Substance Use/Abuse - Lakehead Universitynew-library.lakeheadu.ca/files/ocup_2_pc/5Units/PDFs/SubAbuse.pdf · Alice Paige and Donna Cox (Project Leader) Substance Use/Abuse ... Language,

True/False Quiz to Assess Knowledge Information SheetsWho Influences Me?

Messages About Drinking and SmokingMaking Decisions / Using a Model

Keeping HealthySharing the Message

Including:

February 2003

Written by:

Alice Paige and Donna Cox (Project Leader)

Substance Use/AbuseHealth and Physical Education

Length of Unit: approximately: 12.5 hours

A Unit for Grade 4/5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 4:37:52 PM

Substance Use/AbuseHealth and Physical Education A Unit for Grade 4/5



Renfrew County District School Board

Renfrew County District School Board

Based on a unit by:

A Unit for Grade 4/5Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which was developed in the province of Ontario by theMinistry of Education. The Planner provides electronic templates and resources to develop and share units to helpimplement the Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those ofthe Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers areencouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercialresources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry ofEducation, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

The Council of Ontario Directors of Education expresses its appreciation to the Boards who took the lead indeveloping these units on

The Arts, Grades 1-8

Health & Physical Education, Grades 1-8

Language, Grades 1-8

and to the many writers from District School Boards across the province.

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationCurriculum Services CanadaThe Ministry of Education, Curriculum and Assessment Policy Branch


Substance Use/Abuse Page 1

Health and Physical Education A Unit for Grade 4/5

Unit Overview

Task ContextThis unit is designed to help teachers give students the knowledge and skills they need to be tobacco oralcohol resistant. Grade 4 students identify the influences affecting the use of tobacco, as well as theeffects and legalities of tobacco use and healthy alternatives. The Grade 5 students identify the influencesaffecting alcohol use, as well as the effects and legalities of and healthy alternatives to alcohol use.Expectations have been clustered to make teaching both sets of expectations in a combined grade easier.The expectations in Grades 4 and 5 complement one another. The substances differ, but the samedecision-making, problem-solving, and refusal skills are used to prevent consumption of tobacco or alcohol.Prevention activities use whole class and grade groups within the class. Students learn about the majorharmful substances and what addiction means. They learn the short- and long-term effects of first- andsecond-hand smoke or alcohol use/abuse and identify advantages to being smoke or alcohol free. Studentsapply information and knowledge and write a storybook incorporating what they have learned in previoussubtasks as the Culminating Task.

Task SummaryChildren today begin experimenting with tobacco, alcohol, and drugs at an alarmingly early age, sometimesbefore they reach their teens. This is cause for concern. Consequently, the Healthy Living portion of TheOntario Curriculum includes expectations that ensure students participate in lessons specifically aboutsubstance use/abuse of: tobacco in Grade 4 and alcohol in Grade 5.Research has shown that students who are able to resist the pressures to experiment with, use or abusetobacco and alcohol share certain characteristics. They are confident, self-motivated learners who havedeveloped a range of techniques to deal with stress and peers. They use a consistent model to makedecisions, and are involved in activities that contribute to the development of a healthy lifestyle. They alsohave a good knowledge base about tobacco, alcohol, and drugs and can use this knowledge in making thedecision to not experiment or use. If in difficulty, they know how to access help.The Culminating Task assesses, through student demonstration, what they have learned. Links to theReading and Writing sections of the language curriculum are made. Assessment for this task is gradespecific, using a rubric built on grade expectations. Students in Grades 4 and 5 look at what influences theirdecisions. How do peers, family, and the media impact on the choices they make? Students learn what theshort- and long-term effects of tobacco and alcohol use are. They examine their own views and knowledge.They look at the consequences of and alternatives to using tobacco and alcohol.

Culminating Task AssessmentStudents demonstrate learning by authoring and illustrating a storybook designed to inform others about therisks associated with tobacco or alcohol use. Grade 4 students focus on tobacco while Grade 5 studentsfocus on alcohol. This culminating task is a writing activity that requires students to incorporate learning fromprevious subtasks. Planning, using a story map, revising, and self-editing strategies are all part of the writingprocess. A rubric, specific to each grade, is used to evaluate.

Links to Prior KnowledgePrior to beginning this unit, students in Grades 4 and 5 need to be able to:1. work in groups, pairs, and independently;2. read a variety of materials;3. formulate opinions;4. understand frequently used specialized terms;5. follow directions;6. communicate messages;7. listen to discussions;8. apply the rules of working with others;

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Unit Overview

9. create a variety of simple media projects;10. contribute ideas appropriate to the topic and listen to the ideas of others;11. identify basic elements of text and basic techniques that help convey the message in print and mediamaterials;12. make oral presentations;13. brainstorm ideas;14. write simple narratives, use rubrics for self and peer editing, and use story maps and editing checklists;15. use the Internet.

Considerations

Notes to TeacherThis Elementary Curriculum Unit has been written by a team of teachers for use by other teachers. Itrepresents the approach they took to help students achieve the knowledge and skills described in thecurriculum expectations. It is expected that teachers delivering the unit will use their professional judgment intailoring the teaching/learning to meet the needs and interests of their students and their communities.Teachers may choose to use all or part of the unit, use additional or different resources, develop additionalsubtasks, and/or use these units as a stimulus to develop their own units.

The times provided by the writers for the unit and each subtask are only approximations. Teachers shouldadjust the task times in consideration of the needs and interests of their students and the organization ofprogram in their school.

Each unit subtask contains strategies for teaching/learning and assessment, as well as assessmentrecording devices. Teachers may wish to adjust strategies based on their particular situations. Wherestrategies are changed, corresponding changes must be made to assessment recording devices.

Some activities in the unit may require written communication with parents and guardians to provideinformation, receive permission or request assistance. Teachers must follow school and board policies andprocedures when communicating with parents and guardians.

Units for combined grades provide examples of activities that could be used to meet the expectations foreach grade. Teachers must examine the expectations listed for each subtask to determine the approach tothe activities for each grade and how the instruction and assessment will be organized. Teachers may wishto develop additional activities specific to the expectations for each grade. Often the teacher must direct onegrade to work on an appropriate assignment while the teacher focuses the other grade on different content.

1. The URL's for the websites were verified by the writers prior to publication. Given the frequency withwhich these designations change, teachers should always verify the websites prior to assigning them forstudent use.

2. Teachers need to consult their board policies regarding use of any copyrighted materials. Beforereproducing materials for student use from printed publications, teachers need to ensure that their board hasa Cancopy licence and that this licence covers the resources they wish to use. Before screeningvideos/films with their students, teachers need to ensure that their board/school has obtained the appropriatepublic performance videocassette licence from an authorized distributor. Teachers are reminded that much ofthe material on the Internet is protected by copyright. Copyright is usually owned by the person ororganization that created the work. Reproduction of any work or substantial part of any work on the Internetis not allowed without the permission of the owner.

3. Ensure that students are aware of the nature of the Internet to enhance and support learning. Ensure thatstudents know and follow board policies related to Internet use.




Unit Overview

4. Students must be instructed to accept "no comment" as a valid answer to any questions, and to respectthat people may choose not to respond at all. Due to the personal nature of sections in this unit, teachersneed to be sensitive to personal experiences and support students in the disclosure or discussion ofsensitive issues. Encouraging students to talk about themselves only is recommended. They should avoidusing the names of others when relating or sharing.

5. Teachers must be sensitive to students who may have difficulty discussing certain issues related to drugsand alcohol.

6. Teachers should also deal with disclosures sensitively to support the students.

7. Teachers need to be familiar with their board's reporting policies and procedures regarding Family andChildren Services in the event of student disclosure.

8. Teachers provide students with a folder for handouts and worksheets.

9. There are a number of recent videos that teachers could use for this unit. Check resources available inyour board.

10. Contact your local Health Unit. They have access to pamphlets and brochures, programming, and otheritems that can enhance this unit.

11. When inviting speakers or guests into the classroom, it is suggested that teachers first consult with theirprincipal. Teachers must remain with students during the presentation. Some school boards have policiesabout guest speakers.

12. The Tobacco Control Act (TCA) is recent provincial legislation that makes it illegal to sell or providecigarettes or tobacco products to persons under 19. It also identifies areas where smoking is illegal.Employees of local Health Units, Tobacco Enforcement Officers (not the Police) ticket offenders and enforcethe TCA. They often visit local high schools and retail establishments to check on compliance. Those breakinglaws are warned or fined. A Tobacco Enforcement Officer could answer more specific questions.

13. Municipalities have the power to pass bylaws that are, in many cases, stricter than provincial laws. Theycannot pass laws that are less stringent than provincial laws.

14. Students often ask why smoking is legal. We know how harmful it is, and yet we allow it. The bestanswer is to say that smoking is unhealthy. As time passes, smoking has become less acceptable. It will taketime to lower smoking rates. Legislation, education, policies, and services to help smokers quit are all part ofthe strategies needed to reduce smoking rates and eventually eliminate smoking. An informed generation isthe best way to reduce or eliminate smoking.

15. Students often say that they know someone who has been smoking for years and doesn't have cancer,or that Grandpa lived to be 95, smoked two packs a day and was fine. Remind students about the costs ofbeing a smoker over a lifetime ... thousands of dollars. Review the effects of smoking as well, i.e., the smell,ashtray breath, stained hands and teeth, coughing, time spent in smoking isolation, wrinkles, black lungs filledwith tar, decreased circulation, etc. The chances of dying from a smoking-related disease become greaterthe more you smoke and the longer you smoke or are exposed to someone else's smoking. Remember, about45,000 Canadians die each year from smoking.

16. Students must be 19 to purchase, consume, or be in possession of alcohol. Students under 19 who drinkat home or with their friends are breaking the law, as are adults who provide minors with alcohol.




Unit Overview

17. Alcohol is a drug and, when abused, causes serious problems, even death. Students often falselyconsider alcoholics to be the people they see living on the streets. Alcoholism gets worse over time, and ifleft untreated, can result in individuals losing control of their lives.

AdaptationsAdaptations include adjustments for exceptional pupils, students with special education needs, and/orESL/ELD students. Teachers should consult students' Individual Educational Plans (IEP) for specific directionson required accommodations and/or modifications. Use the Teacher Companion (see Ontario Curriculum UnitPlanner) to browse, copy, or bookmark Special Education and ESL/ELD strategies.



Subtask List Page 1List of Subtasks

True/False Quiz to Assess Knowledge Students answer a true/false questionnaire to assess their knowledge about tobacco (Grade 4students) and alcohol (Grade 5 students). This introduces the unit by examining prior knowledge anddetermines learning needs. Following the quiz, information sheets are used to help correct the quizzesand provide students with background information. Students look over their quizzes and put a "K"beside items they knew previously and an "NK" beside items they consider "New Knowledge." Ifstudents have any questions, they are to be recorded and posted.

1

Information SheetsKnowing what they are getting into and making informed choices is part of how students look afterthemselves. Fact sheets give information on alcohol and tobacco use. Turning some of these facts intomessages of prevention develops student awareness and understanding. Making and displayingposters helps pass messages of prevention to younger students in the school.

