The Curricular Framework - Grades K-6 Revision return to ATOD List
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Alcohol, Tobacco & Other Drugs - Tobacco |
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| Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
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State that all forms of tobacco products contain the harmful chemicals including the drug nicotine. (CC) |
State that all forms of tobacco products contain the harmful chemicals including the drug nicotine. (CC) |
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Communicate why a person shouldn't use tobacco. (COM) |
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| Describe nicotine as a drug that changes how a person feels and should be avoided. (CC) | Identify the short- and long-term physical effects of using tobacco. (CC) | Describe the short- and long- term physical effects of being exposed to tobacco smoke. (CC) | Describe the short- and long- term physical effects of using tobacco. (CC) | Explain that using tobacco, caffeine, or pills is an unhealthy way to manage weight or stress. (CC) | ||
| State that using tobacco is addictive. (CC) | Describe the health benefits of abstaining from or discontinuing tobacco use. (CC) | Describe how using tobacco could hurt ones’ goals for physical fitness and athletic performance. (CC) | ||||
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Apply strategies to hypothetical situations to avoid exposure to secondhand smoke. (SM) |
Describe strategies to avoid exposure to secondhand smoke. (SM) |
Demonstrate the ability to avoid exposure to secondhand smoke. (SM) |
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Demonstrate the ability to avoid exposure to secondhand smoke. (SM) |
Compute the economic cost of tobacco use. (CC) |
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Identify
various strategies used in the media that encourage or discourage
tobacco use. (INF) |
Identify various strategies used in the media that encourage and discourage the use of tobacco. (INF) |
Analyze the accuracy of information conveyed in the media about tobacco use. (INF) |
Analyze the accuracy of information conveyed in the media about tobacco use. (INF) |
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Apply advertising strategies to communicate accurate information about the effects of tobacco use and secondhand smoke. (INF) |
Analyze the positive and negative choices a person can make about using tobacco and how these choices can affect friends and family. (INF and DM) |
Identify positive and
negative family, peer and societal influences on tobacco use. |
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Explain school policies and community laws related to the sale and use of tobacco products. (CC) |
Explain school policies and community laws related to the sale and use of tobacco products. (CC) |
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Explain that most young people choose not to use tobacco. (CC and INF) |
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| Identify effective refusal strategies. (SM) |
Describe effective and ineffective strategies to refuse pressure to use tobacco, inhalants, and other drugs. (COM) |
Make a commitment to be tobacco free. (SM) |
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| Demonstrate verbal and non-verbal ways to refuse tobacco use. (COM) |
Demonstrate verbal and non-verbal ways to refuse drug use and exposure to dangerous fumes. (COM) |
Identify people in school and in the community who can help prevent tobacco use or help others stop using tobacco. (AI) |
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Recognize that it is hard to stop using tobacco. (CC |
Demonstrate ways to support friends and family members who are trying to stop smoking. (INF and COM) |
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