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The Brain’s

Response toDrugs

Teacher’sGuide

Come Lead My Exploration TeamRevision

NATIONAL INSTITUTES OF HEALTH

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U.S. DEPARTMENT OF HEALTH AND HUMAN

SERVICES

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Mind Over Matter 

U.S. Department of Healthand Human ServicesNational Institutes of HealthNational Institute on DrugAbuseOffice of Science Policy andCommunicationsScience Policy Branch6001 Executive Boulevard,Room 5230 MSC 9591

TEACHER’S

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Bethesda, Maryland 20892

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“Mind Over Matter” was produced under contract No. NO1 DA-3-2401 for the Office of Science Policy and Communications,National Institutes of Health. Cathrine A. Sasek, Ph.D. served asscientific advisor and Project Officer.All materials in the “Mind Over Matter” series are in the publicdomain and may be reproduced without permission. Citation of the source is appreciated. NIH Publication No. 05-3592Printed December 1997, Reprinted 1998, 2002

Revised January 2000, May 2005Additional copies, as well as other drug related publications, canbe obtained through the National Clearinghouse for Alcohol andDrugInformation at 1-800-729-6686 or at www.teens.drugabuse.gov.

 The U.S. Government does not endorse or favour any specificcommercial product or company.

“MIND OVER MATTER” TEACHER’S

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 Trade, proprietary, or company names appearing in thispublication are used only because they are considered essentialin the context of the studies reported herein.

ContentsIntroduction …………………………………………………………..……..1Background InformationBrainAnatomy..........................................................................

.............. 2Nerve Cells and Neurotransmission ………………………..………….. 3Effects of Drugs of Abuse on the Brain ……………..………………… 5Marijuana ………………………………………………..……………………7Opiates .................................................................................................... 11Inhalants_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _17Hallucinogens_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _21Steroids _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _25Stimulants _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __27Nicotine _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _31Methamphetamine _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ 38General Unifying Activity_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ 43AppendicesResources _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _44

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Reading List_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _45Figures 1-7 (reproducible)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _46

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Introduction

 This is the teacher’s guide for the “Mind Over Matter” series. This exciting neuroscience education series, developed by theNational Institute on Drug Abuse (NIDA), a component of theNational Institutes of Health, is designed to encourage youngstersin grades 5-9 to learn about the biological effects of drug abuseon the body and the brain.

 The “Mind Over Matter” series includes eight colorful, glossymagazines, each of which is devoted to a specific drug or druggroup; including stimulants, hallucinogens, inhalants, marijuana,opiates, nicotine, methamphetamine, and steroids. Each of themagazines describes the effects of specific drugs or drug typeson the anatomy and physiology of the brain and the body. Theseeducational materials further elaborate on the way in which thesedrug-induced changes affect both behaviorsand emotions.

 The background information and lesson plans contained in thisguide, when used in combination with the magazines in theseries, will promote an understanding of the physical reality of drug use, as well as curiosity about neuroscience.

“MIND OVER” TEACHER GUIDE

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 The guide suggests a brain anatomy educational activity that canbe used throughout the curriculum (see page 43), as well asadditional activities for each of the six drug topics.Of course, you are encouraged to develop your own relevantlesson plans.

Note: Full-size versions of Figures 1-7 are located in the back of thisguide.

Background

 The brain consists of several large regions, each responsible forsome of the activities vital for living. These include the brainstem, cerebellum, limbic system,diencephalon, and cerebral cortex (Figures 1 and 2).

 The brainstem is the part of the brain that connects the brain andthe spinal cord. It controls many basic functions, such as heartrate, breathing,eating, and sleeping. The brainstem accomplishes this bydirecting the spinal cord, other parts of the brain, and the body todo what is necessaryto maintain these basic functions.

 The cerebellum, which represents only one-eighth of the totalweight of the human brain, coordinates the brain’s instructionsfor skilled repetitive movements and for maintaining balance andposture. It is a prominent structure located above the brainstem.On top of the brainstem and buried under the cortex, there is aset of more evolutionarily primitive brain structures called the

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limbic system (e.g.,amygdala andhippocampus, as in Figure2). The limbic systemstructures are involved in

many of 

FIGURE 1 This drawing of abrain cut in half demonstratessome of the major regions of the brain.

FIGURE 2 This drawingof a brain cut in half 

demonstrates someof the brain’s internalstructures. Theamygdala andhippocampus areactually located deepwithin thebrain, but are shown asan overlay in theapproximate

areas that they arelocated.

our emotions and motivations, particularly those

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that are related to survival, such as fear, anger, andsexual behavior. The limbic system is alsoinvolved in feelings of pleasure that are related toour survival, such as those experienced from eatingand sex. The large limbic system structure, the

hippocampus, is also involved in memory. One of the reasons that drugs of abuse can exert suchpowerful control over our behavior is that they actdirectly on the more evolutionarily primitive brainstemand limbic system structures, which canoverride the cortex in controlling our behavior. Ineffect, they eliminate the most human part of ourbrain from its role in controlling our behavior.

 The diencephalon, which is also located beneath

the cerebral hemispheres, contains the thalamusand hypothalamus (Figure 2). The thalamus isinvolved in sensory perception and regulation of motor functions (i.e., movement). It connectsareas of the cerebral cortex that are involved insensory perception and movement with otherparts of the brain and spinal cord that also have arole in sensation and movement. The hypothalamus

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