NationalInstituteonDrugAbuse(NIDA)
BrainPower:Grades6-9
LastUpdatedJune2007
https://www.drugabuse.gov
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TableofContents
BrainPower:Grades6-9
AnIntroductiontotheBrainandNervousSystem(Module1)
LegalDoesn'tMeanHarmless(Module2)
DrugsintheCupboard(Module3)
WeedingOuttheGrass(Module4)
DrugsontheStreet(Module5)
DrugsintheNews(Module6)
Materials/Contact
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AnIntroductiontotheBrainand
NervousSystem(Module1)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthe
followinglink:Module1(PDF,796KB)
Summary
ThisintroductorymoduleoftheBrainPower!ChallengeProgramisdesignedto
helpstudentslearnaboutthepartsofthebrain,thefunctionsoftheseparts,and
howthebraincommunicateswiththerestofthebody.Theprocessof
neurotransmissionisdescribedindetail.Thismoduleprovidesakeyfoundation
forthenextfivemodules,whichwilldiscusstheimpactofspecificdrugsonthe
bodyandthebrain.
Studentswillrefertotheinformationcoveredinthisintroductorymodule
throughouttheentireBrainPower!curriculum.Ifthestudentsdidnotparticipate
intheBrainPower!TheNIDAJuniorScientistsProgramforgradesK-5,the
informationinthismodulemayneedtobecoveredingreaterdepth.
LearningObjectives
Attheendofthismodule:
Studentscannamethemainpartsofthebrain:thecerebralcortex,
hypothalamus,cerebellum,brainstem,andlimbicsystem.
Studentscanidentifythelobesofthecerebralcortex:frontal,parietal,
occipital,andtemporal.
Studentscanexplainthefunctionsofthemajorbrainparts.
Studentscanidentifythecomponentsofaneuron:cellbody,dendrites,and
axon.
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Studentscanexplaintheprocessofneurotransmission.
RelationshiptotheNationalScience
EducationStandards
Thelessoninmodule1alignswithtwostandardsintheNSES:systems,order,
andorganization;andstructureandfunctioninlivingsystems.Thechartbelow
showshowtheactivityalignswiththesestandards.
Unifying
Concepts
and
Processes
HowtheLessonisAligned
Systems,
orderand
organization
Thestudentsdevelopanunderstandingofwhatdrugsare
andhowtheyareusedsothattheycanlearnhowto
makedecisionsthataffecttheirhealth.
LifeScience
HowtheLessonisAligned
Structureand
functionin
livingsystems
Studentswilllearnhowneuronsinthebrainwork
togethertocommunicatethroughaprocesscalled
neurotransmission.
Background
MajorPartsoftheBrain
CerebralCortex
Thecerebralcortexisthelargestpartofthehumanbrain,makingupmorethan
75percentofthisorgan.Thecerebralcortexisalsothemosthighlydeveloped
partofthebrain.Itcontrolsthinking,perception,andunderstandinglanguage.
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Thecerebralcortexisdividedintotwohemispheres-therighthemisphereand
thelefthemisphere.
Therighthemispherecontrolstheleftsideofthebodyandislargely
responsibleforartisticexpressionandforunderstandingrelationshipsin
space-taskssuchasreadingamap.
Thelefthemispherecontrolstherightsideofthebody.Itislargely
responsibleformathematicalability,problemsolving,andcomparing
informationneededtomakedecisions.Itisalsothebrain'slanguagecenter.
Thetwohemispherescommunicatewithoneanotherthroughabundleoffibers
calledthecorpuscallosum.Thecorpuscallosumisthebridgebetweenthetwo
hemispheres.
Thecortexisspecialized.Fourspecificareasofthecortex,calledlobes,are
responsiblefordifferenttasks:
Thefrontallobeisresponsibleforinitiatingandcoordinatingmotor
movementsandhighercognitiveskills,suchasproblemsolvingand
thinking.
Theparietallobeprocessessensoryinformationfromthewholebody-for
example,information
aboutpain,touch,andpressure.
Theoccipitallobeprocessesvisualinformationcomingintothebrain.
Thetemporallobeisinchargeofmakingsenseoftheauditoryinformation
fromtheenvironment.
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Hypothalamus
Thehypothalamusissituateddeepinsidethecenterofthebrain.The
hypothalamuslinksthenervoussystemtotheendocrinesystembyproducing
andreleasinghormones.Theendocrinesystemismadeupofglandsthat
regulate,coordinate,andcontrolhormones.Thehypothalamusregulatesbody
temperature,hunger,andthirst.
Cerebellum
Thecerebellumislocatedatthebackoftheheadnearthespine.Itcontrols
posture,movement,andthesenseofbalance.Playingball,pickingupobjects,
andplayingmusicalinstrumentsareamongtheactivitiesthatfallunderthe
controlofthecerebellum.
BrainStem
Thebrainstem,themostprimitivepartofthebrain,connectsthebraintothe
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spinalcord.Itislocatednearthecerebellum.Thetwomainpartsofthebrain
stemaretheponsandthemedulla.Theponscontainsnervefibersthatconnect
thecerebralcortexwiththecerebellumandthespinalcord.Theponscontrols
sleep,awakening,anddreamonset.Themedullacontrolsheartrate,
respiration,andbloodpressure.Thebrainstemalsocontrolssimplereflexes,
suchascoughingandsneezing.
LimbicSystem
Thelimbicsystemislocateddeepinsidethebrain.Ithasmanyparts,buttwoof
themostimportantarethehippocampusandtheamygdala.Thehippocampus
ismainlyresponsibleforlearningandmemory.Theamygdalaplaysan
importantroleinemotionalbehavior.Thelimbicsystemisgreatlyaffectedby
substancessuchasnicotine,alcohol,andillegaldrugs.
Neurons
Informationisconstantlyexchangedbetweenthebrainandotherpartsofthe
bodybybothelectricalandchemicalimpulses.Cellscalledneuronsare
responsibleforcarryingthisinformation.Allofthemajorbrainpartsdiscussed
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abovearecomposedofneurons-almost100billionneuronstotal!
Aneuronhasthreemainparts.Thecellbodydirectsalltheneuron'sactivities.
Dendrites,shortbranchesthatextendoutfromthecellbody,receivemessages
fromotherneuronsandpassthemontothecellbody.Anaxonisalongfiber
thattransmitsmessagesfromthecellbodytothedendritesofotherneuronsor
toothertissuesinthebody,suchasmuscles.Aprotectivecovering,calledthe
myelinsheath,coverstheaxonsofmanyneurons.Myelininsulatestheaxons
andhelpsmessagesfromnervesignalstravelfaster,farther,andmore
efficiently.
Neurotransmission
Theexchangeofinformationbetweentheaxonofoneneuronandthedendrites
ofanotherneuroniscalledneurotransmission.Neurotransmissiontakesplace
throughthereleaseofchemicalsintothespacebetweentheaxonofthefirst
neuronandthedendritesofthesecondneuron.Thesechemicalsarecalled
neurotransmitters.Thespacebetweentheaxonandthedendriteiscalleda
synapse.
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Whenneuronscommunicate,anelectricalimpulsetravelingdowntheaxon
causesneurotransmitterstobereleasedfromtheendoftheaxonintothe
synapse.Theneurotransmitterscrossthesynapseandbindtospecial
molecules,calledreceptors,onthedendriteofthesecondneuron.Receptors
arefoundonthedendritesandcellbodiesofallneurons.Thereceptorsconvert
theinformationintochemicalorelectricalsignalswhicharethentransmittedto
thecellbodyandeventuallytotheaxon.Theaxonthencarriesthesignalto
anotherneuronortobodytissuessuchasmuscles.
Onceaneurotransmitterbindstoareceptor,aseriesofeventsfollow.First,the
messagecarriedbytheneurotransmitterispassedontothereceivingneuron.
Second,theneurotransmitterisinactivated.Itiseitherbrokendownbyan
enzymeorreabsorbedbytheaxonfromwhichitwasreleased.Other
molecules,calledtransportermolecules,completethisreabsorptionprocess.
Thesemoleculesarelocatedinthecellmembranesoftheaxonthatreleases
theneurotransmitters.Theypickupspecificneurotransmittersfromthesynapse
andcarrythembackacrossthecellmembraneandintotheaxon,wherethey
arerecycledforuseatalatertime.Notethatthisprocessistrueformost
neurotransmitters,butnotforallofthem.
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Thehumanbodyproducesmanydifferenttypesofneurotransmitters.Each
neurotransmitterhasaspecificroletoplayinthefunctioningofthebrain.A
neurotransmitterbindstoareceptorinmuchthesamewaythatakeyfitsintoa
lock;aspecificneurotransmitterwillbindonlytoitscorrespondingreceptor.
Neurotransmittermessagescanbegeneralizedaseitherexcitatoryorinhibitory
messages.Anexcitatoryneurotransmitterisonethatincreasestheactivityof
neurons,andaninhibitoryneurotransmitterdecreasestheactivityofneurons.
Overthecourseofthesemodules,severalspecificneurotransmitterswillbe
discussed,includingacetylcholine,GABA,anddopamine.
Neurotransmitter
BrainFunction
Acetylcholine
(excitatory)
Playsanimportantroleinthefunctionofthe
hippocampus,whichisinchargeoflearningand
memory.
GABA
(inhibitory)
Aneurotransmitterinthecerebralcortex,which
controlsthinking,perceiving,andunderstanding
language.
Dopamine
(excitatory)
Playsanimportantroleinthepleasure/rewardsystem
inthebrain.
Preparation/Introduction
Preparation
ReadtheBackgroundsectionofthismoduleformoreinformationaboutthe
brainandneurotransmission.
ProvidestudentswiththeModule1magazineTheBrainandNervous
Systemforbackgroundknowledge.
Determinewhichactivitiesyouwanttheclasstocomplete.
Arrangeforcomputerlabtimeorpreparetheclassroomcomputerfor
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students'InternetandCD-ROMuse.
PhotocopyandpassouttheBrainPartsFactSheetandthe
NeurotransmissionFactSheetforstudentstocompleteduringthelecture.
Preparetransparenciesandphotocopiesforthelesson.
Introduction
Time:15-20minutes
Supplies:Transparenciesofdiagramsifneeded
Handouts:Module1magazine(PDF,10.4MB)
BrainPartsFactSheet(PDF,668KB)
(Page6inthepdf)
Reading:Beginbygivingstudentsadequatetimetoreadthestudentmagazine.
Havestudentspayparticularattentiontothefollowingsections:Background,
StatsandFacts,andScienceintheSpotlight.
Discussion:Afterstudentshavereadthemagazine,facilitateadiscussion
aboutthebrainusingthefollowingquestions.Ifnecessary,reviewthis
informationwithyourstudents,usingthediagramsprovided.
ThePartsoftheBrain
Whatdoesthebraindo?
Whatarethefourlobesofthebrain?
Whatarethefunctionsoftherightandlefthemispheres?
Whatdoesthelimbicsystemcontrol?
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Whatarethreefunctionsofthebrainstem?
Neurotransmission
Whatarethethreemainpartsofaneuron?
Approximatelyhowmanyneuronsareinthebrain?
Whatarethestepsofneurotransmission?
Whatarethedefinitionsofneurotransmitters,synapse,andreceptors?
Activities/CD-ROM
Activity1:BrainMessages
Time:45minutes
Supplies:Onelargepieceofbutcher-blockpaperpergroup
Markers/crayons/pencils
Handouts:NeurotransmissionFactSheet(PDF,668KB)
Thisisthefirstactivityinaseriesofsix.TheseactivitiesareallpartoftheBrain
Power!Challengecompetition.Beforeyoubegin,gooverthecompetition
detailsthatarefoundonpageviiofthisguide.
Part1
GiveeachgrouptheNeurotransmissionFactSheet.Makesurestudents
understandtheroleofthebrainandneuronsintransmittingmessages
throughoutthebody.
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Giveeachgroupalargesheetofbutcher-blockpaper,pencils,andmarkers.
Telleachgrouptodrawthestepsinvolvedinneurotransmission.Students
shouldbeabletodescribethepartsofaneuron,howinformationexchange
takesplace,andhowinformationissentthroughoutthebody.Theyshould
includeashortwrittenexplanationofhowtheprocessworks.
Part2
Havegroupstaketurnsshowingthestepsofneurotransmission.Encourage
studentstoaskquestionsinadiscussionformatinbetweenthe
presentations.
Basedontheclarity,information,andcreativityinthegroups'presentations,
youwillgiveeachgroupascorefrom0-10.Thesescoresneedtobe
recordedontheGroupScorecard,aseachChallengeactivityfortheBrain
Power!modulesinvolvesasimilarscoringsystem.Attheendofallthe
modules,theteamwiththemostpointswinstheBrainPower!Challenge
competition.
Activity2:ScavengerHunt
Time:45minutes
Supplies:Timer,ifneeded
Penorpencil
Handouts:NeurotransmissionScavengerHunt(PDF,668KB)
(Page4inthepdf)
Inthisactivity,studentswilllearnaboutneurotransmissionbyusingtheInternet.
HavestudentsworktogetheringroupstocompleteanInternetscavengerhunt.
Ideasformakingthisactivitymoresuitableforabiggerclass:Iftherearenot
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enoughcomputersforallgroups,sendgroupsoneatatimewhiletherestofthe
classcompletesotheractivities.Useatimertorecordeachgroup'scompletion
time.
Studentsshouldtrytofindtheanswersasquicklyaspossible.Youcanusethe
providedScavengerHunthandoutordeveloponeofyourown.Thefollowing
Websitecontainsalltheinformationstudentsneedtocompletethescavenger
hunt:
Priortothisactivity,addtheInternetresourcelistedbelowtothecomputer's
Internet"Favorites"drop-downmenu.
faculty.washington.edu/chudler/neurok.html
CD-ROM:Room1(OnlineVersion)*
TheCD-ROMincludesgamesandmaterialstosupplementtheinformation
presentedinthemodule.Theroomlabeled"1"containsthefollowingactivities
andspecificinformationpertainingtothismodule:
LearningObjectives:thesearepresentedatthebeginningofeachCD-ROM
module
PartsoftheBrain:ashortfilmaboutbrainparts
CerebralCortex:ashortfilmaboutthecerebralcortex
HemisphereQuiz:apersonalquizstudentscantaketodeterminetheirown
"dominanthemisphere"
HarryHumanSuperguy:aninteractivequizandcartoonaboutbrainparts
andfunctions
NT101:AnIntroductiontoNeurotransmission:thisactivitydetailsthe
processofneurotransmissionstep-by-step
ModuleQuiz:thisquizisthefinalpartofthemodule,intendedtoassess
students'learning
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*AdobeFlashplayerrequiredtoview.
Extensions
1. DividethestudentsintopairsandgiveeachacopyoftheBrainPartsFact
Sheet.Assigneachpairapartofthebrainandhavethemdrawtheirown
originalcartooncharacterorsuperherothatrepresentsthisbrainpart.For
example,studentsassignedtheoccipitallobemightdrawacharacterwith
verylargeeyes,andstudentsassignedthecerebellummightdrawtheir
characterplayingfootballordancingballet.Afterdrawingthecartoon,each
pairshouldthinkofafunnamefortheircharacterandthenintroducehimor
hertotheclass.
2. Havestudentsdeveloptimelineschartingthemajorfindingsand
breakthroughsinbrainresearch.Dividethestudentsintosmallgroupsand
haveeachgroupfocusonaspecifictimeframe(e.g.,0-1700AD,17001900,1900-present).Encouragestudentstohighlightkeymilestoneson
theirtimelines.ThefollowingWebsiteisagoodstartingpoint:
http://faculty.washington.edu/chudler/hist.html
3. Havestudentscreateaplanforaboardgametoshowtheprocessof
neurotransmission.Makesuretheycoverallthemajorpartsoftheprocess.
Youcanpresenttheactivitywiththefollowingframeworktobuildmotivation.
Theobjectofthegameisfortheneurotransmittertoreachthereceptors
acrossthesynapse.Whatkindofobstacleswouldtheneurotransmitter
faceinyourgame?Whatpieceswouldtheneuronneedtocollectbeforeit
cansendthemessage?Whatwouldtheboardlooklike?
