1 National Institute on Drug Abuse (NIDA) Brain Power: Grades 4-5 Last Updated September 2012 https://www.drugabuse.gov
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NationalInstituteonDrugAbuse(NIDA)
BrainPower:Grades4-5
LastUpdatedSeptember2012
https://www.drugabuse.gov
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TableofContents
BrainPower:Grades4-5
DrugsinSociety(Module1)
YourAmazingBrain(Module2)
Neurotransmission(Module3)
Stimulants(Module4)
Alcohol,Marijuana,andInhalants(Module5)
WhatisAddiction?(Module6)
Materials/Contact
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DrugsinSociety(Module1)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module1(PDF5.2MB)
Introduction
ThisintroductoryBrainPower!missionisdesignedtoencouragethestudentstothinkaboutdrugs,andtheirimpactonoursociety.Theywillbeaskedtothinkaboutthedifferencesbetweenlegalandillegaldrugsandtofindexamplesinthemediathatshowhowdrugsarepresented.Thestudentsmaybesurprisedtodiscoverthatdrugsarementionedofteninalltypesofmedia.Aftermakingthisobservation,theywillhaveabetterunderstandingofwhydruguseisapervasiveprobleminoursociety.
LearningObjectives
Studentsunderstandthedifferencebetweenlegalandillegaldrugs.
Studentsfindexamplesofhowdrugsarepresentedinthemedia.
Studentscreateascrapbookidentifyinghowdrugsarepresentedinprintmedia,movies,andelectronicmedia.
Studentsdrawconclusionsaboutwhydruguseisapervasiveprobleminourculture.
RelationshiptotheNationalScienceEducationStandards
ThismissionalignswithonestandardintheNSES:scienceinpersonalandsocialperspectives.Thechartbelowshowshowthemissionalignswiththisstandard.
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ScienceinPersonalandSocialPerspectives
LevelsK–4
HowMissionIsAligned
Personalhealth
Thestudentsdevelopanunderstandingofwhatdrugsareandhowtheyareusedsothattheycanlearnhowtomakedecisionsthataffecttheirhealth.
Background
Drugscanbebroadlydefinedassubstancesthatchangethewaythebrainandbodyfunction.Oneofthekeymessagesthatthestudentslearnduringthismoduleisthatsomedrugsarelegal,whileothersarenot.Legaldrugsincludemedicationswhentheyareprescribedtoyoubyamedicalprofessional,caffeine,nicotine,andalcohol.Eventhoughlegalforadults,tobacco(whichcontainsnicotine)andalcoholareillegalforchildren.Drugsthatareillegalforeveryone,allthetime,includemarijuanaandcocaine.Asthislistshows,legaldrugscanbehelpful,butcertainlegaldrugs,suchasalcohol,cancausetremendousdamage.Alldrugscanaffectthebrainandbody,andchildrenshouldonlytakemedicationsthataregiventothembyatrustedadult.
Duringthesecondpartoftheactivity,thestudentswilllookinmagazines,newspapers,ontheInternet,andinmoviestofindouthowillegalandlegaldrugsarepresentedinoursociety.Theywilldiscoverthatoftendrugsareshownasbeingenticingandappealing.Bothmenandwomenshownusingdrugsare,inmanycases,attractive,welldressed,andseemtobehavingagreattime.Thefactthatdrugsarepairedwithsuchpositivequalitiessendsaconfusingmessagetokids.Oncethestudentslearnhowdrugsarepresentedinthemedia,theywillhaveabetterunderstandingofwhydrugsaresuchaseriousprobleminoursociety.
Thisactivitywilllaythefoundationfortheremainingactivitiesintheprogram,whichfocusonhowdrugsaffectthebrainandthenervoussystem.Bytheendoftheprogram,thestudentswillhaveabetterideaofwhypeoplearetemptedtotrydrugs,buttheywillalsoknowwhy—basedonscientificfact—itissoimportanttoresistthattemptation.
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Materials/Preparation
Materials
Paperandpencils
Markers
DVDandDVDplayer
Tradingcards(PDF,2.5MB)
Oldnewspapersandmagazines
ComputerwithInternetaccess
Preparation
Decidehowyouwanttoconductthisactivity.Youcouldhavethestudentsdeveloptheirscrapbooksindividuallyoringroupsoftwoorthree.
Procedures/DiscussionQuestions
Procedures
1. Beginthemissionbydiscussingthedifferencebetweenlegalandillegaldrugs.Askthestudentsiftheycannamesomelegaldrugs.Writedowntheirresponsesonasheetofpaper.Next,askthemtonamesomeillegaldrugs,andwritedownthoseresponsesaswell.Examplesofeacharelistedbelow:
LegalDrugs
Caffeine(incoffee,tea,andmanysoftdrinks)
Medicationforheadaches,colds,andotherillnesses
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LegalforAdults
Alcohol
Nicotine(incigarettes)
IllegalDrugs
Marijuana
Cocaine
2. Afterdevelopingthelists,helpthestudentsunderstandthedifferencesbetweenlegalandillegaldrugs.Manylegaldrugs,suchasmedications,arehelpfulbutmustbetakencarefully,intherightdosage,andundertherightcircumstances.Somelegaldrugs,suchascigarettesandalcohol,maybepurchasedonlywhenindividualsreachacertainage(e.g.,anindividualmustbeatleast21topurchasealcoholintheUnitedStates).Illegaldrugsareallharmfulinsomeway,andillegalforeveryone.
3. HavethestudentswatchtheDVD.StoptheDVDatthebreak.
4. Nowthatthestudentshaveanideaofthekindsofdrugscommonlyused,givethemanopportunitytofindexamplesoftheminthepopularmedia.First,decideifyouwantthestudentstoworkinpairsorinsmallgroups.Thenorganizetheclassaccordingly.
5. Tellthestudentsthattheirmissionistocreateascrapbookshowinghowdrugsarepresentedinthemedia.Thescrapbookshouldincludeexamplesfromnewspapers,magazines,theInternet,television,andmovies.Becarefultoselectmediathatareappropriateforthisagegroup.Somemediamaycontainimagesthataren’tappropriateforchildrenthisage.
6. Givethestudentsclasstimetoworkontheirscrapbooks.Passoutthemagazinesandnewspapersandhavethemlookforpicturestoincludeintheirscrapbooks.ThestudentscanalsocheckontheInternetforexamples.Withtheirgroups,theyshouldbrainstormonhowdrugsareportrayedinthemoviesandontelevision.
7. Afterthestudentshavecompletedtheirscrapbooks,watchtheremainderoftheDVDsegment.AttheconclusionoftheDVDsegment,haveeachgroupmakeapresentationtotheclass.Duringthepresentations,askthestudents
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questions,suchas:Wasitdifficulttofindpicturesofdrugscommonlyused?Wheredidyoufindcigaretteads?Wheredidyoufindalcoholads?Whydoyouthinkthesekindsofmediaadvertisethesesubstances?Thenconcludetheactivitybydiscussingthesimilaritiesanddifferencesamongthescrapbooks.Whatfeaturesdoallthescrapbooksshare?Howaretheydifferent?
Tellthestudentstokeeptheirscrapbookstouseinlatermodules.
DiscussionQuestions
1. Discusswiththeclasshowdruguseisportrayedinthemedia.Forexample,whatdothepeopledrinkingorsmokinglooklike?Aretheywelldressedandattractive?Aretheyengagedinanappealingactivity,suchaspicnickinginthepark,orlayingonthebeach?Askthestudentsiftheythinktheseimagesmakedrugusemoreattractivetoyoungpeople.Ifso,dotheythinkthatthemediacontributestodruguseinoursociety?
2. AfterthestudentshavewatchedtheDVD,discussthequestionthatCortyhasposed:Whydotheythinkthatpeopletakeillegaldrugs,evenwhentheyknowthattheyarebadforthem?
3. Createaclassdiagramshowingthesimilaritiesanddifferencesbetweenhowdrugsareportrayedinprintversusotherkindsofmedia.Doesonekindofmediumportraydrugsmorepositivelyornegativelythananotherkind?Whatconclusionscanthestudentsdrawbyanalyzingthediagram?
Extensions
Theactivitieslistedbelowprovidealinktootherareasinthecurriculum.
1. Designaclassmuralshowinghowdrugsareportrayedinsociety.Encouragethestudentstoincludeasmanydifferentexamplesofdruguseastheycan.
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2. Haveeachstudentwriteasummaryofwhattheyhavelearnedabouthowdrugsareportrayedinsociety.Askforvolunteerstoreadtheiressaystotheclass,andaskthestudentstonoteonwhatcharacteristicseachstudentisfocusing.Whataspectsofthisissuehavemadeanimpressionontheclass?
3. Havethestudentswriteashortplayshowinghowdrugsareportrayedinsociety.Studentscanthenperformtheplayforotherclassesintheschool.
Assessment/AdditionalActivities
Assessment
1. Viewthismoduleasapre-assessmentofwhatthestudentsalreadyknowaboutdruguse.Considerthefollowingquestions:
Howmuchpriorknowledgedothestudentshaveofthetopic?
Dothestudentshavemisconceptionsaboutdruguse?
2. Keeparecordofquestionsthestudentsraisedwhileworkingonthemoduletorefertoastheyworkonsubsequentmodulesintheprogram.
AdditionalActivities
Belowaresomeadditionalactivitiesthatcanbeusedafterthestudentscompletethefirstmission.Theseactivitiesareextensionstomanyotherareasofthecurriculum.
1. Havethestudentsmakealistofthedifferentcontextsinwhichtheyfinddrugsmentioned.Possibilitiesincludeformedicaluse,aspartofacriminalinvestigation,andinadvertisements.
2. Askthestudentstotakeapolloftheadultstheyknow,askingthemwhattheiropinionisofbothlegalandillegaldrugs.Havethemasktheadultstoconsiderwhentheythinkdrugsarehelpfulandwhentheyareharmful.Finally,havethestudentsasktheadultsaboutbothlegalandillegaldrugs,andtheirimpactonsociety.
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3. Havethestudentswritelettersintroducingthemselvestotheothergroupworkingontheactivitiesinthisprogram.Eventhoughacompetitionisbeingsetupbetweenthetwogroups,encouragethemtobepoliteandconsiderateintheirletters.
Resources
Thelistsbelowincluderesourcesforteachersandstudents.
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
EisenhowerNationalClearinghouse(ENC)www.sciencepioneers.org/resource/eisenhower-national-clearinghouse-math-science-educationThisWebsiteprovidesusefulinformationandproductstoimprovemathematicsandscienceteachingandlearning.
DrugsandSociety:BehavioralMedicinesandAbusableDrugs.[Leccese,A.P.]SaddleRiver,NJ:PrenticeHallCollegeDivision,1991.Coveringarangeofdrugs,thisbookaddressesthesocietalviewsofmedicinesandabuseddrugs,andthemotivationtheoriesfortheiruseandabuse.
ResourcesforStudents
OfficeofNationalDrugControlPolicy(ONDCP):
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www.abovetheinfluence.comThisWebsiteprovidesinformationdirectedatteensaboutdrugsofabuseandhowtoresistpressuretousedrugs.
WhyDoPeopleTakeDrugs?[Westcott,P.]Chicago,IL:RaintreePublishers,2001.Thestudentswillfindthisbooktobeagoodstartingpointwhenansweringthequestionofwhypeopletakedrugs.Itcoversthevariousculturalandindividualperceptionspeoplehaveaboutdruguseandhowlawsgoverningitdifferaroundtheworld.
DrugsandtheMedia.[Lee,M.P.]NewYork,NY:TheRosenPublishers,1994.Inastraightforward,concisemanner,thisbookpresentsavarietyofpropagandatechniquesinthemedia,includingadvertising,entertainment,andnews.
NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissite,developedspecificallyforteens,providesinformationondrugs.
IntroductoryStoryforModule1
BethandJuanaremembersoftheBrainPower!Club.Theyarehangingoutintheclubhousereadingmagazines.Bethislookingatanadforalcohol,showinghappypeopledrinking.
Bethsays,"Youknow,Juan,Ijustcan'tbelievemagazinesareallowedtorunadslikethisafterallwe'velearnedabouthowbaddrinkingalcoholisforyou."
Juansays,"Letmesee,"andhetakesalookatthead.Hereplies,"Yeah,I'veseenadslikethat,too,withpeopledrinkingandlookingallhappyandsmiling.Don'ttheyknowthatalcoholcankillbraincellsiftheydrinkenough?"
Bethjokes,"Andsomeofusneedeverybraincellwehave!"asshebouncesalargesoftrubberballoffofJuan'shead.
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Juanrubshisheadandsays,"Speakforyourself."
"Butitbugsmethattheadvertisersmakeitseemlikedrinkingiscool,"Bethsays.
"Maybethey'realittleshortonbraincells!"Juansays.
TheygobacktothumbingthroughthemagazineswhenCorty,theanimatedbrain,popsoutofthepages,startlingthekids."Hi,kids!"Cortysays."Ibroughtsomefriends."CortyintroducesLatishaandJayfromtheSpectacularScientistsClub.
“Uh-oh,Ifeelamissioncomingon!”Cortysaysallexcited.“Missionalert!Missionalert!”
JayandLatishalookatCortylikehe’scrazy.“Wow!What’swrongwithhim?!”asksJay.
"Oh,hejustlovesmissions,"saysJuan."I'mJuanandthisismyfriendBeth.Ww'reJuniorScientistsandwhatwe'restudyingistheproblemofdrugsinoursociety."
Juanchimesin,"Andwhenwesay"drugs,"wemeanthingslikealcoholandcigarettes,too."
"Hey,that'swhatwe'vebeenworkingon,too,"saysJay."Haveyoulearnedaboutthedifferencebetweenlegalandillegaldrugs?"
Bethreplies,"Yeah,medicationsforheadachesandcoldsarelegal,buttheyshouldonlybegivenbyatrustedadult."
Juanadds,"Cigarettesandalcoholarelegalforadults,buttheycanstilldoalotofdamage.Andthey'realwaysillegalforkids!Butdrugslikemarijuanaandcocaineareillegalforeveryone."
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BethpicksupthemagazinethatsheandJuanwerereadingbeforeandsays,"Beforeyoucamein,weweretalkingaboutalltheadsyouseeforliquor,wine,andbeer,andhowthepeopleintheadsalwaysseemsocoolandhappy."
Cortychimesin,"Thathasalottodowithyourmission.Yourmissionistofindoutwhypeoplekeeptakingdrugsthatarebadforthem.Ihopeyouwillallworktogetheronthischallenge."
Thekidssettledowntowork.Juansays,"Thereareadsthatmakesmokinganddrinkinglookcool,butwhydopeopleuseillegaldrugs?Andwheredotheyfindoutaboutthem,anyway?"
Latishasays,"Wegetinformationaboutdrugsinnewspapers,magazines,andonTV.Ihaveanidea.Let'smakeascrapbookshowingallthedifferentplacesyoucangetinformationonillegaldrugs."
Stophereuntilstudentshavecompletedtheirscrapbooks.
Thekidsgetbusybuildingascrapbook.Whentheyaredone,theybeginflippingthroughit.Whentheyturnthepage,there'sCorty,flattenedinsidetheplasticphotosleeve.Thekidsaresurprisedtoseehiminthere.
Cortylaughs,comesoutofthescrapbook,andsays,"Well,howdidyoudo?"
Juanreplies,"We'vegatheredalotofinformationonhowadvertisersandthemediasellthingsthatreallyaren'tverygoodforpeople."
Jayadds,“Theymakedrinkingandsmokinglookfunandcool,eventhoughtheycanbeharmful.”
Latishasays,“Andinmovies,youseepeopleusingillegaldrugs,andsometimesitseemslikethey’rehavingareallygoodtime,too.Sothat’salmostlikeanadvertisement,althoughit’snotsupposedtobe.”
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Bethsays,“Soinaway,weunderstandwhypeoplemightstartusingthem,butwhatwestilldon’tunderstandiswhytheykeepusingdrugs.”
Juansays,“Yeah.Theymustknowtheycangetreallysick.”
“I’dalsoliketoknowwhysomeTVcommercialsandadvertisementsmakebadthingslookgood,”saysJuan.
Cortyreplies,“Thosearereallygoodpoints.Sowhatcanyoudoaboutit?”
Juansays,“Well,wecantellourfriendsaboutwhatwe’velearned:thatjustbecause&somethinglooksgooddoesn’tmeanitis.”
Jaysays,“Andwecancontrolwhatweputinourbodies,sowecanserveasgoodexamplestoothers.”
Cortysays,“Thoseareallreallygreatideas.Nexttime,we’regoingtolearnabouthowdrugsandalcoholaffectourbrains—asubjectnearanddeartome.”
BrainPowerNews
ParentNewsletterVolume1,Number1
IntroducingtheNIDAJuniorScientistsProgram
YourchildisworkingonthefirstmoduleoftheNationalInstituteonDrugAbuse(NIDA)JuniorScientistsProgram.NIDAisacomponentoftheNationalInstitutesofHealth,thelargestsupporterofhealthresearchintheworld.Gearedtostudentsinfourthandfifthgrades,theprogramdiscussesthefollowingtopics:
Impactofillegalandlegaldrugsonoursociety;
Differentfunctionsofthebrain;
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Processofneurotransmission;
Effectsofstimulantsonthebrainandbody;
Effectsofalcohol,marijuana,andinhalantsonthebrainandbody;and
Addiction.
Theoverallpurposeoftheprogramistolayafoundationforstudentstomakebetterdecisionsabouttheirownhealthinthefuture.Thisnewsletterisdesignedtoprovideyouwithinformationsothatyoucanreinforceathomewhatyourchildhasbeenlearninginschool.Eachmodulehasaparentnewsletterthatincludesthefollowing:
Thecontentofthemodule;
Activitiesyoucandoathomewithyourchild;and
Additionalresourcesformoreinformation.
Wehopethatyouandyourchildenjoyworkingontheprogramtogetherandthattheknowledgegainednowwillserveyourfamilywellinthefuture.
DrugsinSociety
Module1isdesignedtoencouragestudentstothinkaboutwhatdrugsare,andtheimpacttheyhaveonoursociety.Forthismodule,wedefineadrugasanysubstancethatchangesthewaythebodyandbrainwork;examplesincludemedicines,alcohol,caffeine,nicotine,andillegaldrugslikemarijuanaandcocaine.Studentswilllearnthedifferencesbetweenlegalandillegaldrugsandfindexamplesinthemediathatshowhowinformationaboutdrugsispresented.Studentsmaybesurprisedtodiscoverthatdrugsarementionedofteninalltypesofmedia.Aftermakingthisobservation,studentswillhaveabetterunderstandingofwhydruguseissuchaseriousproblemtooursociety.
DuringModule1,studentswilllookinmagazines,newspapers,ontheInternet,andinmoviestofindouthowdrugsareportrayedinoursociety.Studentswilldiscoverthatoftendrugsareshownasbeingenticingandappealing.Bothmen
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andwomenshownusingdrugsare,insomecases,attractive,welldressed,andlooksuccessful.Thefactthatdrugsarepairedwithsuchpositivequalitiessendsaconfusingmessagetokids.Oncethestudentslearnhowdrugsarepresentedinthemedia,theywillhaveabetterunderstandingofwhydrugsposesuchaseriousproblemtooursociety.
ThisactivityalignswithastandardidentifiedintheNationalScienceEducationStandards,guidelinesdevelopedin1996bytheNationalAcademyofSciencestohelpschoolsknowwhatinformationshouldbecoveredinkindergartenthroughhighschool.Thisstandard,scienceinpersonalandsocialperspectives,stressestheimportanceofunderstandingwhatdrugsareandhowtheyareusedsothatthestudentscanlearnhowtomakedecisionsthataffecttheirhealth.
ScienceatHome
Askyourchildtohelpyoufindexamplesinthemediathatshowhowdrugsareportrayed.WatchTVoramoviewithyourchild,lookthroughmagazinesandnewspaperarticles,listentomusic,orsurftheInternet.Discusshowthedrugsareportrayed,andhowthepeoplelookwhoareusingthesedrugs.Talktoyourchildaboutthesedrugsandtheconfusionthatcanhappenwhenthemediaportraystheminapositivemanner.
