Alcohol and Tobacco Effects

Learning Objectives

By the end of the lesson, the student will be able to:

• Identify at least three health impacts of alcohol consumption on young people.
• Identify at least three health impacts of tobacco use on young people.
• Understand why alcohol and tobacco can be harmful, using clear, simple language.
• Demonstrate understanding through discussion and choice-making activities.

These objectives meet the National Curriculum for England, PSHE education statutory guidance for key stage 3 (Years 7–9), specifically under:

• Health and Wellbeing: “The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking” (DfE 2019).
• Developing the ability to make informed decisions about health (DfE PSHE Education Programme of Study, 2019).

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Resources Needed

• Large visual flashcards with pictures and simple words about alcohol, tobacco, and health effects.
• A set of laminated cards with images showing healthy and unhealthy organs (lungs, liver, heart).
• A sensory tray with different smelling items (e.g., fresh air scent and cigarette smoke scent sample or smell-alike item if available).
• Simple illustrated booklet summarising health impacts (with large print and pictures).
• Whiteboard and coloured pens.
• Small rewards like stickers for participation and correct answers.
• Visual timer or countdown for time management.
• Comfortable seating and a quiet space with minimal distractions.

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Lesson Structure

1. Introduction (10 minutes)

• Welcome and Calm Start: Greet the student warmly and explain what will happen — “Today we will learn how alcohol and smoking can affect our body.”
• Use Flashcards: Show alcohol and tobacco flashcards one at a time, asking the student to name or describe each.
• Explain the goal: “We will talk about what happens inside our bodies when we use alcohol or tobacco.”
• Use simple sentences and repeat key vocabulary slowly.

2. Sensory and Visual Engagement (15 minutes)

• Sensory Tray Activity: Present two scent samples (fresh air vs. smoky smell). Ask: “Which one smells better?” and “Where do you think you might smell this?”
• Discuss briefly: smoking makes air smell bad and can make it hard to breathe.
• Show the laminated cards of organs. Point to the lungs, heart, and liver.
• Briefly explain in simple terms:
  • “Smoking can hurt your lungs and heart.”
  • “Alcohol can make your liver sick.”
• Use clear visuals to show healthy versus unhealthy organs.
• Ask the student to match the organ cards into ‘healthy’ and ‘unhealthy’ groups.

3. Discussion and Practical Examples (15 minutes)

• Use the illustrated booklet.
• Read aloud together the effects of alcohol and tobacco on young bodies.
• Ask engaging questions, e.g., “What do you think might happen if someone drinks too much alcohol?”
• Role-play scenario: “Imagine your friend is offered a cigarette. What would you say?” Use simple role-play phrases provided on cards.
• Encourage the student to express their views verbally or with gestures/signs.

4. Creative Reflection and Active Participation (15 minutes)

• Drawing or Collage: The student creates a drawing or a collage from provided images showing a healthy body and a less healthy body affected by alcohol and tobacco.
• While the student works, review key points verbally.
• Ask the student to point to or name some harmful effects they remember.
• Use rewards to praise effort and correct answers.

5. Assessment and Recap (5 minutes)

• Use a ‘health impact matching game’: show a health effect (e.g., coughing, feeling sick, heart problems) and ask the student if it is caused by alcohol, tobacco, or both.
• Use thumbs up/down or visual cards for responses.
• Recap learning using simple, clear sentences.
• Praise the student for their participation and understanding.

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Assessment Methods

• Observational Assessment: Note the student’s ability to recognise alcohol and tobacco products and explain at least one health impact for each.
• Active Participation: Monitor responses during discussion, sensory activity, and matching games.
• Creative Output: Review the drawing or collage for correct representation of healthy vs. unhealthy choices.
• Use of verbal and non-verbal responses to confirm understanding.

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Differentiation for SEN

• Use clear, concise language with repetition.
• Incorporate multi-sensory teaching (visual, auditory, tactile, olfactory).
• Frequent check-ins to ensure understanding.
• Present small, manageable chunks of information.
• Use positive reinforcement constantly.
• Allow additional time for tasks where needed.
• Provide choices of communication (verbal, gestural, visual aids).

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National Curriculum Links

• Personal, Social, Health and Economic Education (PSHE): Respect, self-care and understanding risks of substances (DfE, 2019).
• Health Education: Knowledge about legal drugs and their impact on health, including smoking and alcohol (Statutory guidance for teaching health education, England, 2020).
• Encourages personal responsibility and decision-making skills linked with health and wellbeing.

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This lesson plan offers a clear, engaging, hands-on approach with carefully simplified content catering fully to the needs of SEN students, aligning precisely with England’s National Curriculum standards for Year 7 Health Education.