Havestudentscreateavisualpresentationfortheirgames.Inthisactivity,you
arethepresidentofaboardgamecompanylookingtomakeandsellthebest
neurotransmissiongame.Judgethepresentationsbasedoncreativityand
scientificaccuracy.
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Assessment
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
1. Dostudentsknowthemainpartsofthebrainandthemajorfunctionsof
eachpart?
2. Dostudentsknowthemainpartsofaneuron?Cantheyexplainthefunction
oftheneurotransmitters?
3. Canstudentsexplainneurotransmission?Dotheyhaveaclear
understandingthatthisistheprocessthroughwhichmessagesaresent
throughoutthebrainandbody?
4. Dostudentsunderstandtheimportanceofthebrainanditsmanyfunctions?
5. Didstudentsparticipateintheclassactivitiesanddiscussion?Didthey
engageinthetopics?
Resources
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)
301-443-1124
ThisWebsitecontainsinformationaboutdrugabuseaswellassections
designedspecificallyforparents,teachers,andstudents.
NIDADrugPubsResearchDisseminationCenter
877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)
OrderourmaterialsfreeofchargeinEnglishorSpanish.
TheAmazingBrain.Ornstein,R.,&Thompson,R.F.
Boston:HoughtonMifflinCompany,1991.
Thisuniquelyillustrated,comprehensivepresentationofthenumerousand
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complexfunctionsofthebrainisanidealsourceforhealtheducatorsandolder
students.
BrainBasics:KnowYourBrain
Providesanexcellentoverviewofthearchitectureandfunctionsofthebrain.
ResourcesforStudents
NeuroscienceforKids
Usefulforbothadultsandchildren,thisWebsitecontainsinformationonthe
brainandneurotransmission,activities,experiments,pictures,andother
resources.
ThePhysicalBrain.Byrnie,F.
Woodbridge,CT:BlackbirchPress,Inc.,2001.
Thisbook,partofTheAmazingBrainseries,usesavarietyofillustrationsand
picturestodescribethedevelopment,functions,andspecializationsofthe
brain.Thebookalsocontainsanoverviewofneurotransmission.
TheGreatBrainBook:AnInsideLookattheInsideofYourHead.Newquist,
H.P.
NewYork:ScholasticReference,2005.
TheGreatBrainBookusesmedicalillustrations,cartoonillustrations,and
interestingphotographstotellthecompletestoryofthebrain,fromthehistoryof
thebraintothefutureofbrainscience.
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LegalDoesn'tMeanHarmless
(Module2)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthe
followinglink:Module2(PDF,764KB)
Summary
Thismodulefocusesonhowtwodrugs,nicotineandalcohol,changethe
functioningofthebrainandbody.Bothdrugsarewidelyusedinthecommunity,
andforadults,usingthemislegal.Nonetheless,bothalcoholandnicotinecan
haveastrongimpactonthefunctioningofthebrain.Eachcancauseanumber
ofnegativeeffectsonthebodyandbrain,rangingfrommildsymptomsto
addiction.
Thegoalofthismoduleistohelpstudentsunderstandthat,althoughnicotine
andalcoholarelegalforadults,theyarenotharmlesssubstances.Studentswill
learnabouthownicotineandalcoholchangeordisrupttheprocessof
neurotransmission.Studentswillexploreinformationontheshort-andlongtermeffectsofthesetwodrugs,andalsolearnwhythesedrugsareillegalfor
childrenandteens.
Throughthemedia,studentsareexposedtoagreatdealofinformationabout
alcoholandtobacco,muchofwhichismisleadingorscientificallyinaccurate.
Thismodulewillprovideinformationonwhatresearchershavelearnedabout
hownicotineandalcoholchangethebrain,andtheresultingimplicationsfor
safetyandhealth.
LearningObjectives
Attheendofthismodule:
Studentscanexplainhownicotinedisruptsneurotransmission.
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Studentscanexplainhowalcoholusemayharmthebrainandthebody.
Studentsunderstandhowalcoholcanintensifytheeffectofotherdrugs.
Studentscandefineaddictionandunderstanditsbasisinthebrain.
Studentsdrawconclusionsaboutwhyoursocietyregulatestheuseof
nicotineandalcoholforyoungpeople.
RelationshiptotheNationalScience
EducationStandards
ThislessonalignswiththreestandardsintheNSES:risksandbenefits;
personalhealth;andstructureandfunctioninlivingsystems.Thechartbelow
showshowtheactivityalignswiththesestandards.
Sciencein
Personal&
Social
Perspectives
Risksand
benefits
Personal
health
Life
Science
Structure
and
function
inliving
systems
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HowtheLessonisAligned
Studentslearnabouttheshort-andlong-termeffectsof
nicotineandalcohol.Thesedrugscanchangehowthe
bodyandbrainfunctionandcanleadtoaddiction.
Studentscanusethisinformationinmakingdecisions
thataffecttheirownhealth.
HowtheLessonisAligned
Studentswilllearnhownicotineandalcoholactinspecific
partsofthebraintoalterthefunctioningofneurons.They
willlearnthatthesedrugsultimatelyaffecttheentirebrain
andbody.
Background
Nicotine
Nicotineisastimulantdrugfoundincigarettes,cigars,pipetobacco,and
smokelesstobacco.Nicotineishighlyaddictive;infact,itisasaddictiveas
heroinandcocaine.Nicotinereachesthebrainwithin8secondsofinhalation.
Itseffectsonthebodyincludeincreasedheartrateandbloodpressure,
increasedalertness,andreducedappetite.
Althoughnicotineisanaddictivesubstance,itisactuallythetobaccoinnicotine
productsthatcancausedeadlycancers.Smokingandchewingtobaccocan
causecancerofthelungs,throat,andmouth.
NicotineandNeurotransmitters
Nicotinedisruptsthenormalrelationshipbetweentheneurotransmitter
acetylcholineandthereceptorsacetylcholinebindsto.Thesechangesinthe
brain,detailedherewithdiagrams,canleadtoaddiction.
Normalacetylcholineandreceptors
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Nicotineaffectstheneurotransmitteracetylcholineanditsreceptor.This
receptorislocatedinmanybrainstructuresandbodyorgans.Itcarries
messagesrelatedtorespiration,heartrate,memory,alertness,andmuscle
movement.
Toomanychemicalsinthesynapse
Becausenicotineisshapedsimilarlytoacetylcholine,itcanfitinthesame
receptorsandactjustlikeacetylcholine.Afterrepeateduseofnicotine,thereis
moreactivityattheacetylcholinereceptorsthanusualbecausethereceptors
arebeingactivatedbybothacetylcholineandnicotine.
Lessacetylcholineandfewerreceptors
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Thischangeinbalancecausesthebrainto“think”thereistoomuch
acetylcholineandreactbyreducingthenumberofreceptorsandreleasingless
acetylcholineintothesynapse.Thebrainnowneedsnicotinetomaintain
normalfunctioning.
Notenoughacetylcholineandreceptors
Thesechangesinthebraincauseanicotineusertofeelabnormalwhennot
usingnicotine.Inordertofeelnormal,theuserhastokeephisorherbody
suppliedwithnicotine.Thisisaddiction.Ifthepersonstopsusingnicotine,the
numberofreceptorsandtheirsensitivitytoacetylcholinewilleventuallybe
reestablished,butonlyaftersometime.
Nicotinealsocausesanincreaseinthereleaseofdopaminefromneurons
locatedinthelimbicsystem.Dopamineisaneurotransmitterresponsiblefor
carryingmessagesaboutpleasurablefeelings.Theresultisstimulationofthe
“rewardsystem”inthebrain,whichcausesfeelingsofpleasure.
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Therewardsystemisacircuitinthebrainthatcarriesmessagesabout
pleasure.Thesemessagesmovefromthedopamine-containingneurons
locatedintheventraltegmentalarea(VTA),toastructureinthelimbicsystem
calledthenucleusaccumbens,andthentotheprefrontalcortex.Activationof
thissystemcausesfeelingsofpleasure.
Nicotineusealsocausesadecreaseinanenzymethatisresponsiblefor
breakingdowndopamine.Thedecreaseinthisenzymeresultsinhigher-thannormaldopaminelevels.Smokersmaycontinuetosmoketomaintainthese
highdopaminelevelsandthegoodfeelingsassociatedwiththedrug.
WithdrawalfromNicotineandNicotineReplacementTherapy
Withdrawalsymptomsaretheuncomfortablefeelingsadruguserexperiences
afterheorshehasstoppedtakingadrug.Apersonwhoistryingtostopusing
nicotinemaybeshaky,havesleepingproblems,experienceincreasedappetite,
andfeeluncomfortable,irritable,andlessalert.Theseunpleasantsymptoms
canpreventmanysmokersfromquitting.
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Nicotinereplacementtherapy,likethenicotinepatchandgum,hashelped
manysmokersquit.Theseproductsgraduallyreducetheamountofnicotinein
thebrainsothatthesmokerdoesnotexperiencethenegativeeffectsofa
suddendropinnicotinelevels.Afterthebrainhasadjustedtonicotinereduction
orloss,thewithdrawalsymptomscandiminishorgoaway.
Alcohol
Alcoholisfoundinbeer,wine,andhardliquorssuchasgin,vodka,and
whiskey.Itaffectsmanyareasofthebrainandcancausememoryloss,
impairedmotorcoordination,impairedthinkingandproblemsolving,changes
inemotionalbehavior,andevendeath.
AlcoholandBrainStructures
Alcoholaffectsthefrontalloberegionofthebrain,causingthinkingand
problem-solvingdifficulties.Motor-coordinationproblemsarecausedby
alcohol’seffectsonthecerebellum.Alcoholcancausememorylossby
damagingthehippocampus.Inlargedoses,alcoholcancauseaperson’sheart
tostopbeatingthroughitseffectsonthemedullaoblongataandthepons.
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AlcoholandNeurotransmitters
Alcoholhasspecificeffectsoncertainreceptorsandneurotransmittersinthe
brain.Researchershavefoundthatalcoholaffectsgammaaminobutyricacid
(GABA)receptorsandGABA,whichistheneurotransmitterthatbindstothem.
GABAisaninhibitoryneurotransmitter;inotherwords,itdecreasestheactivity
ofneurons.MoreGABAmaycausedecreasedattention,memoryalterations,
moodchanges,anddrowsiness.
AlcoholincreasestheactivityofinhibitoryneurotransmitterslikeGABA.
Whenthenumberofinhibitoryneurotransmittersinthebrainisincreased,
brainactivitiesslowdown.
Alcoholinterruptsthenormalfunctioningofotherneurotransmitters,andcan
preventtheneurotransmissionthatwouldnormallyinhibitsometypesof
behavior.Formany,thiseffectcausesincreasedsocialbehaviors(decreased
inhibition).Also,likemanyotherdrugsofabuse,alcoholincreasesdopamine
release,whichisresponsibleforthepleasurableaspectsofdrinking.
AlcoholWithdrawal
Afterlong-termuseofalcohol,thebrainmaytrytocompensatefortheinhibitory
neurotransmissionbyincreasingexcitatoryneurotransmission.Thisincreases
theactivityofotherneurons.Whenalcoholuseisstopped,theexcitatory
neurotransmissionisstillactive,whichcauseswithdrawalsymptomslike
shaking,sweating,nausea,andanxiety.
Long-TermDamagetotheBody
Wernicke-Korsakoff’sdisorderisadiseaseassociatedwithlong-term
alcoholism.Becausealcoholdamagesthebrain,peoplewiththiscondition
cannotformnewmemories.Theyalsohavedifficultieswithmusclecoordination
andmovement.
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Long-termabuseofalcoholcanalsocauseapotentiallyfatalliverdisease
calledcirrhosis.Theliver’sjobistoremovepoisons,germs,andbacteriafrom
thebloodandtohelpthebodyfunctionnormally.Becausealcoholisapoison
tothebody,theliverworkstoremoveallalcoholthatisingested.Whenalcohol
isrepeatedlyandexcessivelyused,theliverbecomesdamagedandthis
damagecanleadtocirrhosis.
AlcoholandOtherDrugs
Peoplewhoabusealcoholoftenabuseotherdrugsaswell.Infact,45percent
ofpatientsbeingtreatedforalcoholabusereportabuseofotherdrugs.Alcohol
andcertaindrugsworkinthesameareasofthebrain.Combiningdrugswith
alcoholcangreatlyintensifytheireffects,whichcanbeverydangeroustothe
brainandbody.
AlcoholandChildren
Researchshowsthattheyoungerapersoniswhenheorshebeginstodrink,
themorelikelyheorsheistodevelopalcoholproblemsandalcohol
dependence.Drinkingatayoungerageisalsoassociatedwithahigherriskof
alcohol-relatedtrafficcrashes,injuries,fatalities,andviolence.In1984,the
UnitedStatesincreasedthelegaldrinkingagefrom18to21yearsofage.This
changereducedyouthdrinkingandalcohol-relatedincidents.
Childrenshouldneverdrinkalcohol.Alcoholisverydangerousforyoung
people.Thebraincontinuestodevelopuntilpeopleareintheirearly
twenties.Researchshowsthatintroducingalcoholduringthis
developmentalstagecanharmthegrowingsystemandaffectlearningand
memory,andincreaseriskofaddiction.
HealthBenefitsofModerateDrinkingforAdults
Researchshowsthatmoderateconsumptionofalcoholhassomebenefitsfor
adults.Forexample,moderatealcoholuseseemstolowertheriskofstrokeand
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heartdisease.Thismaybebecausealcoholhelpskeepbloodvessels
unclogged.“Moderatedrinking”isdefinedasoneortwodrinksperdayformen
andonedrinkadayforwomenandpeopleovertheageof65.Womenand
elderlypersonsofbothsexeshavelowerlevelsofwater,andtheyabsorb
alcoholdifferentlythanyoungermendo;thus,asmalleramountofalcoholhas
strongereffects.
Preparation/Introduction
Preparation
ReadtheBackgroundsectionofthismoduleformoreinformationaboutthe
effectsofnicotineandalcoholonthebrainandbody.
ProvidestudentswiththeModule2magazineLegalDoesn’tMean
Harmlessforbackgroundknowledge.
Determinewhichactivitiesyouwanttheclasstocomplete.
Arrangeforcomputerlabtimeorpreparetheclassroomcomputerfor
students’InternetandCD-ROMuse.
Photocopyandpassoutthe“NicotineandtheBrain”andthe“Alcoholand
theBrain”worksheetsforstudentstocompleteduringthelecture.
Preparetransparenciesandphotocopiesforthelesson.
CutoutpuzzlepiecesforActivity1.
Introduction
Beforegivingstudentstimetoreviewthemagazine,beginwiththefollowing
activity.Workingasaclassorinsmallgroups,askstudentstogeneratealistof
allthedrugsandmedicinestheycanthinkofin2minutes.Thenreview
students’listsandcircleallthedrugsthatarelegal.*Askstudentstoshare
examplesfromtheirlists.Providetheseimportantdefinitions:
Adrugisanysubstancethatchangesthewaythebodyorbrainfunctions.
27
Somedrugsarelegalforadultsbutillegalforchildrenandteens.Other
drugs,suchascocaine,areillegalforeveryone.
Themostwidelyusedlegaldrugsforadultsarealcoholandnicotine,which
isfoundintobacco.
Tellstudentsthatthegoalofthislessonistolearnabouthownicotineand
alcoholchangethebrain.Legaldoesn’talwaysmeanharmless!
*Drugsyoubuyoverthecounteranddrugsprescribedbyadoctorare
alsolegalandshouldbesafeandeffectivewhentakenaccordingtothe
directions.However,theyareillegalwhenusedbysomeoneelseornotas
prescribed.TheywillbecoveredinModule3,DrugsintheCupboard.
Time:15-20minutes
Supplies:Transparenciesofdiagrams,ifneeded
Handouts:Module2magazine(PDF,2MB)
Reading:Givestudentsadequatetimetoreadthestudentmagazine.Have
studentspayparticularattentiontothefollowingsections:Background,Stats
andFacts,andScienceintheSpotlight.
Discussion:Afterstudentshavereadthemagazine,facilitateadiscussion
aboutnicotineandalcoholbyusingthefollowingquestions.Ifnecessary,
reviewthisinformationwithyourstudentsusingthediagramsprovided.
NicotineandAlcohol
Whatchangesinthebraincausenicotinewithdrawalsymptoms?
