Heather DeLude

Unit Topic: Smokeless Tobacco and Vaping

Dates of Instruction: 3/12/18-3/19/18
Grade Level: 8th
School Site: Wilbraham Middle School

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 Table of Contents:
Unit Outcomes---------------------------------------------------------------------------------------pg. 3-4
Instructional Sequence/Block Plan-------------------------------------------------------------pg. 5-6
Grading Policy------------------------------------------------------------------------------------------pg. 7
Pre/Post Test---------------------------------------------------------------------------------------pg. 8-9
Test Answer Key--------------------------------------------------------------------------------------pg. 10
Test Study Guide-------------------------------------------------------------------------------------pg. 11
Exit Slips/ Do Now Journal Questions ----------------------------------------------------pg. 12-13
PowerPoint Worksheet Day 1/2--------------------------------------------------------------pg. 14-15
Stations Worksheet------------------------------------------------------------------------------pg. 16-17
Lesson Plan Day 1-------------------------------------------------------------------------------pg. 18-21
Lesson Plan Day 2-------------------------------------------------------------------------------pg. 22-24
Lesson Plan Day 3-------------------------------------------------------------------------------pg. 25-28
Lesson Plan Day 4-------------------------------------------------------------------------------pg. 29-31
Student Completed Assessments------------------------------------------------------------pg. 32-41
References---------------------------------------------------------------------------------------------pg. 42

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 Unit Outcomes, State Standards & Assessment Template
Vaping/Smokeless Tobacco Unit
Unit Outcomes
SWBAT discuss what
tobacco is, both smokeless
and traditional smoking
tobacco and the differences
between the two.
SWBAT properly define and
explain what the acronym
E.N.D.S. is when asked on
the post test.
SWBAT Define the five 10.5, 10.6
different types of tobacco
covered in the unit
(cigarettes, e-cigarettes,
hookah, chewing tobacco,
and cigars) when asked to
match them on the post test.
SWBAT reflect on why they
will not choose to utilize
tobacco related drugs, and
how the possible outcomes
of using these substances
can change what they want
in their future.
SWBAT participate in
different stations where
3
Grade Level: 8th
Reference Assessment
MACF (include rubrics, Quizzes, etc. in
Standards “written materials” section)
by
number
10.5, 10.6, Students will be asked to perform an exit
10.13 slip that discusses the differences
between smokeless tobacco and
traditional tobacco. Students will be
expected to participate in class
discussions and actively participate.
10.5, 10.6 Students will be asked to answer a short
essay question explaining ENDS on both
the pre and post tests. Students will also
be asked to define it in a jeopardy type
game. Students will be involved in a class
discussion about ENDS.
Students will be asked to match each of
these types of smoking to their definition
when asked on a post test. Students will
also have to be able to define the type
from the definition on a jeopardy game.
Each type will have to be described by the
students throughout the powerpoint, and
class discussion.
10.5. 10.6, Students will be asked to reflect back on
10.13 an earlier assignment about things that
they do and don’t want in their future and
how utilization of these types of smoking
can affect the positives or negatives in
their futures. They will be writing about
why their choice would be the proper one
in regards to things they might want in
their future.
10.5, 10.6, Students will be going through different
10.13, stations based on decisions about
tobacco and vaping are 10.7, 10.8
present and be able to
make the proper healthy
decision when confronted
with a choice.
SWBAT list chemicals found 10.5, 10.6,
in both traditional cigarettes 10.7, 10.8
as well as electronic
cigarettes, when asked on
an exit slip in class.
SWBAT compare and 10.3, 10.5,
contrast vaping and 10.6
traditional tobacco smoking
on a diagram when given a
list to go off of.
4
tobacco. They will be asked to completed
a variety of tasks at these stations to
focus on different aspects of tobacco and
vaping in everyday society.
Students will be given the opportunity to
list as many chemicals in cigarettes and
electronic cigarettes.
Students will be given multiple different
long term and short term health outcomes
as well as different laws that have to do
with both smokeless and smoking
tobacco. They will have to determine
which ones correlate with traditional
tobacco smoking, or smokeless tobacco
products or both through the creation of a
venn diagram.
 Health/Family & Consumer Sciences
Block Plan/Sequencing of lessons
Wellness Unit 6th Grade

