138
Lesson 5 Organizer: WEB VErSION
What the Teacher Does
Procedure
reference
Activity 1: Is Addiction Treatable?
Begin with a discussion on il ness and disease. Ask, “What is a disease?”
Page 131
Have students name some diseases. Write responses on the board.
Step 1
Introduce the terms chronic and acute, and give examples of
Page 131
chronic and acute conditions. Categorize the diseases from Step 1
Step 2
as either chronic or acute.
Ask students to consider and explain whether addiction is chronic
Page 131
or acute. Add addiction to the list of chronic diseases.
Step 3
Ask, “Do all diseases or illnesses affect people in the same way?”
Page 132
Step 4
Hold a class discussion to uncover student knowledge about
Page 132
addiction treatment. Probe understanding of what treatment
Step 5
involves, what a person experiences, how long treatment lasts, and
whether it is successful. Have students justify their ideas. Record
responses and save for use in Activity 3.
Explain that the next activity will detail treatment for addiction and Page 132
examine how it compares with treatment for other chronic diseases.
Step 6
Activity 2: Evaluating the Case Studies
Divide the class into groups of three students. Give each student
Page 132
a copy of Master 5.5. Have students complete the activity Dealing
Step 1
with a Chronic Disease on the Internet. To access the Internet
segment, click on Lesson 5— Drug Addiction Is a Disease, So What Do
We Do about It? on the activities menu. Each team member should
answer questions 1–6 for a different case study. Team members
should work together to answer questions 7–11.
As a class, discuss the case studies and answers to the questions on
Pages 132–135
Step 2
139
Student Lesson 5
The Brain: Understanding Neurobiology Through the Study of Addiction
What the Teacher Does
Procedure
reference
Activity 3: Is Treatment for Drug Addiction Effective?
Display students’ ideas on addiction treatment from Activity 1,
Pages 136–137
Step 5. Do they now see these ideas as correct or incorrect? Have
Step 1
students revise any incorrect statements and explain their changes.
The individual in the case study experienced relapse at one point.
Page 137
She started using drugs again after stopping for a while. Ask
Step 2
students if relapse means that treatment is not effective.
Have students consider the problems of following a treatment
Page 137
plan. Have they ever made New Year’s resolutions? How long
Step 3
did they keep the resolution and why did they break it?
Activity 4: Addiction Is a Brain Disease
Read the following scenario to the class:
Page 138
Robert has been arrested several times for drug possession.
Step 1
After the first arrest, he was given probation. After the second
and third arrests, he was sentenced to jail for one year each
time. The police arrested him a fourth time, but instead of
having Robert serve more time in jail, the judge ordered him to
enter a drug treatment program.
Ask students to write a paper that provides scientific information
Page 138
that would support the judge’s decision to have Robert undergo drug
Step 2
treatment. Instruct students to incorporate information they have
learned from Lessons 1–5 to support their position.
= Involves using the Internet.
= Involves copying a master.
140
Lesson 5 Organizer: PrINT VErSION
What the Teacher Does
Procedure
reference
Activity 1: How Effective Is Treatment?
Begin with a discussion on il ness and disease. Ask, “What is a disease?”
Page 131
Have students name some diseases. Write responses on the board.
Step 1
Introduce the terms chronic and acute, and give examples of
Page 131
chronic and acute conditions. Categorize the diseases from Step 1
Step 2
as either chronic or acute.
Ask students to consider and explain whether addiction is chronic
Page 131
or acute. Add addiction to the list of chronic diseases.
Step 3
Ask, “Do all diseases or illnesses affect people in the same way?”
Page 132
Step 4
Hold a class discussion to uncover student knowledge about
Page 132
addiction treatment. Probe understanding of what treatment
Step 5
involves, what a person experiences, how long treatment lasts, and
whether it is successful. Have students justify their ideas. Record
responses and save for use in Activity 3.
Explain that the next activity will detail treatment for addiction and Page 132
examine how it compares with treatment for other chronic diseases.
