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CBC OBJECTIVES COVERED
CBC OBJECTIVE
Sunshine
LESSON NAME
Standards
HE.II.A.2
HE.A.1.1.9
guide pyramid, and indicate the number of daily servings suggested for each. HE.2.IV.A.1
HE.B.2.1.1
HE.2.IV.A.2
HE.A.1.1.2
Lesson 6 - Tobacco Facts Lesson 4 - Caffeine Consequences- Lesson 2 - Watch For The Warning HE.2.IV.A.3
HE.A.2.1.2
HE.2.IV.A.8
HE.C.2.1.2
Table Of Contents
Lesson Objective
Identify the component of a conflict. Develop problem solving strategies to be used in personal conflicts. Recognize that each student has the ability to Students will identify food groups, the food guide pyramid and indicate the number of daily Students will understand the importance of identifying warning signs and symbols on hazardous substances. Students will recognize potentially harmful or dangerous situations. Students will recognize Students will identify the health effects of Students will identify and understand the health effects of tobacco on the body and mind. Students will identify the health effects of alcohol. To understand the concept that using alcohol Recognize that media, technology and other sources provide information about health. Identify resources that can provide assistance. Lesson #1
Solving Conflicts

Objective: Identify the Components of a Conflict.
Develop problem-solving strategies to be used in personal conflicts
Vocabulary: Conflict, feelings, relationship, problem

CBC:

L.A.2.I. A.13
SUNSHINE
STATE
STANDARDS: LA.A. 2.1.4, LA.A. 2.1.1, LA.A. 2.1.3, LA.E.1.1.2

Materials:
Trustee the Manatee, Loretta the Lobster, components of conflict graphic organizer
Procedure: _____ Teacher does puppet role-play and demonstrates a conflict.
_____ ROLE PLAYING-CONFLICT
Argue over piece of food in the following dialogue. “No, it’s mine”, “ I saw it first”. _____ Teacher asks class: How do you know they are angry? _____ Teacher leads discussion of Components of Conflict and develops
_____ Conflict: What is the problem?
_____ Feeling: How are they feeling?
_____ Resolution: How do they resolve the conflict?
(Components of Conflict Graphic Organizer Diagram: Triangle) Character’s Names
Resolution: How did they resolve the conflict? (Components of Conflict from Role-Playing: Triangle)
Curriculum Connections
:
Language Arts
Connection:
Teacher reads other stories to students, which illustrate conflicts. For example: Jack and The Beanstalk, Three Little Bears, Three Little Pigs. Discuss components of conflict. Compare and contrast
stories using the Component of Conflict graphic organizer.
[FCAT CONNECTION]
Lesson #2
Making Choices
Objectives: Recognize each student has the ability to make choices

CBC:
HE.2.I.A.1, LA.2.IV.B.2, MA.2.II.A.3

SUNSHINE
STATE
STANDARDS: HE.B.3.1.4,

LA.C.1.1.1, LA.C.1.1.3, LA.C.1.1.4, LA.C.2.1.1,
LAD.1.1.1, LA.D.2.1.2, MA.A.3.1.3

Materials:

2 blank 8 X 11 ½” sheets of paper for each student, scissors
Vocabulary:


Procedure:

__ Tell students they will be learning about what is __ Brainstorm on the board various things that are important
__ Distribute 2 sheets of blank 8 X 11 ½” paper to each
student.

__ Instruct the students to fold one paper in half lengthwise.
(NEEDS FOLDING DIAGRAM HERE)
____Then fold up so that the corners meet and fold up again – there will be 8

Repeat with second sheet.

_____Instruct each student to write what is important to them in each box
on the first paper.
__Next, have students cut out each box with the written words. __Have the students number 1 – 8 on the second blank sheet. __Ask the students to place the word card that is most important to them in
box #1. Place the next most important card in box #2 and so on, until all cards
are placed on the paper.

__Tell students they are prioritizing what is important to them.

__Have students share their papers with the class.

__Discuss the concept that everyone has choices; and we make choices based
on what is important to each of us.
__How are . . . and. . . alike? Give details. [FCAT CONNECTION] __How are . . . and . . . different? Give details [FCAT CONNECTION] Curriculum Connections:
Family Connections:

Have students ask their parents to do this lesson and write down their answers to share with the class on the following day.

