Teaching Materials
Episode Three:
Analgesic Anxiety
© 2001 Rice University
The Reconstructors™ is a product of the Center for Technology in Teaching and Learning, Rice
University and is funded by the Science Education Drug Abuse Partnership Award,
R25DA11785, from the National Institute on Drug Abuse, National Institutes of Health.
The Reconstructors
Analgesic Anxiety
Episode Three: Contents
OVERVIEW
We hope that you and your students extend The Reconstructors™ adventures
with activities designed to cover related learning objectives. The activities
described in the teaching package are intended for use both before and
after students have “played” Episode 3: Analgesic Anxiety of The
Reconstructors™. The files may be printed for classroom use ONLY.
Feel free to adapt these activities to your own classroom needs. Another
resource that we suggest is the National Institutes of Health (NIH) web
site at http://www.nih.gov. For specific information on drugs, go to the
National Institute on Drug Abuse at http://www.nida.nih.gov.
This site
contains some excellent resources and teaching materials.
If you have specific questions, please contact us.
The Reconstructors Team
[email protected]
EPISODE BRIEFING
Synopsis of Ancient Alarm (for Teachers)................................... 3
National Science Education Content Standard Correlation ....... 5
Vocabulary Terms .......................................................................... 6
Mission Log .................................................................................... 8
EPISODE DEBRIEFING
Activity 1: Brain Match ................................................................ 10
The student will match parts of the brain to the functions each controls.
Activity 2: Drug Watch ................................................................. 17
The students will learn about the risks and benefits of different analgesics.
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Analgesic Anxiety
Episode Three: Analgesic Anxiety Synopsis
This synopsis is provided as an overview for TEACHERS. We advise
teachers NOT to hand this out to the students prior to playing the
adventure since much of the suspense will be eliminated.
The episode story begins with a news story from CyNN. Sedapa, the lead reporter,
relates that rumors are rampant about research on pain-relieving drugs. In a related story,
there is still no word on the disappearance of Beta, the top scientist from ORB. The
student then gets a secret message from Sedapa on the VIV. After answering several
verification questions, Sedapa tells the student that she does not think ORB should
release opium without knowing all the facts. She sends the student to CyNN’s Virtual
Vault, which contains important information on the effects and history of opium and its
derivatives. In order to enter the Virtual Vault, the student must play a game to inactivate
drones guarding this archive.
Within the Virtual Vault, the student uncovers six data chips containing valuable
information on opium; the student can view them in any order.
Data chip 1: Opium and its derivatives. Opium and its derivatives are called opiates,
and they are subgroup of a class of chemicals known as opioids. Opiates are sometimes
referred to as narcotics. Morphine and codeine are two opiates that are naturally
produced in opium. Heroin (diacetylmorphine) is an opium derivative made by
chemically altering morphine.
Data chip 2: A personal account of morphine addiction. A Civil War veteran becomes
addicted to morphine, which was given to him to relieve his pain from injuries. When he
tries to stop taking the morphine, he goes through withdrawal. His symptoms include
intense body heat and skin that becomes painfully sensitive to touch.
Data chip 3: Story of Dr. Wood and his theory on addiction. Dr. Wood wrongly believed
that, if morphine were injected instead of swallowed, people would not become addicted
to it. Opiates can be taken by mouth (enters through the digestive system and is partially
metabolized before reaching the brain), by smoking (enters the bloodstream by the lungs
before going to the brain), and by snorting (enters the bloodstream through the lining of
the nose and lungs before reaching the brain).
Data chip 4: Parts of the brain affected by opiates. An animation demonstrates how
opiates affect the limbic system (controls emotions), the brain stem (controls involuntary
actions such as breathing), and the spinal cord (relays messages of pain from the body to
the brain).
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Analgesic Anxiety
Episode Three: Analgesic Anxiety Synopsis
Data chip 5: Analgesic stepladder. Pain can be classified at three levels: mild, moderate,
and severe. For mild pain, treatment usually consists of non-opioid medicines like nonsteroidal anti-inflammatory drugs (NSAIDs). For moderate pain, treatment can include an
opiate such as codeine. For severe pain, treatment can include a stronger opiate like
morphine.
Data chip 6: The history of heroin. Heroin was originally marketed by the Bayer Drug
Company as a non-addictive form of morphine. It is, however, very addictive. Heroin
usually appears as a white, brownish powder or as a sticky, black substance. Some of its
street names are ‘H’, horse, smack, skag, and junk.
