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Middle School | Supplemental Lesson Bundle

Take Charge of your Health: The Truth About E-Cigarettes

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Session 1

Engage and Learn

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What’s in a tweet?

According to the Centers for Disease Control and Prevention, vaping can lead to serious health problems like lung disease. Say “no” to vaping and tell your friends about the risks of e-cigarettes so they’ll say “no” too.

Health Plus Medical Clinic

@HealthPlus

JUULs may be safer than cigs but know what’s even more dope? Having lungs that work. #BoringisBetter #SaveYourFriends

Jeff Smith

@JS19388

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Direct students’ attention to the tweet on the slide. Then click once to reveal a second tweet. �

Instruct students to read the tweets to themselves, and then ask them to identify the subject of both tweets.

Once students identify that both tweets are about vaping, use the key talking points to share important background information about this subject.

Then inform students that they are going to vote for the tweet that they think would do a better job of deterring one of their peers from vaping.

Instruct students to vote for their selected tweet by raising their hand when you call the tweet they think is more effective. They can only vote once. �

Teacher Note: Remind students that the objective of the activity is to vote for the tweet that they think would be most effective at deterring young people from vaping (and not the tweet that is funnier or more controversial).

Call out “Tweet 1” and tally the number of votes under Tweet 1 on the slide. Then repeat for Tweet 2. Once the votes are tallied, announce the winning tweet.

Key Talking Points:

E-cigarettes are the most commonly used form of nicotine among youth in the United States.
E-cigarettes are also popularly known as vape pens, JUULs, disposables (like Puff Bar), e-cigs, etc.
Smoking an e-cigarette is commonly referred to as “vaping” or “JUULing.”
E-cigarettes are a common introductory product for preteens and teens who later go on to use other tobacco products, like traditional cigarettes.
Many teens don’t realize that most vaping cartridges (or pods) contain nicotine, and they use them just for the flavor.

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Read “be-tweet” the lines

Which tweet do you think people are more likely to believe? Why?
Which tweet is more likely to go viral? Why?
Which tweet is more appealing to young people? Do you think this was done on purpose? Why or why not?

According to the Centers for Disease Control and Prevention, vaping can lead to serious health problems like lung disease. Say “no” to vaping and tell your friends about the risks of e-cigarettes so they’ll say “no” too.

Health Plus Medical Clinic @HealthPlus

JUULs may be safer than cigs but know what’s even more dope? Having lungs that work. #BoringisBetter #SaveYourFriends

Jeff Smith @JS19388

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Divide students into pairs.

Click once to reveal the first question on the slide:

Which tweet do you think people are more likely to believe? Why?

Give students a minute to discuss their thoughts with their partner. Then invite two or three student pairs to share their response with the class.

Click twice to repeat with the following two questions on the slide:

Which tweet is more likely to go “viral”? Why?
Which tweet is more appealing to young people? Do you think this was done on purpose? Why or why not?

Potential Student Responses and Key Talking Points:

People are more likely to believe the tweet with data from the CDC because it includes a reliable source.
The tweet that says having lungs that work is more appealing to young people because it is humorous and encourages sharing.

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E-cigarette manufacturers target young audiences by using:

Paid targeted advertising
Share-worthy material
Lifestyle promotions
Influencers and celebrities

According to the Centers for Disease Control and Prevention, vaping can lead to serious health problems like lung disease. Say “no” to vaping and tell your friends about the risks of e-cigarettes so they’ll say “no” too.

Health Plus Medical Clinic @HealthPlus

JUULs may be safer than cigs but know what’s even more dope? Having lungs that work. #BoringisBetter #SaveYourFriends

Jeff Smith @JS19388

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Explain to students that e-cigarette manufacturers develop special marketing campaigns (including those on social media) to appeal to young people.

Inform students of some of the tactics that manufacturers use to target young audiences, including:

Investing in paid advertising that takes advantage of users’ likes and interests, e.g., if your social media profile makes it clear you like the beach, you may see advertisements for e-cigarettes that feature the beach
Using interactive material that encourages teens to share posts with peers
Promoting a partying lifestyle
Hiring brand-sponsored social media influencers and celebrities

Explain that because advertising for e-cigarettes is not regulated as strictly as advertising for cigarettes, manufacturers can make misleading claims about the safety of their products. It’s important to investigate the source behind the social media post to determine if their claims are true.

