Grade 7

Unit Quiz

This should be used after students complete the activities and lessons. It is designed to help you assess their understanding of the content. Students will work in small groups to determine answers to True/False, Choices & Consequences, and Fill-in-the-Blanks questions.

Student Assessment

  • Skills: Comprehending/Analyzing data
  • Suggested Time Consideration: 25 minutes
  • Rationale

    The quiz will help you assess your students’ understanding of the content of the “Right Decisions, Right Now: Be Tobacco Free” program.

  • Getting Started

    When you are done with the lessons and your students have completed the activities, have your class break into small groups and face the interactive whiteboard. You may also opt to project this onto a screen from your computer.

    Display the digital activity link to the main page of the quiz on the interactive whiteboard or projector screen.

    Launch Activity

    In this quiz, there are three categories: “True/False”, “Multiple Choice”, and “Fill in the Blanks”. In each category, there are five questions. There is also one “Daily Double” question (worth twice the points) and a “Final Question”.

    Decide which group of students will begin the game. Then, let them select a category and a number value. For example, they may select “True/False” for 200, or “Fill in the Blanks” for 400. They need not go in order.

    When students select a category and number value, click on it from your computer or at the interactive whiteboard to display the question. Click on the “Answer” button to display the answer. Do not display the answer until the correct answer has been given by a team or all groups have taken a turn. Review the answers first (in the “Answers” section) and consider printing them out for easy reference (see the “Materials” section). To go back to the main quiz screen after each question is answered correctly, click on the “Home” button at the bottom of the screen.

    Pose each question to the entire class and determine who will get to answer first based on speed of response. Alternately or in addition, you may wish to ask teams to write down their complete answers before raising their hand to respond. If you do so, you may opt to award points to all teams that get the correct answer, regardless of response time. In this case, have teams take turns selecting categories and point values, as well as answering. If you choose to determine who gets to answer first and earn points based on speed of response, follow these guidelines: if someone in a group raises their hand first, with the correct answer to the question in the category, they will then win the points and get to choose the next category and number value. If they raise their hand first but get the answer wrong, you would then allow the other teams to answer, with the order determined by how quickly they responded. The team with the correct answer, or the team that had the last correct answer, will choose the next category and point value. This will continue throughout the game.

    Request that a student volunteer keep track of points for each team on the chalkboard or on a piece of paper. When a team gets a correct answer, they earn the category value. When they get an incorrect answer, the point value of the question is deducted. Alternately, you may opt to only add and not deduct points.

    For the “Final Question” round, tell the class that the category is “Health Consequences” before clicking on the button to display the final question. Based on the category, each group should write down a point value they are willing to risk. The scorekeeper should share the team scores prior to this point so groups can make an informed decision.

    Teams with the correct answer will have the point value they risked added to their score. Teams with an incorrect answer will have it deducted from their score, or simply not added.

  • Talking About It

    Emphasize that the point of the Unit Quiz is for students to have an opportunity to share what they’ve learned about being tobacco free.

    Note the questions students struggle with most and consider discussing them with students after the quiz.

  • Answers

    Points Question Answer
    Questions/Prompts in “True/False” Category
    (100) Most middle schoolers are not current cigarette smokers. What is “True”?
    (200) Nicotine addiction can occur after as few as 100 cigarettes. What is “True”?
    (300) Using smokeless tobacco does not cause health consequences. What is “False”?
    (400) Nicotine does not affect or change the brain the same way heroin and cocaine do. What is “False”?
    (500) The younger a person is when he or she starts to smoke cigarettes, the more likely he or she is to become addicted to nicotine. What is “True”?
    Questions/Prompts and Answers in “Multiple Choice” Category
    (100) Young people who smoke cigarettes can experience_______.
    a) shortness of breath
    b) coughing and wheezing
    c) nausea and phlegm production
    d) all of the above
    d
    (200) What is nicotine?
    a) a neurotransmitter
    b) a neuron
    c) a drug found in tobacco leaves
    d) a form of glucose found in tobacco leaves
    c
    (300) Which statement is the most accurate?
    a) Smoking cigarettes can damage your lungs.
    b) Smoking cigarettes can damage your heart.
    c) Smoking cigarettes can damage nearly every organ in your body.
    d) Smoking cigarettes is only harmful to people who have smoked for a long time.
    c
    (400) Half the effects of nicotine are gone in _______.
    a) 35 minutes
    b) 40 minutes
    c) 60 minutes
    d) 90 minutes
    b
    (500) Without nicotine, a smoker can feel ___________.
    a) cold and sad
    b) energetic and thirsty
    c) irritable and depressed
    d) happy and alert
    c
    Questions/Prompts and Answers in “Fill in the Blanks” Category
    (100) Three health consequences of tobacco use are ___________, _____________, and __________. What are:
    (any three of the following would be correct)