AdditionalResources
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
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WhyDoPeopleTakeDrugs?[Westcott,P.]Chicago,IL:RaintreePublishers,2001.Studentswillfindthisbooktobeagoodstartingpointwhenbeginningtoanswerthequestionofwhypeopletakedrugs.Itcoversthevariousculturalandindividualperceptionspeoplehaveaboutdruguseandhowlawsgoverningitdifferaroundtheworld.
DrugsandtheMedia.[Lee,M.P.]NewYork:TheRosenPublishers,1994.Inastraightforward,concisemanner,thisbookpresentsavarietyofpropagandatechniquesinthemedia,includingadvertising,entertainment,andnews.
ParentNewsletter(PDF,904KB)
BrainPowerNews(Español)
BoletínInformativoParaPadresVolumen1,Número1
IntroducciónalProgramaPequeñosCientíficosdelInstitutoNacionalsobreelAbusodeDrogas
SuhijoestátrabajandoenelprimermódulodelProgramaPequeñosCientíficos(JuniorScientistsProgram)delInstitutoNacionalsobreelAbusodeDrogas(NationalInstituteonDrugAbuseoNIDA).ElNIDAesuncomponentedelosInstitutosNacionalesdelaSalud(NationalInstitutesofHealth),elmayorpartidariodelainvestigaciónsobrelasaludenelmundo.Dirigidoaestudiantesdecuartoyquintogrado,elprogramaexplicalossiguientestemas:
Elimpactodelasdrogasilegalesylegalesennuestrasociedad;
Lasdiferentesfuncionesdelcerebro;
Losprocesosdeneurotransmisión;
Losefectosdelosestimulantesenelcerebroyelcuerpo;
Losefectosdelalcohol,lamarihuanaylosinhalantesenelcerebroyel
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cuerpo;y
Laadicción
Elpropósitogeneraldelprogramaesestableceruncimientoparaquelosestudiantestomenmejoresdecisionesacercadesupropiasaludenelfuturo.Esteboletíninformativoestádiseñadoparabrindarleinformaciónafindequeustedrefuerceenelhogarloquesuhijoestáaprendiendoenlaescuela.Acadamódulolecorrespondeunboletíninformativoparapadresqueincluyelosiguiente:
Elcontenidodelmódulo;
Actividadesquepuederealizarenelhogarconsuhijo;y
Recursosadicionalesparamásinformación.
Esperamosqueustedysuhijodisfrutentrabajandojuntosenelprogramayqueenelfuturosufamiliapuedabeneficiarsedelconocimientoadquiridoahora.
Lasdrogasenlasociedad
ElMódulo1estádiseñadoparaanimaralosestudiantesapensarenloquesonlasdrogasyelimpactoquetienenennuestrasociedad.Paraestemódulodefinimosunadrogacomounasustanciaquealteralaformaenquefuncionanelcuerpoyelcerebro;losejemplosincluyenmedicamentos,alcohol,cafeína,nicotinaydrogasilegalescomolamarihuanaylacocaína.Losestudiantesaprenderánlasdiferenciasentredrogaslegaleseilegales,yencontraránejemplosenlosmediosdecomunicaciónquemuestrenelmodoenquesepresentalainformaciónsobrelasdrogas.Losestudiantessepodríansorprenderaldescubrirquelasdrogassemencionanamenudoentodaslasformasdemediosdecomunicación.Despuésdeobservaresto,losestudiantestendránunamejorcomprensióndeporquéelusodedrogasesunproblematangraveparanuestrasociedad.
DuranteelMódulo1,losestudiantesbuscaránenrevistas,periódicos,Internet
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ypelículaslasmanerasenqueserepresentanlasdrogasennuestrasociedad.Losestudiantesdescubriránqueamenudolasdrogassemuestrancomoseductorasyatractivas.Tantoloshombrescomolasmujeresquesemuestranusandodrogasson,enalgunoscasos,atractivos,estánbienvestidosyparecenexitosos.Elhechodequelasdrogassevinculencontalescualidadespositivasenvíaunmensajeconfusoalosniños.Unavezquelosestudiantesaprendancómolasdrogassonpresentadasenlosmediosdecomunicación,comprenderánmejorporquééstasrepresentanunproblematangraveparanuestrasociedad.
EstaactividadcumpleconunestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards),pautasdesarrolladasen1996porlaAcademiaNacionaldeCiencias(NationalAcademyofSciences)paraayudaralasescuelasasaberquéinformaciónsedebecubrirdesdeelkindergartenhastalaescuelasecundaria.Esteestándar,cienciadesdeunaperspectivapersonalysocial,enfatizalaimportanciadecomprenderquésonlasdrogasycómoseusanparaquepuedanaprenderatomardecisionesqueafectansusalud.
Lacienciaenelhogar
Pidaasuhijoqueleayudeabuscarejemplosenlosmediosdecomunicaciónquemuestrencómoserepresentanlasdrogas.Miretelevisiónounapelículaconsuhijo,busquenenrevistasyartículosdeperiódico,escuchenmúsicaonaveguenenInternet.Conversenacercadecómoserepresentanlasdrogasycómosevenlaspersonasqueestánusandoestasdrogas.Hableconsuhijosobreestasdrogasylaconfusiónquepuedeocurrircuandolosmediosdecomunicaciónlasrepresentandemanerapositiva.
Recursosadicionales
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoen
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drugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.
WhyDoPeopleTakeDrugs?[Westcott,P.]Chicago,IL:RaintreePublishers,2001.Losestudiantesconsideraránestelibrounbuenpuntodepartidaparacomenzararesponderlapreguntasobreporquélagenteconsumedrogas.Cubrelasvariaspercepcionesculturaleseindividualesquelagentetienesobreelusodedrogasycómodifiereelmodoenquelaleyloregulaenelmundo.
DrugsandtheMedia.[Lee,M.P.]NewYork:TheRosenPublishers,1994.Demaneradirectayconcisa,estelibropresentaunavariedaddetécnicasdepropagandaenlosmediosdecomunicación,incluyendopublicidad,entretenimientoynoticias.
ParentNewsletter(Español,PDF,2.8MB)
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YourAmazingBrain(Module2)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module2(PDF,4.9MB)
Introduction
DuringthesecondBrainPower!mission,thestudentslearnaboutthemajorpartsofthebrainandtheirfunctions.Theylearnaboutdifferenttechniquesusedtostudythebrain—PositronEmissionTomography(PET)scan,SinglePhotonEmissionComputedTomography(SPECT),andMagneticResonanceImaging(MRI)—anddiscusswhateachcantellusaboutthebrainanditsfunctioning.Thestudentsalsolearnabouttheworkofbrainresearchers.
LearningObjectives
Studentslearnaboutdifferentpartsofthebrainandthefunctionofeachpart.
Studentsdiscussthreedifferenttechniquesusedtostudythebrain.
Studentsanalyzepicturestakenwitheachdeviceandfigureoutwhatinformationcanbeobtainedfromeachkindofpicture.
Studentslearnabouttheworkofdifferentbrainresearchers.
RelationshiptotheNationalScienceEducationStandards
TheactivitiesinthislessonalignwithtwostandardsidentifiedintheNSES:historyandnatureofscienceandscienceasinquiry.
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UnifyingConceptsandProcesses
LevelsK–4 HowMissionIsAligned
Systems,order,andorganization
Themissionexplainsthekeyconceptthatthebrainispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertomakeallhumanbehaviorpossible.
StandardsforScienceandTechnology
Levels5-8 HowMissionisAligned
Understandingscienceandtechnology
Studentslearnaboutthreedevicesandhowtheyareusedtofurtherknowledgeaboutthebrain.
Background
Module2providesthestudentswithimportantinformationaboutthestructureofthebrain.Theywillrefertothisinformationlaterintheprogram,whenlearningabouttheeffectsthatdrugshaveondifferentpartsofthebrain.
IntheBrainPower!programforthestudentsingrades2and3,theylearnedaboutfourpartsofthebrain—thecerebralcortex,composedoftherightandlefthemispheres;thecerebellum;thebrainstem;andthelimbicsystem.Inthisprogram,theywilllearnmoredetailaboutthedifferentfunctionslocalizedineacharea.Iftheyhaven’talreadycompletedthesecond-andthird-gradecurriculum,reviewthebasicsaboutthebraininmoredetail.
Cerebralcortex:rightandlefthemispheres
Inpeople,thecerebralcortexisthebrain’slargestpart,makingupmorethan3/4ofthebrain.Itisconsideredtobethemosthighlydevelopedpartofthebrainandcontrolsthinking,perceiving,andunderstandinglanguage.
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Thecerebralcortexisdividedintotwohemispheres—therighthemisphereandthelefthemisphere.Therighthemispherecontrolstheleftsideofthebodyandislargelyresponsibleforartisticexpressionandunderstandingrelationshipsinspace.
Thelefthemisphere,whichcontrolstherightsideofthebody,islargelyresponsibleformathematicalability,problemsolving,andcomparinginformationneededtomakedecisions.Itisalsothebrain’scenteroflanguage.
Thetwohemispherescancommunicatewithoneanotherbecauseofabundleoffiberscalledthecorpuscallosum.Thecorpuscallosumservesasthebridgebetweenthetwohemispheres.
Thecortexisspecialized—specificareasofthecortex,calledlobes,areresponsiblefordifferenttasks,suchasthefollowing:
Thefrontallobeisresponsibleforinitiatingandcoordinatingmotormovementsandhighercognitiveskillslikeproblemsolvingandthinking.
Thejoboftheparietallobeistoprocesssensoryinformationfromthewholebody—likeinformationaboutpain,touch,andpressure.
Theoccipitallobeprocessesallthevisualinformationcomingintothebrain.
Thetemporallobeisinchargeofmakingsenseoftheauditoryinformationfromtheenvironment.Itisalsoinvolvedinintegratingsensoryinformationfromvarioussenses,suchassmellandvision.
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Cerebellum
Thecerebellumcontrolsposture,movement,andthesenseofbalance.Playingball,pickingupobjects,andplayingmusicalinstrumentsarejustafewoftheactivitiesthatfallunderitscontrol.
BrainStem
Thebrainstemisthebrain’smostprimitivepart.Itstwomainpartsaretheponsandthemedulla.Theponscontainsfibersthatconnectthecerebralcortexwiththecerebellumandthespinalcord.Theponsalsocontrolssleeping,awakening,anddreaming.
Themedullacontrolsheartrate,respiration,andbloodpressure.Thebrainstemalsocontrolssimplereflexes,suchascoughing,sneezing,anddigestion.
LimbicSystem
Thelimbicsystemhasmanyparts,buttwoofthemostimportantarethehippocampusandtheamygdala.Thehippocampusismainlyresponsibleforlearningandmemory.Theamygdalaplaysanimportantroleinemotional
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behavior.Thelimbicsystemisgreatlyaffectedbydrugssuchasnicotine,alcohol,andillegaldrugs.
NewToolsforStudyingtheBrain
Scientistsnowhaveverysophisticatedtechniquesforstudyingthebrain.ThreeimportanttoolsthatareusedarePET,SPECT,andMRI.Eachofthesetoolsisdescribedbelow.
PositronEmissionTomography(PET)scans.Radioactiveglucoseisinjectedintothebloodstream;theradioactiveglucoseisthentakenupbypartsofthebrainthatareactiveandusingenergy.Theseareas,whichareusingeitherradioactiveoxygenorglucose,showupontheimage.Theadvantageofthistechniqueisthatitcanactuallyshowwhatpartsofthebrainaremoreactivethanothers.Thedisadvantagesarethatitisexpensivetouseandinvolvesradioactivematerial,whichhasthepotentialtobedangerous.
Single-PhotonEmissionComputedTomography(SPECT)scans.SimilartoPETscans,radioactivematerialisinjectedintothebloodstreamandtravelstothebrainandbody.Scientistsanddoctorscanviewthematerialoncomputerizedimages,whichhelpsthemidentifybrainactivity.TheradioactivesubstancesusedinSPECTaredifferentfromthoseusedinPETscans,andtheSPECT
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imagesarelessdetailedthanthoseofPET.Ontheotherhand,SPECTislessexpensivethanPET,andSPECTcentersaremoreaccessiblethanPETcentersbecausetheyhavefewerequipmentrequirements.
MagneticResonanceImaging(MRI).MRIusesradiofrequencysignalsproducedinastrongmagneticfieldtocreateanimageofthebrainandshowwhatitlookslike.MRIsshowthestructureoftheentirebrain,asopposedtotheothertypesofimaging,whichshowthespecificpartsthatareworking.WhileMRIsproduceclearimages,theyareexpensivetouseandcanbeuncomfortableforthepatient,whomustliestillinaverysmallspaceforarelativelylongperiodoftime.However,abigadvantageisthatMRIisnoninvasiveanddoesn’tuseinjectionsorradioactivity.
Duringtheactivity,thestudentswillhaveanopportunitytolookatimagesproducedfromthesethreedifferenttoolstoseewhateachshowsandhowtheimagescanbeusedtolearnmoreaboutthebrain.
Materials/Preparation
Materials
Paperandmarkers
DVDandDVDplayer
ComputerwithInternetaccess
BrainInstructionandFactSheets(PDF,142KB)
Preparation
1. ReviewtheBackgroundmaterialaboutthepartsofthebrainandthetoolsusedtostudythebrain.
2. PreviewtheDVDbeforestartingtheactivity.Decidewhichsectionsyouwanttousewiththeclass.
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3. UsetheBrainInstructionSheettomakeanoverheadtransparencyofthebrain.
4. MakeenoughcopiesoftheBrainInstructionandBrainFactSheets(PDF,142KB)foreachstudentintheclass.
Procedure/DiscussionQuestions
Procedure
1. Beginthemissionbyaskingthestudentswhattheyknowaboutthebrain.Dotheyknowthenamesofanyofitsparts?Dotheyknowwhatthedifferentpartsdo?Writedowntheirideasonasheetofnewsprint.Itmightbehelpfultocreateachartforthisinformation.Thechartcanhangonthewallintheclassroom.
2. Projectthetransparencyofthebrain.Goovereachpartanddescribeitsfunction.Afterdiscussingalltheparts,askthestudentstothinkofexamplesofdifferentactivitiesthateachpartcontrols.Forexample,theymaysaythatthecerebralcortexenablesthemtoplaycardgames,andthecerebellumisinvolvedintheirabilitytoplaysoccer.
3. Tomakesurethestudentsknowthepartsofthebrain,passouttheBrainInstructionSheetsandBrainFactSheetsfromtheguide.Aftersplittingtheclassintopairs,askthestudentstolabeleachpartofthebrainandjotdownsomeactivitiesforeachpart.Aftertheyhavecompletedthesheet,tellthemtokeepitforreferenceduringthesecondpartoftheactivity.Thestudentscanpracticesharingwhattheylearnedbyteachingsomeoneelsetheinformation(e.g.,parent,sibling,orfriend).
4. Tellthestudentsthatduringthesecondpartofthemission,theywillbelearningaboutsomedifferenttoolsavailabletoscientistsforstudyingthebrain.Forthisactivity,itwouldbepreferableforthemtoworkinthecomputerlab,ifpossible.
5. HavethestudentswatchtheDVD.StoptheDVDatthebreak.
6. Dividethestudentsintopairs.HavethemvisitthefollowingWebsite:faculty.washington.edu/chudler/image.html.Givethestudentsafew
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momentstolookattheimagesontheWebsitedevelopedfromeachbrainimagingtool.UsingtheirBrainInstructionSheets,havethemidentifythedifferentpartsofthebrain.Theycanwritetheirresponsesonaseparatepieceofpaper.Tellthemtomakesuretoindicatetowhichimagetheirlabelsarereferring.
7. HavethestudentswatchtheremainderoftheDVD.Concludethelessonbyaskingthemwhattheythinkofthedifferentmachinesusedtostudythebrain.Howdotheyallworktogethertogivescientistsamorecompletepictureofthebrain?
DiscussionQuestions
1. TellthestudentstousetheinformationtheylearnedintheDVDtofillinthefollowingchart.Theycanwatchthepartshowingtheresearchersagainiftheyneedto.
2. Discussthefindingswiththestudents.Whatroledothedifferenttoolsplayinallowingthescientiststostudythebrain?Whatdotheylearnfromtheimagesproducedfromthesetools?
3. Tellthestudentstokeepthischartforfurtherreference.Theymayneeditwhentheystartstudyingdifferentdrugsandhowtheyaffectthebrain.
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Extensions
Thefollowingactivitiesprovidealinktootherareasinthecurriculum.
1. Havethestudentslookthroughnewspapersandmagazines.Tellthemtocutoutanyarticlesthatrelatetothebrainorbrainresearch.Theycancompiletheirarticlesintoascrapbook.
2. Havethestudentswriteastorybasedonwhattheylearnedaboutthebrainandbrainresearch.Thestorycouldbeaboutachildwhoneededtoundergoatestbecauseofanillness,ascientificbreakthrough,orwhatbrainresearchwillbelike50yearsfromnow.Encouragethemtousetheirimaginationsaswellastheirknowledgetowriteacreative,interestingstory.
3. Havethestudentsdrawacartoonstripillustratingadayinthelifeofabrainresearcher.SuggestthattheybasetheircomicstripsontheDVDtheywatched.
4. Havethestudentstakeabraindominanceself-assessmenttofindoutiftheyareleftorrightbrained.ThesetestscaneasilybefoundontheInternet.Thestudentscanalsofindinformationtohelpstrengthentheirweakside:
www.web-us.com/brain/braindominance.htm
Assessment/AdditionalActivities
Assessment
1. Asthestudentsworkontheseactivities,lookforevidenceofthefollowing:
Arethestudentsgraspingtheconceptthatthebrainisacomplexorganmadeupofdifferentpartsthatperformdifferentfunctions?
Dothestudentsunderstandhowthedifferenttoolsworkthatresearchersuse?Dotheyunderstandthateachtoolisusedforaspecificpurpose?
Canthestudentsapplywhattheyhavelearnedtonewsituations?Forexample,cantheyusetheinformationtowriteastory?
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2. Puteachstudent’sBrainInstructionSheetinhisorherstudentportfolio.
AdditionalActivities
Belowaresomeadditionalactivitiesthatcanbeusedafterthestudentscompletethesecondmission.Theseactivitiesareextensionstomanyotherareasofthecurriculum.
1. Drawaclassillustrationofthebrain.Besuretolabelallofthepartsthestudentsstudiedduringthemission.Includethefunctionsofeachpart.
2. Writeaclassplayaboutthebrainorbrainresearch.Theplaycouldfocusontheworkofthebrainresearchersthatthestudentslearnedabout,howeachdeviceisusedtostudythebrain,orthefunctionofeachpartofthebrain.
3. Makeaclasschartwithideasonhowtoprotectthebrain.Somesuggestionsincludewearingahelmetwhenbikeridingorrollerblading,eatinganutritiousdiet,andwearingaseatbeltwheninacar.Afterdevelopingthelist,discussspecificallyhoweachideacouldprotectthebrain.
Resources
Thelistsbelowincluderesourcesforteachersandstudents.
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
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TheHumanBrain:AGuidedTour.[Greenfield,S.A.]NewYork,NY:BasicBooks,1998.Writtenforalayaudience,itprovidesaholisticviewofthebrainasanintegralpartofthebody;partoftheScienceMastersSeries.
ACelebrationofNeurons:AnEducator’sGuidetotheHumanBrain.[Sylwester,R.]Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment,1995.Thebookdiscussesthestructureandfunctionofthebrain,andexplainshowwethink,dream,digestfood,andmuchmore.
ResourcesforStudents
NeuroscienceforKidsfaculty.washington.edu/chudler/neurok.htmlContainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforstudentsandeducators.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe"Drug-AlertBook"series,givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.
PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Writtenforages9through12,thisbooktellsthestoryofarailroademployeewhoexperiencedpersonalitychangesaftera13-poundironrodshotthroughhisbrain.
TheBrain:OurNervousSystem.[Simon,S.]NewYork,NY:WilliamMorrow,1997.Thisbookofferssimple,yetcomprehensive,informationonthebrainandthenervoussystem.
BigHead!ABookAboutYourBrainandYourHead.[Rowan,P.]NewYork,NY:AlfredA.Knopf,1998.Givesanoverviewofthedifferentpartsofthebrain;includesdetailedcolorpicturesandtransparencies.