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Howdoesalcoholaffectlearningandmemory?
Whatarepossibleconsequencesfromdrinkingalotofalcoholinashort
periodoftime?
Howdoesalcoholaffectthinking,planning,anddecision-making?
Activities-CD-ROM
Activity1:PieceItTogether
Time:15minutes
Supplies:PhotocopiesofPuzzlePieces(cutoutpriortoactivity)
Module2magazine(PDF,2MB)
Handouts:Puzzlepieces,NicotineandtheBrainworksheet,andAlcohol
andtheBrainworksheet(PDF,668KB)
(SeeTableofContentsforcorrectpages)
Tellstudentsthatthisisthesecondactivityoftheircompetition.Thefirstgroupto
completethetaskwinsfivepoints.Studentsshouldusethe“Nicotineandthe
Brain”and“AlcoholandtheBrain”handoutsfromthelectureandthemagazine
contenttohelpthemcompletethisactivity.
1. DividetheclassintotheirBrainPower!Challengegroupsandtellthe
groupstomovenexttoeachotheraroundadesk.(Iftheclassislarge,it
mightbebettertoworkonthefloor.)
2. GiveeachstudentacopyofthePuzzlePieceshandout.Thedefinitions
shouldbecutapartsoeachoneisonadifferentpieceofpaper.Thepuzzle
piecesaredesignedsothatthedefinitionsaregrayandthewordsare
white.
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3. Thepuzzlepiecesincludewordsanddefinitionsfromthemodule.Students
willneedtoarrangethepiecessothatthecorrectdefinitionisnexttoeach
word.
4. Theteamthatcompletesthistaskcorrectlyintheshortesttimewins.Record
thewinninggroup’spointsontheGroupScorecard.
Ideasformakingthisactivitymoresuitableforabiggerclass:Eachmember
oftheteamcouldcompletethepuzzleindividually,andtheteamwiththemost
correctpuzzlesinthepredeterminedamountoftimecouldwinthefivepoints.
Activity2:UnderageDrinkingandtheMedia
Time:45minutes
Supplies:Timer,ifneeded
Penorpencil
Handouts:MediaReportCard(PDF,885KB)
Populartelevisionshowsandmoviesoftendepictunderagedrinking.Itis
importantforteenstothinkcriticallyaboutthemedia’sportrayalofalcoholuse
andrecognizeboththeaccuraciesandinaccuracies.
Dividetheclassintogroupsof4to6students.Givestudentsabout10minutes
tolisttelevisionshowsandmoviesthatportrayunderagedrinkingusingthe
MediaReportCardandassigneachexampleanaccuracygrade.Students
shouldjustifyeachgradeinthecommentssectionoftheMediaReportCard.
Haveeachgrouppresentitstwohighestandlowestgradedexamplesand
explainthereasoningbehindeachgradeassignment.
Tellstudentstoaskthefollowingquestionsastheydeterminegradesforeach
televisionshowandmovie:
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Howoftenisunderagedrinkingdepicted?
Whatisthetoneofthescene(s)inwhichunderagedrinkingisdepicted?For
example,isthescenecomic,designedtoelicitlaughs?Ordoesittake
underagedrinkingmoreseriously?
Aretheconsequencesofunderagedrinkingshown?
Howaretheeffectsofalcoholonthebrainandbodydepicted?
CD-ROM:Room2(OnlineVersion)*
TheCD-ROMincludesgamesandmaterialstosupplementtheinformation
presentedinthemodule.Theroomlabeled“2”containsthefollowingactivities
andspecificinformationpertainingtothismodule:
LearningObjectives:thesearepresentedatthebeginningofeachCD-ROM
module
MeetAcetylcholine:anintroductiontotheacetylcholineneurotransmitter,
andhownicotineusesthesamereceptors
NicotineKnockout:agameinwhichplayersmuststopnicotinefromgetting
tothereceptors
ChalkboardFacts:thisisalistingoffactsabouthowalcoholaffectsa
developingbrain
Inter-lobeLoop:aninteractivequizwherestudents“travel”throughthebrain
andanswerquestionsabouthowalcoholaffectsdifferentbrainparts
ModuleQuiz:thisquizisthefinalpartofthemodule,intendedtoassess
students’learning
*AdobeFlashplayerrequiredtoview.
Extensions
1. TheBrainPower!magazineprovidesatimelineofsomeofthemajorevents
31
inthehistoryofalcohol.Developasimilartimelinefortobacco.Thetimeline
shouldtracepeople’sgrowingunderstandingoftheimpactoftobaccoon
publichealthintheUnitedStates,fromthefoundingofthecoloniestothe
presentday.Whataresomecurrenttopicsinthenewsrelatedtotobacco,
smoking,andnicotine?
2. TheBrainPower!magazineincludesacartoonthatillustrateshownicotine
affectsneurotransmittersinthebrain.Havestudentsdevelopacartoonthat
showstheeffectsofalcoholonthebrain.
3. Leadtheclassincompletingthefollowingexperimenttodemonstratethe
harmfuleffectsofnicotineandalcohol.
Materials
4householdplantsofthesamekind
Alcohol
Paperandpencil
Marker
Coffee
Ruler
Water
2clearplasticcups
Cigarettes
Neverletchildrenhandlealcoholortobaccoproducts.
Conductingtheexperiment:
Whatwouldhappenifplantsdrankalcoholorcoffee,orsmokedcigarettes?
Havestudentsthinkabouthowtheitemswillbeusedinthisexperimentand
recordtheirobservationsonhowtheplantslook.Ifyouhaveacamera,take
picturesoftheplantsbeforeyoubegintheexperiment.
32
Predict
Writedownstudentpredictionsabouthoweachplantwillreactoverthecourse
of3weeksifeachisfedwithoneofthefollowingsubstances:water,coffee,
tobaccowater,oralcohol.
Experiment
1. Labeleachplantwiththesubstancewithwhichitwillbefed(Figure1).
2. Witharuler,measure1inchfromthebottomoftheclearplasticcupsand
drawaline.Tofeedtheplants,fillthecupsonlytothelinesothateachplant
receivesthesameamountoffood(Figure2).Onlyteachersshouldhandle
thealcoholandtobacco.
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3. Labeloneofthecups“Tobacco.”Thiscupwillbeusedforthetobaccowater
only.
4. Every3daysfor3weeks,dothefollowing:
a. Thenightbefore,fillthetobaccocuptothelinewithwater;removethe
paperfromonecigarette,andputthetobaccointhecup.Letitsoak
overnight.
b. Thenextday,placetheplantsonatable.
c. Measureeachplantatitshighestpoint(thetallestleaf)witharuler.
Recordeachplant’sheightandappearance(color,overallhealth,and
numberandhealthofitsleaves).
d. Havestudentsrecordtheirobservations,anddrawapictureofeach
plant.
e. Gatherthetobaccowater,freshwater,coffee,andalcohol.Makesure
theyareatroomtemperature.
f. Pourthetobaccowaterintheplantlabeledtobacco.
g. Pouroneoftheothersubstances(water,coffee,oralcohol)intotheother
plasticcuptotheline.
h. Pourthesubstanceintotheplantlabeledforthatsubstance.
i. Rinsethecupbetweeneachfeeding.
j. Repeatstepsg,h,andiuntileachplanthasbeenfed.
k. Keeptheplantsinasunnyareabetweenfeedings.
Conclude
Attheendof3weeks,examineandmeasureeachplant.Havestudentsrecord
theirobservations.Comparethemeasurementsanddrawingsofeachplant
fromthefirstdaywiththemeasurementsandappearanceofeachplantafter3
weeksoffeedingsandhavestudentsrecordthedifferences.Ifyoutookpictures
oftheplantspriortotheexperiment,comparethepicturestothewaytheplants
looknow.
34
QuestionsforStudents
Whateffectdideachsubstancehaveontheplant?Whathappened?Didsome
oftheplantsgrowmorethanothers?Didanyoftheplantsdie?What
conclusionscanyoudrawfromtheappearanceoftheplants?Discussthe
resultsoftheexperiment.Ifthesesubstanceshurt,ormaybeevenkilled,the
plants,whatwouldhappenifapersonusednicotine,alcohol,orcaffeine?
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
1. Canstudentsdescribetheeffectsofnicotineonthebrain?Cantheyexplain
howthesechangesoftenresultinaddiction?
2. Canstudentsdescribetheeffectsofalcoholinthebrain?Cantheyexplain
howthesechangesmayresultinaddiction?
3. Canstudentslistwithdrawalsymptomsofnicotineandalcohol?Dothey
understandtheconnectionbetweenthesesymptomsandhowthebrain
changesasaresultoftheuseofthesesubstances?
4. Canstudentsprovideascientificjustificationforthelawsagainsttheuseof
nicotineandalcoholbyyoungpeople?
5. Didstudentsparticipateinclassactivitiesanddiscussion?Didtheyengage
inthetopic?
Assessment
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
1. Canstudentsdescribetheeffectsofnicotineonthebrain?Cantheyexplain
howthesechangesoftenresultinaddiction?
2. Canstudentsdescribetheeffectsofalcoholinthebrain?Cantheyexplain
howthesechangesmayresultinaddiction?
35
3. Canstudentslistwithdrawalsymptomsofnicotineandalcohol?Dothey
understandtheconnectionbetweenthesesymptomsandhowthebrain
changesasaresultoftheuseofthesesubstances?
4. Canstudentsprovideascientificjustificationforthelawsagainsttheuseof
nicotineandalcoholbyyoungpeople?
5. Didstudentsparticipateinclassactivitiesanddiscussion?Didtheyengage
inthetopic?
Resources
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)
301-443-1124
ThisWebsitecontainsinformationaboutdrugabuseaswellassections
designedspecificallyforparents,teachers,andstudents.
MindOverMatter
Designedforteens,thissiteincludesinformationabouthowdifferentdrugs,
includingnicotine,affectthebrain.Alsoavailableforfreebycalling1-800-7296686.
NIDADrugPubsResearchDisseminationCenter
877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)
OrderourmaterialsfreeofchargeinEnglishorSpanish.
NationalInstituteonAlcoholAbuseandAlcoholism
Ausefultoolforeducators,thissitedetailsthelatestresearch,andprovides
information,publications,andnewsreleasesonalcoholuseandabuse.
36
Buzzed:TheStraightFactsAbouttheMostUsedandAbusedDrugsfrom
AlcoholtoEcstasy.Kuhn,C.,Swartzwelder,S.andWilson,W.
NewYork:W.W.Norton&Company,2003.Ahighlyinformative,detailed
reviewofwidelyabuseddrugs.
ResourcesforStudents
MindOverMatter
Designedforteens,thissiteincludesinformationabouthowdifferentdrugs,
includingnicotine,affectthebrain.Alsoavailableforfreebycalling1-800-7296686.
NIDAforTeens
Designedforteens,thissiteprovidesinformationonseveraldrugs,including
nicotine,aswellasquizzesandreal-lifestories.
FreeVibe
Designedforteens,thissitecoverstherisksandconsequencesofvarious
drugsandprovidesnews,advice,andreal-lifestories.
TooSmarttoStart
Coversawiderangeofalcohol-relatedissuesandcontainsadvicecolumns,
wordgames,andaninteractivetoolthatexplainsalcohol’seffectsondifferent
partsofthebody.
TheCoolSpot
ThisNIAAAWebsite,createdformiddleschoolstudents,coversavarietyof
peerpressureissuesanddiscussesthemythsandfactsofalcohol.
Alcohol.Wagner,H.L.
Partofthe“Drugs:TheStraightFacts”series.Philadelphia,PA:ChelseaHouse
Publishers,2003.Containsathoroughdiscussionofalcohol-relatedissues,
includinghistory,healtheffects,usagetrends,andalcoholism.
Nicotine.Wagner,H.L.
37
Partofthe“Drugs:TheStraightFacts”series.Philadelphia,PA:ChelseaHouse
Publishers,2003.Containsathoroughdiscussionofnicotineandsmoking,
includinghistory,healtheffects,usagetrends,andaddiction.
TheU.S.Governmentdoesnotendorseorfavoranyspecificcommercial
productorcompany.Trade,proprietary,orcompanynamesappearinginthis
publicationareusedonlybecausetheyareconsideredessentialinthecontext
ofthestudiesdescribedhere.
38
DrugsintheCupboard(Module3)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthe
followinglink:Module3(PDF,600KB)
Summary
Thismoduleexplainshowprescriptiondrugsandsomehouseholdproducts
candamagethebrainandbodywhenusedimproperly.Householdproducts
arecalledinhalantswhentheyareabused.Thesedrugsareparticularlyprone
toabusebecausetheyareoftenfoundinthehomeandareeasilyaccessible.
Prescriptiondrugsandinhalantsarenotdangerouswhentheyareusedas
intended.However,theycanleadtoserioussideeffects,evendeath,when
usedinappropriately.
LearningObjectives
Attheendofthismodule:
Attheendofthismodule:
Studentscanexplaintheeffectsofprescriptiondrugs.
Studentscanexplainhowprescriptiondrugsaffectthefunctioningofthe
brainandbodywhennotusedproperly.
Studentsunderstandhowinhalantscanchangethebrain.
Studentsunderstandwhyitisimportanttousemedicationasinstructed.
RelationshiptotheNationalScience
EducationStandards
ThislessonalignswiththreestandardsintheNSES:risksandbenefits;
personalhealth;andstructureandfunctioninlivingsystems.Thechartbelow
39
showshowtheactivityalignswiththesestandards.
Sciencein
Personal&
Social
Perspectives
Risksand
benefits
Personal
health
Life
Science
Structure
and
function
inliving
systems
HowtheLessonisAligned
Studentslearnabouttheshort-andlong-termeffectsof
abusingprescriptiondrugsandinhalants.Thesedrugs
canchangehowthebodyandbrainfunctionandcan
leadtoaddiction.Studentscanusethisinformationin
makingdecisionsthataffecttheirownhealth.
HowtheLessonisAligned
Studentswilllearnhowprescriptiondrugsandinhalantsact
inspecificpartsofthebraintoalterthefunctioningof
neurons.Theywilllearnthatthesedrugsultimatelyaffectthe
entirebrainandbody.
Background
PrescriptionDrugs
Drugsprescribedbyaphysiciancanrelievepainandcontrolthesymptomsof
manydisordersanddiseases.Peoplewhouseprescriptiondrugsasdirected
byadoctor(attheprescribeddoseandfortherecommendedlengthoftime)are
atverylowriskforaddictionorothernegativesideeffects.However,intentional
misuseofprescriptiondrugscanbedangerous.Threecommonlyabused
prescriptiondrugsareopioids,centralnervoussystem(CNS)depressants,and
CNSstimulants.
40
TheInternetmakesprescriptiondrugsmoreeasilyaccessibleforabuse.Emailinboxesareoftenfullofspame-mailsofferingthesaleofprescription
drugswithoutaprescription.Whendiscussingthesedrugswithyour
students,bringupthetopicofdangerousandmisleadingspame-mails,
andhowitisimportanttorespectprescriptiondrugs.
EffectsofPrescriptionDrugsontheBrainandBody
Opioids
Opioids,suchasmorphine,codeine,oxycodone(Oxycontin),andhydrocodone
(Vicodin),areprescribedforpainrelief.Usedcorrectly,opioidsarehelpfulfor
peoplesufferingfromchronicpainorpainfromsurgery.Thesedrugsactby
attachingtoopioidreceptorsinthebrainandspinalcord,andblockingthe
transmissionofpainmessagestothebrain.Opioidsalsocauseinitialfeelings
ofpleasurebyactingontherewardsysteminthebrain.Sideeffectsofopioids
includedrowsinessandconstipation.
CNSDepressants
CNSdepressantsincludebarbituratesandbenzodiazepines(e.g.,diazepam
[Valium],alprazolam[Xanax],andlorazepam).Thesemedicationsare
prescribedtotreatanxiety,tension,andsleepdisorders.Theyslowbrain
functionbyincreasingtheactivityoftheneurotransmitterGABA.GABA
decreasesbrainactivityandcausesfeelingsofdrowsinessandcalmness,
whichishelpfulinpeoplewithanxietyorsleepdisorders.