Day 1:​ Pre-Test Day 2:​ Smokeless Day 3:​ Situations Day 4: ​Review and
and Introduction Tobacco and Decisions Post Test

Outcomes: Outcomes: Outcomes: Outcomes:

● SWBAT ● SWBAT ● SWBAT ● SWBAT
Understand Define the participate in compare and
what five different different contrast
tobacco is, types of stations vaping and
both tobacco where traditional
smokeless covered in tobacco and tobacco
and the unit vaping are smoking on
traditional (cigarettes, present and a diagram
smoking e-cigarettes, be able to when given
tobacco. hookah, make the a list to go
● SWBAT chewing proper off of.
properly tobacco, and healthy ● SWBAT
define and cigars) when decision improve on
explain what asked to when their scores
the acronym match them confronted from the Pre
E.N.D.S. is on the post with a to the Post
when asked test. choice. test.
on the post ● SWBAT list ● SWBAT Essential Qs
test. chemicals explain why ● Not used in
Essential Qs found in both they will not this
● What is an traditional choose to particular
example of cigarettes as utilize class.
smokeless well as tobacco
tobacco? electronic related
● What is one cigarettes, drugs, and
important when asked how the
thing to on an exit possible
remember slip in class. outcomes of
about Essential Qs using these
tobacco? ● What is the substances
difference can change
between what they
smokeless want in their
tobacco and future.
traditional Essential Qs
tobacco? ● How can

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 ● Why are tobacco
smokeless utilization
tobacco affect your
products future?
more
dangerous?

Supplies/Materials Supplies/Materials Supplies/Materials Supplies/Materials

● Pre-test ● Powerpoint ● Scenarios ● Post Tests
● Worksheet ● Worksheet ● Worksheets ● Jeopardy
● Powerpoint ● Exit slip ● explanations PowerPoint

Learning Learning Learning Learning

Activities: Activities: Activities: Activities
● Pre-test ● Movement ● Introduction ● Jeopardy
● Powerpoint activity ● Scenario ● Post Test
presentation ● Powerpoint based
presentation stations
● Exit Slip ● Discussion

Assessments: Assessments: Assessments: Assessments

● Pre-Test ● Worksheet ● Worksheets ● Post Test
● Worksheet ● Exit slip ● Class ● Jeopardy
Discussions Review
Game

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 Grading Policy:
Students will receive points for participation, conduct, and correct completion of
all activities, exit slips, homework and performance on post-test. Total (100 pts)
Participation (8 pts):
Students will participate in class and being engaged throughout all of the activities in the
unit. (2 pts per day)
Effort (8 pts):
Students will put forth an effort into the activities and raising their hands to answer
questions during class (2 pts per day)
Conduct (20 pts):
Students will be given a grade on how their behavior is, they should not be calling out or
speaking out of turn. (5 pts per day)
Completion of activities (40 pts):
All of the students are expected to complete all of the work that goes along with being in
this unit, that includes completing all homework and exit slips. (10 pts per day)
Pre and Post Test (24 points)
Students will be given a grade for completing the pretest (4pts) and, at the end they will
be given a grade on how well they perform on the post test (20pts).

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Name:___________________________ Date:__________________
8th Grade Health
Ms. DeLude
Smokeless Tobacco & Vaping Unit Assessment
Pre Post
True or False:
1. ____________ Vaping is safer than smoking cigarettes because it’s not
Tobacco.
2. ____________ There are no federal regulations on vaping or the vapor inside it..
3. ____________ Vaping companies can lie to you about what is truly in their
product.
4. ____________ States and towns have the ability to increase the age (from 18)
that tobacco can be sold to.
5. ____________ Tobacco is a safer drug of choice than Marijuana.

Matching:
1. _______ A small cylinder of finely cut tobacco leaves that are rolled into thin
paper for smoking.
2. _______ A type of smokeless tobacco product consumed by placing a portion of
the tobacco between the cheek and gum or upper lip teeth and chewing.
3. _______ A single or multi-stemmed instrument for vaporizing and smoking
flavored tobacco
4. _______ A rolled bundle of dried and fermented tobacco leaves, and made to be
smoked.
5. _______ A handheld electronic device that tries to create the feeling of tobacco
smoking.
A. Hookah B. Cigarette C. Cigar
D. Chewing Tobacco E. Electronic Cigarette

Short Answer:
What does the acronym E.N.D.S. stand for?