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IntroductoryStoryforModule2
BethandJuanaresittingatatableintheBrainPower!Clubhouselookingatmodelbrains.Bethsays,“Thebrainisreallysocool.Youdon’thavetothinkaboutit,butitstilldoesallyourthinkingforyou.”
Juanpicksuponeofthebrainsandlooksitover.Hesays,“Wecouldn’tevenbreatheifwedidn’thaveabrain.”
Juanthensqueezesthebrainalittleashelooksatit.Heputsitbackandgoesforanotherbrain.Itleapsoutofhishands–it’sCorty!Juanjumpsback.
CortylooksatBethandJuanwhoarestillholdingthebrainmodelsandwincessaying,“Hey,you’regivingmeaheadacheplayingwiththosethings.”
Bethsays,“ButCorty,we’rereallyinterestedinbrains.They’reveryimportant,andwewanttolearnmoreaboutthem.”
Cortysays,“Nowthat’sfoodforthought!So,whatdoyouwanttoknow?”
Juanreplies,“Wewanttolearnhowscientistsknowsomuchaboutbrains.Imean,howdotheystudybrains?You’dneedtohavex-rayvisiontolookinsidesomeone’shead.”
Cortysays,“OK!Ihavetheperfectmissionforyou.Howaboutteamingupwiththeotherclubagainsoyoucanhelpouteachother?”
“Wedon’tneedanyhelp.Imean,we’reJuniorScientists,”Bethsays.
“You’reright.Butyouknowwhatwouldbefun?”asksJuan.“What?”saysBeth.
“Whataboutifwecompetewiththem?”Juansays.“That’sagreatidea!”saysBeth.
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Cortysays,“You’rewastingbrainpowerbysplittingup!”
Thekidsjuststareathim.There’snowaythey’reworkingtogether.
Cortysays,“Okay,okay.I’lltelltheSpectacularScientistsClubmemberstheplan.Nowlistenup.Howdoscientistsknowsomuchaboutbrains?Howdotheylearnaboutbrains?Andwhatcanwelearnfromthem?”
Bethsays,“Itseemslikewe’dhavetotalktosomescientiststolearntheanswerstothosequestions.”
Cortysays,“You’reright!AndI’mgoingtointroduceyoutosomeofmyscientistfriendswhostudydrugabuseresearch.”
Cortysnapshisfingers,andscientistsshowuponthecomputermonitorwhoexplaindifferentimagingtechniquesthatcanbeusedtoseetheeffectsofdrugsonthebrain.ThesetechniquesincludeMRI,PET,andSPECT.AnnaRoseChildressexplainsthatMRIusesradiofrequencysignalsproducedbymagnetstocreateanimageofthebrain.BobMalisonandNoraVolkowexplainthatinPETandSPECTscans,radioactivematerialisinjectedintothebloodstream,whichallowsscientiststoviewcomputerizedimagesofthebrain.
Juansays,“Wow!Theysuresaidamouthful!Ididn’trealizethere’ssomuchforscientiststodoandlearn.”
Bethsays,“That’sthetruth!IhavegottoorganizethisinformationsoIcanstudyitbetter.Let’smakeachart.”
Juangoesofftogetmarkersandrulers.Then,theybegintomaketheirchartofthescientists—whattheydoandwhatmachinestheyuse.Whentheyfinish,theypinuptheirchart.
Stophereuntilstudentshavecompletedprocedure#6.
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Cortysays,“Verynice!You’vereallybeenpayingattention!Greatjob,butIcan’tstickaround.I’vegottogiveamissiontothekidsintheSpectacularScientistsClub.”
“What’stheirmission?”asksJuan.
Cortyreplies,“Can’ttellyou.It’stopsecret.Ifyou’dcooperatedinsteadofcompeting,you’dbeinonit,too,but...seeya!”Cortystartstoleave,butbothkidsyellforhimtohelpthemout.
Cortyresponds,“Youwantedtocompete.”
Bethsays,“Justahint?”
Cortycan’tresistresponding.Hesays,“Okay,okay,I’llgiveyouahint:neurotransmitters.”
BethandJuanlookateachother,confused.
Cortycontinues,“Thebrain’snogoodwithoutthem.TheygotogetherlikePBandJ,cerealandmilk,synapsesandneurons.”Thekidsjuststareathimblankly.Cortysays,“So,youcouldsayneurotransmissionisanotherexampleofteamwork.”
Bethsays,“Corty,you’reabrainwithaone-trackmind!”
BrainPowerNews
ParentNewsletterVolume1,Number2
YourAmazingBrain
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Yourchildislearningaboutthemostimportantpartofthebody—thebrain!Thebrainisthecontrolcenterfortheentirebody.Itcontrolseverythingapersondoes.Thismoduleteacheschildrenaboutthefivemajorpartsofthebrainandtheirfunctions.
PartoftheBrain
Function
CerebralCortex:rightandlefthemispheres
Thecerebralcortex,comprisedoftherightandlefthemispheres,isresponsibleforartisticexpression,understandingrelationshipsinspace,mathematicalability,problemsolving,andcomparinginformationneededtomakedecisions.Itisalsothebrain’scenteroflanguage.
Cerebellum Thecerebellumcontrolsposture,movement,andthesenseofbalance.Playingball,pickingupobjects,andplayingmusicalinstrumentsarejustafewoftheactivitiesthatfallunderitsdomain.
BrainStem Thebrainstemcontrolssleep,awakening,dreaming,heartrate,respiration,andbloodpressure.Thebrainstemalsocontrolsbodytemperature;simplereflexes,suchascoughingandsneezing;anddigestion.
LimbicSystem
Thelimbicsystemisresponsibleforlearning,memory,andemotionalbehavior.Thelimbicsystemisgreatlyaffectedbydrugs.
InModule2thestudentsarelearningaboutdifferentmethodsresearchersusetostudythebrain.Scientistsnowhaveverysophisticatedimagingtoolsforstudyingthebrain.Thethreemaintoolsusedare:
PositronEmissionTomography(PET)–usesradioactivesubstanceslinkedtosugartoshowwhichpartsofthebrainareusingthemostenergy.Thesearethebrainareasthataremostactive.Areasofthebrainwiththehighestradioactivitywilllookbrightred,andthereforeareworkinghard.Areasthat
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havelittleactivitywillbedarkblue.
SinglePhotonEmissionComputedTomography(SPECT)–usesradioactivematerialtoshowwhichpartsofthebrainareusingenergyandaremostactive.SPECTproducesimagesthatarelessdetailedthanPET,butSPECTtechniquesarelessexpensiveandmoreaccessiblethanPET.
MagneticResonanceImaging(MRI)–usesradiofrequencysignalsproducedinastrongmagneticfieldtocreateanimageofthebrain.Theseimagesprovidemoredetailsaboutbrainstructure,buttheydon’tshowspecificfunctionslikeSPECTandPETscans.
ThisactivityalignswithtwostandardsidentifiedintheNationalScienceEducationStandards:unifyingconceptsandprocesses,andscienceandtechnology.Theactivityexplainsthekeyconceptthatthebrainispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertoenablepeopletofunction.StudentsalsolearnaboutPET,SPECT,andMRIandhowtheyareusedtofurtherknowledgeaboutthebrain.
ScienceatHome
Askyourchildwhatheorshelearnedaboutthebrain.Seehowmanypartsheorsheremembersandcanidentify.Actoutdifferentactivitiesandhaveyourchildguesswhichpartofthebrainisbeingused.Thenaskyourchildtodrawapictureofthebrainandlabelit.
AdditionalResources
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfree
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publicationsareavailablehere.
NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlThisWebsitecontainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforstudentsandeducators.
PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Writtenforages9through12,thisbooktellsthestoryofarailroademployeewhoexperiencedpersonalitychangesaftera13-poundironrodshotthroughhisbrain.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partofthe“Drug-AlertBook”series;givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.
BigHead!ABookAboutYourBrainandYourHead.[Rowan,P.]NewYork:AlfredA.Knopf,1998.Givesanoverviewofthedifferentpartsofthebrain;includesdetailedcolorpicturesandtransparencies.
ParentNewsletter(PDF,1.4MB)
BrainPowerNews(Español)
BoletínInformativoParaPadresVolumen1,Número2
Suasombrosocerebro
Suhijoestáaprendiendosobrelapartemásimportantedelcuerpo:¡elcerebro!Elcerebroeselcentrodecontroldetodoelcuerpo.Controlatodoloquehaceunapersona.Estemóduloenseñaalosniñosacercadelascincopartes
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principalesdesucerebroysusfunciones.
Partedelcerebro
Función
Lacortezacerebral:hemisferiosderechoeizquierdo
Lacortezacerebral,compuestaporloshemisferiosderechoeizquierdo,esresponsabledelaexpresiónartística,lacomprensióndelanociónespacial,lacapacidadmatemática,laresolucióndeproblemasylacomparacióndeinformaciónnecesariaparatomardecisiones.Tambiéneselcentrodellenguajedelcerebro.
Elcerebelo Elcerebelocontrolalapostura,elmovimientoyelsentidodeequilibrio.Jugaralapelota,recogerobjetosytocarinstrumentosmusicalessontansóloalgunasdelasactividadesqueestánbajosudominio.
Eltroncoencefálico
Eltroncoencefálicocontrolaelsueño,eldespertar,lossueños,elritmocardíaco,larespiraciónylapresiónarterial.Eltroncoencefálicotambiéncontrolalatemperaturacorporal,losreflejossimplestalescomotoseryestornudar,yladigestión.
Elsistemalímbico
Elsistemalímbicoesresponsabledelaprendizaje,lamemoriayelcomportamientoemocional.Elsistemalímbicoseveseriamenteafectadoporlasdrogas.
EnelMódulo2,losestudiantesestánaprendiendosobrelosdistintosmétodosqueutilizanlosinvestigadoresparaestudiarelcerebro.Hoyendía,loscientíficostienenherramientasdeimagenmuysofisticadasparaestudiarelcerebro.Lastresprincipalesherramientasqueseutilizanson:
Tomografíaporemisióndepositrones(TEP,oPETporsussiglaseninglés),queutilizasustanciasradioactivasvinculadasalazúcarparamostrarquépartesdelcerebroestánusandomásenergía.Éstassonlasáreasdelcerebromásactivas.Lasáreasdelcerebroconmásradioactividadseveránencolorrojobrillanteyporlotantoestán
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trabajandomucho.Lasáreasquetenganpocaactividadseveránencolorazuloscuro.
Tomografíacomputarizadaporemisióndefotónúnico(TCEFU,oSPECTporsussiglaseninglés),queutilizamaterialradiactivoparamostrarquépartesdelcerebroestánusandoenergíaysonmásactivas.LaTCEFUproduceimágenesmenosdetalladasquelaTEP,perolastécnicasdelaTCEFUsonmenoscostosasymásaccesiblesquelasdelaTEP.
Imágenesporresonanciamagnética(IRM,oMRIporsussiglaseninglés),queutilizanseñalesdefrecuenciaderadioproducidasenunfuertecampomagnéticoparacrearunaimagendelcerebro.Estasimágenesproporcionanmásdetallesacercadelaestructuradelcerebro,peronomuestranfuncionesespecíficascomolohacenlaTCEFUylaTEP.
EstaactividadcumplecondosestándaresidentificadosenlosEstándaresNacionalesdelaEducaciónCientífica(NationalScienceEducationStandards):unificacióndeconceptosyprocesos,ycienciaytecnología.Laactividadexplicaelconceptoclavedequeelcerebroformapartedeunsistemamayor(elcuerpohumano),yqueambossistemastrabajanjuntosparapermitirquelaspersonasfuncionen.LosestudiantestambiénaprendensobrelaTEP,laTCEFUylaIRMycómoseusanparasabermásacercadelcerebro.
Lacienciaenelhogar
Pregunteasuhijoloqueaprendiósobreelcerebro.Veacuántaspartesrecuerdaypuedeidentificar.Representevariasactividadesyhagaquesuhijoadivinequépartedelcerebroestáusando.Luego,pidaasuhijoquedibujeuncerebroyqueescribalosnombres.
Recursosadicionales
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoen
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drugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.
NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlEstesitioWebcontieneinformaciónsobreelcerebroylaneurotransmisión,asícomoactividades,experimentos,dibujosyotrosrecursosparaestudiantesyeducadores.
PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Escritoparaniñosde9a12años,estelibrocuentalahistoriadeunempleadoferroviarioquesufriócambiosensupersonalidadluegodequeunabarradehierrode13libras[unos6kilos]leatravesóelcerebro.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;proporcionaunbuencompendiodelcerebro,laneurotransmisión,losefectosdelasdrogasenelcerebroylaadicción.
BigHead!ABookAboutYourBrainandYourHead.[Rowan,P.]NewYork:AlfredA.Knopf,1998.Ofreceuncompendiodelasdiferentespartesdelcerebroeincluyetransparenciasydibujosacolordetallados.
ParentNewsletter(Español,PDF,3MB)
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Neurotransmission(Module3)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module3(PDF5.5MB)
Introduction
Inthesecondmission,thestudentslearnedaboutthepartsofthebrainandwhateachpartdoes.Duringthismission,theylearnaboutneurotransmission—theprocessbywhichinformationtravelstoandfromthebrain—byplayingaboardgameandthendevisingtheirownoriginalwaytoexplainthisprocess.
LearningObjectives
Studentslearnaboutneuronsandwhattheydo.
Studentsfindouthowneuronscommunicatewitheachother.
Studentsexploretherelationshipbetweenthebrainandtherestofthecentralnervoussystem.
Studentslearnmoreaboutneurotransmissionbyplayingaboardgame.
Studentsapplywhattheyhavelearnedbyfiguringoutauniquewaytoexplainthetopic.
RelationshiptotheNationalScienceEducationStandards
ThismissionalignswiththefollowingstandardintheNSES:unifyingconceptsandprocesses.Thechartbelowshowshowthemissionalignswiththisstandard.
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UnifyingConceptsandProcesses
Levels5-8 HowMissionIsAligned
Systems,order,andorganization
ThismissionaddskeyknowledgetowhatwaslearnedinModule2byshowinghowneurotransmissionispartofthenervoussystem.Studentsdevelopanunderstandingofhowthebrainworkswithotherpartsofthenervoussystemtokeeptheentirehumanbodyfunctioning.
Background
Informationisconstantlyexchangedbetweenthebrainandotherpartsofthebodybybothelectricalandchemicalimpulses.Acellcalledaneuronisresponsibleforcarryingthisinformation.Thehumanbrainismadeupof100billionneurons.
Aneuronhasthreemainparts.Thecellbodydirectsalloftheneuron’sactivities.Dendrites,shortbranchesthatextendoutfromthecellbody,receivemessagesfromotherneuronsandpassthemontothecellbody.Anaxonisalong,singlefiberthattransmitsmessagesfromthecellbodytothedendritesofotherneuronsortoothertissuesinthebody,suchasmuscles.Aprotectivecoveringcalledthemyelinsheathcoverstheaxonsofmanyneurons.Myelininsulatestheaxonandhelpsmessagesfromnervesignalstravelfaster,farther,andmoreefficiently.
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Theexchangeofinformationfromtheaxonofoneneurontothedendritesofanotheriscalledneurotransmission.Neurotransmissiontakesplacethroughthereleaseofchemicalsintothespacebetweentheaxonofthefirstneuronandthedendritesofthesecondneuron.Thesechemicalsarecalledneurotransmitters.Thespacebetweentheaxonandthedendritesiscalledthesynapse.
Whenneuronscommunicate,anelectricalimpulsetravelingdowntheaxoncausesneurotransmitterstobereleasedfromtheendoftheaxonintothesynapse.Theneurotransmitterscrossthesynapseandbindtospecialmoleculesontheotherside,calledreceptors.Receptorsarefoundonthedendritesandcellbodiesofallneurons.Thesereceptorsconverttheinformationintochemicaland/orelectricalsignalsforprocessingintheneuron.
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Ourbodyproducesmanydifferenttypesofneurotransmitters.Eachneurotransmitterhasaspecificroletoplayinthefunctioningofthebrain.Aneurotransmitterbindstoareceptorinmuchthesamewaythatakeyfitsintoalock.Aspecificneurotransmitteronlybindstocertainreceptors.Oncetheneurotransmitterhasboundtoareceptor,aseriesofeventsfollow.First,themessagecarriedbytheneurotransmitterisreceivedandpassedontothereceivingnervecell.Second,theneurotransmitterisinactivatedandeitherbrokendownbyanenzymeorreabsorbedfromwhereitwasreleased.Thereabsorptioniscompletedbyothermoleculescalledtransportermolecules.Thesemoleculesarelocatedinthecellmembranesoftheaxonthatreleasestheneurotransmitters.Theypickupspecificneurotransmittersfromthesynapseandcarrythembackacrossthecellmembraneintotheaxon.Theneurotransmittersarethenrecycledforuseatalatertime.Notethatthisprocessistrueformostneurotransmitters,butnotforallofthem.
Materials/Preparation
Materials
BoardGame,withspinnerandplayingpieces(PDF,279KB)(foreachgroup)
Setof10-15blankcardsforeachgroup(useindexcardsorscratchpaper)
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Paperandpencils
BlackLineMaster(PDF,111KB)
DVDandDVDplayer
Preparation
1. Familiarizeyourselfwiththetopicofneurotransmissionbyreadingthebackgroundsectionoftheguide.
2. CreateanoverheadtransparencyshowingneurotransmissionbyusingtheBlackLineMaster(PDF,111KB)atthebackofthisguide.
3. Decidehowyouwanttogroupthestudentsforthisactivity.Eachgroupshouldconsistofthreetofourstudents.
4. Makeenoughcopiesoftheboardandthecardssothateachgroupreceivesoneset.
Youmaywanttohaveparentvolunteersorinstructionalassistantshelpmakecopiesofthematerialsneededforthisactivity.
Procedures/DiscussionQuestions
Procedures
1. Begintheactivitybyaskingthestudentsiftheyhaveeverlearnedaboutneurotransmission.ThestudentswhoworkedonothermodulesintheBrainPower!programmayremembersomethingaboutthisprocess.
2. Showthestudentstheoverheadtransparencyofneurotransmission.Explainthestepsintheprocess.
3. WatchtheModule3DVD.StoptheDVDatthebreak.
4. Tellstudentsthattobetterunderstandthiscomplexprocess,theyaregoing
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todesignaboardgameexplaininghowneurotransmissionworksandhowinformationiscommunicatedbetweenthebrainandotherpartsofthebody.
5. Passoutaboardgamesettoeachgroup.Tellstudentsthatthegameworkslikethis:Thespacesontheboardwilltellstudentswhattodowhentheyareplayingthegame.Thestudentsmustfillinthesespacesbeforeplayingthegame.Ideasarelistedbelow.Oncethestudentshavefilledinthespaces,havethemplay.Eachstudentshouldspin,moveacertainnumberofspaces,andfollowtheinstructionsonthespace.Iftheyanswerthequestioncorrectly,theyspinagain.Theplayerwhoreturnstothestartingplacefirstwinsthegame.
IdeasfortheBoard
Neurotransmitterswerejustreleasedintothesynapse.Movetwospaces.
Amessagedidn’tgothrough.Gobackthreespaces.
Youjusthadabrilliantidea!Moveaheadfourspaces.
Brainoverload!Gobackthreespaces.
Pickacardandfollowtheinstructions.
IdeasfortheCards
Namethepartsofaneuron.
Explainhowyourbrain“knows”thatyourarmhurts.
Whatisthemyelinsheath?Whyisitimportant?
Whatareneurotransmitters?
Whatarereceptors?
Whataretransportermolecules?
Whatpartsofaneuroncommunicatewitheachother?
Wheredoescommunicationtakeplace?
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6. ResumetheDVD.WhentheDVDisfinished,givestudentsclasstimetoplaythegame.Itmaybeagoodideatoleavetheoverheadtransparencyonwhilestudentsareplaying.Thatway,theycanrefertoitiftheyhavequestionswhileplayingthegame.
7. Afterthestudentsarefinishedplayingthegame,havethemcleanupandcomebacktogetherasaclass.Concludetheactivitybyaskingthemwhattheylearnedaboutneuronsandhowtheycommunicate(neurotransmission).
