Activities: unit-quiz
SKILLS: Comprehending / Analysing Data
Suggested Time Consideration: 25 mins
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.
RATIONALE
The quiz will help you assess your students’ understanding of the content of the “Right Decisions, Right Now: Be Nicotine 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 main page of the quiz on the interactive whiteboard or projector screen.
In this quiz, there are three categories: “True/False“, “Choices & Consequences“, 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. When you click a second time, the answer will be displayed. Do not display the answer until the correct answer has been given bya team or all groups have taken a turn. Review the answers first (in the “Answers” section) and consider printing them out for easy reference. To go back to the main quiz screen after each question is answered correctly, click on the back arrow 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, based on 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, show the groups the category: “Health Consequences.” 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 and nicotine 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) | Young people who smoke cannot become addicted to nicotine. | What is “False”? |
| (300) | Many young people say they’re going to quit smoking in the future, and then can’t. | What is “True”? |
| (400) | Smokeless tobacco is harmful to your health. | What is “True”? |
| (500) | Smoking cannot cause heart disease. | What is “False”? |
| Questions/Prompts and Answers in “Choices & Consequences” Category | ||
| (100) | Young people who smoke cigarettes_______. a) are likely to be less physically fit and to have more breathing problems than kids who don’t smoke b) report that they cough and wheeze more than their peers who don’t smoke c) neither A nor B d) both A and B | d |
| (200) | Smoking cigarettes can damage________. a) only your mouth and gums b) only your lungs and heart c) only your lungs d) nearly every organ in your body | d |
| (300) | What best describes what you should think about when making a decision? a) your friends b) what other people will think c) your goals, choices, and consequences d) your friends, choices, and consequences | c |
| (400) | What are three health consequences of tobacco use? | 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 |
| (500) | What are three consequences of tobacco use that are not related to health? | What are: any three of the following would be correct: stained teeth, wrinkles, smelly clothes, stinky hair, punishment from parents, punishment from school, legal consequences, avoidance/ostracism from non-smokers |
| Questions/Prompts and Answers in “Fill in the Blanks” Category | ||
| (100) | The chemical in tobacco that affects the brain is_______________. | What is nicotine? |
| (200) | (Double Your Points—Worth 400 Points!) Three reasons why most middle schoolers do not use tobacco are ______________, ____________________, and ____________________. | What are: any three of the following would be correct:
|
| (300) | “My friends who smoke teased me about trying it. So, after school I smoked a cigarette with them even though I didn’t want to.” This statement is an example of ______________. | What is peer pressure? |
| (400) | Three reasons why some young people try tobacco are: | What are: any three of the following would be correct:
|
| (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:
|
| Prompt and Answers for the Final Question | ||
| TBD by Students | Category: Health Consequences 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 |
WRAPPING UP
Teachers, please note that students may come up with other health impacts they believe are caused by smoking, vaping and use of other nicotine products. Direct students to some of the online resources included in the program footnotes to have them check to see if they are correct.
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.
SKILLS: Comprehending / Analyzing Data
Suggested Time Consideration: 25 mins
RATIONALE
The quiz will help you assess your students’ understanding of the content of the “Right Decisions, Right Now: Be Nicotine 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.
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 and nicotine 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) | 36% of middle schoolers are current cigarette smokers. | What is “False”? Only about 1 of every 100 middle school students (1.0%) reported that they had smoked cigarettes in the past 30 days, and 1 out of every 30 middle school students (3.3%) reported that they had used electronic cigarettes (vapes) in the past 30 days. [8] |
| (200) | Most high schoolers are not current cigarette smokers. | What is “True”? |
| (300) | Nicotine addiction can occur after as few as 100 cigarettes/vapes. | What is “True”? |
| (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 or vape, the more likely he or she is to become addicted to nicotine. | What is “True”? |
| Questions/Prompts and Answers in “Multiple Choice” Category | ||
| (100) | What is the leading preventable cause of death in the U.S.? a) alcohol b) drugs c) cigarette smoking d) none of the above | c |
| (200) | Young people who smoke cigarettes can experience_______. a) shortness of breath, coughing, and wheezing b) nausea and phlegm production c) only A d) both A and B | d |
| (300) | Which statement is the most accurate? | c |
| (400) | Using smokeless tobacco can cause______________. a) cancer b) gum disease and mouth sores c) both A and B d) none of the above | c |
| (500) | Nicotine found in cigarettes and smokeless tobacco changes a tobacco user’s______________. a) heart and breathing rates b) heart rate and the brain’s reaction c) heart rate, breathing rate, and the brain’s reaction d) none of the above | c |
| Questions/Prompts and Answers in “Fill in the Blanks” Category | ||
| (100) | Three health consequences of tobacco use are ___________, _____________, and __________. | What are:
|
| (200) | (Double Your Points—Worth 400 Points!) Two nicotine withdrawal symptoms are ____________, and ___________. | What are:
|
| (300) | When making a decision, three things to consider include ___________, ______________, and _________. | What are:
|
| (400) | Two ways of handling conflict: ___________________ and ____________________ | What are:
|
| (500) | Read the following scenario. Then fill in the blanks in the follow-up statement.Carlos’s friend Mike started smoking cigarettes because his older brother does. They’re all hanging out one day, and Mike offers Carlos a cigarette. Carlos does not want to smoke. He’s not sure what to do because everyone is watching him to see how he reacts. Three ways Carlos could say “no” and be tobacco free are _________, ___________, and ____________. | What are:
|
| Prompt and Answers for the Final Question | ||
| TBD by Students | Category: Interpersonal SkillsA scenario that is an example of peer pressure is____________________.A scenario that is an example of peer influence is____________________.(Students will be asked to create their own scenarios to fill in the blanks.) | What are:Answers will vary, but examples should reflect the differences between peer pressure and peer influence:
|
WRAPPING UP
When the Unit Quiz is completed, congratulate students on what they’ve learned about being tobacco and nicotine 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.