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NationalInstituteonDrugAbuse(NIDA)

BrainPower:Grades4-5

LastUpdatedSeptember2012

https://www.drugabuse.gov

https://www.drugabuse.gov/

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TableofContents

BrainPower:Grades4-5

DrugsinSociety(Module1)

YourAmazingBrain(Module2)

Neurotransmission(Module3)

Stimulants(Module4)

Alcohol,Marijuana,andInhalants(Module5)

WhatisAddiction?(Module6)

Materials/Contact

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DrugsinSociety(Module1)

YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module1(PDF5.2MB)

Introduction

ThisintroductoryBrainPower!missionisdesignedtoencouragethestudentstothinkaboutdrugs,andtheirimpactonoursociety.Theywillbeaskedtothinkaboutthedifferencesbetweenlegalandillegaldrugsandtofindexamplesinthemediathatshowhowdrugsarepresented.Thestudentsmaybesurprisedtodiscoverthatdrugsarementionedofteninalltypesofmedia.Aftermakingthisobservation,theywillhaveabetterunderstandingofwhydruguseisapervasiveprobleminoursociety.

LearningObjectives

Studentsunderstandthedifferencebetweenlegalandillegaldrugs.

Studentsfindexamplesofhowdrugsarepresentedinthemedia.

Studentscreateascrapbookidentifyinghowdrugsarepresentedinprintmedia,movies,andelectronicmedia.

Studentsdrawconclusionsaboutwhydruguseisapervasiveprobleminourculture.

RelationshiptotheNationalScienceEducationStandards

ThismissionalignswithonestandardintheNSES:scienceinpersonalandsocialperspectives.Thechartbelowshowshowthemissionalignswiththisstandard.

https://www.drugabuse.gov/sites/default/files/grades4-5mod1.pdf

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ScienceinPersonalandSocialPerspectives

LevelsK–4

HowMissionIsAligned

Personalhealth

Thestudentsdevelopanunderstandingofwhatdrugsareandhowtheyareusedsothattheycanlearnhowtomakedecisionsthataffecttheirhealth.

Background

Drugscanbebroadlydefinedassubstancesthatchangethewaythebrainandbodyfunction.Oneofthekeymessagesthatthestudentslearnduringthismoduleisthatsomedrugsarelegal,whileothersarenot.Legaldrugsincludemedicationswhentheyareprescribedtoyoubyamedicalprofessional,caffeine,nicotine,andalcohol.Eventhoughlegalforadults,tobacco(whichcontainsnicotine)andalcoholareillegalforchildren.Drugsthatareillegalforeveryone,allthetime,includemarijuanaandcocaine.Asthislistshows,legaldrugscanbehelpful,butcertainlegaldrugs,suchasalcohol,cancausetremendousdamage.Alldrugscanaffectthebrainandbody,andchildrenshouldonlytakemedicationsthataregiventothembyatrustedadult.

Duringthesecondpartoftheactivity,thestudentswilllookinmagazines,newspapers,ontheInternet,andinmoviestofindouthowillegalandlegaldrugsarepresentedinoursociety.Theywilldiscoverthatoftendrugsareshownasbeingenticingandappealing.Bothmenandwomenshownusingdrugsare,inmanycases,attractive,welldressed,andseemtobehavingagreattime.Thefactthatdrugsarepairedwithsuchpositivequalitiessendsaconfusingmessagetokids.Oncethestudentslearnhowdrugsarepresentedinthemedia,theywillhaveabetterunderstandingofwhydrugsaresuchaseriousprobleminoursociety.

Thisactivitywilllaythefoundationfortheremainingactivitiesintheprogram,whichfocusonhowdrugsaffectthebrainandthenervoussystem.Bytheendoftheprogram,thestudentswillhaveabetterideaofwhypeoplearetemptedtotrydrugs,buttheywillalsoknowwhy—basedonscientificfact—itissoimportanttoresistthattemptation.

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Materials/Preparation

Materials

Paperandpencils

Markers

DVDandDVDplayer

Tradingcards(PDF,2.5MB)

Oldnewspapersandmagazines

ComputerwithInternetaccess

Preparation

Decidehowyouwanttoconductthisactivity.Youcouldhavethestudentsdeveloptheirscrapbooksindividuallyoringroupsoftwoorthree.

Procedures/DiscussionQuestions

Procedures

1. Beginthemissionbydiscussingthedifferencebetweenlegalandillegaldrugs.Askthestudentsiftheycannamesomelegaldrugs.Writedowntheirresponsesonasheetofpaper.Next,askthemtonamesomeillegaldrugs,andwritedownthoseresponsesaswell.Examplesofeacharelistedbelow:

LegalDrugs

Caffeine(incoffee,tea,andmanysoftdrinks)

Medicationforheadaches,colds,andotherillnesses

https://www.drugabuse.gov/sites/default/files/cardsmod1_45_color.pdf

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LegalforAdults

Alcohol

Nicotine(incigarettes)

IllegalDrugs

Marijuana

Cocaine

2. Afterdevelopingthelists,helpthestudentsunderstandthedifferencesbetweenlegalandillegaldrugs.Manylegaldrugs,suchasmedications,arehelpfulbutmustbetakencarefully,intherightdosage,andundertherightcircumstances.Somelegaldrugs,suchascigarettesandalcohol,maybepurchasedonlywhenindividualsreachacertainage(e.g.,anindividualmustbeatleast21topurchasealcoholintheUnitedStates).Illegaldrugsareallharmfulinsomeway,andillegalforeveryone.

3. HavethestudentswatchtheDVD.StoptheDVDatthebreak.

4. Nowthatthestudentshaveanideaofthekindsofdrugscommonlyused,givethemanopportunitytofindexamplesoftheminthepopularmedia.First,decideifyouwantthestudentstoworkinpairsorinsmallgroups.Thenorganizetheclassaccordingly.

5. Tellthestudentsthattheirmissionistocreateascrapbookshowinghowdrugsarepresentedinthemedia.Thescrapbookshouldincludeexamplesfromnewspapers,magazines,theInternet,television,andmovies.Becarefultoselectmediathatareappropriateforthisagegroup.Somemediamaycontainimagesthataren’tappropriateforchildrenthisage.

6. Givethestudentsclasstimetoworkontheirscrapbooks.Passoutthemagazinesandnewspapersandhavethemlookforpicturestoincludeintheirscrapbooks.ThestudentscanalsocheckontheInternetforexamples.Withtheirgroups,theyshouldbrainstormonhowdrugsareportrayedinthemoviesandontelevision.

7. Afterthestudentshavecompletedtheirscrapbooks,watchtheremainderoftheDVDsegment.AttheconclusionoftheDVDsegment,haveeachgroupmakeapresentationtotheclass.Duringthepresentations,askthestudents

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questions,suchas:Wasitdifficulttofindpicturesofdrugscommonlyused?Wheredidyoufindcigaretteads?Wheredidyoufindalcoholads?Whydoyouthinkthesekindsofmediaadvertisethesesubstances?Thenconcludetheactivitybydiscussingthesimilaritiesanddifferencesamongthescrapbooks.Whatfeaturesdoallthescrapbooksshare?Howaretheydifferent?

Tellthestudentstokeeptheirscrapbookstouseinlatermodules.

DiscussionQuestions

1. Discusswiththeclasshowdruguseisportrayedinthemedia.Forexample,whatdothepeopledrinkingorsmokinglooklike?Aretheywelldressedandattractive?Aretheyengagedinanappealingactivity,suchaspicnickinginthepark,orlayingonthebeach?Askthestudentsiftheythinktheseimagesmakedrugusemoreattractivetoyoungpeople.Ifso,dotheythinkthatthemediacontributestodruguseinoursociety?

2. AfterthestudentshavewatchedtheDVD,discussthequestionthatCortyhasposed:Whydotheythinkthatpeopletakeillegaldrugs,evenwhentheyknowthattheyarebadforthem?

3. Createaclassdiagramshowingthesimilaritiesanddifferencesbetweenhowdrugsareportrayedinprintversusotherkindsofmedia.Doesonekindofmediumportraydrugsmorepositivelyornegativelythananotherkind?Whatconclusionscanthestudentsdrawbyanalyzingthediagram?

Extensions

Theactivitieslistedbelowprovidealinktootherareasinthecurriculum.

1. Designaclassmuralshowinghowdrugsareportrayedinsociety.Encouragethestudentstoincludeasmanydifferentexamplesofdruguseastheycan.

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2. Haveeachstudentwriteasummaryofwhattheyhavelearnedabouthowdrugsareportrayedinsociety.Askforvolunteerstoreadtheiressaystotheclass,andaskthestudentstonoteonwhatcharacteristicseachstudentisfocusing.Whataspectsofthisissuehavemadeanimpressionontheclass?

3. Havethestudentswriteashortplayshowinghowdrugsareportrayedinsociety.Studentscanthenperformtheplayforotherclassesintheschool.

Assessment/AdditionalActivities

Assessment

1. Viewthismoduleasapre-assessmentofwhatthestudentsalreadyknowaboutdruguse.Considerthefollowingquestions:

Howmuchpriorknowledgedothestudentshaveofthetopic?

Dothestudentshavemisconceptionsaboutdruguse?

2. Keeparecordofquestionsthestudentsraisedwhileworkingonthemoduletorefertoastheyworkonsubsequentmodulesintheprogram.

AdditionalActivities

Belowaresomeadditionalactivitiesthatcanbeusedafterthestudentscompletethefirstmission.Theseactivitiesareextensionstomanyotherareasofthecurriculum.

1. Havethestudentsmakealistofthedifferentcontextsinwhichtheyfinddrugsmentioned.Possibilitiesincludeformedicaluse,aspartofacriminalinvestigation,andinadvertisements.

2. Askthestudentstotakeapolloftheadultstheyknow,askingthemwhattheiropinionisofbothlegalandillegaldrugs.Havethemasktheadultstoconsiderwhentheythinkdrugsarehelpfulandwhentheyareharmful.Finally,havethestudentsasktheadultsaboutbothlegalandillegaldrugs,andtheirimpactonsociety.

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3. Havethestudentswritelettersintroducingthemselvestotheothergroupworkingontheactivitiesinthisprogram.Eventhoughacompetitionisbeingsetupbetweenthetwogroups,encouragethemtobepoliteandconsiderateintheirletters.

Resources

Thelistsbelowincluderesourcesforteachersandstudents.

ResourcesforTeachers

NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.

NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.

EisenhowerNationalClearinghouse(ENC)www.sciencepioneers.org/resource/eisenhower-national-clearinghouse-math-science-educationThisWebsiteprovidesusefulinformationandproductstoimprovemathematicsandscienceteachingandlearning.

DrugsandSociety:BehavioralMedicinesandAbusableDrugs.[Leccese,A.P.]SaddleRiver,NJ:PrenticeHallCollegeDivision,1991.Coveringarangeofdrugs,thisbookaddressesthesocietalviewsofmedicinesandabuseddrugs,andthemotivationtheoriesfortheiruseandabuse.

ResourcesforStudents

OfficeofNationalDrugControlPolicy(ONDCP):


https://drugpubs.drugabuse.gov/

http://store.samhsa.gov/

https://www.sciencepioneers.org/resource/eisenhower-national-clearinghouse-math-science-education

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www.abovetheinfluence.comThisWebsiteprovidesinformationdirectedatteensaboutdrugsofabuseandhowtoresistpressuretousedrugs.

WhyDoPeopleTakeDrugs?[Westcott,P.]Chicago,IL:RaintreePublishers,2001.Thestudentswillfindthisbooktobeagoodstartingpointwhenansweringthequestionofwhypeopletakedrugs.Itcoversthevariousculturalandindividualperceptionspeoplehaveaboutdruguseandhowlawsgoverningitdifferaroundtheworld.

DrugsandtheMedia.[Lee,M.P.]NewYork,NY:TheRosenPublishers,1994.Inastraightforward,concisemanner,thisbookpresentsavarietyofpropagandatechniquesinthemedia,includingadvertising,entertainment,andnews.

NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissite,developedspecificallyforteens,providesinformationondrugs.

IntroductoryStoryforModule1

BethandJuanaremembersoftheBrainPower!Club.Theyarehangingoutintheclubhousereadingmagazines.Bethislookingatanadforalcohol,showinghappypeopledrinking.

Bethsays,"Youknow,Juan,Ijustcan'tbelievemagazinesareallowedtorunadslikethisafterallwe'velearnedabouthowbaddrinkingalcoholisforyou."

Juansays,"Letmesee,"andhetakesalookatthead.Hereplies,"Yeah,I'veseenadslikethat,too,withpeopledrinkingandlookingallhappyandsmiling.Don'ttheyknowthatalcoholcankillbraincellsiftheydrinkenough?"

Bethjokes,"Andsomeofusneedeverybraincellwehave!"asshebouncesalargesoftrubberballoffofJuan'shead.

http://www.abovetheinfluence.com/

http://teens.drugabuse.gov/

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Juanrubshisheadandsays,"Speakforyourself."

"Butitbugsmethattheadvertisersmakeitseemlikedrinkingiscool,"Bethsays.

"Maybethey'realittleshortonbraincells!"Juansays.

TheygobacktothumbingthroughthemagazineswhenCorty,theanimatedbrain,popsoutofthepages,startlingthekids."Hi,kids!"Cortysays."Ibroughtsomefriends."CortyintroducesLatishaandJayfromtheSpectacularScientistsClub.

“Uh-oh,Ifeelamissioncomingon!”Cortysaysallexcited.“Missionalert!Missionalert!”

JayandLatishalookatCortylikehe’scrazy.“Wow!What’swrongwithhim?!”asksJay.

"Oh,hejustlovesmissions,"saysJuan."I'mJuanandthisismyfriendBeth.Ww'reJuniorScientistsandwhatwe'restudyingistheproblemofdrugsinoursociety."

Juanchimesin,"Andwhenwesay"drugs,"wemeanthingslikealcoholandcigarettes,too."

"Hey,that'swhatwe'vebeenworkingon,too,"saysJay."Haveyoulearnedaboutthedifferencebetweenlegalandillegaldrugs?"

Bethreplies,"Yeah,medicationsforheadachesandcoldsarelegal,buttheyshouldonlybegivenbyatrustedadult."

Juanadds,"Cigarettesandalcoholarelegalforadults,buttheycanstilldoalotofdamage.Andthey'realwaysillegalforkids!Butdrugslikemarijuanaandcocaineareillegalforeveryone."

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BethpicksupthemagazinethatsheandJuanwerereadingbeforeandsays,"Beforeyoucamein,weweretalkingaboutalltheadsyouseeforliquor,wine,andbeer,andhowthepeopleintheadsalwaysseemsocoolandhappy."

Cortychimesin,"Thathasalottodowithyourmission.Yourmissionistofindoutwhypeoplekeeptakingdrugsthatarebadforthem.Ihopeyouwillallworktogetheronthischallenge."

Thekidssettledowntowork.Juansays,"Thereareadsthatmakesmokinganddrinkinglookcool,butwhydopeopleuseillegaldrugs?Andwheredotheyfindoutaboutthem,anyway?"

Latishasays,"Wegetinformationaboutdrugsinnewspapers,magazines,andonTV.Ihaveanidea.Let'smakeascrapbookshowingallthedifferentplacesyoucangetinformationonillegaldrugs."

Stophereuntilstudentshavecompletedtheirscrapbooks.

Thekidsgetbusybuildingascrapbook.Whentheyaredone,theybeginflippingthroughit.Whentheyturnthepage,there'sCorty,flattenedinsidetheplasticphotosleeve.Thekidsaresurprisedtoseehiminthere.

Cortylaughs,comesoutofthescrapbook,andsays,"Well,howdidyoudo?"

Juanreplies,"We'vegatheredalotofinformationonhowadvertisersandthemediasellthingsthatreallyaren'tverygoodforpeople."

Jayadds,“Theymakedrinkingandsmokinglookfunandcool,eventhoughtheycanbeharmful.”

Latishasays,“Andinmovies,youseepeopleusingillegaldrugs,andsometimesitseemslikethey’rehavingareallygoodtime,too.Sothat’salmostlikeanadvertisement,althoughit’snotsupposedtobe.”

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Bethsays,“Soinaway,weunderstandwhypeoplemightstartusingthem,butwhatwestilldon’tunderstandiswhytheykeepusingdrugs.”

Juansays,“Yeah.Theymustknowtheycangetreallysick.”

“I’dalsoliketoknowwhysomeTVcommercialsandadvertisementsmakebadthingslookgood,”saysJuan.

Cortyreplies,“Thosearereallygoodpoints.Sowhatcanyoudoaboutit?”

Juansays,“Well,wecantellourfriendsaboutwhatwe’velearned:thatjustbecause&somethinglooksgooddoesn’tmeanitis.”

Jaysays,“Andwecancontrolwhatweputinourbodies,sowecanserveasgoodexamplestoothers.”

Cortysays,“Thoseareallreallygreatideas.Nexttime,we’regoingtolearnabouthowdrugsandalcoholaffectourbrains—asubjectnearanddeartome.”

BrainPowerNews

ParentNewsletterVolume1,Number1

IntroducingtheNIDAJuniorScientistsProgram

YourchildisworkingonthefirstmoduleoftheNationalInstituteonDrugAbuse(NIDA)JuniorScientistsProgram.NIDAisacomponentoftheNationalInstitutesofHealth,thelargestsupporterofhealthresearchintheworld.Gearedtostudentsinfourthandfifthgrades,theprogramdiscussesthefollowingtopics:

Impactofillegalandlegaldrugsonoursociety;

Differentfunctionsofthebrain;

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Processofneurotransmission;

Effectsofstimulantsonthebrainandbody;

Effectsofalcohol,marijuana,andinhalantsonthebrainandbody;and

Addiction.

Theoverallpurposeoftheprogramistolayafoundationforstudentstomakebetterdecisionsabouttheirownhealthinthefuture.Thisnewsletterisdesignedtoprovideyouwithinformationsothatyoucanreinforceathomewhatyourchildhasbeenlearninginschool.Eachmodulehasaparentnewsletterthatincludesthefollowing:

Thecontentofthemodule;

Activitiesyoucandoathomewithyourchild;and

Additionalresourcesformoreinformation.

Wehopethatyouandyourchildenjoyworkingontheprogramtogetherandthattheknowledgegainednowwillserveyourfamilywellinthefuture.

DrugsinSociety

Module1isdesignedtoencouragestudentstothinkaboutwhatdrugsare,andtheimpacttheyhaveonoursociety.Forthismodule,wedefineadrugasanysubstancethatchangesthewaythebodyandbrainwork;examplesincludemedicines,alcohol,caffeine,nicotine,andillegaldrugslikemarijuanaandcocaine.Studentswilllearnthedifferencesbetweenlegalandillegaldrugsandfindexamplesinthemediathatshowhowinformationaboutdrugsispresented.Studentsmaybesurprisedtodiscoverthatdrugsarementionedofteninalltypesofmedia.Aftermakingthisobservation,studentswillhaveabetterunderstandingofwhydruguseissuchaseriousproblemtooursociety.

DuringModule1,studentswilllookinmagazines,newspapers,ontheInternet,andinmoviestofindouthowdrugsareportrayedinoursociety.Studentswilldiscoverthatoftendrugsareshownasbeingenticingandappealing.Bothmen

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andwomenshownusingdrugsare,insomecases,attractive,welldressed,andlooksuccessful.Thefactthatdrugsarepairedwithsuchpositivequalitiessendsaconfusingmessagetokids.Oncethestudentslearnhowdrugsarepresentedinthemedia,theywillhaveabetterunderstandingofwhydrugsposesuchaseriousproblemtooursociety.

ThisactivityalignswithastandardidentifiedintheNationalScienceEducationStandards,guidelinesdevelopedin1996bytheNationalAcademyofSciencestohelpschoolsknowwhatinformationshouldbecoveredinkindergartenthroughhighschool.Thisstandard,scienceinpersonalandsocialperspectives,stressestheimportanceofunderstandingwhatdrugsareandhowtheyareusedsothatthestudentscanlearnhowtomakedecisionsthataffecttheirhealth.

