Lesson 5.1: Drugs of Abuse Hijack Reward Pathway
Rationale:
This lesson is intended to introduce students to the concept of addiction, and the neural reward pathway. The lesson
uses experimental data from a rat self-administration experiment to illustrate the idea that certain stimuli are
rewarding and thus reinforcing because they activate the neural reward pathway.
Activities:
The students begin this lesson by trying to define addiction, and brainstorming ways in which scientists could figure
out which parts of the brain are involved in addiction. By brainstorming ways to study addiction, students will likely
come up with the idea of using animals as models of human behavior. Because the use of animals in scientific
research is an important and ethical issue, the issue will be briefly introduced, and a Socratic circle will be completed
on animals in scientific research later in this unit. The lesson continues with a group activity to analyze rat selfadministration data, and concludes with a class discussion reviewing that experiment and the neural reward pathway.
Homework:
Students will read more about the reward pathway and its involvement in other addictive behaviors – eating,
gambling, sex. The reading will focus on a study about the activation of the reward pathway when subjects consumed
chocolate milkshakes.
Lesson Plan
Do Now:
 Students will try to define addiction, as well as brainstorm ways that scientists could figure out what parts of
the brain are involved in addictive behaviors.
Activity:
 The class includes a “lab on paper” in which students work in groups to analyze data from a rat selfadministration experiment.
Discussion:
 After completing the activity in small groups, the class as a whole discusses the most important concepts
from the activity and together examines diagrams of the rats’ brains to determine what areas of the brain are
involved in addiction.
Wrap up:
 Students will be posed with the question - why do humans continue to abuse drugs?
Homework:
 Reading about addictive behaviors – Chocolate milkshake study.
Do Now:
Have the students work with a partner to define addiction and think of ways in which
scientists could figure out what parts of the brain are involved in addiction.
Use the first slide to facilitate a discussion about the
students’ ideas of ways in which scientists can study
addiction.
Ask each pair of students to share one of their ideas
about ways in which scientists could study addiction.


Students will likely come up with many
different methods to study addiction, including
studying people who are currently addicted to a
drug, talking to people who were once addicted to a drug, and hopefully, also
using animal models.
The goal of this discussion is to guide students to the idea of using animals as
models of human behavior. So, once that idea has been presented transition to the
following slide.
If students are having difficulty coming up with the idea of using animal models to study
addiction, lead them to the idea by asking – What other models could scientists use to test
an idea, especially when it is not appropriate to use human subjects?

Students should be able to come up with the idea of using animal models.
Using animals in scientific research
Use this slide to get students to think about how they
feel about animals being used in scientific research.
Tell the students that animal research is a very
important component of all medical sciences, and so we
will revisit this issue later. For now, have the students
vote by a show of hands whether or not they believe
animals should be used in scientific research.
Again, since animal research is a controversial issue
and the focus of this lesson is not to determine whether or not animals should be used in
research, but instead why animals are useful models, try to limit discussion on this issue.
The class will complete a Socratic circle on animals in scientific research in the next
lesson.
Comparing the human and rat brain
Use this slide to allow students to compare the
human and rat brain.
Tell the students that animal models allow
scientists to study human behavior.
Ask the students – What do the human and rat
brains have in common? What is different?



Students should notice that the human
brain has a more developed cerebral cortex. The human brain has many gyri and
sulci, whereas the rat brain does not.
Students should notice that both human and rat brains have a large cerebellum.
Students may also notice that the human brain and rat brain ventricles are shaped
differently.
Tell the students that the lower parts of the brain – the parts below the cerebral cortex are almost identical in mice, rats and humans. This similarity is due to the fact that these
brain regions govern our most basic biological needs, which are the same in humans as
they are in rats.
Tell the students that the parts of the brain that govern addiction are within the areas of
the brain that are identical in mice, rats and humans, and that this fact allows us to use
rodents as an animal model to study human addiction.
Activity
How do scientists figure out what parts of the brain are involved in addiction?
Prepare the students for the activity by telling them that they
will be analyzing data from experiments using rats. For
these experiments, rats were placed into individual cages
with two levers that the rat could press. If the rat pressed the
food lever, a pellet of food was released. If the rat pressed
the stimulus lever, it received an injection or an electrical
stimulus.
Students may ask what the rat was injected with in response
to the stimulus lever being pressed. Tell the students that the
answer will be discussed during the activity.
Divide the students into groups of four and give them each a
copy of the experimental worksheet. Instruct the teams to
decide which member of the team will graph the data for rat A, B, C and D. The worksheet can be found
in the materials folder for this lesson entitled: Neuro Unit 5.1 Experimental Worksheet.
Each student will graph the data for one rat, and then share their graph with the group who together will
then answer the questions to evaluate the experiment.
When the groups have finished the activity, hold a class discussion to ensure that all students have come to
appropriate conclusions when evaluating the experiment.
Ask the students – which rats pressed the stimulus lever the most?
 Rats A and C pressed the stimulus lever the same number of times and many more times than
either Rat B or D.
Ask the students – which rats pressed the food lever the most?
 Rats B and D pressed the food lever the most.
Ask the students – which rats behaved similarly?
 Rats A and C behaved similarly, pressing the stimulus lever many times.
 Rats B and D behaved similarly, pressing the food lever.
Ask the students – if Rat A was injected with cocaine each time it pressed the stimulus lever, then why did
it behave the way it did?
 Cocaine is an addictive drug, therefore once Rat A received cocaine it wanted more and so kept
pressing the lever.
Ask the students – do you think Rat B was injected with cocaine when it pressed the stimulus lever? Why?
 The data indicates that Rat B was not injected with cocaine because its behavior is very different
from Rat A. If Rat B was injected with cocaine, it should display behavior similar to Rat A.
Ask the students - Rats C and D did not receive injections when they pressed the stimulus lever. Instead
they each received a mild electrical stimulation in their brains. Based on their behaviors, which rat received
an electrical stimulation that acted similarly to cocaine?
 Rat C received an electrical stimulation that acted similarly to cocaine because Rat C behaves
similarly to Rat A.
Ask the students – Do you think the same part of the brain was stimulated in Rat D as was stimulated in Rat
C? Why?
 The data indicates that Rat D was not stimulated at the same site as Rat C because its behavior is
very different from Rat C. If Rat D was stimulated at the same site, it should display behavior
similar to Rat C.