Math Connections:

Read the following word problem to the students. Have the students write a number sentence and solve the problem. Friendship was most important for 7 students. Family was important for 6 students. Playtime was important for 4 students. How many students are in this word problem? 7 + 6 + 4 = 17 Lesson #3
The Simple Six

Objectives:
Students will identify the food groups, the food guide pyramid, and
indicate the number of daily servings suggested for each. Students will understand the importance of maintaining a healthy body. HE.2.II.A.2, LA.2.II.A, MA.2.I.A.1
Sunshine
State
Standards: HE.A.1.1.9,

LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, LA.B.2.1.2,
MA.D.1.1.2

Materials:

Food Guide Pyramid, ”The Butterville Story”, Character Cards
Vocabulary:
balanced diet, food pyramid, protein, grain, dairy, fruit, vegetables
Procedure: Introduce Trustee the Manatee and the Lifesavers using the

Teacher note: Department of Agriculture developed the Food Guide Pyramid to
encourage people to improve their diets. It is based on the USDA’s research on what
Americans eat, what nutrients are in these foods and how to make the best food
choices. The Pyramid is an outline of what to eat each day. A range of servings are
provided for each major food group. It is not always necessary to eat the maximum
servings suggested. The number of servings that a person needs depends on how
many calories his/her body requires. Almost everyone should have at least the
minimum number of servings at each level.
Tell Students Trustee the Manatee and the Lifesavers say, “Eating a balanced diet is
good for you.”
Get to the point of the food pyramid (See triangular food pyramid information chart). On
the board write the recommended servings needed for each food group.
THE FOOD GUIDE PYRAMID
Read aloud to your class “The Butterville Story”. THE BUTTERVILLE STORY
There was once a town called Butterville. It was named Butterville so long ago that no one remembered why. Butterville was a very happy place. Children would play and run in the streets, parents would take strolls in the park, ride bikes, go on amusement park rides. But a few years ago out of the ground from under some rocks came shooting shooting up a stream of butter! No one had any idea of what to do. Suddenly Mayor DePaolo reached out his hand and tasted the butter. When he saw that it tasted so good he said, “We will collect the butter and have a great feast!” Everyone far and wide attended this great butter party. When everyone settled down Mayor DePaolo had all the trays of food brought out. Then,, to everyone’s amazement, it was realized that everything on the table was made out of butter. There were, butter burgers, butter chicken, butter bread, buttermilk, butter pasta, butter beans, butter eggs, butter stew, butter hot dogs, butter corn, roasted butter, barbecued butter, butter kabobs, butter shrimps, butter fries, butter cake, butter pie, butter Jell-O, and of course, butter butter. There was a great joy, everyone ate and ate and ate. Mayor DePaolo then said, “We shall have butter all day long, all meals will be served here at the town center.” Everyone then rejoiced. When no one could eat another bite they all went home and slept. Then the next morning they all got up and went to the town center and they had butter pancakes, butter eggs, and butter bacon. When everyone came back for lunch they had butter sandwiches, and butter chips with some butter soda. It went on like this for months. Morning, noon, night, midnight snacks, everyone ate butter. No one ate meat, or vegetables, or bread, only butter. Soon everyone began growing larger. Their clothes didn’t fit them any more. They all went to the tailor to get new clothes but he had become so large that he couldn’t sit down at his sewing machine. So they were all forced to wear large potato sacks. They couldn’t understand why it was that they were getting so big. The kids couldn’t ride bikes and they could hardly run. Parents didn’t fit in the amusement park rides. No one ever left their home except to go eat more butter. Then came the day when people didn’t fit through their doors. Still no one could understand why they were getting so big. So they just brought the food to the houses of those townpeople who couldn’t fit through their doors. Then one day a traveler came into town. He walked through the town and saw that no one was outside playing on a beautiful Saturday. He kept walking and finally found the town center. He walked in and saw all the food that was set for what he could only guess was lunch. He then saw what could have only been the back side of an elephant walk through the door. When he looked closer he saw that it was a person so he called out, “Hello, how are you doing? I’m just a traveler and was looking for something to eat.” Mayor DePaolo then said, “Well, all we have here is butter.” The stranger was confused, he asked, “All you have here is butter? You don’t eat anything else but butter?” Mayor DePaolo replied, “Yes, why do you ask?” The stranger took a second and then said, “Don’t you know that you have to have a well balanced diet? Haven’t you thought about why you have all gotten so big?” Mayor DePaolo then said, “I didn’t know that. So that’s why we all got so huge. Can you help us?” The stranger then smiled and said, “Of course.” Then the stranger began a constant work out schedule. Everyone in the town had three square meals a day, they had food from all the five food groups, and they exercised regularly. Slowly everyone began losing weight. They all began slimming down, and they were able to do all the things they used to do. The stranger decided to stay in the town and everyone in Butterville lived happily ever after. __After reading “The Butterville Story”, have the student list all the food that were made from butter. What happened to the towns people after eating all the food made from butter. __Recite these fun poems and riddles with your class. A suggested “Nutritious Literature” list is provided below:
Marvelous Menu (Nutritious Literature)
The Edible Pyramid: (Good Eating Every Day) by Loreen Leedy What Food Is This? By Rosemarie Hausherr This Is The Way We Eat Our Lunch: A Book About Children Around The World by Edith Baer The Vegetable Show by Laurie Krasny Brown The Seven Silly Eaters by Mary Ann Hoberman ”Hungry Mungry”, Where The Side Walk Ends by Shel Silverstein Curriculum Connections:
Language Arts
Connection:

1. Put students in groups of 4 and ask them to come up with a list of foods from each of the basic food groups. Give the students two minutes to complete their list and reward the team with the most number of foods that were placed in the appropriate food groups. 2. Bring in healthy foods cut into small pieces, which represent each of the food groups, along with some shish kabob skewers. A sample of them is listed below. Have the students slide one of each of these foods onto a shish kabob skewer in order of their location on the food pyramid. Example: French bread slice, apple slice, cucumber slice, ham cube, cheese cube, marshmallow. Ready to eat! Reiterate with the students that it is important to eat healthy foods. Have the students write a paragraph explaining why it is important to eat healthy foods. Make sure they give details and examples. [FCAT CONNECTION] Math/Science
Connection:

Write the following word problem on the board. Have the students write a number sentence for the problem and solve it. Manny the Marlin ate 3 apple slices. Jean the Jellyfish ate 2 cubes of cheese. Carrie the Crab drank 2 cups of milk. Which food groups are represented in this work problem? (Fruit and dairy) How many servings were eaten in all? Lesson #4
Watch For the Warning

Objective:
Students will understand the importance of identifying warning
signs and symbols on hazardous substances.
CBC:
HE.2.IV.A.3, LA.2.II.B, LA.2.II.A, MA.2.II.A.3

SUNSHINE
STATE
STANDARDS: HE.A.2.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3, MA.A.3.1.3
Materials:
Tobacco advertisements from magazines, pencils
Vocabulary: warning, tobacco, advertisements, glamorize
Procedure: Introduce vocabulary to the students.
Teacher Note:
Prior to beginning the lesson, the teacher should gather
various tobacco advertisements, and highlight the warning labels on
them.
__Trustee the Manatee and his friends the Lifesavers say, “Smoking is bad for
your health.”
__Ask students to think of times that they have seen warning signs or symbols. (Some examples might be: a stop sign, a traffic light, etc.) __Tell students warning signs and symbols are designed to protect people from danger. __Ask students what they know about smoking and its dangers to the body and mind (Review the dangers of smoking with your students). __Pass around various advertisements and ask students to look for the Surgeon
___General’s Warning on each ad.
__Engage the students in a discussion about how advertising companies
use their ads to promote and glamorize the use of tobacco
products.

Curriculum Connections:
Language Arts
Connection:

1. Ask students to state what words in the advertisements are used to describe the product? Ask them if they think the words are a true reflection of the product. Is there a health message? If so, is the message a fact or opinion? Why? [FCAT CONNECTION] 2. Use the following prompt for the students to write a paragraph. Make sure the paragraph includes details and examples. Smoking is harmful to your health because . . . . . . 3. Have the students write one fact and one opinion about smoking. [FCAT CONNECTION]
Math Connection: Write the following word problem on the board. Have the
students write an equation and solve it. Trustee the Manatee and the Lifesavers came up with 4 new warning labels for tobacco advertisements. They created 3 sets of labels. How many labels did Trustee write? 4 X 3 = 12 Lesson #5
Refuse It!
Objectives: Students will recognize potential harmful or dangerous situations.
Students will recognize and practice assertive refusal skills. HE.2.IV.A.8, LA.2II.A
SUNSHINE
STATE:
STANDARDS: HE.A.2.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3
Materials: None
Vocabulary
: refuse, illegal, alcohol, tobacco, peer pressure, responsibility,
habit, request

