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NationalInstituteonDrugAbuse(NIDA)BrainPower:GradesK-1LastUpdatedSeptember2009https://www.drugabuse.gov

https://www.drugabuse.gov/

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TableofContentsBrainPower:GradesK-1

YouCouldBeAScientist(Module1)

MeettheScientists(Module2)

YourAmazingBrain(Module3)

KeepingYourBrainHealthy(Module4)

ProtectingYourBrain(Module5)

Materials/Contact

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YouCouldBeAScientist(Module1)

YoucanalsodownloadthisentiremoduleinPDFformatbyclickingthefollowinglink:Module1(PDF,1.3MB)

Introduction

Youngchildrenarenaturallyinterestedinscience.Theyarecuriousaboutwhatthingsaremadeof,howtheywork,whyitrains,andcountlessotherquestionsabouttheworld.Yet,evenchildreninkindergartenandfirstgradeareoldenoughtohavedevelopedmisconceptionsaboutscientistsandtheworkthattheydo.

Thepurposeoftoday’slessonistofindoutstudents’ideasaboutscientists,talkaboutdifferentkindsofscientists,andidentifysomecharacteristicsofpeoplewhochoosethisprofession.Afterdiscussingscientistsandwhattheydo,studentswillbeintroducedtoCorty,themascotoftheBrainPower!Club,andtotheoldermembersoftheclub.Studentswillbeabletobecomemembersoftheclubbyworkingontheprogram’sfivemodules.

LearningObjectives

Studentsdiscusswhoscientistsareandtheworkthattheydo.

Studentsdiscovertheirownabilitytodotheworkofscientists.

RelationshiptotheNationalScienceEducationStandardsTheactivitiesinthislessonalignwiththefollowingstandardidentifiedintheNSES:historyandnatureofscience.

https://www.drugabuse.gov/sites/default/files/gradesk1_mod1.pdf

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HistoryandNatureofScience

LevelsK–4 HowMissionIsAligned

Scienceasahumanendeavor

Studentsbegintounderstandthatscienceencompassesmanydisciplines.Becausethey,too,willbeworkingasscientists,theyalsostarttorealizethatanyonewhoasksquestionsandtriestofindtheanswerstothesequestionsisascientist.

BackgroundBythetimechildrenareinkindergartenandfirstgrade,theyhavealreadydevelopedmanymisconceptionsabouttheworld.Often,childrenthisagebelievethatscientistsarewhite,oldmenwhoworkinalaboratory—likeEinstein.Oneofthegoalsofthislessonistodispelthismythandshowstudentsthatanyonecanbeascientist,evenkidstheirage.

Studentsfirstexploretheircurrentideasaboutscientistsbydrawingapictureofwhattheythinkascientistlookslike.Then,theygobeyondthesestereotypesbylookingatpicturesofdifferentscientistsanddevelopingalistofcharacteristicsthatscientistsshare.TheseactivitiessetthestageforModule2,duringwhichstudentslearnaboutthespecificworkofscientistsinvolvedinresearchaboutthebrain.

Ofthe6.4millionscientistsandengineersintheUnitedStates,1.8millionofthemwerewomen.4.2millionwerewhite,1.3millionwereAsian,308,000wereBlack,and387,000wereHispanic.Thesescientistsworkinavarietyofdisciplines,includingbiology,biochemistry,chemistry,physics,mathematics,engineering,andtheearthsciences.Asmoreandmorediscoveriesarebeingmade,additionaldisciplinesinthesciencesareemerging.(Source:NSF,2017https://nsf.gov/statistics/2017/nsf17310/data.cfm)

https://nsf.gov/statistics/2017/nsf17310/data.cfm

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Materials/Preparation

Materials

Crayonsormarkers

Paper

Newsprint

VideotapeandVCR,oronlinevideo

Preparation

Previewthevideotapeandlessonbeforedoingthisactivity.Makenecessaryadjustmentsaccordingtotheneedsandinterestsofyourstudents.

Makecopiesoftheblack-and-whitetradingcards(PDF,449KB)foundatthebackoftheModule1Teacher’sGuidesothateachstudenthasacopyofeachcard.

Procedures/DiscussionQuestions

Procedures

1. Beginthelessonbyaskingstudentstodrawapictureofwhattheythinkascientistlookslike.Tellthemtoincludedetails,suchasclothesthescientistwears,thesettinginwhichthatpersonworks,andthetoolsandequipmentused.Givestudentsabout10minutestocompletetheirdrawings.

2. Collectthedrawingsanddisplaythemaroundtheclass.Dothedrawingsshowacombinationofmenandwomen?Arethescientistsfromdifferentethnicgroups?Arethescientistsworkingindifferentsettings?Ifstudents’drawingsreflectthestereotypeofascientistasawhitemaleinalaboratory,leadadiscussionabout

https://www.drugabuse.gov/publications/brain-power/grades-k-1/materialscontact/videos

https://www.drugabuse.gov/sites/default/files/cardsmod1_k1_bw.pdf

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thetremendousvarietyofscientists.

3. Discusswithstudentsthecharacteristicsofscientists.First,askstudentsfortheirideas.Whatwordswouldstudentsusetodescribescientists?Helpthemunderstandthatsuchphrasesascurious,askingalotofquestions(inquisitive),adventurous,thoughtful,careful,andthorougharegoodwaystodescribescientists.Keepalistofthesephrasesaroundtheclassroomsothatstudentscanaddtothemastheyworkonthemodulesintheprogram.

4. Tellstudentsthatallscientistsshareonethingincommon—adesiretofindanswerstotheirquestions.Askstudentshowtheythinkscientistsgoaboutfindingoutwhattheyneedtoknow.Keepalistoftheirideas.

5. Askstudentsiftheywouldliketoworkonsolvingproblems,justasscientistsdo.Tellthemthattheywillhaveanopportunitytodosobyworkingwitholderstudents,showninthevideo;theywillhavetheopportunitytobecomemembersoftheBrainPower!Club.

6. Toconclude,showstudentstheModule1segmentofthevideotape.TheywillseeananimatedcharacternamedCorty.TellstudentsthatCortywillhelpguidethemthroughtheproblemspresentedinthemodules.

DiscussionQuestions

1. Askstudentsiftheirideasaboutscientistsandsciencehavechangedasaresultofworkingonthismodule.Ifso,howhavetheirideaschanged?Dotheynowhaveadifferentimageofwhoscientistsareandwhattheydo?

2. Tohelpstudentssolidifytheirnewideasaboutscientists,askthemtodrawasecondpictureofwhattheythinkscientistslooklike,wheretheywork,andthetoolsthattheyuse.Asaclass,comparethetwopictures.Whatdothenewpicturesrevealaboutstudents’changingideasaboutscientists?

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ExtensionsTheactivitieslistedbelowprovidealinktootherareasinthecurriculum.

1. Havethestudentstalkaboutwhatkindofscientisttheymightwanttobe.Havethemprovideasmanydetailsaspossible,suchasthetypeofscientist,theworksetting,thekindofworkdone,andmajorfindings.

2. Takeaclasssurveyofthedifferentkindsofscientiststhatstudentsarefamiliarwith.Then,makeabargraphillustratingclassresults.Whichkindofscientistarestudentsmostfamiliarwith?Whatkindofworkdoesthatparticularscientistdo?

3. Makepicturecardsshowingdifferentkindsofscientistsandtheworktheydo.Displaythecardsaroundtheclass.

AssessmentThepurposeofthisactivityistofindoutwhatstudents’ideasaboutscienceandscientistsaresothatyouknowwhatmisconceptionsstudentshaveastheybeginthesemodules.Atthispoint,ifstudentsareattentive,engagedbytheactivity,andparticipateinclassdiscussions,thentheyhavecompletedthemodulesuccessfully.

ResourcesThelistsbelowincluderesourcesforteachersandstudents.

ResourcesforTeachers

NationalInstituteonDrugAbuse(NIDA)www.drugabuse.gov,301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasection


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designedspecificallyforparents,teachers,andstudents.

NIDADrugPubsResearchDisseminationCenterdrugpubs.drugabuse.gov,877-NIDA-NIH(877-643-2644;TTY/TDD:240-645-0228)OrderourmaterialsfreeofchargeinEnglishorSpanish.

NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-662-HELP(4357)NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsareavailablehere.

ENCLearningInc.http://www.goenc.com/ThisWebsiteprovidesusefulinformationandproductstoimprovemathematicsandscienceteachingandlearning.

NationalScienceTeachersAssociation(NSTA)www.nsta.org,703-243-7100Providesresourcesandinformationforscienceteachers.

ResourcesforStudents

WanttobeaScientist?www.ars.usda.gov/is/kids/Thissitedescribescareersofscientistsandpresentsanopportunitytoemailscientistsandaskthemquestions.

Lehn,B.WhatisAScientist?Brookfield,CT:MillbrookPress,1999.Thisbookexplainswhatitistobeascientistbyincludingpicturesofchildrenasscientistsintheclassroomdoingscientificexperimentsandhavingagreattime.

Sabin,F.LouisPasteur:YoungScientist.Memphis,TN:TrollCommunications,1983.ThisbookfocusesonthelifeofthefamousscientistLouisPasteur.Itisinformativeandeasytoread.

https://drugpubs.drugabuse.gov/

http://store.samhsa.gov/

http://www.goenc.com/

http://www.nsta.org/

http://www.ars.usda.gov/is/kids/

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Brandt,K.MarieCurie:BraveScientist.Memphis,TN:TrollCommunications,2002.ThisbookfocusesonthelifeofthefamousscientistMarieCurie.ItispartoftheEasyBiographiesseries.

Purwin,P.Grampa’saScientist.LosAngeles,CA:CollageStorybookPress,1999.Thisisastoryaboutavisitfromagrandfathertohistwingrandchildrenandtheirmagical,scientificadventure.

Trumbauer,L.EveryoneisaScientist.Mankato,MN:PebbleBooks,2000.Thisisanelementarybookthatshowshowanyone,eventheyoungestofchildren,canbeascientist.

IntroductoryStoryforModule1"Hi,everyone.I’mJuan,andthisisafellowJuniorScientist,Beth.We'reinareallycoolclubcalled'BrainPower!'NIDAMissionControlsendsusmissionstosolve.WegoonthesemissionswithCorty."

"Hey,whataboutus?!"askMaxandJulia."WegoonmissionswithCorty,too."

Bethsays,"Ofcourse!Weweregoingtointroduceyoutwo.ThisisMaxandJulia.TheyareworkingtobecomeJuniorScientistsjustlikeJuanandme.Now,wherewereweJuan?"asksBeth.

"Let’ssee.Biologists,neuroscientists,zoologists..."saysJuan.

"...immunologists,physicists..."Bethcontinues.

"Whatareyoutwodoing?"asksJulia.

"We’retryingtothinkofasmanydifferentkindsofscientistsaswecan.Didyourealizethattherearesomanydifferentkindsofscientists

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andthattheyperformmanydifferentjobs?"asksBeth.

JuliaandMaxbothshaketheirheads."Noway!Wehadnoidea."

"I'vegotanidea—let'sseeifwecanfindsomescientistsontheInternet,"suggestsJuan."Anoceanographerstudiestheoceansandthefish,plants,andothercreaturesthatlivethere.DrugabuseresearchersdoPETscanstofindouthowsomeharmfulsubstancesaffectpeople’sbrainsandbodies,sothattheycanhelpthemgetwellagain."

"Waitaminute.Womencanbescientists,too?"asksJulia,asshenoticesoneofthepicturesontheInternet.

JuanandBethlaugh."Anyonecanbeascientist,Julia—men,women,andpeopleofallraces.Andscientistsworkinallkindsofplaces.Thedrugabuseresearcherdoessomeworkinalaboratoryandsomeoutwithanimals,"explainsBeth.

"Theoceanographerworksinthewater,andotherscientistsworkinfieldsorforests,orevenouterspace,"saysJuan.

"Wow!Wedidn’tknowtherearesomanydifferenttypesofscientists!"exclaimsMax.

"Okay,here'saquiz.Whatdoyoucallascientistwhostudiesthebrainandalltheinterestingthingsyourbraincando?"asksJuan.

"ABrainologist?"suggestsMax.

BethandJuanlaugh."That’sagoodguess,buttherealwordisneuroscientist!"explainsJuan.

"Wow!Iwouldliketodothat.Itwouldbefuntostudythebrainand

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howithelpsusthink!"saysMax.

"Itoldyoubeingascientistisfun,"repliesJuan.

Cortysays,“Okay,Ihaveaquestionforyou.Whatdothesescientistshaveincommon?

Whatmakesthemallgoodatbeingscientists?"

"Dotheywonderhowthingswork?"asksJulia.

"Aretheycuriousaboutthings?"asksMax.

"Dotheyloveanimals?"asksJulia.

"Dotheyliketoread?"asksMax.