DiscussionQuestions
1. ShowtheDVDtothestudents.DiscusswhatnewneurotransmissioninformationtheylearnedfromtheDVD.
2. Challengethestudentstodeveloptheirownwaytoexplainneurotransmission.Itcouldbebydevelopinganotherboardgame,asimulation,oraplay.
3. AskthestudentsiftheythinkitwouldbebetteriftheJuniorScientistscollaboratedwiththeSpectacularScientistsClubkidsinsteadofcompetingwiththem.Tellthemthattheywillbeaskedlaterintheprogramaboutthevalueofcompetitionversuscollaboration.
Extensions
Theactivitieslistedbelowprovidealinktootherareasinthecurriculum.
1. Havethestudentssharetheirideasabouthowtoexplainneurotransmission.Keepalistofalloftheirideas.
2. Developaclassplayexplaininghowneurotransmissionworks.Thestudentsmayhavethecharactersbethepartsoftheneuron,orkidsshowingwhathappensifneurotransmissionworks—andifitdoesn’t.
3. Drawaclasspostershowingthedifferentpartsofaneuron.Studentscouldalsodrawthestepsofneurotransmission.
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Assessment/AdditionalActivities
Assessment
1. IfstudentsworkedontheBrainPower!programforgrades2and3,theymayhavesomeknowledgeofneurotransmission.Forthoselearningaboutitforthefirsttime,expectsomedifficultiesinunderstandingit.Neurotransmissionisaverydifficulttopicforelementaryschoolstudents.Ourgoalisforthestudentstohaveabasicunderstandingoftheprocessbytheendofthemodule.
2. Lookforthefollowingindicatorsofunderstandingofkeyconcepts:
Didtheyhaveaworkingknowledgeofthekeytermslearnedduringthemission?
Werethestudentsabletoplaythegame?
Weretheyabletoapplywhattheylearnedtoanewsituation,suchasdevelopinganewwaytoexplainthisprocess?
AdditionalActivities
Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthethirdmission.Theseactivitiesareextensionstomanyareasofthecurriculum.
1. Workinginpairs,havestudentsmakeacomicstripexplainingneurotransmission.Makesuretheyincludeinformationaboutneurons,howmessagesarereceived,andwhatchemicalsareinvolvedintheprocess.
2. Havethestudentsfindouthowmanyneuronsareinthehumanbodyatdifferentlifestages.Atwhichstagedopeoplehavethemostneurons?Askstudentswhythenumbervaries.ThebestwaysforthestudentstofindthisinformationwouldbeontheInternetorinlibrarybooks.
3. Havestudentslookinnewspapers,magazines,andontheWebforinformationaboutthelatestdevelopmentsinbrainresearch.Whatinformationdowehavenowthatwedidn’thave10or15yearsago?
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4. Workinginsmallgroups,havethestudentsmakeatimelineshowingmajorfindingsinbrainresearchbeginningin1900andgoingtothepresent.TheycanusereferencebooksandtheInternettocompletetheirresearch.TheNeuroscienceforKidsWebsitecontainsinformationonbrainresearch.
Resources
Thelistsbelowincluderesourcesforteachersandstudents.
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
FromNeurontoBrain.[Nicholls,J.G.,Wallace,B.G.,Fuchs,P.A.,&Martin,A.R.]Sunderland,MA:SinauerAssociates,2001.Developedforreaderswithaninterestinthehumannervoussystemwithlittleornobackgroundinthebiologicalsciences;describeshownervecellstransmitsignalsandmessages.
TheBrainAtlas:AVisualGuidetotheHumanCentralNervousSystem,3rdEdition.[Woolsey,T.A.,Hanaway,J.,Gado,M.H.]Hoboken,NJ:JohnWiley&Sons,Inc.,2007.Thisbookisacomprehensiveandaccurateatlasofthebrain.Itincludesnearly400imagesofthebrainanditspathways.
ResourcesforStudents
NeuroscienceforKids
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faculty.washington.edu/chudler/neurok.htmlThissitecontainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforthestudentsandeducators.
PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Writtenforages9through12,thisbooktellsthestoryofarailroademployeewhoexperiencedpersonalitychangesaftera13-poundironrodshotthroughhisbrain.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.
UnderstandingYourBrain(ScienceforBeginnersSeries).[Treays,R.]Newton,MA:EDCPublications,1996.Thisbookdescribesthepartsofthebrainandtheprocessofneurotransmission.
TheBrain:OurNervousSystem.[Simon,S.]NewYork,NY:CollinsPublishers,2006.Thisbookpresentsasimple,yetdetailed,overviewofthebrainandneurotransmission.
IntroductoryStoryforModule3
JayandLatishaaresittinginthechairsintheBrainPower!Clubhouse.They’retakingturnscheckingeachother’sreflexesusingtherubberhammerdoctorsuseonpatients’knees.
Latishasays,“Youhavegoodreflexes,Jay.”
Jayresponds,“AsignofsomeonereadytokickoffaseriouscampaigntobecomeafutureJuniorScientist!”
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“ItwouldbefuntobeJuniorScientistsliketheBrainPower!Clubkids,wouldn’tit?”Latishasays.“Ilikeithereintheirclubhouse.AndIthinkthatifwedoagoodjobwithournextmission,wemightgetpromoted!”
Cortyappears,emergingfromanearbycomputermonitor.Hesays,“Oh,wow,that’sjustwhatIhaveforyou,amission!YouaregoingtocompetewiththeJuniorScientiststoseewhocansolvemoremissions.”
LatishaandJayarebothreallyexcited.
Cortysays,“TheJuniorScientistssolvedthelastone,sothisisuptoyou.Yourmission,shouldyouchoosetoacceptit,islearningaboutneurotransmission.It’stheprocessthattakesinformationtoandfromthebrain.”
LatishaandJaylookateachotherconfusedandalittleconcerned.Latishasays,“ImustbehavinganeurotransmissionbreakdownbecauseIdon’tgetit.”Jayagrees.
Cortyasksthemforexamplesonhowtosendinformation.
Thekidsrespond,“Bytelephone,e-mail,instantmessage,letters…”
Cortysays,“Right.Butbrainsdon’thavetelephonesorcomputers.Well,Imean,Ido,butI’m…different.”Thekidstotallyagree.
Cortysays,“Typicalbrainshavetofindanotherwaytocommunicatewiththerestoftheirbodies.Andtheydoitbyusingthesynapsesbetweenneurons—orbraincells—asakindofInternet,likewhenyousendInstantMessages.”
Thekidsarestillconfused.Cortysays,“Maybeit’stimetocallinanexpert.”
AscientistnamedElliotSteinappearsonthecomputerscreenandexplainsneurotransmission.Thekidsseea3-Danimationshowingneurotransmittersbeingreleasedfromoneneuronintothespacebetweenneurons,calledthe
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synapse.Theneurotransmitterscrossthesynapsebetweentheneuronsandthenattachtothereceptorsonthenextneuron.Thenthecomputerscreengoesblank.
Cortysays,“Thereyougo!Yourmissionistodesignaboardgametoteachotherkidsaboutneurotransmission.”
Latishasays,“Whoa!”Jaysays,“Cool!Hard,butcool.”
Cortysays,“Ofcourse,boardgamesarebestwhenplayedinteams.”Helooksatthekidsandclearshisthroatmeaningfully.Thekidslookateachotherandrolltheireyes.
Stophereuntilstudentshavedesignedagame.
JayandLatishaworkhardontheirboardgame.TheyputthefinishingtouchesonitanddrawapictureofCortyontheboard.Jaymakesthefinalstrokeandsays,“Ta-dah–finished!”
Latishaexplainshowtoplaythegame,“Eachplayerisaneuron,abraincell.Seehowthepiecesareshapedlikeneurons?Thegoalistobethefirsttogetanimportantpieceofinformationtothebrain.”
Jaychimesin,“Atthebeginningofthegame,eachplayerfindsout,fromabooklet,whatthatpieceofinformationis.MineisthatI’mbeingchasedbyahungrylion.Ineedtoletmybrainknow,soitcantellmybodywhattodo—Ruuuun!”
Latishasays,“MineisthatI’mhungryforpizza,andIhavetogetthatinformationtomybrainsothatmybodyknowshowtogetaslice—holdtheanchovies,please.”
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Jaypicksuptwostacksofcardsandsays,“Therearetwosetsofcards.”Hepointstoonestackandtakesacardfromit.“Thissettellstheplayershowmanyspacestomovetheirpieces.Thisonesays‘Neurotransmitterswerejustreleasedintothesynapse.Moveaheadtwospaces’.
Latishapointstotheotherstackofcardsandsays,“Thenthere’sanothersetofcardscalled“ChallengeCards,”withquestionstotesttheplayers’knowledgeofneurotransmitters.Thisoneasksyoutonamethepartsofaneuron.Ifyougetitright,youspinagain.”
Cortysays,“Well,Ihaveaquestionforyou:Whatpartofthebrainwouldhelpyouifwe’retakingatestinmathclass?”JayandLatishalookateachotherandshrug.
Cortysays,“Whichpartofthebrainhelpedyoumakeupthisgame?”Theyshaketheirheadsbecausetheydon’tknow.Cortysays,“Don’tknow?Well,thisisagoodgame,butitonlytellshalfthestory.Youknowwhereyou’dfindtheotherhalf?”
Latishasays,“Iknow.TheBrainPower!kidshadamissionthattaughtthemaboutthebrain.”
Cortysays,“Nowyoursynapsesarefiring.Youneedtoworktogethertomakethisgamearealbrainteaser.”
Jaysays,“Well,itwouldbemorefuntoplaywithfour.”
Cortysays,“Maybeyoucandoyournextmissiontogether.You’llneedtoknowaboutthebrainandneurotransmissiontosolveit.”
BrainPowerNews
ParentNewsletterVolume1,Number3
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Neurotransmission
Module3focusesonneurotransmission.InModule2,yourchildlearnedallaboutthebrainandthefunctionsofthebrain.Inthismodule,yourchildwilllearnmoreaboutthebrainandhowmessagesaresentandreceived.Neurotransmissionispartoftheprocesswhereinformationistransportedto,from,andwithinthebrain.Acellcalledaneuronisresponsibleforcarryinginformation.Thehumanbrainismadeupof100billionneurons.Neuronshavedifferentpartsthatcarryoutdifferentfunctions.
Theexchangeofinformationfromoneneurontoanotherisaccomplishedthroughneurotransmission.Neurotransmissiontakesplacewhenoneneuronreleaseschemicalsintothespacebetweenneurons(calledthesynapse).Thechemicalsthencrossthesynapseandbindtospecificmoleculesonthesecondneuron.Themoleculesonthesecondneuronarecalledreceptors.Oncethechemicalsattachtothereceptors,theycausechangesinthesecondneuron,andthemessagecontinuesonward.Thisprocessisknownasneurotransmission.
ThisactivityalignswiththefollowingstandardidentifiedintheNationalScienceEducationStandards:unifyingconceptsandprocesses.ThismissionaddskeyknowledgetowhatwaslearnedinModule2byshowinghow
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neurotransmissionisessentialtothefunctionofthenervoussystem.Thestudentsdevelopanunderstandingofhowthebrainworkswithotherpartsofthenervoussystemtokeeptheentirehumanbodyfunctioning.
ScienceatHome
Askyourchildwhatheorshelearnedaboutneurotransmission.Discussthepartsofaneuronandthedifferentstepsofneurotransmission.Haveyourchilddrawneuronsandlabeleachpart.Haveyourchilddraworwritedownfiveactivitiesthatrequiretheprocessofneurotransmission.(Hint:Everythingyoudorequiresneurotransmissiontotakeplace.)
AdditionalResources
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlThissitecontainsinformationonthebrainandneurotransmission,activities,experiments,pictures,andotherresourcesforstudentsandeducators.
PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Writtenforages9through12,thisbooktellsthestoryofarailroademployeewhoexperiencedpersonalitychangesaftera13-poundironrodshotthroughhisbrain.
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UnderstandingYourBrain(ScienceforBeginnersSeries).[Treays,R.]Newton,MA:EDCPublications,1996.Thisbookdescribesthepartsofthebrainandtheprocessofneurotransmission.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,givesagoodoverviewofthebrain,neurotransmission,effectsofdrugsonthebrain,andaddiction.
TheBrain:OurNervousSystem.[Simon,S.]NewYork:Collins,2006.Thisbookpresentsasimple,yetdetailed,overviewofthebrainandneurotransmission.
ParentNewsletter(PDF,967KB)
BrainPowerNews(Español)
BoletínInformativoParaPadresVolumen1,Número3
Laneurotransmisión
ElMódulo3seconcentraenlaneurotransmisión.EnelMódulo2,suhijoaprendiómuchoacercadelcerebroysusfunciones.Enestemódulo,suhijoaprenderámássobreelcerebroycómoseenvíanyserecibenlosmensajes.Laneurotransmisiónformapartedelprocesomedianteelcualsetransportalainformaciónhaciaydesdeelcerebroydentrodelmismo.Laresponsabledetransportarlainformaciónesunacélulallamadaneurona.Elcerebrohumanoestáformadopor100milmillonesdeneuronas.Lasneuronastienendistintaspartesquecumplendistintasfunciones.
Elintercambiodeinformacióndeunaneuronaaotraselogramediantelaneurotransmisión.Laneurotransmisiónocurrecuandounaneuronaliberasustanciasquímicasalespacioquehayentrelasneuronas(llamadosinapsis).Luego,lassustanciasquímicasatraviesanlasinapsisyseunenamoléculasespecíficasenlasegundaneurona.Lasmoléculasenlasegundaneuronase
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llamanreceptores.Unavezquelassustanciasquímicasseunenalosreceptores,éstosprovocancambiosenlasegundaneuronayasíelmensajesigueadelante.Esteprocesoseconocecomoneurotransmisión.
EstaactividadcumpleconelsiguienteestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):unificacióndeconceptosyprocesos.EstamisiónagregaunconocimientoclavealoaprendidoenelMódulo2,mostrandoporquélaneurotransmisiónesfundamentalparalafuncióndelsistemanervioso.Losestudiantesdesarrollanunacomprensióndecómotrabajaelcerebroconotraspartesdelsistemanerviosoparamantenerenfuncionamientotodoelcuerpohumano.
Lacienciaenelhogar
Pregunteasuhijoloqueaprendiósobrelaneurotransmisión.Comentensobrelaspartesdeunaneuronaylosdistintospasosdelaneurotransmisión.Hagaquesuhijodibujeneuronasyqueescribaelnombredecadaparte.
¿Quépiensasuhijo?
Hagaquesuhijodibujeoescribacincoactividadesquerequierandelproceso
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deneurotransmisión.(Pista:todoloquehacemosrequierelaneurotransmisión).
Recursosadicionales
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoendrugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.
NeuroscienceforKidshttp://faculty.washington.edu/chudler/neurok.htmlEstesitioWebcontieneinformaciónsobreelcerebroylaneurotransmisión,asícomoactividades,experimentos,dibujosyotrosrecursosparaestudiantesyeducadores.
PhineasGage:AGruesomebutTrueStoryAboutBrainScience.[Fleischman,J.]Boston,MA:HoughtonMifflinCo.,2002.Escritoparaniñosde9a12años,estelibrocuentalahistoriadeunempleadoferroviarioquesufriócambiosensupersonalidadluegodequeunabarradehierrode13libras[unos6kilos]leatravesóelcerebro.
UnderstandingYourBrain(ScienceforBeginnersSeries).[Treays,R.]Newton,MA:EDCPublications,1996.Estelibrodescribelaspartesdelcerebroyelprocesodeneurotransmisión.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;
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proporcionaunbuencompendiodelcerebro,laneurotransmisión,losefectosdelasdrogasenelcerebroylaadicción.
TheBrain:OurNervousSystem[Simon,S.]NewYork:Collins,2006.Estelibropresentauncompendiosimple,perodetallado,delcerebroylaneurotransmisión.
ParentNewsletter(Español,PDF,2.3MB)
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Stimulants(Module4)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module4(PDF5.2MB)
Introduction
Duringtheprevioustwomodules,thestudentslearnedaboutthestructuresofthebrainandwhateachdoes,andalsoaboutneurotransmission,theprocessthroughwhichinformationisexchangedbetweenthebrainandtherestofthebody.Inthenexttwomodules,studentslearnaboutdrugs—somelegalwithbeneficialattributes,somelegalwithnegativeconsequences,andsomeillegal.Thefirstgroupofdrugsiscalledstimulants.Stimulantschangethefunctioningofthebrainandbody.Studentswillbelearningaboutcaffeine,nicotine,methylphenidate(Ritalin),amphetamine,andcocaineinthismodule.
LearningObjectives
Studentslearnhowcertainstimulantsaffectthebrainandthenervoussystem.
StudentsstudyPETscansshowingthedifferencebetweenanormalbrainandoneexposedtostimulants.
Studentsdiscusstheimpactofdruguse.
RelationshiptotheNationalScienceEducationStandards
ThismissionalignswiththefollowingstandardidentifiedintheNSES:scienceinpersonalandsocialperspectives.Thechartthatfollowsidentifieshowthemissionalignswiththisstandard.
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ScienceinPersonalandSocialPerspectives
LevelsK–4
HowMissionIsAligned
Personalhealth
Studentsobservetheeffectsthatstimulantshaveonthebrainandthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.
Background
Thekindsofdrugsdiscussedinthismoduleareknownasstimulants.Stimulantscauseacceleratedheartrate,increasedbloodpressure,andanincreaseintherateofthebody’smetabolism.Stimulantsalsointerferewiththefunctioningofaneurotransmitter,knownasdopamine.Dopamineactivatesthebrain’srewardsystemandisassociatedwithfeelingsofpleasure,suchasthepleasantsensationsofeatingorridingarollercoaster.Stimulantsvaryintheextenttowhichtheyinterferewithdopamine,andintheeffectstheyhaveonotherneurotransmitters.
Therearemanydifferentkindsofstimulants.Theonesfocusedonherearenicotine,caffeine,cocaineandamphetamine,andmethylphenidate(Ritalin).Eachkindofdrugisexplainedinthelistbelow.
Nicotine
OtherTerms-Tobacco;foundincigarettes,cigars,andsmokelesstobacco
Howitisused:Smoked,chewedorinhaled
Effectsofthedrug:Reducesappetite,increasesalertness
Negativeeffectsonthebody:Cancausenauseaandvomiting.Nicotineisaddictinganduseresultsintheharmfuleffectsoftabaccouse,suchaslung
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cancer,emphysema,andbronchialdisorders.Prenatalexposuretotabaccocanimpactthedevelopingbaby.
Howitworks:Amildstimulant,nicotinereachesthebrainjust8secondsafterbeinginhaled.Itactivatesareasinthebrainthatexperiencepleasureandrewardbyincreasingthereleaseoftheneurotransmitter,dopamine.Causesincreasedheartrateandbloodpressurebyactingonthesamereceptorastheneurotransmitter,acetylcholine.
Caffeine
OtherTerms-Foundincoffee,tea,cocoa,softdrinks,andsomemedications
Howitisused:Takenorallyinpillformorconsumedinfoodanddrinks
Effectsofthedrug:Increasesalertness
Negativeeffectsonthebody:Reducesfinemotorcoordination,alterssleeppatterns,andcancauseheadaches,nervousness,anddizziness.
Howitworks:Stimulatesthecentralnervoussystembyincreasingthemetabolisminsideneurons.Increaseswakefulnessbyblockingtheneurotransmitter,adenosine.
CocaineandAmphetamines
OtherTerms-Cocaineisalsocalledcrack;amphetamineisknownasspeed,uppers,meth,copilots,andcrank
Howitisused:Snorted,smoked,orinjected
Effectsofthedrug:Causesalertness,arousal,andeuphoria
Negativeeffectsonthebody:Cocainecausesdizziness,headaches,anxiety,insomnia,anddepressionuponwithdrawalinthosewhouseitchronically.Amphetaminecancauseincreasedheartrate,reducedappetite,andinsomnia.Thesedrugsalsocanmakepeoplefeelanxious,raisebloodpressure,causedangerousandirregularheartbeats,chestpain,shortnessofbreath,nausea,vomiting,anddiarrhea.