After the student finishes reading all of the data chips, Sedapa asks the student a question
to make sure they understood the information. Next, Alpha sends a message telling the
student that there have been media leaks and that the news cannot always be trusted.
He tells the student that Beta is not missing; instead, she has been sent on a secret mission
to the old Neuropolis Research Center (NRC) facilities. He sends the student and Delta to
help Beta continue her research.
Upon the student’s arrival at the NRC, Beta greets him/her and says that she is almost
finished separating opium into its different components. Beta tells the student how she
used high performance liquid chromatography (HPLC) to separate opium into its
alkaloids. She then tested each of the alkaloids for its analgesic potential. Her results
show that, of the different alkaloids, morphine had the greatest analgesic effect.
The student then gets a message from Sedapa, in which she urges him/her to "share what
you know" with Beta and Alpha. The student can then submit what they learned from the
Virtual Vault. The student reviews what he/she has learned on the history and effects of
opium by drafting a letter to the people of Neuropolis. After reviewing the letter, Alpha
urges that more information is required about the brain. Delta says that an expert on the
brain, Dr. Morpheus, has a lab that they should visit to get more information.
The episode ends.
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Analgesic Anxiety
Episode Three: Correlation with Standards
National Science Education Content Standard Correlation
Grades 5-8
Instructional Objective
Science Content Standard
Recognize that opiates affect the brain no
matter how they are introduced into the body.
Discover that opium consists of different
alkaloids/compounds that relieve pain.
Standard F: All students should develop
understanding of personal health.
Standard B: All students should develop an
understanding of properties and changes of
properties in matter.
Observe that chromatography is a way of
separating the components of a mixture.
Standard C: All students should develop
understanding of structure and function in
living things.
Learn that morphine is the most potent
analgesic derived from opium.
Recognize that severity and nature of pain is a
Standard F: All students should develop
primary consideration in the selection of a drug
understanding about personal health.
treatment.
Re-trace the scientific thinking and social
policies that led to the discovery and
widespread use of opiates in the 1800s.
Standard G: All students should develop
understanding of history of science.
Paraphrase the plot and story line.
N/A
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Analgesic Anxiety
Episode Three: Vocabulary Terms
All of the words below are ones that students will encounter while playing
Episode Three: Analgesic Anxiety. Their definitions are contained within the
adventure in either the InfoArchives or the Glossary. Teachers should alert
the students to the ability to click on the hot-linked words in the game.
After the game, teachers may want to review the new vocabulary words.
Analgesic: a substance that relives pain without a complete loss of feeling.
Alkaloids: a type of chemical with basic properties that is made within
a living thing.
Brain: located in the skull, it is the organ that controls all body activities through
the spinal cord and peripheral nerves of the nervous system.
Codeine: a naturally occurring component (alkaloid) of opium; it is capable of
inducing sleep, relieving pain, and causing addiction, but it is weaker than the
opiates morphine and heroin in producing these effects.
Derivative: a substance that is made from and is structurally similar to another
substance.
Drug addiction: a chronic, relapsing disease characterized by the compulsion to
see and use drugs and by neurochemical and molecular changes in the brain.
Extract: a preparation made by separating the ingredients from a mixture by
using a solvent.
Heroin: an illegal, highly addictive drug. It is both the most abused and the most
rapidly acting of the opiates. It is made from morphine, a naturally occurring
substance extracted from the fruit of certain varieties of poppy plant.
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Analgesic Anxiety
Episode Three: Vocabulary Terms
High performance liquid chromatography (HPLC): a type of chromatography
that uses liquids at high pressure to separate the chemicals in a mixture based
on differences in the chemicals’ properties.
Morphine: a naturally occurring component (alkaloid) of opium. It is the principal
analgesic found in opium and is capable of inducing sleep and causing addiction.
Narcotic: a type of drug that can relieve pain and cause a dulling of the senses,
sluggishness, sleep, and sometimes addiction. Also, narcotic can refer to any
type of drug that can cause addiction or whose use is controlled by law
(for example, LSD).
Nervous system: a network composed of the brain, spinal cord, and the
peripheral nerves.
The nervous system receives, interprets, and transmits
signals in order to coordinate bodily activities.
Opiate: Opium, or a drug made from opium.