"Stop!You’rebothright!"saysBeth."Scientistshaveallthosethingsincommon.Butmostofall,theylovetoaskquestionsandfindtheanswers."

"Yeah,andyoutwoarereallygoodataskingquestions.Soyouknowwhatthatmeans?"asksJuan."YouhavejustearnedthetitleofJuniorScientists.Congratulations!"

"Congratulations,Dr.Max,"saysJulia.

"Congratulationstoyou,too,Dr.Julia,"saysMax.

MaxandJuliabothtakeabigbow.

BrainPowerNews

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ParentNewsletterVolume1,Number1

IntroducingtheNIDAJuniorScientistsProgram

YourchildhasbeenworkingonthefirstmoduleoftheNationalInstituteonDrugAbuse(NIDA)JuniorScientistsProgram.Gearedtostudentsinkindergartenandfirstgrade,theprogramdiscussesthefollowingtopics:

Differentkindsofscientistsandthecharacteristicstheyallshare;

Theresearchofspecificscientists;

Thedifferentfunctionsofthebrain;

Howtokeepthebrainhealthy;and

Howtoprotectthebrain.

Theoverallpurposeoftheprogramistointroduceyoungstudentstotwokeyconcepts—whoscientistsareandwhytheirworkisimportant,andthemanyfunctionsofthebrain.Attheendoftheprogram,studentslearnaboutthedifferencesbetweenhelpfulmedicinesandharmfulsubstances.Thisbackgroundlaysthefoundationforamorein-depthstudy,duringsecondthroughfifthgrades,ofthebrainandhowharmfuldrugscanaffectit.

Althoughthesechildrenareveryyoung,itisnottoosoontobegineducatingthemaboutdrugs.Researchhasshownthathavingafoundationintheearlygradeshelpschildrenbebetterpreparedtomakegooddecisionswhentheyareolder.Youwillfindthatyourchildwillbefascinatedwithwhatheorsheislearningandcapableofabsorbingtheinformationbecauseitisbeingpresentedinafun,age-appropriateway.

Thisnewsletterisdesignedtoprovideyouwithinformationsoyoucan

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reinforceathomewhatyourchildhasbeenlearninginschool.Eachmodulehasaparentnewsletterthatincludesthefollowing:

Thecontentofthemodule;

Activitiesyoucandoathome;and

Additionalresources.

Wehopethatyouandyourchildenjoyworkingontheprogramtogetherandthattheknowledgegainednowwillserveyourfamilywellinthefuture.

WhatDoScientistsDo?

Inthisfirstmodule,studentsdrewpicturesofscientistsandthendiscussedtheirideasaboutthem.Throughthisactivity,studentsrealizedthatscientistsaren’talwayswhitemenwhoworkinalaboratory,likeAlbertEinsteinorthe“mad”scientistsshownincartoons.Rather,scientistscanbemenandwomenfromanyethnicgroupworkinginavarietyofplaces—intheocean,inthefield,inbrainimaginglabs,andeveninouterspace.Butallscientistssharetwokeycharacteristics:curiosityandadesiretofindanswerstotheirquestionsabouttheworld.

ThisactivityalignswithastandardidentifiedintheNationalScienceEducationStandards,“historyandnatureofscience.”Theseguidelinesweredevelopedin1996bytheNationalAcademyofSciencestohelpschoolsknowwhatinformationshouldbecoveredinkindergartenthroughhighschool.Thestandardsstresstheimportanceofteachingstudentsthatscienceencompassesmanydisciplines,butscientistsinallareasdevelopquestionsandthenstrivetofindtheanswerstothem.

ScienceatHome

Howmanydifferentkindsofscientistscanyouname?Trytothinkofas

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manyasyoucanwithyourchild.Examplesinclude:psychologist,biologist,chemist,neuroscientist,physicist,geologist,seismologist,oceanographer,andastronomer.Askyourfriendsformoreexamples.Seehowlongyourlistcanbe!

WhatDoesYourChildThink?

Helpyourchildwriteordrawhisorherideasaboutscientistsandhowthoseideashavechangedasaresultofworkingonthisactivity.

AdditionalResources

NationalInstituteonDrugAbuse(NIDA)—www.drugabuse.gov301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofcharge.

NationalClearinghouseforAlcoholandDrugInformation(NCADI)—store.samhsa.gov1-800-662-HELP(4357)NCADIistheworld’slargestresourceforinformationandmaterialsconcerningsubstanceabuse.Manyfreepublicationsareavailablehere.



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MeettheScientists(Module2)


Introduction

InModule1,studentsdiscussedtheirideasaboutscientistsandthekindofworkthattheydo.Thestudentsalsobecameawareoftheirmisconceptionsaboutscientistsandrealizedthatscientistsworkinawiderangeofspecialtiesandcomefromallwalksoflife.

Intoday’slesson,studentswillwatchavideointroducingthemtospecificscientists.Thescientistswillexplaintheirresearchbyidentifyingwhatproblemstheysetouttosolve,howtheysolved—orattemptedtosolve—theproblems,andwhatconclusionstheywereabletodrawfromtheirexperiments.Studentswillthendeveloppostersexplainingeachscientist’sworkintermsofthefourstepsofinquiry:

Observe-Checkouttheproblem.

Predict-Timetomakeagoodguess.

Experiment-Isyourguessright?Findoutbydoinganexperiment.

Conclude-Putthepiecestogethertofigureoutwhat’sreallygoingon.

Aftercompletingtheirposters,studentswilldiscoverthatallthesescientistshaveonethingincommon:Theyareallstudyingthebrainandhowitworks.

LearningObjectives


https://www.drugabuse.gov/publications/brain-power/grades-k-1/you-could-be-scientist-module-1

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Studentslearnaboutspecificscientistsandtheworkthattheydo.

Studentsdeveloppostersexplainingtheworkofeachscientistintermsofthestepsofscientificinquiry.

Studentsdiscoverthatallthescientiststheylearnedaboutarestudyingthebrain.

RelationshiptotheNationalScienceEducationStandardsTheactivitiesinthislessonalignwithtwostandardsidentifiedintheNSES:historyandnatureofscienceandscienceasinquiry.

HistoryandNatureofScience


Scienceasahumanendeavor

Studentsbegintounderstandthatscienceencompassesmanydisciplines.Theyalsostarttorealizethatscientistsaskquestionsandtrytofindtheanswerstothesequestionstodotheirjobs.

ScienceasInquiry


Abilitiesnecessarytodoscientificinquiry

Studentslearnhowscientistsusethestepsofscientificinquirytosolveaproblem.

BackgroundThescientistsdiscussedbelowaredoingresearchonthebrain.Studentswillhaveanopportunitytohearfromthesescientistsby

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watchingthevideoaccompanyingthismodule.Followingthedescriptionofeachscientist’sworkisabriefexplanationofhoweachusesthestepsofscientificinquirytosolveproblems.

EricChudler,Ph.D.

AneurophysiologistfromtheUniversityofWashingtoninSeattle,Washington,Dr.ChudleriscurrentlystudyingwhypeoplewithanillnesscalledParkinson’sdiseaseexperiencesignificantpain.Parkinson’sdiseaseaffectsasmallareaofneuronsinacertainpartofthebrain.Theseneuronsareresponsibleforcoordinatingsmoothandbalancedmusclemovement.Parkinson’sdiseasecausesthesenervecellstodie,and,asaresult,bodymovementsareaffected.Thepersonbecomesshakyandfindsithardtospeak.Dr.Chudlerisconductinghisresearchwithratsandtryingtounderstandtheactivityofneurons,ornervecells,intheareaofthebrainaffectedbyParkinson’sdisease.

UnderstandingDr.Chudler’sResearchinTermsoftheStepsofScientificInquiry

Observe:Dr.ChudlerobservedthatpeoplewithParkinson’sdiseasealsoexperiencealotofpain.HewaspuzzledbythisbecauseParkinson’sisadiseaseofmovementandnottypicallyassociatedwithpain.HewantedtofindoutwhatwascausingthepaininpeoplewithParkinson’sdisease.

Predict:Dr.ChudlerbelievesthataspecificpartofthebrainisinvolvedinbothParkinson’sdiseaseandpain.Whenthispartofthebrainisaffected,peoplegetthemovementproblemsofParkinson’sdisease,aswellasthepaintheyexperience.

Experiment:Usingrats,Dr.ChudlermeasurestheactivityofneuronsinthepartofthebrainresponsibleforParkinson’sdiseasetoseeifthepainisoriginatinginthebrain.Ifhecanfindwherethepainiscomingfrom,itwillbeeasiertodevelopatreatmentforthisproblem.

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Conclude:Fromhisresearch,Dr.ChudlerhopestofindtheareaorpathwaysinthebrainthatcausepaininpeoplewithParkinson’sdisease.Oncethisareaorpathwayisdiscovered,newtreatmentscanbedeveloped.

MichaelByas-Smith,M.D.

Dr.Byas-SmithisananesthesiologistatEmoryUniversitySchoolofMedicineinAtlanta,Georgia.Heisworkingwithotherscientiststodeterminewhetherchemicalchangesthattakeplaceinthebrainmakecertainindividualsmorelikelytobecomeaddictedtodrugs.Toanswerthisquestion,Dr.Byas-Smithandhisteamareworkingwithrats,monkeys,andhumans.

UnderstandingDr.Byas-Smith’sResearchinTermsoftheStepsofScientificInquiry

Observe:Dr.Byas-Smithwonderedhowspecificchemicalsinthebrainbehavewhendrugsormedicationsaregiventopeople.Thesespecialchemicalsareimportantbecausetheyhelpcreatehabitsinpeople.Somehabitsaregood,likekeepingyourroomneatorgettingagoodnight’ssleep.Otherhabitscanbebad,likeeatingtoomuchfoodevenwhenyouarenothungry.

Predict:Dr.Byas-Smithpredictsthatthesechemicalsactasa“switch”foraddictivebehavior.Hewantstofindtheswitchandfigureouthowtoturnitoff.

Experiment:Differentexperimentsarebeingconductedonvarioussystemsinthebraintoseewhetherthereisan“addictionswitch.”Dr.Byas-SmithusesaPositronEmissionTomographor“PET”scannertotakeapictureofthebrainwhileit’sworking.

Conclude:IfDr.Byas-Smithandhisstaffareabletofindouthowthebrainchemicalswork,theymaybeabletomakemedicationsthatcan

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helppeoplestopbadhabitsandhelpthosewhomightbemorelikelytodevelopbadhabits.

DeniseJackson,Ph.D.

Dr.JacksonistheDirectoroftheUndergraduateBehavioralNeuroscienceProgramatNortheasternUniversityinBoston,Massachusetts.Shestudiesratstolookattheeffectsofcocaineonhowthebraingrowsevenbeforetheratisborn.

UnderstandingDr.Jackson’sResearchinTermsoftheStepsofScientificInquiry

Observe:Dr.Jacksonwondershowcocaineaffectsthegrowthoftherats’brainsatdifferenttimesbeforetheyareborn.

Predict:Shepredictsthatgivingamotherratcocainewillhaveadifferenteffectonthebrainsofherbabyratsthanonthemotherratherself.Differentamountsofcocainewillalsoproducedifferenteffects.

Experiment:Sheusesspecifictoolsandinstrumentstoseehowthebrainsofunbornratsareaffectedbycocaine.Sheistryingtolearniftheneuronsarewheretheyaresupposedtobeinthedevelopingbrain.

Conclude:Bytestingthesepredictionsonrats,Dr.Jacksonisabletofurtherunderstandbraindevelopmentinhumans.Shehopesthatasthisbeginstobeunderstood,wemaybeabletomakediscoveriesanddevelopwaystocorrecttheproblemsinbabieswhosemotherstakedrugslikecocainebeforetheyareborn.

AlaneKimes,Ph.D.

Dr.Kimesisadrugabuseresearcher.SheworksattheNIDAResearchPrograminBaltimore,Maryland.Sheisinterestedinfindingouthow

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drugabusechangesthewaythebrainworks.Fromherresearchwithanimalsandpeople,shehopestofindwaystohelppeoplestopusingdrugs.

UnderstandingDr.Kimes’ResearchinTermsoftheStepsofScientificInquiry

Observe:ThepurposeofDr.Kimes’researchistostudyhowthebrainfunctionsinnormalpeopleincomparisontohowthebrainfunctionsindrugabusersorsmokers.

Predict:DrKimesbelievesthatifsheisabletofindoutwhatisdifferentaboutthewaydrugabusers’brainswork,shemaybeabletofindoutwaystohelptheirbrainsandmakethemworkmorelikethebrainsofpeoplewhodon’tabusedrugs.

Experiment:Dr.Kimesusesascannertoseewhatpartsofthebrainareworkingharderthanotherpartswhenpeopleplayspecialgamesortakelittletests.Thebrainsofpeoplewhohavetakendrugslikecocaine,heroin,ormarijuanaorwhosmokecigarettessometimesworkdifferentlythanpeoplewhodon’ttakethesedrugs.