Click once to bring the tweets back onto the slide. Highlight for students that there appeared to be a disconnect between the tweet they thought was most effective and the tweet they thought was more likely to go viral.

Ask for one or two ideas of how to make the more effective tweet go viral. Then ask:

What makes a social media post most effective in spreading a message?
What factors should people consider when getting information from social media such as Twitter?

Key Talking Points:

Seven out of ten middle and high schoolers in the United States were exposed to e-cigarette marketing in 2019.
While there are guidelines that regulate advertising for traditional cigarettes and alcohol, advertising for e-cigarettes is not as strictly regulated as cigarettes.
There are several ways to make an effective tweet go viral, including targeting specific audiences based on their interests, using humor, having a celebrity retweet it, etc.

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The Truth About E-Cigarettes Jigsaw

Research your piece of the �vaping puzzle.
Use the links provided on the Capture Sheet to identify �important facts about your chemical or substance.
You will then form a jigsaw group with students who are experts on other ingredients. You will share what you have learned with each other so you each have the full picture on vaping’s harmful effects.

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Ask students to form groups of five students. Explain that each student will be assigned one ingredient that people may be exposed to while vaping—either found in e-cigarettes or produced by e-cigarettes as a by-product. The research focus areas will include: nicotine, propylene glycol, diacetyl, cadmium, and benzene.

Click once and give each student a copy of the Session 1 Capture Sheet: The Truth About E-Cigarettes Jigsaw Activity.

Assign each student an ingredient and explain that students will first only be researching information on the ingredient they have been assigned.

Then, guide students in finding others who have the same assigned ingredient. They can work together to use the two sources provided on the Capture Sheet to help them investigate how their ingredient could pose potential health risks to e-cigarette users. They should identify important information that they will later share with students who have researched other ingredients. They should use their student devices (laptops or tablets) and the Internet* to complete their portion of the Capture Sheet.

Teacher Note: If devices or the Internet are not available for student research, the primary article listed for each ingredient can be printed for student pairs to share and read.

Suggested websites for research include:

Centers for Disease Control and Prevention (CDC): cdc.gov/tobacco/basic_information/e-cigarettes/Quick-Facts-on-the-Risks-of-E-cigarettes-for-Kids-Teens-and-Young-Adults.html (or tinyurl.com/y348s725)
U.S. Department of Health and Human Services (DHHS): https://e-cigarettes.surgeongeneral.gov/knowtherisks.html
Seattle and King County Public Health Department: escapethevape.org
American Lung Association: lung.org/quit-smoking/e-cigarettes-vaping/whats-in-an-e-cigarette
Agency for Toxic Substances and Disease Registry: atsdr.cdc.gov/substances/index.asp

Key Talking Points:

E-cigarettes can pose serious health risks to people.
Most people do not know about the chemicals and substances that e-cigarette users can be exposed to.

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What’s in a Vape? Put the pieces together!

Share the information you learned with your group.
Record new information that your group members share on your Jigsaw Capture Sheet.

Discuss:

Are you surprised about the types of harmful substances in e-cigarettes?
Do you think young people are aware of the chemicals they are exposed to when they vape and how harmful they are?
If people who use or were thinking about using e-cigarettes knew this information, how do you think they would react? Would they want to continue using e-cigarettes?
How can we make teens aware of this important information?

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Once they have completed their research, ask students to return to their original groups to share the information they have learned with their peers. They should fill out the other parts of their Capture Sheet as their group members present.

During the jigsaw discussion, students should compile notes that contain information similar to the following:

Nicotine: A highly addictive drug found in tobacco leaves, cigars, cigarettes and nearly all e-liquids. Once someone is addicted to nicotine, it can be very difficult to stop using it.
Propylene glycol: A chemical in e-liquid that makes smoke-like aerosol when heated. It is sometimes mixed with vegetable glycerin.
Diacetyl: A substance used as a flavoring, known to cause “popcorn lung,” a disease that can cause damage to the lungs.
Cadmium: A chemical commonly used in batteries that can cause nausea, vomiting, and diarrhea.
Benzene: A chemical used in paints, varnishes, and gasoline. Inhaling it can cause dizziness, tremors, confusion, and rapid or irregular heartbeat.

When the activity is complete, all students should have information on each of the substances listed above.