2

Who Influences Me?Students consider who and what influences their lives. Media, family, and peers all influence us: whowe are, what we do, say, and believe. Messages are often mixed. By looking at behaviours, we seemore clearly what the message really is. Students look at styles and trends and define the factors thatinfluence the choices they make.

3

Messages About Drinking and SmokingIn lesson one, students determine the realities and consequences of tobacco and alcohol use byexamining ads about drinking and smoking. In lesson two, students demonstrate understanding bypreparing and presenting an advertisement that has an anti-smoking or anti-drinking message.

4

Making Decisions / Using a Model Knowing what to say or do, knowing how and when to say "No" is an important part of resistingtobacco and alcohol. Students examine scenarios around drinking and smoking, learn how to use adecision-making model, and develop a list of ways to say "No." All are intended to help studentsunderstand that there is a process involved in making healthy decisions.

5

Keeping HealthyMaking the commitment to remain alcohol and tobacco free is more likely to be permanent when astudent can identify ways to keep healthy and when he/she knows where to go for help should helpbe needed. Students participate in an aerobic-type activity, identify and develop a list of possiblehelpers, and learn how to contact them. Students make a personal plan by identifying the kinds ofthings they want to be doing in the short term and five or ten years from now. This highlights theadvantages of being smoke free. Connecting planning and healthy choices supports students.

6

Sharing the MessageStudents demonstrate learning by authoring and illustrating a storybook designed to inform othersabout the risks associated with tobacco or alcohol use. Grade 4 students focus on tobacco whileGrade 5 students focus on alcohol. This culminating task is a writing activity that requires students toincorporate learning from previous subtasks. Planning, using a story map, revising, and self-editingstrategies are all part of the writing process. A rubric, specific to each grade, is used to evaluate.

7

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Substance Use/Abuse Subtask 1True/False Quiz to Assess Knowledge

Health and Physical Education A Unit for Grade 4/5 mins40

Expectations4e62 – use some vocabulary learned in other subject

areas in simple contexts;4p12 – identify the major harmful substances found in

tobacco and explain the term addiction;4p13 – describe the short- and long-term effects of first-

and second-hand smoke, and identify theadvantages of being smoke-free;

5e55 – use vocabulary learned in other subject areas in avariety of contexts;

5p16 – describe the short- and long-term effects ofalcohol use and abuse;

5e22 • read a variety of fiction and non-fiction materials(e.g., novels, short stories, biographies, editorials)for different purposes;

4e29 • read independently, using a variety of readingstrategies;

DescriptionStudents answer a true/false questionnaire to assess their knowledge about tobacco (Grade 4 students) andalcohol (Grade 5 students). This introduces the unit by examining prior knowledge and determines learningneeds. Following the quiz, information sheets are used to help correct the quizzes and provide students withbackground information. Students look over their quizzes and put a "K" beside items they knew previously andan "NK" beside items they consider "New Knowledge." If students have any questions, they are to berecorded and posted.

GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesWorkbook/work SheetsReview

AssessmentA true/false quiz is given to determine whatstudents know and what they need to learnabout. The quiz is intended to introduce theunit. Questions developed following the quizshould be posted and will be referred to atthe end of the unit. This is a diagnosticassessment and as such, does not factorinto final assessment.

Assessment StrategiesQuizzes, Tests, Examinations

Assessment Recording Devices

Teaching / LearningTeachers must be sensitive to students who may have difficulty discussing certain issues related to drugs.

1. The teacher introduces the topics of tobacco (Grade 4) and alcohol (Grade 5) to the class in order to preparestudents for the following quiz to access their prior knowledge.

2. Teachers review the format for completing a true/false quiz about tobacco (Grade 4) or alcohol (Grade 5) withthe class. Students should read each question more than once until they are certain they understand it andchoose one answer only. Encourage students to use a best guess if they're not sure of the correct answer.

3. Tell the class they will be doing the quiz on their own and will have five to ten minutes to complete it.

4. To discuss the quiz, divide the class into grade groups. Students should exchange quizzes with other studentsin their grade or keep their own quiz. When discussing the quiz, the teacher might use a suitable Grade 5 studentto act as leader for the Grade 4s. At the same time, the teacher should lead the discussion about the quiz with theGrade 5 students.

5. The Information Sheets (BLMs 1.2 and 1.4) provide correct answers and more information. Once the quizzes

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Substance Use/Abuse Subtask 1True/False Quiz to Assess Knowledge


Resources

have been discussed, students indicate which items in the quiz are "K" for items they already knew and "NK" forthings they now know and have as new knowledge or information.

6. Students are to write out any further questions they might have.

7. Student questions should be recorded and displayed for future reference.

AdaptationsIn addition to consulting the student's IEP, adaptations may include but are not limited to the followingsuggestions.

Allow for accommodations for exceptional students and for reteaching so that students have opportunities tosuccessfully demonstrate prior knowledge and learning. The quiz is influenced by the student's ability to read andunderstand the vocabulary. Teachers might read and scribe or allow students to work with a buddy who could readand scribe for them. Giving students extra time or seating the student away from distractions may assist.

BLM 1.1 What Do You Know AboutTobacco? - Grade 4

BLM_1.1_Gr.4_TobaccoQuiz_S.cwk

BLM 1.2 Tobacco Information Sheet BLM_1.2_Tobacco_Answers_T.cwk

BLM 1.3 What Do You Know AboutAlcohol? - Grade 5

BLM_1.3_Gr.5_AlcoholQuiz_S.cwk

BLM 1.4 Alcohol Information Sheet BLM_1.4_Alcohol_Answers_T.cwk

Canadian Women's Health

Notes to Teacher1. When introducing the unit, it is best to remind students that they probably know someone who has beenaffected by another person's addiction to tobacco or alcohol. Although they might draw on these experiences,discussion in the class should be about the student and not someone else. Encourage students to look at theunit as information and learning for themselves and to look for things they can use in making decisions that willsupport quality of life.

2. The following items need to be photocopied:- class set of BLM 1.1 (Tobacco Quiz) and 1.3 (Alcohol Quiz);- class set of the Information Sheets, BLMs 1.2 (Tobacco) and 1.4 (Alcohol);

3. Make available:- chart paper;- folder for student work.

Teacher Reflections


Substance Use/Abuse Subtask 2Information Sheets


Expectations4e6 • produce media texts using writing and materials

from other media (e.g., a cartoon);4e22 – choose words that are most effective for their

purpose (e.g., to describe vividly);4e65 – present information to their peers in a focused

and organized form on a topic of mutual interest;4p12 – identify the major harmful substances found in

tobacco and explain the term addiction;5e20 – select and use words to create specific effects

(e.g., to create a mood);5p16 – describe the short- and long-term effects of

alcohol use and abuse;5e1 • communicate ideas and information for a variety of

purposes (e.g., to present and support a viewpoint)and to specific audiences (e.g., write a letter to anewspaper stating and justifying their position on anissue in the news);

4p13 – describe the short- and long-term effects of first-and second-hand smoke, and identify theadvantages of being smoke-free;

4a43 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate thoughts, feelings, and ideas forspecific purposes and to specific audiences (e.g.,create a poster for display in the school library tocommemorate a personal literary hero, using anadditive form of printmaking);

5a39 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate a range of thoughts, feelings, andideas for specific purposes and to specificaudiences (e.g., using electronic media, design aneye-catching title page for their science notebookthat clearly communicates the topic for a specificunit of study);

DescriptionKnowing what they are getting into and making informed choices is part of how students look afterthemselves. Fact sheets give information on alcohol and tobacco use. Turning some of these facts intomessages of prevention develops student awareness and understanding. Making and displaying postershelps pass messages of prevention to younger students in the school.

GroupingsStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesReviewDirected Reading-thinking ActivityMind Map

AssessmentStudents record information on toworksheets (BLM 2.1 and 2.2). Teachersassess what has been recorded to check forunderstanding before beginning the posters.Guidelines for poster development are listedin Teaching/Learning #7. Students assesstheir own poster, using the criteria.

Assessment StrategiesQuestions And Answers (oral)Performance TaskSelf Assessment

Assessment Recording DevicesChecklist

Teaching / Learning1. Revisit the Information Sheets on alcohol and tobacco from Subtask 1 (BLMs 1.2 and 1.4). Discuss each trueand false answer (with Grade 4 students and Grade 5 students, separately).

2. Create a mind map with all students to chart the information about tobacco in pictures, words, and symbols(Grade 4). This will be a review for Grade 5 students.

3. Grade 4 students review the information sheets and complete BLM 2.1, which asks students to list the




substances in tobacco, tell how smoking affects us, and explain the term addiction.

4. Grade 5 students review the Information Sheets on alcohol and complete BLM 2.2, which asks students to listthe short- and long-term effects of alcohol use/abuse and explain addiction.

5. Students should discuss orally (as a group or with a partner) what they have recorded on their worksheets.

6. Students are informed that they will be creating a poster. Students and teacher discuss thequalities/characteristics of an effective poster while examining several exemplary posters. The following ideas areprovided as a sample of possible criteria for an effective poster.

- Selling Point: A successful poster has information that is clear and convincing.- Simplicity: Keep it easy to look at, which means few visual elements as opposed to many.- Unity: This binds the poster together. A border or background colour conveys unity.- Balance: For a poster to have balance, the elements on one side must not overpower those on the other.Consider size, colour, and shape of the different elements of the poster.- Element of Surprise: Many posters deliver their message by using a larger-than-life clasp, a slanted view ofobjects, or whatever it takes to get the viewer's attention.- Workmanship: This is the quality of painting or colouring technique, lettering, and other items that make theposter complete.The Canadian Health Network, a site affiliated with Health Canada, offers additional information on substanceuse/abuse and tobacco.Possible Grade 4 Poster Content:

- list the harmful substances found in tobacco- define the word addiction- list long and short term effects of smoking including effects of second hand smoke- list benefits of being smoke-free

Possible Grade 5 Poster Content:- list the short and long term effects of drinking alcohol- define the word addiction

7. Students choose facts from the Information Sheets and use them to make a poster that informs others of therisks associated with tobacco or alcohol use. Encourage creativity. Ask students to choose messages they feel areespecially important and to highlight these in their posters. The poster uses a caption along with drawings orpictures from magazines. Students define messages from the Information Sheets and, in doing so, demonstrateunderstanding.

8. Students complete a self-assessment of their poster, using the criteria identified. The poster criteria (#6) areestablished with student input and recorded on chart paper, overhead, or chalkboard for future reference.

9. Share posters with others in the class.

10. Arrange to have the posters on display in a public space within the school. This allows messages to becommunicated and presented beyond the classroom.


The teacher may use a buddy to help read, give extra time to complete work, and use magazine pictures insteadof drawing. For students who are having difficulty getting started, the teacher might use sentence starters for theposter finishing the statement, "If you drink... " or "If you smoke... ".