CNSStimulants
CNSstimulants,suchasdextroamphetamine(Dexedrine)andmethylphenidate
(Ritalin),areprescribedforattention-deficithyperactivitydisorder(ADHD),
narcolepsy(asleepingdisorder),anddepressionthathasnotrespondedto
othertreatments.Stimulantscopytheactivityoftheneurotransmittersdopamine
andnorepinephrinebystimulatingtheirspecificreceptors.Thisresultsin
increasedalertness,attention,andenergy.Stimulantsalsoresultinincreased
41
feelingsofpleasure,higherbloodpressureandheartrate,andincreasedblood
glucoselevels.
Scientistsproposethatthereislessdopaminetransmissioninthebrainsof
personswithADHDwhencomparedtootherindividuals.Becausestimulants
correctthisshortfall,individualswithADHDareatlowriskforbecoming
addictedtostimulantmedications.Individualsthathavenotbeenprescribed
Ritalinabusethedrugbyswallowingthetabletsorbycrushingandthen
snortingthem.Thiscauseswakefulnessandeuphoria.Inpeoplewhodonot
needthemedication,theincreaseddopaminetransmissioncausedby
ingestingRitalincanbehighlyaddictive.
DrugEffects
Opioids
Morphine,Codeine,
Oxycodone,
Hydrocodone
Attachtoopioidreceptorsinthebrainandbodyto
blocktransmissionofpainmessages.
CNSDepressants
Barbituratesand
Benzodiazepines
Slowbrainfunctionbyincreasingtheactivityof
theneurotransmitterGABA,whichdecreases
brainactivityandcausesfeelingsofdrowsiness
andcalmness.Thesedrugsalsodecreaseheart
rateandbloodpressure.
CNSStimulants
Dextroamphetamine
and
Methylphenidate
Activatedopamineandnorepinephrinereceptors,
whichresultsinincreasedalertness,attention,
andenergy.Stimulantsalsocausehigherblood
pressureandheartrate.
PrescriptionDrugsinCombinationwithOtherDrugs
Inordertobesafeandhealthy,patientstakingprescriptiondrugsmustcomply
42
withthemedicationguidelinessetbytheirdoctor.Itisimportanttoknowhow
muchmedicinetotake,howlongtotakeit,andwhatelsecanhaveanimpact
onitseffectsonthebody.Possibleinteractionswithotherdrugs,vitamins,
certainactivities,orenvironmentalfactorssuchassunexposureneedtobe
thoroughlyunderstoodbythepatientfortheprescribedmedication.Prescription
medicationsshouldneverbeshared.
Misusingprescriptiondrugscanhaveverynegativeconsequences.Atlarge
doses,opioidscanbefatalbecausetheycancauseheartandbreathingrates
toslowdownorstop.Highdosesofstimulantscancauseanirregular
heartbeat,seriouslyhighbodytemperatures,andthepotentialforheartattacks
anddeath.Takingstimulantsincombinationwithover-the-countercold
medicationscancauseabnormalitiesinbloodpressureandheartrhythm.
TakingopioidsandCNSdepressantsincombinationwithotherdrugs,suchas
alcoholorantihistamines,cancausesevererespiratoryproblemsanddeath.
PrescriptionDrugWithdrawal
Long-termabuseofprescriptiondrugsmaycauseaddictionandproduce
withdrawalsymptomsifthedrugisdiscontinued.Thewithdrawalsymptoms
fromprescriptiondrugabusevary,dependingontheparticulardrugbeing
abused.Thewithdrawalsymptomsthatresultfromopioidabuseinclude
restlessness,insomnia,vomiting,muscleandbonepain,diarrhea,andcold
flasheswithgoosebumps.
WithdrawalfromCNSdepressantsmaycausethebrain’sactivitytorebound
andraceoutofcontrol,resultinginseizuresandotherharmfulconsequences.
ThewithdrawalsymptomsofCNSstimulantsincludedepression,fatigue,
insomnia,lossofappetite,andcravingformorestimulants.
Inhalants
Inhalantsareaclassofchemicalsthathavemanyusefulpurposesin
householdsbutwerenevermeanttoenterthebody.Theyareintentionally
misusedbysniffingorinhaling.Theycanbesprayeddirectlyintothenoseor
mouth,inhaledfromsubstancesdroppedintoabag(“bagging”),inhaledfroma
43
soakedrag(“huffing”),orinhaledfromaballoon.Inhalantsenterthe
bloodstreamdirectlythroughthelungsandrapidlytraveltothebrain.Users
experienceanimmediate“headrush”orhigh.
Manyinhalantsarecommonlyfoundinthehome.Theycanbeclassifiedinto
fourcategories:volatilesolvents,aerosols,gases,andnitrites.
Thestudentmaterialsforthismoduledonotmentionspecifichousehold
products.Thiswasintentional.Youngpeopleareoftenhighlycurious
abouttheseeasilyaccessibledrugs.Toguardagainstsuchcuriosity,we
recommendyouavoidmentioningspecificproductsinyourdiscussion.
Theyarelistedinthefollowingchartforyourinformationonly.
Volatilesolvents:Paintthinnersandremovers,dry-cleaningfluids,degreasers,
gasoline,glues,correctionfluids,felt-tipmarkerfluids.
Aerosols:Sprayscontainingpropellantsandsolvents,includingspraypaints,
deodorantsandhairsprays,vegetableoilspraysforcooking,fabricprotector
sprays,whippedcream.
Gases:Householdgasesandmedicalanesthetics:ether,chloroform,
halothane,nitrousoxide(laughinggas).
Nitrates:Cyclohexylnitrite,isoamyl(amyl)nitrite,isobutyl(butyl)nitrite;sold
underthenameof“poppers,”orfoundincertainroomdeodorizingsprays.
Inhalantabusecandamageareasofthebraininvolvedincognitivefunctions
andproducesymptomsrangingfrommildimpairmenttodementia.Inhalant
abusecanalsodamagebrainareasresponsibleformovementandvision.
Permanenthearinglossandirreversibledamagetonervesthroughoutthebody
canoccurfromusinginhalants.Inhalantscancausehepatitis,liverfailure,and
muscleweakness.Theyalsointerferewiththeproductionofredbloodcells,
44
whichcanresultinalife-threateningconditionknownasaplasticanemia.A
conditioncalled“suddensniffingdeath”mayoccurwheninhaledfumesreplace
oxygeninthelungsandbrainandcausesuffocation.Finally,inhalantscan
interferewithheartrhythm,leadingtoaheartattack.Thiscanoccurfroma
singlesessionofrepeatedinhalantuse.
EffectsofInhalantsontheBrain
Scientistsareinvestigatingtheexactwayinwhichinhalantsslowandstopthe
activitiesofneurons.Someinhalantsalsodamagethestructureofthebrain,
particularlythemyelin,orinsulation,thatcoverstheaxons.Becausemyelin
helpsmessagestravelthroughtheneurons,thisdamagecanbeveryserious.
Thepartsofthebrainmostaffectedbyinhalantsarethecerebralcortex,
cerebellum,hippocampus,andbrainstem.Becauseofthedamagetothe
cerebellum,heavyusersofinhalantsoftenshowsignsofdecreased
coordination,movingslowlyandclumsily.
Thefrontalcortexofthebrain,importantforsolvingproblems,andthe
hippocampus,apartofthebraininvolvedinmemory,arealsoaffectedby
inhalantabuse.Researchersthinkthatinhalantsdeprivethebrainofoxygen.
Thiscausesthedeathofnervecellsandadecreaseinnervecellactivity.
Thinking,memory,andtheabilitytolearnareallnegativelyaffected.
45
Manyinhalantsactivatethebrain’srewardsystemandstimulatethereleaseof
dopamine.Thisisthoughttoberesponsibleforthepleasurablefeelings
associatedwithinhalantuse.
Long-TermInhalantAbuse
Peoplewhouseinhalantsoveralongperiodoftimefeelastrongurgeto
continueusingthem.Effectsoflong-termabuseincludeweightloss,muscle
weakness,disorientation,inattentiveness,lackofcoordination,irritability,and
depression.
Preparation/Introduction
Preparation
ReadtheBackgroundsectionofthismoduleformoreinformationaboutthe
effectsofprescriptiondrugsandinhalantsonthebrainandbody.
ProvidestudentswiththeModule3magazineDrugsintheCupboardfor
backgroundknowledge.
Determinewhichactivitiesyouwanttheclasstocomplete.
Arrangeforcomputerlabtimeorpreparetheclassroomcomputerfor
students’InternetandCD-ROMuse.
PhotocopyandpassoutthePrescriptionDrugs,Inhalants,andtheBrain
FactSheetforstudentstocompleteduringthelecture.
Preparetransparenciesandphotocopiesforthelesson.
GathercoloredpaperforActivity1.
Introduction
46
Time:15-20minutes
Handouts:Module3magazine(PDF,4.3MB)
Reading:Beginbygivingstudentsadequatetimetoreadthestudentmagazine.
Havestudentspayparticularattentiontothefollowingsections:Background,
StatsandFacts,andScienceintheSpotlight.
Discussion:Afterstudentshavereadthemagazine,facilitateadiscussion
aboutthebrainusingthefollowingquestions.Ifnecessary,reviewthis
informationwithyourstudentsusingthediagramsprovided.
PrescriptionDrugsandInhalants
Whoshouldtakeprescriptiondrugs?When?
Whatarethethreeclassesofprescriptiondrugs?
Shouldapersonuseaprescriptiondrugthathasbeenprescribedfor
someoneelse?
Howdoesinhalantabuseinjurethebrainandbody?
Whatisthenameoftheinsulationaroundneuronsthatisdamagedby
inhalants?
Activities/CD-ROM
Activity1:ChooseaColor
47
Time:20minutes
Supplies:Eachstudentneedsapieceofred,orange,blue,andgreen
paper
Markers
Tellstudentsthatthisisthethirdactivityoftheircompetition.Thegroupthat
doesthebestjobwillearnfivepoints.Remindstudentsofwhichgroupsthey
arein.Giveeachstudentfourdifferentcoloredpiecesofpaper:oneforopioids,
oneforCNSdepressants,oneforstimulants,andoneforinhalants.Students
shouldlabeleachaccordingly.Readeachofthestatementsbelow.Pauseafter
readingeachstatementandtellthestudentstopickthecoloredpaper(drug)
thatthestatementdescribesandtoholditup.Createyourownsetofpaperto
holdupthecorrectanswer(s)forstudentstoseeaftertheyhavemadetheirown
selection(s).
Red=Opioids
Orange=Depressants
Blue=Stimulants
Green=Inhalants
Warnstudentsthatsometimestheymayhavetoholdupmorethanonecolored
pieceofpaper.Tellthestudentsthatiftheyholdupapaperwiththewrong
color,theywillbeoutofthegame.Thegamewillcontinueuntilonlyonestudent
isleftoruntilallthestatementshavebeenread.Ifonlyonestudentisleft,that
student’steamearnsfivepoints.Ifseveralstudentsareleft,eachstudentearns
onepointforhisorherteam.Whenthegameisover,recordthewinning
group’spointsontheGroupScorecard.
1. Thesedrugsshouldonlybeusedwhendirectedbyadoctor.
Answer:Red,Orange,Blue(opioids,CNSdepressants,stimulants)
2. Peopleshouldneverusethesedrugsforanythingotherthantheirintended
purposes.
48
Answer:Allcolors(allfourgroupsofdrugs)
3. Thesedrugscancauseaddictionifusedinappropriately.
Answer:Red,Orange,Blue(opioids,CNSdepressants,stimulants)
4. Thesedrugscancausedeathifusedinappropriately.
Answer:Allcolors(allfourgroupsofdrugs)
5. Thisgroupofdrugsisprescribedtorelieveseverepain.
Answer:Red(opioids)
6. Whenoneofthesedrugsisinhaled,itcancausesuddensniffingdeath.
Answer:Green(inhalants)
7. Thesedrugsareprescribedtopatientswithattention-deficithyperactivity
disorder(ADHD).
Answer:Blue(stimulants)
8. Whenusedinappropriately,thisgroupofdrugscancauseseizures.
Answer:Blue(stimulants)
9. Whenusedappropriately,thisgroupofdrugscausescalmnessandhelps
withsleepandanxietyproblemsbyincreasingthereleaseofthe
neurotransmitterGABA.
Answer:Orange(CNSdepressants)
10. Whenusedappropriately,thisgroupofdrugscausesalertnessbycopying
theactivityoftheneurotransmittersdopamineandnorepinephrine.
Answer:Blue(stimulants)
11. Thistypeofprescriptiondrugaffectstheneurotransmitterdopamine.
Answer:Blue,Red(stimulants,opioids)
12. Thisgroupofdrugscandeprivethebrainofoxygenanddecrease
coordination.
Answer:Green(inhalants)
13. Whenabused,thesedrugscancauseheartandbreathingproblems.
Answer:Allcolors(allfourgroupsofdrugs)
Activity2:PublicServiceAnnouncement
49
Time:40minutes
Supplies:Module3magazine(PDF,4.3MB)
Penorpencil
Paper
Handouts:PrescriptionDrugs,Inhalants,andtheBrainFactSheet(PDF,
668KB)
(page14inthepdf)
PublicServiceAnnouncements,orPSAs,arerunonTVandradiotoinformthe
communityaboutsafetyandhealthinformation.Tellthestudentsthattheywill
beplanning,writing,andperformingtheirownPSAfortheclass.Divide
studentsintogroupsof4−6,andassigneachgroupeither“prescriptiondrugs”
or“inhalants”astheirtopic.
Givethestudentsabout15minutestolookthroughthestudentmagazine,their
notes,andothersourcestogatherinformationconcerningtheirassignedtopic.
InformthegroupsthatallPSAsmusteducatetheaudienceontheeffectsthese
drugshaveonthebrainandbody,andotherscience-basedfacts.Allowthem
another15minutestoplanandwritetheirPSA;thenhaveallgroupsperform
theirPSA.Tomakesurethatallstudentsineachgroupareactivelyengagedin
theplanning,writing,andperformingoftasks,youcanassignrolessuchas
writer,director,actors,andscientificresearchers.
Keepthestudentsontrackbyemphasizingkeylecturepointsaboutthe
sciencebehinddrugusefromthebackgroundsection.
Wrapuptheactivitywithadiscussionandassessmentofthestrengthsofeach
group’sPSA.
50
CD-ROM:Room3(OnlineVersion)*
TheCD-ROMincludesgamesandmaterialstosupplementtheinformation
presentedinthemodule.Theroomlabeled“3”containsthefollowingactivities
andspecificinformationpertainingtothismodule:
LearningObjectives:thesearepresentedatthebeginningofeachCD-ROM
module
PillPoppers:anactivitywherestudentsmustmatchdrugeffectstothe
correctclassofprescriptiondrugs:depressants,stimulants,andopioids
SynapseSweep:agameinwhichplayersmustactquicklytogetridofthe
drugsinthesynapsewhileavoidingtheneurotransmitters
MyelinSleuth:anactivitywherestudentsfigureoutwhichneuronona
microscopeslideisfromaninhalantabuserandwhichisthehealthybrain
cell
ModuleQuiz:thisquizisthefinalpartofthemodule,intendedtoassess
students’learning
*AdobeFlashplayerrequiredtoview.
Extensions
1. HavestudentsdoresearchonADHDusingthestudentmagazine,the
Internet,andothermagazines.Tellthemtodevelopanoutlinesummarizing
ADHD:whatitis,thesymptoms,howcommonitisinchildren,behaviors
associatedwiththedisorder,andtreatment.Thiswillgivestudentsabetter
understandingofthedisorder,aswellaswhymanychildrentake
medicationtotreatADHD.
51
UsefulWebsites:
www.chadd.org/
www.nimh.nih.gov/health/publications/attention-deficit-hyperactivitydisorder/complete-index.shtml
2. Distributedrawingpaperanddrawingsuppliestostudents.Tellthemthat
theyaregoingtobemakingabrochureforyoungerstudents(elementary
age)toexplainthedangersofprescriptiondrugandinhalantabuse.
Encouragestudentstorememberwhattheyknewabouttheseissuesor
drugswhentheywereyounger,andhelpthembrainstormideasforhowto
presenttheinformationtotheyoungeraudience.