Conclude:Sofar,Dr.Kimeshasfoundthatthepartsofthebraininvolvedinmakingriskydecisionsdon’tworkaswellindrugabuserswhencomparedtopeoplewhodon’tabusedrugs.Shehopestofindoutmoresoshecanchangethewaythebrainworksandhelppeoplemakebetterdecisionstonotusedrugs.


Materials


Markers


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Posterboard

Paperandpencils

Resumeform(PDF,48KB)

Preparation

1. Previewthevideotapesothatyouarefamiliarwiththescientists.

2. Writethestepsofscientificinquiry(Observe,Predict,Experiment,andConclude)onpiecesofposterboardinpreparationforthediscussionontheworkofthescientistsshowcasedinthevideo.

3. Makecopiesoftheblack-and-whitetradingcards(PDF,151KB)foundatthebackoftheModule2Teacher’sGuidesothateachstudenthasacopyofeachcard.


Procedures

1. Beginthelessonbyreviewingwithstudentstheirideasaboutscientists,whichtheydiscussedduringModule1.TakeasecondlookatthepicturestheydrewinModule1andgooverthelistofcharacteristicsofscientiststhattheydeveloped.

2. Tolearnmoreaboutscientistsandtheworktheydo,tellthestudentsthattheyaregoingtowatchavideoabouttheresearchofafewscientists.Afterwatchingthevideo,theywillworkontheirfirstmissionwiththeBrainPower!Club.Thegoalofthemissionistohelpstudentsunderstandtheworkofthesescientistsandtheprocessofscientificinquiry.

3. Asaclass,watchthesectionofthevideoaboutscientists,thenturnoffthetapeandshowstudentsthepiecesofposterboardyoupreparedwiththestepsofscientificinquiry.Then,gooverwiththeclasswhatthesestepsmean;theyaredefinedbelow:

https://www.drugabuse.gov/sites/default/files/resumemod2_k1.pdf


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Observe-Takenoteofaparticularsituationandcheckkeyaspectsofit,suchaswhatsomethinglookslike,feelslike,smellslike,andothersalientcharacteristics.Foraresearcher,thismightbestudyingproblemsintheworld.

Predict-Developanideaaboutwhyaproblemexistsoranexplanationofaparticularphenomenon.

Experiment-Conductinvestigationstotrytosolvetheproblemorexplainthephenomenon.

Conclude-Summarizewhatwaslearnedfromtheexperiment.

4. Makeachartthatliststhescientistsinthevideoandtheworktheydo.Discusswithyourstudentshowthescientistsinthevideousedthedifferentstepsofscientificinquiry.Howarethescientists’researchprogramssimilar?Howaretheydifferent?

5. Iftimeallows,haveeachchildintheclassfillouttheresumeform(PDF,48KB)(includedinthebackofthismoduleoftheTeacher’sGuide)asthoughheorshewantstobeascientist.Havethemanswereachofthequestionsontheform,inpicturesorinwords,aboutwhatkindofresearchheorshewouldliketodo.

6. Toconcludethemission,askstudentswhatonethingalltheresearchersinthevideohaveincommon.Helpthemrealizethatallthescientistsarestudyingthebrain.Then,tellstudentsthatduringthenextmission,they,too,willbelearningaboutthebrainandhowitworks.

7. Tellstudentstogivethemselvesaroundofapplause.TheyhavejustcompletedthesecondmissionoftheNIDABrainPower!Program.

DiscussionQuestions

1. Goovertheworkofthescientistsshowninthevideo.Makesurestudentsunderstandwhatfieldthescientistsarein,whattheystudy,howtheyaresolvingtheirresearchproblems,andthat


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researchisanongoingventurethatcontinuallyyieldsnewquestionsandsolutions.

2. Askstudentswhattheyknowaboutthebrainandwhatitdoes.Writedowntheirideasonapieceofnewsprint.Youmaywanttorefertoitduringthenextmodule,whenstudentsfocusonthebrain.

ExtensionsThefollowingactivitiesprovidealinktootherareasinthecurriculum.Theyalsohelpreinforcewhatwaslearnedduringthemoduleandmakeuseofthetradingcards.

1. Havethestudents,eitherindividuallyoringroups,drawapictureofthebrain.Havethemlabeleachpartandidentifyatleastonefunctionofeachpart.

2. Havethestudents,eitherindividuallyoringroups,writeacoupleofsentencesinresponsetothefollowingprompt:“Mybrainisamazingbecause...”

3. Dividetheclassintopairs.Haveonestudentgivecluestotheotherabouteachpartofthebrain.Studentsmaywanttoactoutwhatthatpartofthebraindoes.Havestudentsusethetradingcardstoplay.

4. Havestudents,eitherindividuallyoringroups,createnewtradingcardsaboutthebrain.Theycanbeondifferentpartsofthebrain,scientistswhostudythebrain,ordifferentactivitiesthebrainenablesustodo.

AssessmentAsstudentsworkontheactivity,lookforthefollowing:

Havestudentsgraspedtheconceptthattherearemanydifferent

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kindsofscientistswhoworkinmanydifferentfields?Forexample,dostudentsunderstandthatsomescientistsworkinalaboratory,whileothersworkwithpeopleinanaturalsetting?

Didstudentsunderstandthestepsofscientificinquiry?

Werestudentsabletofigureouthowthescientistsinthevideotapeusedthesestepsasaframeworkfortheirownresearchprograms?



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


NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-662-HELP(4357)NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsareavailablehere.





https://store.samhsa.gov/


25

TheWhy?Files-whyfiles.orgExplanationsforscientificphenomenadiscussedinthenews.

Tiner,J.100ScientistsWhoShapedWorldHistory.SanMateo,CA:BluewoodBooks,2000.Thisbooktalksaboutgreatmenandwomenofsciencewhosignificantlycontributedtoourunderstandingofthephysicalworldaroundus.

Kramer,S.HowtoThinkLikeaScientist:AnsweringQuestionsbytheScientificMethod.NewYork,NY:HarperCollinsChildren’sBooks,1987.Thisbookshowshowscientistsusequestionstolearnaboutthings.Itteacheshowthescientificmethodcanhelpfindanswerstomanyquestionspeoplearecuriousabout.

Kramer,S.HiddenWorlds:LookingThroughaScientist’sMicroscope(ScientistsintheField).Boston,MA:HoughtonMifflinCo.,2003.Thisbookshowshowscientistsstudytheworldandincludesmanybehind-thescenespicturesofthelifeofascientist.

IntroductoryStoryforModule2"Hey,kids!Howdoodle-dee-doo?"asksCorty."Haveyougotsometimetohelpmeoutwithsomething?"

"Wealwayshavetimeforyou,Corty!"smilesJulia.

"Great!BecauseIjustgotfouremailsfromfourdifferentscientists.Eachemailhasawordwithadescription,andI’mnotsurewhattodowiththem,"saysCorty."ThewordsareObserve,Predict,Experiment,andConclude."

JuliaandMaxlookatthewordstotrytofigureoutwhattheymean.Theywriteeachwordonadifferentpieceofposterboard.

http://whyfiles.org/

26

"Maybetheyareinthewrongorderorsomething.Let’strymovingthemaround,"Maxsuggests.

Thekidsstartmovingthepiecesofposterboardandrearrangingthemindifferentcombinations.Finally,theystop,leantheboardsagainstthewall,andslumpdownintheirchairs.

"I’mmoreconfusednowthanwhenwestarted,"sighsJulia.

Justthen,BethandJuancomeintotheclubhouse."What’swrongwithyoutwo?Youlookexhausted,"saysBeth.

"Cortygaveusthesedefinitionsinsomeemails,andwe’retryingtofigureoutwhattheymean,"saysMax.

"Let’slookthemuponthecomputer.YoucanfindjustaboutanythingontheInternet,"suggestsJuan.

Thekidsallcrowdaroundthecomputerscreen,andBethstartstyping.Cortyimmediatelypopsup.

"Hi,JuniorScientists!"saysCorty."Iknowthisisatoughchallenge,soI’mgoingtointroduceyoutosomeofmyfriends—they’rescientists.Theystudydifferentdrugsandhowtheyaffectourbrainsandbodies."

"Whatdoesthathavetodowiththedefinitionsofthosewords?"asksJulia.

"Let’ssignonandfindout!"saysCorty."OneofthefirstthingsscientistsdoisOBSERVE.Dr.Chudlerdoesthiswhenhebeginssolvinganyproblem.Helooksattheproblemverycarefullyandwritesdownwhathesees.Dr.ChudleristryingtohelppeoplewithParkinson’sdisease,whichaffectsthenervesandthebrain.Heisdoingresearchtotryandhelpthesepeoplegetbetterandnotfeelpain."

27

Cortycontinues,"AnotheroneofthewordsisPREDICT.WhenDr.Byas-Smithhasaproblem,hehastomakeguessesabouthowtosolveit.Predictingislikemakingagoodguess.Dr.Byas-Smithstudiescertainchemicalsinthebrainandtriestofigureouthowwecanavoiddevelopingbadhabitsorstopbadhabitswhentheydevelop."

CortythenintroducesthemtoDr.Jackson."AnotherwordisEXPERIMENT.Dr.Jacksonexperimentsinherlabtofindoutifherguessesareright.Shestudiestheeffectsofcocaineonunbornrats.Dr.Jacksonistryingtofindouthowthedrugaffectsthewaythebraingrows."

"AndthelastwordwehaveisCONCLUDE,"saysCorty."Dr.Kimeshasspentalotoftimeworkingonaproblemandexperimenting.Sheusesalloftheinformationshe’scollectedtoCONCLUDE—tocomeupwithananswer.Dr.KimesworkswithaPETscanner.Thisisamachinethattakespicturesofthebrain.Shestudiesthepicturestolookforwaystohelppeoplestopusingdrugs."

"Haveyoufiguredoutwhatorderthewordsshouldbein?"asksCorty.

"Whenyou’reascientist,thefirstthingyoudoisobserve.Youcheckoutaproblem.Justlikewedidwhenwehadtheproblemoffindingoutwhatthesedefinitionswere,"explainsBeth.

"Then,wepredicted—wemadeagoodguessatwhattheanswerwas.Weguessedthatthewordsmaybehadsomethingtodowithscience,"saysMax.

Juliachimesin,"Next,weexperimented.Theexperimenttellsyouifyourguessisright.Weexperimentedbycheckinginwithsomescientists."

"Andfinally,weconcluded—weputthepiecestogethertofigureoutwhattheymeant.Andthenwehadtheanswertothequestionwe

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startedoutwith.Ta-da!"shoutsJuan.

Juliaadmits,"Ididn’trealizethatscientistsdidsomanythings."

"Yeah,orthatsciencecouldbesomuchfun!"saysMax.

BrainPowerNewsParentNewsletterVolume1,Number2

MeettheScientists

Yourchildhasbeenlearningallaboutscientists.Heorshewatchedavideohighlightingtheworkoffourprominentscientists.Eachscientistexplainedhisorherworkbyfocusingonthestepsofscientificinquiry.Thesestepsareasystematicwayofapproachingaproblemandincludethefollowing:

Observe—Checkouttheproblem.

Predict—Timetomakeagoodguess.

Experiment—Isyourguessright?Findoutbydoinganexperiment.

Conclude—Putthepiecestogethertofigureoutwhat’sreallygoingon.

ThesestepsarerecommendedforproblemsolvingandscientificexperimentationintheNationalScienceEducationStandards.

Thefollowingchartdescribesthescientiststhatwerefeaturedinthevideo.

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AlaneKimes,Ph.D.

Dr.KimesworksattheNationalInstituteonDrugAbuseResearchPrograminBaltimore,Maryland.Herresearchfocusesontheeffectsofdrugsonthebrain.Sheisinterestedinfindingouthowdrugabusechangesthewaythebrainworks,soshecanfindwaystohelppeoplestopusingdrugs.


Dr.Byas-SmithisananesthesiologistatEmoryUniversitySchoolofMedicineinAtlanta,Georgia.Heisworkingwithotherscientiststodeterminewhetherchemicalchangesthattakeplaceinthebrainmakecertainindividualsmorelikelytobecomeaddictedtodrugs.

EricChudler,Ph.D.

Dr.ChudlerisaneurophysiologistfromtheUniversityofWashingtoninSeattle,Washington.HeiscurrentlystudyingwhypeoplewithParkinson’sdiseaseexperiencesignificantpain.Dr.Chudlerisconductinghisresearchwithratsandtryingtounderstandtheactivityofneurons,ornervecells,intheareaofthebrainaffectedbyParkinson’sdisease.

DeniseJackson,Ph.D.

Dr.JacksonistheDirectoroftheUndergraduateBehavioralNeuroscienceProgramatNortheasternUniversityinBoston,Massachusetts.Shestudiestheeffectsofcocaineonunbornrats.Dr.Jacksonistryingtofindouthowthedrugaffectsthewaythebraingrows.

