PowerPoint last updated on 2/28/20 at 2:32pm PST

Purpose

This activity's purpose is to describe pod-based systems (e.g., JUUL, PHIX, Suorin) and the potential health consequences for adolescents using them. The PowerPoint shows how these products are marketed to appeal to adolescents. This activity will help adolescents counter the appeal of pod-based systems by revealing their similarity to cigarettes and raising concern around the ingredients in these devices, especially nicotine and its effects on the brain. 

Please note: This an abbreviated version of our E-cig/Vape/Pod 101 PowerPoint slide set. We highly recommend that educators use the E-cig/Vape/Pod 101 slides when talking to youth, as it has more information about the history and health effects of electronic cigarettes. We realize that some educators may have a limited amount of time to cover these materials and may want to focus on pod-based systems exclusively and so we have created this abbreviated Pod-Based Systems 101 slide set for those educators.

Preparation

Materials Needed: Computer, Internet Access, Projector, Unit 6 "Pod-Based Systems 101" PowerPoint

Handout: None

Procedure

Present the PowerPoint slideshow using the Teacher Talking Points in the notes section. NOTE: cutting or removing slides is an easy way to allow for more student questions and discussion. 

Purpose

This activity will allow students to discuss information they have heard or learned about pod-based systems and list any questions they have about them. This will give the educator a sense of what students already know and would like to know and students will be able to track what they learn as the class moves through activites.

Preparation

Materials Needed: Computer, Internet Access, Projector, Large Sheets of Paper and Markers or Printed out Unit 6: Activity 1. Brainstorm Worksheets

Handout: Unit 6: Activity 1. Brainstorm Worksheet

Procedure

Brainstorming (15 minutes): Using the handout  “Activity 1. Brainstorm”, ask students to list what they know or have heard about JUULs and other pod-based systems. Then, ask students to list questions they have about JUULs and other pod-based systems. As you go through the following activities, have students track which statements listed are true or false. Have students answer the questions they listed once the information is covered in the activities. The handout can be filled out by students individually or projected and filled out together as a class. Any statements or questions not covered in the following activities can be researched and answered by students as a homework assignment.

Teaching Note: This brainstorming activity can be done with small groups if time allows or as a whole class to save time.

Activity last updated on 8/20/18 at 1:25pm PDT

Purpose:

-       For students to understand how the pod-based system manufactures target younger audiences with deceptive and inaccurate messages in their product advertisements.

-       Through this lesson they will be able to create new ads that send more accurate messages related to their concerns around this product.

Material:

-       From Tobacco Prevention Toolkit Website:

o   Deconstructing Pod-Based Systems' Advertisements PowerPoint (Teacher Version)

o   Reconstructing Pod-Based Systems' Advertisements PowerPoint (Print-out Version)

o   Deconstructing Advertisements Worksheet (optional)

-       Other:

o   Markers or Pens

o   Magazines or Newspaper (optional)

Preparation:

-       Download/Upload the "Deconstructing Pod-Based Systems' Advertisements" PowerPoint Presentation from Toolkit.

-       Print some of the ads from the "Reconstructing Pod-Based Systems' Advertisements" PowerPoint.

Procedure:

1.     Warm-Up:

a. Present the Deconstructing Pod-Based Systems' Advertisements Powerpoint

i. This powerpoint does not contain teacher talking points. Instead, under each slide there are a few Discussion Points and Hints to help identify the issues with the specific ad

(Optional: You can also hand out to students a "Deconstructing Advertisements Worksheet" to help guide them as they break down the ads. They can choose to focus on one ad or write down take-away points that overlap with all the ads. This will be helpful to look back as they create their own ads)

b. Questions to think about:

i. Who is the targeted audience for these ads?

ii. Point out how discreet warning messages are, if included.

iii. How does the industry use marketing to deceive young people about Pod-Based Systems?  How do you feel about that?

c. Discuss some of the examples at the end of the PowerPoint

2.     Activity:

a. Pass out the printed Ad templates from the Reconstructing Pod-Based Systems' Advertisements Powerpoint

i. Individually or with a partner, students can create a new ad from the templates of the print-out ads provided

(Optional: Students can cut out images or words from magazine and newspapers to create their new ads.)