Opium: the juice from the fruit of the opium poppy. It is capable of relieving pain,
inducing sleep, and causing addiction. It has a milky-white appearance and turns
brown and gummy upon exposure to air.
Spinal cord: a bundle of nerves coming from the base of the brain. The spinal
cord carries signals from the brain to the body, relays information from the body
to the brain, and coordinates many reflexes.
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Analgesic Anxiety
Episode Three: Mission Log
Teacher Version
TEACHER DIRECTIONS: Ask students to complete the right-hand column
as they move through the game. Answers are provided here, but Page 9 has a
master that can be copied for students as a handout.
Question
Answer
You start the mission with a news alert from CyNN. Sedapa is
presenting a story on the rumors about a group of drugs.
What are the drugs in question?
pain-relieving drugs
In the Virtual Vault, you must review a number of data chips
containing information on pain-relieving drugs.
In Data Chip 1, you learn about the derivatives of opium.
What are two opiates that are naturally produced from opium?
morphine
codeine
In Data Chip 2, you learn of a Civil War soldier who became
addicted to morphine. Name two of his withdrawal symptoms.
1. diarrhea
2. body is “firey hot”
3. sensitive to touch
In Data Chip 3, you learn about Dr. Wood’s theory on
addiction. He believed that addiction couldn’t occur if
morphine is injected. Was his theory true or false?
false
In Data Chip 4, you learn about the different parts of the brain
that are affected by opiates. Which part of the brain controls
things that your body does involuntarily?
brain stem
In Data Chip 5, you learn about different levels of pain
medication. What is an example of a pain reliever
that is given for severe pain?
morphine
In Data Chip 6, you learned about heroin. What chemical is
modified to make heroin? Is heroin addictive? It is illegal?
morphine
Yes, it’s very addictive.
Yes, it’s illegal.
In the NRC, Beta is performing an experiment to separate
opium into its parts. Which component of opium has the
greatest analgesic effect?
morphine
Conclusion: Should the same type of pain medication be used for all
kinds of pain?
No. The medication that should be used depends upon the type of pain and
its severity.
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Analgesic Anxiety
Episode Three: Mission Log
Name:
Class:
Date
STUDENT INSTRUCTIONS: Record your observations by correctly
answering the following questions as you play The Reconstructors™ Episode 3:
Analgesic Anxiety.
Question
Answer
You start the mission with a news alert from CyNN. Sedapa is
presenting a story on the rumors about a group of drugs.
What are the drugs in question?
In the Virtual Vault, you must review a number of data chips
containing information on pain-relieving drugs.
In Data Chip 1, you learn about the derivatives of opium.
What are two opiates that are naturally produced from opium?
In Data Chip 2, you learn of a Civil War soldier who became
addicted to morphine. Name two of his withdrawal symptoms.
In Data Chip 3, you learn about Dr. Wood’s theory on
addiction. He believed that addiction couldn’t occur if
morphine is injected. Was his theory true or false?
In Data Chip 4, you learn about the different parts of the brain
that are affected by opiates. Which part of the brain controls
things that your body does involuntarily?
In Data Chip 5, you learn about different levels of pain
medication. What is an example of an opioid pain reliever
that is given for severe pain?
In Data Chip 6, you learned about heroin. What chemical is
modified to make heroin? Is heroin addictive? It is illegal?
In the NRC, Beta is performing an experiment to separate
opium into its parts. Which component of opium has the
greatest analgesic effect?
Conclusion: Should the same type of pain medication be used for all
kinds of pain?
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Analgesic Anxiety
Episode Three: Teacher Guide
BRAIN MATCH
The human brain has many parts that control many
different functions. These functions range from breathing
to memory. In this activity, the student will learn different
parts of the brain and their functions.
Background
The ancient Egyptians believed that the heart was responsible for emotions and thought.
However, it is the brain that controls these activities, as well as all other body functions.
The brain is a complicated organ that is made up of many different parts. Some of the
parts and functions are:
Cerebrum: this wrinkled structure makes up the largest portion of the human
brain. It is divided into 2 parts known as hemispheres. The right hemisphere
controls the left side of the body and left hemisphere controls the body’s right
side. Sight, smell, taste, touch, hearing, speech, thinking, planning, problem
solving, emotion, memory, voluntary movement, and perception of pain are
functions controlled by this structure.
Cerebellum: this area is located behind the brain stem. It is responsible for
posture, balance, and coordinating movements so that they are not jerky or
uncontrolled.