ScienceatHome

Askyourchildtohelpyoufindexamplesinthemediathatshowhowdrugsareportrayed.WatchTVoramoviewithyourchild,lookthroughmagazinesandnewspaperarticles,listentomusic,orsurftheInternet.Discusshowthedrugsareportrayed,andhowthepeoplelookwhoareusingthesedrugs.Talktoyourchildaboutthesedrugsandtheconfusionthatcanhappenwhenthemediaportraystheminapositivemanner.

AdditionalResources

NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov

NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.



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WhyDoPeopleTakeDrugs?[Westcott,P.]Chicago,IL:RaintreePublishers,2001.Studentswillfindthisbooktobeagoodstartingpointwhenbeginningtoanswerthequestionofwhypeopletakedrugs.Itcoversthevariousculturalandindividualperceptionspeoplehaveaboutdruguseandhowlawsgoverningitdifferaroundtheworld.

DrugsandtheMedia.[Lee,M.P.]NewYork:TheRosenPublishers,1994.Inastraightforward,concisemanner,thisbookpresentsavarietyofpropagandatechniquesinthemedia,includingadvertising,entertainment,andnews.

ParentNewsletter(PDF,904KB)

BrainPowerNews(Español)

BoletínInformativoParaPadresVolumen1,Número1

IntroducciónalProgramaPequeñosCientíficosdelInstitutoNacionalsobreelAbusodeDrogas

SuhijoestátrabajandoenelprimermódulodelProgramaPequeñosCientíficos(JuniorScientistsProgram)delInstitutoNacionalsobreelAbusodeDrogas(NationalInstituteonDrugAbuseoNIDA).ElNIDAesuncomponentedelosInstitutosNacionalesdelaSalud(NationalInstitutesofHealth),elmayorpartidariodelainvestigaciónsobrelasaludenelmundo.Dirigidoaestudiantesdecuartoyquintogrado,elprogramaexplicalossiguientestemas:

Elimpactodelasdrogasilegalesylegalesennuestrasociedad;

Lasdiferentesfuncionesdelcerebro;

Losprocesosdeneurotransmisión;

Losefectosdelosestimulantesenelcerebroyelcuerpo;

Losefectosdelalcohol,lamarihuanaylosinhalantesenelcerebroyel

https://www.drugabuse.gov/sites/default/files/newsmod1_45.pdf

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cuerpo;y

Laadicción

Elpropósitogeneraldelprogramaesestableceruncimientoparaquelosestudiantestomenmejoresdecisionesacercadesupropiasaludenelfuturo.Esteboletíninformativoestádiseñadoparabrindarleinformaciónafindequeustedrefuerceenelhogarloquesuhijoestáaprendiendoenlaescuela.Acadamódulolecorrespondeunboletíninformativoparapadresqueincluyelosiguiente:

Elcontenidodelmódulo;

Actividadesquepuederealizarenelhogarconsuhijo;y

Recursosadicionalesparamásinformación.

Esperamosqueustedysuhijodisfrutentrabajandojuntosenelprogramayqueenelfuturosufamiliapuedabeneficiarsedelconocimientoadquiridoahora.

Lasdrogasenlasociedad

ElMódulo1estádiseñadoparaanimaralosestudiantesapensarenloquesonlasdrogasyelimpactoquetienenennuestrasociedad.Paraestemódulodefinimosunadrogacomounasustanciaquealteralaformaenquefuncionanelcuerpoyelcerebro;losejemplosincluyenmedicamentos,alcohol,cafeína,nicotinaydrogasilegalescomolamarihuanaylacocaína.Losestudiantesaprenderánlasdiferenciasentredrogaslegaleseilegales,yencontraránejemplosenlosmediosdecomunicaciónquemuestrenelmodoenquesepresentalainformaciónsobrelasdrogas.Losestudiantessepodríansorprenderaldescubrirquelasdrogassemencionanamenudoentodaslasformasdemediosdecomunicación.Despuésdeobservaresto,losestudiantestendránunamejorcomprensióndeporquéelusodedrogasesunproblematangraveparanuestrasociedad.

DuranteelMódulo1,losestudiantesbuscaránenrevistas,periódicos,Internet

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ypelículaslasmanerasenqueserepresentanlasdrogasennuestrasociedad.Losestudiantesdescubriránqueamenudolasdrogassemuestrancomoseductorasyatractivas.Tantoloshombrescomolasmujeresquesemuestranusandodrogasson,enalgunoscasos,atractivos,estánbienvestidosyparecenexitosos.Elhechodequelasdrogassevinculencontalescualidadespositivasenvíaunmensajeconfusoalosniños.Unavezquelosestudiantesaprendancómolasdrogassonpresentadasenlosmediosdecomunicación,comprenderánmejorporquééstasrepresentanunproblematangraveparanuestrasociedad.

EstaactividadcumpleconunestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards),pautasdesarrolladasen1996porlaAcademiaNacionaldeCiencias(NationalAcademyofSciences)paraayudaralasescuelasasaberquéinformaciónsedebecubrirdesdeelkindergartenhastalaescuelasecundaria.Esteestándar,cienciadesdeunaperspectivapersonalysocial,enfatizalaimportanciadecomprenderquésonlasdrogasycómoseusanparaquepuedanaprenderatomardecisionesqueafectansusalud.

Lacienciaenelhogar

Pidaasuhijoqueleayudeabuscarejemplosenlosmediosdecomunicaciónquemuestrencómoserepresentanlasdrogas.Miretelevisiónounapelículaconsuhijo,busquenenrevistasyartículosdeperiódico,escuchenmúsicaonaveguenenInternet.Conversenacercadecómoserepresentanlasdrogasycómosevenlaspersonasqueestánusandoestasdrogas.Hableconsuhijosobreestasdrogasylaconfusiónquepuedeocurrircuandolosmediosdecomunicaciónlasrepresentandemanerapositiva.

Recursosadicionales

NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoen

https://www.drugabuse.gov/es

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drugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.

NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.

WhyDoPeopleTakeDrugs?[Westcott,P.]Chicago,IL:RaintreePublishers,2001.Losestudiantesconsideraránestelibrounbuenpuntodepartidaparacomenzararesponderlapreguntasobreporquélagenteconsumedrogas.Cubrelasvariaspercepcionesculturaleseindividualesquelagentetienesobreelusodedrogasycómodifiereelmodoenquelaleyloregulaenelmundo.

DrugsandtheMedia.[Lee,M.P.]NewYork:TheRosenPublishers,1994.Demaneradirectayconcisa,estelibropresentaunavariedaddetécnicasdepropagandaenlosmediosdecomunicación,incluyendopublicidad,entretenimientoynoticias.

ParentNewsletter(Español,PDF,2.8MB)

https://www.drugabuse.gov/sites/default/files/newsmod1_45_esp.pdf

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YourAmazingBrain(Module2)

YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module2(PDF,4.9MB)

Introduction

DuringthesecondBrainPower!mission,thestudentslearnaboutthemajorpartsofthebrainandtheirfunctions.Theylearnaboutdifferenttechniquesusedtostudythebrain—PositronEmissionTomography(PET)scan,SinglePhotonEmissionComputedTomography(SPECT),andMagneticResonanceImaging(MRI)—anddiscusswhateachcantellusaboutthebrainanditsfunctioning.Thestudentsalsolearnabouttheworkofbrainresearchers.

LearningObjectives

Studentslearnaboutdifferentpartsofthebrainandthefunctionofeachpart.

Studentsdiscussthreedifferenttechniquesusedtostudythebrain.

Studentsanalyzepicturestakenwitheachdeviceandfigureoutwhatinformationcanbeobtainedfromeachkindofpicture.

Studentslearnabouttheworkofdifferentbrainresearchers.


TheactivitiesinthislessonalignwithtwostandardsidentifiedintheNSES:historyandnatureofscienceandscienceasinquiry.


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UnifyingConceptsandProcesses

LevelsK–4 HowMissionIsAligned

Systems,order,andorganization

Themissionexplainsthekeyconceptthatthebrainispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertomakeallhumanbehaviorpossible.

StandardsforScienceandTechnology

Levels5-8 HowMissionisAligned

Understandingscienceandtechnology

Studentslearnaboutthreedevicesandhowtheyareusedtofurtherknowledgeaboutthebrain.

Background

Module2providesthestudentswithimportantinformationaboutthestructureofthebrain.Theywillrefertothisinformationlaterintheprogram,whenlearningabouttheeffectsthatdrugshaveondifferentpartsofthebrain.

IntheBrainPower!programforthestudentsingrades2and3,theylearnedaboutfourpartsofthebrain—thecerebralcortex,composedoftherightandlefthemispheres;thecerebellum;thebrainstem;andthelimbicsystem.Inthisprogram,theywilllearnmoredetailaboutthedifferentfunctionslocalizedineacharea.Iftheyhaven’talreadycompletedthesecond-andthird-gradecurriculum,reviewthebasicsaboutthebraininmoredetail.

Cerebralcortex:rightandlefthemispheres

Inpeople,thecerebralcortexisthebrain’slargestpart,makingupmorethan3/4ofthebrain.Itisconsideredtobethemosthighlydevelopedpartofthebrainandcontrolsthinking,perceiving,andunderstandinglanguage.

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Thecerebralcortexisdividedintotwohemispheres—therighthemisphereandthelefthemisphere.Therighthemispherecontrolstheleftsideofthebodyandislargelyresponsibleforartisticexpressionandunderstandingrelationshipsinspace.

Thelefthemisphere,whichcontrolstherightsideofthebody,islargelyresponsibleformathematicalability,problemsolving,andcomparinginformationneededtomakedecisions.Itisalsothebrain’scenteroflanguage.

Thetwohemispherescancommunicatewithoneanotherbecauseofabundleoffiberscalledthecorpuscallosum.Thecorpuscallosumservesasthebridgebetweenthetwohemispheres.

Thecortexisspecialized—specificareasofthecortex,calledlobes,areresponsiblefordifferenttasks,suchasthefollowing:

Thefrontallobeisresponsibleforinitiatingandcoordinatingmotormovementsandhighercognitiveskillslikeproblemsolvingandthinking.

Thejoboftheparietallobeistoprocesssensoryinformationfromthewholebody—likeinformationaboutpain,touch,andpressure.

Theoccipitallobeprocessesallthevisualinformationcomingintothebrain.

Thetemporallobeisinchargeofmakingsenseoftheauditoryinformationfromtheenvironment.Itisalsoinvolvedinintegratingsensoryinformationfromvarioussenses,suchassmellandvision.

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Cerebellum

Thecerebellumcontrolsposture,movement,andthesenseofbalance.Playingball,pickingupobjects,andplayingmusicalinstrumentsarejustafewoftheactivitiesthatfallunderitscontrol.

BrainStem

Thebrainstemisthebrain’smostprimitivepart.Itstwomainpartsaretheponsandthemedulla.Theponscontainsfibersthatconnectthecerebralcortexwiththecerebellumandthespinalcord.Theponsalsocontrolssleeping,awakening,anddreaming.

Themedullacontrolsheartrate,respiration,andbloodpressure.Thebrainstemalsocontrolssimplereflexes,suchascoughing,sneezing,anddigestion.

LimbicSystem

Thelimbicsystemhasmanyparts,buttwoofthemostimportantarethehippocampusandtheamygdala.Thehippocampusismainlyresponsibleforlearningandmemory.Theamygdalaplaysanimportantroleinemotional

24

behavior.Thelimbicsystemisgreatlyaffectedbydrugssuchasnicotine,alcohol,andillegaldrugs.

NewToolsforStudyingtheBrain

Scientistsnowhaveverysophisticatedtechniquesforstudyingthebrain.ThreeimportanttoolsthatareusedarePET,SPECT,andMRI.Eachofthesetoolsisdescribedbelow.

PositronEmissionTomography(PET)scans.Radioactiveglucoseisinjectedintothebloodstream;theradioactiveglucoseisthentakenupbypartsofthebrainthatareactiveandusingenergy.Theseareas,whichareusingeitherradioactiveoxygenorglucose,showupontheimage.Theadvantageofthistechniqueisthatitcanactuallyshowwhatpartsofthebrainaremoreactivethanothers.Thedisadvantagesarethatitisexpensivetouseandinvolvesradioactivematerial,whichhasthepotentialtobedangerous.

Single-PhotonEmissionComputedTomography(SPECT)scans.SimilartoPETscans,radioactivematerialisinjectedintothebloodstreamandtravelstothebrainandbody.Scientistsanddoctorscanviewthematerialoncomputerizedimages,whichhelpsthemidentifybrainactivity.TheradioactivesubstancesusedinSPECTaredifferentfromthoseusedinPETscans,andtheSPECT

25

imagesarelessdetailedthanthoseofPET.Ontheotherhand,SPECTislessexpensivethanPET,andSPECTcentersaremoreaccessiblethanPETcentersbecausetheyhavefewerequipmentrequirements.

MagneticResonanceImaging(MRI).MRIusesradiofrequencysignalsproducedinastrongmagneticfieldtocreateanimageofthebrainandshowwhatitlookslike.MRIsshowthestructureoftheentirebrain,asopposedtotheothertypesofimaging,whichshowthespecificpartsthatareworking.WhileMRIsproduceclearimages,theyareexpensivetouseandcanbeuncomfortableforthepatient,whomustliestillinaverysmallspaceforarelativelylongperiodoftime.However,abigadvantageisthatMRIisnoninvasiveanddoesn’tuseinjectionsorradioactivity.

Duringtheactivity,thestudentswillhaveanopportunitytolookatimagesproducedfromthesethreedifferenttoolstoseewhateachshowsandhowtheimagescanbeusedtolearnmoreaboutthebrain.


Materials

Paperandmarkers

DVDandDVDplayer


BrainInstructionandFactSheets(PDF,142KB)

Preparation

1. ReviewtheBackgroundmaterialaboutthepartsofthebrainandthetoolsusedtostudythebrain.

2. PreviewtheDVDbeforestartingtheactivity.Decidewhichsectionsyouwanttousewiththeclass.

https://www.drugabuse.gov/sites/default/files/brainsheetsmod2_45.pdf

https://www.drugabuse.gov/publications/brain-power/grades-4-5/your-amazing-brain-module-2/background

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3. UsetheBrainInstructionSheettomakeanoverheadtransparencyofthebrain.

4. MakeenoughcopiesoftheBrainInstructionandBrainFactSheets(PDF,142KB)foreachstudentintheclass.

Procedure/DiscussionQuestions

Procedure

1. Beginthemissionbyaskingthestudentswhattheyknowaboutthebrain.Dotheyknowthenamesofanyofitsparts?Dotheyknowwhatthedifferentpartsdo?Writedowntheirideasonasheetofnewsprint.Itmightbehelpfultocreateachartforthisinformation.Thechartcanhangonthewallintheclassroom.

2. Projectthetransparencyofthebrain.Goovereachpartanddescribeitsfunction.Afterdiscussingalltheparts,askthestudentstothinkofexamplesofdifferentactivitiesthateachpartcontrols.Forexample,theymaysaythatthecerebralcortexenablesthemtoplaycardgames,andthecerebellumisinvolvedintheirabilitytoplaysoccer.

3. Tomakesurethestudentsknowthepartsofthebrain,passouttheBrainInstructionSheetsandBrainFactSheetsfromtheguide.Aftersplittingtheclassintopairs,askthestudentstolabeleachpartofthebrainandjotdownsomeactivitiesforeachpart.Aftertheyhavecompletedthesheet,tellthemtokeepitforreferenceduringthesecondpartoftheactivity.Thestudentscanpracticesharingwhattheylearnedbyteachingsomeoneelsetheinformation(e.g.,parent,sibling,orfriend).

4. Tellthestudentsthatduringthesecondpartofthemission,theywillbelearningaboutsomedifferenttoolsavailabletoscientistsforstudyingthebrain.Forthisactivity,itwouldbepreferableforthemtoworkinthecomputerlab,ifpossible.

5. HavethestudentswatchtheDVD.StoptheDVDatthebreak.

6. Dividethestudentsintopairs.HavethemvisitthefollowingWebsite:faculty.washington.edu/chudler/image.html.Givethestudentsafew


http://faculty.washington.edu/chudler/image.html

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momentstolookattheimagesontheWebsitedevelopedfromeachbrainimagingtool.UsingtheirBrainInstructionSheets,havethemidentifythedifferentpartsofthebrain.Theycanwritetheirresponsesonaseparatepieceofpaper.Tellthemtomakesuretoindicatetowhichimagetheirlabelsarereferring.

7. HavethestudentswatchtheremainderoftheDVD.Concludethelessonbyaskingthemwhattheythinkofthedifferentmachinesusedtostudythebrain.Howdotheyallworktogethertogivescientistsamorecompletepictureofthebrain?

DiscussionQuestions

1. TellthestudentstousetheinformationtheylearnedintheDVDtofillinthefollowingchart.Theycanwatchthepartshowingtheresearchersagainiftheyneedto.

2. Discussthefindingswiththestudents.Whatroledothedifferenttoolsplayinallowingthescientiststostudythebrain?Whatdotheylearnfromtheimagesproducedfromthesetools?

3. Tellthestudentstokeepthischartforfurtherreference.Theymayneeditwhentheystartstudyingdifferentdrugsandhowtheyaffectthebrain.

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Extensions

Thefollowingactivitiesprovidealinktootherareasinthecurriculum.

1. Havethestudentslookthroughnewspapersandmagazines.Tellthemtocutoutanyarticlesthatrelatetothebrainorbrainresearch.Theycancompiletheirarticlesintoascrapbook.

2. Havethestudentswriteastorybasedonwhattheylearnedaboutthebrainandbrainresearch.Thestorycouldbeaboutachildwhoneededtoundergoatestbecauseofanillness,ascientificbreakthrough,orwhatbrainresearchwillbelike50yearsfromnow.Encouragethemtousetheirimaginationsaswellastheirknowledgetowriteacreative,interestingstory.

3. Havethestudentsdrawacartoonstripillustratingadayinthelifeofabrainresearcher.SuggestthattheybasetheircomicstripsontheDVDtheywatched.

4. Havethestudentstakeabraindominanceself-assessmenttofindoutiftheyareleftorrightbrained.ThesetestscaneasilybefoundontheInternet.Thestudentscanalsofindinformationtohelpstrengthentheirweakside:

www.web-us.com/brain/braindominance.htm


Assessment

1. Asthestudentsworkontheseactivities,lookforevidenceofthefollowing:

Arethestudentsgraspingtheconceptthatthebrainisacomplexorganmadeupofdifferentpartsthatperformdifferentfunctions?

Dothestudentsunderstandhowthedifferenttoolsworkthatresearchersuse?Dotheyunderstandthateachtoolisusedforaspecificpurpose?

Canthestudentsapplywhattheyhavelearnedtonewsituations?Forexample,cantheyusetheinformationtowriteastory?

http://www.web-us.com/brain/braindominance.htm

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2. Puteachstudent’sBrainInstructionSheetinhisorherstudentportfolio.


Belowaresomeadditionalactivitiesthatcanbeusedafterthestudentscompletethesecondmission.Theseactivitiesareextensionstomanyotherareasofthecurriculum.

1. Drawaclassillustrationofthebrain.Besuretolabelallofthepartsthestudentsstudiedduringthemission.Includethefunctionsofeachpart.

2. Writeaclassplayaboutthebrainorbrainresearch.Theplaycouldfocusontheworkofthebrainresearchersthatthestudentslearnedabout,howeachdeviceisusedtostudythebrain,orthefunctionofeachpartofthebrain.

3. Makeaclasschartwithideasonhowtoprotectthebrain.Somesuggestionsincludewearingahelmetwhenbikeridingorrollerblading,eatinganutritiousdiet,andwearingaseatbeltwheninacar.Afterdevelopingthelist,discussspecificallyhoweachideacouldprotectthebrain.

