Lesson Plan Format

Objectives Students will understand the health effects of

tobacco
Students will understand the different ways of
smoking tobacco products
Students will observe changes and effects of
pro/anti tobacco ads
Procedures - Bellringer
(anticipate, explore, organize knowledge, - Look up three different Tobacco
practice, and share) legal cases
- What was the case in each?
- What was the outcome?
- Reasons
- Big tobacco or reasonable
outcome?

- https://www.nolo.com/legal-
encyclopedia/tobacco-litigation-history-
and-development-32202.html
- Teacher will give each student a printed
copy of the reading so they have
something to take notes on.
- Students will read through the
article and take notes on the
information
- Discuss article with students
- Cigarettes linked to cancer
in 1950’s
- Plans of attack
- negligent
manufacture - the
tobacco companies
failed to act with
reasonable care in
making and
marketing cigarettes
- product liability -
the tobacco
companies made
and marketed a
product that was
unfit to use
- negligent
advertising - the
 tobacco companies
failed to warn
consumers of the
risks of smoking
cigarettes
- fraud, and
- violation of state
consumer protection
statutes (most of
which prohibit
unfair and deceptive
business practices).
- Defenses:
- Tobacco was not
harmful to smokers.
- Smokers' cancer
was caused by other
factors.
- Smokers assumed
the risk of cancer
when they decided
to smoke.
- 1980’s
- Cipollone v. Liggett,
the plaintiff and her
family alleged that
cigarette
manufacturers knew
-- but did not warn
consumers -- that
smoking caused
lung cancer and that
cigarettes were
addictive. Although
Rose Cipollone's
husband was
awarded $400,000,
an appellate court
reversed the
decision.
- the tobacco
companies argued
that smokers had
knowingly assumed
the risks of cancer
and other health
 problems when they
began smoking. The
companies also
argued that various
state laws were
preempted by
federal laws. That
is, that federal laws
governing tobacco
advertising
superseded state
laws regarding the
same thing, and
plaintiff's couldn't
sue under the state
law.
- The first big win for
plaintiffs in a tobacco
lawsuit occurred in
February 2000, when a
California jury ordered
Philip Morris to pay $51.5
million to a California
smoker with inoperable
lung cancer.
- more than 40 states sued
the tobacco companies
under state consumer
protection and antitrust
laws. These states argued
that cigarettes contributed
to health problems that
triggered significant costs
for public health systems.
Terms of the settlement are referred to as the
Master Settlement Agreement. Highlights include:

● Tobacco companies agreed to refrain from

engaging in certain advertising practices,
particularly ad campaigns that marketed
cigarettes towards kids.
● Tobacco companies agreed to pay annual
sums of money to the states to compensate
them for health-care costs related to
smoking (a minimum of $206 billion over
the first twenty-five years).
 ● The settlement created and funded the
National Public Education Foundation,
dedicated to reducing youth smoking and
preventing diseases associated with
smoking.
● Tobacco companies dissolved three of the
biggest tobacco industry organizations.
- In 2006, Florida courts decided
that lawsuits against tobacco would
become individual.
- Lawsuits were also held against
Big tobacco about filtered
cigarettes
- Explain Heart Rate
- How to find Target Heart Rate
- You can easily check your pulse on the
inside of your wrist, below your thumb, or
on the side of your neck where your
carotid artery is. Gently place 2 fingers,
usually your index and middle fingers of
your other hand on this artery. Do not use
your thumb, because it has its own pulse
that you may feel. Count the beats for 30
seconds, and then double the result to get
the number of beats per minute. Ex: I
counted 36 in 30 seconds so my resting
heart rate is 72 beats per minute. Write it
down on your sheet of paper. Target heart
rate is 55-85% of max. Max heart rate is
220-age
-
- Transition up to Gym
- Jog 3 Laps and Walk 1
- Stretch
Smoking Aerobics
Purpose of Activity:
The purpose of this activity is to show how
smoking tobacco affects a person's
everyday physical activity.
Suggested Grade Level:
6-12
Materials Needed:
Straws, steps for aerobics, Paper and Pencil
Description of Idea
Make a prediction: How do you think using the
straw will affect your heart rate? Will it be more
or less difficult to complete the activity?

- Write down current resting heart rate

- Write down max heart rate. (220-age)
I. Step Aerobics: Do a ten minute step
aerobic routine with the students. Any
routine will do, as long as it is rigorous
and gets their heart rate up
A. 20 jumping jacks
B. 10 jump squats
C. 10 sit-ups
D. 5 Burpees
II. Have the students check their heart rate.
Anything can be used to help them understand
that their heart rat

III. Discussion: Have the students fill out the first

two questions on the worksheet, which are
provided next.

1. What is your current Heart rate?

 2. How does it compare to your resting heart

rate?
3. How does it compare to your max heart

rate?
IV. Mind Map what the students answered for
question one and discuss. Each student can come
up with and write their own answer.

V. Smoking Aerobics: Each student needs a straw.

They will do the same exact aerobics routine from
the beginning of class. The difference is they will
be using straws to breath in and out. The straws
represent how a smoker feels when doing physical
activity. (Note: Please be careful with this portion
of the lesson for safety reasons. Make sure
students are very careful with the straw as they do
this).

VI. Have the students check their heart rate again

to see if there is a difference compared to the first
time

VII. Finish worksheets by answering question,

which are provided next.

3. Describe what you experienced when doing

aerobics while breathing through the straw

4. What is your current heart rate?

5. How does it compare to the numbers without

the straw?
 6. Why might the activities have been more
difficult with the straw?

Discuss answers as a class.

- Free time
- Must be doing SOMETHING

Inclusion - Student autonomy

(differentiation, alternatives - Students unable to speak will be allowed
to write on the whiteboard
- Those unable to read will be able to be
learn through discussion

Assessment - Students will display their understanding

(before, during, and after the lesson) of tobacco’s effects through the
illustrations they create.

Self-assessment of plan

Expectation Was expectation exceeded,

met, barely met, or not met?
Objectives Objectives are stated clearly, related to SOLs, and Met
sufficiently narrow for the time allotted
Content Lesson design demonstrates understanding of content Met
Procedures Procedures are detailed so that any teacher could use. Time Met
is allotted for activities that allow students to: generate
anticipation, explore, organize knowledge, practice, and
share.
Inclusion and Lesson plan explicitly and effectively differentiates for Met
motivation learners at different levels. Alternate procedures are
included to avoid frustration or boredom.
Assessment Plan explicitly states the means for collecting feedback Met
about students relative to the objective(s) before, during, and
after the lesson