Brain Stem: this structure is located at the base of the brain. It is responsible for
regulating heart rate, swallowing, breathing rate, sleep, and blood pressure.
Opiates act on this structure to affect coughing, which is another function
controlled by this part.
Limbic System: located deep with in the brain, the limbic system is made up of
many structures. The limbic system is an important memory center. Also,
emotions are controlled here. For example, when opiates act on this group of
structures, feelings of pleasure are produced.
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Analgesic Anxiety
Episode Three: Teacher Guide
Learning Objectives
The student will:
• Identify different parts of the brain.
• Play a game in which he/she matches brain parts with the actions they control.
Materials
•
•
•
•
Brain Match Student Activity Sheet
Parts of the Brain and Limbic System Transparencies
index cards
timers or clock
Procedure
1. Prior to class, make transparencies of the Parts of the Brain and the Limbic System
diagrams. Also, make the “brain cards” students will need to play the “Brain Match”
game that will be played later in this lesson. To make the cards, write the name of an
action and the brain part that is primarily responsible for it on an index card (see the
table in Step #2). Note: Some functions are associated with more than one brain
part. Make sure you write down all the parts that are responsible for each
function on the card.
2. Present the Parts of the Brain transparency to the class. As you point out each brain
structure’s location and function, have the students fill in this information on the
Parts of the Brain diagram in the student activity sheet.
Brain Part
Activities Controlled
Cerebrum
sight, smell, taste, touch, hearing, speech, thinking,
planning, problem-Solving, emotion, memory, voluntary
movement, and perception of pain
Cerebellum
coordinated movement, balance, posture
Brain Stem
heart rate, coughing, swallowing, breathing rate, sleep,
blood pressure
Limbic System
emotions, memory
3. Ask students what effect is produced when opiates act on the brain stem.
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Analgesic Anxiety
Episode Three: Teacher Guide
4. Next, present the Limbic System transparency. Note the location of limbic system
relative to the cerebrum and the fact that it is made of many parts. Ask students what
effect is produced when opiates act on the limbic system.
5. Tell the class that the Reconstructors are developing a game, “Brain Match,” to teach
the public about the different parts of the brain and the functions/actions they control.
6. Next, have the students play “Brain Match.” The rules of the game are explained in
the student activity sheet and are as follows:
a. One student will act as the referee for a pair of competing teams. He/she will
hand out the “brain cards” and keep time and score.
b. Each team will have an equal number of players.
c. The referee will give a player from Team #1 a “brain card” that has the name of a
brain part and a function/action it controls. The player acts out the function.
d. Team #1 has a maximum of five minutes in which to guess the function. Team #1
will receive one point for naming the function and one point for identifying a
brain part that controls this activity. If Team #1 supplies only part of the required
information, i.e., either the function OR a brain part controlling the activity, they
will receive only one point, and Team #2 can score a point by supplying the
missing information. If Team #1 fails to supply either the function or a part of the
brain that controls the function being acted out, Team #2 can score 2 points if they
can name the function and the part.
e. Next, the referee will give a player from Team #2 a “brain card” to act out.
f.
The game play continues until all members of each team have acted out an
activity at least once.
g. The winner is the team with the highest score after an equal number of players
from each team has acted out an activity.
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Analgesic Anxiety
Episode Three: Teacher Guide
Extension Activities
• History: Research how the functions of different parts of the brain were
discovered.
• Visual Arts: Create a collage showing activities that are controlled by a
particular part of the brain.
Standards
National Science Education Standards, Grades 5-8
•
Science Content Standard C: All students should develop understanding of
structure and function in living systems.
Books
•
Matthews, G. C. 2001. Neurobiology: Molecules, Cells, and Systems.
Malden, MA: Blackwell Science
•
National Research Council. 1996. National Science Education Standards.
Washington, DC: National Academy Press.
Pamphlets/Booklets
•
Brain Facts: A Primer on the Brain and Nervous System. Society for
Neuroscience, 1997.
Web Sites
•
The Ancient Egyptian Heart
http://www.touregypt.net/featurestories/heart.htm
•
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
•
Brain Briefings: From the Society for Neuroscience
http://www.sfn.org/index.cfm?pagename=brainBriefings_main
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Analgesic Anxiety
Episode Three: Student Activity Sheet
BRAIN MATCH
Prepare yourself for the mind-boggling fun of
“Brain Match”, the Reconstructors’ new science
game. You’ll score big if you know the parts of
the brain and what each controls. Good luck!