    • Strokes
    • Cataracts (which can cause blindness)
    • Emphysema
    • Gum disease
    • Pneumonia
    • Bronchitis
    • Chronic coughing
    • Wheezing
    • Heart disease
    • Phlegm production
    • Bleeding gums
    • Mouth sores
    • Shortness of breath
    • Hardening of the arteries
    • Increased risk of infection
    • Damaged immune system
    • Cancer
    • Being less physically fit
    • Impaired lung growth
    (200) (Double Your Points—Worth 400 Points!)
    Three nicotine withdrawal symptoms are ____________, _____________, and ___________.
    What are:
    (any three of the following would be correct.)

    • Irritability
    • Craving
    • Cognitive and attentional deficits
    • Sleep disturbances
    • Increased appetite
    • Depression
    (300) The difference between peer pressure and peer influence is ______________________. An example of peer pressure is ___________________. An example of peer influence is ________________. What are:
    Answers will vary, but should reflect the following concepts:

    • Peer pressure is obvious, or overt pressure from friends, and tends to involve teasing, taunting, challenging, encouraging others, or giving someone attitude. Peers pressure friends with words and actions to do something they don’t want to do—it can be positive or negative.
    • Peer influence is less obvious. It’s an internal pressure people put on themselves to do something they don’t want to do because they think it will help them be accepted, maintain friendships, or fit in. Peers don’t actually say or do anything to encourage the friend.
    (400) When making a decision, three things to consider include ___________, ______________, and _________. What are:
    (any three of the following would be correct.)

    • Situation: Why do you need to make a decision?
    • Goals: What do you want to happen?
    • Choices: What are your options or the alternatives?
    • Consequences: What could happen?
    • Decision: What will you do?
    • Think About It: Did you make the right decision?
    (500) You want to be tobacco free. What are three ways you could say “no” to a friend who offers you a cigarette or smokeless tobacco? What are:
    (any three of the following would be correct.)

    • Say “no” and suggest something else.
    • Say “no” and talk about the consequences.
    • Say “no” and give a reason or explain why you said “no.”
    • Say “no” and reverse the pressure.
    • Say “no” and change the subject.
    • Say “no” and add some humor.
    • Say “no” and walk away.
    Prompt and Answers for the Final Question
    TBD by Students List three types of cancer caused by smoking. What are:
    any three of the following would be correct:
    pharynx (mouth and throat), larynx (voice box), esophagus, lungs, stomach, pancreas, kidney, bladder

    Teachers, please note that students may come up with other types of cancer they believe are caused by smoking. Direct students to some of the online resources included in the program footnotes to have them check to see if they are correct.

  • Wrapping Up

    When the Unit Quiz is completed, congratulate students on what they’ve learned about being tobacco free!

  • Interactive Whiteboard PowerPoint

    For your convenience, we have created this same activity in two formats. The optimized interactive whiteboard PowerPoint includes additional audio and visual effects to engage your students. Click here to download the PowerPoint. You’ll also find it in the “Materials” section below.

  • Materials

Grade 7 Answers

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Grade 7 Interactive Whiteboard Powerpoint

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