Moving Beyond E-Cigarettes & Marijuana This curriculum was developed with support from JUUL Labs, Inc, a company that manufactures e-cigarettes and is committed to combating underage use of its products. Divided into three sections, this mini-course focuses on three key areas including the underlying science that demonstrate the dangers of e-cigarette and marijuana use for teenagers, the social influences that teens must address, and the use of mindful practices that provide students with an alternative to using e-cigarettes and marijuana. The curriculum provides the teacher materials needed for each session as well as supplemental information, “Teacher Resources,” that provide background for teachers as well additional information and activities for students. Session 1: The Science Drawn largely from the work of Stanford Medicine, this session provides information in three areas e-cigarette usage, the dangers of nicotine addiction and harm from the chemicals used in vaping. Teacher Preparation 1. Review the PowerPoints: #1 Rejected Science and #2 E-cigs & Marijuana. The teacher notes provide the talking points for each slide. 2. Have a Chart pad, or white board & markers ready to gather questions or comments that students have during the presentations. As time allows, you can ask students to use their phones or tablets to find answers and share them with the group. 3. Review the Teacher Resources that are online prior to the session. 4. Make enough copies for all students of the Session 1 Discussion Guide and the Session 1 Evaluation sheet. Outline Activities 1. Introduction 10 minutes 2. Direction Instruction 25 minutes 3. Group Work 10 minutes 1 Materials and Teacher Resources Teacher Materials: Session 1: Power Point presentation #1 Rejected Science Teacher Resources: Video: What is an e-cig & how does it work? Video: Are E-cigarettes harmful? Teacher Materials: Session 1: Power Point #2 The Science: E-cigs & Marijuana Chart pad or board space to record student brainstorm responses Teacher Resources: Marijuana-Facts for Teens Teacher Materials: Session 1: Session 1 Discussion Guide 4. Closing 10 minutes Session 1 Video: Smoking vs. Vaping Session 1 Video 2: Your Brain on Marijuana Session 1 Evaluation Total Time 55 minutes Lesson Plan Suggested Length: Approximately 55 minutes Teachers should go through each unit and download the PowerPoints for class presentation. Teachers should also download the accompanying activities for in-class activities. Speakers' notes are embedded in the PowerPoints. Activities, discussion items and the evaluations should be printed for students before class begins. Introduction Present Statement: Most people believe that they are logical in their approach and that they rely on facts and intuition to make decisions. However, that is not the case for many people. While we have known for many years that smoking cigarettes leads to lung cancer, more than 40 million people in this country smoke them. Despite the fact that 480,000 die each year from the most preventable form of cancer. Using the speaker’s notes, show the Power Point presentation #1 Rejected Science. Upon completion, ask students work with a partner in reacting to the presentation and reflecting on what they already knew, what they learned and they’d like to learn more about. Then, ask students to share an insight observation from their paired discussion reminding students to be open to the opinions and experiences of others. Direct Instruction Show the Power Point #2 E-cigs & Marijuana and be sure to read and encouraging students to ask questions during the presentation rather than wait until the end. Use the Chart pad to capture questions that you cannot initially answer so that you can later ask students to use their smartphones or tablet computers to research them later. Work Time Activity 1: Distribute the handout: Session 1 Discussion Guide. Ask them first to work with a partner and talk about what they see on the picture comparing two brains. Allow 1 minute for this activity and then, ask 3 or 4 groups to share their ideas about how the brains are different. Activity 2: Ask students to move into groups of four by physically moving as little as they can. Tell the students that while they’ll be addressing each of the four questions that each group will start with a different one. Then assign a question 1 to the first group, question 2 to the next and so on. Allow students 5 to 7 minutes to discuss the questions in groups of four; then, ask each group to share their responses to the first question that they addressed. 2 Closing Show the video: Smoking vs. Vaping. Ask students to share their impressions with their partner. Share out with the whole group if time permits Show the video: Your Brain on Marijuana. Ask students to share their impressions with their partner. Share out with the whole group if time permits Distribute the evaluation form and allow students five minutes to complete it. Students need not put their names on the evaluation form but must complete one. 3 Session 2: Marijuana, E-cigs and Social Influence Teacher Preparation 1. Thoroughly review the Activity on social influence and think through which 1 or 2 students could be the leaders for this activity. 