Assessment
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
1. Dostudentsrealizetheimportanceoftakingprescriptionmedicationsonly
underadoctor’sguidance?Dotheyunderstandtheeffectsthatprescription
drugscanhaveonthebrainandbodywhentakenimproperly?
2. Dostudentsunderstandthevarioustypesofprescriptionmedicationsand
whytheyareprescribed?Dotheyunderstandthepossibleconsequencesof
Ritalinuseforsomeonewhodoesn’thaveADHD?
3. Canstudentsexplaintheconsequencesofprescriptiondrugusein
combinationwithotherdrugs,suchasalcohol,antihistamines,orotheroverthe-countermedications?
4. Canstudentslistsomewithdrawalsymptomsofinhalants?Dothey
understandtheconnectionbetweenthesesymptomsandhowthebrain
changesfromtheuseofinhalants?
52
5. Dostudentsunderstandtheshort-andlong-termeffectsofinhalantsonthe
brainandbody?Dotheyrealizetheimpactofthesesymptomsonbrain
functioning?
Resources
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)
301-443-1124
ThisWebsitecontainsinformationaboutdrugabuseaswellassections
designedspecificallyforparents,teachers,andstudents.
MindOverMatterTeacher’sGuide
Thisprintable/downloadableteacher’sguideaccompaniesNIDA’sMindOver
Matterseries.Theseriesisdesignedtoeducateteensaboutthebiological
effectsofdrugabuseonthebodyandbrain.
NIDADrugPubsResearchDisseminationCenter
877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)
OrderourmaterialsfreeofchargeinEnglishorSpanish.
Buzzed:TheStraightFactsAbouttheMostUsedandAbusedDrugsfrom
AlcoholtoEcstasy.Kuhn,C.,Swartzwelder,S.,andWilson,W.NewYork:W.W.
Norton&Company,2003.Ahighlyinformative,detailedreviewofwidely
abuseddrugs.
ResourcesforStudents
MindOverMatter
Designedforteens,thissiteincludesinformationabouthowdifferentdrugs,
includinginhalantsandopioids,affectthebrain.Alsoavailableforfreeby
calling1-800-729-6686.
53
FreeVibe
Designedforteens,thissitecoverstherisksandconsequencesofvarious
drugsandprovidesnews,advice,andreal-lifestories.
RitalinandOtherMethylphenidate-ContainingDrugs.Ferreiro,C.Philadelphia,
PA:ChelseaHousePublishers,2003.Partofthe“Drugs:TheStraightFacts”
series.ThebookprovidesathoroughdiscussionofRitalinandADHD,withfacts
aboutabuse.
Inhalants.Lobo,I.A.Philadelphia,PA:ChelseaHousePublishers,2004.Partof
the“Drugs:TheStraightFacts”series.Providesusefulinformationaboutthe
differenttypesofinhalants,howtheyactonthebrainandbody,usagetrends,
andhealtheffects.
PrescriptionPainRelievers.Foster,O.M.Philadelphia,PA:ChelseaHouse
Publishers,2005.Partofthe“Drugs:TheStraightFacts”series.Containsa
thoroughdiscussionofprescriptionpainrelievers,includinghowtheyactinthe
brain,healtheffects,andusagetrends.Thisbookhelpsstudentsunderstand
theconnectionbetweentheseprescriptionpainrelieversandhowthebrain
changesasaresultoftheuseofthesesubstances.
54
WeedingOuttheGrass(Module4)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthe
followinglink:Module4(PDF,640KB)
Summary
MarijuanaisthemostcommonlyabusedillegaldrugintheUnitedStates.
Nearlyhalfofallhighschoolstudentshaveusedmarijuana.Manychildrenand
adolescents,andevenadults,thinkofitasaharmlessdrug,especiallywhen
comparedtoheroin,cocaine,andevencigarettes.
Butmarijuanaishardlyharmless.Today’smarijuanais10to15timesstronger
thanitwasinthe1960s.Recentresearchisshowingthatthisdrughasastrong
physicalimpactonthebrainandbody.Becausetheirbrainsarestill
developing,itisparticularlyimportantforyoungpeopletounderstandthe
effectsofmarijuana.Thismoduleisdesignedtoteachstudentsaboutthe
seriouseffectsofmarijuana.
LearningObjectives
Attheendofthismodule:
Studentscanexplaintheshort-andlong-termeffectsofmarijuanauseand
theseriousnessoftheseeffects.
StudentsunderstandhowTHC,theactiveingredientinmarijuana,disrupts
neurotransmission.
Studentscanexplainhowmarijuanacanadverselyaffectthehippocampus
andotherpartsofthebrain.
RelationshiptotheNationalScience
EducationStandards
55
ThislessonalignswiththreestandardsintheNSES:risksandbenefits;
personalhealth;andstructureandfunctioninlivingsystems.Thechartbelow
showshowtheactivityalignswiththesestandards.
Sciencein
Personal&
Social
Perspectives
Risksand
benefits
Personal
health
HowtheLessonisAligned
Studentslearntheshort-andlong-termeffectsofusing
marijuana.Studentscanusethisinformationto
influencedecisionsthataffecttheirownhealth.
LifeScience
HowtheLessonisAligned
Structureand
functioninliving
systems
Studentswilllearnhowmarijuanaactsinthebrain
andhowmarijuanacanultimatelyaffectthebrain
andbody.
Background
Marijuana
Marijuanacomesfromthedriedleavesandflowersofthecannabisplant.Itcan
besmoked,cookedintobakedgoods,orbrewedintotea.Itcontainsmorethan
400chemicals.Smokingmarijuana,likesmokingtobacco,canhavenegative
effectsonthelungs.
Marijuanaalsohaspotentiallydangerousshort-termeffectsthatcanlastmore
than4hours.Inlowtomediumdoses,marijuanacancauserelaxation,reduced
coordination,reducedbloodpressure,sleepiness,attentionproblems,andan
alteredsenseoftimeandspace.Inhighdoses,marijuanacancause
56
hallucinations,delusions,memoryproblems,anddisorientation.
Slangtermsformarijuanaincludepot,herb,weed,grass,chronic,ganja,
andhash.
MarijuanaandNeurotransmitters
Tetrahydrocannabinol(THC)istheactiveingredientinmarijuanathatcauses
changesinthebrain.THCactivatesspecificreceptors,knownascannabinoid
receptors,whicharelocatedinthelimbicsystem,cerebralcortex,and
cerebellum.Instudentmaterials,cannabinoidreceptorsarereferredtomore
simplyasTHCreceptors.Becausethesereceptorsarelocatedinmanyareasof
thebrain,theeffectsarewidespread.Inthehealthybrain,cannabinoid
receptorsareactivatedbyaneurotransmittercalledanandamide.Anandamide
isknowntohaveapain-relievingeffectandmayalsoplayaroleinnumerous
otherbrainactivities.THChasmanyofthesameeffectsasanandamideand
canbindtothesamereceptors.ButwhenTHCactivatesthereceptors,it
interfereswiththenormalfunctioningoftheseareasofthebrain.
Sincethediscoveryofanandamide,scientistshavediscoveredothersimilar
neurotransmittersthatalsoactonthereceptorwhereTHCbinds.Theyarestill
investigatingthefunctionofbothanandamideandtheseother
neurotransmitters.
Marijuanaalsoaffectstheneurotransmitterdopamine,whichisresponsiblefor
feelingsofpleasureandeuphoria.Thisisthesameneurotransmitterthatis
affectedbyalcohol,nicotine,heroin,andcocaine.Long-termuseofmarijuana
canchangethebalanceoftheseneurotransmitters.
EffectsofMarijuana
Whilesomeoneisusingmarijuana,activityinthehippocampusisreduced,
causingproblemswithshort-termmemory.Animalstudiesoflong-term
marijuanausehaveshowndamageinthisarea.Researchwithpeoplehas
57
foundthatchronicuseofmarijuanacancausepermanentmemoryand
cognitiveproblems,especiallyatyoungages.Specifically,onestudyfoundthat
youngpeoplewhousedmarijuanabeforetheageof17hadsignificantlylower
verbalIQs,ortheabilitytothinkwithwordsandprocessverbalinformation,than
bothpeoplewhobeganusingthedrugatanolderageandpeoplewhonever
useditatall.Thesestudiesshowthatmarijuanacanbeparticularlyharmful
whenitisusedbyyoungpeoplewhenthebrainisstilldeveloping.
Short-termeffectsofmarijuanauseincludedistortedperception,duetothe
drug’sinterferencewiththebrain’sabilitytoprocesssensoryinformation.
Informationabouttouch,sight,sounds,andtimearedistortedbecauseof
marijuana’seffectsonthecerebralcortex.Shorttermmarijuanausecanalso
interferewiththenormalfunctioningofthecerebellum.Thiscancause
problemswithbalance,posture,andthecoordinationofmovement.
Long-termuseofthedrugcanalsoleadtoaseriesofattitudeandpersonality
changes,knownas“amotivationalsyndrome.”Thissyndromeischaracterized
byadiminishedabilitytocarryoutlong-termplans,asenseofapathy,
decreasedattentiontoappearanceandbehavior,anddecreasedabilityto
concentrateforlongperiodsoftime.Thesechangescanalsoincludepoor
performanceinschool.
MarijuanaWithdrawal
Newresearchisshowingthatlong-termmarijuanausemayleadtoaddiction.
Whenthedrugisnolongeravailable,theusermaydevelopanuncontrollable
desireforthedrugandwithdrawalsymptomsincludingdecreasedappetite,
weightloss,disruptioninsleep,increasedirritability,restlessness,andanger.
MedicalUsesofTHC
TherearesomemedicinesthatcontainTHC.Theyareusedfortreatingnausea
andvomitingassociatedwithchemotherapyforcancertreatment,andfor
improvingappetitewhichisoneofthecomplicationsofAIDS.
AlthoughTHCcanbeveryhelpfultopeoplesufferingfromcancer,andAIDS,it
58
continuestohavenegativesideeffects.Scientistsarestudyingthedrugsothat
theycandevelopatherapeuticdrugthatisfreeofTHC’snegative
consequences.AnotherchemicalrelatedtoTHC,nabilone,hasbeenapproved
bytheU.S.FoodandDrugAdministrationfortreatingnauseaassociatedwith
cancertreatment.Researchinthisimportantareacontinues.
Preparation/Introduction
Preparation
ReadtheBackgroundsectionofthismoduleformoreinformationaboutthe
effectsofmarijuanaonthebrainandbody.
ProvidestudentswiththeModule4magazineWeedingOuttheGrassfor
backgroundknowledge.
Determinewhichactivitiesyouwanttheclasstocomplete.
PhotocopyandpassouttheMarijuanaFactSheetforstudentstocomplete
duringthelecture.
Arrangeforcomputerlabtimeorpreparetheclassroomcomputerfor
students’InternetandCD-ROMuse.
PassoutcopiesoftheMarijuanaSurveyafewdaysaheadoftime.Give
eachstudent2-3copiesandinstructthemtohavesomefriendsfillthem
outanonymously.Tellthemnottolookatthepapersinrespectoftheir
friends’privacy.Collectthesurveyspriortotheclassperiodyouplanto
teachthislessonandtallyuptheresponses.
Introduction
Time:15-20minutes
Handouts:Module4magazine(PDF,6.8MB)
59
Beginbyannouncingtheresultsofthesurvey,andseeiftheclassissurprised.
Tellthemtheyaregoingtolearnmoreaboutthedrugintoday’sclass.
Reading:Givestudentsadequatetimetoreadthestudentmagazine.Have
studentspayparticularattentiontothefollowingsections:Background,Stats
andFacts,andScienceintheSpotlight.
Discussion:Afterstudentshavereadthemagazine,facilitateadiscussion
aboutmarijuanausingthefollowingquestions.
Marijuana:
Whatismarijuana?Wheredoesitcomefrom?
Whateffectsdoesmarijuanahaveonaperson?
Howdoesmarijuanaaffectneurotransmission?
Cananindividualbecomeaddictedtomarijuana?
Attheendofthediscussion,asktheclasswhethertheyfeeltheirfriendshave
anaccurateviewofmarijuana.Helpthemunderstandhowcommonopinions
cancontradictscience.
Activities/CD-ROM
Activity1:MarijuanaBingo
Time:30minutes
Supplies:Bingocardsandsheet(PDF,37KB)
Markers
60
Tellstudentsthatthisisthefourthactivityoftheircompetition.Thegroupwho
getsabingofirstearns5competitionpoints.Instructthestudentstositwiththeir
BrainPower!Challengegroups;however,explaintothemthat,forthisactivity,
theywillparticipateindividuallyandeachplaytheirowncard.Onlyoneperson
inthegroupisrequiredtogetabingofortheteamtoearnthe5points.
1. Passoutabingocardtoeachstudent.Usingthewordbankatthebottomof
thecard,instructstudentstowriteawordineachofthespacesonthecard.
Eachwordshouldonlybeusedonce.
2. Usingtheteacherbingosheet,readeachdefinitioninorderalways
announcingthenumberfirstbecausethisishowthestudentswillmarktheir
cards.Forexample:Number1—Theactivechemicalinmarijuana.Atthis
time,instructstudentstofindtheanswerontheircardsandmarkwitha“1.”
Continuereadingthedefinitionsinorder,remindingstudentstomarkthe
answerwiththedefinition’snumber,untilsomeoneyells,“Bingo”.Informthe
studentsthattheyneedtoget5inarow—diagonally,across,orupand
down.Otherbingopatternscanbesubstitutedifyouchoosetodoso.
3. Usetheteacherbingosheettocheckforcorrectanswers.Markedwords
shouldcorrespondwithdefinitionnumbers.Iftheplayergetsallanswers
correct,thatteamearns5points.Ifanyoftheanswersarewrong,thegame
continuesuntilsomeonewins.
4. RecordtheteampointsontheGroupScorecard.
Activity2:PosterPresentation
61
Time:45minutes,oradequateresearchandpresentationtime(maywant
toallowmoretimeforposterpreparation)
Supplies:CD-ROM
Module4magazine(PDF,6.8MB)
Computerforresearch
Posterboard
Handouts:MarijuanaFactSheetandSurvey(PDF,668KB)(Pages18-21
inthepdf)
Inthe1960s,somepeoplethoughtthatmarijuanawasa“safe”drug.However,
newresearchpresentsadifferentpictureofthisdrug.Duringthisactivity,
studentshaveanopportunitytofindoutforthemselvesthelatestresearchon
theeffectsofmarijuanaonthebodyandbrain.
Dividetheclassintogroupsofthreeorfourstudents.Askeachgrouptoimagine
thatithasbeenaskedtopresentthelatestresearchonmarijuanaataNational
medicalconference.HavestudentsusetheFactSheet,CD-ROM,student
magazine,andtheWebsiteslistedonthenextpageto:
1. Studycurrentresearchaboutmarijuana.
2. Createascientificposterpresentingfindingsfromtheresearch.Theposter
shouldincludestatisticsaboutmarijuanause,resultsofrecentresearch,
chartsandgraphsprovidingimportantinformation,andanyotherrelevant
findings.
3. Haveeachgrouppresentitsfindingstotheclass.
4. Afterallgroupshavepresented,brainstormasaclassdifferentwaysof
educatingthegeneralpublicaboutthelatestmarijuanaresearch.
62
Priortoactivity,addthesesitestotheclassroomcomputer’s“Favorites”dropdownmenu:
www.drugabuse.gov/drugs-abuse/marijuana
www.abovetheinfluence.com/facts/drugsmarijuana
www.whitehouse.gov/ondcp/marijuana
http://teens.drugabuse.gov/educators/curricula-and-lesson-plans/mind-overmatter/mom-teachers-guide/marijuana
CD-ROM:Room4(OnlineVersion)*
TheCD-ROMincludesgamesandmaterialstosupplementtheinformation
presentedinthemodule.Theroomlabeled“4”containsthefollowingactivities
andspecificinformationpertainingtothismodule:
LearningObjectives:thesearepresentedatthebeginningofeachCD-ROM
module
UsingAnimalsinResearch:ashortlessonontheethicaluseofanimalsand
research,andwhythisuseisscientificallyimportant
RatTrap:afungamewhereplayersscrambletocaptureratsandreturn
themtotheircages
ReceptorSearch:studentslearnwhereTHCreceptorsarelocatedinthe
brain,throughaninteractivegame
Experiment:MarijuanaandMemory:studentswillconductafullexperiment
tolearntheeffectsmarijuanahasonmemory
ModuleQuiz:thisquizisthefinalpartofthemodule,intendedtoassess
students’learning
*AdobeFlashplayerrequiredtoview.
