Drugs Lesson Plan: Literacy / Media Studies at Key Stage 3 / 4

Literacy / Media Studies at Key Stage 3 / 4

Lesson plan: Smoking and media influence

Statutory Requirements covered within this lesson: PSHE 2c – How to keep healthy and what influences health, including the media Ct 1a – About the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems (e.g. in relation to drug, alcohol and tobacco laws) PSHE 1d - To recognise influences, pressures and sources of help and respond to them appropriately

Learning outcomes  Students will understand that various factors influence their decision making  Students will be able to discuss rights and responsibilities regarding smoking

Materials needed Signs saying “Agree”, “Disagree” “Not sure” Blu-Tac Newspapers and magazines Large bag of sweets NHS smoking leaflets

Activity 1. Ensure that there is plenty of space for the students to move about. Stick the signs up at opposite ends of the room. Read the following statements (or a few of your own) to the class and ask them to stand underneath whichever statement applies to them:

“The ban on smoking in pubs and public places is a good idea.” “The cost of cigarettes should be raised to £10 a pack.” “Smoking helps to maintain a thin figure.” “Quitting smoking is the same process for everyone.” “Tobacco companies are ultimately responsible for an increase in smoking.” “All forms of smoking advertisements (including in films) should be banned.” “The graphic pictures on the front of the packs are not effective in preventing people from smoking.” “It’s easy to quit before you get addicted.” “If people want to smoke that’s their right.”

Ask the students to fully explain their opinions. 2. Lead the class in a discussion about what factors influence people to smoke (e.g. family, friends, celebrities, television, films, adverts). Divide the class into small groups and hand out the newspapers and magazines. Ask the groups to find pictures of celebrities smoking. What is this person’s job? What message do you think their cigarette use sends out to young people? Do celebrities have a responsibility not to smoke in public?

3. Split the class into pairs and give each pair a sweet. Student #1 may eat their sweet but Student #2 may not. Now Student #1 must try to convince their partner to eat their sweet – Student #2 must not eat their sweet under any circumstance! Give the pairs 5 mins to try as many persuasive techniques as possible.

How easy or difficult was it for Student #2 to refuse to eat their sweet? What were the most persuasive arguments they heard from their partners? How easy or difficult would it be to refuse if the object was a cigarette / a beer / a spliff instead of a sweet? What could you say to a friend or family member who smokes to help to them to stop?

4. Hand out the NHS smoking leaflets and reinforce local support services.

Extension activity:

1. Split the class into small groups and ask them to design an anti-tobacco advertisement that would be targeted at teenagers. Let the students choose what medium to present this advert in – for example: a radio spot, a TV announcement, a magazine advert, or a website pop-up.

2. Divide the class into two groups. One group will represent the tobacco industry, the other group are the representatives from an anti-smoking lobby. Each group must discuss their key arguments and write them on flip chart paper. Then each group must choose two people to deliver their arguments in a “televised debate”.