ScienceatHome

Askyourchildwhichscientistheorshethoughtwasworkingonthemostinterestingprojectinthevideo.Discusswithyourchildalltheinterestingthingsthesescientistsdo.Youcanalsotalkaboutthewidevarietyofplaceswheretheywork.Iftherearescientistsinyourfamily,talkabouttheworktheydo.

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Helpyourchildwriteonesentenceaboutthevalueoftheworkofscientists.Trytoincludesomethingnewthatheorshehaslearnedaboutscientists.

AdditionalResources



TheWhy?Files—http://whyfiles.orgExplanationsforscientificphenomenadiscussedinthenews.

Tiner,J.100ScientistsWhoShapedWorldHistory.SanMateo,CA:BluewoodBooks,2000.Thisbooktalksaboutgreatmenandwomenofsciencewhosignificantlycontributedtoourunderstandingofthephysicalworldaroundus.

Kramer,S.HowtoThinkLikeaScientist:AnsweringQuestionsbytheScientificMethod.NewYork,NY:HarperCollinsChildren’sBooks,1987.Thisbookshowshowscientistsusequestionstolearnaboutthings.Itteacheshowthescientificmethodcanhelpfindanswerstomanyquestionspeoplearecuriousabout.

Kramer,S.HiddenWorlds:LookingThroughaScientist’sMicroscope




31

(ScientistsintheField).Boston,MA:HoughtonMifflinCo.,2003.Thisbookshowshowscientistsstudytheworldandincludesmanybehind-the-scenespicturesofthelifeofascientist.

BrainPowerNews(Español)

NoticiasSobreElPoderDelCerebro

BoletínInformativoParaPadresVolumen1,Número2

Conozcaaloscientíficos

Suhijohaestadoaprendiendosobreloscientíficos.Viounvideoquedestacaeltrabajodecuatrocientíficosprominentes.Cadacientíficoexplicósutrabajo,concentrándoseenlasetapasdelainvestigacióncientífica.Estasetapasconstituyenunmodosistemáticodeenfocarunproblemaeincluyenlosiguiente:

Observe–Examineelproblema.

Pronostique–Eselmomentoparahacerunabuenaconjetura.

Experimente–¿Escorrectasuconjetura?Averíguelorealizandounexperimento.

Concluya–Juntelaspiezasparaaveriguarquéesloquerealmenteestásucediendo.

LosEstándaresNacionalesdeEducaciónCientífica(NationalScienceEducationStandards)recomiendanestospasosparalaresolucióndeproblemasylaexperimentacióncientífica.

Elsiguientecuadrodescribealoscientíficosquefueronpresentadosenelvideo.

32

AlaneKimes,Ph.D.

LaDra.KimestrabajaenelProgramadeInvestigaciónesdelInstitutoNacionalSobreelAbusodeDrogas(NationalInstituteonDrugAbuseResearchProgram)enBaltimore,Maryland.Suinvestigaciónseconcentraenlosefectosdelasdrogasenelcerebro.Estáinteresadaendescubrircómoelabusodedrogascambiaelmodoenquefuncionaelcerebro,afindeencontrarlaformadeayudaraquelagentedejedeconsumirlasdrogas.


ElDr.Byas-SmithesanestesiólogodelaEscueladeMedicinadelaUniversidaddeEmoryenAtlanta,Georgia.Estátrabajandoconotroscientíficosparadeterminarsiloscambiosquímicosqueocurrenenelcerebrohacenquedeterminadaspersonasseanmáspropensasaconvertirseenadictosalasdrogas.

EricChudler,Ph.D.

ElDr.ChudleresneurofisiólogodelaUniversidaddeWashingtonenSeattle,Washington.ActualmenteestáestudiandolarazónporlacuallaspersonasconlaenfermedaddeParkinsonsientenmuchodolor.ElDr.ChudlerllevaacabosuinvestigaciónconrataseintentaentenderlaactividaddelasneuronasocélulasnerviosaseneláreadelcerebroafectadaporlaenfermedaddeParkinson.

DeniseJackson,Ph.D.

LaDra.JacksoneslaDirectoradelProgramaUniversitanodeNeurocienciadelaConducta(UndergraduateBehavioralNeuroscienceProgram)delaUniversidadNortheasternenBoston,Massachusetts.Estudialosefectosdelacocaínaenratasqueestánpornacer.LaDra.Jacksonestátratandodedescubrircómoladrogaafectalaformaenquesedesarrollaelcerebro.

Lacienciaenelhogar

33

Pregúnteleasuhijocuáldeloscientíficosdelvideo,ensuopinión,trabajaenelproyectomásinteresante.Comenteconsuhijotodaslascosasinteresantesquehacenestoscientíficos.Tambiénpuedehablaracercadelagranvariedaddelugaresenlosquetrabajan.Sihaycientíficosensufamilia,conversensobreloquehacen.

¿Quépiensasuhijo?

Ayudeasuhijoaescribirunaoraciónacercadelvalordeltrabajodeloscientíficos.Tratedeincluiralgonuevoquehayaaprendidoacercadeloscientíficos.

Recursosadicionales

NationalInstituteonDrugAbuse(NIDA)—www.drugabuse.gov301-443-1124EstesitioWebtieneinformaciónacercadelabusodedrogasyunaseccióndestinadaespecíficamenteapadres,maestrosyestudiantes.

NationalClearinghouseforAlcoholandDrugInformation(NCADI)—store.samhsa.gov1-800-662-HELP(4357)ElNCADIeselrecursomundialmásgrandeparainformaciónymaterialesrelacionadosconelabusodesustancias.Aquísepuedenobtenermuchaspublicacionesgratuitas.

TheWhy?Files—http://whyfiles.orgExplicacionesdefenómenoscientíficosreportadosenlosmediosdecomunicación.

Tiner,J.100ScientistsWhoShapedWorldHistory.SanMateo,CA:BluewoodBooks,2000.Estelibrohabladelosgrandeshombresymujeresdecienciaquecontribuyerondemodosignificativoanuestracomprensióndelmundofísicoquenosrodea.

https://www.drugabuse.gov/es



34

Kramer,S.HowtoThinkLikeaScientist:AnsweringQuestionsbytheScientificMethod.NewYork,NY:HarperCollinsChildren’sBooks,1987.Estelibromuestracómoloscientíficosusanlaspreguntasparaaprendersobrelascosas.Enseñacómoelmétodocientíficopuedeayudaraencontrarrespuestasamuchasdelaspreguntasquesehacenlaspersonas.

Kramer,S.HiddenWorlds:LookingthroughaScientist’sMicroscope(ScientistsintheField).Boston,MA:HoughtonMifflinCo.,2003.Estelibromuestracómoloscientíficosestudianelmundoeincluyemuchasimágenesdelavidacotidianadeuncientífico.

35

YourAmazingBrain(Module3)


Introduction

DuringthefirsttwomodulesoftheBrainPower!Program,studentslearnedaboutscientists,theworktheydo,andthestepstheyusetosolveproblems.Now,studentswillfocusontheonesubjectthatallthescientistsshowcasedinModule2haveincommon—thebrain.Duringthismission,studentsdiscoverthatthebrainplaysanimportantroleineverythingwedo,fromthinkingtoplayingandfeelingtobreathing.

Studentswillbeintroducedtothebrainbyworkingingroupstomakeoutlinesofthebody.Aftertheoutlinesarecompleted,studentswillcutoutpicturesofthebrainandpastethemontotheheadsofthebodyoutlines.Then,theywillfindpicturesinmagazinesshowingexamplesofthebrain’smanyfunctions.Next,studentswillusepicturesofdifferentfacialexpressions,suchashappy,sad,andangry,tolearnthatthebrainisalsoresponsibleforouremotions.Finally,studentswilldiscusstheroleofthesensesasawaythebraingetsimportantinformation.

LearningObjectives

Studentslearnaboutthebrainanditsdifferentfunctions.

Studentslearnthatthesensesareakeywaythebrainreceivesinformation.

Studentsdiscoverthatthebrainisresponsibleforourabilitytoexperienceemotions.


36

RelationshiptotheNationalScienceEducationStandardsTheactivitiesinthislessonalignwithtwostandardsidentifiedintheNSES:unifyingcontentsandprocessesandthelifesciencecontentstandards.

UnifyingConceptsandProcesses


Systems,order,andorganization

Thismissionintroducesstudentstotheideathatthebrainisonesystemthatispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertoenablepeopletofunction.

LifeScienceStandards


Characteristicsoforganisms

Thismissionintroducesstudentstotheconceptthatallorganismshavebasicneeds.Oneneedofhumansistohaveabraintoperformmanykeyfunctionsofliving.

BackgroundAlthoughstudentswillnotbelearningaboutspecificpartsofthebrain,itmightbeusefulforyoutohavethisinformationavailable.Thefollowingsectionexplainsthefourmajorpartsofthebraininmoredetail.Thesepartsarethecerebralcortex,composedoftherighthemisphereandthelefthemisphere;thecerebellum;thebrainstem;andthelimbicsystem.Eachpartcontrolsdifferentthings.

37

CerebralCortex:LeftHemisphereandRightHemisphere

Thecerebralcortexisthebrain’slargestpart,makingupmorethan3/4ofthebraininpeople.Ithastwohemispheres.Thelefthemisphere,whichcontrolstherightsideofthebody,islargelyresponsibleforanalyticalthinking,suchassolvingproblemsandcomparinginformationneededtomakedecisions.Italsoisthebrain’slanguagecenter.

Therighthemisphere,whichcontrolstheleftsideofthebody,islargelyresponsibleforartisticexpressionandunderstandingrelationshipsinspace.Abundleoffiberscalledthecorpuscallosumservesasabridgetopassmessagesbackandforthbetweenthetwohemispheres.Thecerebralcortexcontrolsthefivesenses:seeing,hearing,feeling,tasting,andsmelling.Thesensesareakeywaythebrainreceivesinformation.

Cerebellum

Thecerebellumcontrolsposture,movement,andthesenseofbalance.Suchactivitiesasplayingball,pickingupobjects,andbalancefallunderitsdomain.

BrainStem

Thebrainstemisthelowerpartofthebrainthatconnectstothespinalcord.Itstwomainpartsaretheponsandthemedulla.Theponscontainsfibersthatlinkthecerebralcortexwiththecerebellumandthespinalcord.Italsocontrolssleep,awakening,anddreamimpulses.

Themedullacontrolsheartrate,respiration,andbloodpressure.Themedullaalsoisresponsiblefortemperaturecontrol;simplereflexes,suchascoughingandsneezing;anddigestion.

38

LimbicSystem

Thetwomainpartsofthelimbicsystemarethehippocampusandtheamygdala.Thehippocampusismainlyresponsibleforlearningandmemory.Theamygdalaplaysanimportantroleinemotionalbehavior.Allofthelimbicsystemisgreatlyaffectedbydrugs.

39

PartofBrain Function

BrainStem Sleeping,dreaming,coughing,sneezing,breathing,heartrate,digestingfood

LimbicSystem

Learningnewwords,rememberingnames,crying,laughing,gettingangry

CerebralCortex

Solvingmathproblems,decidingonanicecreamflavor,talking,singing

Cerebellum Sittingupstraight,jumping,running,throwingaball,dancing,walking


Materials


Largesheetsofpaper

Pencilsandmarkers

Crayons

Outlineofthebrain(PDF,66KB)

Magazinesandothersourcesofpictures

LimbicSystemTradingCards,blackandwhite(PDF,2.3MB)

Scissors

Tape

Paste

Preparation


https://www.drugabuse.gov/sites/default/files/outlinemod3_k1.pdf


40

1. Previewthevideotapetofamiliarizeyourselfwiththeactivity.

2. MakeenoughcopiesoftheOutlineofthebrain(PDF,66KB)foundatthebackoftheTeacher’sGuidesothateachstudenthashisorherowncopy.

3. Collectmagazines,newspapers,andothersourcesofpicturesshowingexamplesofthedifferentfunctionsofthebrain(sleeping,talking,playingball,andsoforth).

4. Makecopiesoftheblack-and-whitetradingcards(PDF,2.3MB)foundatthebackoftheModule3Teacher’sGuidesothateachstudenthasacopyofeachcard.


Procedures

1. Beginthelessonbytellingstudentsthattheywillbelearningaboutthebrainandwhatitdoes,thenshowtheclassasmallclipfromthevideotapethathighlightsCorty.HavestudentswatchwhileCortyintroduceshimselfandexplainsalittleaboutthefunctionsofthebrain.Makeaclasslistofthesedifferentfunctions.

