Tobacco+and+smoking

Tobacco thematic classroom resources 
[|Download the PDF toolkit] __(which contains all the lesson plans linked to below)__


 * Lesson sequence of TIG tobacco lessons**
 * **Section One** ||
 * [|Chart the Effects of Smoking] .............. || [|My Story - Personal Narrative] ................ || [|Warning Labels] ....................... ||
 * **Section Two** ||
 * [|Act Up, Butt Out] || [|Two Thumbs Up] ||  ||
 * **Section Three** ||
 * [|Shop Around] || [|It's the Law] || [|Tobacco on Screen] ||
 * **Section Four** ||
 * [|Power of the Pen] || [|In His/Her Shoes] || [|Who's Using Who] ||

**Key competencies** **Thinking** Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. In these lessons, students will need to understand the implications of smoking and then make decisions or shape actions based on this understanding in order to improve their own well-being. Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. In these lessons, students will be able to explore the various ways that tobacco and smoking is represented in society and the understand the underlying messages being conveyed through advertising and health warnings. This competency is about being actively involved in communities. In these lessons, students will be able to examine the place of smoking within our society and understand how their own decisions about smoking and those of others in the community can impact on others.  >
 * Links to NZ Curriculum standards and key competencies**
 * Using language, symbols, and texts**
 * Participating and contributing**
 * Health and Physical Education Learning area curriculum levels:**
 * Level four**
 * Access and use information to make and action safe choices in a range of contexts.
 * Level five**
 * Investigate societal influences on the well-being of student communities.
 * Investigate community services that support and promote people’s well-being and take action to promote personal and group involvement.
 * Level six**
 * Investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences.

All units in level 3 could be looked at in relation to tobacco use but I have outlined a couple of strong links below).
 * NCEA achievement standards **
 * Level 1**
 * 1.6 Demonstrate understanding of issues relating to drug use (4 credits - external)
 * Level 2**
 * 2.1 Describe an adolescent health issue (5 credits - external)
 * 2.3 Develop, describe, implement and evaluate a plan of action to enhance hauora / well-being (5 credits - internal)
 * Level 3**
 * 3.1 Analyse a health issue for a particular group within New Zealand society (5 credits - internal)
 * 3.2 Analyse an international health issue (5 credits - external) //You could set up a global collaboration to get stats on tobacco use in other countries and gather info on attitudes to tobacco.//

People credited with this unit standard are able to: describe the effects of smoking tobacco on the individual; describe why people begin to smoke tobacco; describe the impact of smoking tobacco on New Zealand society; and examine community issues related to smoking tobacco.
 * Unit standards **
 * Level 1 -** 14261 - Identify and examine the effects of smoking tobacco

[|Tobacco control and smoking] - NZ Ministry of Health website with links to information and initiatives. [|NZ tobacco facts] - see stats and trends from 1999 to 2005 from MoH website. NZ tobacco trends (seems to be rebranded facts pages) - MoH updates on latest statistics and trends.
 * New Zealand resources to support lessons with a tobacco theme**
 * [|Trends for 2006]
 * [|Trends for 2007]
 * [|Trends for 2008]