Materials
•
•
“Brain cards”
timer or clock
Procedure
1. Label the diagrams in the Parts of the Brain and Limbic System student activity
sheets by writing in the name of each structure and the activities it controls.
Review this information prior to playing “Brain Match”.
2. To play “Brain Match”:
a. Divide into two teams. Each team has an equal number of players.
b. A student who is not a member of any team will act as referee. His/her
job will be to hand out the “brain cards” and keep time and score.
c. A player from Team #1 gets a “brain card” from the referee. It has the
name of a brain part and an activity it controls. The player acts out the
activity.
d.
Team #1 has a maximum of five minutes in which to guess the activity
that is being acted out. It will receive one point for naming the activity
and one point for identifying the brain part. If Team #1 supplies only part
of the required information, i.e., either the function OR a brain part
controlling the activity, they will receive only one point, and Team #2 can
score a point by supplying the missing information. If Team #1 fails to
supply either the function or a part of the brain that controls the function
being acted out, Team #2 can score 2 points if they can name the function
and the part.
e. Next, a student from Team #2 takes a “brain card” and acts out the activity
on the card.
f. Play continues until all members of each team have acted out an activity at
least once.
g. The winning team is the one with the highest score after an equal number
of players from each team has acted out an activity.
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Analgesic Anxiety
Episode Three: Student Activity Sheet
Parts of the Brain
cerebrum
cerebellum
brain stem
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Analgesic Anxiety
Episode Three: Student Activity Sheet
Limbic System
cerebrum
limbic system
cerebellum
brain stem
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Analgesic Anxiety
Episode Three: Teacher Guide
DRUG WATCH
In this activity, the students will learn about
the risks and benefits of different analgesics.
Background
Over-the-counter (OTC) analgesics are medications that can be taken without a doctor's
supervision. Generally, a prescription from a doctor is required if the drug:
• can be addictive;
• has a high risk of producing toxic effects;
• requires special equipment to use; and
• is for a condition that cannot be easily self-diagnosed.
The use of OTC analgesics may be less restricted than that of their prescription
counterparts, but that does not mean that these medicines do not carry risks. Just like the
prescription variety, OTC analgesics can produce powerful effects on the body, some of
which can be dangerous.
The type of analgesic needed for relief depends on the level of pain. For most mild pain,
an OTC pain medication such as ibuprofen (Advil) can be taken. However, for more
severe pain, a prescription analgesic may be required. For example, an opiate like
codeine is often prescribed for moderate pain, and morphine is given for moderate to
severe pain. Both codeine and morphine can be addictive, but when used with proper
medical supervision, the risk of addiction from these substances is very low.
Heroin is another opiate analgesic that is effective in treating severe pain. However, this
drug is illegal in the United States, which means that it is not available OTC or by
prescription. The use of heroin is banned because it is a HIGHLY addictive substance. It
can produce other dangerous effects as well. Therefore, the risk this drug poses to the
user’s health has been deemed to outweigh its benefit as an analgesic.
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Analgesic Anxiety Activity 3.2
Episode Three: Teacher Guide
Learning Objectives
The student will:
• Research the health risks and benefits of OTC and prescription analgesics.
• Research the health risks of heroin.
• Write a poem about the health risks of using heroin.
Materials
•
•
Drug Watch Student Activity Sheets
computer with Internet access
Procedure
1. Discuss with students the similarities and differences between OTC and
prescription drugs. In the discussion, include an explanation of why some drugs
are only available by prescription.
2. Give examples of OTC and prescription analgesics, including ibuprofen (OTC),
codeine (prescription), and morphine (prescription). Inform the students of the
risks and benefits of codeine and morphine, which are opiates.
3. Tell students that, as part of their Reconstructor mission, they need to determine
the risks and benefits of analgesics.
4. Divide the class into groups of two or three students. Hand out the
Drug Watch Student Activity Sheets.
