Teacher Script: Vaping & My Brain

Warm-Up: My Mind Map (5 minutes)

"Good morning, everyone! Today we're diving into a really important topic: understanding substances and how they can affect your brain and your future. To kick things off, let's do a quick warm-up. On the screen, you'll see 'My Mind Map.' I want you to take about two to three minutes, silently, to jot down anything that comes to mind when you hear the word 'drugs.' No right or wrong answers, just your initial thoughts. You can write these on your warm-up sheet or a scrap piece of paper."

Pause for 2-3 minutes.

"Alright, let's hear some of your thoughts. Who would like to share one or two words or phrases they wrote down? I'll jot them on the board."

Call on a few students, writing their responses on the board. Acknowledge the diversity of responses.

"Great. As you can see, the word 'drugs' can mean a lot of different things to different people. Today, we're going to focus on specific substances that can be particularly harmful, especially for teenagers, and talk about how we can prevent their use."

Introduction: What Are We Talking About? (5 minutes)

"(Display Vaping & My Brain Slide Deck Slide 3) When we talk about 'substances' or 'drugs' in this lesson, we're going to focus on a few key types that are often relevant to teens: vaping and tobacco products, THC or cannabis products, alcohol, and very dangerous substances like opioids and fentanyl.

(Display Vaping & My Brain Slide Deck Slide 4) A drug is any substance that, when taken, alters the body's function physically or psychologically. While some drugs are medicines that help us, today we're discussing those that can lead to addiction, serious health problems, and negatively impact your life goals.

Now, a quick question for you all: What are some reasons you think teenagers might try these substances?"

Allow a few students to share their thoughts. Listen empathetically and validate their perspectives without judgment. Examples: curiosity, peer pressure, stress, to fit in, to escape problems, boredom.

The Teen Brain Under Influence (7 minutes)

"(Display Vaping & My Brain Slide Deck Slide 5) Let's talk about something fascinating: your brain! Did you know your brain isn't fully developed until your mid-20s? That's right, it's still under construction! Specifically, the part of your brain called the prefrontal cortex, which is responsible for things like decision-making, planning, and controlling impulses, is still maturing. Also, your brain's reward system is more sensitive during your teenage years, which can make pleasurable experiences feel more intense.

What this means is that your developing brain is extra vulnerable to the negative effects of drugs.

(Display Vaping & My Brain Slide Deck Slide 6) When substances enter your system, they can interfere with this normal brain development and function. This can lead to problems with memory and learning, making it harder to focus or do well in school. It can also affect your decision-making, leading to more impulsive choices. Substances can also worsen mood and mental health issues like anxiety and depression. And, of course, there are physical health consequences, damaging organs and increasing the risk of accidents.

(Display Vaping & My Brain Slide Deck Slide 7) When someone uses substances regularly, they can develop addiction – a chronic disease where they compulsively seek and use drugs despite harmful consequences. They might also develop dependency, where their body adapts and needs the drug to function. If they stop, they can experience withdrawal symptoms, which are very unpleasant physical and psychological effects.

Now, for a quick Discussion: Brain Power: Based on what we just learned, how might a substance affect your ability to learn or make good decisions?"

Facilitate a short discussion, encouraging students to connect brain development to real-life choices.

Protective vs. Risky Factors & Coping Skills (7 minutes)

"(Display Vaping & My Brain Slide Deck Slide 8) We're going to look at things that can either increase or decrease the chances of someone using substances. We call these protective factors and risky factors.

Protective factors are like shields that reduce the likelihood of substance abuse. Think about strong family bonds, positive friendships, having good coping skills, or clear goals for your future. These things help keep you safe.

Risky factors are things that increase the likelihood of substance abuse, like strong peer pressure, having family members who abuse substances, high stress levels, or easy access to drugs.

I'm handing out the Substance Savvy Worksheet. Please take a few minutes to complete the first section, where you'll list examples of protective and risky factors. You can work individually or quietly with a partner."

Distribute worksheets and allow 3-4 minutes for students to work.

"(Display Vaping & My Brain Slide Deck Slide 9) Now let's talk about coping skills. We all face stress and difficult emotions. Healthy coping skills are positive ways to deal with these feelings – things like exercise, talking to a trusted adult, pursuing hobbies, or practicing mindfulness. Unhealthy coping skills are things that might provide temporary relief but are ultimately harmful, like isolating yourself, excessive screen time, or, as we're discussing, substance use. Which coping skills do you currently use? Are there any new ones you'd like to try?"