E: ​___________________

N: ​___________________

D: ​____________________

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S:​_____________________

Multiple Choice:
1. What is the main ingredient in tobacco as well as e-cigarettes.
a. Chemicals
b. Nicotine
c. Ascentone
d. Tar
2. What are carcinogens?
a. Cancer Causing substance
b. Stimulant
c. Depressant
d. Bad
3. Which of these types of Smokeless tobacco is NOT regulated by the FDA?
a. Nicotine patches
b. Dip
c. E-cigarettes (vape)
d. Cigarettes
4. Which of these is an IMMEDIATE effect of tobacco?
a. Cancer
b. Yellowed Teeth
c. Asthma
d. Increased Heart Rate
5. Which of these is a LONG TERM effect of tobacco?
a. Bad breath
b. Lung Cancer
c. Coughing
d. Increased Heart Rate
6. Which of the following is a risk factor for becoming a teenage smoker?
a. Coming from a wealthy family
b. Having a B average
c. Having a parent who smokes
d. Playing sports

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 Answer Key:
True or False:
1. F
2. T
3. T
4. T
5. F
Matching:
1. B
2. D
3. A
4. C
5. E
Short Answer
Electronic
Nicotine
Delivery
System
Multiple Choice
1. B
2. A
3. C
4. D
5. B
6. C

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Study Guide:
● Vaping is no more or less safe than smoking cigarettes.
● There are not currently any regulations on Vaping from the Federal Drug
Administration
● Because there is no regulations these companies do not have to tell you the truth
about what is in them
● States and towns do have the ability to regulate their own tobacco purchasing
age as long as it is greater than the federal 18 age
● Tobacco and marijuana are different drugs, no drug is more safe than another
● Cigarette is a small cylinder of finely cut tobacco leaves that are rolled into thin
paper for smoking.
● Chewing tobacco is a type of smokeless tobacco product consumed by placing a
portion of the tobacco between the cheek and gum or upper lip teeth and
chewing.
● Hookah is a single or multi-stemmed instrument for vaporizing and smoking
flavored tobacco
● A cigar is a rolled bundle of dried and fermented tobacco leaves, and made to be
smoked.
● An e-cigarette is a handheld electronic device that tries to create the feeling of
tobacco smoking.
● E.N.D.S. stands for Electronic Nicotine Delivery System
● Nicotine is the main ingredient in tobacco as well as e-cigarettes.
● Carcinogens are a Cancer Causing substance.
● E-cigarettes (vape) are NOT regulated by the FDA.
● Increased Heart Rate is an IMMEDIATE effect of tobacco.
● Lung Cancer is a LONG TERM effect of tobacco.
● Coming from a wealthy family is a risk factor for becoming a teenage smoker.

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Exit Slip Day 1:
Name:_______________________________ Class:_____________________
1. What is smokeless tobacco?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. What is ONE important thing to know about tobacco?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

---------------------------------------------------------------------------------------------------------------------

Exit Slip Day 2:

Name:____________________________________ Class:________________
What are the five different types of smoking?:

1. ____________________________ 2:_________________________

3.____________________________ 4:_________________________

5.____________________________

List as many chemicals in vapes as you can remember:

1. ____________________________ 2:_________________________

3.____________________________ 4:_________________________

5.____________________________ 6:_________________________

7:____________________________ 8:_________________________
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Day 3 Exit Journal:
Name:_______________________________ Class:________________

Write a short paragraph explaining how your choice to either use or not use tobacco
and smoking can affect your personal choices in what you want in your future:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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Worksheet (Days 1&2)
Name:___________________________________ Class:________________

1. What are two short term effects of Tobacco?

a. _____________________________

b. _____________________________
2. What is one long term effect of Tobacco?