Resources

BLM 2.1 Tobacco - Grade 4 BLM_2.1_Gr.4_Tobacco_S.cwk

BLM 2.2 Alcohol - Grade 5 BLM_2.2_Gr.5_Alcohol_S.cwk

Canadian Health Network

Crayon Crackdown Community Policing Committee or OPP

Notes to TeacherSome activities in the unit may require written communication with parents and guardians to provideinformation, receive permission or request assistance. Teachers must follow school and board policies andprocedures when communicating with parents and guardians.

1. For Subtask 2, students need the following:- copies of BLM 1.2 (Information Sheet on Tobacco) and 1.4 (Information Sheet on Alcohol)- a class set of BLM 2.1 Tobacco (Grade 4) and 2.2 Alcohol (Grade 5)- poster paper, a variety of drawing tools, and magazines- an area outside the classroom for display purposes

2. A program called Crayon Crackdown is available through your local Community Policing Association. Thisprogram gets paper bags from local LCBOs or other such outlets and has students draw a messagedirectly onto the bags. Bags are then returned to the stores and used to package purchases of wine, etc.Although students don't sign their names on the bags, the message is received by the consuming public.Anyone could visit their local outlet and arrange something similar. Outlets that sell cigarettes might beapproached and encouraged to participate in a smoking-prevention activity modelled on the above program.

Teacher Reflections


Substance Use/Abuse Subtask 3Who Influences Me?


Expectations4p4 • identify the influences (e.g., the media, peers,

family members) affecting the use of tobacco, aswell as the effects and legalities of, and healthyalternatives to, tobacco use.

5p4 • identify the influences (e.g., the media, peers,family) affecting alcohol use, as well as the effectsand legalities of, and healthy alternatives to, alcoholuse.

4e67 – use appropriate strategies to organize and carryout group projects (e.g., brainstorming, summarizing,reporting, giving and following instructions);

5e2 • use writing for various purposes and in a range ofcontexts, including school work (e.g., to summarizeinformation from materials they have read, to reflecton their thoughts, feelings, and imaginings);

DescriptionStudents consider who and what influences their lives. Media, family, and peers all influence us: who we are,what we do, say, and believe. Messages are often mixed. By looking at behaviours, we see more clearly whatthe message really is. Students look at styles and trends and define the factors that influence the choicesthey make.

GroupingsStudents Working In PairsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesWorkbook/work Sheets

AssessmentTeachers assess the Blackline Masters (3.1and 3.2) completed by the students in thissubtask. Students need to demonstrate theyhave used the information provided toidentify factors that influence their decisions.Teachers could design a rating scale toassess work.

Assessment StrategiesSelect Response

Assessment Recording DevicesRating Scale

Teaching / LearningTeachers should deal with disclosures sensitively to support the student.In dealing with cases of suspected abuse, teachers must follow board policy and procedures for reporting.

1. Students work with a same grade partner to brainstorm a list of who and what influences them.

2. Items on their list could include influences such as:- Advertising: Advertising exists to influence people and their decisions. It convinces us to buy or do things.- Peers: Everyone wants to be accepted. Sometimes we give in to pressure to help secure acceptance.- Rules and Laws: Most people do not break rules and laws; many fear consequences if they do. Sometimespeople deliberately break rules as a form of rebellion.- Health: Information helps people decide how to live.- Religion: People are influenced by how their religion deals with a particular issue.- Money: Choosing how to spend the money we have can influence what we do.- Curiosity: People like to try new things; the unknown can be exciting.- Dependence: Although this is not an influence to begin smoking or drinking, it is a reason why many peoplecontinue to smoke.- Self-esteem: This is the amount of satisfaction one has in one's self. People who have self-confidence tend tomake healthy choices.- Modelling: Young people duplicate what they see happening around them. Parents, teachers, athletes,musicians, and others' behaviours influence us.


Substance Use/Abuse Subtask 3Who Influences Me?


Resources

3. Discuss information on students' lists. Create an overhead of the collective student information (and add to it, asnecessary) to provide focus and assist the class in completing the next part of the subtask by using theinformation as a guide.

4. Discuss internal and external factors that influence our behaviour and decisions. A simple demonstration ofinternal and external influences would be the way we decide what to order from a menu in a restaurant. Internalinfluences would be things like dietary restrictions, food likes and dislikes, how hungry we are. External influencesmight be recommendations from friends, cost of food items, religious beliefs, time available to eat, Canada's FoodGuide recommendations.

5. Students complete BLM 3.1, Internal and External Influences (tobacco) and BLM 3.2, Internal and ExternalInfluences (alcohol).

6. Allow time for students to share with the whole class what has been written.

7. Store worksheets in student folders.

Adaptations

BLM 3.1 Internal and External Influences -Grade 4

BLM_3.1_Gr.4_IntrnlExtrnl_S.cwk

BLM 3.2 Internal and External Influences -Grade 5


Notes to Teacher1. For Subtask 3, students need copies of BLMs 3.1 and 3.2.2. Remind students to refer to the Alcohol and Tobacco Information Sheets (Subtask 1).3. Provide an overhead copy of the information in Teaching/Learning #3.

Teacher Reflections


Substance Use/Abuse Subtask 4Messages About Drinking and Smoking


Expectations4e27 • read a variety of fiction and non-fiction materials

(e.g., short novels, myths, biographies, shortarticles) for different purposes;

4p4 A • identify the influences (e.g., the media, peers,family members) affecting the use of tobacco, aswell as the effects and legalities of, and healthyalternatives to, tobacco use.

4p13 – describe the short- and long-term effects of first-and second-hand smoke, and identify theadvantages of being smoke-free;

5e22 • read a variety of fiction and non-fiction materials(e.g., novels, short stories, biographies, editorials)for different purposes;

5p4 A • identify the influences (e.g., the media, peers,family) affecting alcohol use, as well as the effectsand legalities of, and healthy alternatives to, alcoholuse.

4e1 A • communicate ideas and information for a variety ofpurposes and to specific audiences (e.g., write abrief research report on a class investigation forclassmates);

5e1 • communicate ideas and information for a variety ofpurposes (e.g., to present and support a viewpoint)and to specific audiences (e.g., write a letter to anewspaper stating and justifying their position on anissue in the news);

5e6 A • produce media texts using writing and materialsfrom other media (e.g., an advertisement for radio ortelevision);

5e48 • express and respond to ideas and opinionsconcisely, clearly, and appropriately;

5e60 – speak clearly when making presentations;

DescriptionIn lesson one, students determine the realities and consequences of tobacco and alcohol use by examiningads about drinking and smoking. In lesson two, students demonstrate understanding by preparing andpresenting an advertisement that has an anti-smoking or anti-drinking message.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesTask Cards

AssessmentStudents use a rating scale to help themchoose ads they feel are particularlyeffective. The teacher assesses thestudents' ads, noting understanding ofshort- and long-term effects of smoking(Grade 4) and alcohol (Grade 5).

Assessment StrategiesQuestions And Answers (oral)Performance Task

Assessment Recording DevicesRating Scale

Teaching / LearningTeachers need to be sensitive to students who may have difficulty discussing certain issues related todrugs.

Lesson 11. Allow time for students to look at a variety of print ads that promote smoking and drinking.

2. Discuss the visual appeal of these ads, e.g., scenarios, people, location.

3. Create task cards with the following eight questions. Have students meet in small groups to discuss thesequestions and possible answers as they examine an ad. Choose one student from each group to shareanswers with the rest of the class. Task cards could include the following:- What do you like about the pictures? (Point out the scenes that are beautiful: nature, colours, etc.)- What kind of people are chosen for these pictures? What do they have in common? (young, good-looking,


Substance Use/Abuse Subtask 4Messages About Drinking and Smoking


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healthy, etc.)- What types of things are these people doing in these pictures?- Does smoking or drinking help them in their activities?- Are all the people who smoke or drink beautiful or handsome? If so, what do the ads want us to believeabout people who drink or smoke?- Why do companies make their ads so attractive?- What does the ad not tell us? (Companies want to sell their products and their ads cover up the truth).- What message would be more realistic?

4. The teacher and students discuss how television and radio ads are similar and different from print ads.

Lesson 21. Have students respond to the following questions:- Are people influenced by the ads?- Should advertising for tobacco and alcohol be allowed?- How can advertising influence people not to drink or smoke?

2. Have students work in same-grade groups to create an ad (print or audio) that presents an anti-smoking oranti-drinking message, using BLM 4.1 to help them plan.

3. As a class or in small groups, have students listen to each other's ads and provide feedback, using ateacher-generated rating scale.

Adaptations

BLM 4.1 Messages Against Drinking andSmoking

BLM_4.1_CountrAdvertising_S.cwk

Notes to Teacher

Teacher Reflections


Substance Use/Abuse Subtask 5Making Decisions / Using a Model


Expectations4e66 – listen to others and stay on topic in group

discussion;4p14 – apply decision-making and assertiveness skills to

make and maintain healthy choices related totobacco use, and recognize factors that caninfluence decisions to smoke or to abstain fromsmoking (e.g., the media, family members, friends,laws).

5e61 – contribute ideas to help solve problems, and listenand respond constructively to the ideas of otherswhen working in a group;

5p17 – apply decision-making skills to make healthychoices about alcohol use, and recognize factors(e.g., the media, family members, friends, laws) thatcan influence the decision to drink alcohol;

5p18 – demonstrate resistance techniques (e.g.,avoidance, walking away) and assertiveness skills(e.g., saying no) to deal with peer pressure insituations pertaining to substance use and abuse.

DescriptionKnowing what to say or do, knowing how and when to say "No" is an important part of resisting tobacco andalcohol. Students examine scenarios around drinking and smoking, learn how to use a decision-making model,and develop a list of ways to say "No." All are intended to help students understand that there is a processinvolved in making healthy decisions.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesReciprocal TeachingWorkbook/work Sheets

AssessmentWhile students are working in groups andwhen they are sharing their ideas with thewhole class after filling in BLM 5.2, teachersrecord how each student has worked in theirgroup and how well they have grasped theconcept of using the decision-making model.

Assess each student's decision process,resistance techniques and assertivenessskills in the presentations.

Assessment StrategiesObservation

Assessment Recording DevicesAnecdotal Record


1. Students who have a plan or model to use when making choices and know what to say and do when pressuredare more likely to make healthy decisions. Students work in small groups, with a decision-making model. Theyneed to read over a number of scenarios and respond to them using the model provided.

a. Before teaching the decision-making model to the class, do the following exercise to demonstrate how theactions of one member of a group can affect the other members in some way (similar to the actions of one familymember affecting other family members). Ask the students to hold hands, as this symbolizes how family membersare bound together. Students get into a group, form a circle holding hands with their backs to each other. Giveeach group member a number. Have them walk slowly around and, as they walk, call out numbers. "All fives sitdown," "all twos jump up," "all ones start running," and so on.

b. Discuss what happens to the rest of the group or family when one person does something sudden or extreme.Why does this happen? When there is a person in a family who is abusing substances, the family experiencestheir sudden and extreme actions.