Procedures
: __Introduce vocabulary to the students.
___ Tell students Trustee the Manatee and friends say “Think for yourself. Say no if you want to. It is your choice.” “No, thanks. I thought you were my friend and my friends. Don’t take drugs!” Note: The ability to say no is the simplest way to prevent the use of alcohol and other drugs. Although saying “no” is not easy, children need to develop this skill. The desire to belong and the pressures of peers may be so strong at this age level that many children say “yes.” ___ Inform students it is their personal responsibility to speak up for themselves in illegal situations, which might cause them harm. For example, when someone offers a cigarette or an alcoholic beverage, a student can respond in many different ways. (See the following examples). ___ ”No thanks. I thought you were my friend and my friends would not want ___ ”I don’t smoke; I have too much going for me to start this habit.”
___ Divide students into groups of 4. Tell students they should make up
a skit in which three students are refusing drugs and one student is
___ Invite students to discuss ways in which they can say no. Ask them to
explain why they might say no to requests from someone their own age.
___ Ask volunteers to share situations in which they were proud to say no.
___ Have students create bumpers stickers with various slogans that express
Curriculum Connections:
Language Arts
Connection:
Have students write a paragraph on one of the following prompts. Make sure the paragraphs have supporting details with examples. Expository prompt: Smoking is harmful to your health. Explain why smoking is harmful to your health. Narrative prompt: Tell about a time you felt pressure by others to do something you did not want to do. Ask students to tell how is Trustee’s feelings about alcohol and drugs similar to your feelings? What does personal responsibility mean? Give examples. [FCAT CONNECTION] Lesson #6
Caffeine Consequences

Objective: Students will identify the health effects of caffeine.

CBC:
HE.2.IV.A.2,
LA.2.II.A.1, LA.2.II.B.1

SUNSHINE STATE
STANDARDS: HE.A.1.1.2, LA.B.2.11, LA.B.2.1.2

Materials: Caf-“fiend” activity page, crayons

Vocabulary: caffeine, nervous, irritable, healthy, unhealthy

Procedure:
Introduce vocabulary to the students. Tell students that they will be learning about the world’s most widely Tell students Trustee the Manatee and his friends the Lifesavers say, “Too much caffeine is no good for you.” Read The Caf - “Fiend.” (Make student copies or group copies.) Discuss the following information about caffeine with students: Caffeine is taken from plants (kola nut, coffee bean, cocoa bean tea leaves). Caffeine is in or put into food (soft drinks, chocolate candy, cocoa, tea). The effects of caffeine can begin in the body within five minutes and last about four hours. Caffeine changes our body and mind (heart beats faster, lungs pump harder, we feel nervous or irritable). Caffeine can be dangerous if we have too much in our body. Brainstorm on the board various food products that contain Tell students to color the Caf - “fiend” character poster and to write a message at the bottom about something they learned about Curriculum Connections:
Language Arts
Connection:
Place the following prompts on the board. Have the students
write a paragraph using the following prompt. The paragraph should include details from this lesson. FCAT CONNECTION] Too much caffeine is not good for you. Explain how caffeine changes your body and mind.
Art Connection:
Have students draw pictures of as many food products that they can think of that contain caffeine. The Caf - “fiend”
I would like to introduce you to a character by the name of Caf -“fiend”. Caf - “fiend” is exactly what it sounds like - very smart (sly), not very nice, and even dangerous. Caf - “fiend” can be found living in some food and drinks. It likes to live in things that are not healthy. Can you guess what kinds of things those are? Yes, you are right. It likes to be inside of soft drinks and absolutely loves chocolate; but its favorite is coffee and tea. Caf - “fiend” likes to live in these foods and drinks, because people like to eat and drink them. Everyone thinks they taste so good. Everyone, especially children, love chocolate and soda pop. Caf - “fiend” is so smart. It knows people like to eat and drink junk food, so it stays in them. It gets so excited about people liking to eat and drink it. When its excited, Caf - “fiend” jumps and races up and down. When people eat or drink Caf - “fiend”, the insides of their bodies begin to jump and race up and Caf - “fiend” never gets tired of all that excitement. It could go on forever. People can’t go jumping and racing forever. Their body gets tired and worn out. The parts to their body want to rest, but Caf - “fiend” doesn’t want them to rest. It likes having friends with whom to run, jump, and play. Well, as I told you before, Caf - “fiend” is smart! It knows that if it stays in things that taste good and runs and jumps long enough, we will begin to like having it around. We will like it so much, that when we want to stop eating or drinking it, or haven’t had Caf - “fiend” in a while, it’ll let us know. It may make us feel sick when we haven’t had it in a while. We might get a headache or feel nervous. We would have trouble listening. We will feel like this all because of Lesson #6
Caf – “fiend”
(Insert Caf-“fiend” illustration here.)