a. _____________________________

3. What is a carcinogen?: _____________________________________________

________________________________________________________________

4. What is the most popular target for the tobacco industry? ___________________

________________________________________________________________

5. The US rate of tobacco use is ___________

6. What is MA ranked nationally in Tobacco usage?

a. __________________
7. What does each town have the control over? ____________________________

________________________________________________________________

8. Where is somewhere smoking is banned in MA? _________________________

9. What state has the highest smoking rate?______________________________

10. What is second hand smoke? ________________________________________

________________________________________________________________
11. What are the 5 types of Tobacco?
a. ________________________

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 b. ________________________
c. ________________________

d. ________________________

e. ________________________
12. What is a cigarette: _______________________________________________

________________________________________________________________

________________________________________________________________
13. What is Chewing Tobacco:
___________________________________________

________________________________________________________________

________________________________________________________________
14. What is Hookah: __________________________________________________

________________________________________________________________

________________________________________________________________
15. What is a cigar: ___________________________________________________

________________________________________________________________

________________________________________________________________
16. What is an Electronic Cigarette: _______________________________________

________________________________________________________________

________________________________________________________________
17. What does ENDS stand for?
E:______________________ N: ________________________

D: _____________________ S:_________________________

18. One juul pod is equivalent to how many cigarettes? _______________________

19. What are Tobacco Ads banned from? __________________________________

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 ________________________________________________________________
Worksheet Day 3 Stations
Group Names: _________________________________________ Class: __________
Station ONE
1. How much money would you save?
______________________________________________________________
2. Other ways to spend that money:
a. ________________________________________________________

b. ________________________________________________________

c. _________________________________________________________

Station TWO:
1. How much time is taken off your life?
________________________________________________________________
2. What else would you do with your time?
a. ___________________________________________________________

b. ___________________________________________________________

c. ___________________________________________________________

d. ___________________________________________________________

e. ___________________________________________________________
Station THREE:
Warning 1:
_____________________________________________________________

______________________________________________________________________

Warning 2:
_____________________________________________________________

______________________________________________________________________

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Warning 3:
_____________________________________________________________

______________________________________________________________________

Station FOUR
Slogan: ______________________________________________________________

_____________________________________________________________________

Hashtag: #_____________________________

Reasoning: ___________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Station FIVE
Advice: _______________________________________________________________

_____________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Station SIX

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 SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name:​ Heather DeLude ​Date​: 3/12/18

School: ​Wilbraham Middle School ​Lesson #: ​1 of 4

Grade:​ 8 Class size: ​32 Class/Time:​ 8:54-9:44

Unit/Theme: ​Tobacco ​Lesson Focus​: Review from 6th/Introduction

Objectives (must be measurable, use action verbs and include

elements of success) Cite appropriate standards from MA
Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
● Understand what tobacco is, both smokeless and traditional smoking tobacco.
● Properly define and explain what the acronym E.N.D.S. is when asked on the
post test.

Materials/Supplies/Lesson Preparation
● Worksheets
● PowerPoint

Special Accommodations (How will the special needs of individual

students be met?)

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 - Very large class, might have some trouble with the movement agree/disagree
activity.
- Be aware of the fact that Justin leaves class often need to remember to catch
him up when he returns to class.

References/Resources (include books, articles, websites, etc.)

MA Health Curriculum Frameworks
Drugfreeworld.org
TheTruthAboutDrugs.org

Essential Questions:
- What is an example of smokeless tobacco?
- What is one important thing to remember about tobacco?

Opening (activator/instant activity)

Agree/Disagree: ​Students have been introduced to this activity before and they will be
asked to move to the side of the classroom that they believe to be most true for them.
There will be 7 questions asked to get them into the topic of tobacco and smokeless
tobacco such as vaping which is the main goal of this unit. The questions are as follows:
- Agree or Disagree: Vaping is less harmful than smoking
- Agree or Disagree: Tobacco is not a major problem in the United States
- Agree or Disagree: The age to purchase tobacco and the age to purchase
alcohol should be the same
- Agree or Disagree: Vaping is a safe alternative to smoking
- Agree or Disagree: The Vaping industry can take advantage of the lack of laws
about their products
- Agree or Disagree: it is okay to vape in school