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2.a Introduce or review a decision-making model. The decision-making model provided (one of many to choosefrom) is step by step. The steps must be done in order as they help students learn how to make good choices.There are usually several possible answers, and students should be encouraged to focus away from "right" and"wrong" answers.

b. The teacher designs age-appropriate scenarios in keeping with the beliefs and values of the school community.An example of a Grade 4 scenario is: Your older brother is babysitting. He has some of his friends over. They aresmoking and ask if you want to try a cigarette. What do you? An example of a Grade 5 scenario is: Friends ofyour family are attending a party with you and your family. Everyone is having fun. When everyone wants to gohome, you realize your family's friends have had too much to drink and shouldn't be driving. You aren't old enoughto drive. What should you do?Work through the first scenario together. An overhead of BLM 5.1, Decision-Making Model, provides a reference tofollow step by step. The teacher explains each step in the process. Students then work through a number ofscenarios applying the decision-making process.

3.a Students brainstorm a list of ways to say "No," e.g., say "No," walk away, make an excuse, reverse thepressure ("Why are you making me feel uncomfortable?"), broken record (repeat No over and over). Record list onchart paper.

b. Discuss the meaning of assertiveness, i.e., doing or saying confidently what is in your own best interests.

4. Ask students to revisit the action plan in each of their decision-making scenarios and include resistancetechniques.

5. Each group selects a scenario, dramatizes the decision-making process and action plan including resistancetechniques and assertiveness skills.

Adaptations

BLM 5.1 Decision-Making Model (forOverhead)

BLM_5.1_ProblemSlvModel_OH.cwk

BLM 5.2 Using the Decision-Making Model BLM_5.2_P_S_MdlOrganizer_S.cwk




Notes to Teacher1. Decision-Making Model (sample)

Step 1: What is the Decision To Be Made?We have to know what the decision is about before we can think about what to decide.

Step 2: Suggest Possible SolutionsThere is often more than one solution. Brainstorm and include all possibilities. There are no right and wronganswers in brainstorming exercises. Ideas are good! What is influencing each possibility?

Step 3: Consider Consequences (what might happen)Once a number of solutions have been suggested, it is important to consider the consequences of each one.Are the solutions positive? Will any of them result in harm?

Step 4: Choosing the Best SolutionChoose one of the solutions as the preferred or best solution to follow. If there isn’t a good one redo step 2.Only one solution at a time can be tried out on a problem.

Step 5: Action PlanWe don’t know if a solution is effective until we actually use it. Develop an action plan to carry out your decision.

Step 6: AssessBy looking back on what we chose to do, we can see if it was successful or not. This step can be the end of thecycle if the problem was resolved successfully, or you can start again if the solution was not successful.

Note: The decision-making model is the same for tobacco or alcohol decision making.

2. Although some teachers might have students working in grade groups, this isn't entirely necessary. Allow timefor students to share.

3. Making a list of all the ways to say "No," and posting the list ends this subtask. Include all suggestions for"Saying No!" This list applies to both Grade 4 and 5.

Teacher Reflections


Substance Use/Abuse Subtask 6Keeping Healthy


Expectations4p13 – describe the short- and long-term effects of first-

and second-hand smoke, and identify theadvantages of being smoke-free;

5p4 • identify the influences (e.g., the media, peers,family) affecting alcohol use, as well as the effectsand legalities of, and healthy alternatives to, alcoholuse.

4e2 • begin to write for more complex purposes (e.g., topresent and discuss their opinions and viewpoints,to pose questions, to record information);

5e2 • use writing for various purposes and in a range ofcontexts, including school work (e.g., to summarizeinformation from materials they have read, to reflecton their thoughts, feelings, and imaginings);

5p16 – describe the short- and long-term effects ofalcohol use and abuse;

DescriptionMaking the commitment to remain alcohol and tobacco free is more likely to be permanent when a student canidentify ways to keep healthy and when he/she knows where to go for help should help be needed. Studentsparticipate in an aerobic-type activity, identify and develop a list of possible helpers, and learn how to contactthem. Students make a personal plan by identifying the kinds of things they want to be doing in the short termand five or ten years from now. This highlights the advantages of being smoke free. Connecting planning andhealthy choices supports students.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesWorkbook/work Sheets

AssessmentTeachers need to ensure studentsunderstand that heavy drinking or smokingwill negatively change their lives. A positiveoutlook, one that supports healthy choicesand goals, is preferred. Note inclusion ofshort and long term effects of tobacco(Grade 4) and alcohol (Grade 5) and healthyalternatives.

Assessment Strategies



Emphasis needs to be placed on a positive body image. Students should be encouraged to eat nutritious foods,be physically active on a daily basis and feel good about their physical appearance. Individual body weight shouldnot be discussed. This is a good opportunity to reinforce that body image as portrayed in the media is often notrealistic or desirable for most people.

Body shape and size are largely determined by heredity. It is important that children are healthy, active peoplewho feel good about themselves and their lives. Being comfortable with their bodies is a key step in developing agood sense of self. All children should be encouraged to establish a healthy eating pattern and participate inregular physical activity as a way to feel healthy, energetic and fit.– Content has been used/adapted from Discover Healthy Eating! A Teacher's Resource for Grades 1-8, 2000, withpermission from Toronto Public Health, Region of Peel Public Health and York Region Health Services, p. 9.

A person's physical and mental fitness impacts on how they feel and the choices they make. Physical fitness levelis the condition of muscles, lungs, and the amount of physical activity one can do before feeling tired and theamount of time it takes to recover from feeling tired.

1. Have students find a space in the gym or outside for themselves where they can do a series of running on the




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spot, neck and shoulder rolls, leg kicks, jumping jacks, and other similar movements. Have them maintain somemovement for 15 minutes. Music played while exercising makes it fun!

2. When they are finished, point out that if they were smoking even limited amounts, breathing in second-handsmoke, or drinking, these exercises would be harder or even impossible to do. Ask students to explain how heavydrinking and smoking affects physical performance level. Encourage students to include knowledge about thelong-term and short-term effects of alcohol or tobacco use and exposure to ETS in their answers.

3. Ask the students to recall one of the decisions they worked on in Subtask 5. Where could that person turn forhelp in the community? Discuss the following:- What kind of person would you tell your problems to? (a good listener, sympathetic, caring, understanding,trustworthy)- Should you talk to an outsider? What kind of help is there? (friend, counselling, support group) How do you askfor help? What do you say? (honest, truthful sharing)- There are many places to find help. If you talk to someone, and you don't get the help you think you need, don'tgive up. Keep talking and eventually you will find the right kind of help. You might want to talk to someone about afamily member's or friend's heavy drinking or smoking, or maybe you are smoking and know you need help to stop.

4. Ask the students to make a Help List of all those who could help. The list might include: friends, parents, otherrelatives, teacher, counsellor, nurse, doctor, priest or minister or rabbi, crisis line, Family and Children's Services,Community Alcoholism Centre, AA, Alateen, Al-Anon, women's shelter, school principal, baby sitter, etc.

5. Use a phonebook and look through the white and yellow pages to find other services near you. Studentsshould list phone numbers. Every community has some place for people turn to for help, and it is good to knowwhere they are in case we need them ourselves or for others we know. Internet sites are also sources of help.

6. BLM 6.1, Now and Then, asks students to assess where they are now and what they like doing. They includethoughts about themselves, their relationships with their parents/guardians and friends, their physical health, theirability to participate, their mental and emotional health, their appearance, their self-image, and whatever else theyfeel is important. They are asked to think about the kinds of things they want to be doing (sports, school, work andso on) in five years and in ten years and to keep their work in their unit folder.

Adaptations

BLM 6.1 Now and Then BLM_6.1_Now_and_Then_S.cwk


Alateen, AA, Al-Anon




Notes to Teacher1. The following items are needed:- a piece of music (something fast and trendy);- class copies of BLM 6.1;- a few local phone books, including a copy of the yellow pages;- chart paper to make the Help List;- access to the Internet.Teachers should preview any Internet sites before suggesting them. Teachers must ensure that students knowand follow board and school policies related to Internet use.

2. The Choices into Action program complements the activities in this subtask.

Teacher Reflections


Substance Use/Abuse Subtask 7Sharing the Message


Expectations4p4 A • identify the influences (e.g., the media, peers,

family members) affecting the use of tobacco, aswell as the effects and legalities of, and healthyalternatives to, tobacco use.

5p4 A • identify the influences (e.g., the media, peers,family) affecting alcohol use, as well as the effectsand legalities of, and healthy alternatives to, alcoholuse.

4e2 A • begin to write for more complex purposes (e.g., topresent and discuss their opinions and viewpoints,to pose questions, to record information);

5e3 A • organize information to convey a central idea,using well-developed paragraphs that focus on amain idea and give some relevant supportingdetails;

4e3 • organize and develop ideas using paragraphs(e.g., to tell a story);

4e7 • revise and edit their work, using feedback from theteacher and their peers;

4e8 • proofread and correct their final drafts, focusing ongrammar, punctuation, and spelling;

5e7 • revise and edit their work, seeking feedback fromothers and focusing on content, organization, andappropriateness of vocabulary for audience;

5e8 • proofread and correct their final drafts, focusing ongrammar, punctuation, and spelling;

DescriptionStudents demonstrate learning by authoring and illustrating a storybook designed to inform others about therisks associated with tobacco or alcohol use. Grade 4 students focus on tobacco while Grade 5 students focuson alcohol. This culminating task is a writing activity that requires students to incorporate learning fromprevious subtasks. Planning, using a story map, revising, and self-editing strategies are all part of the writingprocess. A rubric, specific to each grade, is used to evaluate.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesRead AloudStory Mapping

AssessmentEvaluate the story using the rubric provided.Teachers could use a summary test toassess knowledge and skills learned in theunit.

Assessment StrategiesPerformance Task

Assessment Recording DevicesChecklistRubric

Teaching / Learning1. Review and discuss the questions listed in Subtask 1. Have students look through their folders to review BLMscompleted in previous subtasks. Discuss what students have learned and answer any outstanding questions.

2. Introduce the Culminating Task by explaining the following:You are an author who has been hired by the Healthy Canadians' Book Company to write a story. It will contain ananti-tobacco or anti-alcohol message while entertaining the reader in an imaginative way. Your story will be part ofa series published for young Canadians to encourage them to live a healthy life.

3. Read a story to the class that delivers a message to the reader about smoking. Discuss what makes this storyeffective.

4. Ask how the author has introduced the story. What is the complication or problem, and what is the resolution?How does the author give us information about the main characters? What is the author preparing us for? What dowe learn about this character? Who is telling the story? Was the complication resolved in an acceptable way?

5. Students work with a partner and retell the story to one another orally. Teachers model and complete acause-and-effect chart with the whole class. On the board or overhead the teacher lists who, where, when, what,




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complication or problem, reaction, resolution. The class fills in the chart together to show how the main eventsresult in reactions as the plot develops.