2. Gather individually wrapped candies and a bowl so that there are at least 5 candies per student to make the bowl appropriately filled. 3. Have 3 X 5 index cards ready. 4. Make copies of the background on marijuana article, National Institute of Health Background on Marijuana. This article from the National Institute of Health is only provided to give students a reading assignment as part of Activity 1. You may want to substitute another reading if you feel it more appropriate. 5. Watch the Social Pressure – YouTube PBIS video that the students will analyze in Activity 2. Outline Activities 1. Introduction 5. Experiential Project Materials and Teacher Resources Move directly to Activity 1. Teacher Materials: Session 2: Activity 1: Social Influence Session 2: NIH Background on Marijuana Bowl of individually wrapped candies; 3 x 5 notecards Chart pad or board space to record student brainstorm responses Session 2: Social Influence Discussion Teacher Resource: Session 2: Kids Health: Peer Pressure 6. Group Work Teacher Materials: Session 2: Activity 2: Social Pressure – YouTube PBIS video 7. Closing Teacher Materials Session II Evaluation Total Time Lesson Objectives 1. Participate in an activity on social influence and discussion that follows. 2. Improve understanding of how social influence operates for both teens and adults. 3. Analyze a video on peer pressure and share why that approach is or is not effective with teens. 4. Generate ideas and suggestions for how to engage students in activities that will increase their ability to resist unwanted social influence or peer pressure. 4 Lesson Plan Suggested Length: 40 to 60 minutes Introduction Place the bowl of individually wrapped candies at the front of the room or where all can see the bowl. Explain that you’ll be using the candies in a later part of the lesson. Distribute the NIH Article with the background on marijuana. Tell the students to read the article to themselves. Explain that you have to leave the class to go to your car for some materials that you left there (or some other believable excuse). Remind them not to help themselves to the candies until later in the lesson. Experiential Project Follow the directions in Activity 1: Social Influence. Then distribute the Discussion Guide on Social Influence, and debrief student responses. Group Work Activity 2: Introduce the PBIS video, Social Pressure – YouTube PBIS video, by describing it as developed to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups. The students’ task is to view the video thinking about how and where it should be used and what impact it might have on high school students as well as ways to improve the approaches used in the video. After watching the video ask students to work in pairs or threes with a note taker to analyze it as well as making suggestions for resisting unwanted social pressure. Allow the small groups to talk for 4 or 5 minutes and then debrief as a whole group, taking notes on a Chart pad. Closing Go around the group and give each student the opportunity to share and insight or observation about social influence and how effects decisions. Distribute Session 2: Evaluation and Feedback document. Remind students that they don’t have to put their names on the evaluation but they need to complete it and turn it in. 5 Session 3: Using Mindful Practices as a Replacement Teacher Preparation 1. Read the articles listed under Teacher Resources, Introduction to Mindfulness; Teaching Mindfulness to Teenagers and Mindfulness for Teenagers. 2. Review and try out the procedures for Chevreul’s Pendulum. You will want to be able to model how to hold the string and place your elbow. Be sure to have the washers & strings and the pendulum grid ready to distribute to students. 3. View the videos Youth Voices and What is Mindfulness . 4. Review the discussion guides for debriefing both the pendulum and the mindfulness activities. 5. Determine how much time you have to use the mindful practice video and audios. 