Lesson Overviews for Teachers Quiz Student Worksheet 5 ... · ed. Tol g p lt o d Dad I quit. Quit...

Was offered a drug. Chose to try it.

Felt weird, but good. Chose to try it again.

Started looking for chances to get high.Flunked a few tests at school. Missed Mom’s birthday.

Found a connection to score drugs. Was tired a lot. Started showing up late towork. Got fired. Told Mom and Dad I quit.

Quit after-school stuff to get a job. Used the money to help pay for drugs.

Felt sad for no reason. Couldn’t seem to shake the blues.Met some kids from another school and decided to start dealing.

Got busted for drug possession. Dad picked me up atthe station house.

Started feeling hopeless. Opted for treatment instead of juvie. Heard all about howdrugs were bad for my health, but didn’t listen.

Got high with a friend once treatment was over. Began to feelout of touch. Things went downhill fast at home.

Chose to go back to treatment, this time for real.

Started to feel different after a few months – calmer,more hopeful. Learned a lot about drugs and how theyaffect my body – and my mind.

Reconnected with some old friends who

don’t use drugs. Started volunteering after

school.Didn’t graduate with great grades, but did graduate.

Poster/Teaching Guide

Grades 7–12 Aligns with National Standards

FACTS ON DRUGS: Teen Guide to Making Smart Decisions

Poster: Use theposter as adiscussion starterabout choices andconsequencesregarding drugabuse. What aresome of theconsequences thatcan result fromthe choice to usea drug? What are

some health risks? Why is havingfacts important for making smart choices?Before displaying the classroom poster,make sure to photocopy all lessons andStudent Worksheets on the poster back.

LESSON 1: The Science of TeenDecision MakingObjective: Students will understand thescience of teen brain development andhow the decision-making process in teenscan make them prone to rush decisions.Materials: Worksheet 1Time Required: 20 minutes, with additionaltime for the Student Worksheet.Key Concepts: Parts of a person’s braincontinue to mature through a person’s earlytwenties. The prefrontal cortex, the brain’scontrol center for thinking ahead and sizingup risks and rewards, matures well past theteen years. Meanwhile, the brain’s limbicsystem, which controls emotions, maturesearlier. When teens make choices inemotionally charged situations, thosechoices often have more to do withfeelings (the mature limbic system) thanwith logic (the not-yet-mature prefrontalcortex).Discussion: Have you ever acted beforethinking? Did you ever wonder why? Haveyou ever worried that this might createproblems? What are some possibleconsequences (positive and negative) ofacting on the “spur of the moment”? Havestudents complete the Student Worksheetindividually or in small groups.Critical Thinking: How does teen braindevelopment influence decision making inteens? What kinds of choices might beaffected by different rates of braindevelopment? What are some ways to makesmarter choices? (pausing and thinkingbefore acting; comparing harmful outcomesto short-term benefits; getting advice.)

LESSON 2: Drugs and Your BrainObjective: Students will understand basicbrain structure and the science of how drugsaffect the brain, illuminated through thespecific effects of marijuana and prescriptionpainkillers.Materials: Worksheet 2Time Required: 20 minutes, with additionaltime for students to complete StudentWorksheet.Key Concepts: The human brain is the mostcomplex organ in the body. To send amessage, a brain cell releases a chemical(neurotransmitter) into the space separatingtwo cells called the synapse. Theneurotransmitter crosses the synapse andattaches to proteins (receptors) on thereceiving brain cell. A neurotransmitter andits receptor operate like a “key and lock”that ensures that each receptor will forwardthe appropriate message only afterinteracting with the right kind ofneurotransmitter. However, drugs of abusecan be similar in size and shape toneurotransmitters, and this similarity “fools”receptors and allows the drugs to lock ontoand activate the nerve cells.Discussion: How do you think the brainsends and receives messages? Are thereother processes outside the body thatfunction in a similar manner? (dominoes, arelay race.) What kind of activities arecontrolled by the electrical impulsescrossing between neurons in the brain?Have students complete the StudentWorksheet individually or in small groups.Critical Thinking: Have you ever been“fooled” by something? What do you thinkthe long-term effects on the brain would beif it is constantly being “fooled” by drugs?How do you think marijuana would affectlearning and schoolwork? What dangers arethere in using prescription pain medicationswithout a doctor’s supervision?