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Howitworks:Alterstheactionsofthebrain’sneurotransmitters—mostlydopamine.Overtime,thesedrugschangehowthedopamineneuronswork.This,inpart,iswhyusersbecomeaddictedtothedrugs.Theuserneedsthemtokeepfromfeelingbad.
Methylphenidate*
OtherTerms-Ritalin
Howitisused:Takenorallyinpillform,crushedupandsnorted,ordissolvedwithwaterandinjected
Effectsofthedrug:Whentakenasprescribedhelpswithfocusandlearning.Whenabusedcausesincreasedwakefulnessandeuphoria
Negativeeffectsonthebody:Whenabused,causesnervousness,lossofappetite,headache,increasedbloodpressureandheartrate,andtheinabilitytofallorstayasleep;wheninjected,itcanblocksmallbloodvesselscausingdamagetothelungsandretinas.
Howitworks:Prescribedforattention-deficithyperactivitydisorder(ADHD).Whentakenindosesotherthanthoseprescribed,Ritalincanrapidlyincreasebraindopamineanddisruptnormalcommunicationbetweenbraincells.Thiscanleadtoaddiction.
*SeveralstudieshaveshownthatchildrenwhohaveADHDandaretreatedwithmethylphenidatearelesslikelytoabusedrugsandalcoholwhentheyareolderthanthosewhowerenot,butmoreresearchneedstobedone.Methylphenidatetakenwithoutadoctor’sprescriptioncancauseaddictionandothernegativehealtheffects.
Materials/Preparation
Materials
Paperandpencils
DVDandDVDplayer,oronlinevideo
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ComputerwithInternetaccess
BrainFactSheets(PDF,142KB)(fromModule2-PartsoftheBrainandLobesoftheBrain)
Markers
Preparation
1. ReadtheBackgroundmaterialtofamiliarizeyourselfwithspecificstimulantsandhowtheyaffectthebrain,thebody,andthenervoussystem.
2. Organizethestudentsintosmallgroupsofthreeorfourstudents.
Procedures/DiscussionQuestions
Procedures
1. BeginthemissionbywatchingthefirstsegmentoftheDVD.StoptheDVDatthebreakandaskthestudentswhatstimulantsare.Thengooverthefollowingkeypoints:
Stimulantsaredrugsthatcausetheheartratetoincrease,bloodpressuretorise,andmetabolismtoincrease.
Stimulantsincludelegalprescriptiondrugs,suchasmethylphenidate(Ritalin);legalsubstances,suchasnicotineandcaffeine;andillegaldrugs,suchascocaineandamphetamine.
2. Dividethestudentsintosmallgroupsofthreeorfour.Tellthemthatasaresultofthetoolsavailableforstudyingthebrain,whichtheylearnedaboutinModule2,itispossibletoseethedifferencebetweenabrainthathasbeenexposedtostimulantsandonethathasnot.Inparticular,PETscansshowbrainactivityandcanshowtheeffectthatdrugshaveonthebrain.
3. DirectstudentstothefollowingWebsite:www.pbs.org/wnet/closetohome/science/html/change.html.Havethegroupslookattheimagesofabrainthathasnotbeenexposedto
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drugsandonethathas.ItmightbeagoodideaforstudentstorefertotheBrainFactSheets.
4. Askthestudentstoanswerthefollowingquestions:
Canyoutellwhatpartsofthebrainarebeingshownonthescans?
Whatdoesitmeanwhencertainpartsofthebrainhavebeenactivated?
Isitgoodorbadthatdifferentpartsofthebrainhavebeenactivated?
Whatdoyouthinkwouldhappentothebrainifitisexposedtococaineallthetime?
5. Haveeachgroupwriteacoupleofparagraphsoralistansweringthesequestions.Thensharesomeoftheirresponses.Whatweresomeideasexpressedbythestudents?
6. ConcludethemissionbywatchingtheremainderoftheDVD.OncetheDVDisover,writeaclassstatementabouttheeffectsofcocaineonthebrain.Writethestatementonapieceofnewsprintandsaveitforfurtheruse.
DiscussionQuestions
1. Basedonwhatthestudentshavelearnedaboutthebrainsofar,askthemwhytheythinkpeopletakedrugsinthefirstplace.Remindthestudentstothinkaboutthescrapbookstheycreatedinthefirstmoduleandtheimpactofdrugsonoursociety.
2. Havethestudentsdiscussthisquestionwiththeirfriendsandfamily.Whatnewideasdidpeoplecomeupwith?
Extensions
Theactivitieslistedbelowprovidelinkstootherareasinthecurriculum.
1. Askthestudentstobrainstormonhowtheythinkotherstimulants,suchascocaineandnicotine,affectthebrain.TheymaywanttodosomeresearchontheInternettofindmoreinformation.Thestudentscanwriteupashort
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reportandsharetheirideas.TheNeuroscienceforKidsWebsiteisagreatplacetostart:http://faculty.washington.edu/chudler/neurok.html
2. Havethestudentslookinbooks,newspapers,andmagazinesforexamplesofstoriesonhowdrugshaveaffectedpeople’slives.Thestoriescanbepositive,describinghowRitalinmadeapersonwithADHDfunctionbetter,ornegative,showinghowdrugscancausetremendousdamageinanindividual’slife.Askthestudentstosharetheirfindingswiththeclass.
Assessment/AdditionalActivities
Assessment
Considerthefollowingquestionsasthestudentsworkonthisactivity:
CanthestudentsobserveandunderstandthePETscans?
Canthestudentsanswerthequestionsaboutthebrain?
Dothestudentsparticipateinclassdiscussions?
Werethestudentsabletogeneratenewideasaboutwhypeopletakedrugsbasedonwhattheyhavelearnedsofar?
AdditionalActivities
Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthefourthmission.Theseactivitiesareextensionstomanyareasofthecurriculum.
1. Playa“gameshow”usingquestionsaboutdrugsandhowtheyaffectthebody.Thestudentscantaketurnsbeingtheplayer,andtherestoftheclasscanbetheaudience.Iftheplayerdoesn’tknowtheanswer,heorshehastheoptionofaskingtheaudienceforhelp.Makesurethateveryonehasachancetobetheplayer.
2. Asaclass,gototheLibrary/MediaCenterandlookforbooksorWebsitesaboutoneormoreofthedrugsstudiedduringthemodule.Takethebooks
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backtotheclassandreadthemtogether.Discussthebooks’contentandhowtheyapplytowhatthestudentslearnedduringthemodule.
3. Makeupaclassstoryaboutdrugs.Haveeachstudentaddalinetothestory.Tellthestudentsthatthestorycouldbeaboutanythingtheyhavelearnedintheprogramtodate.
Resources
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOMThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebodyandbrain.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsareavailablehere.
DrugAbuseSourcebook.HealthReferenceSeries,Vol.14.[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Basichealth-relatedinformationabouttheabuseoflegalandillegalsubstances,suchascaffeine,cocaine,andamphetamine.
ResourcesforStudents
FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,describesthefunctionofthebrainandnervoussystemandhowdrugsaffectthebody.
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FocusonMedicines.[DeStefano,S.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,givesagoodoverviewofmedicinesandhowvariousmedicinesworkwiththebodyandthebraintohelphealing.
FocusonNicotineandCaffeine.[Perry,R.]Frederick,MD:Twenty-FirstCenturyBooks,1997.Thisbook,partofthe“DrugAlertBook”series,givesagoodoverviewofnicotineandcaffeine,andhoweachofthesedrugsaffectsthebodyandbrain.
TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork,NY:FranklinWatts,Inc.,2001.Writtenforages9through12,thisbookcoversmorethan250commonlyusedandabused,legalandillegaldrugs,includingprescription,over-the-counter,andrecreationaldrugs.
NationalInstitutionDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOM.Thisseriesisdesignedtoencouragestudentsingrades5-9tolearnabouttheeffectsofdrugabuseonthebrainandbody.
NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissiteisdevelopedspecificallyforteens.Itprovidesinformationondrugs.
IntroductoryStoryforModule4
BethandJuanarehangingoutintheirclubhouse,rollingasoccerballbetweenthemastheytalk.Bethasks,“So,howdoyouthinktheSpectacularScientistsClubkidsdidontheirmission?”
Juanreplies,“Idon’tknow.They’renicekids,butthey’renotJuniorScientistslikeweare.”
CortypopsuponthesoccerballinBeth’shandsandsays,“Whyareyouguys
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beingsocompetitive?Scientistsworktogethertosolveproblems.It’scalledteamwork!”
“Butwewanttowin,triumph,beattheotherteam.Bethebest!”saysJuan.
Cortyreplies,“Winningisaboutfindingtherightanswers,andyoucanprobablydothatfastertogether.We’lltalkaboutthatlater.Fornow,we’regoingtolearnaboutdrugs.
Juan,canyoutellusaboutthedifferentkindsofdrugs?”
Juancan’tthinkofanything.“Um,Idon’tthinkwecoveredthat.”
“Well,drugsarecategorizedintoclasses,andoneoftheclassesisstimulants,”saysCorty.
“Oh,waitasecond!Welearnedaboutstimulants,likecocaineandcaffeine,likeincoffee,”saysBeth.“Nicotineincigarettesisastimulant,too,andsoareamphetamines.”
Cortysays,“Canyoucomeupwithoneother?”Thekidsthinkforamomentbutshaketheirheads.“Ritalinisaprescriptiondrugthat’salsoastimulant.Doyouknowwhatstimulantsdo?”asksCorty.
Bethanswersquickly,“Theymakeyoumoreawakeandactive.Theyalsomakeyourheartbeatfaster,yourbloodpressuregoup,andyougethyperandsometimesevenangryandirritable.”
“Whoa!Thatcan’tbegoodforyou,”Juancomments.
“Itisn’t!Yourmissionistomakeachartthatlistseachstimulant,”saysCorty.
“Thatsoundslikeagreatwaytolearnaboutstimulants.Wecanwritedownallthedifferentstimulants,recordthedifferentnamestheyhave,howthey’reused,
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andtheeffectsonthebody,thebrain,andneurotransmission,”Juansuggests.
“Butfirst,tohelpout,I’mgoingtoshowyouaPETscan,”saysCorty.
“Oh,that’slikewhenwetookmydogtothevettohavex-rays.Heateoneofmydad’sslippers,”Juansays,asBethgiggles.
Cortysays,“No.PETstandsforPositronEmissionTomography.”Cortyleadsthemovertothecomputerand“wakesitup,”usingthemouse.TwoPETscansappear,oneshowingthenormalbrainandtheotherthebrainonstimulants.“AllyouneedtoknowisthatthesePETscansshowanormalbrainandabrainaffectedbystimulants.”ThekidsseehowthePETscanaffectedbystimulantsshowslessactivitythanthePETscanofanormalbrain.
Thekidsmoveawayfromthecomputer,andJuansays,“Let’sgetstartedonthosecharts.”Thekidsgathertheirmaterialstogetherandstartworkingonthecharts.Cortyleaveswhiletheyareworking.
Stophereuntilstudentshavecompleted#5intheprocedure.
Asthekidsarefinishingup,Cortyjogsinholdingasteamingcupofcoffee.Hesipsthecoffee.Hegraduallygetsmorehyperandjogsinplace.Cortybeginstalkingveryfast,“That’saverynicechart.Veryimpressive!Areyoualmostdone?Youdoknowalotaboutstimulants.Tellmeeverythingyouknowaboutstimulants.”Cortystartsdoingjumpingjacks.
JuanandBethlookateachother,atCorty,thenatthecupofcoffeehe’snowsetaside.
Juangoesover,movesthecoffeecupaway,andsays,“Ithinkyou’vehadenoughcoffee,Corty.It’sstartingtogotoyourhead.”
Cortycontinuestotalkveryfast.“Caffeineislegal;anyonecangetit.It’sincoffee,tea,andsoftdrinks.Butit’snotagoodideaforkidstohavecaffeine,
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eveninsodas,becauseitmakesyouhyper,anditcancauseheadachesandsleepproblems.”
BethwalksovertoCortyandsays,“Corty,Ithinkyou’vedoneenoughresearchforthemoment.Youneedtotakeyourownadviceandlayoffthestuff.”
Cortyissuddenlyexhaustedfromallofhisactivity.Hesprawlsoutonthetableandsays,“Maybeyou’reright.”
“Andthatbringsmetoaquestionwehad:Ifdrugsaresobadforyou,thenwhydopeoplekeepontakingthem?”asksBeth.
Cortyresponds,“That’sareallygoodquestion.AsJuniorScientists,didyoucometoanyconclusionsonthat?”
Juanreplies,“Well,somedrugsareaddictive,likenicotineandcocaine.So,oncepeoplestarttakingthem,itcanbeveryhardtostop.Evencaffeinecanbeaddictive.”
Cortysays,“That’swhatIneed–alittlemorecoffee.That’llwakemeup!”Hereachesforhiscoffeecup,butJuanmovesitawayagainandsays,“Idon’tthinkso.”
Cortygetsupandshakeshimselfoffandsays,“Well,maybeyou’reright.Andanyway,I’montomynextmission;gottavisittheSpectacularScienceClubkids.Later!”
BrainPowerNews
ParentNewsletterVolume1,Number4
HowStimulantsAffecttheNervousSystem
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Duringtheprevioustwomodules,yourchildlearnedaboutthepartsofthebrainandwhateachdoes,aswellasaboutneurotransmission.Inthenexttwomodules,heorshewilllearnaboutdrugs—somelegalwithbeneficialattributesandnegativeconsequences,somelegalwithnegativeconsequences,andsomeillegal.Thegroupofdrugscoveredinmodule4iscalledstimulants.Therearemanydifferentkindsofstimulants.Theonesfocusedoninthisprogramarenicotine,caffeine,cocaineandamphetamine,andRitalin(theprescriptiondrugusedlegallytotreatADHD).Stimulantscauseacceleratedheartrate,increasedbloodpressure,andanincreaseintherateofthebody’smetabolism.
Drug OtherTermsHowtheDrugisUsed
NegativeEffectsontheBody
HowtheDrugWorks
Nicotine Tobacco;foundincigarettes,cigars,andsmokelesstobacco
Smoked,chewed,orinhaled
Cancausenauseaandvomitingis.Nicotineisaddictinganduseresultsintheharmfuleffectsoftobaccousesuchaslungcancer,emphysemaandbronchialdisorders.Prenatalexposuretotobaccousecanimpactthedevelopingbaby.
Amildstimulant,nicotinereachesthebrainjust8secondsafterbeinginhaled.Itactivatesareasinthebrainthatexperiencepleasureandrewardbyincreasingthereleaseoftheneurotransmitter,dopamine.Causesincreasedheartrateandbloodpressurebyactingonthesamereceptorastheneurotransmitter,
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acetylcholine.
Caffeine Foundincoffee,tea,cocoa,softdrinks,andsomemedications
Takenorallyinpillformorconsumedinfoodanddrinks
Reducesfinemotorcoordination,alterssleeppatterns,andcancauseheadaches,nervousness,anddizziness.
Stimulatesthecentralnervoussystembyincreasingthemetabolisminsideneurons.Increaseswakefulnessbyblockingtheneurotransmitter,adenosine.
CocaineandAmphet-amine
Cocaineisalsocalledcrack;amphetamineisknownasspeed,uppers,meth,copilots,andcrank
Snorted,smoked,orinjected
Cocainecausesdizziness,headaches,anxiety,insomnia,anddepressionuponwithdrawalinthosewhouseitchronically.Amphetaminecancauseincreasedheartrate,reducedappetite,andinsomnia.Thesedrugsalsocanmakepeoplefeelanxious,raiseblood
Alterstheactionsofthebrain’sneurotransmitters—mostlydopamine.Overtime,thesedrugschangehowthedopamineneuronswork.This,inpart,iswhyusersbecomeaddictedtothedrugs.Theuserneedsthemtokeepfromfeelingbad.
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pressure,causedangerousandirregularheartbeats,chestpain,shortnessofbreath,nausea,vomiting,anddiarrhea.
Methyl-phenidate*
Ritalin Takenorallyinpillform,crushedupandsnorted,ordissolvedwithwaterandinjected
Whentakenasprescribed,helpswithfocusandlearning.Whenabused,causesincreasedwakefulnessandeuphoria.
Prescribedforattentiondeficithyperactivitydisorder(ADHD).Whentakenindosesotherthanthoseprescribed.Ritalincanrapidlyincreasebraindopamineanddisruptnormalcommunicationbetweenbraincells.Thiscanleadtoaddiction.
*SeveralstudieshaveshownthatchildrenwhohaveADHDandaretreatedwithmethylphenidatearelesslikelytoabusedrugsandalcoholwhentheyareolderthanthosewhowerenot,butmoreresearchneedstobedone.Methylphenidatetakenwithoutadoctor’sprescriptioncancauseaddictionandsometimesdeath.
ThisactivityalignswiththefollowingstandardidentifiedintheNationalScienceEducationStandards:scienceinpersonalandsocialperspectives.Thestudentsobservetheeffectsthatthreedrugshaveonthebrainandthenervous
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system.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.
ScienceatHome
Talktoyourchildaboutthedifferenttypesofdrugsandhowtheyaffectthebrainandbody.Haveyourchildbegintothinkaboutthereasonspeoplewouldabusedrugswhentheyknowhowharmfultheycanbe.
ItisveryimportanttodiscusswithyourchildthedifferencesbetweentakingRitalinforADHDinthedoseandmethodprescribedbyadoctorandabusingRitalin.InformyourchildthatRitalinwillincreasetheattentionandfocusinpeoplewithADHD,whileitcancauseserioussideeffectsandaddictioninthosewhoinappropriatelyuseit.ResearchhasshownthatpeoplewithADHDdonotdevelopaddictiontoRitalinwhenusedintheformandamountprescribed.
AdditionalResources
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOMThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebrainandbody.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
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ParentNewsletter(PDF,2.2MB)
BrainPowerNews(Español)
BoletínInformativoParaPadresVolumen1,Número4
Losestimulantesycómoafectanelsistemanervioso
Durantelosdosmódulosanteriores,suhijoaprendiósobrelaspartesdelcerebroyloquehacecadauna,asícomosobrelaneurotransmisión.Enlossiguientesdosmódulosaprenderásobrelasdrogas,algunaslegalesyconatributosbeneficiososyconsequenciasnegativas,yalgunasilegales.ElgrupodedrogascubiertoenelMódulo4sellamaestimulantes.Haymuchostiposdistintosdeestimulantes.Enesteprogramanosconcentraremosenlanicotina,lacafeína,lacocaínaylasanfetaminas,asícomoenlaRitalina.Ritalinaesladrogadeventaconrecetautilizadaenformalegalparatratareltrastornodedéficitdeatenciónehiperactividad(TDAH,oADHDporsussiglaseninglés).Losestimulantesprovocanlaaceleracióndelritmocardíaco,aumentodelapresiónarterialyaumentodelavelocidaddelmetabolismodelcuerpo.
DrogaOtrostérminos
¿Cómoseusaladroga?
Efectosenelcuerpo
¿Cómofuncionaladroga?
Nicotina Tabaco;seencuentraencigarrillos,cigarrosytabacosinhumo
Sefuma,semasticaoseinhala
Puedecausarnáuseasyvómitos.Lanicotinaesadictivayelusoresultaenlosefectosnocivosdelconsumodetabacocomoelcáncerde
Lanicotina,unestimulanteleve,llegaalcerebroentansólo8segundosdespuésdehabersidoinhalada.Activaáreasdelcerebroquehacensentirplacery
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pulmón,enfisema,ytrastornosbronquiales.Laexposiciónprenatalaltabacopuedeafectaralbebédurantesudesarrollo.
recompensa,aumentandolaliberacióndeunneurotransmisorllamadodopamina.Causaaumentodelritmocardíacoydelapresiónarterialqueactúasobreelmismoreceptorneurotransmisorllamadoacetilcolina.
Cafeína Seencuentraenelcafé,elté,elcacao,lasbebidasgaseosasyalgunosmedicamentos
Setomaoralmenteenformadepíldoraoseconsumeencomidaybebidas
Disminuyelacoordinacióndelamotricidadfina,alteralospatronesdelsueñoypuedecausardolordecabeza,nerviosismoymareos.
Estimulaelsistemanerviosocentralaumentandoelmetabolismodentrodelasneuronas.Aumentalavigiliaalbloquearelneurotransmisoradenosina.