3.     Wrap-Up:

a. Discuss some of the new ads the class has created.

b. Questions:

i. How did people convey their concerns for this product in their new ads?

ii. How did you choose to emphasize warning messages for this product?

Purpose:

-       Students will gain a deeper understanding of how e-cigarette companies market their products to youth.

Preparation:

Materials Needed: "Hot Seat: Hearing the Truth About Ads" PowerPoint, projector, butcher paper, markers, 8 x 11 paper, index cards, and pens/pencils. Optional: props (hats, sunglasses, scarf, etc.).

Handout: "Hot Seat: Hearing the Truth About Ads" Worksheet  (1 per student)

Supplemental Readings (Optional): 

• https://www.nytimes.com/2020/02/12/health/juul-vaping-lawsuit.html
• https://www.hsph.harvard.edu/news/hsph-in-the-news/tobacco-ads-target-bisexual-women-blacks-hispanics/

Procedure:

1. As a warm-up, show the students the mini PPT presentation. After each animation, ask the students “Who is the target audience for this ad?” Ask the class to select their favorite ad from the PPT.
2. Keep their favorite ad from the PPT on display; this will be the focus for the rest of the time.
3. Have a butcher paper ready with the following prompts as an example for the students:
   1. “Who’s speaking?” The vape product.
   2. “Who else is speaking?” The CEO of the vape product.
   3. Questions you might ask of the CEO:
      1. “Why do you work for a tobacco company?”
      2. “How do you feel about young people seeing your ad?”
      3. “Would you be okay with your little sister/brother using this product?”

Teacher Talking Points:

1. "As a warm-up, I’m going to present a mini PPT presentation. After each animation, I want you to tell me who you think is the target audience for the ad." (Note: as you click through the PPT, each slide represents a different ad/model).

2. "Now that you’ve seen the PPT, which ad is your favorite? (Have the class pick one ad). Ok, now that you have selected your favorite advertisement, I'm going to use this butcher paper (with the prewritten prompts) as an example of a one character identified in the ad. Let's continue with our activity!

3. Ask the class:

• “Who’s speaking?” (in the ad). Possible answers: model, vape products (write their responses on butcher paper).
• “Who else is speaking?” Possible answers: Actor/actress/model in the ad; the tobacco company (makers of the vape); advertising company; graphic illustrators; others? (Write their responses on butcher paper.)
• “Who are they speaking to?” (audience). Possible answers: youth (be specific; male, female, etc.). adult (be specific, older, male, etc.). (Write their responses on butcher paper.)
• “Who else might be affected by this ad?” Possible answers: parents, school, little children, etc. (Write their responses on butcher paper.)
• “What is this ad trying to achieve?” Possible answers: make money, create a new group of tobacco users, etc. (Write their responses on butcher paper.)
• “We are going to do a Hot Seat activity where we will select the characters you identified above (e.g., model, youth customer, tobacco CEO, etc.) and have them on the Hot Seat.” (Note: ideally have at least 5 characters on a panel; an additional youth can act as a facilitator.)  

4. “We are going to break up in small groups and practice being in a ‘hot seat’ where you as an audience member will ask the character questions. You will have a chance to also be a character in the hot seat."

5. “Using the 5 characters you identified, we will break up into 5 groups. Each group will represent one of the same characters.”  

• Create at least 5 groups of students; each group will represent a character.  For example, one group will be the model, another group the tobacco CEO, etc. One youth in the group should be a facilitator.  The role of the facilitator will be to help the group come up with the character’s lines and justifications regarding the ad. 

6. “I will be passing out an index card for you. Write your character’s lines in the index card. I want you to brainstorm your character’s traits and practice questions the audience might ask the character.”  Give each youth an index card.  Have them write the characters’ lines/justifications regarding the ad. (lines that correspond to their characters).  Brainstorm character traits and practice questions the audience might ask the character. 