Step 6
Activity 2: Evaluating the Case Studies
Divide the class into groups of three students. Give one copy of
Page 136
each of the following masters to each group: Masters 5.1, 5.2, 5.3,
Step 1
and 5.4. Each student in the group should read a different case.
Give each student a copy of Master 5.5, Evaluating the Cases. Each team member should answer questions 1–6 for a different case study.
Team members should work together to answer questions 7–11.
As a class, discuss the case studies and answers to the questions on
Page 136
Step 2
141
Student Lesson 5
The Brain: Understanding Neurobiology Through the Study of Addiction
What the Teacher Does
Procedure
reference
Activity 3: Is Treatment for Drug Addiction Effective?
Display students’ ideas on addiction treatment from Activity 1, Step
Pages 136–137
5. Do students now see these ideas as correct or incorrect? Have
Step 1
students revise any incorrect statements and explain their changes.
The individual in the case study experienced relapse at one point.
Page 137
She started using drugs again after stopping for a while. Ask
Step 2
students if relapse means that treatment is not effective.
Have students consider the problems of following a treatment
Page 137
plan. Have they ever made New Year’s resolutions? How long
Step 3
did they keep the resolution and why did they break it?
Activity 4: Addiction Is a Brain Disease
Read the following scenario to the class:
Page 138
Robert has been arrested several times for drug possession.
Step 1
After the first arrest, he was given probation. After the second
and third arrests, he was sentenced to jail for one year each
time. The police arrested him a fourth time, but instead of
having Robert serve more time in jail, the judge ordered him
to enter a drug treatment program.
Ask students to write a paper that provides scientific information
Page 138
that would support the judge’s decision to have Robert undergo
Step 2
drug treatment. Instruct students to incorporate information they
have learned from Lessons 1–5 to support their position.
= Involves copying a master.
142
Additional Resources
for Teachers
The following resources may provide additional
Office of National Drug Control Policy
background information for you or your students
The purpose of the Office of National Drug
about neurobiology or drugs of abuse.
Control Policy (ONDCP) is to establish policies,
priorities, and objectives for the nation’s drug
RESOURCES ON THE INTERNET
control pro gram. The National Drug Control
Policy is available on this Web site. This site
National Institute on Drug Abuse (NIDA)
also provides information about specific drugs
NIDA is the world’s leading supporter of research
(including statistics on their use), treatment,
on the health aspects of drug abuse and addiction.
research, and enforcement.
This site provides current and authoritative
infor mation about the latest research on drugs
and addiction.
The Society for Neuroscience is the world’s
largest organization of scientists and physicians
dedicated to understanding the brain, spinal cord,
and peripheral nervous system. This site provides
NIDA publications are available through NIDA
a wide variety of information on topics related
DRUG PUBS. Included are the latest available
to the function of the brain and nervous system.
student and teacher materials, prevention packets,
The site also provides an opportunity to submit
booklets, posters, research reports, clinical
a spe cific question that may be answered online.
reports, clinical reports, survey reports, and
brochures. Most of these can be downloaded or
Partnership for a Drug-free America
ordered for free, by phone (1-877-NIDA-NIH, or
Information posted at this address includes
1-877-643-2644; TTY/TDD: 240-645-0228), fax
infor mation about specific drugs and their effects.
(240-645-0227), or e-mail ( drugpubs@nida.nih.gov).
National Clearinghouse for Alcohol and
The Charles A. Dana Foundation is a private
phil anthropic foundation with principal interests
NCADI is part of the U.S. Department of Health
in health and education. Their Web site provides
and Human Services and functions as the
information for the general public on the latest
informa tion service for the Center for Substance
research findings about the brain and brain
Abuse Prevention.
disor ders. The Web site also provides access
to their publications.
143
The Brain: Understanding Neurobiology Through the Study of Addiction
BOOKS AND VIDEOTAPE
This Web game enables students to learn more
about the history of opioids, club drugs, and
Friedman, D.P., and Rusche, S. 1999. False
inhalants. The activities incorporate aspects
Messen gers: How Addictive Drugs Change the Brain.
of chem istry, neuroscience, medicine, public
Amster dam: Harwood Academic Publishers.
policy, and history.