Cocaínayanfet-aminas
Lacocaínatambiénsellamacrack;lasanfetaminasseconocencomospeed,anfetas,metanfetaminas,copilotosycrank
Seaspiran,sefumanoseinyectan
Lacocaínacausamareos,dolordecabeza,ansiedad,insomnioydepresiónantelaabstinenciadeaquellosquelausan
Alteranlasaccionesdelosneurotransmisoresdelcerebro,principalmenteladopamina.Coneltiempo,estasdrogasalteranlamaneraenquefuncionanlasneuronasde
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crónicamente.Lasanfetaminaspuedencausarunaumentodelritmocardíaco,disminucióndelapetitoeinsomnio.Estasdrogastambiénpuedenhacerquelagentesesientaansiosa,queaumentelapresiónarterial,causarlatidoscardíacosirregularespeligrosos,dolordepecho,faltadealiento,náusea,vómitosydiarrea.
dopamina.Estoes,enparte,elmotivoporelcuallosconsumidoressevuelvenadictosalasdrogas:elconsumidorlasnecesitaparaevitarsentirsemal.
Metilfeni-dato*
Ritalina Setomaporvíaoralenformadepíldora,otrituradoe
Cuandosetomasegúnlasindicaciones,ayudaconlaatenciónyelaprendizaje.
Esprescritaparadéficitdeatenciónehiperactividad(ADHD).Cuandosetomaendosisdistintasalasprescritas,la
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inhalado,odisueltoenaguaeinyectado.
Cuandoseabusa,hacequelavigiliaaumenteycausaeuforia.
Ritalinapuedeaumentarrápidamenteladopaminadelcerebroeinterrumpirlacomunicaciónnormalentrelascélulascerebrales.Estopuedellevaralaadicción.
*VariosestudioshandemostradoquelosniñosquesufrendelTDAHysontratadosconmetilfenidatosonmenospropensosaabusardelasdrogasyelalcoholcuandosonmayoresqueaquellosquenofuerontratados.Peroelmetilfenidatotomadosinrecetamédicapuedecausaradicciónyaveceslamuerte.
EstaactividadcumpleconelsiguienteestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):cienciadesdeunaperspectivapersonalysocial.Losestudiantesobservanlosefectosquetresdrogastienenenelcerebroyelsistemanervioso.Comentansobreelimpactoqueestainformacióntieneensuvidaycómopuedenusarlaparatomardecisionesinteligentessobresupropiasalud.
Lacienciaenelhogar
Hableconsuhijosobrelosdistintostiposdedrogasycómoafectanalcerebroyalcuerpo.Hagaquesuhijocomienceapensarsobrelosmotivosporloscualeslaspersonasabusandelasdrogasapesardesaberlonocivasquepuedenser.
EsmuyimportanteconversarconsuhijosobrelasdiferenciasentretomarRitalinaparaelTDAHenladosisymétodoindicadosporelmédicoyabusardeella.InformeasuhijoquelaRitalinaaumentarálosnivelesdeatenciónyconcentracióndelaspersonasconTDAH,peroquepuedecausargraves
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efectossecundariosyadicciónenquieneslausandemanerainadecuada.LasinvestigacioneshandemostradoquelaspersonasconTDAHnodesarrollanadicciónalaRitalinacuandolautilizanenlaformaycantidadrecetadas.
Recursosadicionales
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoendrugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterwww.teens.drugabuse.gov/momEstesitioWebhasidoelaboradoparaeducaralosniñosacercadelosefectosbiológicosdelabusodedrogasenelcerebroyelcuerpo.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.
ParentNewsletter(Español,PDF,1.6MB)
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Alcohol,Marijuana,andInhalants(Module5)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module5(PDF,4.3MB)
Introduction
InModule4,studentslearnedaboutstimulants,whichmakeuponegroupofdrugs.Duringthismodule,theyfocusonthreeotherdrugs—alcohol,marijuana,andinhalants.Studentsfindouthowthesedrugsaffectthebrainandthenervoussystem.
LearningObjectives
Studentslearnaboutalcohol,marijuana,andinhalants.
Studentsfindouthowalcohol,marijuana,andinhalantsaffectthebrainandthenervoussystem.
Studentsexaminehowalcohol,marijuana,andinhalantsaffectthebody.
RelationshiptotheNationalScienceEducationStandards
ThismissionalignswiththefollowingstandardidentifiedintheNSES:scienceinpersonalandsocialperspectives.Thechartthatfollowsidentifieshowthemissionalignswiththisstandard.
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ScienceinPersonalandSocialPerspectives
LevelsK–4
HowMissionIsAligned
Personalhealth
Studentsobservetheeffectsthatthesethreedrugshaveonthebrainandthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.
Background
Alcohol,marijuana,andinhalantsaredrugsthathaveamajorimpactonthebrainandthenervoussystem.Alcoholandmarijuanaabusecanresultinmemoryloss,impairedmotorcoordination,impairedthinkingandproblemsolving,andchangesinemotionalbehavior.Inhalantabusecancausedamagetonervesthroughoutthebodyandstructuralchangesinthebrain.
Belowaredescriptionsofalcohol,marijuana,andinhalants.
DrugName&OtherTerms
HowItIsUsed
EffectsoftheDrug
NegativeEffectsontheBody
HowItWorks
Alcohol
Ethylalcoholorethanol;foundinbeer,wine,andliquor
Consumedbydrinking
Causesrelaxationandeuphoria
Causesdecreasedcoordinationandattention,impairedconcentrationandreactiontime,drowsiness,memory
AffectsGABA,whichnormallydecreasestheactivityofotherneurons.Increasesthelevelofdopamineinthebrain,causingthepleasurable
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problems,andmoodchanges.Long-termusecanresultindiseaseslikealcoholismorWernicke-KorsakoffSyndrome,whichadverselyaffectsmemory.Alsocanseverelydamagetheliver.
effectsofthedrug.Alsoaffectsbrainstructuresthatinfluencebreathingandheartrate,whichcanmakeoverdosesfatal.Depressesthecentralnervoussystemandcankillbraincellswhenusedinexcess.
Marijuana
Pot,weed,grass,andreefer
Usuallysmokedlikeacigarette(calleda“joint”),butcanbebakedintobrowniesorcookiesorbrewedliketea
Causeseuphoria
Canadverselyaffectthelimbicsystem,impairingperception,learningandmemory,aswellasalteringemotions.Canseverelydamagethelungs.Alsoactsonreceptorsinthebraincausing
THC,theactivechemicalinmarijuana,attachestoneuronreceptorsthatarenormallyusedbytheneurotransmitteranandamide.Areasofthebrainwithhighconcentrationsofthesereceptorsareaffected,includingthelimbicsystem,basalganglia,
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increasedbloodpressure,heartrate,andsleepiness.
andcerebellum.
Inhalants
Turpentine,acetone,fluorinatedhydrocarbons;someslangnamesincludehighball,hippiecrack,andhuff
Fumesaresniffedorinhaled
Causeseuphoria
Candecreasecoordination,andcausehearingloss,nervedamage,hepatitis,liverfailure,muscleweakness,andaplasticanemia,whichisaresultofdecreasedredbloodcellproduction.Canadverselyaffectthinking,memory,andlearning.Fumescanreplaceoxygeninthelungs,leadingtosuffocation(called
Inhalantssuppressnerveaction,killneurons,andchangethestructureofthebrain.Theycandamagemyelin,theinsulationthatcoversneurons.Theyaffectmanyareasofthebrain,includingthefrontalcortex,cerebellum,hippocampus,andbrainstem.
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“suddensniffingdeath”),orinterferewithnormalheartrhythm,leadingtocardiacarrest.
Materials/Preparation
Materials
DVDandDVDplayer,oronlinevideo
Alcohol,Marijuana,andInhalantsFactSheet(PDF,78KB)
Websitesforbrainimages(listedbelowinPreparationsection)
Paperandpencils
Posterboardandmarkers
Preparation
1. Dividetheclassintogroupsofthreeforthisactivity.
2. MakeonecopyofeachoftheFactSheetsforeachstudent.
3. MakealistoftheWebsitesthatshowdifferentbrainimages:
www.addictionrecoverycenteroftemecula.com/browse-2074/Brain_scan_images.html
www.amenclinics.com/the-science/spect-gallery/category/images-of-treatment
faculty.washington.edu/chudler/neurok.html
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4. PreviewtheDVDbeforeshowingittotheclass.
Procedures/DiscussionQuestions
Procedures
1. Beginthemissionbyreviewingwithstudentswhattheylearnedinthepreviousmoduleabouttheeffectsofstimulantsonthebrainandthenervoussystem.SuggestthatthestudentstakeafewmomentstoreviewtheirnotesfromModule4.
2. Tellstudentsthatduringthismodule,theyaregoingtolearnabouttheeffectsofalcohol,marijuana,andinhalantsonthebrain,thenervoussystem,andthebody.
3. PassouttheAlcohol,Marijuana,andInhalantsFactSheet(PDF,90KB).Givethestudentsafewmomentstoreaditover.Thendividethemintotheirworkinggroups.
4. HavethestudentswatchthefirstsegmentoftheDVD.StoptheDVDatthebreak.
5. Tellthestudentsthattheirmissionistodrawapictureofthehumanbodyandindicatehowstimulants,alcohol,marijuana,andinhalantsaffectthebrain,thenervoussystem,andthebody.Thechallengeistofigureouthowtoshowalltheeffectsofthesedrugsonthemultiplesystemsinthebody.Beforebeginningthisactivity,spendsometimebrainstormingwaystoshowalltheeffectsofthesedrugsononeposter.Thestudentsmaywanttodevelopacolor-codedkeytorepresentdifferentdrugs.Theyalsomaywanttodrawaclose-upofthebraintohighlightthepartsofthebrainandtheneurotransmittersaffected.
6. Whenthepictureiscompleted,conductadiscussiononwhatthedrawingshows.
7. ConcludethemissionbywatchingtheremainderofthevideoorDVD.Discussthemanywaysthatdrugsaffectthebodyandthenervoussystem,resultinginmajorimpairments.
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DiscussionQuestions
1. ShowthestudentstheBrainPower!DVD.Itdepictstheotherscienceclubworkingonthisactivity,buttheyarehavingtrouble.Askthestudentswhythatisthecase.ThenaskthemtoconsiderwhetherthekidsintheDVDhavealltheinformationtheyneedtocompletetheactivity.
2. Askthestudentswhatcollaborationis.Discusswhatrolecollaborationplaysinscience.Askthemiftheythinkthereisanyvaluetocollaboratingwiththeotherscienceclubworkingonthismodule.
3. AskthestudentswhatthedifferenceswerebetweentheSPECTbrainimageofapersonwith12yearsofmarijuanauseandtheSPECTbrainimagesofhealthypeople.Askthemifbrainactivitywasincreasedordecreasedinthebrainofthepersonwhohadusedmarijuana.(ThefollowingWebsiteincludesvariousSPECTscans:http://www.amenclinics.com/index.php/the-science/spect-gallery/item/alcohol-and-drug-abuse?category_id=129)
Extensions
Theactivitieslistedbelowprovidelinkstootherareasinthecurriculum.
1. Havethestudentsmakeaseriesofpostersillustratingwhyinhalantsaredangerous.Suggestthattheyincludeasmuchinformationaspossible.Thestudentscanhanguptheirpostersinthehallsatschoolifthisisacceptable.
Assessment/AdditionalActivities
Assessment
Asthestudentsworkonthisactivity,observewhethertheyhavemasteredthefollowing:
1. Canthestudentsexplaintheeffectsofalcoholonthebrain,thenervoussystem,andthebody?
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2. Canthestudentsexplaintheeffectsofmarijuanaonthebrain,thenervoussystem,andthebody?
3. Canthestudentsexplaintheeffectsofinhalantsonthebrain,thenervoussystem,andthebody?
4. Werethestudentsabletodevelopaccuratedrawingsthatincludedthenecessaryinformation?
5. Werethestudentsabletowriteexplanationsoftheirdrawingsthatreflectedwhattheylearned?
AdditionalActivities
Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthethirdmission.Theseactivitiesareextensionstomanyareasofthecurriculum.
1. Suggestthatthestudentswriteaplaysummarizingwhattheylearnedaboutdrugsduringtheselasttwomodules.Theymaywanttoperformforotherstudentsintheschool.
2. Tellthestudentstowriteapoemexplaininghowdrugsaffectthebrainandthebody.Theymaywanttoincludemanydrugsorjustonespecifictype.
Resources
Thelistsbelowincluderesourcesforteachersandstudents.
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.com.
NationalInstituteonDrugAbuse(NIDA):MindOverMatter
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teens.drugabuse.gov/MOM/TG_intro.php,301-443-1124ThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebodyandbrain.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
DrugAbuseSourcebook.HealthReferenceSeries,[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Basichealth-relatedinformationabouttheabuseoflegalandillegalsubstances,suchasalcohol,marijuana,andinhalants.
NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissiteisdevelopedspecificallyforteens.Itprovidesinformationondrugs.
ResourcesforStudents
FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,describesthefunctionofthebrainandnervoussystem,andhowdrugsaffectthebody.
InhalantDrugDangers(DrugDangersSeries).[Monroe,J.]BerkleyHeights,NJ:EnslowPublishers,Inc.,2002.Thisbookexplainstheseriousrisksassociatedwithabusingchemicalsubstances,includingsectionsonhowthesechemicalsworkonthehumanbodyandsectionsonsocietalpressuresputonchildrenthatleadtoabuse.
BottledUp.[Murray,J.]NewYork,NY:DialBooksforYoungReaders,2004Thisbookisthestoryofa16-year-oldboywhohasexperiencedproblemswithalcoholandmarijuana.Thebookdescribestheissueshefacesasaresultofsubstanceabuse.
TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork,NY:FranklinWatts,Inc.,2001.Writtenforages9through12,thisbookcoversmorethan250commonlyusedandabused,legalandillegaldrugs,includingprescription,over-the-
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counter,andillegaldrugs.
NationalInstitutionDrugAbuse(NIDA):MindoverMatterteens.drugabuse.gov/MOM.Thisseriesisdesignedtoencouragestudentsingrades5-9tolearnabouttheeffectsofdrugabuseonthebrainandbody.
NationalInstituteonDrugAbuse(NIDA):NIDAforTeensteens.drugabuse.govThissitewasdevelopedspecificallyforteens.Itprovidesinformationondrugs.
IntroductoryStoryforModule5
JayandLatishaaresnoopingaroundtheBrainPower!Clubhouse.LatishaasksJay,“So,howdoyouthinkwe’redoinginthecompetition,sofar?”
Jayresponds,“Ithinkwe’redoingreallywell.Thatboardgamewemadeupwaswaycool.”Latishaagrees.
“Ifwegetonemoregoodmission,wecanpullaheadoftheBrainPower!kidsandwinthecompetition.Iknowtheythinkthey’llwin,butIdon’tthinkso,”saysJay.“MaybewecanevengettobeJuniorScientists.”
“Nodoubtaboutit.Infact,weshouldprobablygoaheadandhavetheT-shirtsmadeuprightnow:‘SpectacularScientistsRule!’”Latishasmilesandtakesabookoffashelfandfinds–Corty!
Cortyishidingbehindthebookshepullsout.Jayjumpsbackinsurprise.Cortylaughs.He’swearingaT-shirtthatsays“TeamworkRules!”Cortysays,“Hi,kids!I’vegottheperfectmissionforyoutoworkonwiththeJuniorScientists.How’boutit?”Jaysays,“Noway!We’regonnabeatthemattheirowngame.Wecansolvethiswithoutanyhelpfromthem.”
Cortysighsandsays,“Allright.Yourmissiontodayistolearnaboutdrugs.Thedrugswe’regoingtotalkaboutaffectaperson’sbrainandnervoussystem.
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Theycanevenchangethebrain.”
Latishaasks,“Aretheylegal?”
“Oneis.Here’sahint.Itwasintheadyoukidswerelookingatafewmissionsago,”saysCorty.
“Alcohol?Butthat’sonlylegalforadults,notforkids,”saysJay.
“Exactly.Anotheroneismarijuana,”saysCorty.
“That’sillegalforeveryone,”saysLatisha.
“Right.Thethirdisinhalants–thosearechemicalfumesthatpeoplesnifforinhale.Inhalantscanbeverydangerous.Now,yourmissionistolearnmoreaboutthedrugswetalkedabout.You’regoingtodrawapictureofthebodyandshowhowthosedrugsaffectourbrains,bodies,andnervoussystems.”
Jaysays,“Let’ssee.Sothat’salcohol,marijuana,andinhalants.Wow!Thatsoundslikeachallenge.Butwe’reuptoit!”CortyleavesasLatishaandJaybeginworkontheirdrawings.
Stophereuntilthestudentshavefinishedtheirdrawings.
Cortycomesbackasthekidsareputtingthefinaltouchesontheirbodyoutlines,labelingthemwiththemajoreffectsofthedrugs.Cortysays,“Wow!Greatjob!Tellmeaboutthem.”
Latishasays,“Well,marijuanagoesbyalotofnames.It’sthemostcommonlyusedillegaldrugintheUnitedStates.”AsLatishatalks,shepointstopartsofthebodyoutline.Shecontinues,“Inthebrain,marijuanamostlyaffectsthebasalgangliaandcerebellum,whichhelpusmove,andthecerebralcortex,whichhelpsusthinkandcommunicate.Sowhenpeoplesmokemarijuana,theycanseemuncoordinated,andtheymaynotmakemuchsensewhentheytalk.”
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Jaysays,“Alcoholisfoundinbeer,wine,andliquor.Itaffectsyourbrainandalmosteveryotherorganofyourbody.”Jayalsopointstothebodyoutlineashetalks.Hesays,“Inthebrain,alcoholmostlyaffectsthecerebralcortex,soheavydrinkershaveslurredspeechandsometimestheydon’tmakesense.Italsoaffectsthelimbicsystem,whichcontrolsouremotions,andthebrainstem,whichisinchargeofthebasics—likebreathing!Butalcoholalsointerfereswiththewaymessagesarecarriedbyneurotransmitters.So,basically,itaffectseverythingapersondoes.”
Jayadds,“Peoplewhoaredependentonalcoholmayhaveadiseasecalledalcoholism.”
“Inhalantsarealsoreallyscary,”saysLatisha.“Theyseemharmlessbecauseyoucanfindthemineverydayhouseholditemslikepaintthinner,nailpolishremover,andrubbercement.Theywon’thurtyouifyouusethemforwhatthey’resupposedtobeusedfor,butsomepeoplebreatheininhalantsonpurpose.Andwhenthechemicalsenterthebloodstreamdirectlythroughthelungs,theygettothebrainfastandcandoalotofdamage.”
Latishapointstothebrainareaofthebodyoutlineandcontinues,“Inhalantsaffectthestructureofthebrain,includingthecerebralcortex,thecerebellum,andthebrainstem.Theyalsoaffectthefrontalcortex,whichisimportantforsolvingcomplexproblems,andthehippocampus,whichhelpsusrememberthings.”Latishaadds,“Inhalantscanalsocausenervedamage,hearingloss,andliverproblems.Theycanevenkillapersonfromaheartattackorsuffocation.”
Cortysays,“Thatisprettyscarystuff.”
Jaysays,“Itis,anditmakesmewonderaboutsomething:Ifthesedrugsaresobadforyou,thenwhydopeopletrythematall?Forthosewhodo,whydotheycontinuetousethemaftertheycauseproblems?”
Cortysays,“Greatquestion!”
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Latishasays,“Maybepeopledon’tknowabouttheproblemsdrugscancauseandbythetimetheyfindoutforthemselves,they’rehooked.”
“Theygetaddicted,”saysJay.
“Goodwork!!That’sexactlywhatwe’regoingtocoverinournextmission,”saysCorty.
BrainPowerNews
ParentNewsletterVolume1,Number5
Alcohol,Marijuana,andInhalants
InModule4,yourchildlearnedaboutstimulants,whichmakeuponegroupofdrugs.Duringthismodule,heorshewillfocusonthreemoredrugs—alcohol,marijuana,andinhalants.Studentsfindouthowalcohol,marijuana,andinhalantsaffectthebrainandthenervoussystem.Alcoholandmarijuanaaffectthenervoussystemindifferentways,butbothcanresultinmemoryloss,impairedmotorcoordination,impairedthinkingandproblemsolving,andchangesinemotionalbehavior.Inhalantsarechemicalfumesthataresniffedandhaveapowerfuleffectonthebrain.Theycanresultindecreasesincoordinationandalterthinking,memory,andtheabilitytolearn.