6. Read and discuss the features of text and the importance of pictures when writing for an audience of this agegroup.

7. Make a list of criteria for the students to refer to as they plan and write their stories. Things to include are:- Topic (Grade 4 students write about tobacco; grade 5 students write about alcohol.);- Audience (who you are writing for... could be younger children, peers, or adults);- Point of View (who is going to tell the story ... first person (I or we), or third person (he, she, they)?;- Theme (what the message is);- Length (a short story);- Type (could be a series of journal entries, a play, fable, myth, folk tale, fairy tale, science fiction, modernfantasy... choose one);- Illustrations (in a style that suits the story);- Setting (when and where the story will take place);- Characters (human or animals with human characteristics);- Timelines (finished by...);- Other Items (each class should have a format students are familiar with to assist with spelling, grammar, revising,editing, etc.)

8. Review the rubric with the students.

9. Have the students work with a partner to brainstorm a list of story ideas. Record the list. Provide storybooks forstudents to look at to assist them to write for a particular audience.

10. Once students choosetheir topic, they individually complete the story map (BLM 7.1) and draft their story.

11. Students use the checklist (BLM 7.2 Revising and Editing Checklist) to revise and edit their stories.

12. Students read their finished stories to a small group. Ask groups to choose one story they thought met thecriteria especially well. Those stories should be read to the whole class.

13. Some suggestions for celebrating and making further use of the stories are:- donate them to the school library;- give each class in the school a few of the stories;- have some of them published in school newsletters or newspapers;- make a display in a public area in the school to highlight stories;- take their own story home so their families can read them.


A scribe might be used, a picture-only book with an oral explanation, doing a first copy only, using a computer, orworking with a partner are all suggestions to meet individual needs.

Culminating Task Rubric: Grade 4





BLM 7.1 Story Map BLM_7.1_Story_Map_S.cwk

BLM 7.2 Revising and Editing Checklist BLM_7.2_ReviseEdit_Chklst_S.cwk

Where There's Smoke Janet Munsil

Notes to Teacher1. Students need:- more than one day to complete the culminating task;- time to plan and complete their writing;- individual copies of BLM 7.1 Story Map, BLM 7.2, Revising and Editing Checklist, and the Culminating TaskRubric.

2. Copies of the story Where There's Smoke were distributed a few years ago to all school libraries inOntario.

3. Teachers need to provide paper and a variety of materials for illustrating. Computer-generated storiesand illustrations are acceptable.

4. Evaluate the culminating task using the rubric provided, which is specific to Grades 4 and 5 expectations.At the beginning of the subtask, teachers give each student a copy of the rubric and go over it carefullywith the class so students have a clear understanding of the expectations for assessment.

5. Once the stories have been completed, students should assess their own stories using the rubric andthen have peers assess them. Teachers use the same rubric to give a final evaluation.

Teacher Reflections


Blackline Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric


ST 7


ST 7

Blackline Master / File

BLM 1.1 What Do You Know About Tobacco? -Grade 4

BLM_1.1_Gr.4_TobaccoQuiz_S.cwk

ST 1

BLM 1.2 Tobacco Information SheetBLM_1.2_Tobacco_Answers_T.cwk

ST 1

BLM 1.3 What Do You Know About Alcohol? -Grade 5

BLM_1.3_Gr.5_AlcoholQuiz_S.cwk

ST 1

BLM 1.4 Alcohol Information SheetBLM_1.4_Alcohol_Answers_T.cwk

ST 1

BLM 2.1 Tobacco - Grade 4BLM_2.1_Gr.4_Tobacco_S.cwk

ST 2

BLM 2.2 Alcohol - Grade 5BLM_2.2_Gr.5_Alcohol_S.cwk

ST 2

BLM 3.1 Internal and External Influences - Grade4


ST 3

BLM 3.2 Internal and External Influences - Grade5


ST 3

BLM 4.1 Messages Against Drinking andSmoking

BLM_4.1_CountrAdvertising_S.cwk

ST 4

BLM 5.1 Decision-Making Model (for Overhead)BLM_5.1_ProblemSlvModel_OH.cwkTeachers use this with the whole class.

ST 5

BLM 5.2 Using the Decision-Making ModelBLM_5.2_P_S_MdlOrganizer_S.cwk

ST 5

BLM 6.1 Now and ThenBLM_6.1_Now_and_Then_S.cwk

ST 6

BLM 7.1 Story MapBLM_7.1_Story_Map_S.cwkStudents use this worksheet to plan their story.

ST 7

BLM 7.2 Revising and Editing ChecklistBLM_7.2_ReviseEdit_Chklst_S.cwkStudents use this worksheet when editing their writing.

ST 7

Print

A Workshop for Parents Who Are ConcernedAbout Children and Smoking

Alice PaigeThis workshop is intended to be given to parents whoare concerned about how they might keep their childrenfrom smoking. Available at 613-624-5334 (no cost).

Unit

Talk It OutMinistry of Health

This parent's guide to kids and smoking is available inFrench and English. It offers parents strategies to talkto their children about smoking. Copies are free andavailable by calling 1-800-268-1154.

Cat. # 2125856 (Eng.) 3125686 (Fr.)

Unit

Warning SignsJohn Kelly

Low self-esteem in children can cause addiction andviolence. This book is for parents and educators. Itoffers some insights into the problems and somesuggestions as to what to do about them.

0895264898

Unit

Where There's SmokeJanet Munsil & Michael Martchenko

Daisy and her father help one another. Daisy wants toquit biting her nails and Dad wants to quit smoking.

1-55037-290-4

Unit

Where There's SmokeJanet Munsil

This book was sent to all elementary schools in Ontarioor is available at book stores.

1-55037-290-4

ST 7

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 4:38:44 PM Page D-1


Resource List


Page 2

Media

Alcohol: Facts, Myths and DecisionsLocal Health UnitThis video could be used to introduce the topic or as areview at the end of the unit.

Unit

The Trouble With Tobacco (Grade 4)Local Health UnitThis video is available and could be used as a review orto introduce the topic.

Unit

Website

Alateen

A site for young people whose lives have been affectedby someone else's drinking.

http://www.al-anon.org/alateen.htmlUnit


Information on smoking, substance use/abuse, andaddiction is available.

http://canadian-health-network.caST 2


This site is affiliated with Health Canada. There is awealth of information, including phone numbers for helplines.

http://canadian-health-network.caST 6

Canadian Women's Health

This site has an extensive database and links todiscussion groups. You can ask health relatedquestions and get a response in three days or less.

http://cwhn.caST 1

Drugs and Alcohol

This site is for kids and offers a look at some of themany things in place to keep our youth safe.

http://www.ou.edu/oupd/kidsafe/start.htmUnit

Free lesson plans

Teachers looking for other lesson ideas will find them onthis site.

http://sano.camh.net/curriculumUnit

Medical Broadcasts

A library of videos can be viewed. Topics includeaddiction, alcohol, and tobacco use.

http://medbroadcast.comUnit

Surgeon General's Report for Kids

The U.S. Surgeon General has a report written for kidsabout smoking. This site is full of information and hasbeen designed for children.

http://www.cdc.gov/tobacco/sgr/sgr4kids/sgrmenu.htm

Unit

Virtual Party

This site is specific to alcohol. Users become a teenand follow him/her on a journey. Decision-making skillsare practised.

www.virtual-party.orgUnit

Parent Community

Alateen, AA, Al-Anon

Representatives from these groups are available to talkto others about drinking.

Your community phone bookST 6

Crayon CrackdownCommunity Policing Committee or OPPThis program is a public-awareness campaign aboutdrinking and driving.

ST 2

Health UnitsHealth Promotions Officer

Health Units have a selection of resources that schoolscan access on this topic. Telephone your local HealthUnit for more information.

Your county

Unit

Information Services for Students1-800-463-6273

This drug and alcohol information line lets students talkto someone who answers questions students mighthave about drug, alcohol, or tobacco use/abuse.

Centre for Addiction and Mental Health: Drug andAlcohol Information Line

Unit

Kids Help Line1-888-HELP-KIDSPosting this phone number offers students a chance totalk to someone if they have specific concerns.

Unit

Ontario Provincial PoliceLocal DetachmentThe OPPA has a program that uses puppets to educateelementary students about the risks associated withdrugs.

Unit

Smoker's Health Line1-877-513-5333Individuals who have questions about use or servicescan call this number and talk to an expert.

Unit

Tobacco Enforcement OfficerLocal Health UnitThe Tobacco Control Act is enforced by EnforcementOfficers who could talk to your students about thelegalities and the laws.

Unit

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 4:38:44 PM Page D-2

BLM 1.1What Do You Know About Tobacco?

Grade 4 Quiz

Answer True or False to each statement (T or F).

1. ____ Most high-school students smoke.

2. ____ Girls who smoke have a better chance of controlling their weight than girls who don’t smoke.

3.____ People who smoke can quit anytime they want.

4.____ Tobacco smoke contains more than 4700 different chemicals, 43 of which are known to cause cancer.

5.____ Smokers almost always begin smoking before the age of 18.

6.____ Over 90% of teens who smoke as few as 3 to 4 cigarettes a day become addicted to smoking and smoke for the next 30 to 40 years.

7.____ Tobacco related illnesses kill over 13 000 Ontario residents a year.

8.____ If your friends and family smoke, you are more likely to smoke.

9.____ You must be 19 to purchase cigarettes legally. Retail cigarette sales to minors (people under 19) are worth about $400 million in Canada annually.

10.____ Pregnant women who smoke or spend time with others who are smoking are causing harm to their unborn babies.

BLM 1.2Information Sheet on Tobacco

1. False.Most high-school students don’t smoke. Eight out of 10 males and seven out of 10 females say they would not date someone who smokes. Eighty-seven per cent of 12 to 14 year olds do not smoke, while 63% of secondary-school students don’t smoke.

2. False.Many female teenagers begin smoking because they believe it will control their weight. Smoking doesn’t make you thinner, and not smoking doesn’t make you fatter. Smoking does give you “ashtray” breath, yellow teeth and fingers, smelly hair and clothes, a reduced sense of taste and smell, wrinkled skin, and less spending money. Smoking is a passive activity, and those who don’t smoke are more active and fit than those who sit and smoke.

3. False.Over 90% of teenagers who smoke as few as three to four cigarettes a day can become habitual smokers for 30 to 40 years. Eight out of ten teens who try smoking get hooked. Only 5% of teen smokers think that they will be smoking in five years, but five years later, 80% of them are heavy smokers. Over half of the Grade 12 smoking students surveyed are unable to quit due to a nicotine addiction. It’s easier not to start than it is to quit. Nicotine can be more addictive than heroin and cocaine.

4. True.Tobacco contains nicotine, which is a powerful mood-altering substance that is extremely toxic and addictive. Tar is a dark, sticky combination of hundreds of chemicals, including poisons and cancer-causing substances that are deposited in the lungs of smokers and stored there. Someone who smokes inhales about 500 grams of tar in a year. Teeth, yellowed from smoking, can be cleaned, but there isn’t any way to remove tar from lungs. Tobacco contains carbon monoxide, which is a poisonous gas that replaces the oxygen in the smokers red blood cells. There are about 4,000 other chemicals, including ammomia, lead, benzene, arsenic, dioxin, and formaldehyde. Over 40 of these are known to cause cancer. When non-smokers are exposed to secondhand smoke they are at risk for the same ailments as those suffered by smokers. There is no safe level of smoking.