Briefly discuss a few examples. Emphasize that choosing healthy coping skills is crucial for well-being.

Life Skills for Prevention (6 minutes)

"(Display Vaping & My Brain Slide Deck Slide 10) Next, we'll talk about key life skills that can act as powerful tools against substance abuse. First up is resilience. Resilience is your ability to bounce back from difficult situations and adapt to change. Life will always throw challenges your way, but resilience helps you face them head-on without turning to harmful substances. Every time you work through a struggle, you're actually building more resilience within yourself!

(Display Vaping & My Brain Slide Deck Slide 11) We all experience peer pressure, which is when people your age influence you to think or act a certain way. This can be direct, like someone explicitly asking you to try something, or indirect, like seeing others do something and feeling like you should too. It's important to have strategies for saying no. This could be being firm and clear – 'No thanks' – changing the subject, walking away, having an excuse ready, or teaming up with friends who also choose not to use. Also, developing conflict resolution skills helps you handle disagreements and tough situations calmly and respectfully.

(Display Vaping & My Brain Slide Deck Slide 12) Finally, family communication and involvement are huge protective factors. Talking openly with your parents, guardians, or other trusted adults can provide immense support, advice, and understanding. And it's also helpful to learn about identifying triggers. A trigger is anything that causes you to want to use a substance – this could be stress, certain friends, specific places, or even just boredom. Knowing your triggers helps you create a plan to avoid or manage them proactively."

Cool-Down: One Word Takeaway (3 minutes)

"(Display Vaping & My Brain Slide Deck Slide 13) To wrap up our main lesson today, I'd like everyone to take a moment for a cool-down. On a small slip of paper or your cool-down sheet, please write down ONE WORD or a SHORT PHRASE that represents your biggest takeaway from today's lesson. What really stuck with you, or what's one new thing you learned? There are no wrong answers."

Collect the responses as students leave or as part of their exit ticket.

"Thank you all for your thoughtful participation today!"

Extended Activity: Prevention in Action (25-35 minutes)

"Now, we're going to put some of these skills into practice with an extended activity. I'm going to divide you into small groups.

Option 1: Risky Business Game (15-20 min): If your group gets the Risky Business Game Cards, your task is to sort the scenarios into 'Risky' or 'Protective' factors and discuss why each scenario fits into that category. The cards are also available in Spanish if you prefer: Juego de Factores de Riesgo.

Option 2: Real Talk Role Play (15-20 min): If your group gets the Real Talk Role Play Activity Cards, you'll choose a scenario and act it out, practicing refusal skills, conflict resolution, or effective family communication. You can also use the Spanish version: Actividad de Juego de Roles.

Divide students into groups and distribute either the game cards or role-play cards.

Monitor groups, offering guidance and prompting discussion.

Group Check-in (10-15 min): "Alright everyone, let's bring it back together. Each group, I'd like you to share one key learning or a challenge you encountered during your activity. What was interesting or difficult?"

Facilitate a brief class discussion, highlighting diverse perspectives and reinforcing key concepts.

Project Introduction (5 min): "As an optional follow-up for those who want to dive deeper, I want to introduce The Prevention Project Guide. This project allows you to explore these topics further and create something meaningful. You'll find a Project Rubric to guide your work."

Assessment (Optional)

"For those who wish to review their understanding, we have a Quick Check Quiz available. You can use the Quiz Answer Key to check your responses."

Warm-Up: My Mind Map

Instructions: When you hear the word "drugs," what comes to mind? Take 2-3 minutes to silently jot down anything, big or small, that you associate with that word. There are no right or wrong answers.

Cool-Down: One Word Takeaway

Instructions: Reflect on today's lesson, "Vaping & My Brain." In one word or a short phrase, what was your biggest takeaway, or what's one new thing you learned?

My Takeaway:

Substance Savvy: Understanding Risks and Building Skills

Part 1: Protective vs. Risky Factors

Think about the discussion we had on factors that can influence substance use. In your own words, define each term and provide at least three examples.

Protective Factors

What are they?




Examples:

Risky Factors

What are they?




Examples:

Part 2: Healthy Coping Skills

We all face stress and difficult emotions. List three healthy coping skills you currently use or would like to try when you are feeling stressed, sad, or overwhelmed.

