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Your Amazing Brain (Module 2)
Introductory Story for Module 2
Beth and Juan are sitting at a table in the Brain Power!Clubhouse looking at model brains. Beth says, The brain is really so cool. You dont have to think about it, but it still does all your thinking for you.
Juan picks up one of the brains and looks it over. He says, We couldnt even breathe if we didnt have a brain.
Juan picks up one of the brains and squeezes it a little as he looks at it. He puts it back and goes for another brain. It leaps out of his hands its Corty! Juan jumps back.
Corty looks at Beth and Juan who are still holding the brain models and winces saying, Hey, youre giving me a headache playing with those things.
Beth says, But Corty, were really interested in brains. Theyre very important, and we want to learn more about them.
Corty says, Now thats food for thought! So, what do you want to know?
Juan replies, We want to learn how scientists know so much about brains. I mean, how do they study brains? Youd need to have x-ray vision to look inside someones head.
Corty says, OK! I have the perfect mission for you. How about teaming up with the other club again so you can help out each other?
We dont need any help. I mean, were Junior Scientists, Beth says.
Youre right. But you know what would be fun? asks Juan. What? says Beth.
What about if we compete with them? Juan says. Thats a great idea! says Beth.
Corty says, Youre wasting brainpower by splitting up!
The kids just stare at him. Theres no way theyre working together.
Corty says, Okay, okay. Ill tell the Spectacular Scientists Clubmembers the plan. Now listen up. How do scientists know so much about brains? How do they learn about brains? And what can we learn from them?
Beth says, It seems like wed have to talk to some scientists to learn the answers to
those questions.
Corty says, Youre right! And Im going to introduce you to some of my scientist friends who study drug abuse research.
Corty snaps his fingers, and scientists show up on the computer monitor who explain different imaging techniques that can be used to see the effects of drugs on the brain. These techniques include MRI, PET, and SPECT. Anna Rose Childress explains that MRI uses radio frequency signals produced by magnets to create an image of the brain. Bob Malison and Nora Volkow explain that in PET and SPECT scans, radioactive material is injected into the bloodstream, which allows scientists to view computerized images of the brain.
Juan says, Wow! They sure said a mouthful! I didnt realize theres so much for scientists to do and learn.
Beth says, Thats the truth! I have got to organize this information so I can study it better. Lets make a chart.
Juan goes off to get markers and rulers. Then, they begin to make their chart of the scientistswhat they do and what machines they use. When they finish, they pin up their chart.
Corty says, Very nice! Youve really been paying attention! Great job, but I cant stick around. Ive got to give a mission to the kids in the Spectacular Scientists Club.
Whats their mission? asks Juan.
Corty replies, Cant tell you. Its top secret. If youd cooperated instead of competing, youd be in on it, too, but... see ya! Corty starts to leave, but both kids yell for him to help them out.
Corty responds, You wanted to compete.
Beth says, Just a hint?
Corty cant resist responding. He says, Okay, okay, Ill give you a hint: neurotransmitters.
Beth and Juan look at each other, confused.
Corty continues, The brains no good without them. They go together like PB and J, cereal and milk, synapses and neurons. The kids just stare at him blankly. Corty says, So, you could say neurotransmission is another example of teamwork.
Beth says, Corty, youre a brain with a one-track mind!
Module 2 Contents
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Module 2 Documents
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Ordering Information
This package can be ordered by calling
1-877-NIDA-NIH and request "BPPACK2"
Or it can be ordered online at backtoschool.drugabuse.gov.
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Contact Information
For questions regarding NIDA's Science Education Program and Materials, contact
Cathrine Sasek, Ph.D., e-mail: csasek@nih.gov.
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