COMPILATION 2019–20 TEACHER EDITION Heads Up: Real News .
COMPILATION 2019–20 TEACHER EDITIONHeads Up: Real NewsAbout Drugs and Your BodyBrought to you by Scholastic and the scientists at the National Institute on Drug Abuse,National Institutes of Health, U.S. Department of Health and Human ServicesSTUDENT ARTICLES INSIDEThe RealRisks ofMarijuanaPAGE 2Opioids:What YouNeed toKnowPAGE 4Check outscholastic.com/headsup/teachersfor free expandedTeacher Editions,featuring: I nteractiveStudentArticles L eveledStudentArticles(4th- to 6th-gradereading levels)Can Too MuchScreen TimeHarm You?PAGE 6AVAILABLEONLINE: VocabularySupportJust click onindividual lessonpages to accessall features.To Order Free Copies: Call 1-877-643-2644 or visit drugabuse.gov/publications.For this Heads Up Teacher Edition Compilation, refer to NIH Pub No. 20-DA-8070B.For the accompanying Heads Up Student Edition Compilation, refer to NIH Pub No. 20-DA-8070A.Visit scholastic.com/headsup and teens.drugabuse.gov for more information.
Sponsored Educational MaterialsHEADS UPREAL NEWS ABOUT DRUGS AND YOUR BODYTEACHER’S GUIDE As many states legalize the recreational use of marijuana for adults, teensmay be getting the message that the drug is safe. While marijuana is the mostcommonly used illicit drug among middle and high school students, the drugposes serious health risks to teens. By sharing the student article “The RealRisks of Marijuana,” teaching the lesson, and engaging students with the activitysheet, you’ll help students understand the dangers of marijuana use.1Reading ComprehensionQuestionsHow does marijuana affect the brain?(The chemical compound THC alters thecommunication between neurons. This canaffect coordination and reaction time, andis associated with problems with attention,memory, learning, and decision-making.)Why are teens more vulnerable to theharmful effects of marijuana? (Thebrain continues to develop until the mid-20s.Using drugs—including marijuana—cannegatively impact brain development. Sincethe adolescent brain is still developing, thesechanges may be long-lasting.)Why may CBD products not havethe health benefits they claim? (CBDproducts are not FDA-regulated, so they havenot been rigorously tested by an independentagency to make sure they are safe andcontain exactly what their labels claim.)23Critical-Thinking WritingPromptsGrades 6–8 Use your own words toexplain how marijuana use can causechanges to a person’s brain.Grades 9–10 Describe at least two waysmarijuana use may negatively impact aperson’s life in the long term.Grades 11–12 Imagine that you have afriend who is using marijuana. What wouldyou say to them to convince them to stop?Paired Reading2“The Science of Marijuana: How THCAffects the e-science-of-marijuana)Writing Prompt Explain why usingmarijuana could have a negative impacton a student’s performance. Use evidencefrom “The Science of Marijuana: How THCAffects the Brain” and “The Real Risks ofMarijuana” to support your reasoning.Student Activity SheetDistribute the activity sheet before studentsread the article and direct them to recordtheir answers in the Before Reading section.Then have them complete the activity afterreading the article. Answers:1. False. Supporting evidence may include:Marijuana today contains roughly threetimes the concentration of THC than thedrug did 30 years ago. People can end up inthe emergency room with severe symptomsafter taking too much THC.2. False. Supporting evidence may include:Teens who use marijuana recreationally arefour to seven times more likely than adultsto develop what is known as marijuana usedisorder.3. False. Supporting evidence may include:Marijuana is associated with problems withattention, memory, learning, and decisionmaking. Using marijuana can cause peopleto develop marijuana use disorder. Thesevere types of this disorder are consideredaddiction. Inhaling or ingesting too muchTHC can result in people ending up in theemergency room.4. True. Supporting evidence may include:Marijuana can lead to problems withattention, memory, and learning. Theseeffects may last for days or weeks.5. True. Supporting evidence may include:Marijuana (specifically, the presence ofTHC