Part 3: Saying No & Resolving Conflict

Imagine a friend is pressuring you to try something you don't want to do. Write down what you could say or do in that situation. Then, think about how you might handle a disagreement with that friend if they got upset.

Scenario: Your friend offers you a vape and says, "Everyone's doing it, don't be a square."

Your response to your friend:

How you would try to resolve the conflict if your friend gets angry or upset:

Part 4: Family Communication & Triggers

1. Who is a trusted adult (family member, teacher, counselor, coach, etc.) you could talk to if you or a friend were struggling with substance use or peer pressure?
   
   
   
   

2. What are some personal "triggers" (situations, feelings, places, people) that might make someone more likely to consider using substances? (Think broadly – it doesn't have to be personal to you.)
   
   
   
   
   
   
   

Discussion: Brain Power

Instructions: In small groups or as a class, discuss the following questions. Be prepared to share your thoughts with everyone.

Questions for Discussion:

1. We learned that the teenage brain, especially the part for decision-making and impulse control, is still developing. How does this make teenagers particularly vulnerable to the effects of substances compared to adults?
   
   
   
   
   
   
   

2. Think about the short-term and long-term effects of substances on the brain (memory, learning, mood, decision-making). How might these effects impact a teenager's daily life, like their school performance, friendships, or future goals?
   
   
   
   
   
   
   

3. Considering the concepts of addiction, dependency, and withdrawal, why is it so important to understand these risks before someone tries a substance?
   
   
   
   
   
   
   

4. If a friend was struggling with understanding how a substance affects their brain, what is one key piece of information you would share with them from today's lesson?
   
   
   
   
   
   
   

5. How can recognizing that your brain is still developing empower you to make more informed choices about substances?
   
   
   
   
   
   
   

Risky Business: Factores de Riesgo vs. Factores de Protección

Instructions (English): In your group, read each scenario card. Discuss whether it represents a Risky Factor (something that increases the likelihood of substance abuse) or a Protective Factor (something that decreases the likelihood of substance abuse). Place the card in the correct category and explain why.

Instrucciones (Español): En tu grupo, lee cada tarjeta de escenario. Discute si representa un Factor de Riesgo (algo que aumenta la probabilidad del abuso de sustancias) o un Factor de Protección (algo que disminuye la probabilidad del abuso de sustancias). Coloca la tarjeta en la categoría correcta y explica por qué.

Game Cards (Print and cut out / Imprime y recorta):

Card 1 (Tarjeta 1)

English: Your best friend starts vaping and constantly offers you their device.
Español: Tu mejor amigo/a empieza a vapear y constantemente te ofrece su dispositivo.

Card 2 (Tarjeta 2)

English: You have a clear goal of getting into a specific college and know good grades are essential.
Español: Tienes la meta clara de entrar a una universidad específica y sabes que las buenas calificaciones son esenciales.

Card 3 (Tarjeta 3)

English: You regularly talk openly with your parents about your day and any challenges you face.
Español: Hablas regularmente y abiertamente con tus padres sobre tu día y cualquier desafío que enfrentes.

Card 4 (Tarjeta 4)

English: You often feel bored and unsure of how to spend your free time, leading to hanging out with a crowd that sometimes uses substances.
Español: A menudo te sientes aburrido/a e inseguro/a de cómo pasar tu tiempo libre, lo que te lleva a juntarte con un grupo que a veces usa sustancias.

Card 5 (Tarjeta 5)

English: You play on a school sports team and attend practices and games several times a week.
Español: Juegas en un equipo deportivo escolar y asistes a prácticas y partidos varias veces a la semana.

Card 6 (Tarjeta 6)

English: Your older sibling recently got into trouble for underage drinking and faced serious consequences from your parents.
Español: Tu hermano/a mayor se metió en problemas recientemente por beber alcohol siendo menor de edad y tus padres le impusieron serias consecuencias.

Card 7 (Tarjeta 7)

English: You feel a lot of stress from school, and you don't have many healthy ways to cope.
Español: Sientes mucho estrés por la escuela y no tienes muchas formas saludables de afrontarlo.

Card 8 (Tarjeta 8)

English: You have a group of friends who are all committed to staying sober and support each other in making healthy choices.
Español: Tienes un grupo de amigos que están comprometidos a mantenerse sobrios y se apoyan mutuamente en tomar decisiones saludables.

Card 9 (Tarjeta 9)

English: There are often unsupervised parties where alcohol and other substances are available in your neighborhood.
Español: A menudo hay fiestas sin supervisión donde el alcohol y otras sustancias están disponibles en tu vecindario.

