Episode Five Debriefing: Teacher Guide

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1 ACTIVITY 3 BALANCING ACT In this activity, the students will model how long-term opiate use leads to tolerance and dependence. Background Drug addiction is not considered to be a brain disease by many in society. Instead, it is regarded as "just a lot of drug-taking and a symptom of a weak moral character. Contrary to this popular belief, scientific evidence reveals that long-term use of opiates or other addictive substances causes changes in how the neurons of the brain function. Although some of these changes disappear after drug use is stopped, others may be permanent. Tolerance is one condition that can result from long-term drug use. A person who has become tolerant to an opiate must take a higher dose of the drug in order to produce the same effect once experienced with a smaller dose. The reason for this is that opiates change how the brain's nerve cells communicate with each other. To put it another way, the drug puts the functions of the cells out of balance. To counterbalance the drug's actions and normalize brain function, the cells undergo changes that make them less sensitive to the opiate. These changes can be overcome if the user takes a higher dose of the drug. If a long-term opiate user suddenly stops taking the drug, he or she will experience an illness known as withdrawal syndrome. The changed nerve cells depend on the drug to act as a counterbalance and cannot function normally without it. Heroin withdrawal causes a variety of symptoms including diarrhea, vomiting, and muscle and bone pain. The user will also have intense cravings for the drug because of the dependent neurons. Cravings, which are the major reason that drug addicts relapse, can be relieved with methadone. Methadone is a synthetic opiate that satisfies the neurons' need for an opiate without causing euphoria. The Reconstructors 19 Opiates and Opinions

2 Learning Objectives The student will: Recognize that drug addiction is a brain disease. Model how long-term opiate use produces tolerance and dependence. Materials Hershey's Kisses or other miniature candies wrapped in assorted colors (at least three different colors) small plastic bags simple, two-pan balances Procedure 1. This activity requires the use of three different colored candies of about equal weight. Before class begins, sort the candies by color. Place three of one color, three of a second color, and three of a third color in a small plastic bag. Make candy bags for each group of students that will be performing this activity. 2. Begin the class by discussing with the students why drug addiction is considered a disease. In the discussion, include information on tolerance as an effect of long-term drug use. 3. Tell students that they will perform an activity that models how drug tolerance develops. Divide the class into groups of three to five students. Give each group a balance and demonstrate how to adjust the instrument so that the two pans are balanced (horizontal). Tell the students that the balance represents the normal state of the brain. 4. Give each group a bag of candy. One color of candy will represent an opiate, such as morphine or heroin; the second color will represent brain changes; and the third color will represent the opiate methadone. On the board, write down what each color represents. 5. Have students put drugs into the brain by adding one "opiate" candy to a pan of the balance. Ask students what the out-of-balance scale represents (i.e., changes in nerve cell communication). Prompt them to relate their observations to the drug's effects. The Reconstructors 20 Opiates and Opinions

3 6. To counteract the effect of the drug, have the students make adjustments in the brain by placing one "brain changes" candy in the other pan of the balance. 7. Have students put more drugs into the brain by adding a second "opiate" candy onto the balance. Question them as to how the higher total dose (two candies) relates to tolerance, and then have them add another "brain changes" candy to the other side of the balance. 8. Repeat Step #7 and then ask the students to remove all of the "opiate" candies from the balance. Discuss with students how the sudden cessation of drug use causes withdrawal illness and dependence. 9. Tell the students to place three "methadone" candies on the empty pan. Discuss with students what methadone is and how it is used in treatment for opiate addiction. The Reconstructors 21 Opiates and Opinions

4 Extension Activities Biology: Research how opiates affect parts of the body other than the brain. Biology: Research behavioral therapies used in opiate addiction treatment. Mathematics: Create a pie chart that compares the amount of money spent on addiction research with the amount spent on cancer, AIDS, and heart disease. Standards National Science Education Standards, Grades 5-8 Science Content Standard C: All students should develop understanding of regulation and behavior. Science Content Standard F: All students should develop understanding of personal health. Books Goldstein, A Addiction: From Biology to Drug Policy. New York: W. H. Freeman and Company. Web Sites Addiction is a Brain Disease National Institute on Drug Abuse: Mind Over Matter National Institute on Drug Abuse: Neurobiology of Drug Addiction The Opium Kings: Heroin in the Brain The Reconstructors 22 Opiates and Opinions

5 Episode Five Debriefing: Student Activity Sheet BALANCING ACT Opiates and other addictive drugs change the way that the brain's nerve cells communicate with each other. In this activity, you will use a balance to model how long-term opiate use affects brain function. Materials simple, two-pan balance bag with nine candies (three wrapped in one color paper, three in a second color, and three in a third color) Procedure 1. Set up the balance and perform the activity according to the teacher's instructions. 2. Participate in the class discussion of how long-term opiate use affects brain function. The Reconstructors 23 Opiates and Opinions

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