LESSON 3: Drugs and Your BodyObjective: Students will understand how awide range of drugs can affect the body,including short- and long-term effects.Materials: Worksheet 3Time Required: 20 minutes, with additionaltime for students to complete StudentWorksheet.Key Concepts: The effects of drug abuse on the body can be far-reaching.Cardiovascular disease, stroke, cancer,

HIV/AIDS, hepatitis, and lung disease can allbe consequences of drug abuse. Some ofthese effects occur when drugs are used athigh doses or after prolonged use; however,some may occur after just one use. Discussion: If drug use changes how thebrain works, do you think it causes otherchanges in the body? What changes doyou think could be caused by alcohol?Marijuana? Nicotine? Have studentscomplete the Student Worksheetindividually or in small groups.Critical Thinking: After reviewing the effects ofdrug abuse on the body, consider how youwould respond to someone who says, “Aslong as you’re not addicted to drugs, or don’toverdose, drugs can’t cause much harm?”

LESSON 4: Peer InfluenceObjective: Students will understand theeffects peer influence can have on makingchoices. Then, using facts they’ve learnedabout the brain, decision making, and thehealth effects of drugs, will developresponses for reacting to situationsinvolving drugs and alcohol.Materials: Poster Front and Worksheet 4Time Required: 20 minutes, with additionaltime for the Student Worksheet.Key Concepts: Science shows that teens arecapable of making quick and accuratejudgments on their own, but are more likelyto make better decisions when they havetime to think. However, when they have tomake decisions in the heat of the momentwhile in a social situation, their decisionsare often influenced by external factorssuch as peers.Discussion: What are some influences onteens when they make decisions? Do youthink influences on teens are different thaninfluences on adults? Have studentscomplete the Student Worksheet in smalldiscussion groups.Critical Thinking: What are some of thestrategies and resources people use toabstain from drug use? How can you helpyourself to pause before making adecision? What does it feel like to makedecisions that are unpopular?

ASSESSMENT TOOL: Use Worksheet 5as an assessment quiz to determine whatstudents have learned throughout thelessons.

LessonsLesson Overviews for Teachers

What Do You Know About Drugs and Your Body?

True or False:

1. The teen brain is “wired” to take risks.True False

2. In the teen brain, the prefrontal cortex isimportant as a control center for thinkingahead and sizing up risks and rewards.

True False

3. A teen’s limbic system develops earlierthan the prefrontal cortex.

True False

4. A teen’s brain development is completeby the age of fourteen.

True False

5. Learning how to pause in critical situations is animportant part of decision making.

True False

Multiple Choice:

6. The space separating two brain cells is called: a protein a synapse a lock

7. Once inside the brain, drugs of abuse can “fool” the brain because they appear similar in shape and size to:neurons synapses neurotransmitters

8. What is the brain’s memory center?hippocampus hypothalamus cerebral cortex

9. What brain region is responsible for emotional reactions, especially involving pleasure or excitement?brain stem prefrontal cortex limbic systemCBA

QuizStudent Worksheet 5

Dear Teacher,Dear Teacher,As an educator, you’re aware of how teen choices regarding drugs, alcohol, and tobacco can resultin serious short- and long-term effects. This important teaching guide, Facts on Drugs—Teen Guideto Making Smart Decisions, is a skill-building program to help students understand the importanceof informed decision making. Developed by the National Institute on Drug Abuse (NIDA) in conjunctionwith Scholastic, these turnkey lessons and worksheets support the idea that when young peopleknow the facts, they have the tools to make smart choices.

Inside you’ll find lessons that bring students facts about the science behind teen braindevelopment and decision making, as well as the health risks associated with drug abuse. You’llalso find critical-thinking activities to help students use these facts to evaluate the risks of real-worldsituations.

We thank you for sharing this important program with your students. In doing so, you are not onlyincreasing their health literacy, but providing them with critical information to help them makehealthy decisions.

Sincerely,

Nora D. Volkow, M.D. Ann Amstutz HayesDirector Vice PresidentNational Institute on Drug Abuse Scholastic Inc.

WORKSHEET ANSWER KEY: WORKSHEET 1: 1. neurons/neurotransmitters; 2. prefrontal/control; 3. twelve and fourteen; 4. twenties; 5. limbic/emotional. WORKSHEET 2: 1. a; 2. c; 3. b; 4. a; 5. d. WORKSHEET 3: 1. b; 2. b; 3. a. WORKSHEET 5: 1.a; 2. a; 3. a; 4. b; 5. a; 6. b; 7. c; 8. a; 9. c; 10. relay system/neurotransmitters; 11. feelings/logic; 12. chemicals/interfering; 13. drug abuse/after just one use. Sources: National Science Education Standards, National Research Council, Science Content Standards, www.nap.edu/html/nses/overview.html. IRA/NCTE Standards for the English

Language Arts, www.readwritethink.org/standards/index.html.