What parts of the brain are involved in addiction?
Use this slide to introduce the reward pathway.
Tell the students that these brain diagrams represent what
was done during the experiment. Rats A and B received
an injection, hence the syringe, and Rats C and D
received an electrical stimulation, hence the lightning
bolt.
Tell the students that activation of a pathway is
represented by a colored arrow – yellow in Rat A, and
red in Rat C.
Ask the students – which rats displayed addictive behaviors?
 Rat A and C.
Ask the students – what is similar about the activation (arrow marks) in Rat A and C, and
different from Rat B and D?
 Rats A and C have arrows going from the colored circles, but Rats B and D do
not.
The Brain’s Reward Circuit
Use this slide to name the components of the
reward pathway.
Tell the students that the circuit that was activated
in Rats A and C is called the reward pathway
because it mediates our feelings of reward or
pleasure. The pathway, just like the circuits we
studied before is made up of several different
brain regions. The pathway starts at the site where
Rat C received electrical stimulation – The
Ventral Tegmental Area or VTA for short. Tell the students that the VTA sends axons to
the Nucleus Accumbens or NAc, and the Prefrontal Cortex or PFC.
Animate the slide to display the name and location of these brain regions.
Tell the students that scientists have learned that all drugs of abuse and all pleasurable
behaviors (including eating) activate this pathway, hence why it is called the reward
pathway.
The Brain’s Reward Circuit
Use this slide to show that students that the
reward pathway is identical between the rat
and human brains.
Tell the students that the reward pathway is
identical in both the rat and human brain.
Animate the slide to show the students that
just as the rat brain has a VTA, nucleus
accumbens and prefrontal cortex, so does the
human brain.
Wrap Up:
Why do humans abuse drugs?
Ask the students – based on what you have
learned today, why do humans abuse drugs?
 Humans abuse drugs because drugs
activate the reward pathway and cause
feelings of pleasure. We all want to feel
pleasure, so we keep using drugs to
activate the pathway.
Homework:
For homework students will complete a short reading and worksheet about addictive
behaviors and how they can activate the reward pathway. The worksheet and reading can
be found in the materials folder for this lesson entitled: Neuro Unit 5.1 Homework.
Lesson 5.2: Drugs alter synaptic transmission
Rationale:
This lesson emphasizes that all drugs of abuse alter synaptic signaling in the reward pathway. Students will begin the
lesson by brainstorming ways in which drugs could alter synaptic signaling. Then you will lead the students through
a jigsaw activity in which they read about the mechanisms through which different drugs of abuse alter synaptic
signaling.
Activities:
Students begin the lesson by working with a partner to brainstorm ways in which drugs of abuse could alter synaptic
signaling to increase dopamine levels within the reward pathway.
After a short review of the reward pathway and synaptic signaling, students will divide into groups to complete a
jigsaw activity. The jigsaw activity examines how drugs of abuse (cocaine, amphetamine, nicotine, alcohol, heroin
and morphine, and marijuana) alter synaptic signaling and increase dopamine levels within the reward pathway.
In the teach-back each group will explain how their drug of abuse alters synaptic signaling, using diagrams of the
reward circuit and synapse. The class together will complete a worksheet that outlines how each drug
of abuse acts.
Homework:
In preparation for the lesson tomorrow, students will be divided into groups and read/research a perspective on
animal use in research.
Lesson Plan
Do Now:
 Addictive drugs increase dopamine synaptic transmission in reward pathway. Brainstorm ways that drugs
could increase dopamine levels.
Discussion:
 The teacher uses a PowerPoint to review the reward pathway and synaptic transmission, followed by a brief
discussion of the Do Now.
Activity:
 Jigsaw readings on how drugs alter synaptic transmission (cocaine, amphetamine, nicotine, alcohol,
heroin/morphine, marijuana)
Wrap up:
 Teach-back
Homework:
 In preparation for the lesson tomorrow, students will be divided into groups and read/research a perspective
on animal use in research.
Do Now:
Have the students work with a partner to brainstorm
ways in which drugs could increase synaptic signaling
in the reward pathway.
Discussion:
The Brain’s Reward Circuit
Use this slide to review the reward circuit with the
students.
Ask the students – From our lesson yesterday,
where does the reward circuit begin? What are of
the brain could be stimulated to mimic the action of
cocaine?
 Ventral Tegmental Area or VTA.
Animate the slide to show the students where the
VTA is within the rat and human brains.
Ask the students – Where does the VTA send its axons? To what brain regions does the
VTA send its signals?
 Nucleus Accumbens or NAc
 Prefrontal Cortex or PFC
Animate the slide to show the students where the Nucleus Accumbens and Prefrontal
Cortex are within the rat and human brains.
The Brain’s Reward Circuit
Use this slide to introduce the students to a new way of
representing the reward circuit.
Tell the students that this diagram is another way for us
to represent the reward circuit. Ask the students what
structure does the red circle represent? Where does the
reward circuit begin?
 Ventral Tegmental Area or VTA
Animate the slide to show the students that the red circle
represents the VTA.
Ask the students what do the green and blue circles
represent? To what brain regions does the VTA send its axons?
 Nucleus accumbens or NAc
 Prefrontal cortex
Animate the slide to show the students that the green circle represents the NAc and the blue circle
represents the prefrontal cortex.
Tell the students that drugs of abuse alter the activity of this circuit, specifically the levels of
neurotransmitter at the synapse between the VTA and Nucleus Accumbens.
Animate the slide to show students the red square around the synapse between the VTA and Nucleus
Accumbens.
Tell the students that we will now take a closer look at this synapse.
Synaptic Transmission
Use this slide to briefly review synaptic transmission with the
students. The slide is animated, so you can introduce each step of
synaptic transmission one at a time. (Alternatively, you could
have the students go back to their worksheet from Neuro Unit 3.2
to also review synaptic transmission.)
First, tell the students that the VTA uses the neurotransmitter
dopamine to signal to the Nucleus accumbens.
Ask the students – What signal coming down the axon triggers
the release of neurotransmitters?
 An action potential.
Animate the slide to show students that the VTA sends an action potential.
Ask the students – what happens in response to an action potential?
 Synaptic vesicles fuse with the membrane, releasing the neurotransmitter – dopamine – into the
synaptic cleft.
Animate the slide to show students that the synaptic vesicles release dopamine into the synaptic cleft.
Ask the students – how does the neurotransmitter – dopamine – bind to on the postsynaptic cell?
 Postsynaptic receptors.
Animate the slide to show the students that dopamine crosses the synaptic cleft and binds to postsynaptic
receptors.
Ask the students – what happens in response to neurotransmitter binding to receptors?
 Ion channels open, allowing ions to flow into the cell.
Animate the slide to show the students that ion channels open on the postsynaptic membrane.
Ask the students – how does the neurotransmitter get removed from the synaptic cleft?
 It gets pumped back into the presynaptic cell.
Animate the slide to show the students that excess dopamine is pumped back into the presynaptic
Activity:
Prepare the students for the Jigsaw Activity. Tell the students that they will be working in
groups to study how different drugs of abuse alter dopamine signaling at the synapse
between the VTA and Nucleus Accumbens. The worksheet and reading for this activity
can be found in the materials folder for this lesson entitled: Jigsaw Readings
Divide the students into six groups. Give each group a worksheet describing how a drug
of abuse alters synaptic signaling. Give each student a copy of the jigsaw worksheet
included in the materials folder, and each group a large piece of paper on which they will
draw how their drug effects synaptic signaling.
Wrap Up:
Teach-back: Have each student group present their poster of how their drug effects
synaptic signaling to the class. As each student group presents their drug, have the class
as a whole complete the table in the jigsaw worksheet.
A completed table is included below for your reference.
Table 1: Drugs of Abuse Alter Synaptic Transmission (Completed)
Homework:
In preparation for the lesson tomorrow, students will be divided into groups and
read/research a perspective on animal use in research. The reading and worksheet for
the homework can be found in the materials folder for this lesson entitled: Neuro Unit
5.2 Homework - Animal Research Readings, and Neuro Unit 5.2 Homework - Animal
Research WS.
Lesson 5.3: Drugs of Abuse Hijack Reward Pathway
Rationale:
This lesson is intended to prepare students for the virtual cocaine lab that they will be conducting in the next lesson.
Since the virtual cocaine lab is based on experiments utilizing animals, this lesson focuses on the issue of using
animals in scientific research. The students will explore the issue through a Structured Academic Controversy (SAC)
in which different groups of students learn about/research different perspectives of the issue and then represent that
perspective in a class-wide discussion.
Activities:
Students begin this lesson by dividing into their SAC Perspective Groups (National Institutes of Health, People for
the Ethical Treatment of Animals, Americans for Medical Progress, etc.) and reviewing the answers to last night’s
homework questions.
The lesson continues with the class-wide SAC in which each of the students groups presents their perspective’s
beliefs on the use of animals in scientific research. SACs encourage students to think about the complexities and
ambiguities surrounding controversial issues. Additionally, since students are randomly assigned to the multiple
perspective groups, students will not be singled out in the classroom based on their personal beliefs.
Homework:
To prepare for the virtual cocaine lab in the next lesson, students will read the lab procedures (Virtual Cocaine Lab
Book 3), and answer questions #1-7 in the Virtual Cocaine Lab Notebook.
Lesson Plan
Do Now:
 Students divide into groups based on the perspective on animal research they read about in last night’s
homework.
 In these small groups, students review the homework questions to gain consensus about how their
perspective views the different issues surrounding the use of animals in research.
Activity:
 Structured Academic Controversy on Animal Use in Research
Wrap up:
 Introduction to the Virtual Cocaine Lab which is the activity in tomorrow’s lesson.
Homework:
 Read the lab procedures (Virtual Cocaine Lab Book 3).
Answer questions #1-7 in Virtual Cocaine Lab notebook
Do Now:
Have the students divide into groups based on the
perspective for animal research they read about last
night, and have them review the homework questions
and summarize the perspective’s view on animal
research.
Activity: Structured Academic Controversy
Council Meeting on Animal Use in Research
Prepare the students for the Structured Academic
Controversy.
Tell the students how the council meeting will run:
 First, each group will present their
perspective’s view on each of the homework
questions.
 Then, after hearing each group’s response to
each of the individual homework questions,
the class will open up for general discussion
of the perspectives/viewpoints presented.
Remind the students that (as always) proper classroom etiquette is expected and required.
Students need to be respectful of each other, and listen to everyone’s ideas. Tell the
students that the goal of this exercise is to understand the different perspectives on animal
research. Only once you have thoroughly investigated all viewpoints are you truly able to
come to an educated decision on what you believe.
Council Meeting on Animal Use in Research
Use this slide to focus the discussion on the homework questions.
This slide is animated, so display one question at a time, and allow
each group 2 minutes to present their perspectives answer to each
of the questions. Make sure that the students identify which
perspective they are representing. After each group has presented
their perspective’s view on the question, allow the students to
briefly comment on each other’s perspectives.
Ask the students, according to your assigned perspective, what
historical precedents justify contemporary use or non-use of
animals in scientific research?
Below are summaries of how each perspective would respond to this question.
 National Institutes of Health - Many medical advances that enhance the lives of both humans and
animals originate from animal studies.