Click once and end the session by engaging students in a class discussion around what they have just learned:

Are you surprised about the types of harmful substances in e-cigarettes?
Do you think young people are aware of the chemicals they are exposed to when they vape and how harmful they are?
If people who use or were thinking about using e-cigarettes knew this information, how do you think they would react? Would they want to continue using or start using e-cigarettes?
How can we make teens aware of this important information?

Key Talking Points:

E-cigarettes contain nicotine and harmful toxic chemicals that can pose serious health risks to those who use them.
It is important that people have reliable information about what they are putting into their bodies when they use e-cigarettes.

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Session 1 Summary

It is important to give people information about e-cigarettes and vaping that is based on scientific evidence and data.
E-cigarettes contain and produce many chemicals that can have harmful effects on the body.
Many people would be surprised to learn what types of substances are found in �e-cigarettes and the effects they may have.

Exit Ticket:

Think about what you've learned so far and the information you believe would be most likely to deter our peers from vaping. Write a tweet (280 characters or fewer) that shares that information an impactful way!

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Session 2

Credible Sources

Are all articles, websites, videos and other sources on the Internet credible?
As you watch, record information on your Capture Sheet that will help you identify reliable and credible sources!

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Ask students to raise their hands if they have ever come across a source of information (website, article, video, social media, etc.) that they felt was not reliable. Allow students to share their examples and explain what clues made them think these sources were not giving them accurate information.

Hand out a copy of the Session 2a Capture Sheet: Steps to Determining A Credible Source to each student. Explain that there are important questions that need to be answered when evaluating sources of information.

Click once and play the How to Evaluate Sources for Reliability video (youtube.com/watch?v=q1k8rcYUmbQ&t=26s) for students on the overhead screen. Ask students to record information from the video on their Capture Sheets to create a checklist that will help them determine the credibility of information from various sources.

If video does not play, be sure to exit presentation mode click the Enable Content button. Video will play full screen.

Key Talking Points:

There is an abundance of information in newspapers, magazines, social media, and on the Internet that is not credible.
Students can determine if the information they are reading is credible by asking a few simple but important questions.

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Is it a credible source?

As you study the information on the webpage think about the following questions:

Question 1:

What clues can help you determine if this website is credible?

Question 2:

What makes it difficult to determine if this is a credible source?

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Tell students that it’s time to test how well they can evaluate a source. Because credible sources and non-credible sources exist on all topics, they will first practice on another health-related topic: healthy lifestyles.

Display a health-focused site that markets false and misleading claims to large audiences, or ask students to access the website you selected on their own devices. Students should then use the steps they recorded on their Capture Sheet to evaluate if the source on the screen is a credible source of information about leading a healthy lifestyle.

Once they have reviewed the web page, encourage them to discuss their thoughts on its reliability and credibility with a nearby peer.

Click once and encourage the class to share their thoughts on the website’s information, including:

Is it credible? What clues helped them determine this?
Did anything make it difficult to determine the website’s credibility or was there anything on the website that someone else may find tricky to evaluate?

Key Talking Points (may vary based on the selection of website):

There is bias and a clear agenda: giving information that will encourage people to buy products from this company.
It is difficult to tell if the studies and testimonials cited on the webpage are from credible sources.

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Reliable Text or… Next?

Assign a role to each group member as you evaluate each source:

The AUTHOR EXPERT is responsible for researching the author(s) of each source and determining if they are an expert.
The PURPOSE EXPERT is responsible for identifying the purpose of the information. Ensure the purpose is to inform and educate the reader—and not to solely persuade, entertain, or sell something.
The SOURCES EXPERT is responsible for determining that the information provided is accurate, complete, and supported by research and/or citations.

Task:

Work in groups of three to determine if the sources on the Capture Sheet give credible and reliable information about a healthy lifestyle.

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Instruct students to form groups of three and explain that they will now work together to evaluate additional sources that provide information about healthy eating and healthy lifestyles.

Give each group a copy of the Session 2b Capture Sheet: Credible or Questionable?

Groups should designate each person in the group as an expert in one of the following areas of credibility:

The AUTHOR EXPERT is responsible for researching the author(s) of each source and determining whether they are expert(s). If students can find information on the author they should evaluate the author’s level of education and/or experience in the field.
The PURPOSE EXPERT is responsible for identifying the purpose of the information. They should ensure that its purpose is to inform and educate the reader—and not to solely persuade, entertain, or sell something.
The SOURCES EXPERT is responsible for determining that the information provided is accurate, complete, and supported by research and/or citations. This person should investigate if other reliable sources provide similar information to determine if this source is providing an objective truth.