Card 10 (Tarjeta 10)

English: You actively participate in an after-school club where you learn new skills and connect with positive mentors.
Español: Participas activamente en un club después de la escuela donde aprendes nuevas habilidades y te conectas con mentores positivos.

Real Talk Role Play: ¡A Practicar!

Instructions (English): In your group, choose at least two scenarios below. Assign roles and act out how you would handle the situation using refusal skills, conflict resolution, or effective family communication. Discuss what worked well and what was challenging.

Instrucciones (Español): En tu grupo, elige al menos dos escenarios a continuación. Asigna roles y representa cómo manejarías la situación usando habilidades de rechazo, resolución de conflictos o comunicación familiar efectiva. Discute qué funcionó bien y qué fue desafiante.

Scenario Cards (Print and cut out / Imprime y recorta):

Scenario 1: The Party Invitation (La Invitación a la Fiesta)

English: Your older cousin invites you to a party where you know there will be alcohol and vaping. You don't want to go because you feel uncomfortable around substances, but your cousin says, "Come on, it'll be fun, and no one will even know you're there." How do you respond and maintain your boundary?

Español: Tu primo/a mayor te invita a una fiesta donde sabes que habrá alcohol y vapeo. No quieres ir porque te sientes incómodo/a cerca de las sustancias, pero tu primo/a dice: "Vamos, será divertido, y nadie sabrá que estás allí." ¿Cómo respondes y mantienes tu límite?

Scenario 2: Stress and a "Solution" (Estrés y una "Solución")

English: You've had a really stressful week at school with multiple tests and a big project due. Your friend notices you're stressed and casually suggests, "I've got some edibles; they really help me chill out when I'm feeling overwhelmed. Want one?" How do you decline and suggest a healthy alternative?

Español: Has tenido una semana muy estresante en la escuela con múltiples exámenes y un gran proyecto que entregar. Tu amigo/a nota que estás estresado/a y sugiere casualmente: "Tengo unos comestibles; realmente me ayudan a relajarme cuando me siento abrumado/a. ¿Quieres uno?" ¿Cómo lo rechazas y sugieres una alternativa saludable?

Scenario 3: The Secret (El Secreto)

English: You find out your close friend has started using a substance regularly and is showing signs of dependency. They confide in you, making you promise not to tell anyone. You're worried about them. How do you approach this with your friend to encourage them to get help, perhaps involving a trusted adult, without breaking their trust completely?

Español: Descubres que tu amigo/a cercano/a ha empezado a usar una sustancia regularmente y muestra signos de dependencia. Te confían, haciéndote prometer que no se lo dirás a nadie. Estás preocupado/a por ellos. ¿Cómo abordas esto con tu amigo/a para animarlo/a a buscar ayuda, quizás involucrando a un adulto de confianza, sin romper completamente su confianza?

Scenario 4: Family Concern (Preocupación Familiar)

English: Your parents have noticed a change in your behavior and ask if you've been experimenting with substances. You haven't, but you realize your recent stress or new friend group might be causing their concern. How do you communicate openly with them, address their worries, and reassure them, while also perhaps setting boundaries or asking for support in healthy ways?

Español: Tus padres han notado un cambio en tu comportamiento y te preguntan si has estado experimentando con sustancias. No lo has hecho, pero te das cuenta de que tu estrés reciente o tu nuevo grupo de amigos podría estar causando su preocupación. ¿Cómo te comunicas abiertamente con ellos, abordas sus preocupaciones y los tranquilizas, y quizás también estableces límites o pides apoyo de manera saludable?

Scenario 5: Online Influence (Influencia Online)

English: You see a popular influencer on social media promoting vaping as a cool, harmless trend. Some of your friends start talking about trying it. How do you respond to your friends, sharing information about the risks (without sounding preachy) and advocating for healthy choices, possibly citing facts about teen brain development?

Español: Ves a un/a influencer popular en redes sociales promoviendo el vapeo como una tendencia genial e inofensiva. Algunos de tus amigos/as empiezan a hablar de probarlo. ¿Cómo respondes a tus amigos/as, compartiendo información sobre los riesgos (sin sonar sermoneador/a) y abogando por decisiones saludables, posiblemente citando datos sobre el desarrollo cerebral adolescente?