in the brain) can impact a person’scoordination and reaction time, making itdangerous to drive a car.6. False. Supporting evidence may include:Teens are more susceptible to the effects ofdrugs like marijuana because their brainsare still developing. Drug use during thetime of adolescent brain developmentmay have long-lasting impacts on brainfunction. Because their brains are stilldeveloping, teens also have a higher riskof becoming addicted to marijuana.Subject Areas Science Literacy English Language Arts Health/Life SkillsStandardsCommon Core StateStandards (CCSS)RST.6-8.1 / RST.9-10.1 Cite specific textual evidence tosupport analysis of science andtechnical textsNext Generation ScienceStandards (NGSS)Practice Obtaining, Evaluating,and CommunicatingInformationCrosscutting Concept Causeand Effect: Mechanism andPredictionCore Idea LS1.A: Structure andFunctionNational Council for theSocial Studies (NCSS)8. Science, Technology, andSocietyAdditional Lesson ResourcesTiered Vocabulary Tools: Visitscholastic.com/headsup/realrisksofmarijuana for avocabulary list to support thisarticle. headsup.scholastic.com/teachers teens.drugabuse.gov Supplement to Scholastic magazines. Scholastic and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. NIDA 19–20; Insert 1—Upf, Sco, Cho, JS, SW. 689630The Real Risks of Marijuana
Sponsored Educational MaterialsHEADS UPREAL NEWS ABOUT DRUGS AND YOUR BODYACTIVITY SHEETLearn the Truth About MarijuanaDirections: Before reading “The Real Risks of Marijuana,” read the statementsbelow and note whether you think they are true or false in the column to the left.Then, read the article.After you have finished, reread the statements and record the correct answersbased on what you learned. In the right-hand column, record at least one piece ofevidence from the article that supports your answer for each statement.BEFORECLAIMR E A D I N G TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSEAFTERREADING1. Marijuana is safertoday than it was inthe past. TRUE2. Marijuana is notaddictive. TRUE3. Using marijuanais now legal in manystates because, unlikeother illicit drugs, it iscompletely safe. TRUE4. Using marijuanacould affect a person’sperformance inschool. TRUE5. Using marijuanacan affect a person’sability to drive. TRUE6. Teens are lesssusceptible to theeffects of marijuanathan adults. TRUES U P P O R T I N GEVIDENCE FALSE FALSE FALSE FALSE FALSE FALSEFor more information, visit scholastic.com/headsupFrom Scholastic and the scientists of the National Institute on Drug Abuse, National Institutes of Health, U.S. Department of Health andHuman Services
Sponsored Educational MaterialsHEADS UPREAL NEWS ABOUT DRUGS AND YOUR BODYTEACHING GUIDE Your students may have already heard about the opioid crisis. An average of 130people die every day from an overdose. But even if students have seen the headlines,they might not know what these drugs are—and their dangers. The student article“Opioids: What You Need to Know” and activity sheet “What Causes Addiction?” willhelp students understand important facts about opioids and guide them on howto be safe. Sharing these materials with your students will support them in makingsmart decisions and staying healthy.Critical-ThinkingQuestions1Why have opioid overdosesincreased? (There has been a rise inthe illegal importing of synthetic opioidssuch as fentanyl. These opioids are verypowerful. Even a very small amount cancause someone to stop breathing.)2What precautions should a persontake if they are prescribed an opioid?(Answers may include: share with theirdoctor any medical history that may makethem more vulnerable to addiction, suchas mental illness; follow doctor’s directionsexactly; only take the drugs to treat pain.)3How can medications help reducethe number of people who overdosefrom opioids? Describe two ways. (Ifsomeone is experiencing an overdose,giving them a dose of naloxone canreverse the effects and save their life.Other medications can help someone whois addicted to opioids recover, reducingthe risk that they will overdose.)Writing PromptsGrades 6–8 Explain why opioids,including prescribed opioid medicationsas well as illegal heroin and fentanyl,pose