PETA – Historically, we have seen that animals are unreliable models of human disease. For
example, scientists have cured cancer for decades in animals, but none of those cures have ever
been found to work in humans.

Americans for Medical Progress - Animal research plays a crucial role in scientists' understanding
of diseases and in the development of effective medical treatments.

Understanding Animal Research – Animals are essential in scientific research, medicines
development and safety testing. They are necessary to understand the body in health and disease,
and to develop new and improved medical treatments.

Humane Society of United States – Approximately 95% of the animals used for research aren't
afforded even the minimal protections of the Animal Welfare Act. These animals are often
mistreated and not given appropriate care. Therefore, animal research should be minimized and
replaced with more humane forms of research.
Ask the students, according to your assigned perspective, what benefits and problems have developed
because of use or non-use of animals in scientific research?
Below are summaries of how each perspective would respond to this question.
 National Institutes of Health - Many medical advances that enhance the lives of both humans and
animals originate from animal studies. The types of animals used in research are chosen for their
similarity to humans in anatomy, physiology, and/or genetics. Not only can we learn how to
prevent, treat, and cure human diseases by studying animals, but often the treatments developed
can also be used to improve the health of animals. We can study animals in ways that we cannot
study people for many reasons.

PETA – Many animals are abused and killed unnecessarily for the purpose of research.
Additionally, ninety-two percent of drugs—those that have been tested on animals and in vitro—
do not make it through Phase 1 of human clinical trials – so the animals on which they were
tested are completely wasted. Finally, results of animal experiments can be variable and easily
manipulated.

Americans for Medical Progress – Research animals provide scientists with complex living
systems consisting of cells, tissues and organs. Animal models can interact and react to stimuli,
giving researchers a picture of a compound moving through a living system and an idea of how
that stimuli might react in a human being. Animals are biologically similar to humans in many
ways and they are vulnerable to over 200 of the same health problems. This makes them an
effective model for researchers to study

Understanding Animal Research – Many medical advances have been made through the use of
animals in scientific research. For example – research on guinea pigs led to the discovery of how
vitamin C works. Because all mammals are descended from common ancestors, humans are
biologically very similar to other mammals.

Humane Society of United States – The biggest problem with animal research is that most of the
animals used in the research are not afforded even minimal protections of the Animal Welfare Act,
because of this many animals are mistreated. For example, many animals are used in experiments
that cause pain and distress. In addition, “Class B” dealers buy animals from shelters and then
supply them to laboratories for experiments. Finally, chimpanzees, incredibly intelligent and
social animals who feel happiness, sorrow, pain and loneliness are forced to endure traumatic
laboratory experiences. These practices must be stopped.
Ask the students, according to your assigned perspective, should animals be used in scientific research? If
so, what considerations should be given to their care and well-being? If not, why not?
Below are summaries of how each perspective would respond to this question.
 National Institutes of Health – Yes. All animals used in federally-funded research are protected
by laws, regulations, and policies to ensure the smallest possible number of subjects and the
greatest commitment to their welfare. Fulfilling these protections is a collaborative effort between
NIH, federally-supported scientific investigators, and research institutions.

PETA – No. Animals have legal rights and are members of the moral community. As such,
animals should not be used for scientific research.

Americans for Medical Progress – Yes. But, before conducting research on animals, scientists
make absolutely certain animals are needed for their experiments. Additionally, scientists should
rely on the 3Rs – Refinement, Reduction, and Replacement.

Understanding Animal Research – Yes. Both the potential scientific and medical benefits of the
research, and the possible suffering of the animals used, are weighed up carefully before any
animal research project can proceed. Strict regulations and a licensing system mean that animals
must be looked after properly and may not be used if there is any other way of doing a piece of
research.

Humane Society of United States – Animals may be used in research, but the Humane Society
strives to gain stronger legal protection for animals used in research, and seeks to limit animal use
and suffering. HSUS is at the forefront of promoting research methods that are alternatives to
animal experiments as well as ending some of the most inhumane research practices.
Ask the students, according to your assigned perspective, what kind of relationships should exist between
humans and animals?
Below are summaries of how each perspective would respond to this question.
 National Institutes of Health – Humans should treat animals humanely and without unnecessary
suffering, both otherwise are available for humans to use for food, clothing, research, and
entertainment.

PETA - Believe that animals have legal rights and are members of the moral community. As such,
animals should not be used by humans for any purpose – research, food, or pets.

Americans for Medical Progress - Humans should treat animals humanely and without
unnecessary suffering, both otherwise are available for humans to use for food, clothing, research,
and entertainment.

Understanding Animal Research - Humans should treat animals humanely and without
unnecessary suffering, both otherwise are available for humans to use for food, clothing, research,
and entertainment.