Resources



NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.




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TheHumanBrain:AGuidedTour.[Greenfield,S.A.]NewYork,NY:BasicBooks,1998.Writtenforalayaudience,itprovidesaholisticviewofthebrainasanintegralpartofthebody;partoftheScienceMastersSeries.

ACelebrationofNeurons:AnEducator’sGuidetotheHumanBrain.[Sylwester,R.]Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,1995.Thebookdiscussesthestructureandfunctionofthebrain,andexplainshowwethink,dream,digestfood,andmuchmore.


NeuroscienceforKidsfaculty.washington.edu/chudler/neurok.htmlContainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforstudentsandeducators.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe"Drug-AlertBook"series,givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.

PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Writtenforages9through12,thisbooktellsthestoryofarailroademployeewhoexperiencedpersonalitychangesaftera13-poundironrodshotthroughhisbrain.

TheBrain:OurNervousSystem.[Simon,S.]NewYork,NY:WilliamMorrow,1997.Thisbookofferssimple,yetcomprehensive,informationonthebrainandthenervoussystem.

BigHead!ABookAboutYourBrainandYourHead.[Rowan,P.]NewYork,NY:AlfredA.Knopf,1998.Givesanoverviewofthedifferentpartsofthebrain;includesdetailedcolorpicturesandtransparencies.

http://faculty.washington.edu/chudler/neurok.html

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BethandJuanaresittingatatableintheBrainPower!Clubhouselookingatmodelbrains.Bethsays,“Thebrainisreallysocool.Youdon’thavetothinkaboutit,butitstilldoesallyourthinkingforyou.”

Juanpicksuponeofthebrainsandlooksitover.Hesays,“Wecouldn’tevenbreatheifwedidn’thaveabrain.”

Juanthensqueezesthebrainalittleashelooksatit.Heputsitbackandgoesforanotherbrain.Itleapsoutofhishands–it’sCorty!Juanjumpsback.

CortylooksatBethandJuanwhoarestillholdingthebrainmodelsandwincessaying,“Hey,you’regivingmeaheadacheplayingwiththosethings.”

Bethsays,“ButCorty,we’rereallyinterestedinbrains.They’reveryimportant,andwewanttolearnmoreaboutthem.”

Cortysays,“Nowthat’sfoodforthought!So,whatdoyouwanttoknow?”

Juanreplies,“Wewanttolearnhowscientistsknowsomuchaboutbrains.Imean,howdotheystudybrains?You’dneedtohavex-rayvisiontolookinsidesomeone’shead.”

Cortysays,“OK!Ihavetheperfectmissionforyou.Howaboutteamingupwiththeotherclubagainsoyoucanhelpouteachother?”

“Wedon’tneedanyhelp.Imean,we’reJuniorScientists,”Bethsays.

“You’reright.Butyouknowwhatwouldbefun?”asksJuan.“What?”saysBeth.

“Whataboutifwecompetewiththem?”Juansays.“That’sagreatidea!”saysBeth.

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Cortysays,“You’rewastingbrainpowerbysplittingup!”

Thekidsjuststareathim.There’snowaythey’reworkingtogether.

Cortysays,“Okay,okay.I’lltelltheSpectacularScientistsClubmemberstheplan.Nowlistenup.Howdoscientistsknowsomuchaboutbrains?Howdotheylearnaboutbrains?Andwhatcanwelearnfromthem?”

Bethsays,“Itseemslikewe’dhavetotalktosomescientiststolearntheanswerstothosequestions.”

Cortysays,“You’reright!AndI’mgoingtointroduceyoutosomeofmyscientistfriendswhostudydrugabuseresearch.”

Cortysnapshisfingers,andscientistsshowuponthecomputermonitorwhoexplaindifferentimagingtechniquesthatcanbeusedtoseetheeffectsofdrugsonthebrain.ThesetechniquesincludeMRI,PET,andSPECT.AnnaRoseChildressexplainsthatMRIusesradiofrequencysignalsproducedbymagnetstocreateanimageofthebrain.BobMalisonandNoraVolkowexplainthatinPETandSPECTscans,radioactivematerialisinjectedintothebloodstream,whichallowsscientiststoviewcomputerizedimagesofthebrain.

Juansays,“Wow!Theysuresaidamouthful!Ididn’trealizethere’ssomuchforscientiststodoandlearn.”

Bethsays,“That’sthetruth!IhavegottoorganizethisinformationsoIcanstudyitbetter.Let’smakeachart.”

Juangoesofftogetmarkersandrulers.Then,theybegintomaketheirchartofthescientists—whattheydoandwhatmachinestheyuse.Whentheyfinish,theypinuptheirchart.

Stophereuntilstudentshavecompletedprocedure#6.

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Cortysays,“Verynice!You’vereallybeenpayingattention!Greatjob,butIcan’tstickaround.I’vegottogiveamissiontothekidsintheSpectacularScientistsClub.”

“What’stheirmission?”asksJuan.

Cortyreplies,“Can’ttellyou.It’stopsecret.Ifyou’dcooperatedinsteadofcompeting,you’dbeinonit,too,but...seeya!”Cortystartstoleave,butbothkidsyellforhimtohelpthemout.

Cortyresponds,“Youwantedtocompete.”

Bethsays,“Justahint?”

Cortycan’tresistresponding.Hesays,“Okay,okay,I’llgiveyouahint:neurotransmitters.”

BethandJuanlookateachother,confused.

Cortycontinues,“Thebrain’snogoodwithoutthem.TheygotogetherlikePBandJ,cerealandmilk,synapsesandneurons.”Thekidsjuststareathimblankly.Cortysays,“So,youcouldsayneurotransmissionisanotherexampleofteamwork.”

Bethsays,“Corty,you’reabrainwithaone-trackmind!”

BrainPowerNews


YourAmazingBrain

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Yourchildislearningaboutthemostimportantpartofthebody—thebrain!Thebrainisthecontrolcenterfortheentirebody.Itcontrolseverythingapersondoes.Thismoduleteacheschildrenaboutthefivemajorpartsofthebrainandtheirfunctions.

PartoftheBrain

Function

CerebralCortex:rightandlefthemispheres

Thecerebralcortex,comprisedoftherightandlefthemispheres,isresponsibleforartisticexpression,understandingrelationshipsinspace,mathematicalability,problemsolving,andcomparinginformationneededtomakedecisions.Itisalsothebrain’scenteroflanguage.

Cerebellum Thecerebellumcontrolsposture,movement,andthesenseofbalance.Playingball,pickingupobjects,andplayingmusicalinstrumentsarejustafewoftheactivitiesthatfallunderitsdomain.

BrainStem Thebrainstemcontrolssleep,awakening,dreaming,heartrate,respiration,andbloodpressure.Thebrainstemalsocontrolsbodytemperature;simplereflexes,suchascoughingandsneezing;anddigestion.

LimbicSystem

Thelimbicsystemisresponsibleforlearning,memory,andemotionalbehavior.Thelimbicsystemisgreatlyaffectedbydrugs.

InModule2thestudentsarelearningaboutdifferentmethodsresearchersusetostudythebrain.Scientistsnowhaveverysophisticatedimagingtoolsforstudyingthebrain.Thethreemaintoolsusedare:

PositronEmissionTomography(PET)–usesradioactivesubstanceslinkedtosugartoshowwhichpartsofthebrainareusingthemostenergy.Thesearethebrainareasthataremostactive.Areasofthebrainwiththehighestradioactivitywilllookbrightred,andthereforeareworkinghard.Areasthat

35

havelittleactivitywillbedarkblue.

SinglePhotonEmissionComputedTomography(SPECT)–usesradioactivematerialtoshowwhichpartsofthebrainareusingenergyandaremostactive.SPECTproducesimagesthatarelessdetailedthanPET,butSPECTtechniquesarelessexpensiveandmoreaccessiblethanPET.

MagneticResonanceImaging(MRI)–usesradiofrequencysignalsproducedinastrongmagneticfieldtocreateanimageofthebrain.Theseimagesprovidemoredetailsaboutbrainstructure,buttheydon’tshowspecificfunctionslikeSPECTandPETscans.

ThisactivityalignswithtwostandardsidentifiedintheNationalScienceEducationStandards:unifyingconceptsandprocesses,andscienceandtechnology.Theactivityexplainsthekeyconceptthatthebrainispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertoenablepeopletofunction.StudentsalsolearnaboutPET,SPECT,andMRIandhowtheyareusedtofurtherknowledgeaboutthebrain.

ScienceatHome

Askyourchildwhatheorshelearnedaboutthebrain.Seehowmanypartsheorsheremembersandcanidentify.Actoutdifferentactivitiesandhaveyourchildguesswhichpartofthebrainisbeingused.Thenaskyourchildtodrawapictureofthebrainandlabelit.

AdditionalResources


NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfree




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publicationsareavailablehere.

NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlThisWebsitecontainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforstudentsandeducators.


FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partofthe“Drug-AlertBook”series;givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.

BigHead!ABookAboutYourBrainandYourHead.[Rowan,P.]NewYork:AlfredA.Knopf,1998.Givesanoverviewofthedifferentpartsofthebrain;includesdetailedcolorpicturesandtransparencies.

ParentNewsletter(PDF,1.4MB)



Suasombrosocerebro

Suhijoestáaprendiendosobrelapartemásimportantedelcuerpo:¡elcerebro!Elcerebroeselcentrodecontroldetodoelcuerpo.Controlatodoloquehaceunapersona.Estemóduloenseñaalosniñosacercadelascincopartes



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principalesdesucerebroysusfunciones.

Partedelcerebro

Función

Lacortezacerebral:hemisferiosderechoeizquierdo

Lacortezacerebral,compuestaporloshemisferiosderechoeizquierdo,esresponsabledelaexpresiónartística,lacomprensióndelanociónespacial,lacapacidadmatemática,laresolucióndeproblemasylacomparacióndeinformaciónnecesariaparatomardecisiones.Tambiéneselcentrodellenguajedelcerebro.

Elcerebelo Elcerebelocontrolalapostura,elmovimientoyelsentidodeequilibrio.Jugaralapelota,recogerobjetosytocarinstrumentosmusicalessontansóloalgunasdelasactividadesqueestánbajosudominio.

Eltroncoencefálico

Eltroncoencefálicocontrolaelsueño,eldespertar,lossueños,elritmocardíaco,larespiraciónylapresiónarterial.Eltroncoencefálicotambiéncontrolalatemperaturacorporal,losreflejossimplestalescomotoseryestornudar,yladigestión.

Elsistemalímbico

Elsistemalímbicoesresponsabledelaprendizaje,lamemoriayelcomportamientoemocional.Elsistemalímbicoseveseriamenteafectadoporlasdrogas.

EnelMódulo2,losestudiantesestánaprendiendosobrelosdistintosmétodosqueutilizanlosinvestigadoresparaestudiarelcerebro.Hoyendía,loscientíficostienenherramientasdeimagenmuysofisticadasparaestudiarelcerebro.Lastresprincipalesherramientasqueseutilizanson:

Tomografíaporemisióndepositrones(TEP,oPETporsussiglaseninglés),queutilizasustanciasradioactivasvinculadasalazúcarparamostrarquépartesdelcerebroestánusandomásenergía.Éstassonlasáreasdelcerebromásactivas.Lasáreasdelcerebroconmásradioactividadseveránencolorrojobrillanteyporlotantoestán

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trabajandomucho.Lasáreasquetenganpocaactividadseveránencolorazuloscuro.

Tomografíacomputarizadaporemisióndefotónúnico(TCEFU,oSPECTporsussiglaseninglés),queutilizamaterialradiactivoparamostrarquépartesdelcerebroestánusandoenergíaysonmásactivas.LaTCEFUproduceimágenesmenosdetalladasquelaTEP,perolastécnicasdelaTCEFUsonmenoscostosasymásaccesiblesquelasdelaTEP.

Imágenesporresonanciamagnética(IRM,oMRIporsussiglaseninglés),queutilizanseñalesdefrecuenciaderadioproducidasenunfuertecampomagnéticoparacrearunaimagendelcerebro.Estasimágenesproporcionanmásdetallesacercadelaestructuradelcerebro,peronomuestranfuncionesespecíficascomolohacenlaTCEFUylaTEP.

EstaactividadcumplecondosestándaresidentificadosenlosEstándaresNacionalesdelaEducaciónCientífica(NationalScienceEducationStandards):unificacióndeconceptosyprocesos,ycienciaytecnología.Laactividadexplicaelconceptoclavedequeelcerebroformapartedeunsistemamayor(elcuerpohumano),yqueambossistemastrabajanjuntosparapermitirquelaspersonasfuncionen.LosestudiantestambiénaprendensobrelaTEP,laTCEFUylaIRMycómoseusanparasabermásacercadelcerebro.

Lacienciaenelhogar

Pregunteasuhijoloqueaprendiósobreelcerebro.Veacuántaspartesrecuerdaypuedeidentificar.Representevariasactividadesyhagaquesuhijoadivinequépartedelcerebroestáusando.Luego,pidaasuhijoquedibujeuncerebroyqueescribalosnombres.

Recursosadicionales

NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoen


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drugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.


NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlEstesitioWebcontieneinformaciónsobreelcerebroylaneurotransmisión,asícomoactividades,experimentos,dibujosyotrosrecursosparaestudiantesyeducadores.

PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Escritoparaniñosde9a12años,estelibrocuentalahistoriadeunempleadoferroviarioquesufriócambiosensupersonalidadluegodequeunabarradehierrode13libras[unos6kilos]leatravesóelcerebro.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;proporcionaunbuencompendiodelcerebro,laneurotransmisión,losefectosdelasdrogasenelcerebroylaadicción.

BigHead!ABookAboutYourBrainandYourHead.[Rowan,P.]NewYork:AlfredA.Knopf,1998.Ofreceuncompendiodelasdiferentespartesdelcerebroeincluyetransparenciasydibujosacolordetallados.

ParentNewsletter(Español,PDF,3MB)




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Neurotransmission(Module3)


Introduction

Inthesecondmission,thestudentslearnedaboutthepartsofthebrainandwhateachpartdoes.Duringthismission,theylearnaboutneurotransmission—theprocessbywhichinformationtravelstoandfromthebrain—byplayingaboardgameandthendevisingtheirownoriginalwaytoexplainthisprocess.

LearningObjectives

Studentslearnaboutneuronsandwhattheydo.

Studentsfindouthowneuronscommunicatewitheachother.

Studentsexploretherelationshipbetweenthebrainandtherestofthecentralnervoussystem.

Studentslearnmoreaboutneurotransmissionbyplayingaboardgame.

Studentsapplywhattheyhavelearnedbyfiguringoutauniquewaytoexplainthetopic.


ThismissionalignswiththefollowingstandardintheNSES:unifyingconceptsandprocesses.Thechartbelowshowshowthemissionalignswiththisstandard.


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UnifyingConceptsandProcesses

Levels5-8 HowMissionIsAligned

Systems,order,andorganization

ThismissionaddskeyknowledgetowhatwaslearnedinModule2byshowinghowneurotransmissionispartofthenervoussystem.Studentsdevelopanunderstandingofhowthebrainworkswithotherpartsofthenervoussystemtokeeptheentirehumanbodyfunctioning.

Background

Informationisconstantlyexchangedbetweenthebrainandotherpartsofthebodybybothelectricalandchemicalimpulses.Acellcalledaneuronisresponsibleforcarryingthisinformation.Thehumanbrainismadeupof100billionneurons.

Aneuronhasthreemainparts.Thecellbodydirectsalloftheneuron’sactivities.Dendrites,shortbranchesthatextendoutfromthecellbody,receivemessagesfromotherneuronsandpassthemontothecellbody.Anaxonisalong,singlefiberthattransmitsmessagesfromthecellbodytothedendritesofotherneuronsortoothertissuesinthebody,suchasmuscles.Aprotectivecoveringcalledthemyelinsheathcoverstheaxonsofmanyneurons.Myelininsulatestheaxonandhelpsmessagesfromnervesignalstravelfaster,farther,andmoreefficiently.

https://www.drugabuse.gov/publications/brain-power/grades-4-5/your-amazing-brain-module-2

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Theexchangeofinformationfromtheaxonofoneneurontothedendritesofanotheriscalledneurotransmission.Neurotransmissiontakesplacethroughthereleaseofchemicalsintothespacebetweentheaxonofthefirstneuronandthedendritesofthesecondneuron.Thesechemicalsarecalledneurotransmitters.Thespacebetweentheaxonandthedendritesiscalledthesynapse.

Whenneuronscommunicate,anelectricalimpulsetravelingdowntheaxoncausesneurotransmitterstobereleasedfromtheendoftheaxonintothesynapse.Theneurotransmitterscrossthesynapseandbindtospecialmoleculesontheotherside,calledreceptors.Receptorsarefoundonthedendritesandcellbodiesofallneurons.Thesereceptorsconverttheinformationintochemicaland/orelectricalsignalsforprocessingintheneuron.

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Ourbodyproducesmanydifferenttypesofneurotransmitters.Eachneurotransmitterhasaspecificroletoplayinthefunctioningofthebrain.Aneurotransmitterbindstoareceptorinmuchthesamewaythatakeyfitsintoalock.Aspecificneurotransmitteronlybindstocertainreceptors.Oncetheneurotransmitterhasboundtoareceptor,aseriesofeventsfollow.First,themessagecarriedbytheneurotransmitterisreceivedandpassedontothereceivingnervecell.Second,theneurotransmitterisinactivatedandeitherbrokendownbyanenzymeorreabsorbedfromwhereitwasreleased.Thereabsorptioniscompletedbyothermoleculescalledtransportermolecules.Thesemoleculesarelocatedinthecellmembranesoftheaxonthatreleasestheneurotransmitters.Theypickupspecificneurotransmittersfromthesynapseandcarrythembackacrossthecellmembraneintotheaxon.Theneurotransmittersarethenrecycledforuseatalatertime.Notethatthisprocessistrueformostneurotransmitters,butnotforallofthem.


Materials

BoardGame,withspinnerandplayingpieces(PDF,279KB)(foreachgroup)

Setof10-15blankcardsforeachgroup(useindexcardsorscratchpaper)

https://www.drugabuse.gov/sites/default/files/boardgamemod3_45.pdf

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Paperandpencils

BlackLineMaster(PDF,111KB)

DVDandDVDplayer

Preparation

1. Familiarizeyourselfwiththetopicofneurotransmissionbyreadingthebackgroundsectionoftheguide.

2. CreateanoverheadtransparencyshowingneurotransmissionbyusingtheBlackLineMaster(PDF,111KB)atthebackofthisguide.

3. Decidehowyouwanttogroupthestudentsforthisactivity.Eachgroupshouldconsistofthreetofourstudents.

4. Makeenoughcopiesoftheboardandthecardssothateachgroupreceivesoneset.

Youmaywanttohaveparentvolunteersorinstructionalassistantshelpmakecopiesofthematerialsneededforthisactivity.


Procedures

1. Begintheactivitybyaskingthestudentsiftheyhaveeverlearnedaboutneurotransmission.ThestudentswhoworkedonothermodulesintheBrainPower!programmayremembersomethingaboutthisprocess.

2. Showthestudentstheoverheadtransparencyofneurotransmission.Explainthestepsintheprocess.

3. WatchtheModule3DVD.StoptheDVDatthebreak.

4. Tellstudentsthattobetterunderstandthiscomplexprocess,theyaregoing

https://www.drugabuse.gov/sites/default/files/blacklinemod3_45.pdf


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todesignaboardgameexplaininghowneurotransmissionworksandhowinformationiscommunicatedbetweenthebrainandotherpartsofthebody.

5. Passoutaboardgamesettoeachgroup.Tellstudentsthatthegameworkslikethis:Thespacesontheboardwilltellstudentswhattodowhentheyareplayingthegame.Thestudentsmustfillinthesespacesbeforeplayingthegame.Ideasarelistedbelow.Oncethestudentshavefilledinthespaces,havethemplay.Eachstudentshouldspin,moveacertainnumberofspaces,andfollowtheinstructionsonthespace.Iftheyanswerthequestioncorrectly,theyspinagain.Theplayerwhoreturnstothestartingplacefirstwinsthegame.