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______________________________________________________________

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______________________________________________________________

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Lesson #7
Tobacco Facts
Objective:
Students will identify and understand the health effects of tobacco on the body and mind. HE.2.IV.A.2, LA.2.II.B, LA.2.I.A.13, LA.2.I.14, SS.2.I.A.1.2

SUNSHINE
STATE
STANDARDS:

HE.A.1.1.2, L.A.A.2.1.1, L.A.A.1.1.4, L.A.A.2.1.3,
L.A.B.2.1.1,
L.A.B.2.1.2, L.A.B.2.1.4, L.A.E.1.1.2,
SS.A.5.1.4

Materials:

Fearful Facts and Nicotine Activity Page, pencils, crayons
Vocabulary:

nicotine, tobacco, addictive, cigarette, poisonous, bloodstream, chemical, appetite, emphysema, bronchitis, central nervous system
Procedure:

☺ Introduce vocabulary to the students. ☺ Tell students Loretta the Lobster and Jean the Jellyfish say, “Smoking isn’t good for your health.” ☺ Tell students that they will be learning about the drug “nicotine” and how it affects the body and mind. ☺ Present nicotine information from the following outline to students: The tobacco plant is made into many forms. A. Cigarettes B. Cigars C. Snuff D. Chewing tobacco Nicotine has an effect on your body and mind. 1. Hot air and smoke burn the nose, mouth, throat, 2. These parts collect tar and poisonous gas. 3. The tar and gases enter the bloodstream. 1. Increases heart rate 2. Increases breathing 3. Increases blood pressure 4. Stimulates central nervous system 1. Cancer 2. Bronchitis 3. Emphysema 4. Dependence 5. Death ☺ Ask the students the following questions: ☺ What happens to the body when a person smokes or chews ☺ Have students complete the “Nicotine” activity sheet.
Curriculum Connections:
Language Arts
Connection:

Students will write a persuasive letter. Examples include: a. Write to another classmate informing them about the b. Write to government officials asking them to prohibit the c. Write to the tobacco industry asking why they continue to sell harmful products and reviewing the reasons why tobacco is harmful Write a free response to the following statement. Be sure to add details from the lesson and other examples. [FCAT CONNECTION] Tobacco is harmful to your health. Explain why. Include information and details from the “Nicotine Outline.”
Math Connection:
Write the following word problem on the board. Have the
students write an number sentence and answer. An advertising company hired Trustee the Manatee and the Lifesavers to participate in an anti-tobacco campaign. The company will pay them each $100.00 per day. How much money will each of them earn in one week?
Social Studies
Connection:

1. Identify cities and states where tobacco is grown. 2. Locate these tobacco areas on a map. Emphasize map Additional
Activities:

1. Using the vocabulary words listed above, write one true statement for each vocabulary word. [FCAT CONNECTION] 2. Fearful facts – How Much Do You Know? Have students complete activity sheet. Nicotine
(Picture of Human Body outlining the path of Nicotine in the Body)
☺ The smoke, tar and juice go in the mouth. Color the mouth red. ☺ The smoke and tar go down the throat and windpipe into the lungs. Color the lungs and windpipe gray. ☺ The tobacco juices go down the throat to the stomach. Color ☺ The heart beats faster. Color it red. ☺ The poisonous gases and juices get into the bloodstream and go to all parts of the body. Color the body yellow. FEARFUL FACTS – How Much Do You Know?