2. Whenthevideoisfinished,splittheclassintosmallgroups.Eachgroupwillcompleteabodyoutlinetoworkwiththroughoutthelesson.Then,takealargepieceofpaperandlayitonthefloor.Haveonechildfromeachgrouplayonapieceofpaperwhileeitherparentvolunteers,instructionalassistants,ortheotherchildrenbeginmakingoutlinesofthestudentsbytracingthebody.

3. Whenthegroupshavecompletedtheirbodyoutlines,passouttheoutlinesofthebrain.Tellthemtocutitoutandcoloritin.Then,havethemputthebrainoutlinesasideuntiltheirbodyoutlineshavebeendone.Studentscanbeginlookingthroughmagazinesforpicturesillustratingthebrain’sdifferentactivities.



41

4. Whenallthebodyoutlineshavebeendoneanddecorated,andallthebrainoutlinescutout,workwiththeotheradultstotapetheoutlinesaroundtheroom.Then,askthestudentswheretheyshouldputtheoutlineofthebrain.Mostwillknowtoputitintheheadofthebodyoutlines.Tellthemtotapethebrainoutlinewhereitbelongs.

5. Haveabriefdiscussionwithstudentsaboutwhatthebraindoes.Remindstudentsthatthebrainisresponsibleformanyactivities,includingthinking,talking,running,jumping,breathing,digestingfood,andexperiencingemotions.Givestudentsafewminutestolookforpicturesinmagazinesillustratingthesedifferentactivities.

6. Afterthegroupshavefoundseveralpictures,havethestudentscutthemoutandpastethemontheirbodyoutlines.Studentscanthendrawalinefromtheirbraintothepicture,indicatingthatthebrainplaysaroleintheactivityshown.

7. Showstudentsthepicturesofthedifferentfacesillustratingdifferentemotions,whicharefoundontheLimbicSystemTradingCard.Askstudentswhatthesepicturestellthem.Helpstudentsrecognizethattheimagesshowemotions,whichthebrainisalsoinchargeof.

8. Onaseparatepieceofpaper,askthestudentstodrawafaceshowinghowtheyfeelrightnow.Havethempastethefaceontotheirbodyoutlines.Tellstudentsthateveryday,theywillhaveafewminutestolookattheirfaceandeitherkeepitorchangeittoreflecttheirfeelingsthatday.Inthisway,studentswillcometoseethatemotionschangeallthetimeandareanimportantelementofwhoweareasindividuals.KeepthebodyoutlinesfortheModule5activity.

9. ThestudentshavejustcompletedthethirdmissionoftheNIDABrainPower!Program.

DiscussionQuestions

1. Askstudentstonamethemostsurprisingthingtheylearned

42

aboutthebrainduringthelesson.Didmoststudentsnamethesamethingorwasthereawiderangeofideas?Overall,werestudentssurprisedabouteverythingthebraincando?

2. Discusswithstudentswhathappenseachdaytocausetheiremotionstochange.Forexample,iftheyhavecandyintheirlunchboxes,theywillprobablybehappy.Butifafriendignoresthematrecess,theywillprobablyfeelsad.Makealistofthedifferentemotionsstudentsexperienceeachday.Howmanyemotionswereonthelist?Werestudentssurprisedatthenumber?

3. Focusonthesensesoftasteandsmell.Askstudentswhytheyareimportant.Discusshowtheyworktogethertogiveusimportantinformation.

ExtensionsTheactivitieslistedbelowprovidealinktootherareasinthecurriculum.

1. Writeaclassplayaboutthebrain.Theclasscanfocusonseveralfunctionsofthebrainorzeroinononeortwo.Studentscanthenperformtheplayforotherclassesintheschool.

2. Makeaclassbargraphillustratinghowmanyemotionsstudentsexperienceeachday.Havethex-axisrepresentdifferentemotionsandthey-axisrepresentthenumberofstudents.Eachbarcanrepresentjust1dayortheaverageofaweek’semotions.Oryoucanmakedifferentgraphsforeachday,andthencomparethemattheendoftheweek.

3. Havestudentsmakeabookletfocusingonthesenses.Tellthemtocreateonepageforeachsense.Thepagecanincludeonlydrawingsoradrawingandasentenceaboutwhatthesensedoes.Ifstudentswouldliketoincludewritingandneedhelp,makesureanadultisavailabletoworkwiththem.

43

AssessmentAsstudentsworkontheactivitiesinthemodule,lookforthefollowing:

Havestudentsgraspedtheconceptthatthebrainisresponsibleforawiderangeofactivities?

Arestudentsbeginningtounderstandtherelationshipbetweenthesensesandthebrain?

Werestudentsabletocompletethebodyoutlinewiththeaccompanyingpictures?

Werestudentsabletoexpresstheirfeelingsandshowtheir“face”accordingly?

Didstudentsparticipateinclassdiscussions?





NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov,1-800-662-HELP(4357)NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsare



https://store.samhsa.gov/

44

availablehere.


Woolsey,T.,Hanaway,J.,andGado,M.TheBrainAtlas:AVisualGuidetotheHumanCentralNervousSystem.Bronxville,NY:FitzgeraldScience,2002.Thisbookisacomprehensiveandaccurateatlasofthebrain.Itincludesnearly400imagesofthebrainanditspathways.


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

Rowan,P.BigHead!ABookAboutYourBrainandYourHead.NewYork,NY:AlfredA.Knopf,1998.Thisbookgivesanoverviewofthedifferentpartsofthebrainandcontainsdetailedcolorpicturesandtransparencies.

Treays,R.UnderstandingYourBrain(ScienceforBeginnersSeries).Newton,MA:EDCPublications,1996.Thisbookdescribesthepartsofthebrainandtheirfunctions.

IntroductoryStoryforModule3ThekidsareallsittingaroundtheclubhousewhenCortyappears."Hi,kids!It’stimetogetyourbrainsingear.Iwantyoutofindouthowyourbodyknowshowtothinkandmoveandbreathe,andwhatkindofmoodyouarein."


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

45

"Wow,that’sahardone,"Juansays.

Bethchimesin,"Well,ourbodiesmustgetinformationfromsomewhere.Butwheredotheygetthemessagethattellsthemwhattodoandhowtofeel?"

Thekidsarestumped,soCortycomestotherescue."Herearesomehints:

Iliveinyourhead,butI’mnotyoureyes,Thoughwithoutme,youcouldn’tsee.I’mnotyournose,butwithoutme,youcouldn’tbreathe.AndI’mnotyourmouth,butwithoutme,youcouldn’tspeak."

"Iknow!You’reabrain!"exclaimsJulia.

"Andit’sourbrainthattellsourbodieswhattodo!"saysBeth.

Cortygivesawinkanddisappears.

"Now,weneedtouseourownbrainstofigureoutwhatkindsofthingsourbrainstellourbodiestodo,"saysJuan.

Bethsays,"Ihaveanidea.Butweneedabigpieceofpaper,somescissors,crayons,paste,magazines,and...Max!"

Maxliesdownonthefloor,andBethtracestheoutlineofhisbody.JuliaandJuancutpicturesoutofmagazines.WhenBethisfinished,MaxgetsupandBethdrawsabrainintheheadofMax’sbodyoutline.

"Now,whatkindsofpicturesdoyouhaveshowingwhatourbrainstellustodo?"asksBeth.

46

JuliagivesBethapictureofsomeonesleeping,andBethputsitnearthebrainontheoutline."Ourbrainstelluswhentosleep,"saysJulia.

MaxgivesBethapictureofamathproblemandsays,"Ourbrainshelpusthinkandsolveproblems."

JuangivesBethapictureofasoccerplayerandsays,"Ourbrainstellushowandwhentokickandrun,sowecanplaysoccer."

JuliahandsBethapictureofpeopleatabirthdaypartyandsays,"Ourbrainstelluswhenwe’rehappy—orsad."

MaxhandsBethapictureofsomeoneeatingandsays,"Andtheytelluswhenwe’rehungryandwhatwewanttoeat."

Bethsays,"Wow,ourbrainsareprettybusyandveryimportant.Withoutthem,wewouldn’tbealivebecauseourbrainstellourlungswhentobreatheandourheartswhentobeat."

"Andthat’swhywehavetokeepourbrainshealthy,"saysJuan.

"Howdowedothat?"asksMax.

"That’sournextmission,sostaytuned,"saysBeth.


AllAbouttheBrain

DuringModule3,studentslearnedaboutthebrainandallitcando.

47

Theydiscoveredthatnotonlydoesthebrainhelpthemthink,butitalsoisresponsibleforjustabouteverythingelse—regulatingheartbeatandbreathing,movingandplaying,controllingemotions,andexpressingthemselvesthroughwordsorpictures.Learningaboutalltheessentialfunctionsofthebrainsetsthestageforteachingchildrenabouttheimportanceoftakingcareofthebrainandprotectingitfromharm.

Althoughstudentswillnotbelearningthetechnicalnamesofthedifferentpartsofthebrain,thesetermsareprovidedhereifyourchildisinterested,oryouwouldliketointroducehimorhertotheseterms.

SideViewofBrain

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PartoftheBrain Function

BrainStem Sleeping,dreaming,coughing,sneezing,breathing,heartrate,digestingfood

LimbicSystem

Learningnewwords,rememberingnames,crying,laughing,gettingangry

CerebralCortex

Solvingmathproblems,decidingonanicecreamflavor,talking,singing

Cerebellum Sittingupstraight,jumping,running,throwingaball,dancing,walking

Thismodulealignswiththestandards“unifyingconceptsandprocesses”and“lifesciencestandards”fromtheNationalScienceEducationStandards.Theactivityhelpsstudentsunderstandthatthehumanbodyisacomplexsystem.Thebrainisanintegralpartofthissystem.

ScienceatHome

Keepalogofyourdailyactivitiesathomeonatypicalday.Nexttoeachactivity,writewhichpartorpartsofthebrainenableyoutodoeverythingyouneedtodo.Discusswhatanamazingorganthebrainis.


Askyourchildtodrawapictureofthebrain,andthenhavehimorherfillthebrainwithpicturesofallitsnumerousfunctions.

AdditionalResources

NationalInstituteonDrugAbuse(NIDA)—www.drugabuse.gov


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301-443-1124ThisWebsitecontainsinformationaboutdrugabuseandasectiondesignedspecificallyforparents,teachers,andstudents.Publicationsandothermaterialsareavailablefreeofcharge.


NeuroscienceforKids—http://faculty.washington.edu/chudler/neurok.htmlThisWebsitecontainsinformationonthebrain,activities,experiments,pictures,andotherresourcesforstudentsandeducators.

Rowan,P.BigHead!ABookAboutYourBrainandYourHead.NewYork,NY:AlfredA.Knopf,1998.Thisbookgivesanoverviewofthedifferentpartsofthebrainandcontainsdetailedcolorpicturesandtransparencies.

Treays,R.UnderstandingYourBrain(ScienceforBeginnersSeries).Newton,MA:EDCPublications,1996.Thisbookdescribesthepartsofthebrainandtheirfunctions.


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

50

KeepingYourBrainHealthy(Module4)


Introduction

Studentslearnedaboutthebrainandalltheamazingthingsitcandoduringthepreviousmission.Inthislesson,studentsfocusonwhattheycandotokeeptheirbrainshealthy.Throughbrainstorminganddiscussion,studentsdiscoverwhathabitstheycanputintopracticetoprotecttheirbrains.

LearningObjectives

Studentslearnhowtheycankeeptheirbrainhealthy.

Studentsworkonestablishinghealthyhabits.

RelationshiptotheNationalScienceEducationStandardsThismissionalignswithtwostandardsidentifiedintheNSES:unifyingconceptsandprocessesandscienceinpersonalandsocialperspectives.


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Thismissionintroducesstudentstotheideathatthebrainisonesystemthatispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertoenablepeopletofunction.

ScienceinPersonalandSocialPerspectives


Personalhealth

Thismissionreinforcestheconceptthatfollowinggoodhealthpractices,suchaseatingproperly,exercising,andgettingenoughsleep,arewaystokeepyourbrainaswellasyourbodyhealthy.

BackgroundTheprimarygradesareanexcellenttimetointroducestudentstowaysofkeepingtheirbodiesstrongandhealthy.Atthisage,childrenarealmostreadytotakeresponsibilityfortheirhealthandcanunderstandtheimportanceofeatingthreemealsaday,eatingnutritiousfoods,gettingexerciseeachday,gettingenoughsleepeachnight,andwearinghelmetsandotherprotectivegearwhenbiking,ridingascooter,androller-blading.Whatstudentsmaynotyetbeawareofishowthesepracticesworktoprotecttheirbrainaswellastheirbody.Forexample,eatinghealthyfoodsprovidesfuelsochildrencanconcentrateatschoolandthinkmoreclearly.Exercisinggivespeopleafitbody,aswellasreleasesbrainchemicalsthatmakepeoplefeelgood.Finally,wearingahelmetwhilebikinganddoingothersportsprotectsourpreciousbrain.