IdeasfortheBoard

Neurotransmitterswerejustreleasedintothesynapse.Movetwospaces.

Amessagedidn’tgothrough.Gobackthreespaces.

Youjusthadabrilliantidea!Moveaheadfourspaces.

Brainoverload!Gobackthreespaces.

Pickacardandfollowtheinstructions.

IdeasfortheCards

Namethepartsofaneuron.

Explainhowyourbrain“knows”thatyourarmhurts.

Whatisthemyelinsheath?Whyisitimportant?

Whatareneurotransmitters?

Whatarereceptors?

Whataretransportermolecules?

Whatpartsofaneuroncommunicatewitheachother?

Wheredoescommunicationtakeplace?

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6. ResumetheDVD.WhentheDVDisfinished,givestudentsclasstimetoplaythegame.Itmaybeagoodideatoleavetheoverheadtransparencyonwhilestudentsareplaying.Thatway,theycanrefertoitiftheyhavequestionswhileplayingthegame.

7. Afterthestudentsarefinishedplayingthegame,havethemcleanupandcomebacktogetherasaclass.Concludetheactivitybyaskingthemwhattheylearnedaboutneuronsandhowtheycommunicate(neurotransmission).

DiscussionQuestions

1. ShowtheDVDtothestudents.DiscusswhatnewneurotransmissioninformationtheylearnedfromtheDVD.

2. Challengethestudentstodeveloptheirownwaytoexplainneurotransmission.Itcouldbebydevelopinganotherboardgame,asimulation,oraplay.

3. AskthestudentsiftheythinkitwouldbebetteriftheJuniorScientistscollaboratedwiththeSpectacularScientistsClubkidsinsteadofcompetingwiththem.Tellthemthattheywillbeaskedlaterintheprogramaboutthevalueofcompetitionversuscollaboration.

Extensions

Theactivitieslistedbelowprovidealinktootherareasinthecurriculum.

1. Havethestudentssharetheirideasabouthowtoexplainneurotransmission.Keepalistofalloftheirideas.

2. Developaclassplayexplaininghowneurotransmissionworks.Thestudentsmayhavethecharactersbethepartsoftheneuron,orkidsshowingwhathappensifneurotransmissionworks—andifitdoesn’t.

3. Drawaclasspostershowingthedifferentpartsofaneuron.Studentscouldalsodrawthestepsofneurotransmission.

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Assessment

1. IfstudentsworkedontheBrainPower!programforgrades2and3,theymayhavesomeknowledgeofneurotransmission.Forthoselearningaboutitforthefirsttime,expectsomedifficultiesinunderstandingit.Neurotransmissionisaverydifficulttopicforelementaryschoolstudents.Ourgoalisforthestudentstohaveabasicunderstandingoftheprocessbytheendofthemodule.

2. Lookforthefollowingindicatorsofunderstandingofkeyconcepts:

Didtheyhaveaworkingknowledgeofthekeytermslearnedduringthemission?

Werethestudentsabletoplaythegame?

Weretheyabletoapplywhattheylearnedtoanewsituation,suchasdevelopinganewwaytoexplainthisprocess?


Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthethirdmission.Theseactivitiesareextensionstomanyareasofthecurriculum.

1. Workinginpairs,havestudentsmakeacomicstripexplainingneurotransmission.Makesuretheyincludeinformationaboutneurons,howmessagesarereceived,andwhatchemicalsareinvolvedintheprocess.

2. Havethestudentsfindouthowmanyneuronsareinthehumanbodyatdifferentlifestages.Atwhichstagedopeoplehavethemostneurons?Askstudentswhythenumbervaries.ThebestwaysforthestudentstofindthisinformationwouldbeontheInternetorinlibrarybooks.

3. Havestudentslookinnewspapers,magazines,andontheWebforinformationaboutthelatestdevelopmentsinbrainresearch.Whatinformationdowehavenowthatwedidn’thave10or15yearsago?

https://www.drugabuse.gov/publications/brain-power/brain-power-grades-2-3

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4. Workinginsmallgroups,havethestudentsmakeatimelineshowingmajorfindingsinbrainresearchbeginningin1900andgoingtothepresent.TheycanusereferencebooksandtheInternettocompletetheirresearch.TheNeuroscienceforKidsWebsitecontainsinformationonbrainresearch.

Resources





FromNeurontoBrain.[Nicholls,J.G.,Wallace,B.G.,Fuchs,P.A.,&Martin,A.R.]Sunderland,MA:SinauerAssociates,2001.Developedforreaderswithaninterestinthehumannervoussystemwithlittleornobackgroundinthebiologicalsciences;describeshownervecellstransmitsignalsandmessages.

TheBrainAtlas:AVisualGuidetotheHumanCentralNervousSystem,3rdEdition.[Woolsey,T.A.,Hanaway,J.,Gado,M.H.]Hoboken,NJ:JohnWiley&Sons,Inc.,2007.Thisbookisacomprehensiveandaccurateatlasofthebrain.Itincludesnearly400imagesofthebrainanditspathways.


NeuroscienceforKids

http://faculty.washington.edu/chudler/hist.html



http://store.samhsa.gov/home

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faculty.washington.edu/chudler/neurok.htmlThissitecontainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforthestudentsandeducators.


FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.

UnderstandingYourBrain(ScienceforBeginnersSeries).[Treays,R.]Newton,MA:EDCPublications,1996.Thisbookdescribesthepartsofthebrainandtheprocessofneurotransmission.

TheBrain:OurNervousSystem.[Simon,S.]NewYork,NY:CollinsPublishers,2006.Thisbookpresentsasimple,yetdetailed,overviewofthebrainandneurotransmission.


JayandLatishaaresittinginthechairsintheBrainPower!Clubhouse.They’retakingturnscheckingeachother’sreflexesusingtherubberhammerdoctorsuseonpatients’knees.

Latishasays,“Youhavegoodreflexes,Jay.”

Jayresponds,“AsignofsomeonereadytokickoffaseriouscampaigntobecomeafutureJuniorScientist!”


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“ItwouldbefuntobeJuniorScientistsliketheBrainPower!Clubkids,wouldn’tit?”Latishasays.“Ilikeithereintheirclubhouse.AndIthinkthatifwedoagoodjobwithournextmission,wemightgetpromoted!”

Cortyappears,emergingfromanearbycomputermonitor.Hesays,“Oh,wow,that’sjustwhatIhaveforyou,amission!YouaregoingtocompetewiththeJuniorScientiststoseewhocansolvemoremissions.”

LatishaandJayarebothreallyexcited.

Cortysays,“TheJuniorScientistssolvedthelastone,sothisisuptoyou.Yourmission,shouldyouchoosetoacceptit,islearningaboutneurotransmission.It’stheprocessthattakesinformationtoandfromthebrain.”

LatishaandJaylookateachotherconfusedandalittleconcerned.Latishasays,“ImustbehavinganeurotransmissionbreakdownbecauseIdon’tgetit.”Jayagrees.

Cortyasksthemforexamplesonhowtosendinformation.

Thekidsrespond,“Bytelephone,e-mail,instantmessage,letters…”

Cortysays,“Right.Butbrainsdon’thavetelephonesorcomputers.Well,Imean,Ido,butI’m…different.”Thekidstotallyagree.

Cortysays,“Typicalbrainshavetofindanotherwaytocommunicatewiththerestoftheirbodies.Andtheydoitbyusingthesynapsesbetweenneurons—orbraincells—asakindofInternet,likewhenyousendInstantMessages.”

Thekidsarestillconfused.Cortysays,“Maybeit’stimetocallinanexpert.”

AscientistnamedElliotSteinappearsonthecomputerscreenandexplainsneurotransmission.Thekidsseea3-Danimationshowingneurotransmittersbeingreleasedfromoneneuronintothespacebetweenneurons,calledthe

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synapse.Theneurotransmitterscrossthesynapsebetweentheneuronsandthenattachtothereceptorsonthenextneuron.Thenthecomputerscreengoesblank.

Cortysays,“Thereyougo!Yourmissionistodesignaboardgametoteachotherkidsaboutneurotransmission.”

Latishasays,“Whoa!”Jaysays,“Cool!Hard,butcool.”

Cortysays,“Ofcourse,boardgamesarebestwhenplayedinteams.”Helooksatthekidsandclearshisthroatmeaningfully.Thekidslookateachotherandrolltheireyes.

Stophereuntilstudentshavedesignedagame.

JayandLatishaworkhardontheirboardgame.TheyputthefinishingtouchesonitanddrawapictureofCortyontheboard.Jaymakesthefinalstrokeandsays,“Ta-dah–finished!”

Latishaexplainshowtoplaythegame,“Eachplayerisaneuron,abraincell.Seehowthepiecesareshapedlikeneurons?Thegoalistobethefirsttogetanimportantpieceofinformationtothebrain.”

Jaychimesin,“Atthebeginningofthegame,eachplayerfindsout,fromabooklet,whatthatpieceofinformationis.MineisthatI’mbeingchasedbyahungrylion.Ineedtoletmybrainknow,soitcantellmybodywhattodo—Ruuuun!”

Latishasays,“MineisthatI’mhungryforpizza,andIhavetogetthatinformationtomybrainsothatmybodyknowshowtogetaslice—holdtheanchovies,please.”

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Jaypicksuptwostacksofcardsandsays,“Therearetwosetsofcards.”Hepointstoonestackandtakesacardfromit.“Thissettellstheplayershowmanyspacestomovetheirpieces.Thisonesays‘Neurotransmitterswerejustreleasedintothesynapse.Moveaheadtwospaces’.

Latishapointstotheotherstackofcardsandsays,“Thenthere’sanothersetofcardscalled“ChallengeCards,”withquestionstotesttheplayers’knowledgeofneurotransmitters.Thisoneasksyoutonamethepartsofaneuron.Ifyougetitright,youspinagain.”

Cortysays,“Well,Ihaveaquestionforyou:Whatpartofthebrainwouldhelpyouifwe’retakingatestinmathclass?”JayandLatishalookateachotherandshrug.

Cortysays,“Whichpartofthebrainhelpedyoumakeupthisgame?”Theyshaketheirheadsbecausetheydon’tknow.Cortysays,“Don’tknow?Well,thisisagoodgame,butitonlytellshalfthestory.Youknowwhereyou’dfindtheotherhalf?”

Latishasays,“Iknow.TheBrainPower!kidshadamissionthattaughtthemaboutthebrain.”

Cortysays,“Nowyoursynapsesarefiring.Youneedtoworktogethertomakethisgamearealbrainteaser.”

Jaysays,“Well,itwouldbemorefuntoplaywithfour.”

Cortysays,“Maybeyoucandoyournextmissiontogether.You’llneedtoknowaboutthebrainandneurotransmissiontosolveit.”

BrainPowerNews


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Neurotransmission

Module3focusesonneurotransmission.InModule2,yourchildlearnedallaboutthebrainandthefunctionsofthebrain.Inthismodule,yourchildwilllearnmoreaboutthebrainandhowmessagesaresentandreceived.Neurotransmissionispartoftheprocesswhereinformationistransportedto,from,andwithinthebrain.Acellcalledaneuronisresponsibleforcarryinginformation.Thehumanbrainismadeupof100billionneurons.Neuronshavedifferentpartsthatcarryoutdifferentfunctions.

Theexchangeofinformationfromoneneurontoanotherisaccomplishedthroughneurotransmission.Neurotransmissiontakesplacewhenoneneuronreleaseschemicalsintothespacebetweenneurons(calledthesynapse).Thechemicalsthencrossthesynapseandbindtospecificmoleculesonthesecondneuron.Themoleculesonthesecondneuronarecalledreceptors.Oncethechemicalsattachtothereceptors,theycausechangesinthesecondneuron,andthemessagecontinuesonward.Thisprocessisknownasneurotransmission.

ThisactivityalignswiththefollowingstandardidentifiedintheNationalScienceEducationStandards:unifyingconceptsandprocesses.ThismissionaddskeyknowledgetowhatwaslearnedinModule2byshowinghow

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neurotransmissionisessentialtothefunctionofthenervoussystem.Thestudentsdevelopanunderstandingofhowthebrainworkswithotherpartsofthenervoussystemtokeeptheentirehumanbodyfunctioning.

ScienceatHome

Askyourchildwhatheorshelearnedaboutneurotransmission.Discussthepartsofaneuronandthedifferentstepsofneurotransmission.Haveyourchilddrawneuronsandlabeleachpart.Haveyourchilddraworwritedownfiveactivitiesthatrequiretheprocessofneurotransmission.(Hint:Everythingyoudorequiresneurotransmissiontotakeplace.)

AdditionalResources



NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlThissitecontainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforstudentsandeducators.





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UnderstandingYourBrain(ScienceforBeginnersSeries).[Treays,R.]Newton,MA:EDCPublications,1996.Thisbookdescribesthepartsofthebrainandtheprocessofneurotransmission.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.

TheBrain:OurNervousSystem.[Simon,S.]NewYork:Collins,2006.Thisbookpresentsasimple,yetdetailed,overviewofthebrainandneurotransmission.




Laneurotransmisión

ElMódulo3seconcentraenlaneurotransmisión.EnelMódulo2,suhijoaprendiómuchoacercadelcerebroysusfunciones.Enestemódulo,suhijoaprenderámássobreelcerebroycómoseenvíanyserecibenlosmensajes.Laneurotransmisiónformapartedelprocesomedianteelcualsetransportalainformaciónhaciaydesdeelcerebroydentrodelmismo.Laresponsabledetransportarlainformaciónesunacélulallamadaneurona.Elcerebrohumanoestáformadopor100milmillonesdeneuronas.Lasneuronastienendistintaspartesquecumplendistintasfunciones.

Elintercambiodeinformacióndeunaneuronaaotraselogramediantelaneurotransmisión.Laneurotransmisiónocurrecuandounaneuronaliberasustanciasquímicasalespacioquehayentrelasneuronas(llamadosinapsis).Luego,lassustanciasquímicasatraviesanlasinapsisyseunenamoléculasespecíficasenlasegundaneurona.Lasmoléculasenlasegundaneuronase


56

llamanreceptores.Unavezquelassustanciasquímicasseunenalosreceptores,éstosprovocancambiosenlasegundaneuronayasíelmensajesigueadelante.Esteprocesoseconocecomoneurotransmisión.

EstaactividadcumpleconelsiguienteestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):unificacióndeconceptosyprocesos.EstamisiónagregaunconocimientoclavealoaprendidoenelMódulo2,mostrandoporquélaneurotransmisiónesfundamentalparalafuncióndelsistemanervioso.Losestudiantesdesarrollanunacomprensióndecómotrabajaelcerebroconotraspartesdelsistemanerviosoparamantenerenfuncionamientotodoelcuerpohumano.

Lacienciaenelhogar

Pregunteasuhijoloqueaprendiósobrelaneurotransmisión.Comentensobrelaspartesdeunaneuronaylosdistintospasosdelaneurotransmisión.Hagaquesuhijodibujeneuronasyqueescribaelnombredecadaparte.

¿Quépiensasuhijo?

Hagaquesuhijodibujeoescribacincoactividadesquerequierandelproceso

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deneurotransmisión.(Pista:todoloquehacemosrequierelaneurotransmisión).

Recursosadicionales

NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoendrugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.


NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlEstesitioWebcontieneinformaciónsobreelcerebroylaneurotransmisión,asícomoactividades,experimentos,dibujosyotrosrecursosparaestudiantesyeducadores.

PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Escritoparaniñosde9a12años,estelibrocuentalahistoriadeunempleadoferroviarioquesufriócambiosensupersonalidadluegodequeunabarradehierrode13libras[unos6kilos]leatravesóelcerebro.

UnderstandingYourBrain(ScienceforBeginnersSeries).[Treays,R.]Newton,MA:EDCPublications,1996.Estelibrodescribelaspartesdelcerebroyelprocesodeneurotransmisión.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;




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proporcionaunbuencompendiodelcerebro,laneurotransmisión,losefectosdelasdrogasenelcerebroylaadicción.

TheBrain:OurNervousSystem[Simon,S.]NewYork:Collins,2006.Estelibropresentauncompendiosimple,perodetallado,delcerebroylaneurotransmisión.



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Stimulants(Module4)


Introduction

Duringtheprevioustwomodules,thestudentslearnedaboutthestructuresofthebrainandwhateachdoes,andalsoaboutneurotransmission,theprocessthroughwhichinformationisexchangedbetweenthebrainandtherestofthebody.Inthenexttwomodules,studentslearnaboutdrugs—somelegalwithbeneficialattributes,somelegalwithnegativeconsequences,andsomeillegal.Thefirstgroupofdrugsiscalledstimulants.Stimulantschangethefunctioningofthebrainandbody.Studentswillbelearningaboutcaffeine,nicotine,methylphenidate(Ritalin),amphetamine,andcocaineinthismodule.

LearningObjectives

Studentslearnhowcertainstimulantsaffectthebrainandthenervoussystem.

StudentsstudyPETscansshowingthedifferencebetweenanormalbrainandoneexposedtostimulants.

Studentsdiscusstheimpactofdruguse.


ThismissionalignswiththefollowingstandardidentifiedintheNSES:scienceinpersonalandsocialperspectives.Thechartthatfollowsidentifieshowthemissionalignswiththisstandard.


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LevelsK–4

HowMissionIsAligned

Personalhealth

Studentsobservetheeffectsthatstimulantshaveonthebrainandthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.

Background

Thekindsofdrugsdiscussedinthismoduleareknownasstimulants.Stimulantscauseacceleratedheartrate,increasedbloodpressure,andanincreaseintherateofthebody’smetabolism.Stimulantsalsointerferewiththefunctioningofaneurotransmitter,knownasdopamine.Dopamineactivatesthebrain’srewardsystemandisassociatedwithfeelingsofpleasure,suchasthepleasantsensationsofeatingorridingarollercoaster.Stimulantsvaryintheextenttowhichtheyinterferewithdopamine,andintheeffectstheyhaveonotherneurotransmitters.

Therearemanydifferentkindsofstimulants.Theonesfocusedonherearenicotine,caffeine,cocaineandamphetamine,andmethylphenidate(Ritalin).Eachkindofdrugisexplainedinthelistbelow.

Nicotine

OtherTerms-Tobacco;foundincigarettes,cigars,andsmokelesstobacco

Howitisused:Smoked,chewedorinhaled

Effectsofthedrug:Reducesappetite,increasesalertness

Negativeeffectsonthebody:Cancausenauseaandvomiting.Nicotineisaddictinganduseresultsintheharmfuleffectsoftabaccouse,suchaslung

61

cancer,emphysema,andbronchialdisorders.Prenatalexposuretotabaccocanimpactthedevelopingbaby.

Howitworks:Amildstimulant,nicotinereachesthebrainjust8secondsafterbeinginhaled.Itactivatesareasinthebrainthatexperiencepleasureandrewardbyincreasingthereleaseoftheneurotransmitter,dopamine.Causesincreasedheartrateandbloodpressurebyactingonthesamereceptorastheneurotransmitter,acetylcholine.

Caffeine

OtherTerms-Foundincoffee,tea,cocoa,softdrinks,andsomemedications

Howitisused:Takenorallyinpillformorconsumedinfoodanddrinks

Effectsofthedrug:Increasesalertness

Negativeeffectsonthebody:Reducesfinemotorcoordination,alterssleeppatterns,andcancauseheadaches,nervousness,anddizziness.

Howitworks:Stimulatesthecentralnervoussystembyincreasingthemetabolisminsideneurons.Increaseswakefulnessbyblockingtheneurotransmitter,adenosine.