health risks.Grades 9–10 Explain how a personmight increase their risk of healthdangers associated with opioids.Consider both prescribed opioidmedications as well as illegal heroinand fentanyl. Then, explain howthey could reduce their risk.Grades 11–12 What are some actions4that people could take to help controlthe opioid overdose crisis, as relatedto both prescribed medications andillegal opioids? Consider individuals,medical professionals, elected officials,community organizations, etc.Paired Reading“Sculpting Your Brain: The Science ofAddiction” n-science-addiction)This paired text explains how using drugscan affect brain development.Subject Areas Science Literacy English Language Arts Health/Life SkillsStandardsCommon Core StateStandards (CCSS)RST.6-8.1/RST.9-10.1 Cite specific textual evidence tosupport analysis of science andtechnical textsWriting Prompt Explain why teens areespecially vulnerable to addiction. Usesupporting text evidence from “SculptingYour Brain: The Science of Addiction”and “Opioids: What You Need to Know.”Next Generation ScienceStandards (NGSS) PracticesActivity Sheet Answers: Crosscutting Concept1) Dopamine is a chemical that helpssignals pass between nerve cells. Whendopamine levels rise because of apleasurable experience, it helps yourbrain remember that activity to repeat it.2) Activities like eating chocolate causedopamine levels to rise, which makesyou want to repeat it. But the increasein dopamine from using drugs is muchhigher. That can cause your brain to cravedrugs over other pleasurable activities.3) A person who is addicted to drugshas experienced changes in the waytheir brain works. The changes makethe person crave drugs so that theycontinue to use them even if theyexperience negative consequences.4) Answers will vary, but may include:Medications help a person stop misusingopioids, which can restore balance tobrain circuits altered by their disorder.They may change the way that dopamineis processed in the brain so that theperson experiences fewer drug cravings. Obtaining, evaluating, andcommunicating information Cause and effect: Mechanismand explanation Core Idea MS-LS1.A/HS-LS1.A Structureand Function MS-LS1.D/HS-LS1.DInformation ProcessingNational Council for theSocial Studies (NCSS) 8. Science, Technology,and SocietyAdditional Lesson ResourcesVOCABULARY SUPPORTDownload terms and definitions tosupport the article at scholastic.com/headsup/opioidsvocabMore Lessons on Drugs andAlcohol: headsup.scholastic.com/teachers teens.drugabuse.govSupplement to Scholastic magazines. Scholastic and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. NIDA 19-20; Insert 2—Upf, Sco, Cho, JS, SW.Opioids: What You Need to Know
Sponsored Educational MaterialsHEADS UPREAL NEWS ABOUT DRUGS AND YOUR BODYACTIVITY SHEETWhat Causes Addiction?DIRECTIONS: Read the text passage and study the diagrams below to learn how drugs such asopioids change the way the brain works. Then, use the information along with what you learnedin the article to answer the questions that follow.DRUGS AND THE BRAINDopamine While Eating FoodDrugs affect the way signals are sent in the brain’s rewardcircuit, which is a network of structures that is activatedwhen you do something pleasurable.Dopamine is a chemical that helps signals pass betweennerve cells in the brain. When you do something enjoyable,such as eating chocolate, dopamine levels increase inthe brain (see top diagram). Receptors detect the rise indopamine, which helps your brain remember the pleasurablebehavior so that you are more likely to want to do it again.Using drugs, including opioids, causes a rise indopamine levels that is far greater than the increase fromother enjoyable activities (see bottom diagram). Whendrugs are misused over time, the brain becomes used to theextreme surge of dopamine that drugs deliver. This leadsto powerful cravings that make it very difficult to stop. Thestate of being ruled by these cravings is addiction.DopamineDopamineReceptorsDopamine and DrugsDopamineDopamineReceptorsTHINK IT THROUGHUse a separate sheet of paper to record your answers to the questions below.1. What is dopamine? What role does it play in the brain?2. Why are