Teen Smoking: Designing a School Anti-Smoking Publicity Campaign
By Kyle Kleckner, August 26, 2009
- High School
- City of Neighborhoods
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- describe the purpose and structure of the human respiratory system
- describe smoking’s effects on the human body
- use the design process, to design and evaluate an anti-smoking campaign for a population subset at their school
- handouts of the Prompt
- handouts of the Assessment Checklist
- human anatomy and physiology textbooks
- Design Process outline
- poster board
- construction paper
- colored pencils
- diagrams of the human respiratory system
- six to ten laptops
- LCD Projector
- tobacco: any of several plants belonging to the genus Nicotiana, of the nightshade family, especially one of those species, as N. tabacum, whose leaves are prepared for smoking or chewing or as snuff
- nicotine: a colorless, poisonous alkaloid, C10H14N2, derived from the tobacco plant and used as an insecticide; it is the substance in tobacco to which smokers can become addicted
- pleural: of or pertaining to the pleura
- bronchial: pertaining to the bronchia or bronchi.
- cancer: a malignant and invasive growth or tumor, especially one originating in epithelium, tending to recur after excision and to metastasize to other sites
- addiction: the state of being enslaved to a habit or practice or to something that is psychologically or physically habit-forming, as narcotics, to such an extent that its cessation causes severe trauma
- The project will be using the ERC Design-Based Format (this format will have been gone over previously with students in earlier lessons).
- This project will focus on designing an anti-smoking campaign for students at YOUR high school. Each group will be assigned a certain population subset (i.e. Group 1 will be assigned to design a project for ninth grade girls, group 2 for twelfth grade boys, group 3 for tenth grade pregnant students, and so on). The end-result is open-ended; however, the end result should focus on ‘lowering the rates of smoking by your fellow high school students.’
- You will be graded on your accurate following of the design process in addition to your final prototype of a campaign and its presentation.
- Students’ project groups will be the groups to which they are already assigned and sitting with (have students in pre-designed groups based on need/behavior/etc.).
- Explain to students that they are able to use the various art supplies and school supplies located in pre-determined labeled locations throughout the room.
- Review the challenge. Pin down what problem you’re trying to address and what obstacles may stand in your way.
- Investigate the problem. Using the resources and people at your fingertips, learn more about the problem and its causes.
- Frame/Reframe the problem. What did you learn from your investigation? Did it change what you thought of the problem? Reinforce it? Redefine the problem!
- Generate possible solutions to your problem. Brainstorm your ideas on a piece of poster board!
- Edit and Develop your solution. Perfect it! Make drawings, models, or illustrations to demonstrate the potential of your idea.
- Share and Evaluate your idea. Make sure you show your idea to the teacher before moving on to any next steps!!!
- Students have successfully and accurately followed the design process (50 points)
- Students have made a good-faith effort to adjust their projects based on teacher feedback (20 points)
- Students have put effort and creativity into their prototype (30 points)
- Students have addressed the problem in their solution’s design and presented it to the class with accuracy, effort, and thoroughness (50 points)