CocaineandAmphetamines

OtherTerms-Cocaineisalsocalledcrack;amphetamineisknownasspeed,uppers,meth,copilots,andcrank

Howitisused:Snorted,smoked,orinjected

Effectsofthedrug:Causesalertness,arousal,andeuphoria

Negativeeffectsonthebody:Cocainecausesdizziness,headaches,anxiety,insomnia,anddepressionuponwithdrawalinthosewhouseitchronically.Amphetaminecancauseincreasedheartrate,reducedappetite,andinsomnia.Thesedrugsalsocanmakepeoplefeelanxious,raisebloodpressure,causedangerousandirregularheartbeats,chestpain,shortnessofbreath,nausea,vomiting,anddiarrhea.

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Howitworks:Alterstheactionsofthebrain’sneurotransmitters—mostlydopamine.Overtime,thesedrugschangehowthedopamineneuronswork.This,inpart,iswhyusersbecomeaddictedtothedrugs.Theuserneedsthemtokeepfromfeelingbad.

Methylphenidate*

OtherTerms-Ritalin

Howitisused:Takenorallyinpillform,crushedupandsnorted,ordissolvedwithwaterandinjected

Effectsofthedrug:Whentakenasprescribedhelpswithfocusandlearning.Whenabusedcausesincreasedwakefulnessandeuphoria

Negativeeffectsonthebody:Whenabused,causesnervousness,lossofappetite,headache,increasedbloodpressureandheartrate,andtheinabilitytofallorstayasleep;wheninjected,itcanblocksmallbloodvesselscausingdamagetothelungsandretinas.

Howitworks:Prescribedforattention-deficithyperactivitydisorder(ADHD).Whentakenindosesotherthanthoseprescribed,Ritalincanrapidlyincreasebraindopamineanddisruptnormalcommunicationbetweenbraincells.Thiscanleadtoaddiction.

*SeveralstudieshaveshownthatchildrenwhohaveADHDandaretreatedwithmethylphenidatearelesslikelytoabusedrugsandalcoholwhentheyareolderthanthosewhowerenot,butmoreresearchneedstobedone.Methylphenidatetakenwithoutadoctor’sprescriptioncancauseaddictionandothernegativehealtheffects.


Materials

Paperandpencils

DVDandDVDplayer,oronlinevideo

https://www.drugabuse.gov/publications/brain-power/grades-4-5/materialscontact/videos

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BrainFactSheets(PDF,142KB)(fromModule2-PartsoftheBrainandLobesoftheBrain)

Markers

Preparation

1. ReadtheBackgroundmaterialtofamiliarizeyourselfwithspecificstimulantsandhowtheyaffectthebrain,thebody,andthenervoussystem.

2. Organizethestudentsintosmallgroupsofthreeorfourstudents.


Procedures

1. BeginthemissionbywatchingthefirstsegmentoftheDVD.StoptheDVDatthebreakandaskthestudentswhatstimulantsare.Thengooverthefollowingkeypoints:

Stimulantsaredrugsthatcausetheheartratetoincrease,bloodpressuretorise,andmetabolismtoincrease.

Stimulantsincludelegalprescriptiondrugs,suchasmethylphenidate(Ritalin);legalsubstances,suchasnicotineandcaffeine;andillegaldrugs,suchascocaineandamphetamine.

2. Dividethestudentsintosmallgroupsofthreeorfour.Tellthemthatasaresultofthetoolsavailableforstudyingthebrain,whichtheylearnedaboutinModule2,itispossibletoseethedifferencebetweenabrainthathasbeenexposedtostimulantsandonethathasnot.Inparticular,PETscansshowbrainactivityandcanshowtheeffectthatdrugshaveonthebrain.

3. DirectstudentstothefollowingWebsite:www.pbs.org/wnet/closetohome/science/html/change.html.Havethegroupslookattheimagesofabrainthathasnotbeenexposedto




http://www.pbs.org/wnet/closetohome/science/html/change.html

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drugsandonethathas.ItmightbeagoodideaforstudentstorefertotheBrainFactSheets.

4. Askthestudentstoanswerthefollowingquestions:

Canyoutellwhatpartsofthebrainarebeingshownonthescans?

Whatdoesitmeanwhencertainpartsofthebrainhavebeenactivated?

Isitgoodorbadthatdifferentpartsofthebrainhavebeenactivated?

Whatdoyouthinkwouldhappentothebrainifitisexposedtococaineallthetime?

5. Haveeachgroupwriteacoupleofparagraphsoralistansweringthesequestions.Thensharesomeoftheirresponses.Whatweresomeideasexpressedbythestudents?

6. ConcludethemissionbywatchingtheremainderoftheDVD.OncetheDVDisover,writeaclassstatementabouttheeffectsofcocaineonthebrain.Writethestatementonapieceofnewsprintandsaveitforfurtheruse.

DiscussionQuestions

1. Basedonwhatthestudentshavelearnedaboutthebrainsofar,askthemwhytheythinkpeopletakedrugsinthefirstplace.Remindthestudentstothinkaboutthescrapbookstheycreatedinthefirstmoduleandtheimpactofdrugsonoursociety.

2. Havethestudentsdiscussthisquestionwiththeirfriendsandfamily.Whatnewideasdidpeoplecomeupwith?

Extensions

Theactivitieslistedbelowprovidelinkstootherareasinthecurriculum.

1. Askthestudentstobrainstormonhowtheythinkotherstimulants,suchascocaineandnicotine,affectthebrain.TheymaywanttodosomeresearchontheInternettofindmoreinformation.Thestudentscanwriteupashort

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reportandsharetheirideas.TheNeuroscienceforKidsWebsiteisagreatplacetostart:http://faculty.washington.edu/chudler/neurok.html

2. Havethestudentslookinbooks,newspapers,andmagazinesforexamplesofstoriesonhowdrugshaveaffectedpeople’slives.Thestoriescanbepositive,describinghowRitalinmadeapersonwithADHDfunctionbetter,ornegative,showinghowdrugscancausetremendousdamageinanindividual’slife.Askthestudentstosharetheirfindingswiththeclass.


Assessment

Considerthefollowingquestionsasthestudentsworkonthisactivity:

CanthestudentsobserveandunderstandthePETscans?

Canthestudentsanswerthequestionsaboutthebrain?

Dothestudentsparticipateinclassdiscussions?

Werethestudentsabletogeneratenewideasaboutwhypeopletakedrugsbasedonwhattheyhavelearnedsofar?


Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthefourthmission.Theseactivitiesareextensionstomanyareasofthecurriculum.

1. Playa“gameshow”usingquestionsaboutdrugsandhowtheyaffectthebody.Thestudentscantaketurnsbeingtheplayer,andtherestoftheclasscanbetheaudience.Iftheplayerdoesn’tknowtheanswer,heorshehastheoptionofaskingtheaudienceforhelp.Makesurethateveryonehasachancetobetheplayer.

2. Asaclass,gototheLibrary/MediaCenterandlookforbooksorWebsitesaboutoneormoreofthedrugsstudiedduringthemodule.Takethebooks


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backtotheclassandreadthemtogether.Discussthebooks’contentandhowtheyapplytowhatthestudentslearnedduringthemodule.

3. Makeupaclassstoryaboutdrugs.Haveeachstudentaddalinetothestory.Tellthestudentsthatthestorycouldbeaboutanythingtheyhavelearnedintheprogramtodate.

Resources



NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOMThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebodyandbrain.

NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsareavailablehere.

DrugAbuseSourcebook.HealthReferenceSeries,Vol.14.[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Basichealth-relatedinformationabouttheabuseoflegalandillegalsubstances,suchascaffeine,cocaine,andamphetamine.


FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,describesthefunctionofthebrainandnervoussystemandhowdrugsaffectthebody.



http://teens.drugabuse.gov/MOM


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FocusonMedicines.[DeStefano,S.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,givesagoodoverviewofmedicinesandhowvariousmedicinesworkwiththebodyandthebraintohelphealing.

FocusonNicotineandCaffeine.[Perry,R.]Frederick,MD:Twenty-FirstCenturyBooks,1997.Thisbook,partofthe“DrugAlertBook”series,givesagoodoverviewofnicotineandcaffeine,andhoweachofthesedrugsaffectsthebodyandbrain.

TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork,NY:FranklinWatts,Inc.,2001.Writtenforages9through12,thisbookcoversmorethan250commonlyusedandabused,legalandillegaldrugs,includingprescription,over-the-counter,andrecreationaldrugs.

NationalInstitutionDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOM.Thisseriesisdesignedtoencouragestudentsingrades5-9tolearnabouttheeffectsofdrugabuseonthebrainandbody.

NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissiteisdevelopedspecificallyforteens.Itprovidesinformationondrugs.


BethandJuanarehangingoutintheirclubhouse,rollingasoccerballbetweenthemastheytalk.Bethasks,“So,howdoyouthinktheSpectacularScientistsClubkidsdidontheirmission?”

Juanreplies,“Idon’tknow.They’renicekids,butthey’renotJuniorScientistslikeweare.”

CortypopsuponthesoccerballinBeth’shandsandsays,“Whyareyouguys



68

beingsocompetitive?Scientistsworktogethertosolveproblems.It’scalledteamwork!”

“Butwewanttowin,triumph,beattheotherteam.Bethebest!”saysJuan.

Cortyreplies,“Winningisaboutfindingtherightanswers,andyoucanprobablydothatfastertogether.We’lltalkaboutthatlater.Fornow,we’regoingtolearnaboutdrugs.

Juan,canyoutellusaboutthedifferentkindsofdrugs?”

Juancan’tthinkofanything.“Um,Idon’tthinkwecoveredthat.”

“Well,drugsarecategorizedintoclasses,andoneoftheclassesisstimulants,”saysCorty.

“Oh,waitasecond!Welearnedaboutstimulants,likecocaineandcaffeine,likeincoffee,”saysBeth.“Nicotineincigarettesisastimulant,too,andsoareamphetamines.”

Cortysays,“Canyoucomeupwithoneother?”Thekidsthinkforamomentbutshaketheirheads.“Ritalinisaprescriptiondrugthat’salsoastimulant.Doyouknowwhatstimulantsdo?”asksCorty.

Bethanswersquickly,“Theymakeyoumoreawakeandactive.Theyalsomakeyourheartbeatfaster,yourbloodpressuregoup,andyougethyperandsometimesevenangryandirritable.”

“Whoa!Thatcan’tbegoodforyou,”Juancomments.

“Itisn’t!Yourmissionistomakeachartthatlistseachstimulant,”saysCorty.

“Thatsoundslikeagreatwaytolearnaboutstimulants.Wecanwritedownallthedifferentstimulants,recordthedifferentnamestheyhave,howthey’reused,

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andtheeffectsonthebody,thebrain,andneurotransmission,”Juansuggests.

“Butfirst,tohelpout,I’mgoingtoshowyouaPETscan,”saysCorty.

“Oh,that’slikewhenwetookmydogtothevettohavex-rays.Heateoneofmydad’sslippers,”Juansays,asBethgiggles.

Cortysays,“No.PETstandsforPositronEmissionTomography.”Cortyleadsthemovertothecomputerand“wakesitup,”usingthemouse.TwoPETscansappear,oneshowingthenormalbrainandtheotherthebrainonstimulants.“AllyouneedtoknowisthatthesePETscansshowanormalbrainandabrainaffectedbystimulants.”ThekidsseehowthePETscanaffectedbystimulantsshowslessactivitythanthePETscanofanormalbrain.

Thekidsmoveawayfromthecomputer,andJuansays,“Let’sgetstartedonthosecharts.”Thekidsgathertheirmaterialstogetherandstartworkingonthecharts.Cortyleaveswhiletheyareworking.

Stophereuntilstudentshavecompleted#5intheprocedure.

Asthekidsarefinishingup,Cortyjogsinholdingasteamingcupofcoffee.Hesipsthecoffee.Hegraduallygetsmorehyperandjogsinplace.Cortybeginstalkingveryfast,“That’saverynicechart.Veryimpressive!Areyoualmostdone?Youdoknowalotaboutstimulants.Tellmeeverythingyouknowaboutstimulants.”Cortystartsdoingjumpingjacks.

JuanandBethlookateachother,atCorty,thenatthecupofcoffeehe’snowsetaside.

Juangoesover,movesthecoffeecupaway,andsays,“Ithinkyou’vehadenoughcoffee,Corty.It’sstartingtogotoyourhead.”

Cortycontinuestotalkveryfast.“Caffeineislegal;anyonecangetit.It’sincoffee,tea,andsoftdrinks.Butit’snotagoodideaforkidstohavecaffeine,

70

eveninsodas,becauseitmakesyouhyper,anditcancauseheadachesandsleepproblems.”

BethwalksovertoCortyandsays,“Corty,Ithinkyou’vedoneenoughresearchforthemoment.Youneedtotakeyourownadviceandlayoffthestuff.”

Cortyissuddenlyexhaustedfromallofhisactivity.Hesprawlsoutonthetableandsays,“Maybeyou’reright.”

“Andthatbringsmetoaquestionwehad:Ifdrugsaresobadforyou,thenwhydopeoplekeepontakingthem?”asksBeth.

Cortyresponds,“That’sareallygoodquestion.AsJuniorScientists,didyoucometoanyconclusionsonthat?”

Juanreplies,“Well,somedrugsareaddictive,likenicotineandcocaine.So,oncepeoplestarttakingthem,itcanbeveryhardtostop.Evencaffeinecanbeaddictive.”

Cortysays,“That’swhatIneed–alittlemorecoffee.That’llwakemeup!”Hereachesforhiscoffeecup,butJuanmovesitawayagainandsays,“Idon’tthinkso.”

Cortygetsupandshakeshimselfoffandsays,“Well,maybeyou’reright.Andanyway,I’montomynextmission;gottavisittheSpectacularScienceClubkids.Later!”

BrainPowerNews


HowStimulantsAffecttheNervousSystem

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Duringtheprevioustwomodules,yourchildlearnedaboutthepartsofthebrainandwhateachdoes,aswellasaboutneurotransmission.Inthenexttwomodules,heorshewilllearnaboutdrugs—somelegalwithbeneficialattributesandnegativeconsequences,somelegalwithnegativeconsequences,andsomeillegal.Thegroupofdrugscoveredinmodule4iscalledstimulants.Therearemanydifferentkindsofstimulants.Theonesfocusedoninthisprogramarenicotine,caffeine,cocaineandamphetamine,andRitalin(theprescriptiondrugusedlegallytotreatADHD).Stimulantscauseacceleratedheartrate,increasedbloodpressure,andanincreaseintherateofthebody’smetabolism.

Drug OtherTermsHowtheDrugisUsed

NegativeEffectsontheBody

HowtheDrugWorks

Nicotine Tobacco;foundincigarettes,cigars,andsmokelesstobacco

Smoked,chewed,orinhaled

Cancausenauseaandvomitingis.Nicotineisaddictinganduseresultsintheharmfuleffectsoftobaccousesuchaslungcancer,emphysemaandbronchialdisorders.Prenatalexposuretotobaccousecanimpactthedevelopingbaby.

Amildstimulant,nicotinereachesthebrainjust8secondsafterbeinginhaled.Itactivatesareasinthebrainthatexperiencepleasureandrewardbyincreasingthereleaseoftheneurotransmitter,dopamine.Causesincreasedheartrateandbloodpressurebyactingonthesamereceptorastheneurotransmitter,

72

acetylcholine.

Caffeine Foundincoffee,tea,cocoa,softdrinks,andsomemedications

Takenorallyinpillformorconsumedinfoodanddrinks

Reducesfinemotorcoordination,alterssleeppatterns,andcancauseheadaches,nervousness,anddizziness.

Stimulatesthecentralnervoussystembyincreasingthemetabolisminsideneurons.Increaseswakefulnessbyblockingtheneurotransmitter,adenosine.

CocaineandAmphet-amine

Cocaineisalsocalledcrack;amphetamineisknownasspeed,uppers,meth,copilots,andcrank

Snorted,smoked,orinjected

Cocainecausesdizziness,headaches,anxiety,insomnia,anddepressionuponwithdrawalinthosewhouseitchronically.Amphetaminecancauseincreasedheartrate,reducedappetite,andinsomnia.Thesedrugsalsocanmakepeoplefeelanxious,raiseblood

Alterstheactionsofthebrain’sneurotransmitters—mostlydopamine.Overtime,thesedrugschangehowthedopamineneuronswork.This,inpart,iswhyusersbecomeaddictedtothedrugs.Theuserneedsthemtokeepfromfeelingbad.

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pressure,causedangerousandirregularheartbeats,chestpain,shortnessofbreath,nausea,vomiting,anddiarrhea.

Methyl-phenidate*

Ritalin Takenorallyinpillform,crushedupandsnorted,ordissolvedwithwaterandinjected

Whentakenasprescribed,helpswithfocusandlearning.Whenabused,causesincreasedwakefulnessandeuphoria.

Prescribedforattentiondeficithyperactivitydisorder(ADHD).Whentakenindosesotherthanthoseprescribed.Ritalincanrapidlyincreasebraindopamineanddisruptnormalcommunicationbetweenbraincells.Thiscanleadtoaddiction.

*SeveralstudieshaveshownthatchildrenwhohaveADHDandaretreatedwithmethylphenidatearelesslikelytoabusedrugsandalcoholwhentheyareolderthanthosewhowerenot,butmoreresearchneedstobedone.Methylphenidatetakenwithoutadoctor’sprescriptioncancauseaddictionandsometimesdeath.

ThisactivityalignswiththefollowingstandardidentifiedintheNationalScienceEducationStandards:scienceinpersonalandsocialperspectives.Thestudentsobservetheeffectsthatthreedrugshaveonthebrainandthenervous

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system.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.

ScienceatHome

Talktoyourchildaboutthedifferenttypesofdrugsandhowtheyaffectthebrainandbody.Haveyourchildbegintothinkaboutthereasonspeoplewouldabusedrugswhentheyknowhowharmfultheycanbe.

ItisveryimportanttodiscusswithyourchildthedifferencesbetweentakingRitalinforADHDinthedoseandmethodprescribedbyadoctorandabusingRitalin.InformyourchildthatRitalinwillincreasetheattentionandfocusinpeoplewithADHD,whileitcancauseserioussideeffectsandaddictioninthosewhoinappropriatelyuseit.ResearchhasshownthatpeoplewithADHDdonotdevelopaddictiontoRitalinwhenusedintheformandamountprescribed.

AdditionalResources


NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOMThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebrainandbody.






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Losestimulantesycómoafectanelsistemanervioso

Durantelosdosmódulosanteriores,suhijoaprendiósobrelaspartesdelcerebroyloquehacecadauna,asícomosobrelaneurotransmisión.Enlossiguientesdosmódulosaprenderásobrelasdrogas,algunaslegalesyconatributosbeneficiososyconsequenciasnegativas,yalgunasilegales.ElgrupodedrogascubiertoenelMódulo4sellamaestimulantes.Haymuchostiposdistintosdeestimulantes.Enesteprogramanosconcentraremosenlanicotina,lacafeína,lacocaínaylasanfetaminas,asícomoenlaRitalina.Ritalinaesladrogadeventaconrecetautilizadaenformalegalparatratareltrastornodedéficitdeatenciónehiperactividad(TDAH,oADHDporsussiglaseninglés).Losestimulantesprovocanlaaceleracióndelritmocardíaco,aumentodelapresiónarterialyaumentodelavelocidaddelmetabolismodelcuerpo.

DrogaOtrostérminos

¿Cómoseusaladroga?

Efectosenelcuerpo

¿Cómofuncionaladroga?

Nicotina Tabaco;seencuentraencigarrillos,cigarrosytabacosinhumo

Sefuma,semasticaoseinhala

Puedecausarnáuseasyvómitos.Lanicotinaesadictivayelusoresultaenlosefectosnocivosdelconsumodetabacocomoelcáncerde

Lanicotina,unestimulanteleve,llegaalcerebroentansólo8segundosdespuésdehabersidoinhalada.Activaáreasdelcerebroquehacensentirplacery


76

pulmón,enfisema,ytrastornosbronquiales.Laexposiciónprenatalaltabacopuedeafectaralbebédurantesudesarrollo.

recompensa,aumentandolaliberacióndeunneurotransmisorllamadodopamina.Causaaumentodelritmocardíacoydelapresiónarterialqueactúasobreelmismoreceptorneurotransmisorllamadoacetilcolina.