Kuhn, C., Swarzwelder, S., and Wilson, W. 1998.
Buzzed: The Straight Facts about the Most Used and
This address takes you directly to the home page
Abused Drugs from Alcohol to Ecstasy. New York:
of the National Institutes of Health’s Office of
W.H. Norton & Company.
Sci ence Education. This site provides access to
a vari ety of resources for teachers and students,
Gross de Núñez, G., and Schwartz-Bloom, R.D.
including NIH publications on drug abuse and
1998. Animated Neuroscience and the Action of
brain function.
Nico tine, Cocaine, and Marijuana in the Brain.
Princeton, NJ: Films for the Humanities
U.S. National Library of Medicine
and Sciences.
The U.S. National Library of Medicine is the
world’s largest medical library. This site provides
extensive online information about health issues
and includes access to Medline and MedlinePlus
for searching for information about specific
health topics.
144
Glossary
Definitions for the following terms were adapted
alcohol: A psychoactively complex drug in
from a variety of sources. Specific sources are
bever ages such as beer, wine, and whiskey.
listed in the References section.
Alcohol is a depressant drug with potential
for abuse and addiction.
absorption: The process by which elements
move from outside of the body into the blood
all-or-none phenomenon: Used to describe an
and other tissues. Breakdown products of food
action potential and the principle that a nerve fiber
are absorbed through the stomach and intestines.
will respond maximally or not at all to a stimulus.
When tobacco is smoked, nicotine is absorbed
through the lungs.
amphetamines: Stimulant drugs with effects
very similar to cocaine’s.
acetylcholine: A neurotransmitter that func tions
in the brain to regulate memory and that controls
amygdala: A component of the limbic system
the actions of skeletal and smooth mus cle in the
involved in the expression and perception
peripheral nervous system.
of emotion.
action potential: The electrical part of a neuron’s
anandamide: A neurotransmitter produced in
two-part, electrical-chemical message. An action
the body that binds to the cannabinoid receptor.
potential consists of a brief pulse of electrical
cur rent that travels along the axon. When the
antagonist: A chemical that, when it binds to
action potential reaches the axon terminal, it
a receptor, blocks the cell from responding.
triggers neurotransmitter release.
Antagonists prevent agonists from binding, or
attaching, to the receptor. Antagonists include
acute: Refers to an effect, disease, or condition
caffeine (for adenosine) and naloxone
that has a relatively rapid onset, marked intensity,
(for opioids).
and short duration.
astrocyte: A type of glial cell that provides
addiction: A chronic, relapsing brain disease
nutri ents, support, and insulation for neurons
characterized by compulsive drug-taking despite
of the central nervous system.
adverse health, social, or legal conse quences.
axon: The fiber-like extension of a neuron
adenosine: A neurotransmitter that binds to the
through which the cell carries information to
adenosine receptor. Adenosine is a by-product of
target cells.
adenosine triphosphate (ATP) metabolism and
is an important regulator of sleep. Caffeine is an
axon terminal: The structure at the end of an
adenosine antagonist.
axon that produces and releases chemicals
(neu rotransmitters) to transmit the neuron’s
agonist: A drug that binds to a receptor of a
message across the synapse.
cell and triggers a response by the cell. An
agonist often mimics the action of a naturally
barbiturates: Depressant drugs that produce
occurring substance. Opioids, THC, and
relaxation and sleep. Sleeping pills such as
nicotine are examples.
pento barbital and secobarbital are barbiturates.
