PA STANDARDS:
10.2.9.E – Explain the interrelationship between the environment and personal
health.
SPECIFIC BEHAVIORAL OBJECTIVES:
Cognitive:
The
student will explain why teens begin smoking.
The student will
explain how the media influence teen’s choice to smoke.
CONTENT OUTLINE:
I. How to be tobacco free
A. Why teens start to use tobacco
i. Tobacco – a false crutch
ii. They think it will help deal with stress
iii. A form of weight control
iv. Not an effective way to cope with weight
or stress
v. Most new users become addicted very
quickly
vi. Tobacco also reduces a person’s capacity
for aerobic exercise
B. Tobacco: False Independence
i. Smoking makes some teens feel mature
ii. Some teens smoke in order to be accepted
by their peers or to form a friendship
C. Tobacco and the Media
i. Many teens use because of the images they
see in the media
ii. Tobacco companies spend billions of
dollars on advertising or media messages to influence behaviors.
iii. Tobacco ads are designed to attract
young people.
iv. Show tobacco user’s as athletic, fun
loving, free spirits
v. Study by Surgeon General shows a direct
link between tobacco ads and smoking
D. The tobacco Mask – smokers in advertising
and the media do not show their real faces.
The image of tobacco use in
the media is just the opposite of reality.
i. Image: smokers are healthy, athletic,
rebels, mature, and attractive
ii. Reality: Smokers are sickly, constantly
short of breath, social outcasts, dependent on a drug, and prematurely aged.
II. Surgeon General’s Warning – Health warnings
placed on tobacco products that identify health risks.
A. Initial Warning – 1966
B. Surgeon General’s – First Time 1970
C. Examples of Warnings
1.
Quitting smoking now greatly reduces serious health risks
2.
Cigarette smoke contains Carbon Monoxide
3.
Smoking causes lung cancer, heart disease, and emphysema
D. Selling strategies
i. Bandwagon – these ads suggest everyone is doing
it or using it
ii. Card stacking – ads give one sided views of
their products
iii. Down – home appeal – these ads show average
people recommending the product
iv. Fact vs. Opinion – statements that are opinions
that can’t be, or haven’t
v. Fantasy – unreal features and powers (giants,
superhuman strength, and athletic prowess) are part
of the ad and become associated with the product.
vi. Humor – an ad that makes people laugh
vii. Glittering Generality – These ads use
expressions such as great, the best. These claims have no factual basis.
viii. Sensory – images or sounds in the ads are
appealing to the senses
ix. Statistics – buyers seem to be impressed by
statistics, but ads usually do not explain what study or who did the research.
x. Testimonial – well known people claim they used
the product and loved it
xi. Transfer – an attractive, sociable, sexy or well
dressed person sells the product. Buyers
imagine when they use the
product, they will either meet or become like this person
METHODS/LEARNING
EXPERIENCES:
Introductory:
(5 minutes)
Welcome
the class. Take attendance. At The Bell question, “Explain
why tobacco is addictive and how
secondhand smoke affects children. Hand
back any student work during this time
and set up the videos to be shown. Go
over at the bell question, and ask students who would like to share their answers.
Developmental:
(35 minutes)
Begin class by handing out an article on Smoking
and tobacco. Inform the students that they will read the article on
their own. When they are finished
reading, they are going to sit quietly
and wait for the rest of the class to finish.
After the entire class reads the article, the teacher will ask questions pertaining to what they just
read. Teacher will go over facts, why teens smoke, and how the media influences teens
to smoke. After going over the article
go over the surgeon
general’s warnings and have students write down information on their
articles. After going over all the information explain to students they
will be creating an advertisement against
tobacco use. Before handing out the
rubric show the Flinstone’s video of promoting Winston
Cigarettes, and the Truth videos that are against tobacco use. http://video.google.com/videosearch?q=tobacco+ads&hl=en&emb=0&aq=f# and http://www.thetruth.com/videos/. After watching the videos, hand out the
rubric and go over the
project with students. Place students
into groups of three. The students will
be allowed the rest of the period to
meet with each other and discuss how they are going to create their advertisement.
Culminating:
(2 minutes)
End class by asking
students how far they have come on their project. Next ask students what are some of the different ways tobacco companies use
the media to influence you to smoke. Have students collect their belongings and
wait for the bell to ring.
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