Drug SourceHowtheDrugisUsed
NegativeEffectsontheBody
HowtheDrugWorks
Alcohol Foundinbeer,wine,andliquor
Consumedbydrinking
Impairsconcentration,slowsreflexes(impairedreactiontime),reduces
Impactsmanyneurotransmittersinthebrain.Alcoholincreasesturnoverofsome
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coordination,andcausesdrowsinesswhenusedinexcess
neurotransmittersandaltersthefunctionofothers.Long-termusecanleadtoareductioninbrainsizeandneurologicalproblems.
Marijuana Fromthedriedleavesandflowersofthecannabisplant
Smoked,bakedintobrowniesorcookies,orbrewedliketea
Impairsmemory,concentration,perception,andmovement
Actsonreceptorsinthebrain,causingincreasedbloodpressureandheartrate,sleepiness,anddisruptioninattention.
Inhalants Foundinrubbercement,paintthinner,fingernailpolishremover,andpressurizedcansofhairsprayandwhippedcream
Fumesareeithersniffedorinhaled
Decreasecoordinationandcauseakindofstupor;thinking,memory,andtheabilitytolearnareaffected.Cancausefatalheartfailurewithinminutesofusing.Thisisknownas"suddensniffingdeath."
Inhalantssuppressnerveaction,killneurons,andchangethestructureofthebrain.Theycandamagemyelin,theinsulationthatcoversneurons.Theyaffectmanyareasofthebrain,includingthefrontalcortex,cerebellum,hippocampus,andbrainstem.
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ThisactivityalignswiththefollowingstandardidentifiedintheNSES:scienceinpersonalandsocialperspectives.Thestudentsobservetheeffectsthatthesethreedrugshaveonthebrainandthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.
ScienceatHome
Talktoyourchildaboutthedifferenttypesofdrugsandhowtheyaffectthebrainandbody.Revisittheissueregardingthereasonspeoplewouldusedrugswhentheyknowhowharmfultheycanbe.
AdditionalResources
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOMThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebrainandbody.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
DrugAbuseSourcebook.HealthReferenceSeries,[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Basichealth-relatedinformationabouttheabuseoflegalandillegalsubstances,suchasalcohol,marijuana,andinhalants.
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FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,describesthefunctionofthebrainandnervoussystem,andhowdrugsaffectthebody.
InhalantDrugDangers(DrugDangers).[Monroe,J.]BerkleyHeights,NJ:EnslowPublishers,Inc.,2002.Thisbookexplainstheseriousrisksassociatedwithabusingchemicalsubstances,includingsectionsonhowthesechemicalsworkonthehumanbodyandsectionsonsocietalpressuresputonchildrenthatleadtoabuse.
BottledUp.[Murray,J.]NewYork:DialBooksforYoungReaders,2004.Thisbookisthestoryofa16-year-oldboythathascomeintoproblemswithalcoholandmarijuana.Thebookdescribestheissueshefacesasaresultofsubstanceabuse.
TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork:FranklinWatts,Inc.,2001.Writtenforages9through12,thisbookcoversmorethan250commonlyusedandabused,legalandillegaldrugs,includingprescriptionandover-the-counterdrugs.
ParentNewsletter(PDF,4.5MB)
BrainPowerNews(Español)
BoletínInformativoParaPadresVolumen1,Número5
Alcohol,marihuanaeinhalantes
EnelMódulo4,suhijoaprendióacercadelosestimulantes,loscualesconformanungrupodedrogas.Duranteestemóduloseconcentraráentresdrogasmás:elalcohol,lamarihuanaylosinhalantes.Losestudiantesdescubrencómoelalcohol,lamarihuanaylosestimulantesafectanalcerebroyalsistemanervioso.Elalcoholylamarihuanaafectanelsistemanerviosode
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distintasmaneras,peroambospuedenresultarenpérdidadememoria,coordinaciónmotrizdeteriorada,pensamientoyresolucióndeproblemasdeterioradosycambiosenelcomportamientoemocional.Losinhalantessonvaporesdesustanciasquímicasqueseinhalanytienenunfuerteefectoenelcerebro.Puedenresultarendisminucióndelacoordinaciónyalteracióndelpensamiento,lamemoriaylacapacidaddeaprendizaje.
Droga Fuente¿Cómoseusaladroga?
Efectossobreelcuerpo
¿Cómofuncionaladroga?
Alcohol Seencuentraenlacerveza,elvinoyloslicores
Seconsumebebiéndolo
Deterioralaconcentración,retrasalosreflejos(tiempodereacciónreducido),disminuyelacoordinaciónycausasomnolenciacuandoseusaenexceso
Impactamuchosneurotransmisoresenelcerebro.Elalcoholaumentalavelocidadderecambiodelosmismosneurotransmisoresyalteralafuncióndelosdemás.Elusoprolongadopuedeconduciraunareducciónenelvolumendelcerebroyproblemasneurológicos.
Marihuana Seobtienedelashojasyfloressecasdelaplantadecannabis
Sefuma,sehorneaengalletasdulcesoenbizcochosdechocolate("brownies"),osecuela
Deterioralamemoria,laconcentración,lapercepciónyelmovimiento
Actúasobrelosreceptoresenelcerebro,causandoaumentodelapresiónarterialyfrecuenciacardíaca,somnolenciaytrastornosenla
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comounté atención.
Inhalantes Seencuentraenelpegamentoabasedecaucho,diluyentedepinturas,removedordeesmalteparauñasylataspresurizadasdelacaparaelcabelloydecremabatida
Losvaporesseaspiranoseinhalantes
Disminuyenlacoordinaciónycausaunaespeciedeestupor;elpensamiento,lamemoriaylacapacidaddeaprendizajesevenafectados.Puedecausarinsuficienciacardíacamortalunosminutosdespuésdeusarse.Estoseconocecomo"muertesúbitaporinhalación".
Losinhalantessuprimenlaaccióndelosnervios,matanalasneuronasycambianlaestructuradelcerebro.Ellospuedendañarlamielina,elaislamientoquecubrelasneuronas,queayudaalimpulsonerviosoaviajarentrelasneuronas.Estopuederesultarenproblemasenlacomunicacióncelularyhastacausarlamuertedelasneuronas.Losinhalantestambiénpuedenactivarelsistemadedopamina,porloquepuedenseradictivos.Afectanamuchasáreasdelcerebro,incluyendolacortezafrontal,cerebelo,hipocampoyeltallocerebral.
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EstaactividadcumpleconelsiguienteestándaridentificadoenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):cienciadesdeunaperspectivapersonalysocial.Losestudiantesobservanlosefectosqueestastresdrogastienenenelcerebroyelsistemanervioso.Comentansobreelimpactoqueestainformacióntieneensuvidaycómopuedenusarlaparatomardecisionesinteligentessobresupropiasalud.
Lacienciaenelhogar
Hableconsuhijosobrelosdistintostiposdedrogasycómoafectanalcerebroyalcuerpo.Vuelvaahablardelosmotivosporloscualeslaspersonasusandrogasauncuandosabenlonocivasquepuedenser.
Recursosadicionales
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoendrugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterwww.teens.drugabuse.gov/momEstesitioWebhasidoelaboradoparaeducaralosniñosacercadelosefectosbiológicosdelabusodedrogasenelcerebroyelcuerpo.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.
DrugAbuseSourcebook.HealthReferenceSeries,[Shannon,JB,ed.]Detroit,MI:Omnigraphics,Inc.,2010.Informaciónbásicarelacionadaconlasaludyacercadelabusodesustanciaslegaleseilegales,talescomoelalcohol,eltabaco,lamarihuanaylacocaína.
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FocusonDrugsandtheBrain.[Friedman,D.&Neuhaus,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;describelafuncióndelcerebroydelsistemanerviosoycómolasdrogasafectanalcuerpo.
InhalantDrugDangers(DrugDangers).[Monroe,J.]BerkleyHeights,NJ:EnslowPublishers,Inc.,2002.Estelibroexplicalosgravesriesgosasociadosconelabusodesustanciasquímicas,incluyendoseccionessobrecómofuncionanestassustanciasquímicasenelcuerpohumanoyotrassobrelaspresionessocialesalosniñosqueconducenalabuso.
BottledUp.[Murray,J.]NewYork:DialBooksforYoungReaders.BottledUpeslahistoriadeunmuchachode16añosquesemetióenproblemasporelalcoholylamarihuana.Ellibrodescribelosproblemasqueenfrentacomoresultadodelabusodesustancias.
TheEncyclopediaofDrugsandAlcohol(Reference).[Roza,G.]NewYork:FranklinWatts,Inc.,2001.Estelibro,escritoparaniñosde9a12años,cubremásde250drogasusadashabitualmente,tantolegalescomoilegales,incluyendomedicamentosrecetadosydeventalibre,asícomodrogasrecreativas
ParentNewsletter(Español,PDF,3MB)
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WhatisAddiction?(Module6)
YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module6(PDF,7.5MB)
Introduction
ThismoduleisthelastintheBrainPower!program.Overthepastfivemodules,thestudentshavethoughtaboutsociety’sviewstowarddruguseandhavelearnedaboutthestructureofthebrain,howneurotransmissionworks,andhowstimulants,alcohol,marijuana,andinhalantsaffectthebrain,thenervoussystem,andthebody.Duringthismission,studentsroundouttheirknowledgeofdrugsbylearningaboutaddiction.Thentheyrevisittheirideasabouttheimpactofdruguseonsocietyandhavetheopportunitytomodifytheirthinkingbasedonnewknowledge.
LearningObjectives
Studentslearnaboutaddiction.
Studentsdiscusshowaddictionrelatestothedrugabuseprobleminthiscountry.
StudentsrethinkthescrapbookstheydevelopedduringModule1toreflecttheirnewideasaboutdrugs.
RelationshiptotheNationalScienceEducationStandards
ThismissionalignswiththefollowingtwostandardsidentifiedintheNSES:scienceasinquiryandscienceinpersonalandsocialperspectives.Thechartsthatfollowidentifyhowthemissionalignswitheachofthesestandards.
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ScienceasInquiry
LevelsK–5
HowMissionIsAligned
Abilitiesnecessarytodoscientificinquiry
Studentsexperiencesomeofthestepsintheprocessofscientificinquiry:makingobservations,developingahypothesis,completinganinvestigationtotestthehypothesis,anddrawingconclusions.
ScienceinPersonalandSocialPerspectives
LevelsK–5
HowMissionIsAligned
Personalhealth
Studentslearnabouttheeffectsofseveraldifferentdrugsonthebody,thebrain,andthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.
Background
Despitethenegativeconsequencesofdruguse,somepeoplewhotakedrugsareunabletostop.Drugschangethewaythebrainworks.Someofthesechangesareshortterm,whileotherchangescanlastaverylongtime.
Insomepeopledrugusecanchangethebrainanditsneurotransmitterssoprofoundlythataddictionresults.Addictionischaracterizedbythefollowing:
Compulsiveuse:Astrongcompulsionordrivetousedrugsdespitenegativeconsequences.Inotherwords,apersonpersistsinusingdrugsevenifheorsheishavingseriousproblems.
Tolerance:Lossofcontrolovertheamountofthedrugused—thepersonneedsmoreofthedrugtoproducethesameeffectasbefore.
Withdrawal:Intensecravingforthedrugwhenitisnotavailable.The
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cravingresultsfromchangesinthebrain.Onceapersonisaddicted,heorshemusthavethedrugjusttokeepfromfeelingbad.Thisisbecausedrugscancausechangesinthenormalfunctioningofneurotransmittersinthebrain.
Addictionisconsideredadiseasebecausethedrugshavechangedthewaythebrainfunctions.Differentdrugscausedifferentchangesinthebrain,somemoreseverethanothers.Researchinanimalsandhumanssuggeststhatsomedrugsmaycausechangesthatlastlongaftertheindividualhasstoppedtakingdrugsorevenpermanently.
Research
Addictionaffectsmenandwomenofallagesandethnicities.Becauseoftheseverityoftheproblem,scientistshavebeenstudyinghowdrugsactinthebraintoproduceaddictionusingarangeofmethods,frombrainimagingtopsychologicaltesting.Theseresearchersaretryingtoidentifycausesandmethodsofeffectivetreatmentandpreventionofdrugabuse.Asaresultofthisinternationalattentionandresearch,scientistsandphysiciansnowhaveagreaterunderstandingofhowdrugsactinthebrain.Thishasledtothedevelopmentofnewtreatmentsfordrugaddiction.
Treatment
Whenapersonbecomesaddictedtoadrug,neurological,physiological,psychological,andsocialchangestakeplace.Thesebiopsychosocialchangesmustbeaddressedforthepersontogetbetter.Theappropriatetreatmentisdependentontheindividual,drugofabuse,andseverityofaddiction.
Often,detoxificationisthefirststepinaddictiontreatment.Detoxificationisthemedicallycontrolledwithdrawaloftheabuseddrug.However,thisisonlythefirststepinsuccessfultreatment,andmanydrugs,suchascocaine,donotcausethetypicaldetoxificationsymptomswhentheiruseisdiscontinued.Afterapersonhasgottenoffofadrug,heorshestillmustdealwithanychangesthathaveoccurredinhisorherbrainasaresultofdruguse.Oftenthesechangesaremuchhardertodealwiththantheinitialdetoxificationfromthedruguse,
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andresearchhasshownthatsomedrugscancausechangesinthebrainthatlastforalongtimeandmayevenbepermanent.
Forsomeabuseddrugs,medicationsareavailablethatcanbeusedinconjunctionwithpsychologicalandsocialtreatments.Forotherdrugs,however,medicationsarenotyetavailable,sosuccessfultreatmentreliesonpsychologicalandsocialtreatments.Thesetreatmentscanhelpapersonrecoveringfromaddictiondealwitharangeofemotions,includingshame,denial,emotionaldistress,andneglectoffamily,friends,work,andschool.Theycanalsohelpthemdealwithavarietyofsocialproblems,suchastroubleatschoolandhurtfamilymembersandfriends.Thepersonrecoveringfromaddictionmustworktomendrelationshipswithfamilyandfriends,reestablisharesponsibleroleinschool,andavoidsituationsthatmightprovokearelapse.Duringtreatmentandrecovery,addictedpeopleandtheirfamiliesoftenhavetolearnhowtocommunicateinnewandhealthyways.Thisistypicallyaccomplishedduringfamilytherapy.
Thesetreatmentsareofferedinavarietyofsettings,suchashospitalsandclinics,andrecoverycontinuesthroughtheassistanceofself-helpandindividualandgrouptherapy.Addictionisaseriousdiseaseand,insomecases,drugabusersstartusingdrugsagainaftertreatmentandneedtogobackintotreatment.Althoughaddictioncanbetreatedsuccessfully,thebestwaytoavoidaddictionistoneverstartusingdrugsinthefirstplace.
Materials/Preparation
Materials
DVDandDVDplayer,oronlinevideo
FactSheetsfrompreviousmodules
Notesfrompreviousmodules
ScrapbooksfromModule1
Oldnewspapersandmagazines
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Paperandpencils
Preparation
1. PreviewtheDVDbeforeshowingittotheclass.
2. MakesurethestudentshavetheirscrapbooksfromModule1aswellasmaterialsfromothermodulesbeforebeginningworkonthisactivity.
3. StudentswillworkinthesamegroupstheyworkedinduringModule5.
Duringthisactivity,keepinmindthatsomechildrenmaybetryingtocopewithanaddictedlovedoneathome.Itisrecommendedthatthelinesofcommunicationbeopenbetweentheteacher,students,andguidancecounselortohandleanyissuesthatmayoccur.
Procedures/DiscussionQuestions
Procedures
1. Tellthestudentsthatthisisthefinalmoduleintheprogram.Theirgoalistotrytopulltogethermaterialtheylearnedinearliermodulestodrawsomeconclusionsaboutdruguse.
2. HavethestudentswatchtheDVD.StoptheDVDatthebreak.MakesurethateachstudenthasalltheInstructionSheets,FactSheets,andnotesfrompreviousmodules,aswellasthescrapbooksfromModule1.
3. TellstudentsthattheirchallengeistoaddapagetotheirscrapbooksfromModule1toreflectwhattheyhavelearnedduringtheprogram.Thesepageswillserveasabeforeandaftersummaryandwillassesstheirgrowthandunderstandingovertimeaboutthebrainanddrugs.Basedonwhattheyknownow,howwouldtheydepictpeopledrinkingandsmokinginads?Howwouldtheydescribedrugusetofriends?
4. Givethestudentsclasstimetomodifytheirscrapbooks.Theymaychooseto
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findnewpicturestoputin,ortheymaysimplychangewhattheysayabouttheimages.
5. FinishwatchingtheDVD.WhentheDVDisover,bringtheclassbacktogethertosharetheirscrapbooks.Whatconclusionsdidthestudentscometo?Didmoststudentschangetheirideasaboutdrugsandhowtheyshouldbedepictedinthemedia?
6. Dividetheclassagainintotwogroups(AandB)andinstructeachgrouptocomeupwithfourtosixtriviaquestionsaboutdrugsandaddictiontoasktheothergroup.Givethestudentstimetocomeupwithquestionsandthenplaythegame.Ifstudentshavedifficultycomingupwithquestionsontheirown,havethemusetheseexamples:
Whatisitcalledwhenapersonneedsmoreofadrugtoproducethesameeffect?Answer:tolerance
Whatisitcalledwhensomeonewhoisaddictedtodrugsfeelsbadwhennotusingdrugs?Answer:withdrawal
7. OnememberfromGroupAshouldreadthequestiontobeansweredbyGroupB.GroupBshoulddiscussamongthemselvesbeforeagreeingonananswer.GroupBhastwooptionsatthispoint:(1)GroupBmemberscanagreeonananswerthatagroupmemberwillannounce,or(2)theycanaskforacluefromGroupA.Thepointsystemisexplainedinthechartbelow.
HowQuestionisAsked
RightorWrong
PointsAwarded
GroupBwithnohelp RightAnswer
2pointsforGroupB
GroupBwithacluefromGroupA
RightAnswer
2pointsforGroupB,and1pointforGroupA
GroupBwithnohelp WrongAnswer
Nopointsawarded
GroupBwithacluefromGroupA
WrongAnswer
Nopointsawarded
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8. Afterallthequestionshavebeenaskedtobothgroups,declarethegroupwiththehighernumberofpointsthewinner.Takethetimenowtoemphasizehowcollaborationresultsinmorepointsforbothgroupsinthisactivity.Explainhowscientistsbenefitfromcollaborationaswell.Whenresearchersworktogether,theymakebetterprogress.
DiscussionQuestions
1. Discusswhataddictionmeans.Askwhetherthatpieceofinformationchangestheiropinionsaboutdruguse.
2. Discusswhatcollaborationmeans.Askwhetherscientistsbenefitmorefromcompetitionorcollaboration.
Extensions
Theactivitieslistedbelowprovidelinkstootherareasinthecurriculum.
1. HavethestudentsconductresearchontheInternetorinnewspapersandmagazinesaboutscientificresearch.Forexample,havethemlookupbrainresearchandfindoutaboutacoupleofdifferentdiscoveriesoverthepast10years.Askstudentstodeterminewhetherprogresswasmadethroughcollaborationorcompetition.Whatdoesthatsayabouttheroleofcollaborationinscientificresearch?
2. Askthestudentstolookforexamplesinthemediaofhowaddictionaffectspeople’slives.Thenhavethemwriteashortsummaryofwhattheyfindout.Ingeneral,dotheyfindthatdruguseusuallyhasapositiveornegativeeffectonpeople’slives?Whatdoesthistellthemaboutdrugs?
3. GototheLibraryorMediaCenterandfindbooksorarticlesaboutaddiction.Whatadditionalinformationisavailable?Thentellthestudentstowriteordrawhowaddictionchangesthebrainandthefunctioningofneurotransmitters.
