The heart of this module is the set of five lessons. These lessons are the vehicles that we hope will carry important concepts related to neurobiology and drug addiction to your students. To review the concepts in detail, refer to the chart Conceptual Flow of the Lessons.

Format of the Lessons

As you scan the lessons, you will find that each contains several major features.

At a Glance gives the teacher a convenient overview of the lesson.

• The Overview provides a short summary of student activities.
• The Major Concept section lists the central idea the lesson is designed to convey.
• Objectives lists two to four specific understandings or abilities students should have after completing the lesson.
• The Basic Science-Health Connection describes how the material in the lesson illustrates the relationship between basic science and personal and public health. The mission of the NIH is to "uncover new knowledge that will lead to better health for everyone." This mission statement recognizes that basic science and personal and public health are inextricably linked and form a powerful whole. Research into the basic processes of life leads inevitably to strategies for improving health, and questions about health trigger research into basic processes.

Background Information provides the teacher with the science content that underlies the key concepts of the lessons. The information provided here is not intended to form the basis of lectures to students. Instead, it is designed to enhance the teacher's understanding of the content so that the teacher can more accurately facilitate class discussions, answer student questions, and provide additional examples.

In Advance provides instructions for collecting and preparing the materials required to complete the activities in the lesson.

• Web-Based Activities tells the teacher which of the lesson's activities make use of segments on the Web site.
• Photocopies lists the paper copies or transparencies that need to be made from masters.
• Materials lists all the materials other than photocopies needed for each of the activities in the lesson.
• Preparation outlines the things the teacher needs to do to be ready to teach each of the activities in the lesson.

Procedure outlines the steps for each activity in the lesson. It provides implementation suggestions and answers to questions.

Within the procedures, annotations provide additional commentary.

• Tip from the Field Test includes actual field-test teachers' suggestions for teaching strategies, class management, and module implementation.
• Notes give information about special points to remember as you are teaching the activity.
• Assessment provides the teacher with strategies for assessing student progress throughout the module and is identified by an assessment icon (see below).
• Icons identify specific annotations:

	This icon identifies teaching strategies that address specific science content standards as defined by the National Science Education Standards.
	This icon identifies when to use the Web site as part of the teaching strategies. An annotation instructs the teacher how to find the appropriate segment on the Web site. A print-based alternative is provided in each lesson for all Web-based activities in the event that a computer with Internet access is not available.
	This icon identifies when assessment is embedded in the module's structure. An annotation suggests strategies for assessment.
	This icon identifies a print-based alternative to a Web site activity to use if computers are not available.

The Masters required to teach the lessons are located in the Teacher’s Guide Masters section.

Timeline for Teaching the Module

There are several ways to complete the five lessons in this module.

The Suggested Timeline outlines the optimal plan for completing the five lessons in this module. The plan assumes you will teach the activities on consecutive days. If your class requires more time to complete the activities, discuss issues raised in this module, or complete the activities on the Web site, adjust your timeline accordingly.

The Abbreviated Timeline outlines a way for completing the lessons in the curriculum supplement in one week. By this timeline, students skip some activities and focus on ones that convey the most important concepts. Students will complete other activities as homework assignments. Students will miss a great deal of the richness of the unit and the details that add interest to the material, but they can still benefit from learning many new concepts.

Suggested Timeline

Timeline	Activity
3 weeks ahead	Reserve computers Check Internet access
1 week ahead	Copy masters Make transparencies
Day 1	Lesson 1 Activity 1: What Does the Brain Do? Activity 2: Positron Emission Tomography and Brain Function
Day 2	Lesson 1 (Continued) Activity 3: Parts of the Brain Activity 4: Who Was Phineas Gage? Activity 5: Where Do Drugs Act?
Day 3	Lesson 2 Activity 1: Anatomy of a Neuron Activity 2: How Do Neurons Communicate?
Day 4	Lesson 2 (Continued) Activity 3: Do All Neurotransmitters Have the Same Effect? Activity 4: One Neuron Signals Another
Day 5	Lesson 3 Activity 1: Drugs Alter Neurotransmission
Day 6	Lesson 3 (Continued) Activity 2: How Does Caffeine Affect You? Activity 3: Routes of Administration
Day 7	Lesson 4 Activity 1: How Does Drug Abuse Begin? Activity 2: Drug Abuse Is Voluntary; Addiction Is Compulsive
Day 8	Lesson 4 (Continued) Activity 3: When Does Abuse Become Addiction? Activity 4: Environmental, Behavioral, and Social Influences on Drug Abuse and Addiction Activity 5: Long-term Effects of Drug Abuse and Addiction
Day 9	Lesson 5 Activity 1: How Effective Is Treatment? Activity 2: Evaluating the Case Studies Activity 3: Success Rates for Treating Chronic Illness Activity 4: Addiction Is a Brain Disease

Abbreviated Timeline

Timeline	Activity
3 weeks ahead	Reserve computers Check Internet access
1 week ahead	Copy masters Make transparencies
Day 1	Lesson 1 Activity 1: What Does the Brain Do? Activity 2: Positron Emission Tomography and Brain Function Activity 3: Omit Activity 4 (assign as homework): Who Was Phineas Gage? Activity 5: Where Do Drugs Act?
Day 2	Lesson 2 Activity 1: Anatomy of a Neuron Activity 2: How Do Neurons Communicate? Activity 3: Omit Activity 4: Omit
Day 3	Lesson 3 Activity 1: Drugs Alter Neurotransmission Activity 2: Omit Activity 3: Omit
Day 4	Lesson 4 Activity 1: How Does Drug Abuse Begin? Activity 2: Drug Abuse Is Voluntary; Addiction Is Compulsive Activity 3: Omit Activity 4 (assign as homework): Environmental, Behavioral, and Social Influences on Drug Abuse and Addiction Activity 5 (have students watch the Web site mini-documentary independently during free time, or assign Master 4.6 as homework): Long-term Effects of Drug Abuse and Addiction
Day 5	Lesson 5 Activity 1: How Effective Is Treatment? Activity 2: Evaluating the Case Studies Activity 3: Success Rates for Treating Chronic Illness Activity 4 (assign as homework): Addiction Is a Brain Disease