Dear Teacher

By Volkow, Nora D. | New York Times Upfront, February 3, 2014 | Go to article overview

Dear Teacher


Volkow, Nora D., New York Times Upfront


As a teacher of teens, you are aware of the critical importance of empowering them with facts to make informed decisions that affect their lives.

The second article in this year's Heads Up series highlights a very. important brain process under way in teens--synaptic pruning--in which the brain becomes more efficient by reinforcing connections it uses and needs while also pruning connections it does not use.

Through scientific information, students will see that their choices today can help to shape and "wire" how their brains will operate as adults. They'll also see the risks that drugs pose during this important time in their lives.

I urge you to share this important article with your students.

Nora D. Volkow, M.D.

Director, National Institute on Drug Abuse

"WIRING" YOUR BRAIN

Lesson and Work Sheet:

The lesson below and the reproducible work sheet on the reverse side will help students understand how the network of neurons in the brain communicates through synapses to create, learn, and shape a skilled and experienced individual. Students will discover that they can have some control over how their brains develop.

Standards Alignment:

These Heads Up materials are Common Core-ready and are also aligned with Next Generation Science Standards (NGSS). Visit scholastic .com/headsup/standards for a complete standards chart.

Before-Reading Questions:

* What do you know about how the brain develops in children, teens, and adults? Do you think that there is anything you can do to affect your own brain development?

* What do you know about how drugs can affect the way a person's brain develops?

After-Reading Questions (factual responses in italics):

* What is synaptic pruning? (Synaptic pruning is the process by which synapses that are used repeatedly become strengthened and more efficient, while unused synapses die off. Synaptic pruning peaks in childhood and reaches its final stages during a person's mid-20s through 30s.)

* What can you do to help your brain improve its ability to learn skills and control emotions? (Avoid drugs, which alter the brain's ability to learn and maintain control of emotions, even into adulthood. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Dear Teacher
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.