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							                 TOBACCO PREVENTION TEACHING IDEAS

“Recipe for Death”: Chemicals in Cigarettes
Supplies: Large plastic mixing bowl, variety of items (listed below), place cards
Find examples that contain some of the chemicals listed below. As you explain each ingredient, simulate
adding that chemical to your mixing bowl. Print the name of each chemical on place cards for students to
see and set each card in front of your bowl as you add it. After you put all of the ingredients in the bowl
(don’t forget the last container labeled “3,995 other chemicals” or whatever number you need to total 4,000
chemicals), stir it and produce an artificial cigarette. You can make a really large one from PVC pipe or a
rolled up posterboard. Proceed to discuss the chemicals and how they are banned when used separately
due to their lethal toxicity. (Make sure to empty the contents of any liquids so that all items are safe. Here
are a few ideas.)
ACETONE-Nail polish remover
AMMONIA-Toilet bowl cleaner (allows more nicotine to the brain)
ARSENIC- Toy rat for rat poison
BUTANE-Cigarette lighter fluid
CADMIUM-Rechargeable battery
CARBON MONOXIDE- Toy car for car exhaust fumes (cuts down on oxygen)
FORMALDEHYDE-Clear jar with plastic bug floating in water (preservative)
HYDROGEN CYANIDE-Dust mask/gas chamber poison
LEAD –Pipe/lead poison; lead affects learning ability of children
METHANOL- Toy rocket for rocket fuel
NICOTINE-Found in insect spray/poison; the addictive drug in tobacco, affects brain
TAR- Fill a jar with dark colored Karo syrup; approx. 2 cups of tar equals a year’s worth of tar that goes
into the lungs of a pack a day smoker
POLONIUM 210- Nuclear waste/X-Rays; a pack a day is equal to 300-350 chest x-rays a year
VINYL CHLORIDE- PVC pipe, trashbags, plastic; burning plastic= poisonous chemicals
COVERED CEREAL BOX WITH THE NUMBER OF CHEMICALS LEFT TO EQUAL 4,000
Talking points: Some chemicals are not activated until they are ignited by fire(cigarette is lit); many
chemicals are needed to keep the cigarette burning; there are sugars and sweeteners added to cover the
bad taste from the poisonous substances; a burning cigarette in an ashtray contains 100% poisons to a
non-smoker while one that someone is smoking contains less poisons to the non-smoker since the smoker
is filtering/absorbing some of the poisons.

Tell the Truth About Tobacco: Design Anti-Ads
Supplies: Examples of tobacco ads from magazines, notebook paper, markers
Use ads to illustrate the lies the tobacco industry would have you believe. (It’s refreshing, slimming,
healthier as in “low tar” which doesn’t make since since tar is a poison anyway you look at it!) Have the
students design their own counter ads (use notebook paper) telling the truth (ie: Virginia Slims becomes
Virginia Slimes, Kool becomes Fool, Cigarettes become Cancerettes, etc.) Have students present their
ads which reveal the real truth about tobacco. Students can work in pairs or small groups of 3-4.

The Effects of Second Hand Smoke
Supplies: Bubbles for blowing, list of second hand smoke facts
As someone blows the bubbles another person reads different facts about second hand smoke. Explain
that there is no such thing as a “No Smoking Section” in a restaurant since:
     Ventilation systems only circulate poisons, they can not filter them out
     Smoke cannot read! It goes wherever it wants like the chlorine in a swimming pool.
     Just because you cannot smell the smoke does not mean you are not affected.
Instead, there is the “Smoking Section” and then there is the “Secondhand Smoking Section”! Encourage
students to practice their skills of speaking to the manager or others about the effects of second hand
smoke. Role play to practice skills involving family and friends.
TOBACCO PREVENTION TEACHING IDEAS                                                                   page 2


The Effects of Smokeless Tobacco (AKA: Mr/Ms Gross Mouth!)
Supplies: Package of “Big League Chew” (shredded gum),an empty pkg. chewing tobacco, an empty
container of snuff, a picture of the human mouth-open so the teeth, gums and tongue show (student
drawn, doesn’t need to come from a textbook), markers, enough copies of the mouth for all students, Mr.
Gross Mouth display model or pictures from ACS or ALA pamphlets that reveal the problems with
smokeless tobacco.
   1) Identify the different types of smokeless tobacco (chewing or spit tobacco, snuff, dip: show sample)
   2) Use the model or pamphlets to share the health problems related to smokeless tobacco use
   3) Explain the different types of problems related to the mouth with smokeless tobacco use rather
       than lung/heart/circulatory problems when smoking cigarettes is involved
   4) Show the “Big League Chew” bubble gum and discuss the purpose (Could it entice younger people
       to use chewing tobacco later on? Another advertising example: candy cigarettes)
   5) Fact: holding an average size dip in your mouth for 30 minutes gives you as much nicotine as
       smoking 4 cigarettes
   6) Fact: each tin or pkg. has as much nicotine as 30-40 cigarettes; spit tobacco is highly addictive
   7) Fact: Spit tobacco users have a 9 times greater risk of developing gum disease than nonusers

To check their understanding have students draw the problems of the mouth that have been discussed on
the sheet provided (ie: cavities, loss of teeth, yellow teeth, bad breath, gum disease, mouth cancer, cancer
of the tongue, bone loss, Leukoplakia –white, wrinkled skin patches inside the cheek/or gum where the
tobacco is held/precancerous condition, etc.) There are approx. 562 additives in snuff. Have students
share their pictures with the group and explain the problems they illustrated. Be sure their name is on their
picture to take home to share with others.

Smoking Causes Serious Breathing Problems
Supplies: small drinking straws/round coffee stirs; pictures and info. on Emphysema, Bronchitis,
Pneumonia, Asthma and other respiratory conditions
Encourage everyone to stand up and to participate by doing 20 jumping jacks, if able. If wheelchair bound
or unable to jump have them move their arms as if doing jumping jacks…the idea is to get their heart rates
pumping and their breathing to increase. The moment you reach #20 have students stop, grab a straw,
hold their nose and breathe through the little straw for a good 30 seconds, long enough to get the idea that
it is very uncomfortable to breathe through a small opening. Explain that this is how it feels to have
Emphysema; the oxygen is decreased making it hard to breathe. The damage is irreversible once it
occurs. Some people have to carry around an oxygen tank the rest of their lives everywhere they go; they
sleep with it running at night to be able to breathe. Be sure to explain the connection of Emphysema and
other breathing problems with tobacco use due to the many poisonous chemicals (carbon monoxide for
one). Also discuss the harmful effects on those having to breathe second hand smoke (SHS) as follows:
      Children are more vulnerable to the effects of SHS because of their small airways
      26,000 healthy U.W. children develop asthma every year due to SHS,(ALA 1998)
      Every year between 150,000 and 300,000 children 18 months or younger suffer form lower
        respiratory infections (bronchitis and pneumonia) from SHS (U.S. EPA)
      SHS causes an estimated 1,868 to 2,708 deaths annually in the U.S. due to sudden infant death
        syndrome (SIDS), National Cancer Institute
Allow students to come up with their own reasons for not using tobacco and ideas for supporting their
friends and family to not smoke. Have them role play ways to speak to friends and family who smoke
around them (ie: ask them to take it outside, it smells up your clothes, causes breathing problems, etc.)
Practice assertiveness skills; give “I” messages: “I can’t breathe when you smoke around me so if you
have to smoke, please go outside. “
Handout: send students home with the EPA “Smoke-Free Home Pledge” (To order call #1-800-513-1157)