5. True.Nearly all smokers start before they turn 18. Smokers say they started smoking with their best friends. Remember, refusing to smoke has nothing to do with loyalty or friendship. Individuals over 18 are less easily influenced by advertising and peer pressure. More education assures they have a better understanding of the consequences of smoking. We see smoking... friends, family, actors, models, and others. There is no direct encouragement to smoke, but smoking is viewed and wrongfully portrayed as desirable. By knowing the facts and knowing how to say “no,” we will more likely do what is best for us. The tobacco industry’s future rests with new smoking recruits as established smokers die or quit. Almost all new smokers are children under 18. Advertisements can encourage young people to start smoking, smokers to keep smoking and smoke more, and quitters to start again.

Page 1

BLM 1.2Information Sheet on Tobacco

6. True.Over half of these smokers will die a premature death from a smoking-related disease before the age of 70 if they continue to smoke. Smokers become addicted and stay addicted even though they are aware of the short-and long-term effects of smoking. 80% of smokers would like to quit, 60% of those smokers try to quit and do so several times before stopping, but many are never able to quit. Tobacco-related illnesses kill more than 45,000 Canadians per year. That’s more than the total number of deaths from AIDS, traffic accidents, suicide, murder, fires, drug use, and accidental poisoning. Smoking is the only product that, when used as intended, can kill.

7. True.That’s over 35 people in Ontario each day. The costs medically and socially are tremendous. In Ontario the number-one public health problem is deaths from tobacco-related illnesses. Smoking is the single most important cause of preventable illness and premature death for Canadians. Environmental tobacco smoke, or second-hand smoke, is responsible for 4,000 deaths in Canada per year. It is air pollution caused by the smoke from the burning end of a cigarette and exhaled tobacco smoke. There is no safe level of ETS. It can cause asthma, coughing, sore eyes, middle-ear infections, headaches, breathing problems, and even lung cancer. Smokers pay taxes on each package of cigarettes they purchase. However, the dollars collected do not compensate the high health care costs or the premature loss of life as a result of smoking.

8. True.If your parents smoke, especially your mother, you are more likely to consider smoking. Smokers who talk to their children about smoking and how difficult it is to quit, or those who quit smoking, can reduce the likelihood of their children smoking. However, the best way to keep children from smoking is to make it unacceptable, so smoking is no longer accepted as part of what we do or how we live. There are fewer and fewer places and spaces that allow smoking. This makes it more difficult for people to smoke and encourages some to stop.

9. True.A billion or more cigarettes are consumed each year by children under age 19, resulting in retail sales of cigarettes worth more than an estimated $400 million in Canada annually. The average teen smoker spends $1,000 a year on cigarettes. The Tobacco Control Act of Ontario makes it illegal to sell or give tobacco to anyone under 19 years of age. Individuals can be fined up to $5,000 for smoking in a no-smoking area. Individuals, stores, or corporations can be fined up to $75,000 for providing or selling to minors. These restrictions are intended to promote smoke-free living but are not enough to prevent all youth from becoming smokers.

10. True.Unborn babies have no means of protecting themselves from exposure to ETS. An ultrasound screen used to record what happens when an unborn child is exposed to ETS (i.e., someone smoking) is alarming. The fetus curls into itself, breathing rate drops, and there is little movement as long as the smoky air remains. Smoking during pregnancy triples the risk of SIDS (Sudden Infant Death Syndrome). More than three times as many infants die from ETS-related SIDS than from child abuse or homicide. Exposure to ETS has been linked to low birth weight and increased risk of respiratory illnesses. Pregnant women should avoid smoking and ETS during pregnancy and after.

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BLM 1.3How Much Do You Know About Alcohol?

Grade 5 Quiz

Answer True of False (T or F)

1.____ Consuming excessive amounts of alcohol can be fatal.

2.____ How much you weigh makes a difference in how alcohol will affect you.

3.____ Coffee or a cold shower will sober up someone who has had too much to drink.

4.____ Alcohol is a factor in nearly half of all fatal traffic accidents in Canada.

5.____ Alcoholism is a disease and an addiction which results in harmful behaviour that is out of control.

6.____ Drinking to hide from problems, to be accepted by others, to avoid feeling scared, or to pretend you are somebody you're not leads to addiction.

7.____ Alcohol is a stimulant; it makes people think they have more energy.

8.____ Alcohol is a drug and as such needs to be treated with caution.

9.____ You can make another person stop drinking too much.

10.____ It is wise to call your parent or another responsible adult to pick you up instead of riding with a driver who has been drinking.

BLM 1.4Alcohol Information Sheet

1. True.Drinking large amounts of alcohol or drinking very quickly, as in binge drinking or chugging, can cause acute alcohol poisoning and even death. The smaller the person, the greater the risk. High doses of alcohol can produce sleep, higher doses still can produce a stupor or coma, where the respiratory system shuts down and the person is in a life-threatening situation. High doses of alcohol can also result in a hangover the following day, which is the body and brain’s response to alcohol assault: fatigue, headache, nausea, shakiness, bloodshot eyes, and confusion.

2. True.If a larger person and a smaller person drink the same amount of alcohol, the effects on the smaller person are usually greater. A person’s body is about 70% water. Larger bodies contain more water and can dilute more alcohol. Since most young people’s bodies are smaller, they can’t dilute alcohol well.

3. False.Time is the only thing that will make people sober. The liver filters alcohol from the blood and changes it into other chemicals for the body to use. But the liver can only work at a certain pace. Neither a shower nor coffee can speed it up.

4. True.In 1999, an estimated 2,500 drivers were fatally injured in traffic accidents. Just over 46% of drivers tested had been drinking and 40% of those were legally impaired. The highest proportion of alcohol impairment was found among 21 to 35 year olds. Mothers Against Drunk Drivers (MADD) was founded in response to tragic accidents involving alcohol. Although drinking and driving has declined, even one person driving impaired is too many.

5. True.Alcoholics are not just behaving badly or acting the way they do for some other reason. Some people are born with a greater tendency to become alcoholics. Genes and environment are involved in the development of the disease. No one sets out to become an alcoholic, and we have no way of knowing who will become alcoholic. If a person drinks to be accepted, to hide from their problems, to avoid feeling scared, to pretend to be somebody he/she is not, to escape or cope, or if someone uses alcohol as a reward, starts drinking at a young age, or lives within a family that abuses alcohol, then they are at risk.

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BLM 1.4Alcohol Information Sheet

6. True.An addiction is a disease resulting in behaviour that is out of control. It differs from a habit in that an addiction threatens or affects all or many significant areas of a person’s well-being: his/her family, job, social life, and health. An addicted person puts his/her addiction first, and it controls his/her life. As long as the addiction is active, his/her dependence on alcohol is such that he/she can’t get along without it. Addictions can lead to death if untreated. High alcohol consumption, loss of control, blackouts, withdrawal or having the shakes, health, psychological or social problems, a defensive attitude, and denial about drinking are all signs of addiction to alcohol.

7. False.Alcohol is a depressant, which means it slows you down. When you drink, alcohol is absorbed into your blood. The heart pumps the blood to your brain, where the alcohol gets into the brain cells. That’s why people who have had too much to drink can’t think clearly. People who suffer from depression are making their condition worse by drinking. Alcohol has an effect on all the body’s systems.

8. True.Alcohol is a drug and as such needs to be used sparingly, treated with caution and respect. This approach differs from popular beer commercials, which show happy, young people living the good life with beer to punctuate each of their activities. Individuals need to look carefully at the role of alcohol in their lives. A healthy lifestyle is the best choice.

9. False.Many people live with individuals who drink too much. Asking that person to stop or cut back on the drinking usually has little effect. An alcoholic needs treatment to recover from the disease of alcoholism. Living with excessive drinking becomes increasingly difficult, because alcoholism is a progressive disease, which means it gets worse as time passes. Life can seem very confusing for those living with alcoholism. Talking to someone you trust or asking for professional help will give you the support you need to understand you are not responsible for the actions of an alcoholic.

10. True.Driving with someone who is drunk or has been drinking puts your life at risk. Never accept a drive if you are unsure. Use any excuse you can to avoid driving with a drinker. It might save your life or another. Having a plan before you go out is important. Some children keep money for a cab or bus, arrange to stay away overnight, know someone they can call to pick them up or, in extreme cases, call the police to explain how and why they need help. Children of any age could find themselves in this situation. Being prepared and knowing what to do helps keep you safe.

Page 2

BLM 2.1Tobacco

1. Name some of the substances found in tobacco.

2. What are the long-term effects of tobacco use?

3. What are the short-term effects of tobacco use?

4. What is an addiction?

BLM 2.2 Alcohol

1. What are the long-term effects of alcohol abuse?

2. What are the short-term effects of alcohol use?

3. What is an addiction?

BLM 3.1Internal and External Influences

Tobacco – Grade 4

Influences can be both internal and external. By understanding what some of these influences are, we can examine how we make decisions. Decisions we make become actions and behaviours.

Work with a partner to complete this worksheet. Use the information from the overhead together with your own thoughts.

1. Factors that could encourage smoking:(Internal)

(External)

2. Factors that could discourage smoking:(Internal)

(External)

BLM 3.2Internal and External Influences

Alcohol – Grade 5

Influences can be both internal and external. By understanding what some of these influences are, we can examine how we make decisions. Decisions we make become actions and behaviours.

Work with a partner to complete this worksheet. Use the information from the overhead together with your own thoughts.

1. Factors that could encourage alcohol use and abuse:(Internal)

(External)

2. Factors that could discourage alcohol use and abuse:(Internal)

(External)

BLM 4.1Counter-Advertising

Group Members: Date: _________________

1. In your group, think of an advertising idea you could use to sell the benefits of not smoking or drinking.

2. Explain the benefits you want to emphasize in your advertisement.

3. Think about:- What is the scene or storyline?

- How will you deliver your message?

- What will you say?

- Will you use sounds, music...?

4. Be prepared to present your ad to the whole class.

Decision-Making Model(for Overhead)

Step 1: What is the decision to be made?

Step 2: Suggest possible solutions.

Step 3: Consider the consequences.

Step 4: Choose the best solution.

Step 5: Decide on an action plan.

Step 6: Was your plan successful?

BLM 5.1

BLM 5.2Using the Decision-Making Model

Step 1: Define the problem.

Step 2: Suggest some possible solutions.a)

b)

c)

d)

Step 3: Consider what might happen for each solution (both positive and negative).a) +

-

b) +

-

c) +

-

d) +

-

Step 4: Choose a solution from Step 2.

Step 5: Decide on an action plan.

Step 6: Was your plan successful? Explain on the back of this page.

BLM 6.1Now and Then

Student Name: __________________ Date: ___________________

1. What are some of the things you like and do today?

2. In five years time, you will grow and change. What are some of the things that you think you will like to do then? What do you think will influence your decisions?

3. In ten years time, what are some of the things that you think you will like to do then? What factors do you think will influence your decisions?