drugs more addictive than something else that gives pleasure, such as eating chocolate?3. Explain why a person who is addicted to a drug might continue to use it even if they experiencenegative consequences, such as losing friends or a job?4. In the article “Opioids: What You Need to Know,” you learned that medications exist that can helptreat addiction. Based on what you learned about the science of addiction above, how do you thinkthey might work? Explain your answer.For more information, visit scholastic.com/headsup.From Scholastic and the scientists of the National Institute on Drug Abuse, National Institutes of Health, U.S. Department of Health andHuman Services
Sponsored Educational MaterialsREAL NEWS ABOUT DRUGS AND YOUR BODYTEACHER’S GUIDECan Too Much Screen TimeHarm You? It’s no secret that teens spend a lot of time viewing screens. In fact, the averageteen spends over seven hours a day on screens for entertainment alone. Butscience increasingly shows that too much screen time can negatively affect teens’health. By sharing the article “Can Too Much Screen Time Harm You?” and theactivity “Screen Time and Sleep Survey,” you can help students understand howscreen time may impact their physical and emotional well-being.ReadingComprehensionQuestions1Explain why using your phone beforebed might make it hard to sleep.(You may become more alert because youare engaged in your phone. The brightlight from the screen can also cause youto feel less sleepy because it reduces theamount of melatonin your body produces.Melatonin is a natural chemical that helpsyou fall and stay asleep.)2What evidence have scientistscollected that suggests a linkbetween screen time and yourpsychological health? (Some studieshave shown a link between higheramounts of screen time and symptomsof depression; some kids who engagein excessive screen time have reportedchanges in their mood and behavior suchas anxiety when they are away from theirphone, neglecting responsibilities, andturning to screens to deal with stress.)3Why do scientists think too muchscreen time can affect your braindevelopment? (A study showed that thebrains of some kids who engaged in morethan seven hours a day of screen timehad a thinner cortex [outer layer of thebrain] than those of kids who participatedin less screen time. The cortex is the partof the brain that processes informationand is an area that undergoes significantdevelopment during adolescence.)46What are some ways teens can helpreduce the impact of screen timeon their health? (Track screen time andset limits each day. Turn off screens 30 to60 minutes before bed. Schedule time fornon-screen-related activities. Keep trackof emotions and mood related to screentime and ask for support if needed.)Critical-Thinking WritingPromptsGrades 6–8 How might spending toomuch time on screens affect your schoolperformance? Use evidence to supportyour answer.Grades 9–10 Explain why it is especiallyimportant for teens to balance screentime with other activities.Grades 11–12 What are some of theways excessive exposure to socialmedia might negatively affect a teen’semotional well-being? What can teensdo about this?Paired Reading“Getting Enough Sleep: TheImpossible ough-sleep-impossible-dream)This paired text explains the importanceof sleep and why many teens may bemissing out.Writing Prompt Explain why sleep isimportant and the factors that mayprevent teens from getting enough.Use text evidence from “Can Too MuchScreen Time Harm You?” and “GettingEnough Sleep: The Impossible Dream?”to support your answer.Subject Areas Science Literacy English Language Arts Health/Life SkillsStandardsCommon Core StateStandards (CCSS)RST.9, GRS. 6–10 Compare and contrast theinformation gained fromexperiments with that gainedfrom reading a text on the sametopic.RI.1, GRS. 6–12 Cite textual evidence to supportanalysis of what the text saysexplicitly as well as inferencesdrawn from the text.Next Generation ScienceStandards (NGSS) Practices Obtaining, evaluating, andcommunicating information Analyzing and interpreting dataCrosscutting Concept PatternsCore IdeaMS-LS1.D/HS-LS1.D Information ProcessingNational Council for theSocial Studies (NCSS) 8. Science, Technology, andSocietyAdditional Lesson ResourcesVocabulary Support Download terms and definitionsat scholastic.com/headsup/screentimeMore Lessons onScience and Health headsup.scholastic.com/teachers teens.drugabuse.govSupplement to Scholastic magazines. Scholastic and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. 2020. 696207. NIDA 19-20; Insert 3—Upf, Sco, Cho, JS, SW.HEADS UP