Ask students to visit each of the links listed on their Capture Sheet and record their observations and conclusions for their area of expertise.

Each member should then share their evaluations with each other and work together to determine if each source is reliable and, if so, how each source help readers become more informed about heathy eating.

Key Talking Points:

It is important to use multiple measures of evidence credibility, such as the name of the author or organization, the purpose or bias, and the accuracy of the information given to determine if a source is credible and reliable.

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Session 2 Summary

How confident do you feel in determining if a source is credible?
Why could it be dangerous if young people do not understand the importance of determining credibility when faced with decisions about their health?

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As you study the Twitter feed from StopBullying.gov, answer the following questions:

What appeals to you and/or makes you want to read these tweets?
What are some clues that this might be a reliable and valid source of information about bullying?

Session 3

Using Twitter �for Change

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Problem Scenario:

The city council is enlisting youth to develop a social media campaign aimed at informing young people in their community about the risks associated with vaping. In order to choose who they will work with, the city council has asked interested applicants to submit sample Twitter threads.

Your Twitter thread must include:

A series of at least five tweets related to the risks of vaping.

Remember: A tweet is 280 characters or fewer.

Information from credible and reliable sources (to be provided).
Anything else that would capture the attention of your peers!

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Display the problem scenario. Explain the city council is enlisting youth to develop a social media campaign aimed at informing young people in their community about the risks associated with vaping. The city council has asked interested applicants to submit sample Twitter threads to review before they decide who they will choose to write the campaign. The series of tweets are expected to showcase students’ understanding of vaping, its effects on the body, and the specific risks it poses for young people.

Explain to students that a Twitter thread is a series of at least five related tweets. Students can use an online mock (simitator.com/generator/twitter) or a paper template to create their Twitter thread.

Key Talking Points:

A Twitter “thread” is a series of at least five related tweets.
Each Twitter thread will be expected to showcase the group’s understanding of vaping, its effects on the body, and its specific risks for young people.

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Before You Begin…

What makes a successful tweet?

People engage most with tweets that are 100 characters or fewer.
Tweets that include links get re-tweeted more often than those that don’t.
Hashtags allow you to connect to a larger community.
Be eye-catching! Try including a headline, a “how to,” a question, or list.

Remember:

Your peers are your audience. Assume they are deciding whether to use e-cigarettes.
The information in your tweet must come from credible and reliable sources!

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The Dangers of Vaping Twitter Thread

Access simitator.com/generator/twitter or use the “The Dangers of Vaping Twitter Thread” Capture Sheet to begin.
Reference the credible sources below as you develop your Twitter Thread!

Know the Risks: E-cigarettes and Young People�e-cigarettes.surgeongeneral.gov/default.html
Drug Facts: Vaping Devices�drugabuse.gov/publications/drugfacts/�vaping-devices-electronic-cigarettes
Surgeon's General Advisory on E-cigarette Among Youth�cdc.gov/tobacco/basic_information/e-cigarettes/surgeon-general-advisory/index.html
Know the Real Cost of Vapes�https://therealcost.betobaccofree.hhs.gov/vapes

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Ask students to get into their small groups of three from the previous lesson and explain that these groups will now work together to complete their Twitter thread.

Instruct student groups to access simitator.com/generator/twitter or if students will not be accessing the Twitter generator online, distribute one Session 3 Capture Sheet: The Dangers of Vaping Twitter Thread to each group.

Click once and bring students’ attention to the credible sources on the slide. Ask that they limit the information in their tweets to these sites as well as any other credible sources they may have referenced on their Capture Sheets over the course of the three sessions.

Then, provide 10–15 minutes for students to work together to create their Twitter thread social media campaign.

Key Talking Points:

For an effective campaign, groups should consider:

How to make their tweets as credible as possible.
What information and wording would catch their peers’ attention and have the greatest impact.

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Review & Reflect

As you read through each Twitter thread, discuss:

Which elements(s) of each tweet series were most effective?
What messaging, argument, or source(s) contributed to its success?
Which tweets would make �YOU think twice about using �e-cigarettes?

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