Duringtoday’smission,studentswillcompileaclasslistofhealthyhabitsandthenkeeptrackofwhattheyactuallydoduringthecourse

52

ofaweek.Bytheendofthemission,studentswillhaveanunderstandingofwhattheyneedtodotoimprovetheirhabitstokeepboththeirbodiesandbrainshealthyandfit.

TheAmericanAcademyofPediatricshasestablishedguidelinesforhowmuchsleepgrowingchildrenneedeachnight,whatisconsideredahealthydiet,andhowmuchexercisechildrenshouldgeteachday.

Recommendationsforchildren4to8yearsofageare:

10to13hoursofsleepeachnight.

Atleast60minutesofphysicalactivityeachday.

About1,300calories(thisvarieswiththeageandweightofthechild)eachdayoffoodsfromeachofthefoodgroups:

25percentoftotalcaloriesfromproteins;

30percentfromfat,primarilymono-andpoly-unsaturatedfats;and

45percentfromcarbohydrates,withemphasisonwhole-grainfoods,fruits,andvegetables.


Materials

Newsprint

Markers


ClassChart(PDF,72KB)

Preparation


https://www.drugabuse.gov/sites/default/files/chartmod4_k1.pdf

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1. Previewthevideotapeandlessonbeforedoingthisactivity.Makeanynecessaryadjustmentsaccordingtotheneedsandinterestsofyourstudents.

2. Developaclasschart(PDF,72KB)tousethroughouttheactivity.

3. Makecopiesoftheblack-and-whitetradingcards(PDF,385KB)foundatthebackoftheModule4Teacher’sGuidesothateachstudenthasacopyofeachcard.


Procedures

1. Beginthemissionbyaskingstudentswhatpracticespeopleshouldadopttostayhealthy.Suggestthatstudentsfocusonactivitiestheythinkhavesomethingtodowiththebrain.Lookforideaslikethefollowing:

a. Eat3mealsaday.Makesureyoueatfoodfromeachofthefoodgroupsateverymeal.

b. Exerciseatleast30minuteseachday.

c. Get9-10hoursofsleepeachnight.

d. Alwayswearahelmetwhenyourideyourbikeorscooter.Whenyougoroller-blading,wearkneepadsandwristpads,alongwithahelmet.

e. Neversmokecigarettes.

2. Makesuretheclasslistincludestheitemsabove.Otheritemsstudentsmaymentionthatareimportantbuthavelesstodowiththebrainincludethefollowing:

a. Brushyourteethatleasttwiceaday.

b. Takeashowerorbathatleast3daysaweek.



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3. ShowthestudentstheModule4video.HavethemwatchwhileCortyexplainsthewaystokeepyourbrainhealthy.

4. MakeaclasschartofhealthyhabitslikethesampleshownatthebackofthisTeacher’sGuide.Thesheetincludessuchitemsaseatingthreemealsaday,eatinghealthyfoods,gettingenoughsleepeachnight,andgettingsomeexerciseeachday.Eachdayoverthecourseofaweek,askstudentshowmanyengagedinhealthyactivities.Maketallymarksineachcategory.Encouragestudentstonoticetrendsinbehavior.Forexample,didmorestudentsgetenoughsleepattheendoftheweekthanatthebeginning?Weremorestudentseatinghealthyfoods?

5. Attheendoftheweek,makegraphsinthefollowingcategories:Diet,Sleep,Exercise,andSafety.Ontheverticalaxis,listthenumberofstudents.Onthehorizontalaxis,listDay1,Day2,throughtoDay7.Makeagraphineachcategoryofthenumberofstudentswhoengagedinhealthyactivities.Whatconclusionscanstudentsdrawfromtheresultsshownonthegraph?

6. Congratulatethestudents.TheyhavecompletedthefourthmissionoftheNIDABrainPower!Program.

DiscussionQuestions

1. Whattrendsdidstudentsobservebytheendoftheweek?Werestudentsengaginginmorehealthyactivitiesineverycategory?Almosteverycategory?Inwhatareasdidstudentsimprovethemost?Inwhatareasdostudentsstillneedtoworktodevelopmorehealthyhabits?

2. Discusshowengaginginhealthyhabitsspecificallyhelpsthebrain.Forexample,howdoesgoodnutritionhelpthebrain?Whataboutsleepandexercise?

ExtensionsTheactivitieslistedbelowprovidelinkstootherareasinthe

55

curriculum.

1. Drawpicturesofdifferentfoodsineachcategoryandtrytothinkofinterestingfoods.Forexample,forthefruitgroup,drawmangoandkiwi.Forthebread,cereal,rice,andpastagroup,considerputtinginbarley,couscous,andbagels.

2. Encourageeachstudenttoworkwithanadultathometodevelopahealthlogfor1week.Thelogshouldincludespecificinformationaboutwhatthestudenteatseachday,whatheorshedoesforexercise,andwhattimeheorshegoestosleepatnightandwakesupeachmorning.Attheendoftheweek,haveeachstudentbringhis/herhealthloginandshareitwiththeclass.Howarethelogsdifferent?Howaretheysimilar?Whatcanstudentslearnfromreadingthelogs?

3. Bringinfoodlabelsfromseveralcommonfoods,suchascereal,crackers,cookies,andjuice.Asaclass,discusswhatinformationtheyinclude.Whatcanstudentslearnabouttheingredientsinthefood?Whatcantheylearnaboutthenutrientsthefoodcontains?

4. Bringinamapandhaveeachstudentpointoutwherethefoodisfromandwhyitiscommonlyeateninthatpartoftheworld.Ifpossible,haveaninternationalfoodfestival,withstudentsandtheirparentsbringinginfoodsthatstudentsresearchedanddiscussed.

5. Haveeachchildlearnaboutaparticulardanceorexerciseheorshecansharewiththeclass.Eachofthestudentscanteachtherestoftheclassonemovefromthedanceorexercise.Theycandothisathomeformoreexercise.

AssessmentAsstudentsworkontheactivitiesinthemodule,lookforthefollowing:

Dostudentsunderstandwhyitisimportanttoengageinhealthyhabits?

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Dostudentsunderstandhowthehabitshelpthebrainstayhealthy?

Werestudentsabletoworkwiththeirclassmatestodeveloptheclassgraphs?

Werestudentsabletointerpretthegraphs?

Didstudentsparticipateinclassdiscussions?





NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov/home,1-800-662-HELP(4357)NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsareavailablehere.





http://store.samhsa.gov/home


57

Maas,J.RemmyandtheBrainTrain:TravelingThroughtheLandofGoodSleep.BlueRidgeSummit,PA:MaasPresentations,LLC,2001.Thisisastoryforyoungchildrenthatexplainstheimportanceofgettingagoodnight’ssleepeachnight.

McGinty,A.StayingHealthy:SleepandRest(TheLibraryofHealthyLiving).NewYork,NY:FranklinWatts,Incorporated,1999.Thisbook,writtenforyoungchildren,isacomprehensiveoverviewoftheimportanceofsleep.

McGinty,A.StayingHealthy:EatingRight(TheLibraryofHealthyLiving).NewYork,NY:FranklinWatts,Incorporated,1999.Thisbook,writtenforyoungchildren,isacomprehensiveoverviewoftheimportanceofeatingright.

Albee,S.WatchOutforBananaPeelsandOtherSesameStreetSafetyTips.NewYork,NY:RandomHouseChildren’sBooks,2000.Inthisfunbook,OfficerGroverandSafetyDeputyElmoshareimportantsafetytips.

IntroductoryStoryforModule4Thekidsaregettingreadytogobikeriding.Theyarestrappingontheirhelmetsandothersafetygear.

Bethasks,"Max,where’syourhelmetandsafetygear?"

"I’magoodbikerider.I’mnotgoingtofall,"Maxexplains.

Juanresponds,"Well,we’reallgoodriders,butsometimesthingshappenthatyoudon’texpect.Andyoudon’twanttohitthepavementwithoutprotectivegear.Youcouldreallygethurt."

Cortyappears."Nooneisgoingbikeridingwithoutsafetygear.Andanyway,I’vegotamissionforyou.Iwantyoutofindfivewaystokeepyourbrainhealthy.AndI’llgiveyouahint:Wearingahelmetisnumber

58

one."

Juansays,"Great,nowwecangobikeriding!"

"Betterthinkaboutthat,Juan!Bikeridingisacluetooneoftheotherwaystokeepyourbrainhealthy,"saysBeth.

"Couldanotheronebeexercise?Doesexercisehelpyourbrain?"asksBeth.

"Wealreadylearnedthatourbrainsarepartofourbodies—rightinourheads—somaybeitdoes,"repliesJulia.

"Okay.Soprotectingourheadsisonewaytokeepourbrainshealthy.Andthesecondwayisexercise,"saysBeth.

"Allthisthinkingismakingmetired,"sighsMax.

Bethsays,"Maybeyoudidn’tgetenoughsleeplastnight."

Juanjumpsin,"That’sit!Thethirdwaytokeepyourbrainhealthyistomakesureyougetenoughsleep!Okay,sotwomore."

"Let’sfigurethisoutlater.I’mhungry,"complainsMax.

"Mymomsaysthateatingrightisagoodwaytostayhealthy,"saysJulia.

Bethsays,"That’sit,Julia!That’sthefourthwaytokeepyourbrainhealthy."

Juliaconfirms,"Protectyourhead,exercise,getenoughsleep,andeatright."

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"Butwhat’snumberfive?"asksJuan.

"Whataboutbrushingyourteethortakingbaths?Mymomsaysthat’sgoodforme,"saysJulia.

"You’reright,Julia.They’rebothgoodthingsforyou,buttheydon’thelpyourbrain.

Whatisthefifthway?"asksBeth.

Cortysuddenlyappears."Thefifthwaytokeepyourbrainhealthyissomethingyoumaynotknowmuchaboutyet:Don’tdothingslikesmokingordrinkingalcohol.Hasanyonetoldyouaboutthat?"

Bethsays,"Mymomsayssmokingisbad."

"Andmydadsayskidsshouldn’tdrinkalcohol.ButIdidn’tknowitcouldhurtyourbrain,"saysJuan.

Cortyreplies,"Well,itsurecan.Andwe’regoingtofindoutmoreaboutthatnexttime!"


TakingCareofYourBrain

InModule4,yourchildlearnedaboutbasichealthpractices.Heorshelearnedthat:

Childrenshouldget9to10hoursofsleepeachnight.

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Childrenshouldparticipateinatleast30minutesofphysicalactivityeachday.

Childrenshouldeatabout1,500calorieseachdayoffoodsfromeachofthefoodgroups.

Whatyourchildmaynothaverealized,however,isthatfollowingthesebasicrulesisalsoagoodwaytokeepthebrainhealthy.Animportantadditiontothislistisalwayswearinghelmetswhilebikeridingorroller-blading.

Trytoreinforcethesehealthyhabitsathome.Discusswithyourchildwhytheyaresoimportant,andencourageyourchildtotakeresponsibilityforhisorherbodyandbrain.

Thisactivityalignswiththestandards“unifyingconceptsandprocesses”and“scienceinpersonalandsocialperspectives”fromtheNationalScienceEducationStandards,whichreinforcetheimportanceoffollowingcommonhealthpractices.

ScienceatHome

Withyourchild,gooverhisorherroutine,includingdiet,exercise,andsleep.Discusswhatyoucandotomakeimprovements,andthentrytoimplementatleastoneofthosesuggestions.Somesuggestionsforhealthychangesare:

Havingfruitforasnackinsteadofchips;

Goingoutsideandridingabikeorplayingwithfriends,insteadofsittinginfrontofthetelevision;and

Goingtobedataspecifictimeeachnight.

Afteryourchildimprovesonehabit,trytohelphimorherimproveanotherone.

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Suggestthatyourchilddrawapictureoftwohealthythingsheorshedoeseachday.Thepicturecouldshowyourchildridingabikewithahelmetandeatingahealthysnack.

AdditionalResources



Albee,S.WatchOutforBananaPeelsandOtherSesameStreetSafetyTips.NewYork,NY:RandomHouseChildren’sBooks,2000.Inthisfunbook,OfficerGroverandSafetyDeputyElmoshareimportantsafetytips.

McGinty,A.StayingHealthy:SleepandRest(TheLibraryofHealthyLiving).NewYork,NY:FranklinWatts,Incorporated,1999.Thisbook,writtenforyoungchildren,isacomprehensiveoverviewoftheimportanceofsleep.

McGinty,A.StayingHealthy:EatingRight(TheLibraryofHealthyLiving).NewYork,NY:FranklinWatts,Incorporated,1999.Thisbook,writtenforyoungchildren,isacomprehensiveoverviewoftheimportanceofeatingright.