Procedures – Step by step description of teaching

strategies/methods/pedagogy to be used. (Include time frame for each
activity, transitions, extensions/adaptations, cooperative learning
techniques – jig saw, pair/share, etc.)
1. Agree/Disagree: ​Students have been introduced to this activity before and they
will be asked to move to the side of the classroom that they believe to be most
true for them. There will be 7 questions asked to get them into the topic of
tobacco and smokeless tobacco such as vaping which is the main goal of this
unit. The questions are as follows:
a. Agree or Disagree: Vaping is less harmful than smoking
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 b. Agree or Disagree: Tobacco is not a major problem in the United States
c. Agree or Disagree: The age to purchase tobacco and the age to purchase
alcohol should be the same
d. Agree or Disagree: Vaping is a safe alternative to smoking
e. Agree or Disagree: The Vaping industry can take advantage of the lack of
laws about their products
f. Agree or Disagree: it is okay to vape in school
g. Agree or Disagree: Tobacco is less harmful than alcohol and other hard
drugs
h. This will take the first 15 or so minutes to go through with explanations
from the students as to why they picked a certain side.
2. Tobacco PowerPoint/Worksheet: ​Students will be handed out a double sided
worksheet about tobacco and smoking/vaping. They will have 5 minutes to go
through and try to answer any of the questions they think that they already know
the answers to. They should know some as a review from 6th grade. Then we
will begin the PowerPoint going through all of the introduction to tobacco items
and getting a general understanding of tobacco and how it can affect you. There
is also a video about tobacco included in the powerpoint to go a little more in
depth.
a. 5 minutes on their own
b. 5 minute video
c. 20 minutes of going through the slides and talking about tobacco and the
different types as well as customers and the consumer market.
3. Exit Slip:​ Students will be completing an exit slip that asks them to write down
what they believe about smokeless tobacco, as well as what is important to
remember about vaping. They will also be asked to write one thing they have
learned during that class period.
a. Last five minutes of class

List Assessment(s) – informal or formal – how do you know they have

learned the desired content and you have achieved your objectives?
● Exit slip asking about what is important to remember about smokeless tobacco
and what is important about vaping.
● Worksheet being completed throughout class to show they are paying attention
in class as well as helping to prepare them to be able to understand and properly
answer the questions on the post-test.

Closure/Summarizer

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Exit Slip:​ Students will be completing an exit slip that asks them to write down what
they believe about smokeless tobacco, as well as what is important to remember about
vaping. They will also be asked to write one thing they have learned during that class
period. Last five minutes of class

Notes/Reflection (to be completed right after you finish teaching a

particular lesson) What did you accomplish? How much did the
students learn? What would you leave the same and what might you
change in the future to improve this lesson?
The movement activity Agree/Disagree went okay. Need to make sure that I correct
any issues with what the students may think is true or not based on their opinion. There
was a lot of talking in between which needs to be handled. There were a lot of the
same students answering all of the questions throughout the powerpoint, need to ask
more students for answers. Exit slip ended up being good, all of the students had
proper answers and all got 5/5 at least. I had enough energy to make sure the students
were involved and interested in what we are learning. We did not get through as much
of the powerpoint as was expected to get through and hoped for, might need to adjust
some lessons at the end of the unit to make up for this fact. Students were fairly low
energy, need to make sure students are involved and interested.

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 SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name:​ Heather DeLude ​Date​: 3/13/18

School: ​Wilbraham Middle School ​Lesson #: ​2 of 4

Grade:​ 8 Class size: ​32 ​Class/Time:​ 8:54-9:44

Unit/Theme: ​Tobacco ​Lesson Focus​: Types of

Tobacco/Videos

Objectives (must be measurable, use action verbs and include

elements of success) Cite appropriate standards from MA
Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
● Define the five different types of tobacco covered in the unit (cigarettes,
e-cigarettes, hookah, chewing tobacco, and cigars) when asked to match them
on the post test.
● List chemicals found in both traditional cigarettes as well as electronic cigarettes,
when asked on an exit slip in class.