Cafeína Seencuentraenelcafé,elté,elcacao,lasbebidasgaseosasyalgunosmedicamentos

Setomaoralmenteenformadepíldoraoseconsumeencomidaybebidas

Disminuyelacoordinacióndelamotricidadfina,alteralospatronesdelsueñoypuedecausardolordecabeza,nerviosismoymareos.

Estimulaelsistemanerviosocentralaumentandoelmetabolismodentrodelasneuronas.Aumentalavigiliaalbloquearelneurotransmisoradenosina.

Cocaínayanfet-aminas

Lacocaínatambiénsellamacrack;lasanfetaminasseconocencomospeed,anfetas,metanfetaminas,copilotosycrank

Seaspiran,sefumanoseinyectan

Lacocaínacausamareos,dolordecabeza,ansiedad,insomnioydepresiónantelaabstinenciadeaquellosquelausan

Alteranlasaccionesdelosneurotransmisoresdelcerebro,principalmenteladopamina.Coneltiempo,estasdrogasalteranlamaneraenquefuncionanlasneuronasde

77

crónicamente.Lasanfetaminaspuedencausarunaumentodelritmocardíaco,disminucióndelapetitoeinsomnio.Estasdrogastambiénpuedenhacerquelagentesesientaansiosa,queaumentelapresiónarterial,causarlatidoscardíacosirregularespeligrosos,dolordepecho,faltadealiento,náusea,vómitosydiarrea.

dopamina.Estoes,enparte,elmotivoporelcuallosconsumidoressevuelvenadictosalasdrogas:elconsumidorlasnecesitaparaevitarsentirsemal.

Metilfeni-dato*

Ritalina Setomaporvíaoralenformadepíldora,otrituradoe

Cuandosetomasegúnlasindicaciones,ayudaconlaatenciónyelaprendizaje.

Esprescritaparadéficitdeatenciónehiperactividad(ADHD).Cuandosetomaendosisdistintasalasprescritas,la

78

inhalado,odisueltoenaguaeinyectado.

Cuandoseabusa,hacequelavigiliaaumenteycausaeuforia.

Ritalinapuedeaumentarrápidamenteladopaminadelcerebroeinterrumpirlacomunicaciónnormalentrelascélulascerebrales.Estopuedellevaralaadicción.

*VariosestudioshandemostradoquelosniñosquesufrendelTDAHysontratadosconmetilfenidatosonmenospropensosaabusardelasdrogasyelalcoholcuandosonmayoresqueaquellosquenofuerontratados.Peroelmetilfenidatotomadosinrecetamédicapuedecausaradicciónyaveceslamuerte.

EstaactividadcumpleconelsiguienteestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):cienciadesdeunaperspectivapersonalysocial.Losestudiantesobservanlosefectosquetresdrogastienenenelcerebroyelsistemanervioso.Comentansobreelimpactoqueestainformacióntieneensuvidaycómopuedenusarlaparatomardecisionesinteligentessobresupropiasalud.

Lacienciaenelhogar

Hableconsuhijosobrelosdistintostiposdedrogasycómoafectanalcerebroyalcuerpo.Hagaquesuhijocomienceapensarsobrelosmotivosporloscualeslaspersonasabusandelasdrogasapesardesaberlonocivasquepuedenser.

EsmuyimportanteconversarconsuhijosobrelasdiferenciasentretomarRitalinaparaelTDAHenladosisymétodoindicadosporelmédicoyabusardeella.InformeasuhijoquelaRitalinaaumentarálosnivelesdeatenciónyconcentracióndelaspersonasconTDAH,peroquepuedecausargraves

79

efectossecundariosyadicciónenquieneslausandemanerainadecuada.LasinvestigacioneshandemostradoquelaspersonasconTDAHnodesarrollanadicciónalaRitalinacuandolautilizanenlaformaycantidadrecetadas.

Recursosadicionales


NationalInstituteonDrugAbuse(NIDA):MindOverMatterwww.teens.drugabuse.gov/momEstesitioWebhasidoelaboradoparaeducaralosniñosacercadelosefectosbiológicosdelabusodedrogasenelcerebroyelcuerpo.




http://www.teens.drugabuse.gov/mom



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Alcohol,Marijuana,andInhalants(Module5)


Introduction

InModule4,studentslearnedaboutstimulants,whichmakeuponegroupofdrugs.Duringthismodule,theyfocusonthreeotherdrugs—alcohol,marijuana,andinhalants.Studentsfindouthowthesedrugsaffectthebrainandthenervoussystem.

LearningObjectives

Studentslearnaboutalcohol,marijuana,andinhalants.

Studentsfindouthowalcohol,marijuana,andinhalantsaffectthebrainandthenervoussystem.

Studentsexaminehowalcohol,marijuana,andinhalantsaffectthebody.


ThismissionalignswiththefollowingstandardidentifiedintheNSES:scienceinpersonalandsocialperspectives.Thechartthatfollowsidentifieshowthemissionalignswiththisstandard.


https://www.drugabuse.gov/publications/brain-power/grades-4-5/stimulants-module-4

81


LevelsK–4

HowMissionIsAligned

Personalhealth

Studentsobservetheeffectsthatthesethreedrugshaveonthebrainandthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.

Background

Alcohol,marijuana,andinhalantsaredrugsthathaveamajorimpactonthebrainandthenervoussystem.Alcoholandmarijuanaabusecanresultinmemoryloss,impairedmotorcoordination,impairedthinkingandproblemsolving,andchangesinemotionalbehavior.Inhalantabusecancausedamagetonervesthroughoutthebodyandstructuralchangesinthebrain.

Belowaredescriptionsofalcohol,marijuana,andinhalants.

DrugName&OtherTerms

HowItIsUsed

EffectsoftheDrug


HowItWorks

Alcohol

Ethylalcoholorethanol;foundinbeer,wine,andliquor

Consumedbydrinking

Causesrelaxationandeuphoria

Causesdecreasedcoordinationandattention,impairedconcentrationandreactiontime,drowsiness,memory

AffectsGABA,whichnormallydecreasestheactivityofotherneurons.Increasesthelevelofdopamineinthebrain,causingthepleasurable

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problems,andmoodchanges.Long-termusecanresultindiseaseslikealcoholismorWernicke-KorsakoffSyndrome,whichadverselyaffectsmemory.Alsocanseverelydamagetheliver.

effectsofthedrug.Alsoaffectsbrainstructuresthatinfluencebreathingandheartrate,whichcanmakeoverdosesfatal.Depressesthecentralnervoussystemandcankillbraincellswhenusedinexcess.

Marijuana

Pot,weed,grass,andreefer

Usuallysmokedlikeacigarette(calleda“joint”),butcanbebakedintobrowniesorcookiesorbrewedliketea

Causeseuphoria

Canadverselyaffectthelimbicsystem,impairingperception,learningandmemory,aswellasalteringemotions.Canseverelydamagethelungs.Alsoactsonreceptorsinthebraincausing

THC,theactivechemicalinmarijuana,attachestoneuronreceptorsthatarenormallyusedbytheneurotransmitteranandamide.Areasofthebrainwithhighconcentrationsofthesereceptorsareaffected,includingthelimbicsystem,basalganglia,

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increasedbloodpressure,heartrate,andsleepiness.

andcerebellum.

Inhalants

Turpentine,acetone,fluorinatedhydrocarbons;someslangnamesincludehighball,hippiecrack,andhuff

Fumesaresniffedorinhaled

Causeseuphoria

Candecreasecoordination,andcausehearingloss,nervedamage,hepatitis,liverfailure,muscleweakness,andaplasticanemia,whichisaresultofdecreasedredbloodcellproduction.Canadverselyaffectthinking,memory,andlearning.Fumescanreplaceoxygeninthelungs,leadingtosuffocation(called

Inhalantssuppressnerveaction,killneurons,andchangethestructureofthebrain.Theycandamagemyelin,theinsulationthatcoversneurons.Theyaffectmanyareasofthebrain,includingthefrontalcortex,cerebellum,hippocampus,andbrainstem.

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“suddensniffingdeath”),orinterferewithnormalheartrhythm,leadingtocardiacarrest.


Materials


Alcohol,Marijuana,andInhalantsFactSheet(PDF,78KB)

Websitesforbrainimages(listedbelowinPreparationsection)

Paperandpencils

Posterboardandmarkers

Preparation

1. Dividetheclassintogroupsofthreeforthisactivity.

2. MakeonecopyofeachoftheFactSheetsforeachstudent.

3. MakealistoftheWebsitesthatshowdifferentbrainimages:

www.addictionrecoverycenteroftemecula.com/browse-2074/Brain_scan_images.html

www.amenclinics.com/the-science/spect-gallery/category/images-of-treatment

faculty.washington.edu/chudler/neurok.html


https://www.drugabuse.gov/sites/default/files/factsheetmod5_45.pdf

http://www.addictionrecoverycenteroftemecula.com/browse-2074/Brain_scan_images.html

http://www.amenclinics.com/the-science/spect-gallery/category/images-of-treatment


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4. PreviewtheDVDbeforeshowingittotheclass.


Procedures

1. Beginthemissionbyreviewingwithstudentswhattheylearnedinthepreviousmoduleabouttheeffectsofstimulantsonthebrainandthenervoussystem.SuggestthatthestudentstakeafewmomentstoreviewtheirnotesfromModule4.

2. Tellstudentsthatduringthismodule,theyaregoingtolearnabouttheeffectsofalcohol,marijuana,andinhalantsonthebrain,thenervoussystem,andthebody.

3. PassouttheAlcohol,Marijuana,andInhalantsFactSheet(PDF,90KB).Givethestudentsafewmomentstoreaditover.Thendividethemintotheirworkinggroups.

4. HavethestudentswatchthefirstsegmentoftheDVD.StoptheDVDatthebreak.

5. Tellthestudentsthattheirmissionistodrawapictureofthehumanbodyandindicatehowstimulants,alcohol,marijuana,andinhalantsaffectthebrain,thenervoussystem,andthebody.Thechallengeistofigureouthowtoshowalltheeffectsofthesedrugsonthemultiplesystemsinthebody.Beforebeginningthisactivity,spendsometimebrainstormingwaystoshowalltheeffectsofthesedrugsononeposter.Thestudentsmaywanttodevelopacolor-codedkeytorepresentdifferentdrugs.Theyalsomaywanttodrawaclose-upofthebraintohighlightthepartsofthebrainandtheneurotransmittersaffected.

6. Whenthepictureiscompleted,conductadiscussiononwhatthedrawingshows.

7. ConcludethemissionbywatchingtheremainderofthevideoorDVD.Discussthemanywaysthatdrugsaffectthebodyandthenervoussystem,resultinginmajorimpairments.

https://www.drugabuse.gov/publications/brain-power/grades-4-5/stimulants-module-4


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DiscussionQuestions

1. ShowthestudentstheBrainPower!DVD.Itdepictstheotherscienceclubworkingonthisactivity,buttheyarehavingtrouble.Askthestudentswhythatisthecase.ThenaskthemtoconsiderwhetherthekidsintheDVDhavealltheinformationtheyneedtocompletetheactivity.

2. Askthestudentswhatcollaborationis.Discusswhatrolecollaborationplaysinscience.Askthemiftheythinkthereisanyvaluetocollaboratingwiththeotherscienceclubworkingonthismodule.

3. AskthestudentswhatthedifferenceswerebetweentheSPECTbrainimageofapersonwith12yearsofmarijuanauseandtheSPECTbrainimagesofhealthypeople.Askthemifbrainactivitywasincreasedordecreasedinthebrainofthepersonwhohadusedmarijuana.(ThefollowingWebsiteincludesvariousSPECTscans:http://www.amenclinics.com/index.php/the-science/spect-gallery/item/alcohol-and-drug-abuse?category_id=129)

Extensions


1. Havethestudentsmakeaseriesofpostersillustratingwhyinhalantsaredangerous.Suggestthattheyincludeasmuchinformationaspossible.Thestudentscanhanguptheirpostersinthehallsatschoolifthisisacceptable.


Assessment

Asthestudentsworkonthisactivity,observewhethertheyhavemasteredthefollowing:

1. Canthestudentsexplaintheeffectsofalcoholonthebrain,thenervoussystem,andthebody?

http://www.amenclinics.com/index.php/the-science/spect-gallery/item/alcohol-and-drug-abuse?category_id=129

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2. Canthestudentsexplaintheeffectsofmarijuanaonthebrain,thenervoussystem,andthebody?

3. Canthestudentsexplaintheeffectsofinhalantsonthebrain,thenervoussystem,andthebody?

4. Werethestudentsabletodevelopaccuratedrawingsthatincludedthenecessaryinformation?

5. Werethestudentsabletowriteexplanationsoftheirdrawingsthatreflectedwhattheylearned?


Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthethirdmission.Theseactivitiesareextensionstomanyareasofthecurriculum.

1. Suggestthatthestudentswriteaplaysummarizingwhattheylearnedaboutdrugsduringtheselasttwomodules.Theymaywanttoperformforotherstudentsintheschool.

2. Tellthestudentstowriteapoemexplaininghowdrugsaffectthebrainandthebody.Theymaywanttoincludemanydrugsorjustonespecifictype.

Resources



NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.com.

NationalInstituteonDrugAbuse(NIDA):MindOverMatter



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teens.drugabuse.gov/MOM/TG_intro.php,301-443-1124ThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebodyandbrain.


DrugAbuseSourcebook.HealthReferenceSeries,[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Basichealth-relatedinformationabouttheabuseoflegalandillegalsubstances,suchasalcohol,marijuana,andinhalants.

NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissiteisdevelopedspecificallyforteens.Itprovidesinformationondrugs.


FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,describesthefunctionofthebrainandnervoussystem,andhowdrugsaffectthebody.

InhalantDrugDangers(DrugDangersSeries).[Monroe,J.]BerkleyHeights,NJ:EnslowPublishers,Inc.,2002.Thisbookexplainstheseriousrisksassociatedwithabusingchemicalsubstances,includingsectionsonhowthesechemicalsworkonthehumanbodyandsectionsonsocietalpressuresputonchildrenthatleadtoabuse.

BottledUp.[Murray,J.]NewYork,NY:DialBooksforYoungReaders,2004Thisbookisthestoryofa16-year-oldboywhohasexperiencedproblemswithalcoholandmarijuana.Thebookdescribestheissueshefacesasaresultofsubstanceabuse.

TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork,NY:FranklinWatts,Inc.,2001.Writtenforages9through12,thisbookcoversmorethan250commonlyusedandabused,legalandillegaldrugs,includingprescription,over-the-

http://teens.drugabuse.gov/MOM/TG_intro.php



89

counter,andillegaldrugs.

NationalInstitutionDrugAbuse(NIDA):MindoverMatterteens.drugabuse.gov/MOM.Thisseriesisdesignedtoencouragestudentsingrades5-9tolearnabouttheeffectsofdrugabuseonthebrainandbody.

NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissitewasdevelopedspecificallyforteens.Itprovidesinformationondrugs.


JayandLatishaaresnoopingaroundtheBrainPower!Clubhouse.LatishaasksJay,“So,howdoyouthinkwe’redoinginthecompetition,sofar?”

Jayresponds,“Ithinkwe’redoingreallywell.Thatboardgamewemadeupwaswaycool.”Latishaagrees.

“Ifwegetonemoregoodmission,wecanpullaheadoftheBrainPower!kidsandwinthecompetition.Iknowtheythinkthey’llwin,butIdon’tthinkso,”saysJay.“MaybewecanevengettobeJuniorScientists.”

“Nodoubtaboutit.Infact,weshouldprobablygoaheadandhavetheT-shirtsmadeuprightnow:‘SpectacularScientistsRule!’”Latishasmilesandtakesabookoffashelfandfinds–Corty!

Cortyishidingbehindthebookshepullsout.Jayjumpsbackinsurprise.Cortylaughs.He’swearingaT-shirtthatsays“TeamworkRules!”Cortysays,“Hi,kids!I’vegottheperfectmissionforyoutoworkonwiththeJuniorScientists.How’boutit?”Jaysays,“Noway!We’regonnabeatthemattheirowngame.Wecansolvethiswithoutanyhelpfromthem.”

Cortysighsandsays,“Allright.Yourmissiontodayistolearnaboutdrugs.Thedrugswe’regoingtotalkaboutaffectaperson’sbrainandnervoussystem.



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Theycanevenchangethebrain.”

Latishaasks,“Aretheylegal?”

“Oneis.Here’sahint.Itwasintheadyoukidswerelookingatafewmissionsago,”saysCorty.

“Alcohol?Butthat’sonlylegalforadults,notforkids,”saysJay.

“Exactly.Anotheroneismarijuana,”saysCorty.

“That’sillegalforeveryone,”saysLatisha.

“Right.Thethirdisinhalants–thosearechemicalfumesthatpeoplesnifforinhale.Inhalantscanbeverydangerous.Now,yourmissionistolearnmoreaboutthedrugswetalkedabout.You’regoingtodrawapictureofthebodyandshowhowthosedrugsaffectourbrains,bodies,andnervoussystems.”

Jaysays,“Let’ssee.Sothat’salcohol,marijuana,andinhalants.Wow!Thatsoundslikeachallenge.Butwe’reuptoit!”CortyleavesasLatishaandJaybeginworkontheirdrawings.

Stophereuntilthestudentshavefinishedtheirdrawings.

Cortycomesbackasthekidsareputtingthefinaltouchesontheirbodyoutlines,labelingthemwiththemajoreffectsofthedrugs.Cortysays,“Wow!Greatjob!Tellmeaboutthem.”

Latishasays,“Well,marijuanagoesbyalotofnames.It’sthemostcommonlyusedillegaldrugintheUnitedStates.”AsLatishatalks,shepointstopartsofthebodyoutline.Shecontinues,“Inthebrain,marijuanamostlyaffectsthebasalgangliaandcerebellum,whichhelpusmove,andthecerebralcortex,whichhelpsusthinkandcommunicate.Sowhenpeoplesmokemarijuana,theycanseemuncoordinated,andtheymaynotmakemuchsensewhentheytalk.”

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Jaysays,“Alcoholisfoundinbeer,wine,andliquor.Itaffectsyourbrainandalmosteveryotherorganofyourbody.”Jayalsopointstothebodyoutlineashetalks.Hesays,“Inthebrain,alcoholmostlyaffectsthecerebralcortex,soheavydrinkershaveslurredspeechandsometimestheydon’tmakesense.Italsoaffectsthelimbicsystem,whichcontrolsouremotions,andthebrainstem,whichisinchargeofthebasics—likebreathing!Butalcoholalsointerfereswiththewaymessagesarecarriedbyneurotransmitters.So,basically,itaffectseverythingapersondoes.”

Jayadds,“Peoplewhoaredependentonalcoholmayhaveadiseasecalledalcoholism.”

“Inhalantsarealsoreallyscary,”saysLatisha.“Theyseemharmlessbecauseyoucanfindthemineverydayhouseholditemslikepaintthinner,nailpolishremover,andrubbercement.Theywon’thurtyouifyouusethemforwhatthey’resupposedtobeusedfor,butsomepeoplebreatheininhalantsonpurpose.Andwhenthechemicalsenterthebloodstreamdirectlythroughthelungs,theygettothebrainfastandcandoalotofdamage.”

Latishapointstothebrainareaofthebodyoutlineandcontinues,“Inhalantsaffectthestructureofthebrain,includingthecerebralcortex,thecerebellum,andthebrainstem.Theyalsoaffectthefrontalcortex,whichisimportantforsolvingcomplexproblems,andthehippocampus,whichhelpsusrememberthings.”Latishaadds,“Inhalantscanalsocausenervedamage,hearingloss,andliverproblems.Theycanevenkillapersonfromaheartattackorsuffocation.”