Nicotine
is found in the tobacco plant. The tobacco is made into many forms
such as cigarettes, cigars, and chewing tobacco. Nicotine has an effect on
your body and mind. For example, hot air and smoke burn the nose, mouth,
throat,
and lungs. These parts collect tar and poisonous gas, which enter the
bloodstream. In addition to nicotine, cigarette smoke contains 4,000 other
chemicals, several of which are known to cause cancer. Smokers often
experience upset stomach, headaches, appetite loss, increased heart rate, and
difficulty breathing. Smoking cigarettes can be addictive, which means once
someone starts it is very hard to stop. The best way to stop smoking is never to
start!
1. _________________________ is found in the tobacco plant. 2. Tobacco is made into many forms such as _______________________, ___________________________, _________________________. 3. _______________________ has an effect on your body and mind. 4. Hot air and smoke burn the ________________, __________________, ____________________, 5. _________________________ often experience upset stomach, headaches, appetite loss, increased heart rate, and difficulty breathing. Lesson #8
Alcohol and You
Objective: Students will identify the health effects of alcohol.
CBC: HE.2.IV.A.2,
LA.2.II.B, MA.2.V.A.5

SUNSHINE
STATE
STANDARDS: HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3,
MA.E.1.1.1
Materials:


Vocabulary:

alcohol, liquor, stomach liver, brain, heart, dependence, legal, illegal, decreases
Procedure:

☺ Tell students Carrie the Crab and Ollie the Octopus want us to know that today we will be learning about the drug “alcohol” and how if affects the body and the mind. Alcohol Can Harm You
Background information: Alcohol is a colorless liquid found in such drinks as beer, wine, wine coolers, and hard liquor. Alcohol enters the body through the mouth and travels to the stomach. It then goes through the bloodstream to the heart and brain. Alcohol remains in the bloodstream unchanged until it is metabolized by the liver. Alcohol is a depressant which means that is slows down some body functions. It slows down heart rate, lower blood pressure, and slows respiration. Furthermore, it slows the brain’s ability to think and react. Alcohol changes the way the brain can perceive situations. Under the influence of alcohol the brain cannot transmit its signals properly and often the body responds with slower movements. Some negative health effects of abusing alcohol can include alcoholism, cirrhosis of the liver, brain damage, birth defects, heart disease, and death. ☺ Discuss these points with your students: ☺ A drug, like alcohol, can affect and be harmful for your body and mind. ☺ Alcohol can cause your heart and lungs to slow down, but not in a ☺ Alcohol can confuse your thinking and slow down your reaction time. ☺ Present alcohol information from the following outline to students: Alcohol is found in products. A. Beer B. Wine, wine coolers C. Hard liquor Alcohol enters the body. A. Mouth to esophagus to stomach B. Heart and bloodstream to the brain C. Metabolized in the liver Alcohol affects the body and mind and it is illegal for anyone under the age of 21 to possess alcohol. 3. Decreases breathing 4. Decreases brain ability (thinking, judgment, 5. Dependence 6. Decreases immunity (bodies ability to fight infections) 7. May cause death ☺ Distribute the activity page and materials. ☺ Ask students to color the body parts on the page that are affected by alcohol (all pictures should be colored). ☺ Discuss student responses by asking the following questions: ☺ What body parts are affected by alcohol? ☺ How does alcohol affect the body and mind? ☺ Why should you keep the body and mind healthy? ☺ What are some facts and details presented in today’s lesson?
Curriculum Connections:
Language Arts
Connection:

Using one of the following sentence starters, have the students write a paragraph. They should be sure to include details and examples from the lesson. [FCAT CONNECTION] Alcohol can affect my body and mind by…… It is not good to drink alcohol because……
Math Connection: Write the following word problem on the board. Have the students
write a number sentence and solve the problem. Megan likes to drink apple juice, instead of alcoholic beverages. On Monday she drank 2 cups of juice. On Wednesday she drank 1 cup of juice. On Friday she drank 4 cups of juice. How many cups of apple juice did she drink by Saturday?
Additional
Activities:

Ask students to list 5-10 fun, healthy activities for their family to do rather than drink alcohol. Lesson #9
Responsibilities and Alcohol
Objective: To understand the concept that using alcohol affects family and friends.
CBC: HE.2.IV.A.2,
LA.2.II.A, MA.2.II.A.3

SUNSHINE
STATE
STANDARDS:HE.A.1.1.2, LA.B.1.1.1, LA.B.1.1.2, LA.B.1.1.3,

MA.A.3.1.3

Materials:


Vocabulary:
family, responsibility, choices, legal, illegal

Procedure: Teacher note:
This lesson deals with the sensitive issue of alcoholism.
☺ Introduce vocabulary to the students. ☺ Children of alcoholics need to know The 3 C’s:
Facts About Alcoholism
☺ Alcoholism is a disease. People who are alcoholics have a problem with the use of alcohol. Once they start drinking, they find it hard to stop. ☺ Alcoholism is a family disease or problem because it affects everyone ☺ The children of alcoholics need to learn they are not responsible for their parents’/guardians’ drinking problems. ☺ Children of alcoholics can feel isolated and are often afraid to talk ☺ If one or more family members has a problem with alcohol, the child is more likely to develop alcoholism than other children. ☺ Tell students Manny the Marlin and his friends say “Drinking alcohol ☺ List students’ examples of what are work responsibilities and people ☺ Work responsibility examples: feeding a pet, cleaning your room, ☺ People responsibility examples: listening to each other, putting a bandage on a younger brother’s cut, etc. ☺ Introduce and discuss the following situation: Ned has six people in his family – his parents, 2 brothers, and 2 sisters. Each has chores or work that he/she must do. Ned’s father’s job was to stop at the store on the way home from work to pick up food for dinner that night and breakfast the next day. Today was the first day of his new job. After work, he went out to drink beer to celebrate. He was supposed to get milk for Ned’s baby brother, vitamins for Ned’s mom who’s pregnant and cereal for everyone’s breakfast the next day. He completely forgot to go to the store and arrived home with no food because he drank too many beers and got drunk. ☺ What was Ned’s father supposed to do after work? ☺ What did Ned’s father do after work? ☺ How did Ned’s father’s actions affect everyone in the family? ☺ How can drinking alcohol affect the members of a family? ☺ Ask students to discuss their family members’ responsibilities and Curriculum Connections:
Language Arts
Connection:

Discuss story elements: setting, characters, problem/goal, resolution. Teacher will complete story map on the board. Give the students the following expository or narrative prompt. Have the students write a response that includes details from the lesson with examples from their family [FCAT CONNECTION]. Each family has a responsibility to the rest of the family. Write to explain what are some of your responsibilities within your family. Write about a time that you did something to help your family. What was the outcome? How did you help?
Math Connection: Write the following word problem on the board. Have the students
Ned has 6 people in his family – his parents, 2 brothers, and 2 sisters. How many females are in his family? How many males are in his family? 1 + 2 = 3 Additional
Activities:
Have students draw a picture of their responsibility to the class and post it on a bulletin board with the word “class” in the middle. Yarn can be strung from the word “class” to each student’s responsibility. Lesson #10
Media Madness

Objective: The student will recognize that media, technology, and other sources
MA.2.II.A.3, LA.2.II.B.1, HE.2.IV.A.1

SUNSHINE
STATE
STANDARDS:HE.B.2.1.1, MA.A.3.1.3, LA.B.2.1.1, LA.B.2.1.2

Materials: construction paper or poster board, crayons, markers, scissors,

Vocabulary: sales pitch, image, appeal, glamorous, portray, advertisement, media
Procedure: Teacher
Bring in various tobacco ads that portray people in ☺ Introduce vocabulary to the students. ☺ Tell students today they will be learning about how advertisers and the media influence people to use tobacco products. ☺ Ask students the following questions: ☺ Where are print advertisements found? (Billboards, magazines, and newspapers, etc.) ☺ What is the purpose of advertising? (Make sure students mention to get people to buy products and to make money.) ☺ Display the various ads to the students. Give them some time to observe all aspects of the advertisement. Point out the image of the people in the ads. Tell students tobacco advertisers use a certain image (young, healthy, pretty, handsome, well-groomed, nice clothing, etc.) to get people to buy their products. ☺ Explain advertisers use a number of “pitches” or ways to sell their products. They want to sell us their products even if it is harmful, like cigarettes or smokeless tobacco. Point out to the students that advertisers try to trick people into believing tobacco users will have certain images if they’ll buy the tobacco product. ☺ Ask the students: What is the advertiser’s purpose? Explain and give examples from their experiences. [FCAT CONNECTION] ☺ Tell the students that we know that tobacco use has many negative consequences that affect both our appearances (smell, wrinkles) and our health. ☺ Explain to the students these are examples of various “sales pitches” advertisers use to get us to buy their products. (see advertising pitches) Advertising Pitches
It shows athletes or others involved in sports activities using tobacco. It shows a beautiful, glamorous or sophisticated woman or a handsome, macho or “cool” looking man using tobacco. It shows people enjoying themselves using tobacco. It shows a person who is hardworking in his/her job or It shows a person using tobacco who is doing some It shows young people using tobacco who are dressing or acting in a way that makes them look older. It shows people who look independent using tobacco. They act on their own and don’t seem to need other people. It shows friends in a group, doing something. It encourages all to follow their lead and do the same.
☺ Have the students create their own ads by drawing a picture which
shows the opposite of what the tobacco advertisers are trying to depict in magazines, newspapers, and other forms of media. Students can use pictures from magazines or draw their perception of people who do not look athletic or attractive. For example, these pictures can show someone smoking who does not look healthy or glamorous with the title, “The Truth About Smoking.” ☺ Distribute materials: construction paper or poster board, markers, ☺ Have the students share their projects. Display the projects around the Curriculum Connections:
Language Arts
Connection:

Write a letter to a tobacco company stating how you feel about its advertisements.
Math Connection: Write the following word problem on the board. Have the students
write an equation and solve the problem. Tasha chose never to smoke because she knows it is harmful to her health, However, most of her favorite magazines had pictures advertising cigarettes. Each pack of cigarettes cost $2.50. At that price, what would 3 packs of cigarettes cost? Additional
Activities:

The students can role-play various types of advertisements that promote tobacco use. Reminder: Have students mention the negative effects of tobacco use. Lesson #11
Here’s Help
Objective: Identify resources that can provide assistance.
CBC: LA.2.I.A.8,
LA.2.I.A.1.3,
LA.2.I.A.1.4, LA.2.IV.B.6, HE.2.II.A.2,
MA.2.II.A.3

SUNSHINE
STATE
STANDARDS:HE.A.1.1.9, LA.A.1.1.4, LA.A.2.1.1, LA.A.2.1.3, LA.E.1.1.2,

LA.C.1.1.3, LA.C.3.1.2, MA.3.1.3

Materials:


Vocabulary:
minister, priest, rabbi, teacher, counselor, family members, relatives,

Procedure:
☺ Introduce vocabulary to students.
☺ Tell students that today they will be discussing some of the problems and worries that can occur in children’s lives. ☺ Tell students Jean the Jellyfish says “When you have a problem it helps to talk about it with someone you trust.” ☺ Write the vocabulary on the chalkboard and discuss the role of each support person. Brainstorm and list ways they can be helpful in resolving problems. Jane’s Story
Jane is feeling very sad today. Her mother told her last night that she and her dad are getting divorced. They don’t want to be together any more. Her dad will be leaving soon to live somewhere else. Jane is wondering if she was one of the reasons for the divorce. She has heard them arguing over her. Maybe her dad is leaving because of her. Today in school Jane has not been feeling well. She has had her head down on her desk. Her stomach hurts. She doesn’t even want to go out ☺ Discuss the following questions with the students: ☺ Why does Jane feel she might be to blame? ☺ What is causing her stomach to hurt? ☺ Who can she talk to so that she might feel better? (Refer to list on ☺ Who can you talk to if you have a problem? (Discuss the various ☺ Have one of the students retell a portion of the story. [FCAT ☺ Why is it important to work towards the resolution of a problem? Max’s Story
Max is mad today. He is feeling angry with his mom. Last night she had said she would bring him a burger, fries, and a coke. But he waited and waited – no mom and no dinner. He didn’t know what happened to her. Maybe she had been in an accident. Maybe she was drinking again. The more he thought, the more he worried. The more he worried, the more upset he became. Then he heard her. She was making a lot of noise and yelling. Drunk again. And for Max there was no dinner, just a bad night. ☺ Discuss the following questions with the students: ☺ Why does Max feel bad today?
☺ What do you think he is worried about?
☺ Who could Max call if he needs to talk about his feelings and
concerns? (Refer to the list on the chalkboard.) ☺ What would you do if you were Max? ☺ What is the main idea of the story? [FCAT CONNECTION] ☺ What is the effect of Max’s mother’s actions? [FCAT Curriculum Connections:
Language Arts
Connection:

Have the students write a paragraph on the following narrative prompt. They are to give details as to how the problem was solved [FCAT CONNECTION]. Write about a time when you had a problem and had to ask someone for help.
Math Connection:
Write the following word problem on the board. Have the students
write a number sentence and solve it. Jane went to school on Monday and spoke to several people about the problem she was having at home. Her teacher, the counselor, mother, and father all went to a meeting with Jane to discuss her concerns. How many people in all were in the meeting with Jane? Additional
Activities:

Have the students role-play: 2 or more students. Ask students to pretend they are Max and one support person (from the above list). Demonstrate how they would approach that person in order to ask for assistance in working towards a resolution of the problem.

Source: http://studentservices.dadeschools.net/trust/pdfs/gr_2.pdf

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