Quick Check Quiz: Answer Key

Question 1

Prompt: Which part of the brain, responsible for decision-making and impulse control, is still developing into a person's mid-20s?
Correct Answer: Prefrontal Cortex
Thought Process: The lesson specifically highlights the prefrontal cortex as the last part of the brain to fully develop, impacting a teenager's ability to make sound decisions and control impulses, making them more vulnerable to substance effects.

Question 2

Prompt: Which of the following is considered a protective factor against substance abuse?
Correct Answer: Open communication with family
Thought Process: Protective factors are elements that reduce the likelihood of substance abuse. Strong family bonds and open communication are explicitly mentioned as such. The other options are risky factors.

Question 3

Prompt: Explain what 'dependency' means in the context of substance use.
Correct Answer: Dependency occurs when the body adapts to a drug and requires it to function normally. If a person stops using the drug, they will experience withdrawal symptoms because their body has become reliant on it.
Thought Process: The lesson defines dependency as the body's adaptation to a drug, needing it to function, and explains that stopping leads to withdrawal symptoms.

Question 4

Prompt: What is 'resilience'?
Correct Answer: The ability to bounce back from difficult situations
Thought Process: Resilience is defined as the ability to recover from setbacks and adapt to change, which helps individuals cope with challenges without resorting to substances.

Question 5

Prompt: Name two healthy coping skills and two unhealthy coping skills for stress.
Correct Answer:

• Healthy: Exercise, talking to a trusted adult, hobbies, mindfulness. (Any two)
• Unhealthy: Isolating, overeating, excessive screen time, substance use. (Any two)
  Thought Process: The lesson provides clear examples of both healthy and unhealthy coping mechanisms, emphasizing the importance of choosing positive strategies.

Question 6

Prompt: Which of these substances is an opioid and is highly dangerous, often found illegally?
Correct Answer: Fentanyl
Thought Process: The lesson specifically lists Fentanyl as an opioid that is highly dangerous and often illegally obtained, highlighting its significant risks.

Question 7

Prompt: Describe one strategy you can use to say 'no' to peer pressure.
Correct Answer: Be firm and clear ("No thanks"), change the subject, walk away, have an excuse ready, team up with friends who also say no. (Any one)
Thought Process: The lesson outlines several practical strategies for resisting peer pressure, giving students concrete actions they can take.

The Prevention Project: Spreading Awareness

Project Objective:

To educate your peers about the dangers of substance abuse, its effects on the teenage brain, and effective prevention strategies. You will create a public awareness campaign or educational resource that encourages healthy choices and provides practical advice.

Project Options:

Choose ONE of the following project options. You will work individually or in groups of up to three students.

Option 1: Public Service Announcement (PSA)

Create a 30-60 second video or audio PSA (Public Service Announcement) that addresses one aspect of substance abuse prevention (e.g., dangers of vaping, saying no to peer pressure, healthy coping skills).

Deliverables:

• A script for your PSA.
• The recorded video or audio file.
• A brief (1 paragraph) explanation of your target audience and message.

Option 2: Informational Poster/Infographic

Design a visually engaging and informative poster or digital infographic that highlights key facts about substances, their impact on the teen brain, and practical prevention strategies.

Deliverables:

• A completed poster or digital infographic.
• All information presented must be accurate and clearly sourced (e.g., citing lesson material).
• A brief (1 paragraph) explanation of your design choices and target audience.

Option 3: "Dear Future Me" Letter/Journal Entry

Write a detailed letter to your future self (or a journal entry) where you reflect on the risks of substance abuse and outline your personal commitment to healthy choices. Include strategies you plan to use to stay substance-free and how you will build resilience.

Deliverables:

• A 2-3 page letter or journal entry (handwritten or typed).
• Must include personal reflections, specific prevention strategies, and a discussion of protective factors relevant to your life.

Key Information to Include (Regardless of Option):

• Mention at least two specific substances discussed (e.g., vaping, alcohol, fentanyl, THC).
• Explain at least one way substances affect the teenage brain.
• Include at least two protective factors and two healthy coping skills.
• Offer practical advice for dealing with peer pressure or identifying triggers.

Timeline:

• Day 1: Project introduction, group formation, topic selection.
• Day 2-3 (In-class or Homework): Research and planning.
• Day 4-5 (In-class or Homework): Creation of your chosen deliverable.
• Due Date: [Insert Date Here]

Assessment:

Your project will be graded using the Project Rubric. Please review it carefully to understand the expectations.

Project Rubric: The Prevention Project