Humane Society of United States - Humans should treat animals humanely and without
unnecessary suffering, both otherwise are available for humans to use for food, clothing, research,
and entertainment.
Reflection on Animal Use in Research
Use this slide to have students write a short journal
entry on their own feelings about the use of animals in
scientific research. Depending on how much time is
remaining in class, give the students 5- 10 minutes to
write their responses.
Tell the students to answer the following two
questions in their journals:
Do you think animals should be used in
scientific research? If so, what considerations should
be given to their care and well-being? If not, why not?
Do humans have moral responsibilities for animals or are animals destined to
serve humanity?
Wrap Up:
Studying Addiction
Use this slide to remind the students why we had a
discussion today about animal use in scientific research.
Tell the students that we discussed animals in scientific
research today, because tomorrow they will be
conducting a virtual addiction lab. While the lab they
will be completing tomorrow is entirely online and does
not use animals, the lab is based on experiments that did
use animals, and it is important that they think about the
use of animals in scientific research.
The Brain’s Reward Circuit
Use this slide to review the brain’s reward circuit with
the students, and get them thinking about how we can
use animal models to study addiction.
Ask the students what parts of the brain make up the
reward circuit?
 Ventral Tegmental Area (VTA), Nucleus
Accumbens (NAc), and Prefrontal Cortex (PFC)
Ask the students, where do dopamine levels rise after
consuming a drug of abuse?
 The students should remember from the drugs of abuse jigsaw in the previous
lesson that dopamine levels rise in the Nucleus Accumbens (NAc)
Tell the students that in tomorrow’s lab, they will be working with virtual rats. These rats
have had electrodes inserted into their nucleus accumbens that can sense the levels of
dopamine present within their brains.
Animate the slide to show the students the Sensing Electrode inserted into the NAc.
Tell the students that animals are incredibly powerful models that allow scientists to
study many different behaviors, often with manipulations that would be unethical to do
with humans.
Homework:
Have the students read the lab procedures (Virtual Cocaine Lab Book 3) and answer
questions #1-7 in the Virtual Cocaine Lab Notebook. Both the Virtual Cocaine Lab Book
3, and the Virtual Cocaine Lab Notebook are in the materials section of this folder. The
homework sheet can b found in the materials folder for this lesson entitled: Virtual
Cocaine Lab Book 3.
Lesson 5.4: Drugs of Abuse Hijack Reward Pathway
Rationale:
This lesson is intended to give students a glimpse into research science labs. In this lesson, the
students will complete a virtual lab in which they conduct an experiment to test the hypothesis
that dopamine levels rise during the seeking phase of addictive behavior. This virtual lab will
expose students to many of the components of research science, including stating a hypothesis,
conducting an experiment, collecting data and then reviewing data to publish the results.
Activities:
In this lesson students will complete the virtual addiction lab developed by the Mind Project. In
this virtual lab, students will perform the duties of a scientist: read background information,
follow lab procedures, prepare a rat for surgery, perform surgery, conduct the experiment, record
observations, and then publish the results.
Homework:
For homework, students will complete a quiz on the material they learned during the experiment
and read the virtual article published with the results from the lab.
Lesson Plan
Do Now:
 Review homework with partner (lab notebook questions #1-7)
Activity: (time??)
 Virtual Cocaine Lab by The Mind Project
Wrap up:
 Does data support the hypothesis?
Homework:
 Complete homework quiz on material from experiment
Read article prepared from experiment data
Do Now:
Have students work with a partner and review the last
night’s homework assignment. It is important that the
students understand the general concept of the
experiment before beginning the virtual lab, and this
homework assignment is designed to do just that.
Activity: Virtual Cocaine Lab
Virtual Cocaine Lab
Prepare the students for the Virtual Cocaine Lab by having the class
watch the “Video Introduction to Virtual Lab” (3:00 min). The
Window’s media file is embedded into this PowerPoint slide, so you
should be able to just click play on the slide. But, should this not work,
the file is also available in the Materials Folder for this lesson.
As the video is playing, be sure to highlight the following changes to
what your students will be required to do for their assignment.

(at 00:15:00) “A Lab notebook will appear when you first
enter the lab”
o Tell the students that they will not be using the virtual lab notebook, but instead need to
complete the lab notebook that they received for homework last night. Tell the students
that by the end of the lab today, their paper lab notebooks should be complete.
o (The lab notebook is available in the Materials Folder of this lesson, should students need
an additional copy.)

(at 00:40:00) “Once you enter the lab area, your first stop will be the desk area. You will need to
check with your instructor whether or not you are required to read books 1 and 2”
o Tell the students that we have already covered the information discussed in books 1 and 2
in previous classes, and they read book 3 for homework last night.
o Even though they have already read all the material in the books, make sure the students
know that they will have to open and close each of them in order for the program to let
them proceed through the lab.
Tell the students that after they have collected 7 minutes worth of data, the program will prompt them to
“Write an Article”. Instruct the students that they will be completing this portion of the assignment for
homework tonight. But if time allows, they can work on this quiz with their partner. (The quiz is available
in the Materials Folder of this lesson).
The Mind Project
Once all the students have been introduced to the lab,
allow them to work with a partner to complete the
Virtual Cocaine Lab. The lab is available at:
http://www.mind.ilstu.edu/teachers/labs/cocaine/index.html). The lab will likely
take them approximately 30-40 min. Also have the students use the Virtual Cocaine Lab
Notebook worksheet that can be found in the materials folder for this lesson.
Wrap Up:
Let’s look at the data
Tell the students that the graph shown here is plotting
dopamine levels in the rat’s brain 36 seconds after it
pressed the bar to receive cocaine.
Ask the students – Since this graph represent time after
receiving cocaine, is this the appetitive or the
consummatory phase?
 Consummatory phase. (Animate the slide to show
the students that this is the consummatory phase)
Ask the students – Describe what happens to the levels of
dopamine after the rat has received cocaine? What does this graph indicate?
 After the rat receives an injection of cocaine, dopamine levels rise drastically in
the nucleus accumbens.
Let’s look at the data
Tell the students that the graph shown here is
plotting dopamine levels in the rat’s brain 5 seconds
before it presses the bar to receive cocaine.
Ask the students – Since this graph represent time
before receiving cocaine, is this the appetitive or the
consummatory phase?
 Appetitive phase. (Animate the slide to
show the students that this is the appetitive
phase)
Ask the students – Describe what happens to the levels of dopamine as the rat is seeking
cocaine during the appetitive phase? What does this graph indicate?
 As the rat is seeking cocaine, there is a slight increase in dopamine levels in the
nucleus accumbens.
Ask the students – Does this data support or rejected the hypothesis that dopamine is also
involved in cocaine seeking?
 This data supports the hypothesis because dopamine levels are rising as the rat is
seeking cocaine.
Homework:
For homework, have the students complete the HW Neuro 5.4 Lab Quiz found in the
Materials Folder for this lesson. In addition, have them read HW Neuro 5.4 – Lab Article
also found in the Materials Folder for this lesson.
NOTES:
“The Mind Project” (http://www.mind.ilstu.edu) has many useful professional
development resources for teachers utilizing their virtual labs. Their Professional
Development Tutorial for this lab is included in the Materials Folder of this lesson.
Finally, we would like to thank "The Mind Project" at Illinois State University for
allowing us to incorporate their virtual lab into our curriculum.
Lesson 5.5: Drugs of Abuse Hijack Reward Pathway
Rationale:
This lesson is intended to get the students thinking about the bigger picture of drug abuse and addiction. The lesson
starts with a discussion of the many reasons why people might start using drugs. Through the use of a card game, the
social, psychological, genetic and biological risk/protective factors for drug addiction are explored. The lesson
concludes with a case study which demonstrates the importance of motivation for taking drugs in the development of
addiction.
Activities:
This lesson includes a card game to demonstrate the various protective and risk factors that might play a role in the
development of a drug addiction. The students play the game in pairs and randomly draw cards that have either a risk
or a protective factor written on them along with a point value. Risk factors are assigned negative points, and
protective factors are assigned positive points. When the “Cocaine” card is drawn, the player with the lowest point
value becomes addicted to cocaine and loses the game. Following the game, the class has a Socratic discussion about
the game and the risk/protective factors.
Homework:
For homework students will read a case study of Vietnam Veterans. This study again illustrates the importance of
motivation in taking drugs in the development of addiction.
Lesson Plan This lesson seems a bit long!!
Do Now:
 Working with a partner, students will make a list of the different reasons why people start abusing drugs.
Activity: (time?)
 This class includes an “Addiction Card Game” in which students draw cards with either risk or protective
factors on them. The game continues until someone draws the “Cocaine” card at which point the player with
the lowest point value loses the game and becomes addicted to cocaine.
Discussion:
 After playing the card game, the class discusses how it relates to addiction, and specifically why the
different cards are considered either risk or protective factors.
Wrap up:
 Students will discuss two case studies and decide Who is addicted?
o A high dose of a drug is not enough to cause addiction. The behaviors and motivations for taking
drugs are important factors in development of addiction.
Homework:
 Students will read a case study about Vietnam veterans and their use of drugs.
Do now:
Have the students work with a partner to brainstorm
reasons why people may start abusing drugs.
Discussion:
Why do people start abusing drugs?
Use this slide to facilitate a discussion about reasons why people
start using drugs.
Ask each pair of students to share one of their ideas of reasons
why people start using drugs.
Students will likely come up with a variety of different reasons.
There really is no wrong answer to this question. It is posed to
get the students thinking about all the different situations
someone might find themself in and feel the need or desire to use
a drug. The NIMH lists the reasons included on the slide (to feel
pleasure, improve self-image, peer pressure, self-medicate, stress
relief and curiosity) as the main reasons for starting to abuse drugs, but this list is certainly not all inclusive.
The slide is animated, so you can display the NIMH reasons individually and then discuss each one.
 To feel pleasure – From our previous lessons, the students have seen that all drugs of abuse
increase the signaling in the reward pathway which is reinforcing for animals because it
corresponds to pleasure sensations.
 Improve self-image – Many people believe that using drugs improves their status within particular
group, and thus improves their self-image.
 Peer pressure – Peer pressure is a major risk factor for development of drug abuse in teens who are
especially susceptible to influences from their friends. Peer pressure does not always have to have
a negative impact though; it could also have a positive impact if friends are not using drugs and
generally discourage drug use.
 Self-medicate – One leading theory on why drug use begins is that people choose drugs to treat
their own psychological disorders. For example, someone who is depressed would seek out drugs
that activate the reward pathway, having a euphoric effect while also stimulating an otherwise
depressed CNS. On the other hand, someone who is anxious would select drugs that help to ease
their stress and so would seek out CNS depressants like alcohol or marijuana.
 To relieve stress – Stress is one of the main risk factors for the development of addiction. If people
do not have good coping strategies they are more prone to using drugs to relieve some of their
stress.
 Curiosity – Many drug abusers state that they first used illicit drugs simply because they were
curious about the drugs’ effects. As the students have seen previously, drug users make an initial
choice to use a drug, but if the drug strongly activates the reward pathway, the future use can be
view as compulsive and outside the realm of the user’s choice.
When does abuse become addiction?
Ask the students when does drug abuse become
addiction?