Extensions
63
1. Havestudentsdevelopapublicrelationscampaignagainstmarijuanause.
Referthemtowww.abovetheinfluence.comasanexample.Theycan
developposterstoputaroundtheschoolaswellasannouncementstobe
deliveredoverthePAsystem.IftheschoolhasaTVstation,studentscould
developashortannouncementtobebroadcastontheschool’snews
program.Havestudentssetatimeframethatthecampaignwillrunanda
goalforitsoutcome.
2. HavestudentsdevelopaPowerPoint®presentationontheeffectsof
marijuanaonthebodyandthebrain.Thepresentationcouldinclude
illustrationsofthebrain,chartsandgraphs,andrelevantstatistics.
3. Havestudentskeepa“log”ofwhenandwheretheyseementionof
marijuanainpopularmedia.Askthemtocutoutorcopynewspaper
magazinearticles,andkeeparecordofwhentheynoticereferencestothe
drugontelevision.Askthemtothinkaboutthedifferencesbetweenhowthe
drugisrepresented,andwhatsciencecantellusabouttheeffectsofdrugs
onthebrainandbody.
Assessment
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
1. Canstudentsexplaintheeffectsofmarijuanaonthebrainandhowthese
effectscanchangethebrain?
2. Dostudentsunderstandthescientificbasisforthelawsmakingmarijuana
useillegal?
3. Dostudentsunderstandhowmarijuanaaffectsneurotransmission?
4. Didstudentsparticipateintheclassactivitiesanddiscussion?Didthey
engageinthetopics?
Resources
64
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)
301-443-1124
ThisWebsitecontainsinformationaboutdrugabuseaswellassections
designedspecificallyforparents,teachers,andstudents.
NIDADrugPubsResearchDisseminationCenter
877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)
OrderourmaterialsfreeofchargeinEnglishorSpanish.
MindOverMatterTeacher’sGuide
Thisprintable/downloadableteacher’sguideaccompaniesNIDA’sMindOver
Matterseries.Theseriesisdesignedtoeducateteensaboutthebiological
effectsofdrugabuseonthebodyandbrain.Alsoavailableforfreebycalling1800-729-6686.
Buzzed:TheStraightFactsAbouttheMostUsedandAbusedDrugsfrom
AlcoholtoEcstasy.Kuhn,C.,Swartzwelder,S.,andWilson,W.NewYork:W.W.
Norton&Company,2003.Ahighlyinformative,detailedreviewofwidely
abuseddrugs.
ResourcesforStudents
NIDAforTeens
Designedforteens,thissiteprovidesinformationonseveraldrugs,including
marijuana,aswellasquizzesandreal-lifestories.
MindOverMatter
Designedforteens,thissiteincludesinformationabouthowdifferentdrugs,
includingmarijuana,affectthe
brain.Alsoavailableforfreebycalling1-800-729-6686.
FreeVibe
Designedforteens,thissitecoverstherisksandconsequencesofvarious
65
drugsandprovidesnews,advice,andreal-lifestories.
Marijuana.Mehling,R.Philadelphia,PA:ChelseaHousePublishers,2003.Part
ofthe“Drugs:TheStraightFacts”series.Containsathoroughdiscussionof
marijuana,includinghowitactsinthebrain,history,healtheffects,usage
trends,andrelevantlaws.
66
DrugsontheStreet(Module5)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthe
followinglink:Module5(PDF,520KB)
Summary
Thismodulediscussestwoillegaldrugs:heroinandcocaine.Manypeople
considercocaineandherointobehard-core“street”drugs,butincreasingly,
youngerpeopleinallkindsofcommunitiesacrossthecountryareusingthese
dangerousdrugs.Heroinandcocainebothhaveahugeimpactonthehealthof
thebrainandthebody.Abuseofthesedrugschangesthebrain.Bothareillegal
andhighlyaddictive.Sometimesthesedrugsareusedincombination.
ThroughthecontentofthemagazineandCD-ROM,studentswilllearnhow
heroinandcocaineaffectthebrainandbody.Theywillalsoexploreinformation
ontheshort-andlong-termeffectsofthesedrugs,includingaddiction.
LearningObjectives
Attheendofthismodule:
Studentscanexplainhowheroinandcocaineuseaffectsthebrainand
body.
Studentscanexplainhowheroinandcocaineuseaffectsnormal
neurotransmission.
Studentsunderstandhowheroinandcocainecanchangethebrainand
causeaddiction.
RelationshiptotheNationalScience
EducationStandards
67
Thelessoninmodule1alignswithtwostandardsintheNSES:systems,order,
andorganization;andstructureandfunctioninlivingsystems.Thechartbelow
showshowtheactivityalignswiththesestandards.
Sciencein
Personal&
Social
Perspectives
HowtheLessonisAligned
Risksand
benefits
Personal
health
Studentslearntheshort-andlong-termaffectsofusing
cocaineandheroin.Thesedrugscanchangehowthe
bodyandbrainfunctionandcanleadtoaddiction.
Studentscanusethisinformationtoinfluencedecisions
thataffecttheirownhealth.
LifeScience
HowtheLessonisAligned
Structureand
functionin
living
systems
Studentswilllearnhowneurotransmissioniseffectedby
cocaineandheroinandhowthesedrugsultimately
affecttheentirebrainandbody.
Background
Heroin
Heroinbelongstoaclassofdrugscalledopioids,whichalsoincludesthe
painkillerscodeineandmorphine.Heroincomesfromanaturalsubstance
extractedfromtheseedpodoftheAsianpoppyplant.Itusuallyappearsasa
whiteorbrownpowder.
68
Slangtermsforheroinincludesmack,H,skag,andjunk.Othernamesrefer
totypesofheroinproducedinaspecificgeographicalarea,suchas
Mexicanblacktar.
Heroinisusuallyinjected,sniffed,snorted,orsmoked.Injectionofthedrug
providesthegreatestintensityandmostrapidonsetofsymptoms.Almost
immediatelyuponinjection,theuserisrelievedofphysicalpainanddiscomfort
andexperiencespleasurablefeelings.Thisfalsesenseofwell-beingplaysa
partintheaddictiontoheroin.Thedrug“rush”isaccompaniedbyaflushingof
theskin.
Lesspleasantaftereffectsofheroinuseincludeadrymouthandheavyfeeling
inthelimbs,whichmaybeaccompaniedbynausea,vomiting,andsevere
itching.Abusersaregenerallydrowsyforseveralhours.Whenheroinisused,
mentalfunctioningbecomescloudedasthecentralnervoussystem,heart,and
breathingslowdown.Inthecaseofoverdose,thisdecreaseinfunctioningcan
causedeath.
HeroinandNeurotransmitters
Thebrainnaturallycontainsreceptorsforopioidsthatareinvolvedinbreathing,
perceptionofpain,emotion,andreward.Whenapersonabusesheroin,the
drugtravelsquicklytothebrainandactivatesthesereceptors.Research
suggeststhatthiscausesgreateramountsofdopaminetobereleasedintothe
rewardsystem,resultinginanintense,short-livedrush.Long-termuseofheroin
candecreasethenumberofreceptorsandtheirsensitivitytothedrug,sothat
usersmustusemoreandmoreheroinjusttofeelliketheyarefunctioning
normally.Thisisaddiction.Thereceptorsthataresensitivetoheroinarelocated
inseveralpartsofthebrain,includingthecerebralcortexandbrainstem.
Long-termEffects,Addiction,andWithdrawal
Long-termeffectsofheroinabuseincludeaddiction,infectionoftheheartlining
andvalves,andliverdisease.Forthoseuserswhoinjectthedrug,thereisa
69
highriskofinfectiousdiseases,includingHIV/AIDS,collapsedlungs,and
hepatitisBandC.Lungcomplications,includingvarioustypesofpneumonia,
mayresultfromtheoverallpoorhealthoftheabuseraswellasfromheroin’s
effectsonrespiration.Deathbyoverdoseisnotuncommon.
Whenaddictedusersstoptakingthedrug,theygothroughaseverewithdrawal.
Symptomsofwithdrawalincluderestlessness,muscleandbonepain,inability
tosleep,diarrhea,vomiting,coldflasheswithgoosebumps(“coldturkey”),and
involuntarylegmovements.Apersonwhoisgoingthroughwithdrawalcraves
thedrugandwilldojustaboutanythingtogetit.
Cocaine
Cocaineisaveryaddictivestimulantthatismadefromtheleavesofthecoca
plant.Itcomesintwoforms:powderandcrystal(“crack”).Cocainecanbe
snorted,injected,orsmoked.Immediatelyafteruse,cocaineproducesfeelings
ofhappiness,increasedenergy,andalertness.This“high”isfollowedby
feelingsofdepression,edginess,andacravingformoreofthedrug.People
whousecocaineoftendon’teatorsleepregularlyandmayfeelparanoid,
angry,hostile,andanxious.Cocaineusecancauseanincreaseinheartrate,
musclespasms,andconvulsions.Breathingbecomesfaster.Usersmaysweat
andhavedilatedpupils.Long-termhealthrisksofcocaineuseincludedamage
tothenasaltissue,seizures,stroke,heartattack,andsuddendeathfrom
overdose.
Slangtermsforcocaineincludeblow,coke,flake,nosecandy,powder,
rock,snow,andwhite.
CocaineandNeurotransmission
Normally,dopamineisreabsorbedintotheneuronthatreleaseditafter
stimulatingtheneighboringneuron.Cocaineactsontherewardsystemby
preventingthisreabsorptionofdopamine,resultinginabuildupofdopaminein
thesynapse.Theexcessdopaminecontinuestostimulatetheneighboring
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neuron,producingstrongfeelingsofpleasure.Becausethereisexcess
dopaminepresentinthesynapse,theneighboringneuroneventually
decreasesthenumberofdopaminereceptors.Asaresult,thecocaineabuser
needsmoreandmoreofthedrugtoachieveahigh.
Whencocaineisnolongertaken,dopaminelevelsreturntotheirnormallower
concentration.Becausetherearenowfewerdopaminereceptorsavailable,the
dopamineisunabletofullyactivatenervecells.Atthispoint,apersonis
addictedtococaineandexperiencesintensecravingandwithdrawal.Damage
totheneuronsandtheprocessofneurotransmissioncanleadtomany
problems,includingproblemswithmemoryandadisruptionintherateof
learning.Cocaineisveryaddictive;withdrawalisveryhard.
Long-termEffects,Addiction,andWithdrawal
Cocaineabuserseventuallyareunabletoachievethesameeffectsfromthe
drugastheydidfromtheirfirstexperience.Thisisbecausetheyhave
developedatolerancetothedrug.Atthispoint,theymustrepeatedlyincrease
theirdosesinanattempttoobtainthoseinitialeffectsagain.Whencocaineuse
isstopped,thepersonmayfeelastrongcravingformorecocaine,
accompaniedbyfeelingsofdepression,anxiety,irritability,andparanoia.
Preparation/Introduction
Preparation
ReadtheBackgroundsectionofthismoduleformoreinformationaboutthe
effectsofheroinandcocaineonthebrainandbody.
ProvidestudentswiththeModule5magazineDrugsontheStreetfor
backgroundknowledge.
Determinewhichactivitiesyouwanttheclasstocomplete.
Arrangeforcomputerlabtimeorpreparetheclassroomcomputerfor
students’InternetandCD-ROMuse.
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PhotocopyandpassouttheHeroinandCocaineFactSheetforstudentsto
completeduringthelecture.
Preparetransparenciesandphotocopiesforthelesson.
Introduction
Time:20-25minutes
Handouts:Module5magazine(PDF,7MB)
HeroinandCocaineFactSheet(PDF,668KB)
(Page22inthepdf)
Reading:Beginbygivingstudentsadequatetimetoreadthestudentmagazine.
Havestudentspayparticularattentiontothefollowingsections:Background,
StatsandFacts,andScienceintheSpotlight.
Discussion:Afterstudentshavereadthemagazine,askthestudentswhatthey
knowaboutheroinandcocaine.Recordallthoughtsonthechalkboard.Tell
themthatthegoalofthislessonistolearnaboutcocaineandheroin.Facilitate
adiscussionaboutthebrain,heroin,andcocaineusingthefollowingquestions.
Heroin
Howisheroinused?
Whatarethereceptorsinthebrainthatheroinbindsto?
Whatneurotransmitterismostaffectedbyheroinabuse?
Howdoesthebrainchangeasaresultofheroinabuse?
Whathappensinthebrainthatcausesheroinaddiction?
Cocaine
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Howiscocaineused?
Whataresomeoftheeffectsofcocaineonthecentralnervoussystem?
Whatneurotransmitterisaffectedbycocaine?
Howdoesthebrainchangeasaresultofcocaineabuse?
Whatarethelong-termeffectsofcocaineuse?
Activities/CD-ROM
Activity1:TargetingtheCentralNervousSystem
Time:30minutes
Supplies:Pencilandpaper
Handouts:Module5magazine(PDF,7MB)
Tellstudentsthatthisisthefifthactivityoftheircompetitionandthegroupthat
hasthemostnumberofcompletebasewordswillearnfivepoints.Remind
studentswhichgroupstheyarein.Havestudentssitwiththeirgroups.
1. Havethestudentsreviewthemagazineforthismodule.Theyshouldfocus
onhowheroinandcocaineaffectthecentralnervoussystem.
2. Haveeachgroupidentifyavocabularywordusedinthismodule.Thisword
willbetheir“baseword”foranacronym.Thenhavestudentscomeupwith
supportingwordsbeginningwitheachletterinthebaseword.Thewords
mustdirectlyrelatetothebaseword.Forexample,ifthebasewordis
“COCAINE,”thesupportingwordscouldbeCrack,Overdose,Craving,
Anxiety,Insomnia,Nasaldamage,andEdginess.
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Pointoutthatheroindepressesthecentralnervoussystem,whilecocaine
stimulatesit.Bothareextremelyaddictive.
Foreachsupportingword,studentsshouldwriteasentencethatdescribes
itsrelationshipwiththebaseword(e.g.,“Nasaldamageisaneffectof
snortingcocaine.”).Givethestudents10-15minutestocompletetheir
words.Tellthemtheywillgetonepointforeachsupportingwordtheycan
comeupwith.Edginess.
Youcaneithergivestudentsbasewordstocompleteorhavethemcome
upwiththebasewordsontheirown.Ifthegroupismoreadvanced,have
themcompleteseveralwords.Studentscanuseanywordthatpertainsto
somethingthey’velearnedinthemodule,oreventhecurriculumsofar.
3. Aftereachgrouphascompletedthewordorsetofwords,have
studentssharethemwiththeclass.
4. Recordthewinninggroup’spointsontheGroupScorecard.
Activity2:TalkItOut
Time:45minutes
Supplies:Posterboardforeachgroup
Markers
Computerforresearch
Overthelast30years,scientistshavedevelopedalargebodyofresearch
documentinghowcocaineandheroinaffectthecentralnervoussystemand
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otherbodysystems.Oftenthismaterialiswritteninsuchawaythatyoung
peoplehaveadifficulttimeunderstandingit.Nonetheless,itisimportantthat
studentshaveaccesstothisinformation.Duringthisactivity,studentswillwork
togethertointerpretsomerecentresearchandputitintoaformatthattheir
peerscanunderstand.
1. Createsixgroupsofstudents.Assigneachgroupatopicaccordingtothe
followingchart:
Heroin
Cocaine
Addiction
Group1
Group4
Brain/NervousSystem
Group2
Group5
Body
Group3
Group6
2. AskeachgrouptousetheWebsiteslistedbeloworotherrelatedsitesto
deepentheirunderstandingofthetopicassignedtothem.
Priortotheactivity,addthesesitestotheclassroomcomputer’s“Favorites”
drop-downmenu:
NIDAInfoFacts:Cocaine
NIDAInfoFacts:Heroin
NIDAResearchReports:Cocaine
NIDAResearchReports:Heroin
www.whitehouse.gov/ondcp
3. Haveeachgroupputitsinformationintoaposterthatissimpleandeasyto
understandthattheywillpresenttotheclass.
