Vaping Among Teens in the United States

T.Galea

P.S. 148

INTRODUCTION

You and your classmates are working as researchers for the Campaign for Tobacco-Free Kids (tobaccofreekids.org), studying the problem of vaping among teens in the United States.

Use the link below to learn about the vaping epidemic among teens today:

Safer Does Not Equal Safe

Vaping Epidemic (Teens)

TASK

At the end of this WebQuest your group will:

-track the number of teens who vape in U.S. high schools and the reason(s) why they vape through an online survey

-create a digital presentation (Google docs/slides presentation, Prezi, Canva) to share findings and possible solutions

PROCESS/RESOURCES

Use the PPA steps to analyze the problem:

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solution  (Feasibility vs. Effectiveness)

Define vaping

Vaping definition

Give examples of vaping tools and brands

Types of vapes

Explain what vaping does to our bodies

Vaping side effects/

-Gather evidence of vaping among teens in the United States

- Conduct a survey of 50 U.S. high schools (1 per state, each

being in an area with highest population density) electronically

using Survey Monkey

-Identify causes of teens to start vaping (refer to results on survey)

-Evaluate existing policies for regulating the sale and use of vaping

products among teens

https://publichealthlawcenter.org/resources/us-e-cigarette-regulations-50-state-review

https://tobacco21.org/how-to-stop-teen-vaping-make-e-cigarettes-harder-to-get-license-fees-make-the-laws-pay-for-themselves-the-study-affirms/

- Develop public policy solutions to decrease the use of vaping products among teens

-Select best public policy solutions

EVALUATION

You will be graded on group work, the presentation and information included in your digital display and the survey data that you collected and analyzed using the rubric below:

Rubric

CONCLUSION

“In this unit, we learned about the growing use of e-cigarettes among teens in America and discovered that those who start out with using e-cigarettes are highly likely to eventually move on to traditional cigarettes. Let’s reflect on what we learned, the skills we developed, and what our national survey taught us.”

Extend your learning using the PPA steps to solve your own social problem:

1. Define the Problem
2. Gather the Evidence
3. Identify the Causes
4. Evaluate an Existing Policy
5. Develop Solutions
6. Select the Best Public Policy Solution

STANDARDS

ELA:

Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively and build on those of others.

5SL1a: Come to discussions prepared, having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.

5SL1b: Follow agreed-upon norms for discussions and carry out assigned roles.

5SL1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5SL1d: Consider the ideas expressed and draw conclusion about information and knowledge gained from the discussions.

Analyze how digital media and visual displays in presentations to emphasize and enhance central ideas or themes.

Social Studies:

States across the U.S. face a variety of concerns and issues specific to a given population

■ Societal/Cultural issues (temptation/pressure to use controlled substances)

Math:

Represent real-world and mathematical problems by graphing points that interpret coordinate values of points in the context of the situation