Given that the distinction between drug
abuse and addiction is a grey area, this
question might be challenging for the
students to answer. But they likely have
some ideas about the difference between
using a drug and becoming addicted to the
drug.
Lead them through the idea that drug use, abuse and addiction are all on a
spectrum with no clearly defined boundaries with the following questions.
Ask the students to define drug abuse.


Drug abuse is defined as the overuse of a drug by an individual.
Animate the slide to show the students the definition.
Ask the students to define drug addiction.


Drug addiction is defined as the continued compulsive use of drugs in spite of
adverse health or social consequences.
Animate the slide to show the students the definition.
Ask the students what is the difference between drug abuse and drug addiction?

Now the students should be able to identify that the difference between drug
abuse and drug addiction relates to the persons control over the drug use. Once a
person is addicted they lack control and continue using the drug despite it
harming them medically or socially.
Make sure to reiterate the point that drug use, abuse and addiction are on a spectrum, and
a drug user is likely not aware of when he/she passes through the different stages. In
addition to transitioning to more serious forms of use (abuse and addiction), drug users
can also transition backwards from addiction to abuse and use, although this is less likely.
Activity:
Addiction Card Game
Prepare the students for the activity by telling them that
they will be playing a game to simulate some of the
factors involved in the development of an addiction. The
cards can be found in the materials folder for this lesson
entitled: Addiction Card Game.
Who wants to be a cocaine Addict?
Have the students find a partner and give each pair a
deck of cards.
Review the rules of the game with the students before
letting them play. Each of their card decks also has a
rule card as part of it, so they can reference the rules as
they play.
Have the students play a couple of rounds of the game.
Discussion:
Who got addicted? Why?
Ask the students – By a show of hands, how many of you
got addicted in the game? Ask the students, what would
you call the collection of things that are written on the
cards?



Protective Factors and Risk Factors.
Animate the slide to show that there are
protective as well as risk factors.
Tell the students that there are many things that
protect us from developing an addiction to a drug
(protective factors) and there are many things
that put us at risk for developing an addiction
(risk factors).
Ask the students what general categories could we group the protective and risk factors in? If the students
need help with this have them sort of the cards by putting similar cards together.


The protective and risk factors can be grouped in many different ways, but because this class will
discuss the psychological and social factors together, and then genetic and biological factors
together, we will group them that way here.
Animate the slide to show the students the two main categories of protective and risk factors.
o Social and Psychological
o Genetic and Biological
Ask the students to sort their cards into two piles – one pile for all the social and psychological factors, and
one pile for all the genetic and biological factors.
Social and Psychological Factors
Ask each group of students to share one of the social or
psychological factors.

The factors for this category are listed on the
slide and animated. After the students have
named a few, you can animate the slide and
show the students each pairing of protective and
risk factors.
After showing each set to the students, ask the students
why is one a protective factor and one a risk factor?
 Good mental health vs Diagnosed with
depression
o If people are depressed they are more likely to seek out drugs to cure their depression.
Inversely, if people are in good mental health, they do not need drugs to help alleviate
any of the symptoms of mental illness.
 Feel rewarded and happy about your life vs Feeling dissatisfied and unhappy about your life
o



Similarly to mental health, if people generally feel happy and rewarded with their lives,
they are less likely to seek out drugs to improve their life. Conversely, if people are
unhappy and dissatisfied with their lives, they are more likely to seek out drugs.
Healthy coping mechanisms for stress vs Lacking healthy coping mechanisms for stress
o As we have already mentioned in this lesson, stress is a major risk factor for developing
an addiction. Although, stress alone does not cause people to seek out drugs, but not
being able to cope with the stress is a common factor in why people first start using
drugs. Inversely, having healthy coping mechanisms protects people from feeling the
need to use drugs.
Your friends do not use drugs vs Being frequently surrounded by people who use drugs and
feeling pressure to use drugs to fit in.
o Many studies have shown that being surrounded by friends and family who use drugs
greatly increases your risk of developing a drug addiction. The theory is that by
constantly being surrounded by the drugs, you start to believe that drug use is a normal
and acceptable form of a behavior. Additionally, if people are surrounded by friends and
family who do not use drugs, then they are much less likely to use drugs.
Not addicted to nicotine vs Currently addicted to nicotine
o The Gateway Theory of drug addiction argues that prior use with legal drugs, in this case
nicotine, predisposes users to developing addictions with harder drugs. Inversely, not
using legal drugs would protect someone from developing a harder drug habit.
Genetic and Biological Factors
Animate the slide to show the students the first
protective/risk factor. Ask the students why would
having no family history be protective and having
a family history of addiction increase risk?

Studies have shown that there is a genetic
component to addiction, and that having a
family history of addiction is a risk factor
for developing an addiction.
Animate the slide to show the students the next factor. Ask the students, would naturally
releasing more dopamine the synapse be a protective or a risk factor for developing an
addiction to cocaine?


Students will likely shuffle through their cards to find out that it is a risk factor.
Use the next slide to explain why it is a risk factor.
Dopamine Released
Ask the students where does cocaine act?


