will have 10 minutes to
come up with a skit that is 1-3 minutes long. Each student in the group must
have at least 3 lines. The other students in the class will have a worksheet
that they will write down what refusal skill they think each group was
demonstrating. Go over which refusal skill each group covered and why it
was that skill.

Jeopardy
In their groups, students will play a game of jeopardy containing facts
pertaining to tobacco and also refusal skills. The game will be played on a
power point. Students will go through answering questions, while score is
kept on the board.
5. In-Class Learning Activity Assessment-Description & Criteria
- An analytic rubric will be used to grade the in-class learning activity, Act it
out. This will also include the core concepts and skill cues. The rubric will
score students on:
- core concepts
- interpersonal communication skill cues
- between 1-3 minutes
- each person has at least 3 lines
- uses refusal skill properly
- uses given form of tobacco
- Core Concepts
- Student work will be based on the following:
- accuracy
-comprehensiveness
-relationships among concepts shown
-conclusions drawn
- Skill Cues: interpersonal communication
- demonstrates interaction among individuals
- message tactics and strategies
- clear, organized ideas or beliefs
- use of I message
- tone- respectful vs. aggressive and confrontational
- body language
-demonstrates refusals
- Blame someone else
-Make an excuse
-Make it into a joke
-Just say no
-Change the subject
-Walk away from the situation
-Suggest something else to do

6. Final Thoughts/Conclusion to the Lesson

As a class, review and discuss the 7 refusal skills. Ask what makes each
refusal skill unique compared to the others. Ask if the students can
remember any times in their own lives when they have used any of these
skills without realizing it. Will the students use these skills in the future if
they are ever put into that type of situation?

7. Classroom Management & Materials

Materials:

Paper
Refusal skill identification worksheet
Scenarios for students to use
Jeopardy game
Peer evaluation paper

Classroom Management
- Since the desks are bolted in the ground, traditional seating will be used
throughout the lesson.
- For the snowball activity the students will stand in the front of the room so
they are not getting up and sitting down repeatedly.
- For the act it out activity students will sit near their group members so
they can discuss the skit they want to plan out.
Content References
- US Department of Veterans Affairs, Veterans Health Administration. "Public
Health." Tobacco and Health -. N.p., n.d. Web. 10 Nov. 2016.
- Aspa. "Health Effects." Of Tobacco. N.p., n.d. Web. 10 Nov. 2016.
- "Smoking and Tobacco Use." Centers for Disease Control and Prevention.
Centers for Disease Control and Prevention, 2016. Web. 10 Nov. 2016.
Activity Reference(s)
Scott,D.(2016).SnowballFight.November10,2016.
Scott.D.(2016).ActItOut.November10.2016.
Stroup.Z.(2016).Jeopardy.November15.2016

Appendices
Sample Artifact
Out back behind the school
-Jeremy Hey mike! Hows it goin buddy?
-Mike Yo yo yo! See you boys decided to skip class as well!
-Tom Well you know what they say. Great minds think alike!
-jeremy Tom and I were just about to light up if youre game!
-Tom I scored some smokes off my old man this morning.
-MikeActually I was thinking we could hit up the new arcade down the
street!
-Jeremy: running down the streetThat sounds like a swell idea! Last one
there buys the first round of games!
-Tom: Running after JeremyHey no fair! You took a head start! Ill still catch
up with you though!
At the arcade
-Jeremy This is so much more fun than smoking behind the school!
-Tom Thats for sure! Good thinking Mike!
-Mike Ya from now on we dont need cigarettes to be cool, Im having fun
just being a kid!

Scenarios to be assigned
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Blame someone else - cigarettes

Make an excuse - chewing tobacco
Make it into a joke - hookah tobacco
Just say no - cigarettes
Change the subject - chewing tobacco
Walk away - hookah tobacco
Suggest something else to do - cigarettes

Name:

Refusal Skills: Skit Performance

Directions: In your group write out and plan a 1-3 minute long skit. Each
member in your group must speak at least 3 times. You will be assigned one
of the seven refusal skills that were covered earlier (fill in info below when
you are assigned it). Dont let other groups know what refusal skill you
have!!
Specific Refusal Skill:______________________ Tobacco
Substance:_____________________
Use the space below to begin planning your skit.

Group Members

Specific Refusal Skill

Tobacco Substance

Grading Assessment
Core Concepts

____/4

Interpersonal Communication Skill cues____/4

Between 1-3 minutes

____/4

Each person has at least 3 lines

____/4

Uses refusal skill properly

____/4

Uses given for of tobacco

____/4

Total

____/24

Analytic Rubric
4
Core Concepts

The response is

3
The response

2
The response

0-1
The response

complex,
accurate and
comprehensive,
showing
breadth and
depth of
information;
relationships are
described and
conclusions are
drawn.

identifies
relationships
between two or
more health
concepts; there
is some breadth
of information,
although there
may be minor
inaccuracies.

presents some
accurate
information
about the
relationships
between health
concepts, but
the response is
incomplete and
there are some
inaccuracies.

addresses some
assigned tasks
but provides
little or no
accurate
information
about the
relationships
between health
concepts.

Interpersonal
Communication
Skill Cues

The response
shows evidence
of the ability to
apply health
skills; The
response is
complete and
shows
proficiency in
the skill.

The response
shows evidence
of the ability to
apply health
skills; the
response is
mostly complete
but may not be
fully proficient.

The response
shows some
evidence of the
ability to apply
health skills;
The response
may have
inaccuracies or
be incomplete.

The response
shows little or
no evidence of
the ability to
apply health
skills.

Between 1-3
minutes

The skit is
between 1-3
minutes

The skit is over

3 minutes

The skit is under

1 minute

No skit is
performed

Each person has

at least 3 lines

Each person has

at least 3 lines

Each person has

at least 2 lines

Each person has

at least 1 line

Some members
have no lines

Uses refusal skill

properly

Refusal skill is
used properly

n/a

n/a

Refusal skill is
not used
properly

Uses given form

of tobacco

Uses given form

of tobacco

n/a

n/a

Does not use

given form of
tobacco

total

___/24