17. Make Decisions. List four myths you believed about tobacco use (including vaping) before reading this chapter. Then, list factual information from the chapter or other valid resources that dispels each myth. Reflect on how this newfound information will help you make healthier decisions regarding tobacco. Create a journal entry discussing your disproved myths and how they will affect your decisions. 18. Set Goals. Imagine one of your close friends confides in you about needing help. Your friend is very stressed about school and started vaping after someone said it would help with the stress. Now, your friend needs to vape more often than before to feel the same effect. Create a script in which you help your friend set a SMART goal to find needed help and make healthy decisions about vaping. 19. Practice Health-Enhancing Behaviors. Imagine that, during an after-school extracurricular activity, you go to the restroom to take a break. Two other students are in the restroom vaping. One offers you the vaping device and asks if you would like to try. Complete the dialogue that follows, using appropriate terminology and refusal skills to avoid this situation. Student 1: “Hey, wanna take a hit? It’s cotton candy flavor.” Your Response: __________________________________ Student 2: “Don’t be lame. It won’t hurt you. Just try it.” Your Response: __________________________________ Student 1: “Come on. It’s safer than smoking. It’s not even addictive.” Your Response: __________________________________ Student 2: “You don’t know what you’re missing. Don’t tell anyone we’re here.” Your Response: __________________________________ After completing the dialogue, find a partner and read and share your responses. Exchange feedback and critiques to make each response stronger. 20. Advocate for Health. Research some popular PSAs and choose three of your favorites. Consider why these PSAs are effective and then create your own PSA about the health effects of vaping, smoking, or using smokeless tobacco. Consider your target audience for the PSA and present it to the class. All tobacco products, including many e-liquids, deliver nicotine into the body. Nicotine is toxic and extremely harmful to a person’s health. Body systems affected by nicotine include the cardiovascular, respiratory, nervous, digestive, immune, and reproductive systems. This activity will illustrate how using tobacco products can affect these body systems. For this activity, you will need craft paper, markers, pens or pencils, and reliable resources. Steps for This Activity 1. Choose several classmates to work with and, as a group, choose one of the six body systems affected by nicotine. Your teacher may also assign a body system to your group. 2. Access Information. Using reliable resources, research the parts and pathways of your chosen body system and how nicotine affects this body system. Include whether or not nicotine’s effects are reversible once tobacco use stops. Your school’s library media specialist can help you find resources, which might include books, journals, magazines, or websites. Remember to use websites with medically accurate information. You can use the guidelines in Chapter 2 to assess the credibility and validity of your resources. 3. Draw an outline of the human body on a long, wide piece of craft paper. 4. Inside the body outline, draw and label the parts and pathways of your group’s body system. 5. Outside the body outline, illustrate how nicotine affects this body system. Note whether or not the effects are reversible. 6. Advocate for Health. Hang your group’s body poster in the hallway of your school to show other students the dangers of using tobacco. Obtain permission, if needed. You may also take a picture of your body poster and share it online. Use your poster to start a discussion with other students and support them in making positive health choices. Hands-On Skills Activity Tobacco Use and Your Body Copyright Goodheart-Willcox Co., Inc. Chapter 11 Vaping and Tobacco 393