Materials/Supplies/Lesson Preparation
● Worksheets
● PowerPoint
● Exit Slip
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Special Accommodations (How will the special needs of individual
students be met?)
- Need to make sure that all students are given the opportunity to answer
questions as well as being allowed to share ideas and encouraging these
thoughts and conversations.
- Alex needs to be kept from making unneeded comments and distracting those
around him, he can get the entire class of task fairly quickly.

References/Resources (include books, articles, websites, etc.)

MA Health Curriculum Frameworks
Drugfreeworld.org
TheTruthAboutDrugs.org
Kidshealth.org

Essential Questions:
- What is the difference between smokeless tobacco and traditional tobacco?
- Why are smokeless tobacco products more dangerous?

Opening (activator/instant activity)

Turn and Talk: ​Students will be asked to turn and talk with the person next to them and
they will be given three different questions to discuss. They will be asked to talk about
each question for two minutes and then they will have an option to share with the class
what they talked about. The questions are: What is the difference between smokeless
tobacco and traditional tobacco? Why do you think smokeless tobacco products are
more or less dangerous? If you were a parent and you found out your son/daughter was
smoking what would you say to them and why? This will take about the first 15 minutes
of class for the students to talk and then have the opportunity to share their answers.

Procedures – Step by step description of teaching

strategies/methods/pedagogy to be used. (Include time frame for each
activity, transitions, extensions/adaptations, cooperative learning
techniques – jig saw, pair/share, etc.)
1. Turn and Talk: ​Students will be asked to turn and talk with the person next to
them and they will be given three different questions to discuss. They will be
asked to talk about each question for two minutes and then they will have an
option to share with the class what they talked about. The questions are:

23
 a. What is the difference between smokeless tobacco and traditional
tobacco? Why do you think smokeless tobacco products are more or less
dangerous? If you were a parent and you found out your son/daughter
was smoking what would you say to them and why?
b. This will take about the first 15 minutes of class for the students to talk and
then have the opportunity to share their answers.
2. PowerPoint: ​We will then go back into the powerpoint from the day before this
section of the powerpoint goes much more in depth with each of the types of
tobacco as well as two more videos that are approximately 5 minutes each. They
will be completing the rest of the worksheets today as we are going through the
remainder of the questions.
a. ~10 minutes of video
b. 20 minutes of the Powerpoint
3. Exit Slip: ​Students will be asked to answer two questions on an exit slip before
handing in both the exit slip and the completed worksheet into their class bin.
a. Last 5 minutes of class

List Assessment(s) – informal or formal – how do you know they have

learned the desired content and you have achieved your objectives?
● Completed worksheet to show that they were paying attention to what is being
said and the conversations happening through the class period
● Completed Exit slip to show knowledge of content and ability to understand
objectives needed to reach.

Closure/Summarizer
Exit Slip: ​Students will be asked to answer two questions on an exit slip before handing
in both the exit slip and the completed worksheet into their class bin. Last 5 minutes of
class

Notes/Reflection (to be completed right after you finish teaching a

particular lesson) What did you accomplish? How much did the
students learn? What would you leave the same and what might you
change in the future to improve this lesson?
The second video might be a little bit advanced for their knowledge, students did
complain about not really knowing many of the words that were said. Might be a little bit
of higher thinking than for 8th graders. As for the questioning throughout the
powerpoint, really need to get more students involved and answering not just the 3 or 4

24
that answer and raise their hands for every single question. It was a lot of sitting down
for one class period. The students could have really used some movement to get their
brains going.

SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name:​ Heather DeLude ​Date​: 3/14/18

School: ​Wilbraham Middle School ​Lesson #: ​3 of 4

Grade:​ 8 Class size: ​32 ​Class/Time:​ 8:54-9:44

Unit/Theme: ​Tobacco ​Lesson Focus​: Tobacco Station Activities

Objectives (must be measurable, use action verbs and include

elements of success) Cite appropriate standards from MA
Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
● Participate in different stations where tobacco and vaping are present and be
able to make the proper healthy decision when confronted with a choice. ​.
● Explain why they will not choose to utilize tobacco related drugs, and how the
possible outcomes of using these substances can change what they want in their
future.