Assessment/AdditionalActivities
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Assessment
ThismissionisanembeddedassessmentofwhatstudentshavelearnedthroughouttheBrainPower!program.Asthestudentswork,observewhethertheyhavemasteredthefollowing:
Canthestudentsclearlyexpresstheirthinkingaboutdrugs?
Canthestudentsmodifytheirworktoreflecttheirnewthinking?
Dothestudentsunderstandwhataddictionis?
Arethestudentsapproachingthetasklogicallyandmethodically?
Arethestudentsabletosummarizetheirthinkingandexpresstheirconclusionsabouttheprogram?
Dothestudentsunderstandhowdrugscanchangethebrain?
AdditionalActivities
Belowaresomeadditionalactivitiesthatcanbedoneaftercompletionofthesixthmission.Theseactivitiesareextensionstomanyareasofthecurriculum.
1. Havethestudentsdevelopanawarenesscampaignaboutdrugsintheirschool.Aspartofthecampaign,theyshoulddevelopposters,brochures,andflyers.TheycanincludePETscans,diagramsofthebrain,andillustrationsofneurotransmissiontodevelopcompelling,persuasivepieces.
2. Challengethestudentstodevelopamodelofthebrain.Theycanuseclayorothermaterialstobuildananatomicallycorrect,detailedmodel.
3. Havethestudentsmakealistofaspectsoftheirlivesthatinvolvecompetitionandthosethatinvolvecollaboration.Forexample,inbaseball,youcompeteagainstanotherteam,butyouneedtocollaboratewithyourteammatestowineachgame.Dothestudentsthinkthatthereisaplaceforbothintheirlives?Whenisonemoreappropriatethantheother?
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Resources
Thelistsbelowincluderesourcesforteachersandstudents.
ResourcesforTeachers
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterteens.drugabuse.gov/MOM/TG_intro.php,301-443-1124ThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebodyandbrain.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
Drugs,theBrain,andBehavior:ThePharmacologyofAbuseandDependence.[Brick,J.&Erickson,C.K.]Binghamton,NY:HaworthPress,1998.Thisbookpresentsagoodoverviewofthebrain,majorclassificationsofdrugs,howdrugsworkinthebrain,andaddiction.
ResourcesforStudents
NIDAforTeensteens.drugabuse.govThisWebsitecreatedforteensprovidesinformationonthescienceofdrugabuseandaddiction,includingpersonalstoriesfromteensandactivitiesforstudents.
NIDAPartnerswithScholasticMagazinesheadsup.scholastic.com
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ThisWebsiteprovidesscience-basedinformationaboutdrugabusetochildren.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe"Drug-AlertBook"series,includesasectiononeachdrugofabuseandaddiction.
NationalInstitutionDrugAbuse(NIDA):MindoverMatterteens.drugabuse.gov/MOMThisseriesisdesignedtoencouragestudentsingrades5-9tolearnabouttheeffectsofdrugabuseonthebrainandbody.
NationalInstituteonDrugAbuse(NIDA):NIDAforteensteens.drugabuse.govThissite,developedspecificallyforteens,providesinformationondrugs.
IntroductoryStoryforModule6
Beth,Juan,Jay,andLatishasitintheBrainPower!clubhouse.Thereisasenseoftensionasthekidswhispertotheirteammatesaboutwhomaybeaheadinthegame.Cortycomesinandsays,“Hi,kids!Gladtoseeyou’reallsittingtogether–kindof.Atleastyou’reinthesameroom.I’mheretobringyouthefinalmission,andyou’reallgoingtoworkonittogether.”
“Allright!Nowwecanhaveaneckandneckcompetition,”Juansays.“Thisisourchancetoshine!”Latishasays.
Cortysays,“Imeanalltogether.Now,themissionistolearnmoreaboutaddiction.”
“Wealreadyknowaboutaddiction,”saysBeth.“That’stooeasy.”
“Iknowyouknowalittleaboutaddiction.However,thismissionwillhelpyouanswerthequestionthat’sbeenonallofourminds,”saysCorty.
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“Who’sgoingtowinthecompetition?”suggestsJuan.
“No!Forgetaboutthecompetitionforaminute.Learningaboutaddictionwilltelluswhypeoplecontinuetouseharmfuldrugseventhoughtheyknowthedrugsarebadforthem,”Cortysays.“Now,whocandescribeaddiction?”
Bethsays,“Addictionisadiseaseofthebrainthatcomesfromdruguse.”
Cortyasks,“Howdoesaddictionaffectthebrain?”
Jayreplies,“Itaffectstheneurotransmitters.Itchangesthewaytheyfunction,sothemessagesaren’tloudandclearliketheyshouldbe.They’regarbled,likeabadtelephoneconnection.”
Cortysays,“Whatelsedodrugsdototheneurotransmitters–BrainPower!kids?”BethandJuanexchangeglances–they’renotsure.
Bethsays,“Iguesswedidn’tdothemissiononneurotransmission,sowe’renotsure.”
Cortysays,“Right.Theotherteamdid.Butyouaren’ttalkingtothem.Toobad.Nowyoudoknowhowaddictionaffectsthebrain,right?”
“Yeah.Addictionchangesthebrainsothatevenifsomeonestopsusingadrug,ittakesawhileforthebraintogetbacktonormal.Andsometimesitneverdoes,”saysJuan.
“Right.SpectacularScientistskids,whatcancocainedotosomeonewhousesit?”asksCorty.LatishaandJaylookateachotherandshrug–theydon’tknow.
Cortyasks,“Doyouknowwhatclassofdrugscocaineisin?”Theylookateachotheragainandshaketheirheads.
“Cocaineisastimulant,”Bethsays.“Wedidn’tlearnaboutstimulants,”saysJay.
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“TheBrainPower!kidsdid.Hmmm.Shouldhaveworkedtogether.I’llbettheBrainPower!kidscan’ttelluswhateffectsinhalantshaveonthebrain,”saysCorty.BethandJaylookateachotherandshaketheirheads.
Latishasays,“Inhalantsaffectthecerebralcortex,thecerebellum,andthebrainstem.”“Wedidn’tlearnaboutinhalants,”saysJuan.Thekidssighandlookunhappy,finallyunderstandingthattheyshouldhaveworkedtogetherandfeelingbadthattheydidn’t.
Bethsays,“Um,Iguesswekindofallmissedoutbecauseweweresobusycompetinginsteadofworkingtogether.Isittoolatetotrybeingateam?”
“Let’sdoit!”saysLatisha.
Cortydoesalittlevictorydance.“Woo-hoo.Woo-hoo.Ittookyoutoolong,butnowI’msingin’mysong.Youlearnedteamworklate,butitwaswellworththewait!”
Thekidspullouttheirchartsandbodyoutlines,andexchangenotesonwhattheylearned.
Cortysays,“Sonowlet’sanswerthequestionwe’reallasking.”
Bethsays,“Whydopeoplecontinuetouseharmfuldrugsevenwhentheyknowthedrugsarebadforthem?Wehaven’tfiguredthatoutyet.”
Cortysays,“Well,let’sfigureitoutnow.We’llstartbylearningsomemoreaboutaddiction.Doyouknowsomeofthesignsofaddiction?”Thekidslookateachother,andthenshaketheirheads.Theydon’tknow.
Cortysays,“Oneiscalledtolerance—thelongersomeonetakesadrug,themoreofthedrugtheyneedtogetthesamefeelingfromit.Ofcourse,apersonissupposedtocontinuetakingdrugsthatadoctorprescribesforhimorherformedicalreasons.Thatpersonwouldnotbeconsideredaddictedtothose
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medicines.
Anothersigniscompulsiveuse—whensomeoneneedstouseadrugoverandoveragain,evenifbadthingsarehappening,likewiththepeopletheylove,ortheirjob,orwiththepolice!
Andthen,there’swithdrawal.Doyouknowwhatthatis?”Thekidsshaketheirheads.Cortysays,“That’swhenpeopleneedthedrugtokeepfromfeelingbad.Withcocaine,forinstance,ifausercan’tgetit,theygetdepressedandnauseated,andtheyfeellikethey’lldoanythingtogetit.”Thekidsarelisteningclosely.
Stophereuntilstudentshavefinishedtheirscrapbooks.
WhenCortygetsback,allthekidsareplayingthegametheSpectacularScientistsClubkidsdesigned.Cortysays,“Well,ifyou’replayingagame,thatmustmeanyou’vefiguredouttheanswertoourquestion.”
Juansays,“Ithinkwedid!”Bethsays,“Well,itseemspeoplestartusingdrugsforalldifferentreasons…”Jayadds,“Butthereasontheykeepusingthemisaddiction.&rdquo
Latishasays,“Oncesomeoneisaddictedtoadrug,it’sveryhardtostopusingitbecauseaddictionmakesthebrainneedthedrug.”Bethsays,“Andaddictionisveryseriousandveryhardtoovercome.”
“Verygood!Excellentteamwork.So,canyousumupwhatyou’velearnedinthesesixmissions?”asksCorty.Theygoovertotheblackboardandwhispertogetherforamoment.ThenJaywritestheanswerontheblackboard,completewithhappyandsadfaces.
Jaywrites,“Drugsandaddictionmessupthewaythebrainissupposedtowork!Andteamworkhelpsustounderstandthingsbetterthanwecouldonourown!”
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Cortyapplauds,andsays,“Greatwork!Andnowthereward.SpectacularScientistsClubmembers,InowpronounceyouJuniorScientists.Everyone,takeyour‘TeamworkRules’T-shirts.”
ThekidseachgrabashirtfromapileCortyindicates.Theyputthemon,andjumpupanddownintheirexcitement.
BrainPowerNews
ParentNewsletterVolume1,Number6
WhatisAddiction?
ThismoduleisthelastintheBrainPower!program.Overthepastfivemodules,yourchildhasthoughtaboutsociety’sviewstowarddruguseandhaslearnedaboutthestructureofthebrain,howneurotransmissionworks,andhowstimulants,alcohol,marijuana,andinhalantsaffectthebrain,thenervoussystem,andthebody.Duringthismodule,yourchildwilllearnaboutaddiction.Heorshewillthenrevisittheideasabouthowsocietyviewsdruguseandmodifyhisorherthinkingbasedonnewknowledge.
Mostpeopleknowthatmanydrugsarebadforthem,yetsomepeopleusethemanyway.Prolongeddrugusecanchangethebrainanditsneurotransmitterssoprofoundlythataddictionresults.Addictionisadiseasecausedbychangesinthebrain.Itischaracterizedbythefollowing:
Compulsiveuse:Astrongcompulsionordrivetousedrugsdespitenegativeconsequences.Apersonpersistsinusingdrugsevenifheorsheishavingseriousproblems.
Tolerance:Thepersonneedsmoreofthedrugtoproducethesameeffectasbefore.
Withdrawal:Intensecravingforthedrugwhenitisnotavailable.Onceapersonisaddicted,heorshemusthavethedrugjusttokeepfromfeeling
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bad.Thisisbecausedrugscancausechangesinthefunctioningofneurotransmittersinthebrain.
ThisactivityalignswiththefollowingstandardsidentifiedintheNSES:scienceandinquiryandscienceinpersonalandsocialperspectives.Thestudentsexperiencesomeofthestepsintheprocessofscientificinquiry:developingahypothesis,completinganinvestigationtotestthehypothesis,anddrawingconclusions.Studentsalsolearnabouttheeffectsofseveraldifferentdrugsonthebrain,thebody,andthenervoussystem.Theydiscusstheimpactthisinformationhasontheirlivesandhowtheycanuseittomakewisedecisionsabouttheirownhealth.
ScienceatHome
Talktoyourchildaboutaddiction.Talkabouttheeffectsthataddictionhasonpeople’slives.RevisittheoriginalquestionaddressedduringModule1:Ifpeopleknowhowbaddrugscanbe,whydotheystillusethemandabusethem?Haveyourchildusethespacebelowtowritedowntheanswer.
AdditionalResources
NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofchargeatdrugpubs.drugabuse.gov.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterThisWebsitewasdevelopedtoeducatechildrenaboutthebiologicaleffectsofdrugabuseonthebrainandbody.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIprovidesinformationandmaterialsonsubstanceabuse.Manyfreepublicationsareavailablehere.
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NIDAforTeenswww.teens.drugabuse.govThisWebsitecreatedforteensprovidesinformationonthescienceofdrugabuseandaddiction,includingpersonalstoriesfromteensandactivitiesforstudents.
NIDAPartnersWithScholasticMagazinehttp://headsup.scholastic.comThisWebsiteprovidesscience-basedinformationaboutdrugabusetochildren.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Thisbook,partofthe“Drug-AlertBook”series,includesasectiononeachdrugofabuseandaddiction.
ParentNewsletter(PDF,2.9MB)
BrainPowerNews(Español)
BoletínInformativoParaPadresVolumen1,Número6
¿Quéeslaadicción?
EstemóduloeselúltimodelProgramaBrainPower!Duranteloscincomódulosanteriores,suhijohapensadoenlavisióndelasociedadsobreelusodedrogasyhaaprendidoacercadelaestructuradelcerebro,cómofuncionalaneurotransmisiónycómolosestimulantes,elalcohol,lamarihuanaylosinhalantesafectanalcerebro,alsistemanerviosoyalcuerpo.Duranteestemódulo,suhijoaprenderásobrelaadicción.Repasarálasideasacercadecómolasociedadveelusodedrogasymodificarásupensamientoconbaseensunuevoconocimiento.
Lamayoríadelaspersonassabequemuchasdrogassonmalas,yaúnasí,algunaspersonaslasusandetodasmaneras.Elusoprolongadodedrogaspuedecambiarelcerebroysusneurotransmisoresdeunmodotanprofundo
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queresulteenadicción.Laadicciónesunaenfermedadcausadaporcambiosenelcerebro.Secaracterizaporlosiguiente:
Usocompulsivo:Unafuertecompulsiónoimpulsohaciaelusodedrogas,apesardesusconsecuenciasnegativas.Unapersonacontinúausandodrogasinclusosiestáexperimentandoproblemasgraves.
Tolerancia:Lapersonanecesitamásdrogaparaproducirelmismoefectodeantes.
Deseointenso:Deseointensoporladrogacuandonolatiene.Unavezquelapersonaesadicta,debeconsumirladrogaparaevitarsentirsemal.Estosedebeaquelasdrogaspuedencausarcambiosenelfuncionamientodelosneurotransmisoresenelcerebro.
EstaactividadcumpleconlossiguientesestándaresidentificadosenlosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards):cienciaeinvestigaciónycienciadesdeunaperspectivapersonalysocial.Elestudianteexperimentaalgunosdelospasosenelprocesodelainvestigacióncientífica:desarrollodehipótesis,realizacióndeunainvestigaciónparaprobarlahipótesisyelaboracióndeconclusiones.Losestudiantestambiénaprendensobrelosefectosquetienenvariasdrogasdiferentesenelcerebro,elcuerpoyelsistemanervioso.Comentansobreelimpactoqueestainformacióntieneensuvidaycómopuedenusarlaparatomardecisionesinteligentessobresupropiasalud.
Lacienciaenelhogar
Hableconsuhijosobrelaadicción.Hablesobrelosefectosquetienelaadicciónenlavidadelaspersonas.VuelvaahablarsobrelapreguntaoriginalabordadaenelMódulo1.Silaspersonassabenlomalasquepuedenserlasdrogas,¿porquésiguenusándolasyabusandodeellas?Hagaquesuhijouseelespacioacontinuaciónparaescribirlarespuesta.
Recursosadicionales
NationalInstituteonDrugAbuse(NIDA)
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www.drugabuse.gov,301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.Haypublicacionesyotrosmaterialesdisponiblessincostoendrugpubs.drugabuse.gov.Muchaspublicacionesestándisponiblesenespañol.
NationalInstituteonDrugAbuse(NIDA):MindOverMatterwww.teens.drugabuse.gov/momEstesitioWebhasidoelaboradoparaeducaralosniñossobrelosefectosbiológicosquetieneelabusodedrogasenelcerebroyelcuerpo.
NationalClearinghouseforAlcoholandDrugInformation(NCADI)http://store.samhsa.gov,1-800-729-6686NCADIproveeinformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.
NIDAforTeenswww.teens.drugabuse.govEstesitioWeb,creadoparaadolescentes,brindainformaciónsobrelacienciadelabusodelasdrogasylaadicción,incluyendohistoriaspersonalesdeadolescentesyactividadesparaestudiantes.
NIDAPartnersWithScholasticMagazinehttp://headsup.scholastics.comEstesitioWebofrecealosniñosinformaciónconbasecientíficasobreelabusodedrogas.
FocusonDrugsandtheBrain.[Friedman,D.]Frederick,MD:Twenty-FirstCenturyBooks,1990.Partedelaseriedelibrosdealertasobrelasdrogas;incluyeunasecciónsobrecadadrogadeabusoylaadicción.
ParentNewsletter(Español,PDF,2.3MB)
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Materials/Contact
ContactInformation
ForquestionsregardingNIDA'sScienceEducationProgramandMaterials,contactCathrineSasek,Ph.D.,e-mail:[email protected].
Handouts
Module1:DrugsinSociety
ParentNewsletter(PDF,904KB)
ParentNewsletter(Español,PDF,2.8MB)
TradingCards:Color(PDF,2.5MB)
TradingCards:B&W(PDF,1.1MB)
Poster(PDF,441KB)
Module2:YourAmazingBrain
BrainInstruction/FactSheets(PDF,174KB)
ParentNewsletter(PDF,1.4MB)
ParentNewsletter(Español,PDF,3MB)
TradingCards:Color(PDF,3.1MB)
TradingCards:B&W(PDF,427KB)
Poster(PDF,661KB)
Module3:Neurotransmission
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BlackLineMaster(PDF,115KB)
BoardGameMaterials(PDF,279KB)
ParentNewsletter(PDF,967KB)
ParentNewsletter(Español,PDF,2.3MB)
TradingCards:Color(PDF,2.8MB)
TradingCards:B&W(PDF,634KB)
Poster(PDF,1.1MB)
Module4:Stimulants
ParentNewsletter(PDF,2.2MB)
ParentNewsletter(Español,PDF,1.6MB)
TradingCards:Color(PDF,2.5MB)
TradingCards:B&W(PDF,740KB)
Poster(PDF,1MB)
Module5:Alcohol,Marijuana,andInhalants
FactSheets(PDF,72KB)
ParentNewsletter(PDF,4.5MB)
ParentNewsletter(Español,PDF,3MB)
TradingCards:Color(PDF,1.9MB)
TradingCards:B&W(PDF,728KB)
Poster(PDF,391KB)
Module6:WhatisAddiction?
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ParentNewsletter(PDF,2.9MB)
ParentNewsletter(Español,PDF,2.3MB)
TradingCards:Color(PDF,3.6MB)
TradingCards:B&W(PDF,1.3MB)
Poster(PDF,664KB)
Certificate(PDF,600KB)
T-shirts,Stickers,andButtons
HowdoImakeaT-shirt?
1. Askchildrentohavetheirparentsfindaplainwhitet-shirtorothercottonitemthattheycanusefortheiron-on.
DownloadPDF(2.5MB)
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2. Pickupiron-onink-jettransferpaperatyourlocalcraftorofficesupplystore.Chooseopaquetransferpaperfordark-coloreditemsandtransparenttransferpaperforlight-coloreditems.Transparenttransferpapermayhelpavoidwhiteoutlinesaroundartwork.Alwaysreadtheinstructionsthatcomewiththetransferpaper.
3. Downloadthefreeartwork.
4. Useaninkjetprintertoprintthedownloadedartworkontothetransferpaper.Theartworkcomesasatwo-pagePDFdocument.Pageoneisaflipped,mirrorimage(backwards)ofthedesign.Pagetwoisaregular(straightforward)non-flippedimage.
5. Useanordinaryirontotransferthedesignontotheitem.Usecaution,theironwillbeveryhot.
HowdoIprintthestickers?
1. Pickupsomeblankwhitelabelspaperatyourlocalcraftorofficesupplystore.
2. Downloadthefreeartwork.
3. Placethedownloadedartworkontoyourlabelsandresizethearttofityourlabel.
4. Useanink-jetprintertoprintyourdownloadeddesignontothelabels.Be
Download
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suretoreadtheinstructionsthatcomewiththelabels.