5. Have the students determine the degree(s) of pain each drug is used for (a benefit)
and the risks of using the drug. Drugs can have many types of risks. The students
should find information on the drug’s side effects and whether it is habit-forming
(addictive). A suggested site for students’ research is:
•
Medline Plus: Health Information.
http://www.nlm.nih.gov/medlineplus/druginformation.html
6. Have the students complete the table on the student activity sheet.
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Analgesic Anxiety Activity 3.2
Episode Three: Teacher Guide
7. Next, have the students read about the health risks of heroin use. Suggested sites
are:
•
NIDA InfoFacts: Heroin
http://www.nida.nih.gov/Infofax/heroin.html
•
Neuroscience for Kids: Heroin
http://faculty.washington.edu/chudler/hero.html
8. Explain to students what an acrostic poem is and then have them make one with
the word HEROIN on the health risks of using the drug. This poem will help the
people of Neuropolis remember the drug’s dangers. An acrostic poem is one in
which the first letter of each line of the poem represents a letter in the word that is
being spelled out. In the case of the word heroin, the first line of the poem could
be “Highly addictive drug”. See sample poem layout below:
Highly addictive drug
E_________________________
R_________________________
O_________________________
I__________________________
N__________________________
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Analgesic Anxiety Activity 3.2
Episode Three: Teacher Guide
Extension Activities
•
History: Investigate the history of a particular pain medication.
•
Science: Interview a doctor or pharmacist on what types of pain medications
he/she believes have changed the medical field.
•
Science: Examine the process a drug must go through in order to be approved by
the FDA for OTC use and/or prescription use.
Standards
National Science Education Standards, Grades 5-8
• Science Content Standard F: All students should develop understanding of
personal health.
•
Science Content Standard F: All students should develop understanding of
risks and benefits.
•
National Research Council. 1996. National Science Education Standards.
Washington, DC: National Academy Press.
Books
Web Sites
•
Food and Drug Administration: Consumer Drug Information
http://www.fda.gov/cder/drug/DrugSafety/DrugIndex.htm
•
Food and Drug Administration: Over-the-Counter Drug Products
http://www.fda.gov/cder/offices/otc/default.htm
•
Food and Drug Administration: Rx to OTC
http://www.fda.gov/bbs/topics/CONSUMER/CN00012c.html
•
MEDLINEplus: About Your Medicines
http://www.nlm.nih.gov/medlineplus/aboutyourmedicines.html
•
Ohio State University Senior Series: Prescription and Over-the-Counter
(OTC) Medications
http://ohioline.osu.edu/ss-fact/0134.html
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Analgesic Anxiety Activity 3.2
Episode Three: Student Activity Sheet
DRUG WATCH
Stories and documents from the past
refer to powerful drugs, but what are
their risks and benefits? Can you find
this information? All depends on you!
Materials
computer with Internet access
Procedure
Part I: OTC and Prescription Analgesics
1. Research the drugs listed in the table. Find the level of pain each drug is used to
manage (a benefit), two side effects of using the drug, and whether it is addictive
(habit-forming).
2. You can research the drugs using this reference or with references suggested by your
teacher.
•
MEDLINEplus: Health Information.
http://www.nlm.nih.gov/medlineplus/druginformation.html
(On the page above, use the MedMaster entries for each drug.)
Part II: Heroin
1. Read about the health risks of heroin use. Suggested sites are:
NIDA InfoFacts: Heroin
http://www.nida.nih.gov/Infofax/heroin.html
Neuroscience for Kids: Heroin
http://faculty.washington.edu/chudler/hero.html
2. Write an acrostic poem on the health risks from heroin use in the “Heroin” section
of the student activity sheet. This poem will help the people of Neuropolis
remember heroin’s dangers.
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Analgesic Anxiety Activity 3.2
Episode Three: Student Activity Sheet
Name ______________________________Class ____________ Date ___________
Drug Watch
List of Over-the-Counter (OTC)
and Prescription Pain Medications
Instructions: Fill in the missing information.
Name
OTC or
Prescription
Only
Acetaminophen
OTC
Aspirin
OTC
Methadone
Oral (by mouth)
Prescription
Only
Meperidine
Prescription
Only
Oxycodone
Prescription
Only
Propoxyphene
Prescription
Only
The Reconstructors
Level of
pain
(Benefits)
22
Two Side
Effects
(Risks)
Habit-forming?
(Risk)
Analgesic Anxiety Activity 3.2
Episode Three: Student Activity Sheet
Name ______________________________Class ____________ Date ___________
Drug Watch:
Heroin
Instructions: Write an acrostic poem on heroin’s health risks.
H________________________________________________________
E________________________________________________________
R________________________________________________________
O________________________________________________________
I________________________________________________________
N________________________________________________________
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Analgesic Anxiety Activity 3.2