Synopsis

After reviewing risks of all forms of tobacco products and the advertisements that promote those products, students create either a song/music video or a TV commercial designed to convince middle school students not to use tobacco in any form.

Teaching Steps

1. 1. Students review risks of tobacco products.
   Write the words cigarettes, cigars, pipes and chewing tobacco in separate columns on the board. Divide class into small groups and give each group one piece of chalk. Assign each group one of the listed tobacco products. Tell groups to choose a "runner" to write as many as possible short-term and long-term effects of their products in the appropriate columns. When all groups have finished, review the lists for accuracy and completeness.'
2. 2. Students examine tobacco ads.
   Distribute tobacco advertisements to students and discuss them. '

   DISCUSSION POINTS

   • What graphic design techniques does this advertisement use to appeal to you?
   • What does the advertisement say directly?
   • What does it say indirectly (hinting, suggesting)?
   • Who do you think this advertisement is designed to interest?
   • How does it do this?

3. 3. Groups create music videos or TV commercials.
   Student Page: Project Overview and Guidelines

   Have students return to their small groups and distribute the student page. Let students read it, then review it. Tell students they may use an existing popular song or catchy tune, but they are to rewrite the lyrics. They may also parody well-known TV commercials. Read students the following example in your best "announcer's" voice (optional).

   "Removal of one lung: $66,000. One-year supply of portable oxygen: $6,500. One year of chemotherapy: $39,000. Never starting to smoke in the first place: Priceless! There are some things money can't buy. For everything else, there's TwisterCard."

   CONCEPTS

   • Many adolescents begin smoking or using tobacco in their early teens.
   • If students can be prevented from starting to use tobacco at this young age, they may never become tobacco users.

4. 4. Groups present projects.
   Performances may be either live or taped. (If live, consider taping it yourself.) Ask students what they liked about each performance.'
5. 5. Reflect, summarize, and discuss.
   Discuss the projects the groups presented.

   SKILL DEVELOPMENT

   • Did students sound convincing?
   • Would the appearance appeal to the target audience (middle school students)?
   • Was the information about tobacco's effects accurate?
   • Did the performance encourage others to make a healthful choice (non-use) about tobacco?

Assessment

Ask students to write reflective summaries explaining what they learned by working on their projects. Tell them to include suggestions for creating messages about staying tobacco-free that would be convincing for middle school students and explain why they are good messages.

Extension
Videotaped performances could be shared with middle school health teachers for use in their classes, shown to the home-school association, broadcast over the local TV news station, etc.

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