Beacon Lesson Plan Library

Living Tobacco Free

Cathy Burgess
Bay District Schools


Students identify physical effects of smoking and recognize that tobacco is made of harmful substances. Students find a way to share this information with others.


The student recognizes that decisions about personal behavior may be healthy or unhealthy (eg., obeying pedestrian rules).

The student knows various ways to share health information (eg., talking to peers about healthy snacks).


-Chart Paper
-White construction paper 11” x 13”
-Colored pencils
-Heart and Lung poster (used in lesson 1)
-"I'm Choking," [Heart Power! A Teacher Resource], American Heart Association , 1996
-[Jimmie Boogie Learns About Smoking], Brennemen, Grand Unification Press 2000
-Plastic vessel tubes
-1 pkg. of Jello (any flavor)
-Checklist (see attached file)
-White drawing paper


1. Have book [Jimmie Boogie Learns About Smoking], ready to read.
2. Gather chart paper, markers, white drawing paper, and 11”x 13” construction paper
3. Write "I’m Choking" poem on chart paper (see Associated File)
4. Have poster of heart and lungs out
5. Make sure blood vessel tubes are displayed (they can be found in Heart Power teacher resource kit by the American Heart Association.)
6. Make a copy of the group poem and put it in their portfolios.
7. Make Jello before lesson. Have it and the straw ready to demonstrate a clogged vessel.


This is lesson number ten, Day 12 in the Happy, Healthy Me unit.

1. Read the poem "I’m Choking." Remind the students they have learned that their hearts pump oxygen-filled blood throughout their bodies. Explain how they get oxygen into their bodies by breathing fresh air into their lungs. Display poster of heart and lungs and point out that lungs are like two large elastic balloons in the chest cavity. You can feel your chest swell when you breathe in. When you are outside running and playing how do your lungs feel? Ask: How would you feel if there was a big bonfire outside and you were breathing smoke into your lungs instead of clean air?

2. Read [Jimmie Boogie Learns About Smoking]. Ask: Have students ever been around people who were smoking cigarettes? Allow students to share their experiences. How does it feel to breathe air around people who are smoking cigarettes?

3. Explain that cigarettes are made from dried tobacco. Tobacco is a plant that many farmers grow in the southern US. Cigarette smoke contains different substances that are harmful to a person’s body.
*One of the harmful substances is called nicotine. Nicotine has several effects on smokers: It makes the heart beat faster while resting, increases blood pressure, and makes blood vessels smaller. *Cigarette smoke also contains carbon monoxide, which is a poisonous gas, and when it mixes with blood it prevents oxygen from getting to a person’s heart and other muscles. Carbon monoxide makes blood vessels shrink and makes it easier for fatty build-up to stick to the walls of blood vessels. Less blood can flow through the blood vessels that harden.
*Show the clogged up vessel tube and the clean vessel tube. Another good demonstration is to suck jello up through a straw to show how smoking clogs vessels.
*Smoking causes many health problems like lung cancer, emphysema, heart attacks, and strokes to name just a few. Give students definitions of :

Emphysema- a lung condition that makes it hard for a person to breath.
Lung cancer- tumors that grow in the lungs and keep a person from breathing normally.
Heart attack-heart disease; insufficient blood supply to the heart muscle
Stroke- a rupture or obstruction in the main artery to the brain

4. Ask students: Do you think that smoking is a healthy or unhealthy choice? Why or why not?

5. How could we share health information about the dangers of smoking? List ideas on chart paper. (TV ad, radio, newspapers, posters, etc.)

6. Tell students: Today we are going to make a warning about effects of smoking and living tobacco free so we can share information about how smoking is an unhealthy behavior with other people. It’s up to you to design it. It can be as simple as a poster, newspaper article, TV ad, a song, a book etc. or anything we just listed.

7. Tell students you will be looking for:
A. Type of warning: In what way is the student sharing information? Is it a poster, TV advertisement, book, etc.

B. A statement based on fact about the effects of smoking (Remind them what a fact is! A fact is based on proven information. Information that without a doubt is true.)

C. “Catchy phrase” that gets someone’s attention. Like:
Roses are red,
Violets are blue,
Please don't smoke,
It will make you choke!

Or To the tune of Who Let the Dogs Out:
Don't let the dogs smoke
No,No, No!

Another: We love to see you smile, not smoke!

D. Picture drawn and colored (use markers, colored pencils or paint) that matches the statement the student has written.

Students need to make a “plan” first on a piece of white drawing paper and have the teacher check it and give feedback before they put it on the final construction paper.

Examples of positive feedback might be: I like the way you added color to your poster!, Your statement is so true and written so neatly, What a catchy phrase!

Examples of constructive feedback might be: Could you add more detail?, Remember
To write a statement of fact before you turn it in.

8. Students should share their assignment with others in the class. These can be displayed in the classroom or put into the portfolio to take home later. Remember that these posters are formatively assessed only.

Day 13

1. Review information in lessons 8-10: exercise, muscles and bones, sleep, germs and personal hygiene, and living tobacco free. Sing songs and recite poems.

2. Give Assessment 2. See Extensions for further information.

Day 14

1. Tell students: “Wow! You have learned a lot about personal wellness over the last two weeks. Let’s look at the KWL chart at what we knew and what we wanted to know about personal wellness." Take a few minutes to discuss it. Then hand out the post KWL chart for student to independently fill in. (See Extensions for further information.) After students have filled in their KWLs, take their information and fill in the last part of the class KWL chart.

2. Take time to celebrate their learning! Call on different students to name their favorite song or poem and recite them together. Then gather all the books you have read during the Happy, Healthy Me unit and do Drop Everything and Read (DEAR). Allow students to pick special places in the classroom to read (for example under the teacher’s desk, under the computer table, author’s chair, reading mats, etc.) Students need to pick out at least three books and they are not to move once they have found their special reading places. They can read with a friend, use pointers, put on the reading glasses, or pick up a stuffed animal. (Use anything that makes them feel special.)

3. Another idea is to go outside to play. Ask students why they would go outside to celebrate the end of this unit? Hopefully they will say EXERCISE!


Formatively assess the students’ ability to recognize that decisions about personal behavior may be healthy or unhealthy and to know various ways of sharing health information about smoking. The teacher is specifically looking for a factual statement about the effects of smoking, a picture drawn and colored, and a catchy phrase to get someone’s attention.
(See attached checklist)

Summative assessment occurs in the KWL activity.
Summative assessment occurs in the Assessment 2.


1. Write the word SMOKING vertically on chart paper. Tell students they are going to write a group poem about smoking using the letters of the word. Ask volunteers to contribute to the lines. Example:
Smelly clothes,
Makes hair stink,
Out of breath,
Kick the habit,
I am proud
Not to smoke,
Good going!

2. Make a copy of the group poem and put it in their portfolios.

3. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

Web Links

This website is a resource for teachers to get more facts about tobacco and cigarettes to share with the class.
Mission Possible Tobacco Free Kids

Use this link to obtain review materials referenced in Day 14.
Sleep Central

Use this link to obtain the review materials referenced in Day 14.
Invisible Neighbors

Use this link to obtain the review materials referenced in Day 14.
Living Tobacco Free

Attached Files

There is a checklist and poem attached.     File Extension: pdf

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