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Grades
Grades 2-up
News Content
Will other states follow the lead set by a tough new anti-smoking law in Hawaii?
Anticipation Guide
Before reading, ask students to agree or disagree with each of the statements below. You might provide time for a few students to share comments they have in response to each of the statements.
News Words
Next, introduce these words that appear in the News Word Box on the students printable page: anti-smoking, tough, business, limit, stadium, illegal, and enclosed. Discuss the meanings of any of those words that might be unfamiliar. Then ask students to use one of those words to complete each of these sentences:
Read the News
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Click for a printable version of this weeks news story, Is a Tough Smoking Law Coming to Your State?
More Facts to Share
You might share these additional facts with students after they have read this weeks news story.
Comprehension Check
Revisit the Anticipation Guide at the top of this lesson; ask students to respond again to the statements in it. Have their responses changed at all?
You might follow-up that activity by asking some of these questions:
Recalling Detail
Think About the News
Discuss the "Think About the News" question that appears on the students news page. You might use the think-pair-share strategy with students to discuss this question. If you use this strategy
More critical thinking. In another recent news story about smoking, the New York Times reported that the city of Bangor, Maine, has banned smoking in cars if children under the age of 18 are present. The smoker can be fined $50 for violating the law. That ordinance, passed by Bangors City Council, made some people very happy. Others were angry; they say the law is an invasion of privacy. "If the government interferes in this way, who knows whats next?" they say. "Soon, the government might pass laws about what foods we can feed our kids and which ones we cannot." Share this news with students, then ask, How do you feel about Bangors new law? (Note: Some states -- including Arkansas and Louisiana -- have banned smoking in cars with children, and other states -- including California and Connecticut -- are considering such laws, but Bangor is believed to be the first city to enact a ban.)
Follow-Up Activities
Art. Share with students some of the "No Smoking" signs that were created to help Hawaii businesses announce the new law. Let students talk about how the signs reflect the state. (Students will point out leis, beautiful flowers, and even fish on the signs.) Challenge each student to create a "No Smoking" sign that reflects the element(s) of your state.
Math -- read a table. In this weeks News for Kids article, the following fact was shared: Only about 17 percent of adults in Hawaii smoke, which is the fourth-lowest rate in the U.S. Where does your state stand in terms of the percent of people who are smokers? Use a projector attached to your computer to show this table showing the prevalence of smokers by state. (Or photocopy the table onto a transparency and use an overhead projector to display it.) Ask questions about the table, such as the following questions:
More smoking activities. Be sure to see additional activities on Education Worlds Anti-Smoking Activities 'Permeate' the Curriculum page.
Assessment
Use the Comprehension Check (above) as an assessment. Or have students work on their own (in their journals) or in their small groups to respond to the Think About the News questions on the news story page or in the Comprehension Check section.Lesson Plan Source
Education WorldNational Standards
FINE ARTS: Visual Arts
GRADES K - 4
NA-VA.K-4.1 Understanding and Applying Media, Techniques, and Processes
NA-VA.K-4.3 Choosing and Evaluating A Range of Subject Matter, Symbols, and Ideas
NA-VA.K-4.4 Understanding the Visual Arts In Relation to History and Cultures
NA-VA.K-4.6 Making Connections Between Visual Arts and Other Disciplines
GRADES 5 - 8
NA-VA.5-8.1 Understanding and Applying Media, Techniques, and Processes
NA-VA.5-8.3 Choosing and Evaluating A Range of Subject Matter, Symbols, and Ideas
NA-VA.5-8.4 Understanding the Visual Arts In Relation to History and Cultures
NA-VA.5-8.6 Making Connections Between Visual Arts and Other Disciplines
GRADES 9 - 12
NA-VA.9-12.1 Understanding and Applying Media, Techniques, and Processes
NA-VA.9-12.3 Choosing and Evaluating A Range of Subject Matter, Symbols, and Ideas
NA-VA.9-12.4 Understanding the Visual Arts In Relation to History and Cultures
NA-VA.9-12.6 Making Connections Between Visual Arts and Other Disciplines
LANGUAGE ARTS: English
GRADES K - 12
NL-ENG.K-12.2 Reading for Understanding
NL-ENG.K-12.3 Evaluation Strategies
NL-ENG.K-12.4 Communication Skills
NL-ENG.K-12.11 Participating in Society
NL-ENG.K-12.12 Applying Language Skills
PHYSICAL EDUCATION AND HEALTH: Health
GRADES K - 4
NPH-H.K-4.1 Health Promotion and Disease Prevention
NPH-H.K-4.3 Reducing Health Risks
NPH-H.K-4.5 Using Communication Skills to Promote Health
GRADES 5 - 8
NPH-H.5-8.1 Health Promotion and Disease Prevention
NPH-H.5-8.3 Reducing Health Risks
NPH-H.5-8.5 Using Communication Skills to Promote Health
GRADES 9 - 12
NPH-H.9-12.1 Health Promotion and Disease Prevention
NPH-H.9-12.3 Reducing Health Risks
NPH-H.9-12.5 Using Communication Skills to Promote Health
SOCIAL SCIENCES: Civics
GRADES K - 4
NSS-C.K-4.2 Values and Principles of Democracy
NSS-C.K-4.5 Roles of the Citizen
GRADES 5 - 8
NSS-C.5-8.2 Foundations of the American Political System
NSS-C.5-8.5 Roles of the Citizen
GRADES 9 - 12
NSS-C.9-12.2 Foundations of the Political System
NSS-C.9-12.5 Roles of the Citizen
See recent news stories in Education Worlds News Story of the Week Archive.
Article by Ellen Delisio and Gary Hopkins
Education World®
Copyright © 2007 Education World
01/24/2007