Materials/Supplies/Lesson Preparation
● Stations
● Worksheets

25
Special Accommodations (How will the special needs of individual
students be met?)
- This is a fairly large class so the stations might be a bit of a challenge with so
many people moving around at one time. Need to make two copies of each
station so everyone has the opportunity to be successful in participating.
- Chris has trouble finding a group and allowing himself to work with others, need
to help him and make sure he is in a group with students who will actually accept
him and want him to help.

References/Resources (include books, articles, websites, etc.)

MA Health Curriculum Frameworks
Smoking Stinks.org

Essential Questions:
- How can tobacco utilization affect your future?

Opening (activator/instant activity)

Group Discussion: ​Students will have one question up on the board when they walk
in. They will be asked to write their own thoughts down on a piece of paper and then
once they have had time to reflect on their own, they will also be asked to share their
answer with the person next to them. They will also be given the opportunity to share
their answer with the class and then we will move on to the explanation of the activity for
the day. This will take about the first 10 minutes of the class period.

Procedures – Step by step description of teaching

strategies/methods/pedagogy to be used. (Include time frame for each
activity, transitions, extensions/adaptations, cooperative learning
techniques – jig saw, pair/share, etc.)
1. Group Discussion: ​Students will have one question up on the board when they
walk in. They will be asked to write their own thoughts down on a piece of paper
and then once they have had time to reflect on their own, they will also be asked
to share their answer with the person next to them. They will also be given the
opportunity to share their answer with the class and then we will move on to the
explanation of the activity for the day.
a. This will take about the first 10 minutes of the class period.

26
 2. Stations: ​Students will be split up into 6 different groups and they will be moving
around the classroom from station to station figuring out how they would deal
with the situation or task that is at that particular station. The stations are as
follows:
a. Station One: The average price of a carton of cigarettes is $9.95 in MA.
Your job is to calculate how much money someone who smokes a pack a
day is spending on cigarettes and come up with at least 3 different ways
you would spend that amount of money that you aren’t spending on
cigarettes.
b. Station Two: Smoking one cigarette on average takes 7 minutes off of
your life. How much time does someone who smokes one pack a day
take off of their life over the span of 5 years? What would you do if you
had that amount of time added to your life? How would you spend it, come
up with five different ways you would spend that time.
c. Station Three: All cigarette cartons have to come with a surgeon general's
warning, an example of a surgeon general's warning would be “Caution:
Cigarette Smoking May Be Hazardous to Your Health”. As a group come
up with three different surgeon general’s warning that you would put on a
juul box or, any vaping supplies.
d. Station Four: Come up with a slogan that you would use and think would
catch on if you were to create an anti vaping advertisement. You must
create a slogan, as well as a hashtag that could be used on a social media
platform. As well as the fact that you must write why you made that your
slogan and hashtag.
e. Station Five: Giving Advice, you are writing for your school’s newspaper
advice column. Someone writes in asking the following question: “I have
heard that vaping is much less harmless than tobacco and I want to be
cool and fit in with everyone else who is vaping, but I’m afraid I will get
addicted, what should I do?” Answer this students question and make
sure to back it up with at least 3 facts about vaping and tobacco.
f. Station Six: As a group create a cartoon showing the dangers of
secondhand smoke it can be stick figures, but make sure it has at least
three facts about the dangers of secondhand smoke.
g. Each station will be 6 minutes long and they will have a one minute
warning at each station so they know how much time is left. We will then
have a discussion as a class about what they thought about the stations
and they will be asked to fill out an exit slip based on the different things
that were brought up during this activity.

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 3. Exit Slip: ​Students will be asked to write a short paragraph about why they want
to be smoke free in their future and how different stations today made them think
about the possible consequences of smoking and how it can impact different
things they may or may not want in their future.
a. Last 5 minutes of class.

List Assessment(s) – informal or formal – how do you know they have

learned the desired content and you have achieved your objectives?
● Completed worksheet for each group and each station being properly completed.
● Exit slips connecting tobacco unit to other units we have done already this
semester.

Closure/Summarizer
Exit Slip: ​Students will be asked to write a short paragraph about why they want to be
smoke free in their future and how different stations today made them think about the
possible consequences of smoking and how it can impact different things they may or
may not want in their future. Last 5 minutes of class.