Cortysays,“Thatisprettyscarystuff.”

Jaysays,“Itis,anditmakesmewonderaboutsomething:Ifthesedrugsaresobadforyou,thenwhydopeopletrythematall?Forthosewhodo,whydotheycontinuetousethemaftertheycauseproblems?”

Cortysays,“Greatquestion!”

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Latishasays,“Maybepeopledon’tknowabouttheproblemsdrugscancauseandbythetimetheyfindoutforthemselves,they’rehooked.”

“Theygetaddicted,”saysJay.

“Goodwork!!That’sexactlywhatwe’regoingtocoverinournextmission,”saysCorty.

BrainPowerNews


Alcohol,Marijuana,andInhalants

InModule4,yourchildlearnedaboutstimulants,whichmakeuponegroupofdrugs.Duringthismodule,heorshewillfocusonthreemoredrugs—alcohol,marijuana,andinhalants.Studentsfindouthowalcohol,marijuana,andinhalantsaffectthebrainandthenervoussystem.Alcoholandmarijuanaaffectthenervoussystemindifferentways,butbothcanresultinmemoryloss,impairedmotorcoordination,impairedthinkingandproblemsolving,andchangesinemotionalbehavior.Inhalantsarechemicalfumesthataresniffedandhaveapowerfuleffectonthebrain.Theycanresultindecreasesincoordinationandalterthinking,memory,andtheabilitytolearn.

Drug SourceHowtheDrugisUsed


HowtheDrugWorks

Alcohol Foundinbeer,wine,andliquor

Consumedbydrinking

Impairsconcentration,slowsreflexes(impairedreactiontime),reduces

Impactsmanyneurotransmittersinthebrain.Alcoholincreasesturnoverofsome

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coordination,andcausesdrowsinesswhenusedinexcess

neurotransmittersandaltersthefunctionofothers.Long-termusecanleadtoareductioninbrainsizeandneurologicalproblems.

Marijuana Fromthedriedleavesandflowersofthecannabisplant

Smoked,bakedintobrowniesorcookies,orbrewedliketea

Impairsmemory,concentration,perception,andmovement

Actsonreceptorsinthebrain,causingincreasedbloodpressureandheartrate,sleepiness,anddisruptioninattention.

Inhalants Foundinrubbercement,paintthinner,fingernailpolishremover,andpressurizedcansofhairsprayandwhippedcream

Fumesareeithersniffedorinhaled

Decreasecoordinationandcauseakindofstupor;thinking,memory,andtheabilitytolearnareaffected.Cancausefatalheartfailurewithinminutesofusing.Thisisknownas"suddensniffingdeath."

Inhalantssuppressnerveaction,killneurons,andchangethestructureofthebrain.Theycandamagemyelin,theinsulationthatcoversneurons.Theyaffectmanyareasofthebrain,includingthefrontalcortex,cerebellum,hippocampus,andbrainstem.

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ThisactivityalignswiththefollowingstandardidentifiedintheNSES:scienceinpersonalandsocialperspectives.Thestudentsobservetheeffectsthatthesethreedrugshaveonthebrainandthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.

ScienceatHome

Talktoyourchildaboutthedifferenttypesofdrugsandhowtheyaffectthebrainandbody.Revisittheissueregardingthereasonspeoplewouldusedrugswhentheyknowhowharmfultheycanbe.

AdditionalResources


NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOMThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebrainandbody.


DrugAbuseSourcebook.HealthReferenceSeries,[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Basichealth-relatedinformationabouttheabuseoflegalandillegalsubstances,suchasalcohol,marijuana,andinhalants.





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FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,describesthefunctionofthebrainandnervoussystem,andhowdrugsaffectthebody.

InhalantDrugDangers(DrugDangers).[Monroe,J.]BerkleyHeights,NJ:EnslowPublishers,Inc.,2002.Thisbookexplainstheseriousrisksassociatedwithabusingchemicalsubstances,includingsectionsonhowthesechemicalsworkonthehumanbodyandsectionsonsocietalpressuresputonchildrenthatleadtoabuse.

BottledUp.[Murray,J.]NewYork:DialBooksforYoungReaders,2004.Thisbookisthestoryofa16-year-oldboythathascomeintoproblemswithalcoholandmarijuana.Thebookdescribestheissueshefacesasaresultofsubstanceabuse.

TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork:FranklinWatts,Inc.,2001.Writtenforages9through12,thisbookcoversmorethan250commonlyusedandabused,legalandillegaldrugs,includingprescriptionandover-the-counterdrugs.




Alcohol,marihuanaeinhalantes

EnelMódulo4,suhijoaprendióacercadelosestimulantes,loscualesconformanungrupodedrogas.Duranteestemóduloseconcentraráentresdrogasmás:elalcohol,lamarihuanaylosinhalantes.Losestudiantesdescubrencómoelalcohol,lamarihuanaylosestimulantesafectanalcerebroyalsistemanervioso.Elalcoholylamarihuanaafectanelsistemanerviosode


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distintasmaneras,peroambospuedenresultarenpérdidadememoria,coordinaciónmotrizdeteriorada,pensamientoyresolucióndeproblemasdeterioradosycambiosenelcomportamientoemocional.Losinhalantessonvaporesdesustanciasquímicasqueseinhalanytienenunfuerteefectoenelcerebro.Puedenresultarendisminucióndelacoordinaciónyalteracióndelpensamiento,lamemoriaylacapacidaddeaprendizaje.

Droga Fuente¿Cómoseusaladroga?

Efectossobreelcuerpo

¿Cómofuncionaladroga?

Alcohol Seencuentraenlacerveza,elvinoyloslicores

Seconsumebebiéndolo

Deterioralaconcentración,retrasalosreflejos(tiempodereacciónreducido),disminuyelacoordinaciónycausasomnolenciacuandoseusaenexceso

Impactamuchosneurotransmisoresenelcerebro.Elalcoholaumentalavelocidadderecambiodelosmismosneurotransmisoresyalteralafuncióndelosdemás.Elusoprolongadopuedeconduciraunareducciónenelvolumendelcerebroyproblemasneurológicos.

Marihuana Seobtienedelashojasyfloressecasdelaplantadecannabis

Sefuma,sehorneaengalletasdulcesoenbizcochosdechocolate("brownies"),osecuela

Deterioralamemoria,laconcentración,lapercepciónyelmovimiento

Actúasobrelosreceptoresenelcerebro,causandoaumentodelapresiónarterialyfrecuenciacardíaca,somnolenciaytrastornosenla

97

comounté atención.

Inhalantes Seencuentraenelpegamentoabasedecaucho,diluyentedepinturas,removedordeesmalteparauñasylataspresurizadasdelacaparaelcabelloydecremabatida

Losvaporesseaspiranoseinhalantes

Disminuyenlacoordinaciónycausaunaespeciedeestupor;elpensamiento,lamemoriaylacapacidaddeaprendizajesevenafectados.Puedecausarinsuficienciacardíacamortalunosminutosdespuésdeusarse.Estoseconocecomo"muertesúbitaporinhalación".

Losinhalantessuprimenlaaccióndelosnervios,matanalasneuronasycambianlaestructuradelcerebro.Ellospuedendañarlamielina,elaislamientoquecubrelasneuronas,queayudaalimpulsonerviosoaviajarentrelasneuronas.Estopuederesultarenproblemasenlacomunicacióncelularyhastacausarlamuertedelasneuronas.Losinhalantestambiénpuedenactivarelsistemadedopamina,porloquepuedenseradictivos.Afectanamuchasáreasdelcerebro,incluyendolacortezafrontal,cerebelo,hipocampoyeltallocerebral.

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EstaactividadcumpleconelsiguienteestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):cienciadesdeunaperspectivapersonalysocial.Losestudiantesobservanlosefectosqueestastresdrogastienenenelcerebroyelsistemanervioso.Comentansobreelimpactoqueestainformacióntieneensuvidaycómopuedenusarlaparatomardecisionesinteligentessobresupropiasalud.

Lacienciaenelhogar

Hableconsuhijosobrelosdistintostiposdedrogasycómoafectanalcerebroyalcuerpo.Vuelvaahablardelosmotivosporloscualeslaspersonasusandrogasauncuandosabenlonocivasquepuedenser.

Recursosadicionales


NationalInstituteonDrugAbuse(NIDA):MindOverMatterwww.teens.drugabuse.gov/momEstesitioWebhasidoelaboradoparaeducaralosniñosacercadelosefectosbiológicosdelabusodedrogasenelcerebroyelcuerpo.


DrugAbuseSourcebook.HealthReferenceSeries,[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Informaciónbásicarelacionadaconlasaludyacercadelabusodesustanciaslegaleseilegales,talescomoelalcohol,eltabaco,lamarihuanaylacocaína.




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FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;describelafuncióndelcerebroydelsistemanerviosoycómolasdrogasafectanalcuerpo.

InhalantDrugDangers(DrugDangers).[Monroe,J.]BerkleyHeights,NJ:EnslowPublishers,Inc.,2002.Estelibroexplicalosgravesriesgosasociadosconelabusodesustanciasquímicas,incluyendoseccionessobrecómofuncionanestassustanciasquímicasenelcuerpohumanoyotrassobrelaspresionessocialesalosniñosqueconducenalabuso.

BottledUp.[Murray,J.]NewYork:DialBooksforYoungReaders.BottledUpeslahistoriadeunmuchachode16añosquesemetióenproblemasporelalcoholylamarihuana.Ellibrodescribelosproblemasqueenfrentacomoresultadodelabusodesustancias.

TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork:FranklinWatts,Inc.,2001.Estelibro,escritoparaniñosde9a12años,cubremásde250drogasusadashabitualmente,tantolegalescomoilegales,incluyendomedicamentosrecetadosydeventalibre,asícomodrogasrecreativas



100

WhatisAddiction?(Module6)


Introduction

ThismoduleisthelastintheBrainPower!program.Overthepastfivemodules,thestudentshavethoughtaboutsociety’sviewstowarddruguseandhavelearnedaboutthestructureofthebrain,howneurotransmissionworks,andhowstimulants,alcohol,marijuana,andinhalantsaffectthebrain,thenervoussystem,andthebody.Duringthismission,studentsroundouttheirknowledgeofdrugsbylearningaboutaddiction.Thentheyrevisittheirideasabouttheimpactofdruguseonsocietyandhavetheopportunitytomodifytheirthinkingbasedonnewknowledge.

LearningObjectives

Studentslearnaboutaddiction.

Studentsdiscusshowaddictionrelatestothedrugabuseprobleminthiscountry.

StudentsrethinkthescrapbookstheydevelopedduringModule1toreflecttheirnewideasaboutdrugs.


ThismissionalignswiththefollowingtwostandardsidentifiedintheNSES:scienceasinquiryandscienceinpersonalandsocialperspectives.Thechartsthatfollowidentifyhowthemissionalignswitheachofthesestandards.


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ScienceasInquiry

LevelsK–5

HowMissionIsAligned

Abilitiesnecessarytodoscientificinquiry

Studentsexperiencesomeofthestepsintheprocessofscientificinquiry:makingobservations,developingahypothesis,completinganinvestigationtotestthehypothesis,anddrawingconclusions.


LevelsK–5

HowMissionIsAligned

Personalhealth

Studentslearnabouttheeffectsofseveraldifferentdrugsonthebody,thebrain,andthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.

Background

Despitethenegativeconsequencesofdruguse,somepeoplewhotakedrugsareunabletostop.Drugschangethewaythebrainworks.Someofthesechangesareshortterm,whileotherchangescanlastaverylongtime.

Insomepeopledrugusecanchangethebrainanditsneurotransmitterssoprofoundlythataddictionresults.Addictionischaracterizedbythefollowing:

Compulsiveuse:Astrongcompulsionordrivetousedrugsdespitenegativeconsequences.Inotherwords,apersonpersistsinusingdrugsevenifheorsheishavingseriousproblems.

Tolerance:Lossofcontrolovertheamountofthedrugused—thepersonneedsmoreofthedrugtoproducethesameeffectasbefore.

Withdrawal:Intensecravingforthedrugwhenitisnotavailable.The

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cravingresultsfromchangesinthebrain.Onceapersonisaddicted,heorshemusthavethedrugjusttokeepfromfeelingbad.Thisisbecausedrugscancausechangesinthenormalfunctioningofneurotransmittersinthebrain.

Addictionisconsideredadiseasebecausethedrugshavechangedthewaythebrainfunctions.Differentdrugscausedifferentchangesinthebrain,somemoreseverethanothers.Researchinanimalsandhumanssuggeststhatsomedrugsmaycausechangesthatlastlongaftertheindividualhasstoppedtakingdrugsorevenpermanently.

Research

Addictionaffectsmenandwomenofallagesandethnicities.Becauseoftheseverityoftheproblem,scientistshavebeenstudyinghowdrugsactinthebraintoproduceaddictionusingarangeofmethods,frombrainimagingtopsychologicaltesting.Theseresearchersaretryingtoidentifycausesandmethodsofeffectivetreatmentandpreventionofdrugabuse.Asaresultofthisinternationalattentionandresearch,scientistsandphysiciansnowhaveagreaterunderstandingofhowdrugsactinthebrain.Thishasledtothedevelopmentofnewtreatmentsfordrugaddiction.

Treatment

Whenapersonbecomesaddictedtoadrug,neurological,physiological,psychological,andsocialchangestakeplace.Thesebiopsychosocialchangesmustbeaddressedforthepersontogetbetter.Theappropriatetreatmentisdependentontheindividual,drugofabuse,andseverityofaddiction.

Often,detoxificationisthefirststepinaddictiontreatment.Detoxificationisthemedicallycontrolledwithdrawaloftheabuseddrug.However,thisisonlythefirststepinsuccessfultreatment,andmanydrugs,suchascocaine,donotcausethetypicaldetoxificationsymptomswhentheiruseisdiscontinued.Afterapersonhasgottenoffofadrug,heorshestillmustdealwithanychangesthathaveoccurredinhisorherbrainasaresultofdruguse.Oftenthesechangesaremuchhardertodealwiththantheinitialdetoxificationfromthedruguse,

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andresearchhasshownthatsomedrugscancausechangesinthebrainthatlastforalongtimeandmayevenbepermanent.

Forsomeabuseddrugs,medicationsareavailablethatcanbeusedinconjunctionwithpsychologicalandsocialtreatments.Forotherdrugs,however,medicationsarenotyetavailable,sosuccessfultreatmentreliesonpsychologicalandsocialtreatments.Thesetreatmentscanhelpapersonrecoveringfromaddictiondealwitharangeofemotions,includingshame,denial,emotionaldistress,andneglectoffamily,friends,work,andschool.Theycanalsohelpthemdealwithavarietyofsocialproblems,suchastroubleatschoolandhurtfamilymembersandfriends.Thepersonrecoveringfromaddictionmustworktomendrelationshipswithfamilyandfriends,reestablisharesponsibleroleinschool,andavoidsituationsthatmightprovokearelapse.Duringtreatmentandrecovery,addictedpeopleandtheirfamiliesoftenhavetolearnhowtocommunicateinnewandhealthyways.Thisistypicallyaccomplishedduringfamilytherapy.

Thesetreatmentsareofferedinavarietyofsettings,suchashospitalsandclinics,andrecoverycontinuesthroughtheassistanceofself-helpandindividualandgrouptherapy.Addictionisaseriousdiseaseand,insomecases,drugabusersstartusingdrugsagainaftertreatmentandneedtogobackintotreatment.Althoughaddictioncanbetreatedsuccessfully,thebestwaytoavoidaddictionistoneverstartusingdrugsinthefirstplace.


Materials


FactSheetsfrompreviousmodules

Notesfrompreviousmodules

ScrapbooksfromModule1

Oldnewspapersandmagazines


https://www.drugabuse.gov/publications/brain-power/grades-4-5/materialscontact/handouts

https://www.drugabuse.gov/publications/brain-power/grades-4-5/drugs-in-society-module-1

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Paperandpencils

Preparation

1. PreviewtheDVDbeforeshowingittotheclass.

2. MakesurethestudentshavetheirscrapbooksfromModule1aswellasmaterialsfromothermodulesbeforebeginningworkonthisactivity.

3. StudentswillworkinthesamegroupstheyworkedinduringModule5.

Duringthisactivity,keepinmindthatsomechildrenmaybetryingtocopewithanaddictedlovedoneathome.Itisrecommendedthatthelinesofcommunicationbeopenbetweentheteacher,students,andguidancecounselortohandleanyissuesthatmayoccur.


Procedures

1. Tellthestudentsthatthisisthefinalmoduleintheprogram.Theirgoalistotrytopulltogethermaterialtheylearnedinearliermodulestodrawsomeconclusionsaboutdruguse.

2. HavethestudentswatchtheDVD.StoptheDVDatthebreak.MakesurethateachstudenthasalltheInstructionSheets,FactSheets,andnotesfrompreviousmodules,aswellasthescrapbooksfromModule1.

3. TellstudentsthattheirchallengeistoaddapagetotheirscrapbooksfromModule1toreflectwhattheyhavelearnedduringtheprogram.Thesepageswillserveasabeforeandaftersummaryandwillassesstheirgrowthandunderstandingovertimeaboutthebrainanddrugs.Basedonwhattheyknownow,howwouldtheydepictpeopledrinkingandsmokinginads?Howwouldtheydescribedrugusetofriends?

4. Givethestudentsclasstimetomodifytheirscrapbooks.Theymaychooseto

https://www.drugabuse.gov/publications/brain-power/grades-4-5/drugs-in-society-module-1

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findnewpicturestoputin,ortheymaysimplychangewhattheysayabouttheimages.

5. FinishwatchingtheDVD.WhentheDVDisover,bringtheclassbacktogethertosharetheirscrapbooks.Whatconclusionsdidthestudentscometo?Didmoststudentschangetheirideasaboutdrugsandhowtheyshouldbedepictedinthemedia?

6. Dividetheclassagainintotwogroups(AandB)andinstructeachgrouptocomeupwithfourtosixtriviaquestionsaboutdrugsandaddictiontoasktheothergroup.Givethestudentstimetocomeupwithquestionsandthenplaythegame.Ifstudentshavedifficultycomingupwithquestionsontheirown,havethemusetheseexamples:

Whatisitcalledwhenapersonneedsmoreofadrugtoproducethesameeffect?Answer:tolerance

Whatisitcalledwhensomeonewhoisaddictedtodrugsfeelsbadwhennotusingdrugs?Answer:withdrawal

7. OnememberfromGroupAshouldreadthequestiontobeansweredbyGroupB.GroupBshoulddiscussamongthemselvesbeforeagreeingonananswer.GroupBhastwooptionsatthispoint:(1)GroupBmemberscanagreeonananswerthatagroupmemberwillannounce,or(2)theycanaskforacluefromGroupA.Thepointsystemisexplainedinthechartbelow.

HowQuestionisAsked

RightorWrong

PointsAwarded

GroupBwithnohelp RightAnswer

2pointsforGroupB

GroupBwithacluefromGroupA

RightAnswer

2pointsforGroupB,and1pointforGroupA

GroupBwithnohelp WrongAnswer

Nopointsawarded

GroupBwithacluefromGroupA

WrongAnswer

Nopointsawarded

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8. Afterallthequestionshavebeenaskedtobothgroups,declarethegroupwiththehighernumberofpointsthewinner.Takethetimenowtoemphasizehowcollaborationresultsinmorepointsforbothgroupsinthisactivity.Explainhowscientistsbenefitfromcollaborationaswell.Whenresearchersworktogether,theymakebetterprogress.

DiscussionQuestions

1. Discusswhataddictionmeans.Askwhetherthatpieceofinformationchangestheiropinionsaboutdruguse.

2. Discusswhatcollaborationmeans.Askwhetherscientistsbenefitmorefromcompetitionorcollaboration.

Extensions


1. HavethestudentsconductresearchontheInternetorinnewspapersandmagazinesaboutscientificresearch.Forexample,havethemlookupbrainresearchandfindoutaboutacoupleofdifferentdiscoveriesoverthepast10years.Askstudentstodeterminewhetherprogresswasmadethroughcollaborationorcompetition.Whatdoesthatsayabouttheroleofcollaborationinscientificresearch?