Alignment with National Standards

Science (NSES, NRC)• Life Science

• Science in Personal and Social Perspectives— Risks and Benefits— Personal and Community Health

Reading (IRA/NCTE)• Students read a wide range of print and nonprint

texts to build an understanding of texts, ofthemselves… ; to acquire new information; torespond to the needs and demands of society andthe workplace; and for personal fulfillment.

• Students apply a wide range of strategies tocomprehend, interpret, evaluate, and appreciate texts.

• Students participate as knowledgeable, reflective, creative, and critical members of avariety of literacy communities.

For free printable copies of thisPoster/Teaching Guide, visit

www.scholastic.com/HEADSUP.

ADDITIONAL RESOURCES

• For facts about drugs and health, visitwww.teens.drugabuse.gov andwww.scholastic.com/HEADSUP.

• For printable student articles and lessonsin the HEADS UP series, visitwww.scholastic.com/HEADSUP.

AND YOUR BODY

REAL NEWSHEADS UPHEADS UPABOUT DRUGS

Name: Date:

Photo © Fancy/Veer.

Fill in the Blanks:

10. The brain has a in which different structures talk with each other by way of electrochemical impulses and chemical messengers, called .

11. When teens make choices in emotionally charged situations, those choices often have more to do withthan with .

12. Drugs are . They work in the brain by with the waynerve cells normally send, receive, and process information.

13. The impact of can be far-reaching. Some of the effects occur when drugs areused at high doses or after prolonged use, however some may occur .

True or False:

True False

Multiple Choice:

Sincerely,

AND YOUR BODY

Name: Date:

Fill in the Blanks:

True or False:

True False

Multiple Choice:

Sincerely,

AND YOUR BODY

Name: Date:

Fill in the Blanks:

DecisionsThe Science of Teen Decision Making

Teenagers thrive on the spur of the moment. Whetherit’s jumping into the latest fad, rushing into adecision, or acting before thinking somethingthrough, teens are known for taking “risks.” Sciencenow provides answers on how the teen brain isparticularly “wired” to do so.

First, a bit on how the brain works. The brain has arelay system in which different cells, called neurons,talk with each other by way of electrochemicalimpulses and chemical messengers, calledneurotransmitters. Information flows through thissystem across small gaps called synapses. Thesignal originates in the cell body, travels down theaxon, crosses the synapse to affect the dendrites onthe neighboring cell. The ultimate outcome of thissignaling system is a feeling or a thought or abehavior.

Research shows that one’s brain reaches its fullsize between ages twelve and fourteen (dependingon whether you are a girl or a boy).However, it also shows that ateen’s brain development is notyet complete. Parts of the brain

continue to mature through a person’s early twenties.One part that matures late is the prefrontal cortex,

located directly behind your forehead. It is importantas a control center for thinking ahead and sizing uprisks and rewards.

Meanwhile, a part of the brain that matures earlieris the limbic system, which plays a role in emotionalresponses. Since this system matures earlier, it ismore likely to take control in teen decision making.When teens make choices in emotionally chargedsituations, those choices often have more to do withfeelings (the mature limbic system) than with logic(the not-yet-mature prefrontal cortex). The result?Teens are more likely than adults to make impulsive,emotional decisions—rather than carefullyconsidered, logical choices.

Learning how your brain works can help explainwhy you sometimes behave the way you do. Withthis knowledge, you can be better equipped to makesmart choices.

Drugs and Your Brain

Drugs are chemicals. They work by tapping into the brain’s

communication system and interfering with the way nerve cells normally send, receive,

and process information. Drugs resemble naturalneurotransmitters, a similarity in structure that “fools”receptors in the brain and allows the drugs to lock onto and activate the nerve cells.

Here’s how it works with two commonly abuseddrugs: marijuana and prescription painkillers. Inmarijuana, the principal chemical affecting the brain is called THC (or tetrahydrocannabinol) and it attachesto specific receptors called cannabinoid receptors.Prescription painkillers, such as OxyContin® andVicodin®, are derived from opium in poppy plants and are called opioids. In the brain and body, opioidsattach to special proteins called opioid receptors.

When used as directed by a physician, opioids aredesigned to ease pain by causing the body to releasecertain neurotransmitters such as dopamine. But whenopioids are abused, there can be serious health risks,including overdose and death.

Both THC and opioids can adversely affect manyareas of the brain, impairing a wide range of abilities. Inthe cerebral cortex, these chemicals dull senses anddistort thinking, perception, and judgment; in thecerebellum, they distort coordination, as well as balanceand time perception; and in the limbic system, they canalter the brain’s wiring for pleasurable experiences.

