Introduction
During adolescence we experience changes both physically and emotionally. Some of these changes may lead to behaviour and practices which can be dangerous to our health. Such practices include: smoking, alcohol consumption, internet addiction, drug abuse and isolation to name a few.
Have you ever found yourself in one of the situations mentioned above? Do you know anyone (a friend, a relative) whose health was in danger because of these practices? What would the consequences be if you were involved in a behaviour such as the above?
In this project you are going to explore smoking as a teenage issue in order to become aware of its causes, consequences as well as possible ways to deal with it.
Task
Follow the guidelines in the Process page in order to carry out a research regarding the causes and effects of teen smoking as well as ways to deal with it. You are going to visit a number or websites, watch videos, save pictures and complete diagrams with notes in order to:
1. create an infographic about causes, effects and possible ways to tackle teen smoking.
2. write an article from the view point of a teenager who was addicted to smoking but eventually managed to quit. Describe what the causes of their actions were, the effects of their practices and what helped them deal with it.
Process
You are now ready to begin your quest about smoking. Here are the steps you are going to follow:
Step 1: Get into groups of three. In each group, one member is going to research the causes of teen smoking, another one the effects it has and the other one ways to deal with it.
Step 2: Visit some of the sites I have provided you with below. Watch the relevant videos as well. Then each member of the groups will complete the part of the diagram he/she is responsible for, using information from the resources. Do not write full sentences. Try to take notes.
Sites about smoking: causes, effects and solutions
- http://www.medbroadcast.com/channel/smoking/youth-and-smoking/why-teens-and-kids-start-smoking
- http://kidshealth.org/en/teens/smoking.html
- http://www.who.int/tobacco/research/youth/health_effects/en/
- https://www.dosomething.org/facts/11-facts-about-teen-smoking
- https://www.cdc.gov/tobacco/data_statistics/fact_sheets/youth_data/tobacco_use/
- http://www.tobaccofreemaine.org/channels/parents/learn_more_about_health_effects.php
- https://quitday.org/smoking-effects/young-adults/
- http://www.irishhealth.com/article.html?con=310
- http://www.livestrong.com/article/96478-causes-smoking-among-teens/
- http://teens-lakshika.blogspot.gr/2012/04/solutions-for-teen-smoking.html
- https://www.slideshare.net/phillipske/problem-solution-teen-smoking-essay-2384868
- http://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teen-smoking/art-20047069
- http://www.healthguidance.org/entry/15847/1/Preventing-Teenage-Smoking.html
- http://www.momjunction.com/articles/effective-tips-to-make-your-teens-quit-smoking_0089740/#gref
- http://kidshealth.org/en/teens/quit-smoking.html
- http://www.instah.com/quit-smoking/top-10-reasons-why-teenagers-smoke/
- https://www.surgeongeneral.gov/library/reports/preventing-youth-tobacco-use/factsheet.html
18. https://www.drugabuse.gov/publications/research-reports/tobacco/smoking-adolescence
Video
19. https://www.youtube.com/watch?v=4aloB3BjluI
20. https://www.youtube.com/watch?v=9gr0-aY50NQ
21. https://www.youtube.com/watch?v=lW6hwmdZbmE
| Teen smoking | ||||
|---|---|---|---|---|
| Causes/Reasons | Effects | Solutions | ||
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Step 3: Each group is going to create an infographic about teen smoking. Use your notes in the diagram, the sites above and pictures that you can find in the sites below. Look at the examples of anti-smoking Infographics at http://www.infographicszone.com/health/top-10-anti-smoking-infographics. Your infographic should include photographs demonstrating the causes and effects of smoking as well as ways to deal with it accompanied by brief information. Before you start creating the infographic watch the tutorial below to become familiar with the process.
Then visit the site https://www.easel.ly/ to create it. Remember to use your OWN words as much as possible!