Ifposterboardisunavailable,havestudentscreateabrochureinstead.
75
4. Aftereachgrouphascompletedaposter,havethempresenttheirposterto
theclass.Askfollow-upquestionstoreinforceimportantinformation.
CD-ROM:Room5(OnlineVersion)*
TheCD-ROMincludesgamesandmaterialstosupplementtheinformation
presentedinthemodule.Theroomlabeled“5”containsthefollowingactivities
andspecificinformationpertainingtothismodule:
LearningObjectives:thesearepresentedatthebeginningofeachCD-ROM
module
Experiment:HeroinandAddiction:studentswillconductanexperimentto
observetheaddictivepropertiesofheroin
RatChow-lenge:afungamewhereplayersmustjumpovermovingratfood
canstostraightentheshelvesinasupplycloset
NT210:CocaineintheBrain:thisanimatedlearningtooldetailshow
cocainedisruptsnormalneurotransmission
CycleofAddiction:aninformativeposterwherestudentswilllearnaboutthe
stagesofaddiction
ModuleQuiz:thisquizisthefinalpartofthemodule,intendedtoassess
students’learning
*AdobeFlashplayerrequiredtoview.
Extensions
1. Havestudentswriteashortparagraphonhowaddictiontoheroinor
cocainechangesthebrain.Youcanassistthemwiththisbyreadingthrough
theteacher’sguidecontent.Then,haveeachstudentuniquelyillustratethe
conceptsinacomic-bookstyle.Theycancreateneuroncharacters,
neurotransmittersuperheroes(dopamine),andvillains(heroinorcocaine).
2. Explaintothestudentsthat“LetterstotheEditor”pagesinlocalnewspapers
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areanexcellentwayforpeopletogetmessagesoutaboutissuestheycare
about.HavestudentswritetheirownlettertoaneditorasaBrainPower!
drugexpertabouttheimportanceofdrugeducationintheschools.
Assessment
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
1. Canstudentsexplaintheeffectsofheroinonthebrain?Cantheyexplain
howthesechangescanresultinaddiction?
2. Canstudentsexplaintheeffectsofcocaineinthebrain?Cantheyexplain
howthesechangescanresultinaddiction?
3. Dostudentsunderstandtheconnectionbetweenwithdrawalsymptomsand
howthebrainchangesfromtheuseofheroinandcocaine?
4. Dostudentsunderstandthedifferencesbetweentheeffectsofeachofthese
drugsonthebody?
5. Didstudentsparticipateinclassactivitiesanddiscussion?Didtheyengage
inthetopics?
Resources
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)
301-443-1124
ThisWebsitecontainsinformationaboutdrugabuseaswellassections
designedspecificallyforparents,teachers,andstudents.
NIDADrugPubsResearchDisseminationCenter
877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)
OrderourmaterialsfreeofchargeinEnglishorSpanish.
77
MindOverMatterTeacher’sGuide
Thisprintable/downloadableteacher’sguideaccompaniesNIDA’sMindOver
Matterseries.Theseriesisdesignedtoeducateteensaboutthebiological
effectsofdrugabuseonthebodyandbrain.Alsoavailableforfreebycalling1800-729-6686.
Buzzed:TheStraightFactsAbouttheMostUsedandAbusedDrugsfrom
AlcoholtoEcstasy.Kuhn,C.,Swartzwelder,S.,andWilson,W.NewYork:W.W.
Norton&Company,2003.Ahighlyinformative,detailedreviewofwidely
abuseddrugs.
ResourcesforStudents
MindOverMatter
Designedforteens,thissiteincludesinformationabouthowdifferentdrugs,
includingmarijuana,affectthebrain.Alsoavailableforfreebycalling1-800729-6686.
FreeVibe
Designedforteens,thissitecoverstherisksandconsequencesofvarious
drugsandprovidesnews,advice,andreal-lifestories.
Heroin.Ferreiro,C.Philadelphia,PA:ChelseaHousePublishers,2003.Partof
the“Drugs:TheStraightFacts”series.Containsathoroughdiscussionof
heroin,includinghistory,effects,addiction,andrelatedlaws.
Cocaine.Wagner,H.L.Philadelphia,PA:ChelseaHousePublishers,2003.Part
ofthe“Drugs:TheStraightFacts”series.Containsathoroughdiscussionof
cocaine,includinghistory,effects,addiction,andthe“business”ofcocaine.
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DrugsintheNews(Module6)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthe
followinglink:Module6(PDF,454KB)
Summary
Thedangersofdrugabusemakeheadlinesallovertheworld:from
methamphetaminelabsinruralhomesto“clubdrugs”beingusedinpartiesand
barstoworld-classathletesabusingsteroids.Thegoalofthismoduleistohelp
studentsidentifyandunderstanddifferentmessagesaboutdrugsthatare
presentinthemedia,andtoincreasetheirknowledgeaboutthepossible
dangers,harmfuleffects,andconsequencesofalltypesofsubstanceabuse.
Thismodulewillfocusonillegaldrugsthathavemaderecentheadlines:
Steroids:Performance-enhancingdrugsthatareinjectedortakenorallyby
athletestoincreasestrengthandendurance.
Methamphetamine:Stimulantsthataresyntheticallycreated,ofteninsmall
home-basedlabs.
GHB,Rohypnol,Ketamine,MDMA:Thesearesomeofthemorepopular
“clubdrugs,”ordrugsthatcancausefeelingsofdisorientationandmemory
loss.
Studentswilllearnabouttheeffectthateachdrughasonthebrainandbody,
andhowuseofthesedrugsaffectsindividualsandoursocietyasawhole.
LearningObjectives
Attheendofthismodule:
Studentscanexplaintheeffectsthatmethamphetamine,steroids,andmany
79
common“clubdrugs”canhaveonthebrainandbody.
Studentsunderstandtherelationshipbetweentheeffectsofthesedrugson
thebrainandbodyandaddiction.
Studentsunderstandthedangersofthesedrugsandareawareoftheir
presenceinoursociety.
Studentscanidentifyandcriticallyanalyzemediainformationabout
methamphetamine,steroids,and“clubdrugs.”
RelationshiptotheNationalScience
EducationStandards
ThislessonalignswiththreestandardsintheNSES:risksandbenefits;
personalandcommunityhealth;andstructureandfunctioninlivingsystems.
Thechartbelowshowshowtheactivityalignswiththesestandards.
Sciencein
Personal&
Social
Perspectives
80
HowtheLessonisAligned
Risksand
benefits
Studentslearnabouttherisksassociatedwithseveral
drugsprevalentinoursociety.Studentscanusethis
informationtoassesstherisksandbenefitsthataffect
theirownhealth.
Personaland
community
health
Studentslearnabouttheimpactthatdrugshaveon
societyandhowthemediacaninfluenceattitudesabout
drugs.Studentswillbecomemorecriticalconsumersof
informationandusetheirknowledgetomakebetter
decisions.
LifeScience
HowtheLessonisAligned
Structureand
functionin
livingsystems
Studentswilllearnhowneurotransmissionisaffectedby
differentdrugsandhowthesedrugsultimatelyaffectthe
entirebrainandbody.
Background
Steroids
Anabolicsteroidsareartificialversionsoftestosterone,ahormonethatall
individualshavenaturallyintheirbodies.Anabolicsteroids,themostfrequently
abusedofallsteroids,aretakenorallyorinjectedtoenhanceathletic
performance,increasestamina,andimprovephysicalappearance.Anabolic
means“muscle-building.”Steroidsareoftentakenincyclesofweeksormonths
ratherthancontinuously.
Thisiscalled“cycling.”“Stacking”referstotheuseofseveraldifferenttypesof
steroidssuccessively;thispracticeisthoughttomaximizetheirbenefitswhile
minimizingnegativeeffects.Usersthinkthiswillhaveagreatereffect,butthere
isnoscientificevidenceforthis.
SlangtermsforsteroidsincludeArnolds,gymcandy,pumpers,stackers,
weighttrainers,andjuice.
EffectsofSteroidsontheBody
Steroidshaveverydangeroussideeffects,includingdamagetotheliverand
kidneysaswellasriskofhighbloodpressureandheartproblems.Insome
cases,steroidusehasledtodeath.Althoughsteroidsareeffectiveinbuilding
leanmuscle,strength,andendurance,nostudieshavedocumentedthatthey
enhanceathleticperformance.
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Whileanabolicsteroidscanmakesomepeoplelookstrongerontheoutside,
theimmunesystem—thebody’sdefenseagainstgermsanddiseases—is
significantlyweakened.Aggressionandotherpsychiatricsideeffectsmayalso
resultfromabuseofanabolicsteroids.Althoughusersmayreportfeelinggood
whileonanabolicsteroids,extrememoodswingscanoccur,withthepotential
forviolence(thisisoftenreferredtoas“roidrage”).Usersmayalsosufferfrom
paranoidjealousy,irritability,delusions,impairedjudgment,anddepression.
Inaddition,steroidusecanimpactsexualdevelopment(cessationof
menstruationingirls,shrinkingofthetesticlesandimpotenceinboys),and
causesevereacne,lossofscalphair,andhairgrowthonthebodyandface.
Livercancerandheartdiseaseareamongotherserioussideeffectsofsteroid
usethatcanoccurinbothmalesandfemalesofallages.Steroidscan
permanentlystopthebonesfromgrowing,meaningthatateenagesteroiduser
willnotgrowtofulladultheight.Althoughmoreboysthangirlsabusesteroids,
thesedrugsareequallydangerousforbothgenders.Peoplewhoinject
anabolicsteroidsputthemselvesathigherriskofcontractingHIV/AIDSor
hepatitis,adiseasethatseriouslydamagestheliver.
SteroidsandNeurotransmission
Afterapersontakessteroids,thedrugsaredistributedtomanyregionsofthe
brain,includingthehypothalamus.Testosteroneisnaturallyproducedinthe
hypothalamus,whichcontrolsappetite,bloodpressure,moods,and
reproductiveability.Steroidsalterthenormalfunctioningofthehypothalamus,
resultinginchangesintheamountoftestosteronethatissentthroughoutthe
body.Becausetestosteroneplaysaroleinmanybodyfunctions,thiscanresult
inthemanyeffectsseenwithsteroidabuse.
Steroidscanalsodisruptthefunctioningofneuronsinthelimbicsystem,the
partofthebrainresponsibleforemotionalregulation.Thisdisruptioncanlead
toaggressivebehavior,moodswings,violentbehavior,impairmentofjudgment,
andevenpsychoticsymptomslikepersonalitychangesorparanoia.
Methamphetamine
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Methamphetamineisanillegalstimulantthatspeedsupthebrain’sfunctioning.
Itcanbesmoked,snorted,injected,ortakenorally.Methamphetamineis
producedaspills,powders,orchunkycrystals.Thecrystalform,nicknamed
“crystalmeth,”lookslikesmallfragmentsofglassorshiny,blue-whiterocks.
Whenswallowedorsnorted,methamphetaminegivestheuseranintensehigh.
Injectionscausethepersontofeelaquickhighcalleda“rush”or“flash”that
lastsanespeciallylongtime.
Slangtermsformethamphetamineincludespeed,uppers,meth,crystal
meth,ice,andcrank.
Methamphetamineandneurotransmition
Methamphetamineactsbyalteringlevelsoftheneurotransmittersdopamine
andnorepinephrineinsynapsesinvariousbrainregions.Because
methamphetaminehasasimilarchemicalstructuretodopamineand
norepinephrine,itcanbepickedupbyneuronsthatnormallyrecyclethese
neurotransmitters.Itcanalsoenterneuronsbypassingdirectlyacrossthecell
membrane.Oncemethamphetamineentersaneuron,itcausestheneuronto
releaselargeamountsofbothdopamineandnorepinephrineintothesynapse.
Thehighconcentrationsofdopamineresultinfeelingsofeuphoriaand
pleasure.Norepinephrinemostlikelycausesthealertnessseenwith
methamphetamineuse.Whenapersonstopsusingmethamphetamine,the
reductionofdopamineinthesynapseresultsinintensecravingsforthedrug.
EffectsofMethamphetamineontheBrainandBody
Methamphetaminecancauseaddiction,stroke,violentbehavior,nervousness,
confusion,paranoia,auditoryhallucinations,mooddisturbances,and
delusions.Someoftheseeffectsmaybelong-lasting.Researchhasalsoshown
thatevenseveralyearsaftermethamphetamineabusehasstopped,usersmay
stillhaveareductionintheirabilitytotransportdopaminefromthesynapse
backintotheneuron,indicatingthattherecanbelong-termimpairment
followingthedrugabuse.Thedamagetothedopaminesystemfrom
methamphetamineissimilartothedamageseeninParkinson’sdisease,where
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itoccursnaturally.
MethamphetamineWithdrawal
Althoughmethamphetamineisahighlyaddictivedrug,noacutesymptomsare
evidentatthetimeofmethamphetaminewithdrawal.Withdrawalsymptomscan
oftentake30to90daystooccur,andcanincludedepression,cravings,lackof
energy,andevensuicidalthoughts.Newresearchsuggeststhatbrain
abnormalitiessimilartothoseseeninpeoplewithdepressionandanxiety
disorderscanoccurwhenapersonstopsusingmethamphetamine.
Methamphetamineabusehasaveryhighrelapserate;morethan90percentof
individualsintreatmentreturntodrugabuse.
TheImpactofMethamphetamineonCommunities
Dramaticincreasesintheproductionanduseofmethamphetaminehaveledto
broadmediacoverageofthisdrug.Methamphetamineismadeillegallywith
fairlyinexpensiveandreadilyavailableingredients,suchasdraincleaner,
batteryacid,andantifreeze.Asaresult,amajorityofthemethamphetamine
producedintheUnitedStatesismadeinhomelabs.Methamphetamineis
highlyaddictive,creatingahighdemandforthedrugandthelabsthatsupplyit.
Theselabsareamajorproblemforthecommunity.Methamphetaminelabs
havethepotentialtocontaminatedrinkingwater,soil,andair.Inaddition,
methamphetamineuseoftenincreasescrimeandviolentacts,suchasdomestic
violenceorchildabuse,inaffectedindividualsandcommunities.
Seethe“ScienceintheSpotlight”articleintheModule6magazinefor
moreontheimpactofmethamphetamineonsociety.
GHB,Rohypnol,MDMA,ANDKetamine(“ClubDrugs”)
FourclubdrugsareGHB(gammahydroxybutyricacid),flunitrazepam
(Rohypnol),MDMA(3-4methylenedioxymethamphetamine),andketamine.
Thesedrugsarecalledclubdrugsbecauseoftheirassociationwithuseinparty
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situations(note:methamphetamineisalsoconsideredaclubdrug).
GHBhasthreeforms:acolorless,odorlessliquid,awhitepowder,andapill.
Rohypnolisapillthatdissolvesinliquids.
SomeformsofRohypnolareundetectableinliquids,whilenewerRohypnol
pillscausecolorchangesintheliquid.MDMA,oftenknownasecstasy,comes
inatabletorcapsuleform.Ketamineisawhitepowder.
GHBisalsoknownas"Georgiahomeboy".Rhypnolisalsoknownas
"roofies".SlangtermsforMDMAinclude"ecstasy","XTC","e","x",and
"adam".Ketamineissometimesreferedtoas"specialK".
GHBandRohypnolarealsoknownas"daterapedrugs"becauseoftheir
effectonmemoryandtheiruseinsexualassaultsituations.Student
materialsdonotofferthisterminology.Determinewhetheryourstudents
arereadyforthislevelofdiscussionbeforepresentingthisterminologyto
them,ifyoudecidetoatall.
GHBcancausememoryloss,relaxation,drowsiness,dizziness,nausea,
difficultyseeing,unconsciousness,seizures,breathingproblems,tremors,
sweating,vomiting,decreasedheartrate,adreamlikefeeling,coma,and
possibledeath.
Rohypnolcancausememoryloss,lowerbloodpressure,sleepiness,muscle
relaxationorlossofmusclecontrol,adrunkfeeling,nausea,slurredspeech,
difficultywithmotormovements,lossofconsciousness,confusion,problems
seeing,dizziness,andstomachproblems.