2. Askthestudentstolookforexamplesinthemediaofhowaddictionaffectspeople’slives.Thenhavethemwriteashortsummaryofwhattheyfindout.Ingeneral,dotheyfindthatdruguseusuallyhasapositiveornegativeeffectonpeople’slives?Whatdoesthistellthemaboutdrugs?

3. GototheLibraryorMediaCenterandfindbooksorarticlesaboutaddiction.Whatadditionalinformationisavailable?Thentellthestudentstowriteordrawhowaddictionchangesthebrainandthefunctioningofneurotransmitters.


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Assessment

ThismissionisanembeddedassessmentofwhatstudentshavelearnedthroughouttheBrainPower!program.Asthestudentswork,observewhethertheyhavemasteredthefollowing:

Canthestudentsclearlyexpresstheirthinkingaboutdrugs?

Canthestudentsmodifytheirworktoreflecttheirnewthinking?

Dothestudentsunderstandwhataddictionis?

Arethestudentsapproachingthetasklogicallyandmethodically?

Arethestudentsabletosummarizetheirthinkingandexpresstheirconclusionsabouttheprogram?

Dothestudentsunderstandhowdrugscanchangethebrain?


Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthesixthmission.Theseactivitiesareextensionstomanyareasofthecurriculum.

1. Havethestudentsdevelopanawarenesscampaignaboutdrugsintheirschool.Aspartofthecampaign,theyshoulddevelopposters,brochures,andflyers.TheycanincludePETscans,diagramsofthebrain,andillustrationsofneurotransmissiontodevelopcompelling,persuasivepieces.

2. Challengethestudentstodevelopamodelofthebrain.Theycanuseclayorothermaterialstobuildananatomicallycorrect,detailedmodel.

3. Havethestudentsmakealistofaspectsoftheirlivesthatinvolvecompetitionandthosethatinvolvecollaboration.Forexample,inbaseball,youcompeteagainstanotherteam,butyouneedtocollaboratewithyourteammatestowineachgame.Dothestudentsthinkthatthereisaplaceforbothintheirlives?Whenisonemoreappropriatethantheother?

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Resources




NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOM/TG_intro.php,301-443-1124ThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebodyandbrain.


Drugs,theBrain,andBehavior:ThePharmacologyofAbuseandDependence.[Brick,J.&Erickson,C.K.]Binghamton,NY:HaworthPress,1998.Thisbookpresentsagoodoverviewofthebrain,majorclassificationsofdrugs,howdrugsworkinthebrain,andaddiction.


NIDAforTeensteens.drugabuse.govThisWebsitecreatedforteensprovidesinformationonthescienceofdrugabuseandaddiction,includingpersonalstoriesfromteensandactivitiesforstudents.

NIDAPartnerswithScholasticMagazinesheadsup.scholastic.com



http://teens.drugabuse.gov/MOM/TG_intro.php



http://headsup.scholastic.com/

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ThisWebsiteprovidesscience-basedinformationaboutdrugabusetochildren.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe"Drug-AlertBook"series,includesasectiononeachdrugofabuseandaddiction.

NationalInstitutionDrugAbuse(NIDA):MindoverMatterteens.drugabuse.gov/MOMThisseriesisdesignedtoencouragestudentsingrades5-9tolearnabouttheeffectsofdrugabuseonthebrainandbody.

NationalInstituteonDrugAbuse(NIDA):NIDAforteensteens.drugabuse.govThissite,developedspecificallyforteens,providesinformationondrugs.


Beth,Juan,Jay,andLatishasitintheBrainPower!clubhouse.Thereisasenseoftensionasthekidswhispertotheirteammatesaboutwhomaybeaheadinthegame.Cortycomesinandsays,“Hi,kids!Gladtoseeyou’reallsittingtogether–kindof.Atleastyou’reinthesameroom.I’mheretobringyouthefinalmission,andyou’reallgoingtoworkonittogether.”

“Allright!Nowwecanhaveaneckandneckcompetition,”Juansays.“Thisisourchancetoshine!”Latishasays.

Cortysays,“Imeanalltogether.Now,themissionistolearnmoreaboutaddiction.”

“Wealreadyknowaboutaddiction,”saysBeth.“That’stooeasy.”

“Iknowyouknowalittleaboutaddiction.However,thismissionwillhelpyouanswerthequestionthat’sbeenonallofourminds,”saysCorty.



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“Who’sgoingtowinthecompetition?”suggestsJuan.

“No!Forgetaboutthecompetitionforaminute.Learningaboutaddictionwilltelluswhypeoplecontinuetouseharmfuldrugseventhoughtheyknowthedrugsarebadforthem,”Cortysays.“Now,whocandescribeaddiction?”

Bethsays,“Addictionisadiseaseofthebrainthatcomesfromdruguse.”

Cortyasks,“Howdoesaddictionaffectthebrain?”

Jayreplies,“Itaffectstheneurotransmitters.Itchangesthewaytheyfunction,sothemessagesaren’tloudandclearliketheyshouldbe.They’regarbled,likeabadtelephoneconnection.”

Cortysays,“Whatelsedodrugsdototheneurotransmitters–BrainPower!kids?”BethandJuanexchangeglances–they’renotsure.

Bethsays,“Iguesswedidn’tdothemissiononneurotransmission,sowe’renotsure.”

Cortysays,“Right.Theotherteamdid.Butyouaren’ttalkingtothem.Toobad.Nowyoudoknowhowaddictionaffectsthebrain,right?”

“Yeah.Addictionchangesthebrainsothatevenifsomeonestopsusingadrug,ittakesawhileforthebraintogetbacktonormal.Andsometimesitneverdoes,”saysJuan.

“Right.SpectacularScientistskids,whatcancocainedotosomeonewhousesit?”asksCorty.LatishaandJaylookateachotherandshrug–theydon’tknow.

Cortyasks,“Doyouknowwhatclassofdrugscocaineisin?”Theylookateachotheragainandshaketheirheads.

“Cocaineisastimulant,”Bethsays.“Wedidn’tlearnaboutstimulants,”saysJay.

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“TheBrainPower!kidsdid.Hmmm.Shouldhaveworkedtogether.I’llbettheBrainPower!kidscan’ttelluswhateffectsinhalantshaveonthebrain,”saysCorty.BethandJaylookateachotherandshaketheirheads.

Latishasays,“Inhalantsaffectthecerebralcortex,thecerebellum,andthebrainstem.”“Wedidn’tlearnaboutinhalants,”saysJuan.Thekidssighandlookunhappy,finallyunderstandingthattheyshouldhaveworkedtogetherandfeelingbadthattheydidn’t.

Bethsays,“Um,Iguesswekindofallmissedoutbecauseweweresobusycompetinginsteadofworkingtogether.Isittoolatetotrybeingateam?”

“Let’sdoit!”saysLatisha.

Cortydoesalittlevictorydance.“Woo-hoo.Woo-hoo.Ittookyoutoolong,butnowI’msingin’mysong.Youlearnedteamworklate,butitwaswellworththewait!”

Thekidspullouttheirchartsandbodyoutlines,andexchangenotesonwhattheylearned.

Cortysays,“Sonowlet’sanswerthequestionwe’reallasking.”

Bethsays,“Whydopeoplecontinuetouseharmfuldrugsevenwhentheyknowthedrugsarebadforthem?Wehaven’tfiguredthatoutyet.”

Cortysays,“Well,let’sfigureitoutnow.We’llstartbylearningsomemoreaboutaddiction.Doyouknowsomeofthesignsofaddiction?”Thekidslookateachother,andthenshaketheirheads.Theydon’tknow.

Cortysays,“Oneiscalledtolerance—thelongersomeonetakesadrug,themoreofthedrugtheyneedtogetthesamefeelingfromit.Ofcourse,apersonissupposedtocontinuetakingdrugsthatadoctorprescribesforhimorherformedicalreasons.Thatpersonwouldnotbeconsideredaddictedtothose

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medicines.

Anothersigniscompulsiveuse—whensomeoneneedstouseadrugoverandoveragain,evenifbadthingsarehappening,likewiththepeopletheylove,ortheirjob,orwiththepolice!

Andthen,there’swithdrawal.Doyouknowwhatthatis?”Thekidsshaketheirheads.Cortysays,“That’swhenpeopleneedthedrugtokeepfromfeelingbad.Withcocaine,forinstance,ifausercan’tgetit,theygetdepressedandnauseated,andtheyfeellikethey’lldoanythingtogetit.”Thekidsarelisteningclosely.

Stophereuntilstudentshavefinishedtheirscrapbooks.

WhenCortygetsback,allthekidsareplayingthegametheSpectacularScientistsClubkidsdesigned.Cortysays,“Well,ifyou’replayingagame,thatmustmeanyou’vefiguredouttheanswertoourquestion.”

Juansays,“Ithinkwedid!”Bethsays,“Well,itseemspeoplestartusingdrugsforalldifferentreasons…”Jayadds,“Butthereasontheykeepusingthemisaddiction.&rdquo

Latishasays,“Oncesomeoneisaddictedtoadrug,it’sveryhardtostopusingitbecauseaddictionmakesthebrainneedthedrug.”Bethsays,“Andaddictionisveryseriousandveryhardtoovercome.”

“Verygood!Excellentteamwork.So,canyousumupwhatyou’velearnedinthesesixmissions?”asksCorty.Theygoovertotheblackboardandwhispertogetherforamoment.ThenJaywritestheanswerontheblackboard,completewithhappyandsadfaces.

Jaywrites,“Drugsandaddictionmessupthewaythebrainissupposedtowork!Andteamworkhelpsustounderstandthingsbetterthanwecouldonourown!”

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Cortyapplauds,andsays,“Greatwork!Andnowthereward.SpectacularScientistsClubmembers,InowpronounceyouJuniorScientists.Everyone,takeyour‘TeamworkRules’T-shirts.”

ThekidseachgrabashirtfromapileCortyindicates.Theyputthemon,andjumpupanddownintheirexcitement.

BrainPowerNews


WhatisAddiction?

ThismoduleisthelastintheBrainPower!program.Overthepastfivemodules,yourchildhasthoughtaboutsociety’sviewstowarddruguseandhaslearnedaboutthestructureofthebrain,howneurotransmissionworks,andhowstimulants,alcohol,marijuana,andinhalantsaffectthebrain,thenervoussystem,andthebody.Duringthismodule,yourchildwilllearnaboutaddiction.Heorshewillthenrevisittheideasabouthowsocietyviewsdruguseandmodifyhisorherthinkingbasedonnewknowledge.

Mostpeopleknowthatmanydrugsarebadforthem,yetsomepeopleusethemanyway.Prolongeddrugusecanchangethebrainanditsneurotransmitterssoprofoundlythataddictionresults.Addictionisadiseasecausedbychangesinthebrain.Itischaracterizedbythefollowing:

Compulsiveuse:Astrongcompulsionordrivetousedrugsdespitenegativeconsequences.Apersonpersistsinusingdrugsevenifheorsheishavingseriousproblems.

Tolerance:Thepersonneedsmoreofthedrugtoproducethesameeffectasbefore.

Withdrawal:Intensecravingforthedrugwhenitisnotavailable.Onceapersonisaddicted,heorshemusthavethedrugjusttokeepfromfeeling

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bad.Thisisbecausedrugscancausechangesinthefunctioningofneurotransmittersinthebrain.

ThisactivityalignswiththefollowingstandardsidentifiedintheNSES:scienceandinquiryandscienceinpersonalandsocialperspectives.Thestudentsexperiencesomeofthestepsintheprocessofscientificinquiry:developingahypothesis,completinganinvestigationtotestthehypothesis,anddrawingconclusions.Studentsalsolearnabouttheeffectsofseveraldifferentdrugsonthebrain,thebody,andthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.

ScienceatHome

Talktoyourchildaboutaddiction.Talkabouttheeffectsthataddictionhasonpeople’slives.RevisittheoriginalquestionaddressedduringModule1:Ifpeopleknowhowbaddrugscanbe,whydotheystillusethemandabusethem?Haveyourchildusethespacebelowtowritedowntheanswer.

AdditionalResources


NationalInstituteonDrugAbuse(NIDA):MindOverMatterThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebrainandbody.



https://teens.drugabuse.gov/teachers/mind-over-matter


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NIDAforTeenswww.teens.drugabuse.govThisWebsitecreatedforteensprovidesinformationonthescienceofdrugabuseandaddiction,includingpersonalstoriesfromteensandactivitiesforstudents.

NIDAPartnersWithScholasticMagazinehttp://headsup.scholastic.comThisWebsiteprovidesscience-basedinformationaboutdrugabusetochildren.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,includesasectiononeachdrugofabuseandaddiction.




¿Quéeslaadicción?

EstemóduloeselúltimodelProgramaBrainPower!Duranteloscincomódulosanteriores,suhijohapensadoenlavisióndelasociedadsobreelusodedrogasyhaaprendidoacercadelaestructuradelcerebro,cómofuncionalaneurotransmisiónycómolosestimulantes,elalcohol,lamarihuanaylosinhalantesafectanalcerebro,alsistemanerviosoyalcuerpo.Duranteestemódulo,suhijoaprenderásobrelaadicción.Repasarálasideasacercadecómolasociedadveelusodedrogasymodificarásupensamientoconbaseensunuevoconocimiento.

Lamayoríadelaspersonassabequemuchasdrogassonmalas,yaúnasí,algunaspersonaslasusandetodasmaneras.Elusoprolongadodedrogaspuedecambiarelcerebroysusneurotransmisoresdeunmodotanprofundo

http://www.teens.drugabuse.gov/

http://headsup.scholastic.com/


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queresulteenadicción.Laadicciónesunaenfermedadcausadaporcambiosenelcerebro.Secaracterizaporlosiguiente:

Usocompulsivo:Unafuertecompulsiónoimpulsohaciaelusodedrogas,apesardesusconsecuenciasnegativas.Unapersonacontinúausandodrogasinclusosiestáexperimentandoproblemasgraves.

Tolerancia:Lapersonanecesitamásdrogaparaproducirelmismoefectodeantes.

Deseointenso:Deseointensoporladrogacuandonolatiene.Unavezquelapersonaesadicta,debeconsumirladrogaparaevitarsentirsemal.Estosedebeaquelasdrogaspuedencausarcambiosenelfuncionamientodelosneurotransmisoresenelcerebro.

EstaactividadcumpleconlossiguientesestándaresidentificadosenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):cienciaeinvestigaciónycienciadesdeunaperspectivapersonalysocial.Elestudianteexperimentaalgunosdelospasosenelprocesodelainvestigacióncientífica:desarrollodehipótesis,realizacióndeunainvestigaciónparaprobarlahipótesisyelaboracióndeconclusiones.Losestudiantestambiénaprendensobrelosefectosquetienenvariasdrogasdiferentesenelcerebro,elcuerpoyelsistemanervioso.Comentansobreelimpactoqueestainformacióntieneensuvidaycómopuedenusarlaparatomardecisionesinteligentessobresupropiasalud.

Lacienciaenelhogar

Hableconsuhijosobrelaadicción.Hablesobrelosefectosquetienelaadicciónenlavidadelaspersonas.VuelvaahablarsobrelapreguntaoriginalabordadaenelMódulo1.Silaspersonassabenlomalasquepuedenserlasdrogas,¿porquésiguenusándolasyabusandodeellas?Hagaquesuhijouseelespacioacontinuaciónparaescribirlarespuesta.

Recursosadicionales

NationalInstituteonDrugAbuse(NIDA)

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www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoendrugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.

NationalInstituteonDrugAbuse(NIDA):MindOverMatterwww.teens.drugabuse.gov/momEstesitioWebhasidoelaboradoparaeducaralosniñossobrelosefectosbiológicosquetieneelabusodedrogasenelcerebroyelcuerpo.


NIDAforTeenswww.teens.drugabuse.govEstesitioWeb,creadoparaadolescentes,brindainformaciónsobrelacienciadelabusodelasdrogasylaadicción,incluyendohistoriaspersonalesdeadolescentesyactividadesparaestudiantes.

NIDAPartnersWithScholasticMagazinehttp://headsup.scholastics.comEstesitioWebofrecealosniñosinformaciónconbasecientíficasobreelabusodedrogas.

FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;incluyeunasecciónsobrecadadrogadeabusoylaadicción.





http://www.teens.drugabuse.gov/

http://headsup.scholastics.com/


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Materials/Contact

ContactInformation

ForquestionsregardingNIDA'sScienceEducationProgramandMaterials,contactCathrineSasek,Ph.D.,e-mail:[email protected].

Handouts

Module1:DrugsinSociety



TradingCards:Color(PDF,2.5MB)

TradingCards:B&W(PDF,1.1MB)

Poster(PDF,441KB)

Module2:YourAmazingBrain

BrainInstruction/FactSheets(PDF,174KB)




TradingCards:B&W(PDF,427KB)

Poster(PDF,661KB)

Module3:Neurotransmission

mailto:[email protected]




https://www.drugabuse.gov/sites/default/files/cardsmod1_45_bw.pdf

https://www.drugabuse.gov/sites/default/files/postermod1_45.pdf







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BlackLineMaster(PDF,115KB)

BoardGameMaterials(PDF,279KB)





Poster(PDF,1.1MB)

Module4:Stimulants





Poster(PDF,1MB)

Module5:Alcohol,Marijuana,andInhalants

FactSheets(PDF,72KB)





Poster(PDF,391KB)

Module6:WhatisAddiction?


https://www.drugabuse.gov/sites/default/files/boardgamemod3_45.pdf

















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TradingCards:B&W(PDF,1.3MB)

Poster(PDF,664KB)

Certificate(PDF,600KB)

T-shirts,Stickers,andButtons

HowdoImakeaT-shirt?

1. Askchildrentohavetheirparentsfindaplainwhitet-shirtorothercottonitemthattheycanusefortheiron-on.

DownloadPDF(2.5MB)



https://www.drugabuse.gov/sites/default/files/cardsmod6_45_color_1.pdf

https://www.drugabuse.gov/sites/default/files/cardsmod6_45_bw_0.pdf


https://www.drugabuse.gov/sites/default/files/certificatemod6_45_0.pdf

https://www.drugabuse.gov/sites/default/files/irondownloads_45.pdf

https://www.drugabuse.gov/sites/default/files/irondownloads_45.pdf

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2. Pickupiron-onink-jettransferpaperatyourlocalcraftorofficesupplystore.Chooseopaquetransferpaperfordark-coloreditemsandtransparenttransferpaperforlight-coloreditems.Transparenttransferpapermayhelpavoidwhiteoutlinesaroundartwork.Alwaysreadtheinstructionsthatcomewiththetransferpaper.

3. Downloadthefreeartwork.

4. Useaninkjetprintertoprintthedownloadedartworkontothetransferpaper.Theartworkcomesasatwo-pagePDFdocument.Pageoneisaflipped,mirrorimage(backwards)ofthedesign.Pagetwoisaregular(straightforward)non-flippedimage.

5. Useanordinaryirontotransferthedesignontotheitem.Usecaution,theironwillbeveryhot.

HowdoIprintthestickers?

1. Pickupsomeblankwhitelabelspaperatyourlocalcraftorofficesupplystore.

2. Downloadthefreeartwork.

3. Placethedownloadedartworkontoyourlabelsandresizethearttofityourlabel.

4. Useanink-jetprintertoprintyourdownloadeddesignontothelabels.Be

Download

https://www.drugabuse.gov/sites/default/files/sticker_dl_45.jpg

https://www.drugabuse.gov/sites/default/files/sticker_dl_45.jpg

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suretoreadtheinstructionsthatcomewiththelabels.

national institute on drug abuse (nida) brain power ... · pdf filenational institute on drug...

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