Office of Curriculum, Technology, & Assessment

Program Title: Smoking Stinks
Program Length: 50 Min
Delivery Method: Video Conferencing
Program Provider: National Science Center
Site Limit: 2 Schools
Additional Information: http://www.nscdiscovery.org/

Description: This interactive VTC program can be used by itself, or in combination with the parent and/or the teacher modules on smoking. This live program is available for broadcast during normal school hours and is meant to complement smoking-related activities already ongoing in the school. The aim of these programs is to address students, teachers, and parents in order to facilitate a cultural change in the school and home.

This program, presented by Dr. Bill, is aimed at 7th and 8th graders in order to familiarize them with the health effects of smoking. Dr. Bill talks about the type of toxins in cigarette smoke and how each of these affects the lungs, the heart, the blood system and bones. As part of this 50-minute program, Dr. Bill asks that students bring in cigarette advertisements and he calls on students to put the advertisements on the document camera and discusses with the class the types of messages that advertisers use to entice people to smoke. Dr. Bill also reviews cigarette warning labels and discusses the medical meanings of each warning label. This is a highly interactive program and there is ample opportunity for students to ask questions.

SD HEALTH EDUCATION CONTENT STANDARDS
3-5

STANDARD/GOAL ONE:
Students will understand health promotion and disease prevention concepts and practices.

INDICATOR 1: Students will evaluate how personal behavior can impact the health of self, peers, and family.
Grade Three

4. describe healthy and unhealthy practices affecting self and family, e.g. protective gear, emergency phone numbers.

Grades Four

4. describe healthy and unhealthy practices affecting self and family, e.g. seat belts, eating breakfast.

Grade Five

analyze and model healthy practices affecting self and family, e.g., inline skating.

STANDARD/GOAL THREE:
Students will understand the benefits of practicing health-enhancing behaviors which reduce health risks.

INDICATOR 1: Students will evaluate health-enhancing behaviors which promote wellness.
Grade Three

1. explain reasons for medicine and chemical substance use or abuse.
2. examine the positive or negative influence of friends.
3. identify common problems which may interfere with health and well being.

Grade Four

1. explain reasons why people do or do not abuse specific drugs.
2. describe how friends can positively or negatively influence one's behavior.
3. list appropriate methods to deal with everyday problems, e.g., talk to a teacher/adult.

Grade Five

1. explain the effects of alcohol, tobacco and other drugs on the body.
2. identify factors that cause people to use or misuse drugs.
3. determine how peers can influence individual and/or group behavior.
4. select and use appropriate strategies to deal with everyday problems, e.g., coping skills.

SD HEALTH EDUCATION CONTENT STANDARDS
6-8

STANDARD/GOAL ONE:
Students will understand health promotion and disease prevention concepts and practices.

INDICATOR 1: Students will evaluate how personal behavior can impact the health of self, peers, and family.
Grade Six

3. identify practices that improve levels of health for self and family, e.g., eating a balance, nutritious diet.

Grade Seven

4. investigate practices that improve levels of health for self and family, e.g., regular physical activity.

Grade Eight

3. analyze health practices which demonstrate an improved level of health for self and family, e.g., determining the effect of good sleep habits.

STANDARD/GOAL THREE:
Students will understand the benefits of practicing health-enhancing behaviors which reduce health risks.

INDICATOR 1: Students will evaluate health-enhancing behaviors which promote wellness.
Grade Six

1. explore the various effects of risky behavior on health, e.g., sedentary lifestyle/ obesity, poor athletic performance.
2. identify examples of peer pressure which result in risky behaviors, e.g., use of alcohol, other drugs.
3. identify various techniques to promote life-long wellness, e.g., eating a well-balanced diet, regular physical activity.

Grade Seven

1. investigate short and long term effects of risky behavior on health, e.g., tobacco use /bad breath, addiction;
2. describe examples of peer and family influences which result in risky behaviors, e.g., use of tobacco by parent or older sibling.
3. explore various techniques to promote life-long wellness, e.g., anger management.

Grade Eight

1. describe short and long term effects of risky behavior on health, e.g., alcohol/FAS; sexual activity/STDs; smoking/lung disease.
2. analyze types of peer pressure which result in risky behaviors, e.g., use of alcohol, other drugs, sexual activity.
3. utilize various techniques to promote life-long wellness, e.g., stress management, wearing seatbelts/helmets.

NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.

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