Sponsored Educational MaterialsHEADS UPREAL NEWS ABOUT DRUGS AND YOUR BODYACTIVITYScreen Time and Sleep SurveyDo you know how much time you really spendon electronic devices each day? Conduct yourown investigation to find out.Step 1: Collect Data » For one week, carefully track your habits using the table below.MONDAYTUESDAYSCREEN TIME ACTIVITYWEDNESDAY THURSDAYFRIDAYSATURDAYSUNDAY» Record the screen time hours spent daily on each ter/Phone/Tablet:EntertainmentWatching TVPlaying GamesTotal Hoursof Screen TimeMOOD» Record your mood at least twice a day.MorningEveningSLEEP TIMES» Record your total hours of sleep the night before each day.Bedtime(Night Before)Wake TimeTotal Hoursof SleepStep 2: Analyze Your Data (separate paper)Graph your daily screen time and sleep for theweek, then answer these questions:1. What screen activity had the highest total?2. Do you observe any relationship betweenscreen time and sleep totals?3. The Centers for Disease Control recommendsteens get at least eight hours of sleep a night. Didyou? What is one specific step you could take tohelp yourself sleep better?4. Did you observe a link between your moodand amount of sleep or screen time? Explain.Step 3: Set a Challenge (separate paper)Write down goals to reduce your weekly screentime. How much screen time will you allow eachday? What activities will you cut back? Which willyou increase? Track your activities for anotherweek and compare your results.For more information, visit scholastic.com/headsup.From Scholastic and the scientists of the National Institute on Drug Abuse, National Institutes of Health, U.S. Department of Health and Human Services
MORE FREE TEACHER RESOURCES:scholastic.com/headsup/teachersLessons, Texts &PrintablesVideosInteractivesPoster/Teaching GuidesScience/ELA materialsthat teach importantfacts and elicitcritical thinkingClassroom videos that illustratethe science of drug misuseDynamic onlinesupplements thatengage students incore informationEngaging visualswith activities forcomprehensionand reinforcementCOMPILATION 2019 –20 Teacher EditionHeads Up compilations are created by Scholastic and the National Institute on Drug Abuse,National Institutes of Health, U.S. Department of Health and Human Services. These compilationsare printed by the National Institute on Drug Abuse. The photographs may not be removedfrom the program and reproduced or resold. The photographs are rights-ma
(4th- to 6th-grade reading levels) . For this Heads Up Teacher Edition Compilation, . memory, learning, and decision-making.) 2 Why are teens more vulnerable to the harmful effects of marijuana? (The brain continues to develop until the mid-20s. Using drugs—including marijuana—can
About this compilation This compilation This is a compilation of the Migration Act 1958 that shows the text of the law as amended and in force on 17 April 2019 (the compilation date). The notes at the end of this compilation (the endnotes) include information about amending laws and the amendment history of provisions of the compiled
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2. Pittsburgh Modified Conners Teacher Rating Scale 3. Parent/Teacher DBD Rating Scale 4. Child Behavior Check List- Teacher Report Form 5. Narrative Description of Child -- Teacher 6. Academic and Behavioral Target Form 7. Classroom Management Techniques Generally, the teacher rating scales should be completed by the teacher who spends the .
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Request: to those who have found this material useful, please make an effort to let at least two people know about my web site, so that we can start a chain reaction of ever more people that will be informed of this site. I am looking for volunteers to translate this book into any language. See "Notes for