BLM 7.1Story Map

Title:

Main Characters:

Setting: Where? When?

Complication or Problem:

Resolution:

Words to use:

Beginning: How does the story begin? How do the characters get involved?

Middle: How does the complication or problem begin?

Ending: How do the characters solve the problem or complication?

BLM 7.2Revising and Editing Checklist

Answer “Yes” or “No” to each of the following:

1.____ The story is on topic.

2.____ There is an engaging beginning.

3.____ The middle of the story is connected to events from the beginning of the storyand leads to the ending.

4.____ The complication or problem is clear and easy to understand.

5.____ The problem or complication is developed and then resolved by the end of the story.

6.____ The characters are well developed and connected to the plot.

7.____ Language used is colourful and makes the story interesting.

8.____ There is sentence variety and style.

9.____ The title encourages the reader to read on.

10.____ The story is engaging and delights the reader.

11.____ Corrections for any spelling, grammar, or punctuation errors have beenmade.

12. Other:

“Yes” answers indicate items are complete.“No” items indicate areas where revisions and editing are needed.

Comments:

Expectationsfor this Subtask to Assess with this Rubric:

Understanding ofConcepts4p4, 4p12

Active Participation4p14

Communication ofRequired Knowledge4e2, 4p13

- demonstrates limited abilityto explain the term"addiction"- identifies the major harmfulsubstances found in tobaccowith limited effectiveness

- the student demonstrateslimited ability to communicatethe viewpoints associatedwith tobacco use- the student describes theshort- and long-term effectsof first- and second-handsmoke with limitedeffectiveness

- demonstrates some abilityto explain the term"addiction"- identifies the major harmfulsubstances found in tobaccowith some effectiveness

- in the storybook, thestudent demonstrates someuse of the decision makingprocess- the student shows somerecognition of the factors thatcan influence decisionswhether or not to smoke

- the student demonstratessome ability to communicatethe viewpoints associatedwith tobacco use- the student describes theshort- and long-term effectsof first- and second-handsmoke with someeffectiveness

- demonstrates considerableability to explain the term"addiction"- identifies the major harmfulsubstances found in tobaccowith considerableeffectiveness

- in the storybook, thestudent demonstratesconsiderable use of thedecision making process- the student showsconsiderable recognition ofthe factors that can influencedecisions whether or not tosmoke

- the student demonstratesconsiderable ability tocommunicate the viewpointsassociated with tobacco use- the student describes theshort- and long-term effectsof first- and second-handsmoke with considerableeffectiveness

- demonstrates thoroughability to explain the term"addiction"- identifies the major harmfulsubstances found in tobaccowith thorough effectiveness

- in the storybook, thestudent demonstratesthorough use of the decisionmaking process- the student shows completerecognition of the factors thatcan influence decisionswhether or not to smoke

- the student demonstratesthorough ability tocommunicate the viewpointsassociated with tobacco use- the student describes theshort- and long-term effectsof first- and second-handsmoke thoroughly

Level 1 Level 2 Level 3 Level 4

Culminating Task Rubric: Grade 4for use with Subtask 7 : Sharing the Messagefrom the Grade 4/5 Unit: Substance Use/Abuse

Student Name:Date:

- in the storybook, thestudent demonstrates limiteduse of the decision makingprocess- the student shows limitedrecognition of the factors thatcan influence decisionswhether or not to smoke

4e2 • begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information);

4p4 • identify the influences (e.g., the media, peers, family members) affecting the use of tobacco, as well as the effects and legalities of, and healthy alternatives to,tobacco use.

4p12 – identify the major harmful substances found in tobacco and explain the term addiction;

4p13 – describe the short- and long-term effects of first- and second-hand smoke, and identify the advantages of being smoke-free;

4p14 – apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use, and recognize factors that can influence decisions tosmoke or to abstain from smoking (e.g., the media, family members, friends, laws).

Category/Criteria

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Expectationsfor this Subtask to Assess with this Rubric:

Understanding ofConcepts5p4- ability to demonstrate anunderstanding of theinfluences, effects,legalities, and healthyalternatives affectingalcohol use

Communication ofRequired Knowledge5e3- ability to organize the story, toconvey a clear message5p16- describes short and long termeffects of alcohol use and abuse

Reasoning5e3, 5p4- ability to identify the risks associatedwith alcohol useActive Participation5pn, 5p18- applies a decision-making process toalcohol related scenarios- uses resistance techniques as a part ofdecision-making

- within the authoredstorybook, the studentdemonstrates limitedunderstanding of theinfluences, effects, legalitiesand healthy alternatives toalcohol use.

- within the story, the studentidentifies a few of the risksassociated with alcohol use.- applies few steps in thedecision-making process toalcohol related scenarios.- uses few resistancetechniques as part ofdecision-making.

- within the authoredstorybook, the studentdemonstrates someunderstanding of theinfluences, effects, legalitiesand healthy alternatives toalcohol use.

- the story provides someexplanation of the risksassociated with alcohol use.

- the student provides somedetails describing the shortand long term effects ofalcohol use and abuse.

- within the story, the studentidentifies some of the risksassociated with alcohol use.- applies some steps in thedecision-making process toalcohol related scenarios.- uses some resistancetechniques as part ofdecision-making.

- within the authoredstorybook, the studentdemonstrates a clearunderstanding of theinfluences, effects, legalitiesand healthy alternatives toalcohol use.

- the story provides a clearexplanation of the risksassociated with alcohol use.

- the student providessupporting details associatedwith the short and long termeffects of alcohol use andabuse.

- within the story, the studentidentifies many of the risksassociated with alcohol use.- uses all the steps in thedecision-making process andapplies to alcohol usescenarios.- includes a variety ofresistance techniques inaction plan.

- within the authoredstorybook, the studentdemonstrates a thoroughunderstanding of theinfluences, effects, legalitiesand healthy alternatives toalcohol use.

- the story provides athorough and completeexplanation of the risksassociated with alcohol use.

- the student providesinsightful details describingthe short and long termeffects of alcohol use andabuse.

- within the story, the studentidentifies all of the risksassociated with alcohol use.- includes a variety ofresistance techniques inaction plan.- uses all the steps in thedecision making process andapplies alcohol usescenarios.

Level 1 Level 2 Level 3 Level 4

Culminating Task Rubric: Grade 5for use with Subtask 7 : Sharing the Messagefrom the Grade 4/5 Unit: Substance Use/Abuse

Student Name:Date:

- the story provides a limitedexplanation of the risksassociated with alcohol use.

- the student provides fewdetails describing the shortand long term effects ofalcohol use and abuse.

5e3 • organize information to convey a central idea, using well-developed paragraphs that focus on a main idea and give some relevant supporting details;

5p4 • identify the influences (e.g., the media, peers, family) affecting alcohol use, as well as the effects and legalities of, and healthy alternatives to, alcohol use.

5p16 – describe the short- and long-term effects of alcohol use and abuse;

5p17 – apply decision-making skills to make healthy choices about alcohol use, and recognize factors (e.g., the media, family members, friends, laws) that can influencethe decision to drink alcohol;

5p18 – demonstrate resistance techniques (e.g., avoidance, walking away) and assertiveness skills (e.g., saying no) to deal with peer pressure in situations pertaining tosubstance use and abuse.

Category/Criteria

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Expectation List

Selected


Page 1

Assessed

English Language---Writing• communicate ideas and information for a variety of purposes and to specific audiences (e.g., write a brief research report on

a class investigation for classmates);14e1

• begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, torecord information);

1 14e2

• organize and develop ideas using paragraphs (e.g., to tell a story); 14e3

• produce media texts using writing and materials from other media (e.g., a cartoon); 14e6

• revise and edit their work, using feedback from the teacher and their peers; 14e7

• proofread and correct their final drafts, focusing on grammar, punctuation, and spelling; 14e8

– choose words that are most effective for their purpose (e.g., to describe vividly); 14e22

English Language---Reading• read a variety of fiction and non-fiction materials (e.g., short novels, myths, biographies, short articles) for different purposes; 14e27

• read independently, using a variety of reading strategies; 14e29

English Language---Oral and Visual Communication– use some vocabulary learned in other subject areas in simple contexts; 14e62

– present information to their peers in a focused and organized form on a topic of mutual interest; 14e65

– listen to others and stay on topic in group discussion; 14e66

– use appropriate strategies to organize and carry out group projects (e.g., brainstorming, summarizing, reporting, giving andfollowing instructions);

14e67

Health and Physical Education---Healthy Living• identify the influences (e.g., the media, peers, family members) affecting the use of tobacco, as well as the effects and

legalities of, and healthy alternatives to, tobacco use.1 24p4

– identify the major harmful substances found in tobacco and explain the term addiction; 24p12

– describe the short- and long-term effects of first- and second-hand smoke, and identify the advantages of being smoke-free; 44p13

– apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use, and recognizefactors that can influence decisions to smoke or to abstain from smoking (e.g., the media, family members, friends, laws).

14p14

The Arts---Visual Arts– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,

sculpting, printmaking) that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g.,create a poster for display in the school library to commemorate a personal literary hero, using an additive form ofprintmaking);

14a43

English Language---Writing• communicate ideas and information for a variety of purposes (e.g., to present and support a viewpoint) and to specific

audiences (e.g., write a letter to a newspaper stating and justifying their position on an issue in the news);25e1

• use writing for various purposes and in a range of contexts, including school work (e.g., to summarize information frommaterials they have read, to reflect on their thoughts, feelings, and imaginings);

25e2

• organize information to convey a central idea, using well-developed paragraphs that focus on a main idea and give somerelevant supporting details;

15e3

• produce media texts using writing and materials from other media (e.g., an advertisement for radio or television); 15e6

• revise and edit their work, seeking feedback from others and focusing on content, organization, and appropriateness ofvocabulary for audience;

15e7

• proofread and correct their final drafts, focusing on grammar, punctuation, and spelling; 15e8

– select and use words to create specific effects (e.g., to create a mood); 15e20

English Language---Reading• read a variety of fiction and non-fiction materials (e.g., novels, short stories, biographies, editorials) for different purposes; 25e22

English Language---Oral and Visual Communication• express and respond to ideas and opinions concisely, clearly, and appropriately; 15e48

– use vocabulary learned in other subject areas in a variety of contexts; 15e55

– speak clearly when making presentations; 15e60

– contribute ideas to help solve problems, and listen and respond constructively to the ideas of others when working in a group; 15e61

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Expectation List

Selected


Page 2

Assessed

Health and Physical Education---Healthy Living• identify the influences (e.g., the media, peers, family) affecting alcohol use, as well as the effects and legalities of, and healthy

alternatives to, alcohol use.2 25p4

– describe the short- and long-term effects of alcohol use and abuse; 35p16

– apply decision-making skills to make healthy choices about alcohol use, and recognize factors (e.g., the media, familymembers, friends, laws) that can influence the decision to drink alcohol;

15p17

– demonstrate resistance techniques (e.g., avoidance, walking away) and assertiveness skills (e.g., saying no) to deal withpeer pressure in situations pertaining to substance use and abuse.