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ProtectingYourBrain(Module5)


Introduction

Duringthepreviousmission,studentsdiscussedspecificthingstheycandotokeeptheirbodyandbrainhealthy.Thisfinalmissionintheprogramcontinueswiththatthemebutwithaslightlydifferentfocus.Thismissiondiscussesthedifferencesbetweenhelpfulmedicines,suchasTylenol,aspirin,andantibiotics,andharmfuldrugs,suchasalcoholandnicotine.Manyadultsconsumealcoholdaily,and,whilethisisnotaproblem,itcanposenegativeeffectsifnotusedinmoderation.Childrenshouldneverdrinkalcohol.Nicotineisfoundintobaccoandisveryaddictive.Tobaccoproductsarealsoillegalforchildren.Studentswilllearnabouttheeffectsthesesubstanceshaveonthebodyandthebrain.

Theywillalsolearnimportantinformationabouttheuseofhelpfulmedicines,suchaswhoshouldadministerthemedications,whentheyshouldbetaken,andhowmuchshouldbegiven.Bytheendofthemodule,studentswillhavesomeunderstandingofthepotencyofmedicationsandtheimportanceoftakingthemproperly.

Alsoincludedinthismoduleisinformationaboutcocaineandmarijuana.Ifyouthinkyourstudentsareready,youcanintroducethetopicofillegaldrugstothemanddiscusstheireffectsonthebrainandwhytheyareharmful.

LearningObjectives


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Studentslearnaboutthedifferencesbetweenhelpfulmedicinesandharmfuldrugs.

Studentslearnabouttheeffectsthatbothmedicinesanddrugshaveonthebrainandthebody.

Studentslearnabouttheimportanceoftakinghelpfulmedicinescarefully,undertherightcircumstances,andwithadultsupervision.

RelationshiptotheNationalScienceEducationStandardsTheactivitiesinthislessonalignwithtwostandardsidentifiedintheNSES:unifyingconceptsandprocessesandscienceinpersonalandsocialperspectives.




Thismissionreinforcestheideathatthebrainisonesystemthatispartofalargersystem—thehumanbody—andthatbothsystemsworktogethertoenablepeopletofunction.

ScienceinPersonalandSocialPerspectives


Personalhealth

Thismissionintroducesstudentstothedifferencesbetweenhelpfulmedicinesandharmfulsubstances.Thelessonstressestheimportanceoftakinghelpfulmedicineswithcare.

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BackgroundThismoduleservesasanintroductiontotheconceptofhelpfulmedicinesandharmfuldrugs.Inthismodule,thehelpfulmedicinesdiscussedareacetylsalicylicacid(aspirin),acetaminophen(Tylenol),fluoride,immunizations,andantibiotics.Thesesubstanceseithercureillnessesorpreventproblemsfromoccurring.Nonetheless,eventhesesubstancesmustbeusedwithcare.Inthismodule,studentswilllearnthattheyarehelpfulonlywhentheyaregivenattherighttimesintherightamountsbypeoplewhocareaboutchildren—parents,doctors,dentists,andothercaregivers.Theywillalsolearnthatitisimportanttofollowthedosageprescribedbythehealthcareprovider.Takingtoomuchmedicineornotenoughcanbedangerous.

Theharmfuldrugsdiscussedinthismodulearenicotineandalcohol.Studentswilllearnthat,whenusedinexcess,thesesubstancescancausesuchproblemsasimpairedconcentration,slowreflexes,impairedreactiontime,poorcoordination,anddrowsiness(alcohol),aswellasareductionofappetite,nausea,andvomiting(nicotine).

Thefollowinglistgivesinformationaboutthesubstancesstudiedinthemodule.StudentswilllearnmoreaboutalcoholandillegaldrugsintheBrainPower!Programforsecond-andthird-gradestudents.Ifyoufeelthatstudentsarereadytolearnabouttheseothersubstancesnow,feelfreetodoso.Informationabouttheseillegalsubstancesisincludedonthenextpage.

AspirinorTylenol

OtherTerms:Aspirinisalsoknownasacetylsalicylicacid;Tylenolismadefromacetaminophen

HowItIsUsed:Takenorallyinaliquid,pill,orgumform

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EffectsontheBody:BothaspirinandTylenolreducefeverandeaseachesandpains;aspirincandecreasetheriskofheartattacks

HowItWorks:Aspirininhibitstheproductionofsomechemicalsthatplayaroleinbloodclotting;aspirinalsoinhibitstheproductionofcertaintypesofenzymesthatcauseinflammationandpain;Tylenolraisesthebody’sthresholdforpainbyinteractingwithchemicalsinthebody

Fluoride

OtherTerms:Sodiumfluoride

HowItIsUsed:Availableastablets,drops,rinses,gels,andpaste

EffectsontheBody:Preventscavitiesandcanalsotreatosteoporosis

Howitworks:Hardenstheenamelonteethandreducestheharmfuleffectsofplaque;causesanincreaseinbonemineraldensity

Immunizations

OtherTerms:Vaccinations,inoculations

HowItIsUsed:Injectedortakenorally

EffectsontheBody:Booststhebody’sresistancetospecificdiseases

Howitworks:Causesthebodytoproduceantibodiestofightdiseases

Antibiotics

OtherTerms:

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Penicillin,cephalosporins,tetracyclineHowItIsUsed:

Takenorallyasapillorliquid,orinjectedEffectsontheBody:

FightsdiseasescausedbybacteriaHowitworks:

Antibioticskillbacteriabypreventingthemfromconstructingcellwalls;thebacteriacan’treproduce,andtheydieout

Alcohol

OtherTerms:Ethylalcoholorethanol,beer,wine,andliquor

HowItIsUsed:Consumedbydrinking

EffectsontheBody:Impairsconcentration,slowsreflexes,impairsreactiontime,reducescoordination,andcausesdrowsinesswhenusedinexcess

Howitworks:Depressesthecentralnervoussystemandcankillbraincellswhenusedinexcess

Nicotine

OtherTerms:Nicotineisfoundincigarettes,cigars,andsmokelesstobacco

HowItIsUsed:Smokedorchewed

EffectsontheBody:Reducesappetiteandcancausenauseaandvomiting;increasesalertness

Howitworks:Actsasastimulant,speedinguptheheartandraisingbloodpressure

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IllegalDrugs(Marijuana,Cocaine,andCrack)

OtherTerms:Marijuanaisreferredtoasgrass,pot,reefer,andweed;cocaineisalsocalledcoke,snow,orblow;crackisaformofcocainealsocalledrock,rox,orbase

HowItIsUsed:Marijuanaisusuallysmokedbutcanbebakedintobrowniesorcookiesorbrewedliketea;cocainecanbesnorted;crackcanbesmoked

EffectsontheBody:Marijuanaimpairsmemory,concentration,perception,andmovement;cocainestimulatesthebrainandspinalcordcausingdizziness,headache,anxiety,insomnia,anddepressionwhenthepersonstopsusingthedrug

Howitworks:Marijuanaactsonpartsofthebrainthatcontrolthinking,pain,andmemory,aswellasactingintherewardcentertoproduceapleasurablehigh;cocainealsoaffectstherewardcenterofthebrain,andincreaseslevelsofthebrainchemicaldopamine,whichisinvolvedinmovement,motivation,andlearningtorepeatpleasurableoravoidaversiveactivities.

FactsAboutCocaine

Cocaineaffectsthebrainandthebodyinmanyways.Itmakesaperson’sheartbeatfasterandbloodpressurerise.Itcanchangethewaysomeonefeelsandacts,makingithardertomakewisedecisions.Cocaineisaveryaddictivedrug;whenpeopleuseit,theyfinditreallyhardtostop.

FactsAboutMarijuana

Marijuanacanmakeitharderforthebraintofunctionproperly.Forexample,marijuanacancausepeopletoforgetimportantinformationandlosetheabilitytothinkclearlyandsolveproblems.Marijuanaalso

68

canhavenegativeeffectsonpeople’shealth.Inhalingmarijuanamayincreasetheriskofharmingthelungsanddevelopinglungcancer.Finally,marijuanaisanaddictivedrugthatchangesthewaythebrainfunctions.


Materials


Newsprintandmarkers

TradingCards(PDF,370KB)

Largepieceofpaper

Preparation

1. Previewthevideotapeandlesson.Dividetheclassintosmallgroups.

2. Makecopiesoftheblack-and-whitetradingcards(PDF,370KB)foundatthebackoftheModule5Teacher’sGuidesothateachstudent,orgroup,hasacopyofeachcard.


Procedures

1. Splitthechildrenintogroups.Handoutonecopyofeachtradingcardtoeachgroup.Withoutdiscussingthecardsfirst,askstudentstogroupthecardsasdescribedbelow.Youmaywanttowritethedifferentgroupingsonalargepieceofpaperandhangitintheroom.Tellstudentstorecordtheirgroupingsbywritingdownthenamesofthemedicinesordrugs.




69

a. Havethestudentsputthecardsintotwopiles.Onepilewillbehelpfulmedicines,andtheotherwillbeharmfuldrugs.

b. Havethestudentsgroupsubstancesbyhowtheyaretaken.Haveonegroupbe“SubstanceTakenbytheChildAlone,”andtheothergroupbe“SubstanceGivenbyanAdult.”Ifacarddoesn’tfitintoeithercategory,putitaside.

c. Havethestudentsgroupsubstancesbyamounttaken.Haveonegroupbe“MustTakeOnlyaCertainAmountoftheSubstance,”andthesecondgroupbe“NeverTake.”Ifacarddoesn’tfitintoeithercategory,putitaside.

d. Havethestudentsgroupsubstancesbywhentheyaretaken.Haveonegroupbe“OnlyTakeatCertainTimes,”andthesecondgroupbe“NeverTake.”Ifacarddoesn’tfitintoeithercategory,putitaside.

2. Givestudentsabout10minutestogroupthecardsinthecategoriesrequested,andthendiscussthegroupings.Didmoststudentsgroupthecardscorrectly?Ifso,cantheyexplainhowtheymadetheirdecisions?Iftheywerenotabletogroupthecardscorrectly,discusswhatproblemstheyhad.

3. Talkwithstudentsabouttherelationshipbetweenthesubstancesgroupedineachcategory.Dostudentsnoticeanypatternsemergingaboutwhichsubstancesfitintoeachgroup?Forexample,pointouttostudentsthatallthehelpfulmedicinesmustbeadministeredbyanadult,givenattherighttime,andtakenintherightdosage.Helpingstudentsunderstandthistellsthemthatthehealthymedicinesareverypowerfulandmustbetakencarefully.

4. Askstudentswhethertherearerulesaboutalcoholandnicotine,andiftheyareputinplaceforchildren.Pointoutthatthesesubstancesareverypowerful.Alcoholcanbeveryharmfuliftoomuchisconsumed.Overtime,alcoholcancausesevereproblemsinthebodyandbrain.Childrenshouldneverdrinkalcoholbecausetheirbrainsarestillgrowing.Tobaccoistheprimarywaypeoplereceivenicotine.Tobaccoisharmfultothebrainandbody,and

70

nicotine’saddictiveeffectsarethereasonpeoplecontinueusingtobacco.Tobaccoisillegalforchildrenbecauseitisdangerous.

5. Asaclass,havestudentsdrawsomefinalconclusionsbasedonthisactivity.Whatisthemostimportantthingtheylearnedabouthelpfulmedicines?Whatisthemostimportantthingtheylearnedaboutharmfuldrugs?Howwilltheyapplythisinformationtotheirownlives?

6. Ifyouthinkyourstudentsarereadytodiscussalcoholandillegaldrugs,informationyoucanusetostartsuchadialoguecanbefoundattheendoftheBackgroundsection.

7. Afterlearningaboutillegaldrugs,whatconclusionscanstudentsdraw?Theywilldiscoverthattheillegaldrugs—cocaineandmarijuana—havenegativeeffectsonthebodyandthebrainandshouldnotbetakenatall.Alcoholalsomustbetakenwithgreatcare;toomuchalcoholhasadetrimentaleffectonjustabouteverysysteminthebodyandisillegalforkids.

8. Congratulatethestudents.TheyhavejustcompletedthefinalmissionintheNIDABrainPower!ProgramandarenowmembersoftheBrainPower!Club.

DiscussionQuestions

1. Ifyoudidnotdiscussillegaldrugsandalcohol,askstudentsiftheyarefamiliarwithanyothersubstancesthatcouldbeconsideredhealthyorharmful.Makealistoftheirideas.Ifthestudentscomeupwithillegaldrugsoralcohol,tellthemthattheywilllearnmoreaboutthesesubstancesinthenextBrainPower!curriculum.Ifyoudiddiscussthesesubstances,askstudentsiftheyhaveanyadditionalquestionsaboutthem.Givestudentsanopportunitytoexpresstheirideasaboutwhattheyhavejustlearned.

2. AskstudentstothinkbackonwhattheylearnedinModule4aboutkeepingthebrainhealthy.Howdothoseideasandwhattheylearnedtodayworktogether?Ifstudentsputintopracticewhat

71

theylearnedinbothmodules,wouldtheybelivingahealthylifestyle?