145
The Brain: Understanding Neurobiology Through the Study of Addiction
bind: The attaching of a neurotransmitter or other
cerebral hemispheres: The two specialized halves
chemical to a receptor. The neurotransmit ter
of the brain. The left hemisphere is specialized
“binds” to the receptor.
for speech, writing, language, and calculation;
the right hemisphere is specialized for spatial
blood-brain barrier: A network of tightly packed
abili ties, facial recognition, and some aspects of
cells in the walls of capillaries in the brain that
music perception and production.
prevents many molecules, including poisons, from
entering the brain.
cerebrum: The upper part of the brain consisting
of the left and right hemispheres.
brainstem: The structure at the base of the brain
through which the fore brain sends information
chronic: Being long-lasting and of constant
to, and receives informa tion from, the spinal
or regular frequency. Can refer to a disease or
cord and peripheral nerves.
condition that per sists or to repeated drug use.
buprenorphine: A long-lasting opioid medication
cocaine: A highly addictive stimulant drug
that has both agonist and antagonist prop erties.
derived from the coca plant that produces
Buprenorphine is useful for treating heroin and
pro found feelings of pleasure.
other opioid addictions.
craving: Compulsive and uncontrollable hunger for
caffeine: A mild stimulant found in coffee and
drugs or other rewards such as food. Drug craving
kola nuts. Caffeine is the most widely used
is caused by drug-induced changes in the brain.
drug in the world.
dendrite: The specialized branches that extend
cannabinoid receptor: The receptor in the
from a neuron’s cell body and function to receive
brain that recognizes anandamide and THC,
messages from other neurons.
the active ingredient in marijuana.
depressants: Drugs that depress the CNS. Include
cannabis: The botanical name for the plant
sleep and anxiety medications and alcohol.
from which marijuana comes.
dopamine: A neurotransmitter that relays
cannula: A tube that is inserted into a cavity
messages within the reward circuitry of the brain.
or duct.
dopamine transporter: Located on the cell
cell body (or soma): The central structure of
membrane of the axon terminal of a dopamine-
a neuron, which contains the cell nucleus. The
releasing neuron. Terminates the neuron signal
cell body contains the molecular machinery
by removing dopamine from the synapse for
that reg ulates the activity of the neuron.
recycling or breakdown.
central nervous system (CNS): The brain and
drug: A chemical compound or substance that
spinal cord.
can alter the structure and function of a cellular
component. Psychoactive drugs affect the function
cerebellum: A portion of the brain that helps
of the brain, and some of these may be illegal to
reg ulate posture, balance, and coordination.
use and possess.
cerebral cortex: The outer layer of the cerebral
drug abuse: The use of illegal drugs or the
hemispheres that controls conscious experience,
inappropriate use of legal drugs. The repeated
including perception, emotion, thought, and
use of drugs to produce pleasure, to alleviate
planning. It also controls movement.
stress, or to alter or avoid reality (or all three).
146
drug addiction: A chronic, relapsing brain disease
GABA (gamma-amino-butyric acid): The major
characterized by compulsive drug-taking despite
inhibitory neurotransmitter in the brain.
adverse health, social, or legal conse quences.
glial cells (glia): Brain cells that support
ecstasy (methylenedioxymethamphetamine, or
neurons by performing a variety of
MDMA): A chemically modified amphetamine that
“housekeeping” func tions in the brain.
has hallucinogenic as well as stimulant properties.
glutamate: The most common excitatory
electroencephalogram (EEG): A graphic record
neuro transmitter in the brain.
of the electrical activity of the brain made by
attach ing electrodes to the scalp.
hallucinogens: A diverse group of drugs
that alter perceptions, thoughts, and feelings.
endogenous: Something produced by the brain
Hallu cinogenic drugs include LSD, mescaline,
or body.
MDMA (ecstasy), PCP, and psilocybin
(magic mush rooms).
endorphins: Peptides with opioid-like effects
that bind to opioid receptors. Endorphins are
heroin: The potent, widely abused opioid that
made by neurons and used as neurotransmitters.
produces addiction. It consists of morphine
with two acetyl groups attached to it.
enkephalins: One of the endogenous opioids
that binds to opioid receptors and functions as
hippocampus: A brain structure that is involved
a neuro transmitter.
in learning and memory.
enzyme: A molecule that living organisms use
homeostasis: The process of keeping the internal
to catalyze (speed up) chemical reactions.