6. Be sure you have speakers for the computer that is playing the videos. Outline Activities 1. Introduction 15 minutes 2. Mindful Practice 35 minutes 3. Closing 10 minutes Total Time 6 Materials and Teacher Resources Teacher Materials: Session III: Chevreul’s Pendulum Exercise Session III: Chevreul’s Pendulum Grid Handout for each student – Pendulum Grid Washers on strings for all student Session III: Debriefing guide for pendulum activity Teacher Resource: Introduction to Mindfulness Teaching Materials: Session III: Video Youth Voices 3 min Video: What is Mindfulness 3:45 min Video: Ocean Escape 10 min Audio Meditation: Mindful-Breathing 5 min Audio Meditation: Sitting Meditation 10 min Audio Meditation: SOBER Meditation – 3 min Audio Meditation: Mindful Movement - 10 minutes Audio Meditation: Loving Kindness – 5 minutes Session III: Debriefing guide for mindful practice. Teacher Resource: Teaching Mindfulness to Teenagers Mindfulness for Teenagers Mindfulness – Harvard GSE Teaching materials: Session III Evaluation Course Evaluation 60 minutes Lesson Objectives 1. Experience the power of the mind. 2. Learn about how mindfulness can reduce stress, reduce the ‘fight or flight’ reaction of the brain, improve concentration, and improve mental health 3. Experience an introduction to mindful practices. Lesson Plan Suggested Length 40 to 60 minutes Introduction Review the directions in Chevreul’s Pendulum Exercise. Present Statement: In this session, you are going to experience the power of your minds. Chevreul was a French chemist in the eighteenth century. He was the first to discover the process of using the pendulum allowing the subconscious mind to create minute movements which are magnified by the pendulum. Making muscular movement without conscious effort is called “ideomotion.” Distribute the pendulum grids and washers with strings to all students and follow the directions in Chevreul’s Pendulum Exercise. Once the students are all equipped, ask them to be silent during the exercise. Allow students 3 or 4 minutes to engage in the exercise. Then, ask the students to work in groups of three, distribute the discussion questions and allow students 4 to 5 minutes to address them in their groups. Ask groups to report their findings to the whole group. Distribute the Debriefing guide for pendulum activity and ask students to discuss in groups of 2 to 4 students. Allow no more than 5 minutes and take another 3 minutes for a whole group report out from some of the groups. Let students know that many successful people use visualization including basketball hall of famer Michael Jordan, actor Jim Carrey, 3-time Olympic beach volleyball gold medalists Kerri Walsh and Misty May-Treanor, talk-show host and one of the wealthiest women in the world, Oprah Winfrey, and actor Will Smith. Mindful Practice Introduce mindful practices by showing the video Youth Voices. Ask students to share what they thought first with a partner and then have a few share with the whole group. Then show the video What is Mindfulness and again allow for students to share with a partner and then with the group. 7 Before getting started with your first mindfulness practice, let students know that they are going to be trying something new. Let them know that you will try it too. Explain why it is important. Talk about the benefits of mindfulness, such as stress reduction, better memory, attention control, etc. Briefly explain mindfulness and what they should expect. Here are a few tips and prompts for explaining mindfulness: “Sometimes we all feel like we have a hard time focusing or paying attention. Our days are busy and there is a lot going on. Mindfulness can help to take a few minutes to pause and let our minds and bodies relax and refocus.” “We are going to practice mindfulness—paying attention to our thoughts, feelings, sensations, and the things happening in our environment right now.” Explain how they will practice mindfulness (i.e. when, where, how). – When practicing mindfulness, we will sit in our chairs in a relaxed, comfortable position. Sometimes, we can close our eyes if it is comfortable.” Let students know that closing eyes is optional and if, at any time, a student feels uncomfortable, he/she can choose not to participate, but should be respectful to the others who are participating. You might say, “If this feels uncomfortable, it’s okay to simply sit quietly; I just ask that you are respectful to your classmates who are benefitting from the practice, and don’t distract them.” – Ask the students to participate in experiencing mindfulness through the audio recording MindfulBreathing. Then ask the students to reflect in their pairs and with the whole group. Answer questions and respond if appropriate or list the questions on the board for a later exploration. Continue with another audio meditation, Mindful Movement. This one will encourage students to move as they meditate. Debrief when complete. Finally, show the meditation video Ocean Escape and invite students to participate. Use the Session III Debriefing Guide and ask students to journal responses, then share with two or three others. If time allows, have some students share with the group. Closing Go around the group and give each student the opportunity to share an insight or observation about mindfulness and what they learned or experienced in this session. Distribute Session III: Evaluation and Feedback document. Remind students that they don’t have to put their names on the evaluation but they need to complete it and turn it in. Evaluation of Moving Beyond E-cigarettes & Marijuana Have students complete the course evaluation form either using their phones or on paper. 8