Notes/Reflection (to be completed right after you finish teaching a

particular lesson) What did you accomplish? How much did the
students learn? What would you leave the same and what might you
change in the future to improve this lesson?
Students enjoyed being able to move around and think of their own creative answers
and ideas. There was a good variety of types of questions asked so all different types
of students could be involved and be good at something that was asked of them and
they all felt a part of the group. Might not have let them choose their groups after
seeing who they had picked, but it ended out working out okay.

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 SPRINGFIELD COLLEGE – HEALTH LESSON PLAN TEMPLATE

Name:​ Heather DeLude ​Date​: 3/19/18

School: ​Wilbraham Middle School ​Lesson #: ​4 of 4

Grade:​ 8 Class size: ​32 ​Class/Time:​ 8:54-9:44

Unit/Theme: ​Tobacco Lesson Focus​: Review/Post

Test

Objectives (must be measurable, use action verbs and include

elements of success) Cite appropriate standards from MA
Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
● Compare and contrast vaping and traditional tobacco smoking on a diagram
when given a list to go off of.
● Improve on their scores from the Pre to the Post test.

Materials/Supplies/Lesson Preparation
● PowerPoint
● Kahoot

Special Accommodations (How will the special needs of individual

students be met?)

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 - Making sure that the five teams are even and utilizing all of their resources when
answering the questions not just being taken over by one student.
- We will be using Kahoot Instead and students will be partnered up with the
person sitting next to them.

References/Resources (include books, articles, websites, etc.)

MA Health Curriculum Frameworks

Opening (activator/instant activity)

Creation of Groups and Laptops: ​Students will be using iPads to complete a Kahoot
quiz and they will be working together with the person sitting next to them because
there are not enough ipads for the entire class. Students will be told that they cannot
use nicknames and they must utilize their real names when signing into kahoot.

Procedures – Step by step description of teaching

strategies/methods/pedagogy to be used. (Include time frame for each
activity, transitions, extensions/adaptations, cooperative learning
techniques – jig saw, pair/share, etc.)
1. Creation of Groups and Laptops: ​Students will be using iPads to complete a
Kahoot quiz and they will be working together with the person sitting next to them
because there are not enough ipads for the entire class. Students will be told
that they cannot use nicknames and they must utilize their real names when
signing into kahoot.
a. This should only take about 2/3 minutes of class.
2. Kahoot Review Game: ​Students will be going through all of the different
questions on the quiz in a review game. This will serve as a great review before
they have to take the post test. There is 20 questions and they will only have a
limited amount of time to answer the questions. This will be giving them the
opportunity to get high grades on the post test.
a. About 30 minutes of class
3. Post Test: ​Students will have the remainder of the class period to take the test.
Noting that there is a front and a back. They should be able to do well, seeing as
we just did the entire quiz during the review game. They are set up very nicely to
be able to succeed.
a. About 20 minutes of class.

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List Assessment(s) – informal or formal – how do you know they have
learned the desired content and you have achieved your objectives?
● Post Test improvement over the pretest.
● Kahoot

Closure/Summarizer
Post Test: ​Students will be taking the post test at the end of this class period. Should
take the last 15 minutes of class.

Notes/Reflection (to be completed right after you finish teaching a

particular lesson) What did you accomplish? How much did the
students learn? What would you leave the same and what might you
change in the future to improve this lesson?
Kahoot game went well. Made sure to make adjustments to how it was explained
before handing out any of the technology which made a difference in how the students
responded and were able to participate in the activity. Was able to address an off task
student that repeatedly did not follow instructions as to what was expected of him in
creating a nickname. He used an inappropriate name once, was asked to re-enter with
his correct name, and when he failed to a second time was asked to give his technology
back so that someone else who was being productive could use it. Ended up that all
students scored at least an 85 or above on the posttest with most having high impact
improvement.

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 Samples of Student Work:
Exit Slip Day 1:

Exit Slip Day 2:

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Worksheet Days 1&2

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34
35
Exit Slip Day 3:

Worksheet Day 3:

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38
Pre-Test:

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Post-Test:

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 References:
MA Health Curriculum Frameworks
Drugfreeworld.org
TheTruthAboutDrugs.org
Kidshealth.org
SmokingStinks.org

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