Additionally, THC affects the hippocampus, causingproblems with short-term memory and attention; thehypothalamus, increasing hunger; and the prefrontalcortex, affecting decisions and promoting risk-taking.Opioids affect the brain stem, slowing breathing andheart rate.

Pick Your Brain: After reading the informationabove, answer the following questions:

1. Opioids can adversely affect a person’s breathing.What part of the brain governs respiration andbreathing?

Brain stem HippocampusLimbic system Cerebellum

2. Tetrahydrocannabinol (THC), the active ingredient inmarijuana, acts on the brain by:

surrounding the braincreating electrical chargesbinding to specific receptorsreducing blood flow

3. THC can affect the hypothalamus by makingsomeone feel:

angry alonehungry none of the above

4. The cerebral cortex is also known as the:thinking centermemory and learning centerbody regulation centerreward center

5. What part of the brain determines emotionalreactions, especially involving excitement or fear?

Brain stem Prefrontal cortexHypothalamus AmygdalaDB

BrainStudent Worksheet 2

Drugs and Your BodyDrugs not only affect your brain, they can seriouslydamage your body. Cardiovascular disease, stroke,cancer, hepatitis, and lung disease can all beconsequences of drug abuse. In addition, intravenousdrug use can raise the risk of contracting HIV/AIDS.Some of these effects occur when drugs are used athigh doses or after prolonged use; however,impairment may occur after just one use. Here’s whatsome specific drugs can do to the body:

PRESCRIPTION PAINKILLERS such as oxycodone(OxyContin®) and hydrocodone (Vicodin®) slow breathingand can lead to life-threatening respiratory depressionwhen not used under a doctor’s supervision. There isalso a high risk of addiction and overdose.

INHALANTS are breathable chemical vapors that areoften found in common household products, and canproduce a state of intoxication similar to alcohol. Theyare extremely toxic to the brain and other major organsand have been associated with a syndrome called“sudden sniffing death” which results from heart failureand/or suffocation or asphyxiation.

METHAMPHETAMINE or METH is a highly addictive centralnervous system stimulant that causes rapid heart rate,irregular heartbeat, and increased blood pressure. It alsodamages kidneys, lungs, and liver, and can causepsychotic behavior, hallucinations, and stroke.

ECSTASY or MDMA is a drug that is chemically similar tostimulants and hallucinogens and can make a personfeel energized and generate a sense of well-being. Itcan also interfere with the body’s ability to regulatetemperature, leading to hyperthermia (increased bodytemperature) which can cause heart and kidney failure.MDMA can also impair memory and generatedepression for several days after taking it.

COCAINE is a central nervoussystem stimulant thatcauses constricted

blood vessels, as wellas increased bodytemperature, heart rate,and blood pressure. Italso increases the risk of heart attacks,respiratory failure,

strokes, andseizures.

MARIJUANA is the most commonlyused illegal drug in the UnitedStates. It affects judgment,memory, learning and motorskills, and can cause paranoia. It increases the risk of breathing problems.

NICOTINE, the addictive element of tobaccoproducts, is one of the most heavily abuseddrugs in the United States. Tar in cigarettesincreases the risk of lung cancer,emphysema, and bronchial disorders.Secondhand smoke can cause lung cancer inadults and an increased the risk of respiratoryillness in children.

ALCOHOL is a central nervous systemdepressant that slows reaction time and impairscomplex mental and motor functions. It can causelong-term liver failure, cancer, and brain damage.Drinking during pregnancy may result in fetal alcoholsyndrome and other abnormalities.

True or False:1. The diminished ability to think or function as a

result of drug use can only occur at high doses orafter prolonged use.

True False

2. If a person drinks alcohol, his or her reaction timewill be improved.

True False

3. Taking prescription painkillers without a doctor’ssupervision can result in a high risk of addictionand overdose.

True FalseBA

BodyStudent Worksheet 3 InfluencesStudent Worksheet 4

Peer Influence“The teen brain is wired differently from an adult brain when it comes to making decisions,” says Dr.Laurence Steinberg, a researcher at Temple University.How? He notes two main differences: First, teens aredrawn to the immediate rewards of a potential choicewhile being less attentive to the possible risks. And,second, they are still learning to control their impulses,to think ahead, and to mediate the influence of others.

Peer influence is not necessarily a bad thing.Everyone is influenced by peers, both negatively andpositively, at any age. As teens become moreindependent of their parents, peers naturally play agreater role in influencing their thoughts, feelings,and actions. But sometimes, especially in emotionalsituations, peer influence can be hard to resist. It canbecome “pressure,” and a person may feel forced todo something he or she is uncomfortable with.

