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Inhaling Flavor

HIGH SCHOOL | SUPPLEMENTAL LESSON BUNDLE

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Session 1

Engage and Learn

Discussion Cards

Place cards face down.
Randomly select one card at a time.
Be sure everyone contributes to the discussion before moving on.

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Addiction

When you are unable to stop doing something that causes harm to yourself or others.

Prefrontal Cortex

Nucleus Accumbens (NAc)

Ventral Tegmental Area (VTA)

Dopamine Pathway

Caffeine	Shopping
Social Media	Sweet or Salty Foods

Nicotine

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Click once to display a fifth “nicotine” card on the slide.

Ask students to use their Addiction Tracker to consider one more thing: Do you think using this substance could be addictive based on this same criteria? After giving students a moment to consider the question independently, invite them to share their responses.

Then follow-up with: Would you guess that addiction to nicotine is the same as addiction to the other cards? Why or why not?

Before giving an answer, click twice to display the definition of addiction and read it aloud.

Explain that activities, drugs, and alcohol can all be addictive.

Some activities—such as eating, shopping, going online, or gambling—can become addictive because of brain science. These activities can create a chemical effect in the brain that is similar to the reaction it has to drugs.
When a person engages in an activity that they enjoy, their brain’s reward center is activated, and the ventral tegmental area of the brain (VTA) releases dopamine. Dopamine is a neurotransmitter or a chemical that creates sensations of satisfaction and pleasure

The brain likes to feel this way, and it notes what is happening. The brain, especially the nucleus accumbens (also known as the brain’s reward system), then motivates the person to do more and more of the activity in order to feel more and more pleasure.

Stress that addiction to nicotine is different than an addiction to food, caffeine, social media, and shopping. Explain:

If someone becomes addicted to nicotine, they become physically addicted to the drug.
Each time they take a puff of a cigarette or e-cigarette, the brain’s reward center releases dopamine. This dopamine affects the brain’s prefrontal cortex (which controls decision-making) and teaches the brain to repeat the behavior again and again.
The person feels like they must take part in the activity more and more frequently not only to experience pleasure, but also to avoid feeling bad. This occurs because the brain rewires itself and actually needs nicotine in order to feel okay.
This rewiring can cause anxiety, depression, and future addiction to other substances. It can also cause strong withdrawal symptoms if or when the person tries to quit.

Ask students to think to themselves: Have you ever seen someone battling an addiction?

Show students the Addicted Early Video https://vimeo.com/545568517 and facilitate a classroom discussion using Session 1b “Addicted Early” Video Discussion Questions.

Key Talking Points

Addiction: when you are unable to stop doing something that causes harm to yourself or others
Dopamine: a neurotransmitter that helps us feel enjoyment, satisfaction, and pleasure

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Exploring Flavor

Five main types of flavor:

Sweet

Bitter

Sour

Salty

Savory

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E-cigarette Ads

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Studies indicate that…

Non-menthol flavors in e-cigarettes decrease the perception that e-cigarettes are harmful.

53.4%

67.4%

Intend to quit

Tried to quit

People are less likely to view flavored e-cigarettes as harmful.

Eight out of 10 youth e-cigarette users use flavored products.

People who used flavored e-cigarettes were nearly 3 ½ times more likely to say they were addicted to these products compared to those who did not use flavors.

In 2020, 53.4% of current e-cigarette users reported intention to quit vaping and 67.4% reported having tried to quit vaping.

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Explain that e-cigarette manufacturers add sweet, fruity flavors to their products to entice people to try them. This flavor can conceal the bitter taste of nicotine.

Tell the class that adding sweet flavors and concealing the bitter taste of nicotine is dangerous because nicotine is a highly addictive chemical compound. Young people who are exposed to nicotine are at the highest risk for developing an addiction because their brains are still developing. Teens also face the risk of long-term consequences from nicotine use, such as impaired cognition (reduced working memory and attention span), and problems with emotional regulation.

Click once and share that studies indicate that...

People tend to falsely view non-menthol flavored e-cigarettes as less harmful.
Remind students that non-menthol flavored e-cigarettes are just as harmful.
Almost 85% of youth e-cigarette users use flavored products.
People who used flavored e-cigarettes were nearly 3 1/2 times more likely to say they were addicted to these products compared to those who did not use flavors.
In 2020, 53.4% of current e-cigarette users reported intention to quit vaping and 67.4% reported having tried to quit vaping.

Discuss:

Based on these facts and what you have learned today, what conclusions can you draw about the use of flavors in e-cigarette products?

Key Talking Points

Most teens choose not to use e-cigarettes. However, those who do overwhelmingly use flavored e-cigarettes. 
Teens are attracted to e-cigarettes' sweet and fruity flavors, which can mask the bitter flavor of addictive nicotine. 
Young people who are exposed to nicotine are at the highest risk of developing an addiction because their brains are still developing.
Young people who are exposed to nicotine are also at a higher risk of experiencing long-term health consequences.

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Session 1 Summary/Wrap-Up

Humans are attracted to sweet flavors, which is why tobacco companies produce flavored e-cigarettes.
Flavored e-cigarettes attract teens, which can lead to nicotine addiction.

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Session 2

Explore

Station Investigation

Focus Question: Are flavored e-cigarettes less harmful than other e-cigarettes?