Pictures
22. http://www.istockphoto.com/photos/teen-smoking?excludenudity=true&sort=mostpopular&mediatype=photography&phrase=teen%20smoking
23. http://www.crystalgraphics.com/powerpictures/images.photos.asp?ss=teen+smoking
24. http://www.gettyimages.com/photos/little-girl-smoking-cigarette?excludenudity=true&sort=mostpopular&mediatype=photography&phrase=little%20girl%20smoking%20cigarette
25. http://www.webmd.com/smoking-cessation/ss/slideshow-ways-smoking-affects-looks
26. https://www.shutterstock.com/search/anti-smoking
27.http://www.wikihow.com/Stop-Smoking-and-Drinking
Step 4: Now you are going to write an article describing a personal experience of a teenager who became addicted to smoking but eventually managed to quit. One member of the group is responsible to write about the reasons that made the teenager start smoking, another member is going to write about the physical and psychological effects smoking had on him/her and the third member is responsible to write about how the teenager managed to deal with the problem and who/what helped him/her.
You should always discuss together and consult each other so that the end product will be coherent in its style of writing.
Make sure that you use the first person singular and past tenses. Use the information you have gathered from the notes you kept, the sites and videos above to help you get ideas and relevant voabulary. Try to imagine the teenager's thoughts and feelings. Always express your ideas in your own words and avoid copying from the sites.
Step 5: During the project you will be asked to evalute the members of your group. After the project is completed, the teacher will evaluate you based on several criteria (for the infographicand the article). Your mark will depend on both peer- and teacher- evaluation. Visit the Evaluation page to see the evaluation checklists.
Evaluation
| Making A Poster : Infographic assessment (group) | ||||
| Teacher Name: Ms. Skarkala Rouka | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Required Elements | The poster includes all required elements as well as additional information. | All required elements are included on the poster. | All but 1 of the required elements are included on the poster. | Several required elements were missing. |
| Content - Accuracy | At least 7 accurate facts are displayed on the poster. | 5-6 accurate facts are displayed on the poster. | 3-4 accurate facts are displayed on the poster. | Less than 3 accurate facts are displayed on the poster. |
| Graphics - Relevance | All graphics are related to the topic and make it easier to understand. | All graphics are related to the topic and most make it easier to understand. | All graphics relate to the topic. | Graphics do not relate to the topic. |
| Attractiveness | The poster is exceptionally attractive in terms of design, layout, and neatness. | The poster is attractive in terms of design, layout and neatness. | The poster is acceptably attractive though it may be a bit messy. | The poster is distractingly messy or very poorly designed. It is not attractive. |
| 6+1 Trait Writing Model : Article evaluation (individual) | ||||
| Teacher Name: Ms. Skarkala Rouka | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Focus on Topic (Content) | There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. | Main idea is clear but the supporting information is general. | Main idea is somewhat clear but there is a need for more supporting information. | The main idea is not clear. There is a seemingly random collection of information. |
| Support for Topic (Content) | Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. | Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. | Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. | Supporting details and information are typically unclear or not related to the topic. |
| Adding Personality (Voice) | The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them \"his own.\" | The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. | The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. | The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. |
| Sequencing (Organization) | Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. | Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. | Some details are not in a logical or expected order, and this distracts the reader. | Many details are not in a logical or expected order. There is little sense that the writing is organized. |
| Grammar & Spelling (Conventions) | Writer makes no errors in grammar or spelling that distract the reader from the content. | Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. | Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. |
Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.
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| Collaborative Work Skills : Assessment of collaboration (individual) | ||||
| Teacher Name: Evdokia Skarkala Rouka | ||||
| Student Name: ________________________________________ | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Working with Others | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
| Contributions | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
| Time-management | Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination. | Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management. |
| Focus on the task | Consistently stays focused on the task and what needs to be done. Very self-directed. | Focuses on the task and what needs to be done most of the time. Other group members can count on this person. | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | Rarely focuses on the task and what needs to be done. Lets others do the work. |
| Attitude | Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). | Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). | Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). | Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). |
Conclusion
You have completed your research on the issue of teen smoking. I hope that you found the project interesting and that you learned something useful about this relevant to your age issue. Now, you can inform others of your age about it and offer valuable advice if needed.
It was great working with you.Thank you all for your cooperation and contribution!
Your teacher