ExtensionsTheactivitieslistedbelowprovidelinkstootherareasinthecurriculum.

1. TakeoutthelargebodyoutlinesstudentsusedinModule3andhangthemaroundtheroom.Usingindexcards,havestudentswritehoweachofthesubstancestheylearnedabouttodayistakenandwhatpartofthebodyitaffects.Then,havestudentspastethecardsnexttotheappropriatebodypart.Forexample,thefluoridecardwouldbepastednexttothemouth,andacetylsalicylicacidwouldbepastednearthemouth(whereitistaken)andthehead(oneofthebodypartsitaffects).

2. Writeaclassstoryaboutwhatlifewouldbelikeifwedidnothavethehelpfulmedicinesavailable.Howwouldourhealthbeaffected?Howwouldtheunavailabilityofthesemedicinesaffectouroverallqualityoflife?

3. DoaclassresearchprojectaboutwhentobaccoandalcoholwereintroducedtoNorthAmerica.Wheredidthesedrugscomefrom?HowweretheygrownintheNewWorld?WhateffectdidtheyhaveonlifeinAmerica?Withtheteacher’shelp,studentscanusebooksfromthelibraryortheInternettodotheresearch.

AssessmentAsstudentsworkontheactivity,lookforthefollowing:

Didstudentsunderstandthedifferencesbetweenhelpfulmedicinesandharmfuldrugs?

Didstudentsunderstandtheproperwaytotakehelpful

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medicines?Dostudentsknowwhyfollowingtheseinstructionsissoimportant?

Didstudentsunderstandwhyalcoholandnicotineareconsideredharmfuldrugsforchildren?

Ifyoudiscussedillegaldrugs,didstudentsunderstandwhythesesubstancesareconsideredharmful?

Werestudentsengagedbytheactivity?Didtheyparticipateinclassdiscussions?

Werestudentsabletoworkwiththeirclassmatestocompletethegroupings?





NationalClearinghouseforAlcoholandDrugInformation(NCADI)store.samhsa.gov/home,1-800-662-HELP(4357)NCADIisoperatedbytheSubstanceAbuseandMentalHealthServicesAdministration(SAMHSA).Manyfreepublicationsareavailablehere.

ENCLearningInc.http://www.goenc.com/



http://store.samhsa.gov/home


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ThisWebsiteprovidesusefulinformationandproductstoimprovemathematicsandscienceteachingandlearning.


NeuroscienceforKidsfaculty.washington.edu/chudler/nic.htmlPresentsthehistoryoftobaccoandcigarettesmoking,nicotineaddiction,andtheeffectofnicotineonthebrain.

Friedman,D.FocusonDrugsandtheBrain.Frederick,MD:Twenty-FirstCenturyBooks,1990.Partofthe“Drug-Alert”series,thisbookgivesagoodoverviewofthebrain,neurotransmission,theeffectsofdrugsonthebrain,andaddiction.

DeStefano,S.andNeuhaus,D.FocusonMedicines.Frederick,MD:Twenty-FirstCenturyBooks,1990.Partofthe“Drug-Alert”series,thisbookgivesagoodoverviewofmedicinesandhowvariousmedicinesworkwiththebodyandbraintohelpheal.

McGinty,A.StayingHealthy:PersonalSafety(TheLibraryofHealthyLiving).NewYork,NY:FranklinWatts,Incorporated,1999.Writtenforyoungchildren,thisbookisacomprehensiveoverviewoftheimportanceofpersonalsafety.

Cosgrove,S.Crickle-Crack(SerendipityBooks).NewYork,NY:PriceSternSloanPublishing,2001.Crickle-CrackisthestoryofSqueakers,ayoungsquirrelwhoiscuriousaboutacertaintreeintheforest,eventhoughheknowsitisverydangerous.

IntroductoryStoryforModule5JuanandJuliaaresittingintheclubhousereadingmagazines."Juan,Ihaveaheadache,"groansJulia."Canyougivemesomethingtomakeitgoaway?"

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

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"Ican’tgiveyouanything,Julia.Youshouldonlytakemedicinefromadultsyoutrust,likeyourmom,ortheschoolnurse,"saysJuan."Youshouldhavegottensomethingbeforeyoucamehere."

Justthen,BethandMaxcomewalkingin,andCortyappearsonthescreen."SorrytohearaboutJulia’sbrainpain,butI’mgoingtotakeyourmindoffit.I’vegotamissionforyou!

Rememberhowyoulearnedsomewaystokeepyourbrainhealthy—andthelastonewasnottosmokecigarettesordrinkalcohol?"

Theyallnodtheirheadsinagreement.

Cortycontinues,"Well,thatleadsustosomethingsyoucandotokeepyourbrainsafe.Thismissionrequireslearningaboutsomeharmfuldrugsandhelpfulmedicines.Yourfirstassignmentistoanswerthisquestion:Whataretwohelpfulsubstances,andhowshouldtheybeused?"

Bethguesses,"Let’ssee,Juan.Helpfulsubstanceswouldstoppain,likeJulia’sheadache.Soaspirinisprobablyoneofthem."

"Thatremindsmeofanotherhelpfulmedicine.Antibioticsareusedtofightinfections.Butyoushouldonlytakethesemedicinesfromatrustedadult,"addsJuan.

Cortyreplies,"Goodwork,JuniorScientists.Now,whataretwoharmfulsubstances,andwhycantheyhurtyou?"

"Iknowthatcigarettesareharmful.Thereisachemicalincigarettescallednicotine.Nicotinecanchangeapartofthebrainandcauseapersontokeepsmoking.Ifapersoncontinuestosmoketheycanbadlydamagethelungs,"saysBeth.

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"Oh,andrememberthatkidsaren’tsupposedtodrinkalcohol.Itcanhurtyourbrain,"remindsMax.

Cortyappearswithapartyhaton,andconfettifallsaroundhim."Bingo!You’reexcellentJuniorScientists!ButIstillhaveonemorequestion:Whichofthesubstanceswetalkedaboutcanbebothaharmfuldrugandahelpfulmedicine?"

Juanresponds,"Well,weknowcigarettesarealwaysbad."

"Well,mydaddrinksbeersometimes,andIdon’tthinkithurtshim,"Maxsays.

Bethexplains,"Alcoholcanbeokayforadultsinsmallamounts.Soitmaynotalwaysbeaharmfuldrug,butitisn’thelpfuleither.Whatelse?"

Juanexclaims,"I’vegotit!Maybehelpfulmedicineslikeaspirinandantibioticscanbeharmfulifyoutaketoomuchofthem,andthat’swhywehavetobesurewegetthemfromaresponsibleadult,likeaparent."

Cortycongratulatesthemagain."Goodthinking,JuniorScientists.Takingtoomuchofalmostanythingcanbeharmfultoyourbodyandyourbrain."

Bethconcludes,"Sonowweknowthatwehavetokeepourbrainshealthy,andwealsohavetokeepthemsafebyprotectingthemfromharmfulsubstances."

Juanagrees,"Right,becauseweknowhowimportantthebrainis.Itletsusthink,play,sleep,andevenbreathe."

"It’sareallycoolthing,thebrain,"saysMax.

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"You’reright,Max!Wecan’tlivewithoutit!"saysJulia.

Cortychimesin,"Nowyou’reusingyourheads!Andasabrain,Itakethatasapersonalcompliment!"


KeepingYourBrainSafe

DuringthelastmoduleofBrainPower!TheNIDAJuniorScientistsProgram,childrenareintroducedtotheconceptofhelpfulmedicinesandwhatcharacteristicstheyhave.Studentslearnthatonlyatrustedadultshouldgivemedicines,andchildrencantakeonlyasmallamountofthemedicine.Insomecases,physiciansmustprescribethemedicines.Finally,studentslearnthatmedicinesaretakenforaspecificpurpose,suchaswhentheyhaveaheadacheorsorethroat,butcanbeharmfuliftakenincorrectly.

Then,studentsdiscusstwoothersubstances:alcoholandnicotine.Theydiscoverthatthesesubstancesarenotmedicines,andtherearelawsaboutconsumingthem,especiallyforkids.Theyareverypowerful.Studentslearnthatalcoholandnicotineareexamplesofdrugsandareillegalforchildren.[Althoughnicotineisnotconsideredamedicine,itcanbeusedtoaidinsmokingcessation.]

Introducingthesubjectofharmfuldrugsattheendoftheprogramismeanttopavethewayforthesecondpartofthecurriculum,whichisgearedtostudentsinsecondandthirdgrades.ThesixmodulesinPart2discussdrugsingreaterdetail,aswellastheeffectstheyhaveonthebrain.Throughthesemodules,studentslearnevenmoreaboutwhattheycandotokeeptheirpreciousbrainssafe.ThismodulealignswiththeNationalScienceEducationStandards:“unifyingconceptsand

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processes”and“scienceinpersonalandsocialperspectives”andstressestheimportanceofprotectingyourbrainandbodybydoingwhatyoucantokeepthemsafeandhealthy.

ScienceatHome

Askyourchildwhathisorherimpressionswereofthemodule.Askifthereareanyquestionsyoucananswer.Nowisagoodtimetocorrectanymisconceptionsyourchildmayhaveaboutthedifferencesbetweenhelpfulmedicinesandharmfuldrugs.


Askyourchildtowriteordrawonequestionorconcernheorshemayhaveaboutmedicinesanddrugs.

AdditionalResources



NationalClearinghouseforAlcoholandDrugInformation(NCADI):ForKidsOnly—store.samhsa.govNCADIistheworld’slargestresourceforcurrentinformationandmaterialsconcerningsubstanceabuse.Thissectionofthesiteisdesignedspecificallyforkids.




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NeuroscienceforKids—http://faculty.washington.edu/chudler/nic.htmlThisWebsitecontainsinformationonthebrain,activities,experiments,pictures,andotherresourcesforstudentsandeducators.

Friedman,D.FocusonDrugsandtheBrain.Frederick,MD:Twenty-FirstCenturyBooks,1990.Partofthe“Drug-Alert”series,thisbookgivesagoodoverviewofthebrain,neurotransmission,theeffectsofdrugsonthebrain,andaddiction.

DeStefano,S.andNeuhaus,D.FocusonMedicines.Frederick,MD:Twenty-FirstCenturyBooks,1990.Partofthe“Drug-Alert”series,thisbookgivesagoodoverviewofmedicinesandhowvariousmedicinesworkwiththebodyandbraintohelpheal.

McGinty,A.StayingHealthy:PersonalSafety(TheLibraryofHealthyLiving).NewYork,NY:FranklinWatts,Incorporated,1999.Writtenforyoungchildren,thisbookisacomprehensiveoverviewoftheimportanceofpersonalsafety.

Cosgrove,S.Crickle-Crack(SerendipityBooks).NewYork,NY:PriceSternSloanPublishing,2001.Crickle-CrackisthestoryofSqueakers,ayoungsquirrelwhoiscuriousaboutacertaintreeintheforest,eventhoughheknowsitisverydangerous.

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

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Materials/Contact

ContactInformation

ForquestionsregardingNIDA'sScienceEducationProgramandMaterials,emailNIDAInfo.

Handouts

Module1:YouCouldBeAScientist

TradingCards:Color(PDF,422KB)

TradingCards:B&W(PDF,449KB)

Module2:MeettheScientists

ResumeForm(PDF,48KB)



Module3:YourAmazingBrain

OutlineofBrain(PDF,66KB)


TradingCards:B&W(PDF,2.3MB)

Module4:KeepingYourBrainHealthy

SampleClassChart(PDF,73KB)

mailto:[email protected]

https://www.drugabuse.gov/sites/default/files/cardsmod1_k1_color.pdf









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Module5:ProtectingYourBrain



T-shirts,Stickers,andButtons

HowdoImakeaT-shirt?

1. Askchildrentohavetheirparentsfindaplainwhitet-shirtorothercottonitemthattheycanusefortheiron-on.

DownloadPDF(2.7MB)





https://www.drugabuse.gov/sites/default/files/irondownloads_k1.pdf

https://www.drugabuse.gov/sites/default/files/irondownloads_k1.pdf

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

3. Downloadthefreeartwork.

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

5. Useanordinaryirontotransferthedesignontotheitem.Usecaution,theironwillbeveryhot.

HowdoIprintthestickers?

1. Pickupsomeblankwhitelabelspaperatyourlocalcraftorofficesupplystore.

2. Downloadthefreeartwork.

3. Placethedownloadedartworkontoyourlabelsandresizethearttofityourlabel.

Download

https://www.drugabuse.gov/sites/default/files/sticker_dl_k1.jpg

https://www.drugabuse.gov/sites/default/files/sticker_dl_k1.jpg

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4. Useanink-jetprintertoprintyourdownloadeddesignontothelabels.Besuretoreadtheinstructionsthatcomewiththelabels.

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

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