It binds to the dopamine transporters and inhibits
reuptake of the dopamine from the synaptic cleft.
Animate the slide to show the students that
cocaine binds to the dopamine transporters.
Ask the students - If cocaine blocks the reuptake of
dopamine from the synaptic cleft, which synapse will
have a greater level of dopamine within the synaptic
cleft?

The synapse on the right that releases more
dopamine.
Ask the students – What synapse will have greater dopamine signaling?

The one on the right that releases higher levels of dopamine will have great dopamine signaling.
Tell the students that the greater the dopamine signaling, the greater the addiction potential. Ask the
students – which synapse has a great addiction potential.

The one on the right that releases higher levels of dopamine will have great dopamine signaling
and thus greater addiction potential.
Review this concept with the students – As the amount of dopamine released increases, so does the amount
of dopamine signaling (indicated by the size of the blue arrow). Also, the greater the level of dopamine
signaling, the greater the addiction potential. Therefore, releasing more dopamine is a risk factor for
developing an addiction to cocaine.
Genetic and Biological Factors
Animate the slide to show the students the next factor.
Ask the students, would having more dopamine
receptors than the average person be a risk or
protective factor?


Students will likely shuffle through their cards
to find out that it is a risk factor.
Use the next slide to explain why it is a risk
factor.
Dopamine Receptors
Ask the students – Since we know increased dopamine
signaling is a risk factor for addiction, which synapse will
have greater dopamine signaling? The one on the left with
fewer receptors or the one on the right with more receptors?

The one on the right with more receptors will have
greater dopamine signaling because there are more
receptors to initiate the signal.
Review the concept again that the greater the dopamine
signaling, the greater the addiction potential. Therefore
having more dopamine receptors, which increases dopamine
signaling increasing the risk of developing an addiction.
Genetic and Biological Factors.
Animate the slide to show the students the next factor. Ask the
students, would taking a drug that blocks dopamine receptors
be a risk or protective factor?


Students will likely shuffle through their cards to find
out that it is a protective factor.
Use the next slide to explain why it is a protective
factor.
Dopamine Receptors
Ask the students –If someone is taking a prescription drug
that blocks their dopamine receptors, what will the effect be
on the amount of dopamine signaling? And why?

Dopamine signaling will decrease, because some of
the dopamine receptors are blocked.
Ask the students – what will be the effect of decreasing
dopamine signaling on addiction potential.

Addiction potential will also decrease.
Review the concept again that the greater the dopamine signaling, the greater the addiction potential.
Therefore taking a prescription drug that blocks dopamine receptors will decrease dopamine signaling, thus
decreasing the risk of developing an addiction.
Genetic and Biological Factors.
Animate the slide to show the students the next
factor. Ask the students, would taking a drug that
blocks dopamine transporters be a risk or protective
factor?


Students will likely shuffle through their
cards to find out that it is a protective factor.
Use the next slide to explain why it is a
protective factor.
Dopamine Transporters
Ask the students where does cocaine act?

It binds to the dopamine transporters and
inhibits reuptake of the dopamine from
the synaptic cleft.
Ask the students, will cocaine be able to bind as
easily to the dopamine transporters if a
prescription drug is already bound?

No. Because a prescription drug is
already bound to the dopamine transporter, cocaine will not bind as easily as it
would in the absence of the prescription drug.
Ask the students if cocaine cannot act as easily at the dopamine transporter, will that
increase or decrease addiction potential?

Decrease addiction potential because cocaine cannot act as easily.
Genetic and Biological Factors
Ask the students if they have any questions about
why any of these factors are considered to be
protective or to increase risk.
Wrap Up:
Who is addicted?
Ask one of the students to read the text aloud to the
whole class. Then ask them who is addicted?

Students may respond differently to the
question. At this stage, any answer is
acceptable if the student is able to explain her
reasoning. Some of the students are likely to
say that Chris is addicted because of the
higher dose of morphine being taken. Some
students will say Pat because this could be a larger dose than what Chris is taking.
Some students could also say that both are addicted because they both have
continued drug use. Conversely, students could also respond that neither is
addicted and more information is needed before a judgment can be made.
Chris’s Story
Ask one of the students to read the case study of
Chris aloud to the whole class. Then ask the
students, is Chris addicted?


No. Chris is not addicted because he is
using morphine to treat a medical
condition.
Additionally, his use does not meet the
definition for drug addiction: the
continued compulsive use of drugs in
spite of adverse health or social
consequences.
Pat’s Story
Ask one of the students to read the case study of
Pat aloud to the whole class. Then ask the
students, is Pat addicted?

Yes. Pat is addicted because she is using
morphine regularly to ease psychological
stress.
Ask the students why did these two individuals
begin taking morphine and then continue to take
morphine?

Pat began abusing morphine for social reasons. Chris began taking morphine for
medical reasons.
Ask the students – Is a larger dose the only factor to consider when trying to determine if
someone is addicted to a drug?

No, because Chris took a larger dose and did not become addicted.
Ask the students – Is the length of time that someone has been taking drugs enough to
determine if someone is addicted to a drug?

No, because Chris has been taking morphine for a year and he is not addicted.
Meanwhile Pat has taken morphine for a shorter period of time and has become
addicted.
Ask the students – Are the behaviors and motivations for taking drugs important factors
in determining if someone is addicted to a drug?