According to Dr. B. J. Casey from the Weill MedicalCollege of Cornell University, teens do exercise goodjudgment and make thoughtful decisions when giventime to think things through. But when decisionshave to be made in the heat of the moment or insocial situations, teens are often influenced by peersand find it harder to suppress impulsive or riskybehaviors.

Learning how to pause in critical situations is animportant part of decision making. Pausing can giveteens a better chance to evaluate the facts beforemaking a rushed decision.

In evaluating risky situations, the following questionscan be helpful for teens to consider before acting:

w What are the possible consequences?

w What are the short-term benefits (such as thefeeling of fitting in) versus the possible harmfuloutcomes (to yourself or others)?

w How could peer pressure be influencing yourdecision?

w Where can you turn for additional information oradvice, if you need it?

Imagine This: Using facts you’ve learned,review the scenarios below and write a paragraphdescribing how you might respond to each one.

1. As you’re leaving school on Friday, a friend invitesyou to a party. He says it’s going to be a blastbecause his parents are away and some friendsare bringing a keg. He asks, “So, are you going to come?”

2. Your friends arrive to pick you up for a concert.They’re laughing hysterically as the car pulls up,and you notice some empty beer cans in the frontseat. You hesitate as the door swings open, butyour friends shout, “Come on, get in!”

3. A friend has started smoking cigarettes. You don’twant to smoke, but she keeps pushing you. “Youshould have one,” she says, “It’s no big deal. Justtake a puff off mine.”

4. You’re at a party and somebody offers you aVicodin®, saying “Don’t worry, it’s legal. Besides,look at all the celebrities who are doing it.”

Student Worksheet 1 DID YOU KNOW? While the brain reaches itsfull size in early adolescence, parts of the braincontinue to mature through a person’s early twenties.

Cell body

Dendrites

Directionof impulse

Axonterminals

Synapse

CEREBRAL CORTEX:This “thinking center” rules comprehension, self-control, andconcentration.

PREFRONTAL CORTEX:Responsible for logic, helps you make decisionsand understand long-termconsequences.

AMYGDALA:Determines emotionalreactions, especiallyinvolving excitement or

fear. The amygdala is partof the limbic system, a setof interconnectedstructures, including thehippocampus and thehypothalmus, that works in concert to processemotional information.

HIPPOCAMPUS:The brain’s center formemory and certain types of learning.

BRAIN STEM:Controls automaticfunctions like breathing,sensitivity to pain, level ofalertness; relays messagesto the cerebrum andcerebellum and back downto the spinal cord.

HYPOTHALAMUS:Controls body temperature,hunger, and thirst; affectsappetite and sleep.

CEREBELLUM:Provides coordination,balance, and precise timing for movements.

DID YOU KNOW? The damaging effects of drug abuse oftenoccur after prolonged use, but some may occur after just one use.

DID YOU KNOW? When making decisions in the heat ofthe moment or in social situations, teens are often influencedby peers and find it harder to control their behavior.

DID YOU KNOW? Some drugs “fool”the brain due to their similarity in sizeand shape to natural neurotransmitters.

ADDICTION:a chronic, relapsing braindisease characterized bycompulsive drug seekingand use despite harmfulconsequences.

IMPAIRMENT:diminished ability to think orfunction.

DEPRESSION:a condition of generalemotional dejection andwithdrawal.

PARANOIA:an irrational fear ofteninvolving a perceivedor exaggerated threat.

MOTOR FUNCTION:action and coordination of one’s limbs.

Vocabulary

Pick Your Brain: After reading the informationabove answer the following questions:

1. Brain cells, called , talkwith each other through electrochemical impulsesand chemical messengers called

2. The cortex, located directly behind your forehead, is an important

center for thinking aheadand sizing up risks and rewards.

3. One’s brain reaches its full size between ages.

4. Parts of the brain continue to mature through aperson’s .

5. The brain’s system plays arole in responses.

True False

True FalseBA

Cell body

Dendrites

Directionof impulse

Axonterminals

Synapse

Vocabulary

True False

True FalseBA

Cell body

Dendrites

Directionof impulse

Axonterminals

Synapse

Vocabulary

True False

True FalseBA

Cell body

Dendrites

Directionof impulse

Axonterminals

Synapse

Vocabulary

True or False:

True False

Multiple Choice:

Sincerely,

AND YOUR BODY

Name: Date:

Fill in the Blanks:

Lesson Overviews for Teachers Quiz Student Worksheet 5 ... · ed. Tol g p lt o d Dad I quit. Quit...

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