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Teacher Note: Before the session begins, prepare the Session 2b stations around the classroom. Each station will need several copies of the station’s directions and its accompanying handout(s).

Begin the second session by asking students to recall what they have learned so far about the correlation between e-cigarette flavor and addiction: E-cigarette companies use sweet flavors to draw users in.

Explain that there is another danger to e-cigarette flavor beyond its lure: the potential health impacts of the flavor itself.

Explain that the class is about to complete an investigation into the dangers of e-cigarettes. To prepare students:

Divide the class into pairs.
Distribute one Session 2a: E-Cigarette Flavor Investigation Capture Sheet to each student.
Review the directions provided on the Capture Sheet and explain that students will rotate between stations as they gather information that they can use to answer the focus question.
Show students where each of the three stations are located.
Assign each pair a starting point and explain that they should rotate clockwise around the room. Pairs may move from station to station as they finish each one. Their goal is to finish all stations by the time there are 10 minutes left in class.

Encourage students to begin.

About every ten minutes, prompt students to wrap up their work and continue to the next station.

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Station Information

Body Systems

Instructions: Read the Body Systems handout about how the digestive system and the respiratory system process toxins. Record findings on the Capture Sheet.

E-Cigarette Flavors

Instructions: Read both articles to investigate the ingredients in e-liquid and the chemical reactions that occur. Record at least two key facts on the Capture Sheet.

Regulation

Instructions: Read the fact sheet provided as you learn about how the FDA regulates food and e-cigarette flavors. Record your reflection on the Capture Sheet.

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Session 2 Summary/Wrap-Up

Develop an elevator pitch, or a short, simple summary, that you could give to a peer who believes flavored e-cigarettes are less harmful than other e-cigarettes. Draw on your notes from all three stations to develop a convincing argument.

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When there are about 10 minutes left in the session, encourage students to look over their work. Challenge pairs to begin developing an elevator pitch, or a short, easy-to-understand summary, that they could give to a peer who believes e-cigarettes are not harmful. Encourage pairs to draw on their notes from all four stations.

Ask a few pairs to share their pitch before the end of the class session. If needed, students may also finish their pitches for homework and share at the beginning of the following class session.

Either collect the students’ completed Session 2a Capture Sheets for safe-keeping or instruct them to keep them in a safe place until the following class session.

Key Talking Points

FDA regulation of e-cigarettes tries to prevent youth use of all kinds of nicotine products, including e-cigarettes. It does not ensure that e-cigarettes are safe to use.
According to FDA.gov, the FDA “... has responsibility for regulating the manufacturing, marketing, and distribution of tobacco products to protect the public health and to reduce tobacco use by minors.”
In addition, the chemicals added for flavor react with the e-cigarette e-liquid when heated and create new compounds that can be dangerous when inhaled.
Flavored e-cigarettes are not safe for young people to use.

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Session 3

Challenge

Problem Scenario

The FDA has passed regulations to prevent youth from vaping and blocked access to flavored vapes, but misconceptions still exist.
To combat teen vaping, create a PSA (public service announcement) ad campaign that educates your peers about the risks associated with vaping and the role of flavor as appeal.

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Your ad campaign must include:

Content:

The role that flavors play in attracting teens to e-cigarette use
The risks associated with flavor in all kinds of e-cigarettes
The effects of all kinds of e-cigarettes on teen’s brains and bodies

Presentation:

A final version, presented in a format of your choice

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Divide students into groups of three. Distribute a Session 3 Capture Sheet: Challenge to each student. Also instruct students to take out their Session 1b: The Role of Taste handouts and their Session 2a Capture Sheets from the previous class sessions (or redistribute them).

Read the overview aloud. Then, explain that students’ ad campaigns may take a format of their choice, as long as they address each of the following:

The role that flavors play in attracting teens to e-cigarette use
The risks associated in all kinds of e-cigarettes
The effects of all kinds of e-cigarettes on teen’s brains and bodies

Explain the following to prepare students for the Challenge:

Students should use the Capture Sheet for supplementary Internet research and note-taking.
Each group may decide how to create a final version of their campaign: using graphic design software, video, audio, pen and paper, etc. No matter what they decide, they may not show any person (or animal) using e-cigarettes in their campaign.
Tell students the deadline when they will be expected to have their campaign completed. They will be expected to finish their ads for homework and have them ready to present by the deadline.
Remind groups to refer to their completed work from previous sessions to guide them in developing their campaign.

Finally, encourage them to begin!

As the class session draws to a close, remind students of the date when their ad campaign must be complete.

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Session 4

Challenge and Reflect

Presentation Prep

In two minutes or less, explain:

The strategy behind your campaign
The key takeaways that you hope your peers will remember

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Reflection

Do you believe these ads could be enough to stop your peers from vaping e-cigarettes?
If not, what else needs to be done?

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Session 4 Wrap-Up: Cessation Resources

TEXT	DITCHVAPE to 88709 QUIT to 478-48
CALL	1-800 QUIT NOW 1-855-891-9989*
VISIT	Teen.SmokeFree.gov MyLifeMyQuit.com*
TALK TO	School counselor or trusted adult Doctor or other medical professional

*Resources available in the following states only: MA, CO, MI, MT, NV, OH, PA, or UT

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