Yes, because Chris and Pat differed in their motivation for taking morphine and
that drastically changed their behavior with the drug.
Homework:
Have the students complete the reading and
worksheet on Drug Use in Vietnam that is
included within the materials folder of this
lesson entitled: Neuro Unit 5.5 - Homework.
Lesson 5.6: Long-term effects of drug abuse and addiction
Rationale:
This lesson is intended to describe on how drug abuse changes neuronal structure and function.
The lesson begins by asking students to compare the structure of two neurons, one of which has
been repeatedly exposed to methamphetamine. The students are asked to figure out why the two
neurons might be different. The neurons are different because drug abuse alters protein
expression which in turn alters neuronal structure and function.
Activities:
This lesson includes a Socratic discussion of the central dogma. Understanding the central dogma
is critical to understanding the process by which drug abuse alters neuronal structure and
function, therefore this lesson focuses on having students piece together the central dogma
themselves.
Homework:
For homework, students are asked to research the treatment options for one drug of abuse. This
homework assignment is designed to get students thinking about the long term treatment options
for drug addiction.
Lesson Plan
Do Now:
 Working with a partner, students will compare the structure of two neurons, one of which
has been exposed to methamphetamine. Students will attempt to explain why the neurons
are different.
Discussion:
 This lesson includes a Socratic discussion of the central dogma, because drug abuse alters
protein expression which changes the structure and function of synapses. After piecing
together the central dogma and how it applies to drug abuse, the mechanism underlying
tolerance and withdrawal symptoms are discussed.
Wrap up:
 This lesson concludes with two questions to review of the main objectives of the lesson.
Homework:
 Students will choose one drug of abuse and research treatment options. maybe do the
jigsaw reading for 5.7? Read the jigsaw for lesson 5.7 entitled: Jigsaw Readings can be found in the
materials folder for lesson 5.7.
Do Now:
Have the students work with a partner to compare the
two neurons pictured and explain why they are
different.
Discussion:
What causes these changes?
Use this slide to facilitate a discussion about reasons
why the two neurons might be different.
Ask each pair of students to share their idea of why
the two neurons might be different.
Students will likely come up with a variety of
different reasons, ranging from the very broad – that
drug use caused the changes, to the specific – that
there are changes within the cell that causes the
neuron to change structure.
This slide is animated. So, if students are unable to come up with the idea that the
changes in protein expression alter neuronal structure, you can display the text “neurons
are made of many different proteins”.
Then, ask the students, what would changes in these proteins do to neuronal structure?
 Changes in proteins change neuronal structure.
 Animate the slide to show the students the last text.
Reiterate the point that the two neurons are different because they express different
proteins.
How are proteins changed?
Use this slide to start the students thinking about
the central dogma and that protein expression is
changed through changing which DNA is
expressed.
Ask the students, what within the cell contains the
code of proteins?
 DNA
Where is DNA stored in the cell?
Ask the students, where is DNA stores in the cell?
 Nucleus
Where are proteins synthesized?
Ask the students,
synthesized?
 Cytoplasm
where
are
proteins
Animate the slide to display the next question.
Ask the students, how does the DNA code in the
nucleus get into the cytoplasm for proteins to be
made?
 RNA transports the code from the DNA
in the nucleus to the cytoplasm.
RNA transports the code to the cytoplasm
Use this slide to illustrate the point that RNA
takes the DNA code from the nucleus into the
cytoplasm to allow proteins to be synthesized.
The Central Dogma
Use this slide to review the central dogma with the
students.
Remind the students that the central dogma
describes how proteins are synthesized.
Ask the students, what is the process called by
which copies of DNA are made?
 Replication.
 Animate the slide to show the students that
copies of DNA are made through the process of replication.
Ask the students, what carries the DNA code from the nucleus to the cytoplasm?
 RNA
 Animate the slide to show the students the picture of RNA.
Ask the students, what is the process called by which RNA is made from DNA?
 Replication.
 Animate the slide to show the students that RNA is made from DNA through the
process of transcription.
Ask the students, what does DNA code for? What is the end product of the central
dogma?
 Proteins.
 Animate the slide so show the students the picture of proteins.
Ask the students, what is the process called by which proteins are made from RNA?
 Translation.
 Animate the slide to show the students that proteins are made from RNA through
the process of translation.
Neuronal stimulation causes protein synthesis
Use this slide to review the central dogma again with the students, and
reiterate that the different processes take place in different
compartments of the cell.
Tell the students that neuronal stimulation induces proteins synthesis.
Ask the students - After a neuron is stimulated, protein expression is
changed. What contains the code for proteins?
 DNA
 Animate the slide to show the students the picture of DNA.
Ask the students, what molecule gets made to carry the DNA code into
the cytoplasm.
 RNA
 Animate the slide to show the students the picture of RNA,
and the arrow to show that RNA is transported into the
cytoplasm.
Ask the students, what gets made by decoding the RNA?
 Proteins.
 Animate the slide to show the students the picture of protein.
Animate the slide to show the students the text box of
 Drug abuse causes overstimulation of neurons.
 What effect would overstimulation have on protein synthesis?
Ask the students, if drug abuse causes overstimulation of neurons, what effect would overstimulation have
on protein synthesis?
 Overstimulation would result in overproduction of proteins.
Overstimulation increases protein synthesis
Use this slide to illustrate to the students that
overstimulation of a neuron leads to increased protein
synthesis.
Animate the slide to show the students the text box of
 Proteins assemble synapses.
 What effect would increased protein synthesis have
on the number of synapses?
Ask the students, if proteins assemble synapses, what
would be the effect of increased protein synthesis on the number of synapses?
 Increased protein synthesis would result in an increased number of synapses.
Overstimulation increases the number of synapses
Use this slide to show the students that overstimulation leads to
increased protein synthesis, which in turn increases the number of
synapses.
Emphasize that the addition of synapses occurs over time with
repeated exposure to the drug, this does not occur with a single
dose.
Also, emphasize that these synapses will remain on the neuron for
many years – even decades – after drug use has stopped.
Animate the slide to show the students the text box of
 What effect would increasing the number of synapses have on network function?
Ask the students, what effect would increasing the number of synapses have on network function?
 The network would function abnormally.
Ask the students, what network/circuit is critical for the rewarding effects of a drug?
 The brain’s reward circuit.
The brain’s reward circuit
Use this slide to review the reward circuit with the students.
Ask the students, what is the function of the reward circuit?
 The reward circuit allows us to feel pleasure.
Ask the students, what does VTA stand for?
 Ventral Tegmental Area
Ask the students, what does NAc stand for?
 Nucleus accumbens
Ask the students, what neurotransmitter does the VTA release onto the NAc and prefrontal cortex?
 Dopamine
Animate the slide to show the students to two red boxes highlighting the synapses between the VTA and
NAc and prefrontal cortex.
Ask students, if we were to look at the structure of synapses between the VTA and NAc and prefrontal
cortex, in a normal patient, would their neurons look more like the neuron on the right or the left from the
beginning of the class?
 More like the one on the left, with normal synapses.
 Animate the slide to show the students the picture of the neuron normal synapses.
The brain’s reward circuit
Ask students, if we were to look at the structure of
synapses between the VTA and NAc and prefrontal
cortex, in a patient taking cocaine or another drug of
abuse, would their neurons look more like the neuron
on the right or the left from the beginning of the
class?
 More like the one on the right, with abnormal
(and increased numbers of) synapses.
 Animate the slide to show the students the
picture of the neuron abnormal synapses.
Drug use changes neuronal structure
Use this slide to reiterate the point that drug use
changes neuronal structure.
Tell the students that repeated drug use causes the
formation of abnormal synapses. Emphasize that the
addition of synapses occurs over time with repeated
exposure to the drug, this does not occur with a single
dose. Also, emphasize that these synapses will remain
on the neuron for many years – even decades – after
drug use has stopped.
Animate the slide to show the students to first line of the text box.
 Once abnormal synapses have formed, would you need more or less of a drug to
activate all these synapses?
Ask the students – once these abnormal synapses have formed, would you need more or
less of a drug to activate all the synapses?
 You would need more a drug to activate all the synapses.
 Animate the slide to show the students the answer.
Ask the students – what term is used to describe needing more of a drug to get the desired
effects?
 Tolerance
Tolerance
Use this slide to help the students define tolerance.
Tell the students that tolerance can be defined as
either needing more of a drug to have the same
biological effect or having a decreased response to a
drug because of repeated exposures.
Drug use changes neuronal structure
Ask the students – Once abnormal synapses have
formed, what would happen if you stopped using the
drug?
 The network would function abnormally,
resulting in withdrawal effects.
 Animate the slide to show the students the
answer.
Ask the students what effect they think experiencing
withdrawal effects has one someone stopping drug use.
 Experiencing withdrawal symptoms is a strong motivator for continuing drug use
because using a drug eliminates these unpleasant symptoms.
If students need help answer this question, give them one of the following examples –
 Sally has had a long standing problem abusing morphine, and has tried to stop
several times. However each time she has tried to stop using the drug she