15p18

The Arts---Visual Arts– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,

sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specificaudiences (e.g., using electronic media, design an eye-catching title page for their science notebook that clearlycommunicates the topic for a specific unit of study);

15a39

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Expectation Summary


Selected Assessed

English Language4e1 1 4e2 11 4e3 1 4e4 4e5 4e6 1 4e7 1 4e8 1 4e9 4e104e11 4e12 4e13 4e14 4e15 4e16 4e17 4e18 4e19 4e204e21 4e22 1 4e23 4e24 4e25 4e26 4e27 1 4e28 4e29 1 4e304e31 4e32 4e33 4e34 4e35 4e36 4e37 4e38 4e39 4e404e41 4e42 4e43 4e44 4e45 4e46 4e47 4e48 4e49 4e504e51 4e52 4e53 4e54 4e55 4e56 4e57 4e58 4e59 4e604e61 4e62 1 4e63 4e64 4e65 1 4e66 1 4e67 1 4e68 4e69 4e70

French as a Second Language4f1 4f2 4f3 4f4 4f5 4f6 4f7 4f8 4f9 4f104f11 4f12 4f13 4f14 4f15 4f16 4f17 4f18 4f19 4f20

Mathematics4m1 4m2 4m3 4m4 4m5 4m6 4m7 4m8 4m9 4m104m11 4m12 4m13 4m14 4m15 4m16 4m17 4m18 4m19 4m204m21 4m22 4m23 4m24 4m25 4m26 4m27 4m28 4m29 4m304m31 4m32 4m33 4m34 4m35 4m36 4m37 4m38 4m39 4m404m41 4m42 4m43 4m44 4m45 4m46 4m47 4m48 4m49 4m504m51 4m52 4m53 4m54 4m55 4m56 4m57 4m58 4m59 4m604m61 4m62 4m63 4m64 4m65 4m66 4m67 4m68 4m69 4m704m71 4m72 4m73 4m74 4m75 4m76 4m77 4m78 4m79 4m804m81 4m82 4m83 4m84 4m85 4m86 4m87 4m88 4m89 4m904m91 4m92 4m93 4m94 4m95 4m96 4m97 4m98 4m99 4m1004m101 4m102 4m103 4m104 4m105 4m106 4m107 4m108 4m109 4m1104m111 4m112 4m113 4m114 4m115 4m116 4m117 4m118 4m119

Science and Technology4s1 4s2 4s3 4s4 4s5 4s6 4s7 4s8 4s9 4s104s11 4s12 4s13 4s14 4s15 4s16 4s17 4s18 4s19 4s204s21 4s22 4s23 4s24 4s25 4s26 4s27 4s28 4s29 4s304s31 4s32 4s33 4s34 4s35 4s36 4s37 4s38 4s39 4s404s41 4s42 4s43 4s44 4s45 4s46 4s47 4s48 4s49 4s504s51 4s52 4s53 4s54 4s55 4s56 4s57 4s58 4s59 4s604s61 4s62 4s63 4s64 4s65 4s66 4s67 4s68 4s69 4s704s71 4s72 4s73 4s74 4s75 4s76 4s77 4s78 4s79 4s804s81 4s82 4s83 4s84 4s85 4s86 4s87 4s88 4s89 4s904s91 4s92 4s93 4s94 4s95 4s96 4s97 4s98 4s99 4s1004s101 4s102 4s103 4s104 4s105 4s106 4s107 4s108 4s109 4s1104s111 4s112 4s113 4s114 4s115 4s116 4s117 4s118 4s119 4s1204s121 4s122 4s123

Social Studies4z1 4z2 4z3 4z4 4z5 4z6 4z7 4z8 4z9 4z104z11 4z12 4z13 4z14 4z15 4z16 4z17 4z18 4z19 4z204z21 4z22 4z23 4z24 4z25 4z26 4z27 4z28 4z29 4z304z31 4z32 4z33 4z34 4z35 4z36 4z37 4z38 4z39 4z404z41 4z42 4z43 4z44 4z45 4z46 4z47 4z48 4z49 4z504z51 4z52 4z53 4z54 4z55 4z56 4z57 4z58 4z59 4z604z61 4z62

Health & Physical Education4p1 4p2 4p3 4p4 21 4p5 4p6 4p7 4p8 4p9 4p104p11 4p12 2 4p13 4 4p14 1 4p15 4p16 4p17 4p18 4p19 4p204p21 4p22 4p23 4p24 4p25 4p26 4p27 4p28 4p29 4p304p31 4p32 4p33 4p34 4p35 4p36

The Arts4a1 4a2 4a3 4a4 4a5 4a6 4a7 4a8 4a9 4a104a11 4a12 4a13 4a14 4a15 4a16 4a17 4a18 4a19 4a204a21 4a22 4a23 4a24 4a25 4a26 4a27 4a28 4a29 4a304a31 4a32 4a33 4a34 4a35 4a36 4a37 4a38 4a39 4a404a41 4a42 4a43 1 4a44 4a45 4a46 4a47 4a48 4a49 4a504a51 4a52 4a53 4a54 4a55 4a56 4a57 4a58 4a59 4a604a61 4a62 4a63 4a64 4a65 4a66 4a67 4a68 4a69 4a70

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Expectation Summary


Selected Assessed

English Language5e1 2 5e2 2 5e3 1 5e4 5e5 5e6 1 5e7 1 5e8 1 5e9 5e105e11 5e12 5e13 5e14 5e15 5e16 5e17 5e18 5e19 5e20 15e21 5e22 2 5e23 5e24 5e25 5e26 5e27 5e28 5e29 5e305e31 5e32 5e33 5e34 5e35 5e36 5e37 5e38 5e39 5e405e41 5e42 5e43 5e44 5e45 5e46 5e47 5e48 1 5e49 5e505e51 5e52 5e53 5e54 5e55 1 5e56 5e57 5e58 5e59 5e60 15e61 1 5e62 5e63 5e64 5e65 5e66

French as a Second Language5f1 5f2 5f3 5f4 5f5 5f6 5f7 5f8 5f9 5f105f11 5f12 5f13 5f14 5f15 5f16 5f17 5f18

Mathematics5m1 5m2 5m3 5m4 5m5 5m6 5m7 5m8 5m9 5m105m11 5m12 5m13 5m14 5m15 5m16 5m17 5m18 5m19 5m205m21 5m22 5m23 5m24 5m25 5m26 5m27 5m28 5m29 5m305m31 5m32 5m33 5m34 5m35 5m36 5m37 5m38 5m39 5m405m41 5m42 5m43 5m44 5m45 5m46 5m47 5m48 5m49 5m505m51 5m52 5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m605m61 5m62 5m63 5m64 5m65 5m66 5m67 5m68 5m69 5m705m71 5m72 5m73 5m74 5m75 5m76 5m77 5m78 5m79 5m805m81 5m82 5m83 5m84 5m85 5m86 5m87 5m88 5m89 5m905m91 5m92 5m93 5m94 5m95 5m96 5m97 5m98 5m99 5m1005m101 5m102 5m103 5m104 5m105 5m106 5m107 5m108 5m109 5m1105m111 5m112 5m113 5m114 5m115 5m116 5m117 5m118 5m119 5m1205m121 5m122 5m123 5m124

Science and Technology5s1 5s2 5s3 5s4 5s5 5s6 5s7 5s8 5s9 5s105s11 5s12 5s13 5s14 5s15 5s16 5s17 5s18 5s19 5s205s21 5s22 5s23 5s24 5s25 5s26 5s27 5s28 5s29 5s305s31 5s32 5s33 5s34 5s35 5s36 5s37 5s38 5s39 5s405s41 5s42 5s43 5s44 5s45 5s46 5s47 5s48 5s49 5s505s51 5s52 5s53 5s54 5s55 5s56 5s57 5s58 5s59 5s605s61 5s62 5s63 5s64 5s65 5s66 5s67 5s68 5s69 5s705s71 5s72 5s73 5s74 5s75 5s76 5s77 5s78 5s79 5s805s81 5s82 5s83 5s84 5s85 5s86 5s87 5s88 5s89 5s905s91 5s92 5s93 5s94 5s95 5s96 5s97 5s98 5s99 5s1005s101 5s102 5s103 5s104 5s105 5s106 5s107 5s108 5s109 5s1105s111 5s112 5s113 5s114 5s115 5s116 5s117 5s118 5s119 5s1205s121 5s122 5s123 5s124 5s125 5s126 5s127 5s128

Social Studies5z1 5z2 5z3 5z4 5z5 5z6 5z7 5z8 5z9 5z105z11 5z12 5z13 5z14 5z15 5z16 5z17 5z18 5z19 5z205z21 5z22 5z23 5z24 5z25 5z26 5z27 5z28 5z29 5z305z31 5z32 5z33 5z34 5z35 5z36 5z37 5z38 5z39 5z405z41 5z42 5z43 5z44 5z45 5z46 5z47 5z48

Health & Physical Education5p1 5p2 5p3 5p4 22 5p5 5p6 5p7 5p8 5p9 5p105p11 5p12 5p13 5p14 5p15 5p16 3 5p17 1 5p18 1 5p19 5p205p21 5p22 5p23 5p24 5p25 5p26 5p27 5p28 5p29 5p305p31 5p32 5p33 5p34 5p35 5p36 5p37 5p38 5p39 5p40

The Arts5a1 5a2 5a3 5a4 5a5 5a6 5a7 5a8 5a9 5a105a11 5a12 5a13 5a14 5a15 5a16 5a17 5a18 5a19 5a205a21 5a22 5a23 5a24 5a25 5a26 5a27 5a28 5a29 5a305a31 5a32 5a33 5a34 5a35 5a36 5a37 5a38 5a39 1 5a405a41 5a42 5a43 5a44 5a45 5a46 5a47 5a48 5a49 5a505a51 5a52 5a53 5a54 5a55 5a56 5a57 5a58 5a59 5a605a61 5a62 5a63 5a64 5a65 5a66 5a67 5a68 5a69

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 4:38:57 PM Page G-2


Page 1Unit Analysis


1 Anecdotal Record2 Checklist2 Rating Scale1 Rubric

Assessment Strategies

1 Observation3 Performance Task2 Questions And Answers (oral)1 Quizzes, Tests, Examinations1 Select Response1 Self Assessment

Groupings

5 Students Working As A Whole Class3 Students Working In Pairs3 Students Working In Small Groups5 Students Working Individually

Teaching / Learning Strategies

1 Directed Reading-thinking Activity1 Mind Map1 Read Aloud1 Reciprocal Teaching2 Review1 Story Mapping1 Task Cards4 Workbook/work Sheets

Analysis Of Unit Components

7 Subtasks 50 Expectations 40 Resources 43 Strategies & Groupings

-- Unique Expectations -- 25 Language Expectations 8 Health & Physical Education 2 Arts Expectations

Resource Types

2 Rubrics 14 Blackline Masters 0 Licensed Software 5 Print Resources 2 Media Resources 9 Websites 0 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 8 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01* March, 2001* Open Printed on Feb 10, 2003 at 4:39:28 PM Page H-1

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