• E.g., The actor/actress/model in the ad might say “I’m just a model.  Hey, I didn’t even think about what I was doing. I need the money and I’m doing this for my career.  I don’t even smoke.”  
• E.g., The audience might ask the tobacco CEO the following questions:
  • “Why do you work for a tobacco company?”
  • “How do you feel about young people seeing your ad?”
  • “Would you be okay with your little sister/brother using this product?”

7. Have the youth practice their roles (have fun!).

8. “Ok class, now we will create groups, each group will have all 5 characters. Everyone in the group will be on the Hot Seat and will be asked questions by others in the group.”  Now, create groups of students with each character. If there are 5 characters, then there will be one student in each group that denotes that one character. Each student/character will be on the Hot Seat (being asked questions by others in the group). Have the youth practice their roles.

9. “Ok class, now we will create Hotseat to the larger group. Who wants to volunteer (ask for volunteers to be on a panel, the number of students should equal to the number of characters).” Have the entire class ask the panelists questions.  

10. Wrap-up with the "Hot Seat: Hearing the Truth About Ads" worksheet. 

11. If there is time left or students are interested in learning more about this topic then pass out or provide link to supplemental readings. 

Purpose:

-       To formulate ways to say no in three different situations, in which the same tobacco product is being offered.

-       To witness the potential and realistic dialogue that may take place in these different situations.

-       To discuss the many ways to refuse these products, based on how the scenes are portrayed by student groups.

Materials:

-       Scene/Environment cards

-       White Board or easel pad

-       Teacher only: Suggested Character Roles

Preparation:

-       Instructor Pre-Work

o   Print and cut out scene/environment cards.

▪      Download contains two copies of the same scene card (6 cards total).

▪      You may give 1 or 2 of the same scene card to each group, depending on the size of the group.

▪      One page works for 3-6 groups.

-       Student Pre-Work

o   NONE

Procedure:

1. Activity:

a. Divide the class into small groups.

i. Let the class know they will have to create a skit.

b. Give each group at least one of the following scene cards (some groups will have the same scene):

i. Family pool party

ii. Huge house party, in which you know half (1/2) of the people

iii. Hanging out at the mall with new friends

c. Each scene will have a detailed description along with the task of creating a skit.

i. (Optional) If any groups are having a difficult time creating a skit, you may consider using the “Suggested Character Roles” sheet to assign roles. The roles are listed below:

•       Social activist

•       Valedictorian

•       Geek wants to be bro

•       Class clown

•       Rule follower

•       Troublemaker

•       Initiator (person offering the tobacco product)

ii. Each character role will contain a short description/background and an objective.

iii. These are recommended roles, not mandatory ones.

d. Give groups 15-20 minutes to prepare their 1-3 minute creative skits, illustrating the different responses based on their assigned environment.

e. Have groups present in front of the class.

2. Wrap-Up:

a. Ask class the following questions:

i. From the skits illustrated, what are some other responses that you would expect to see based on each environment?

ii. Is it okay to blame a “no”-response on parents/guardians?

iii. You come home from a party and your parent(s)/guardian(s) ask(s), “Was there [cigarettes, e-cigarettes/vape/JUULs & other pod-based systems, hookah, smokeless, or any other nicotine products] at the party?”

1. How would you answer?

iv. What if you are alone with your romantic partner and they encourage you to smoke, vape, use hookah, use smokeless, or use any other nicotine products?

1. How would you answer?

Kahoot! last updated on 1/30/20 at 12:38pm PDT

https://tinyurl.com/TPTUNIT6QUIZ

This activity is a Kahoot quiz, along with instructions, that you can use with your students to gain their understanding of the material presented.  You can give this quiz using the Kahoot.it web interface, making the quiz a fun contest between the students, or just the old-fashioned way of handing out a quiz. 

If internet connection is not accessible to you, download the PDF version of the quiz below. Be sure to hand out the "Quiz" version to students and not the "Answer Key" version.

Discussion Guide last updated on 1/30/20 at 1:15pm 

Discussion guides are intended to facilitate communication between caregiver and student after the unit is taught. Students can review the content from the classroom with their caregivers and then discuss their thoughts using the Discussion Guide to start the conversation.

Link to image on discussion guide: https://tinyurl.com/ybthmz8q