experiences headaches, diarrhea, nausea, chills, cold and hot flashes, as well as
insomnia. These symptoms were immediately stopped if she used morphine again.
 Mike drinks three cups of coffee every day. He has his first cup in the morning
before he has even showered. Recently his doctor encouraged him to lay off the
caffeine. So, Mike tried to cut back on his coffee consumption, but he had
horrible headaches and was unable to concentrate, so Mike decided not to follow
his doctor’s orders.
Wrap Up:
Remind the students that the reward pathway is
composed of the VTA, NAc, and prefrontal cortex.
Ask the students, DNA expression of which of these
structures is altered by drugs of abuse?
 The DNA of all of these structures is altered
by repeated drug use.
 Animate the slide to show students the
answer.
Animate the slide to show students the next
question
 How does this alter their physical structure?
Ask the students, how does altering DNA expression alter the physical structure of the
neurons?
 Drug use causes an increase in the number of synapses, which means that drug
users need both more of a drug to get the same desire effects and stopping a drug
will result in withdrawal symptoms.
Homework:
Have the students research the treatment strategies
for one drug of abuse.
Lesson 5.7: Understanding addiction as a chronic disease
Rationale:
This lesson is intended to emphasize that addiction is a chronic disease that can be treated effectively, similar to other
chronic diseases. The lesson begins with an activity in which students are asked to define disease, as well as
categorize a list of diseases as either acute or chronic. After discussing this activity, the lesson continues with a
jigsaw activity in which students read case studies of patients with different chronic diseases. This activity is
designed to get the students to compare and contrast how the diseases including addiction, heart disease, and diabetes
are similar and different.
Activities:
Students begin the lesson by working with a partner to define the term disease, as well as to categorize a list of
diseases as either acute or chronic.
After a short discussion of what the difference is between acute and chronic diseases, the students are divided into
groups to complete a jigsaw activity. For the jigsaw activity, student groups read patient case studies of different
chronic diseases, including addiction. Using a worksheet, the student groups evaluate their case studies, focusing on
how the disease changed the individual’s life as well as their own involvement in treatment.
In the teach-back each group will present their patient case, what disease the individual had, what their treatment plan
was, and how successful the individual was at completing treatment. The class together compares the case studies to
illustrate the point that addiction and its treatment is not that dissimilar from other chronic diseases.
Homework:
The students are asked to advise a government agency on whether or not insurance companies should be required to
cover the cost of treatment for addiction.
Lesson Plan
Do Now:
 Define the term disease, and categorize a list of diseases, including addiction, as either acute or chronic.
Discussion:
 The teacher uses the PowerPoint to have a Socratic discussion of the Do Now, including a review of what
the term disease means, and what the difference is between acute and chronic diseases.
 Additionally, the point that addiction is considered a chronic disease is discussed.
Activity:
 Jigsaw readings on case studies of chronic diseases (addiction, hypertension, diabetes).
Wrap up:
 Teach-back during which the similarities and differences between the case studies are highlighted,
especially in terms of how each disease treatment involved behavioral modification.
Homework:
 Act as an advisor to government agency – Help agency decide whether insurance should cover treatment for
addiction.
Do Now:
Have the students work with a partner to define the
term disease, as well as categorize the list of sixteen
diseases as either acute or chronic. A worksheet for
the do now can be found in the materials folder for
this lesson entitled: Do Now Worksheet
Discussion:
What is disease?
Ask the students – what is disease?
 Students will likely say that disease is a problem with
the body that makes a person feel badly. They may also
respond that a disease is something for which you see a
doctor or for which you take a medicine.
Animate the slide and tell the students that for the purposes of
our class, we will define disease as an abnormal condition
affecting the body.
Acute vs Chronic
Ask the students – what is the difference between an acute disease
and a chronic disease?
 Students will likely say that acute an acute disease is a
disease that can be healed in a short amount of time,
whereas a chronic disease is lasts forever.
Animate the slide and tell the students that acute refers to conditions
that have a short duration but may be very intense and have a rapid
onset.
Animate the slide and tell the students that chronic refers to
conditions that persist over a long period of time.
Ask the students, can chronic diseases be treated?
 Students will likely say no, thinking that treatment is equivalent to cure.
 Emphasize that while chronic diseases will never be cured, they can be treated to reduce
symptoms and improve outcome.
Acute Conditions
Use this slide to review the Do Now with the students.
Ask the students – what diseases on your Do Now
worksheet are acute (have short duration)?
 The students will likely be able to list most of the
acute diseases including, strep throat, common
cold, chickenpox, meningitis, pneumonia, and ear
infection.
 After the students have named several, animate
the slide to show the students the entire list.
Emphasize the point that acute diseases have a short duration
Chronic Conditions
Use this slide to review the Do Now with the students.
Ask the students – what disease on your Do Now
worksheet are chronic, meaning that they persist for a
long period of time?
 The students will likely be able to list most of
the chronic diseases, including high blood
pressure, type 1 diabetes, HIV, depression,
asthma, arthritis, cancer, epilepsy, multiple
sclerosis, addiction.
 After the students have named several, animate the slide to show the students the
entire list.
 Emphasize the point that chronic diseases persist for a long time.
Why is addiction considered to be a chronic disease?
Use this slide to facilitate a brief discussion about the
fact that addiction is not only considered a disease, but
that it is a chronic disease.
Ask the students – why is addiction considered to be a
chronic disease? Lead the students through this concept
by first asking what happens to the brain in response to
drug use?
 The students will likely be able to describe that
drug use changes the way the brain functions
 Animate the slide to show students that addiction causes changes in the brain.
Ask the students – is addiction a voluntary behavior?
 The students should remember from the first activity in this unit that while the
initial use of a drug is voluntary, addiction is the compulsive, non-voluntary use
of drugs.
 Animate the slide to show students that addiction is a compulsive, non-voluntary
use of drugs.
Ask the students – are people ever cured of their addictions?
 This question is the focus of the lesson today, and because we have yet to address
whether or not people can be cured of their addictions, let the students debate this
question for just a few minutes.
 Then animate the slide to show students that because people are never completely
cured of their addictions, it is considered to be a chronic disease.
Tell the students that while people might be able to stop abusing drugs, the changes that
drug addiction caused to their brains will be present for the remainder of life. Also,
addicted individuals will to some extent battle their drug cravings thorough their lives.
Activity:
Dealing with Chronic Disease
Prepare the students for the Jigsaw Activity. Tell the
students that they will be working in groups to analyze
case studies of patients with different chronic diseases.
Divide the students into six groups. Give each group a
case study and a copy of the jigsaw worksheet both of
which are included in the materials folder entitled:
Jigsaw Worksheet.
The Case Stories
Have each student group briefly present their case study. Allow each group to use the
slide prepared on their case study to present their study to the class.
Make sure that each group presents:
 What disease the individual had
 What the treatment was
 Whether or not the individual stuck to the treatment
 What the final outcome was
Comparing the Cases
Use this slide to facilitate a discussion about the case studies.
Ask the students – Who was cured of their disease? What is the
difference between treatment and cure?
 While some of the individuals were more successful at
treating their disease than others, none of these
individuals were cured of his or her disease.
 Treatment eliminates or reduces the effects of the disease,
but it does not eliminate the disease. If a disease is cured,
the problem is fixed and requires no additional treatment.
Ask the students – How are the treatments for the different diseases similar? How are they different?
 In most cases, the prescribed treatment included both medication and behavioral treatments. In
each case, treatment is a long-term process.
 Different medications are used to treat different diseases. And in the case of inhalant abuse, there
are no medical treatments to help beat the addiction.
Ask the students – How were the actions and strategies that the individuals took to deal with their diseases
similar? How were they different?
 All the individuals initially compiled with the prescribed treatment. All the individuals
experienced a time when they ignored the treatment plan and had recurring problems with the
disease.
 Some of the individuals were more successful at completing treatment and improving the
symptoms of their disease, while others found it more difficult to compile with treatment.
Wrap Up:
Addiction is a Chronic Disease
Use this slide to wrap up the idea that addiction is a chronic disease.
Tell the students that drug addiction is considered a chronic disease
because it has long term effects on brain function, just as heart disease
has long term effects on heart function.
Ask the students to compare the PET scans of the healthy and addicted
brain.
 The addicted brain has decreased activity compared to the
healthy brain, evident by less yellow coloration.
Ask the students to compare the PET scans of the healthy and diseased heart.
 The diseased heart has decreased activity compared to the healthy heart, evident by less red
coloration.
Homework:
Homework
Tell the students that they need to write a paragraph to
advise a government agency on whether or not
insurance companies should be required to cover the
cost of treatment for addiction. Instruct the students to
include evidence that they have learned in class.