Module 1: Stress This lesson on stress begins the series because stress is a common “experience” to which students can easily relate. As such, we use it in later lessons to explore the basic physiology and anatomy of the brain, how stress affects attention and learning, and how it affects vulnerability to addiction but also can be used positively to take advantage of the enormous neuroplasticity of the adolescent brain.  In this lesson, we define stress (both positive and negative), differentiate between physiological and psychological stressors, detail key effects of stress on the body and the brain (especially chronic stress), and discuss ways to reduce stress and increase resilience. Module 2: Brain basics  This lesson serves as the foundation for subsequent modules.  This lesson orients the students to the cellular structure and function of the nervous system, focusing primarily on neurons but with mention of the other major cell type in the brain, the glial cells. Beginning with a description of classical neuron structure, the lesson proceeds to an exploration of the basics of electrical signaling, from synaptic interactions to transmission along the axon.  Module 3: Attention and learning  This lesson will provide a systems-level explanation of how our brains learn to make predictions about the world and how we allocate our attention. The core of this session focuses on the prefrontal cortex and brainstem nuclei that release dopamine and norepinephrine (the ventral tegmental area and locus coeruleus respectively).  Module 4: The Adolescent Brain This lesson explores adolescent brain development, with a focus on the limbic system: how it develops, functions, and influences emotions and stress. From evolutionary functions to neuroplasticity and mental health, students will gain insights into the intricate workings of the adolescent mind. Module 5: Substance Use and Addiction Students begin this lesson with a review of the structure and function of the synapse because the synapse is the site where learning occurs and where nearly all drugs affecting the nervous system are targeted. Synapses also are the physical basis for neuroplasticity. We begin with a discussion of the definition of a drug, with examples, including caffeine. We discuss the various motivations for drug use, with reference back to the Yerkes-Dodson stress curve as a reminder of levels of stress and reminding students of the vulnerability of the adolescent brain. We ask them to identify characteristics of the adolescent brain that set a context in which drug use seems attractive. Three classes of common drugs are discussed: stimulants, depressants, and opioids, all of which have clinical uses but also are abused. Students are asked to use their new understanding of how the synapse works to identify the part of the synapse at which a particular drug works. Finally, we discuss the cycle of addiction and its relationship to the reward circuitry. Module 6: Brain Health This lesson goes over crucial aspects of maintaining optimal brain health, emphasizing five pillars: sleep, eating and nutrition, socializing, physical activity, and mental stimulation. It covers related neuroscience topics, including the HPA Axis, the body’s circadian clock, the gut-brain-axis, and oxytocin. The holistic approach presented in this module aims to empower students with practical insights into maintaining good brain health throughout their lives.

The modules in the SEND program were designed specifically to foster an understanding of the basic organization of the brain and its circuitry, of how the brain is developing at different ages, of how neuroplasticity creates both a strength and a vulnerability in the developing brain, and of how to grow a healthy brain and protect it, thus fitting squarely in the Life Science Core, mostly core ideas for knowing science L1 and L2, and for using science U1. The various modules typically include different weights of L1, L2 and U1. The cross-cutting ideas of structure and function, systems and system models, patterns, and stability and change are found throughout. L1: Organisms are organized on a cellular basis L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms. U1: Scientists explain phenomena using evidence from observations and/or scientific investigations. In addition, many of the modules address Health Standards (PO), particularly: Strand 1 (Comprehension of health promotion and disease prevention concepts), Concepts 1-4. Strand 2 (Analysis of factors affecting health behaviors), Concept1 Strand 4 (Use of interpersonal communication skills to enhance health), Concepts 1-3 Strand 5 (Use of decision-making skills to enhance health, Concepts 1 and 2