MDMAcancauseincreasesinheartrateandbloodpressure,muscletension,
involuntaryteethclenching,nausea,blurredvision,faintness,andchillsor
sweating.Inhighdoses,MDMAcanleadtoasharpincreaseinbody
temperature(hyperthermia)thatresultsinliver,kidney,andcardiovascular
systemfailure.
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Ketaminecancausehallucinations,lostsenseofidentityandtime,distorted
perceptionsofsightandsound,feelingoutofcontrol,impairedmotorfunction,
problemsbreathing,convulsions,vomiting,out-of-bodyexperiences,a
dreamlikefeeling,numbness,lossofcoordination,aggressiveorviolent
behavior,andslurredspeech.
GHB,Rohypnol,MDMA,andKetamineintheBrain
GHBandRohypnolaffecttheneurotransmitterGABA(gammaaminobutyric
acid).Normally,GABAinhibitstheabilityofneuronstosendmessagesto
neighboringneurons;inotherwords,itstopsorslowsthecommunication
betweenneurons.WhenapersonabusesGHBorRohypnol,thedrugs
enhancetheeffectsofGABA,furtherdecreasingcommunicationbetween
neurons.Thisdecreasedcommunication,ordepressanteffect,causes
drowsinessandconfusion,andcanhaveevenmoreseriouseffectssuchas
sleep,coma,ordeath.
MDMAcausesanincreaseinactivityassociatedwiththeneurotransmitters
serotonin,dopamine,andnorepinephrine.Itdoesthisbypreventingthe
reuptakeoftheneurotransmitters.MDMAcanalsocausethereuptakesitesto
workinreverse,sotheyreleaseevenmoreserotoninintothesynapse.
Serotoninplaysanimportantroleintheregulationofmood,sleep,pain,
emotion,andappetite.Theexcessserotoninfoundinsynapsesasaresultof
MDMAuselikelycausestheeuphoriceffectsofthedrug.Becausethedrug
depleteslargeamountsofthisimportantneurotransmitter,italsocontributesto
thenegativeaftereffectsthatusersoftenexperiencedaysafteruse.
Ketaminedisruptsthefunctioningofreceptorsfortheneurotransmitter
glutamate,knownasNMDA(N-methyl-D-aspartate)receptors.Thiscancause
thestuporobservedinapersonwhohasabusedketamineaswellasproblems
withlearning,memory,awareness,andjudgment.Ketaminecanalsodisrupt
theactionsoftheneurotransmitterdopamine.
Preparation/Introduction
86
Preparation
ReadtheBackgroundsectionofthismoduleformoreinformationabout
drugsinthenews.
ProvidestudentswiththeModule6magazineDrugsintheNewsfor
backgroundknowledge.
Determinewhichactivitiesyouwanttheclasstocomplete.
Arrangeforcomputerlabtimeorpreparetheclassroomcomputerfor
students’InternetandCD-ROMuse.
PhotocopyandpassouttheDrugsintheNewsFactSheetforstudentsto
completeduringthelecture.
Preparetransparenciesandphotocopiesforthelesson.
Introduction
Time:15-20minutes
Handouts:Module6magazine(PDF,12.8MB)
DrugsintheNewsFactSheet(PDF,668KB)
(Page25inthepdf)
Beforegivingstudentstimetoreviewthemagazine,beginwiththefollowing
activity.Leadadiscussionaboutdrugsinthenewsandothermediaoutlets.Ask
studentswhatthey’vereadandseeninthemediaaboutsubstanceabuseand
addiction.Specificallymentionthedrugsincludedinthismoduleandsee
whetherstudentsarefamiliarwiththesethreesubstances.Liststudents’
responsesonthechalkboard.
Reading:Givestudentsadequatetimetoreadthestudentmagazine.Have
thempayparticularattentiontothefollowingsections:Background,Statsand
87
Facts,andScienceintheSpotlight.
Discussion:Insmallgroups,havestudentsdiscusstheinformationusingthe
followingquestions.Then,bringthegroupstogetheranddiscussasaclass.
Reviewtheeffectsofthedrugs,howthedrugsareused,howthedrugsactin
thebrain,andwhythesedrugsappearsoofteninthemedia.
Tellstudentsthatonegoalofthislessonistohelpthemlearnhow
individuals,families,andthecommunityareaffectedbydrugsofabuse.A
secondgoalistogivestudentstheskillstocriticallyanalyzehowthemedia
coversinformationaboutdrugsofabuse.
DrugsintheNews
Whyarethesedrugsillegal?
Whatpartsofthebrainareaffectedbysteroids?Methamphetamine?Other
clubdrugs?
Whataretheriskstoanindividualwhomayusethesedrugs?
Whatistheimpactofthesedrugsoncommunities?
Whydothesedrugsappearsoofteninthemedia?
Isthemediacoverageofdrugsbalanced?Havestudentsseenbothpositive
andnegativeinformationpresentedwhendrugsarediscussed?
Howdoestheinformationtheyhavereadinthemediacomparetothe
informationinthefactsheet
Activities/CD-ROM
Activity1:BrainMessages
88
Time:45minutes
Supplies:Onelargepieceofbutcher-blockpaperpergroup
Markers/crayons/pencils
Handouts:MediaChart(PDF,668KB)
(Page29inthepdf)
Afterpresentingtheinformationonthefactsheet,announcethesixthandfinal
activityofthecompetition.Remindstudentswhichgroupstheyarein.Have
studentssitwiththeirgroups.
Inthisactivity,studentswillearnpointsfortheirgroupsbymonitoringthemedia
—newspapers,TV,andmagazines—forinformationaboutlegalandillegal
drugsthathavebeencoveredbytheBrainPower!curriculum.Encourage
studentstobringininformationtheyfindaboutdrugsinthenewstosharewith
therestoftheclass.Awardpointsforboththeamountandthequalityofthe
informationthegroupsfind.Developyourownplanforawardingpoints,oruse
thisone:
Onepointperarticle(ordescriptionofTVcommercialorshow)that
discussesdrugabuse.
Twopointsifthearticlediscussestheimpactofthedrugonthebrainand
body.
Threepointsperarticleifthestudentcanidentifyanimbalanceinthe
presentationoftheinformation,asinamediapiecethatlacksscientific
backgroundorpresentsfalseorsensationalinformation.
UsetheMediaChartprovidedtotracktheteams’progressastheygatherthis
informationandpresentittotheirclassmates.Runthecompetitionforafew
daysoraweek.Encourageconversationaboutthetopicsthatthestudents
presenttosupporttheintegrationofalltheinformationcoveredintheBrain
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Power!curriculum.Dostudentsrealizethataccurateinformationcansupport
healthydecision-making?Aretheyawareoftheroleofthemediain
disseminatingthisinformation?
RecordgrouppointsontheGroupScorecard.
Activity2:ScavengerHunt
Time:45minutes
Supplies:Computerforresearch
Penorpencil
Handouts:RippleEffects(PDF,668KB)
(Page27inthepdf)
Methamphetamineabuse,liketheabuseofotherdrugs,impactsboth
individualsandsociety.Forthisfinalactivity,studentswillexplorehow
methamphetamineabusehasarippleeffectthroughoutsociety.
UsingtheWebsitesprovidedasastartingpoint,havestudentsresearchthe
prevalenceofmethamphetamineandtheconsequencesofitsproduction,
distribution,anduse.HavestudentscompletethediagramontheRippleEffects
handout,listingwaysinwhichmethamphetamineaffectsmultiplelayersof
society—fromindividualstofamiliestocommunities.Studentsshoulduse
informationfromtheWebsitesbelowandotherstojustifytheirresponses.Then,
havestudentsbrainstormwaystopreventorimprovetheproblemsoneachtier.
TheimagebelowrepresentstheRippleEffect.
Priortotheactivity,addthesesitestotheclassroomcomputer’s“Favorites”
drop-downmenu.Ifneedbe,theactivitycanbespreadacrossafewday’stime
byhavingonegroupatatimeaccessthecomputerforresearchtimewhilethe
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restoftheclasscompletesotherwork.
http://teens.drugabuse.gov/educators/curricula-and-lesson-plans/mind-overmatter/methamphetamine
www.intheknowzone.com/meth/community.htm
Example:fortheindividual,responsesmayincludeaddiction,healthproblems,lossof
job,andjailtime;forthefamily,responsescouldincludeviolence,poverty,child
abuse,andneglect;forthecommunity,responsesmightbecrimeandpollution.
CD-ROM:Room6(OnlineVersion)*
TheCD-ROMincludesgamesandmaterialstosupplementtheinformation
presentedinthemodule.Theroomlabeled“6”containsthefollowingactivities
andspecificinformationpertainingtothismodule:
LearningObjectives:thesearepresentedatthebeginningofeachCD-ROM
module
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BrainScanFiles:inthisactivity,studentsviewbrainscanimagestoseethe
damagingeffectsofvariousdrugsonthebrain
MethamphetamineandSportsNewsDailyArticle:inspiredbynews
headlines,thearticlesdiscussthebroadimpactofmethamphetamineand
steroidabuse
MemoryGame:studentsmatchvocabularywordsfromthemoduleinthis
memory-basedgame
BeattheClock:inthisgame,studentsracetoselectthetermsthatcorrectly
relatetothedrugsdiscussedinthemodule
ModuleQuiz:thisquizisthefinalpartofthemodule,intendedtoassess
students’learning
*AdobeFlashplayerrequiredtoview.
Extensions
1. Someprofessionalathleteshaveruinedtheirreputationsandcareerswhen
routinedrugtestingrevealedthattheyhadbeenusinganabolicsteroids.
Havestudentsdecideiftheysupport(pro)ordisagreewith(con)routine
drugtestsforathletes.Haveeachside(proandcon)presenttheirmain
pointstotheclass.Makesurestudentsemphasizethebrainandbody
effectsofthedrugandhowthisinformationshouldbeconsideredinthe
debate.
2. HaveeachstudentaccessthedatafromtheMonitoringtheFuturenational
surveyonline.Askstudentstorecordatleastoneteendrugfactobtained
fromthesite;observewhatinformationstudentswereabletopullfromthe
textandchartsthatareatahigherreadinglevel.
Assessment
Asstudentscompletetheactivitiesinthemodule,observewhethertheyhave
masteredthefollowing:
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1. Canstudentsexplaintheeffectsofmethamphetamineinthebrain?Can
theyexplainhowthesechangescanresultinaddiction?
2. Canstudentsexplaintheeffectsofsteroidsinthebrain?Cantheyexplain
thedramaticeffectsthedrugcanhaveonthebody?
3. CanstudentslisttheseriouseffectsofMDMAabuse?
4. Canstudentslistthetypesofdaterapedrugsandtheireffectsonthebrain
andbody?Dotheyrealizetheprevalenceofthesedrugsinsociety?
5. Dostudentsrecognizetheprevalenceofinformationondrugsinthenews?
Canstudentsarticulatewhydrugabuseissuchanimportanttopicforthe
media?
6. Havestudentsbecomemorecriticalconsumersofinformationaboutdrugs
ofabuse?Aretheyabletorecognizeinaccuracyorimbalanceinnews
coverage,ifpresent?
Resources
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)
301-443-1124
ThisWebsitecontainsinformationaboutdrugabuseaswellassections
designedspecificallyforparents,teachers,andstudents.
MindOverMatterTeacher’sGuide
Thisprintable/downloadableteacher’sguideaccompaniesNIDA’sMindOver
Matterseries.Theseriesisdesignedtoeducateteensaboutthebiological
effectsofdrugabuseonthebodyandbrain.
NIDADrugPubsResearchDisseminationCenter
877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)
OrderourmaterialsfreeofchargeinEnglishorSpanish.
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ResourcesforStudents
MindOverMatter
Designedforteens,thissiteincludesinformationabouthowdifferentdrugs,
includingmethamphetamineandsteroids,affectthebrain.Thesitealso
includesateacher’sguide.Alsoavailableforfreebycalling1-800-729-6686.
NIDAforTeens
Designedforteens,thissiteprovidesinformationonseveraldrugs,including
steroids,aswellasquizzesandreal-lifestories.
FreeVibe
Designedforteens,thissitecoverstherisksandconsequencesofvarious
drugsandprovidesnews,advice,andreal-lifestories.
DateRapeDrugs.Kehner,G.B.Philadelphia,PA:ChelseaHousePublishers,
2004.Partofthe“Drugs:TheStraightFacts”series.Discussesthehistory,
effects,usagetrends,andotherinformationaboutGHB,Rohypnol,and
ketamine.
BodyEnhancementProducts.Santella,T.M.Philadelphia,PA:ChelseaHouse
Publishers,2005.Partofthe“Drugs:TheStraightFacts”series.Discussesthe
healthrisksofsteroidsandotherbodyenhancementproducts.
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Materials/Contact
ContactInformation
ForquestionsregardingNIDA'sScienceEducationProgramandMaterials,
contactCathrineSasek,Ph.D.,e-mail:[email protected].
Handouts
Module1:AnIntroductiontotheBrainandNervous
System
Module1Magazine(PDF,10.4MB)
Module1Handouts(PDF,129KB)
Module1Handouts(Spanish,PDF,89KB)
Student/TeacherWorksheets(PDF,668KB)(Pages2-7)
ParentGuide(PDF,330KB)
ParentGuide(Spanish,PDF,1.55MB)
Module2:LegalDoesn’tMeanHarmless
Module2Magazine(PDF,2MB)
Module2Handouts(PDF,97KB)
Student/TeacherWorksheets(PDF,668KB)(Pages8-13)
ParentGuide(PDF,330KB)
ParentGuide(Spanish,PDF,1.55MB)
Module3:DrugsintheCupboard
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Module3Magazine(PDF,4.3MB)
Student/TeacherWorksheets(PDF,668KB)(Pages14,15)
ParentGuide(PDF,92KB)
ParentGuide(Spanish,PDF,62KB)
Module4:WeedingOuttheGrass
Module4Magazine(PDF,6.8MB)
Student/TeacherWorksheets(PDF,668KB)(Pages16-22)
ParentGuide(PDF,70KB)
ParentGuide(Spanish,PDF,65KB)
Module5:DrugsontheStreet
Module5Magazine(PDF,7MB)
Student/TeacherWorksheets(PDF,668KB)(Pages22,23)
ParentGuide(PDF,120KB)
ParentGuide(Spanish,PDF,119KB)
Module6:DrugsintheNews
Module6Magazine(PDF,12.8MB)
Student/TeacherWorksheets(PDF,668KB)(Pages24-30)
ParentGuide(PDF,91KB)
ParentGuide(Spanish,PDF,105KB)
T-shirts,Stickers,andButtons
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HowdoImakeaT-shirt?
DownloadPDF(2MB)
1. Askchildrentohavetheirparentsfindaplainwhitet-shirtorothercotton
itemthattheycanusefortheiron-on.
2. Pickupiron-onink-jettransferpaperatyourlocalcraftorofficesupplystore.
Chooseopaquetransferpaperfordark-coloreditemsandtransparent
transferpaperforlight-coloreditems.Transparenttransferpapermayhelp
avoidwhiteoutlinesaroundartwork.Alwaysreadtheinstructionsthatcome
withthetransferpaper.
3. Downloadthefreeartwork.
4. Useaninkjetprintertoprintthedownloadedartworkontothetransferpaper.
Theartworkcomesasatwo-pagePDFdocument.Pageoneisaflipped,
mirrorimage(backwards)ofthedesign.Pagetwoisaregular
(straightforward)non-flippedimage.
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5. Useanordinaryirontotransferthedesignontotheitem.Usecaution,the
ironwillbeveryhot.
HowdoIprintthestickers?
Download
1. Pickupsomeblankwhitelabelspaperatyourlocalcraftorofficesupply
store.
2. Downloadthefreeartwork.
3. Placethedownloadedartworkontoyourlabelsandresizethearttofityour
label.
4. Useanink-jetprintertoprintyourdownloadeddesignontothelabels.Be
suretoreadtheinstructionsthatcomewiththelabels.
CD-ROMActivities(OnlineVersion)
TheonlineversionoftheCD-ROMactivitiescanbeusedasanenriching,
learningtooltoreinforceinformationcoveredinthelesson.Werecommendthat
theseactivitiesbeusedafterthelessoniscompleted,eitherimmediatelyafteror
astimeallowsintheclassroomschedule.
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