Understanding Adolescence

Lesson #1 Adolescence (~ 55 minutes)

Essential Question

What changes take place during adolescence?

Learning intention

Understand the developmental phase of adolescence.

Lesson materials

Lesson slides

Whiteboards or paper

Dry-erase markers or pens  

Chart paper

Internet-connected devices for students (alternative activities are suggested if such devices are not available for students in class)

Lesson standards -Shape America National Standards

1.12.2 2.12.5

1.12.5 3.12.4

2.12.1 4.12.1

2.12.4 4.12.7

Introduction (~15 minutes)

Ask: (~ 15 minutes) (Slide 10 and 11) What do you know about the period in your life called adolescence? Do you think that your brain changes during this period?   Work with your neighbor to answer the questions. Students will write their response on either post it notes or dry erase boards.  Organize and share responses.  Today we are going to learn about adolescence and the brain changes that occur during this period.  

(Slide 12) – (10 minutes) Review Erikson’s Theory of Psychosocial Development. Explain that during each phase there are social emotional changes taking place. Ask students to share some of the changes they encountered. 

(Slide 13) Review the stages of psychological development.   Focus on the phase on subtext under the adolescence stage, labeled identity vs role confusion.  Discuss the student’s interpretation of what that means. 

(slide 14) Explain that this is a time when they are seeking independence and develop a sense of self. Goals, values and beliefs are developing. This period is crucial when determining “WHO YOU ARE?” and Erikson focused on Social Interactions and relations and how they affect adolescent development and growth. 

Watch – (Slide 15) (~ 10 minutes) Video on Adolescence. (https://youtu.be/PzyXGUCngoU?si=OoXxtFPr9IWA9Z3c)

Activity - (Slide 11) (~ 30 minutes) Create the Change – distribute a piece of 8.5 x 11 paper to each student.  Students will trifold the paper so there are three sections.  In section one Illustrate a picture of themselves as school age (elementary school) , then adolescence in section 2, then early adulthood in section three. Ask the students to brainstorm adjectives that would describe them at that period of their lives. 

Instructions for activity

Create the Change – Trifold Timeline

Instructional Goal-Develop self-awareness and chronological insight into how identity evolves during adolescence, with a focus on the impact of neurodevelopment.

Refined Description

Materials: 8.5x11” paper, colored pencilsSkills: Reflection, time-based comparison, visual communication

Student Directions

1. Fold your paper into three equal vertical sections. Label them:

   • “Childhood (Elementary Years)”

   • “Adolescence (Now)”

   • “Young Adulthood (Future Self)”

2. In each section, illustrate yourself at that stage. Include:

   • Facial expression

   • One thing you value or spend time doing

   • A thought bubble showing a belief or habit

3. Under each image, add 1–2 sentences describing:

   • How your identity or interests are shaped at that stage

   • Any connection you see to brain development or technology use

Reflection Prompts (discussion or written):

• What is changing most between these stages?

• How might your brain be influencing these changes?

• Where does technology enter the story?

Lesson #2: The adolescent brain- Neurons (~ 50 minutes)

Learning intention

Describe how the brain communicates through neurons.

Essential Question

How does the brain communicate?

Lesson materials

Lesson slides

Hand out

Hyperdoc

Lesson standards - Shape America National Standards

1.12.2 2.12.5

1.12.5 3.12.4

2.12.1 4.12.1

2.12.4 4.12.7

Introduction (~15 minutes)

(Slides 26) Say – Make a list of everything you know about the human brain. Sort what you know into 4 categories physical changes, cognitive changes, social and emotional changes, psychological changes.  

Discuss responses and assist students with classifying responses into the four sections on the table. When done tell students that they will revisit the table at the end of the lesson.

Review vocabulary on slides 27 - 31 (5 minutes)

Independent Learning – (30 minutes) Break the class into groups of two or three.  Each group will watch the videos together and determine the facts that can be sorted into the four quadrants.  

Wrap up – (5-10 minutes) share out some of the facts and discuss why they belong in the quadrants.  Complete the hyper-doc videos for homework.

Complete the hyper-doc for homework if necessary.

Lesson #3 – neuroplasticity

Essential question

What are the brain changes associated with adolescence (cont.)? 

Learning intention

Understand neuroplasticity

Lesson vocabulary

• Synaptic pruning

• Myelin

• Stratum

• Reward processing

• Prefrontal cortex

Lesson materials

Paper

Colored pencils

Cork board

String

Brain template

Push pins

Lesson standards - Shape America National Standards

1.12.2 2.12.5

1.12.5 3.12.4

2.12.1 4.12.1

2.12.4 4.12.7

Lesson plan

Explore (~30 minutes)

Say – “Let's recap what you learned about neurons.  Ask, what role do neurons play in the brain?  Neurons are the communication highway to the brain and body.  What stuck with you from the lesson on neurons” Allow students time to respond.

Continue by reinforcing that synaptic pruning is taking place, which specializes the brain, and that Myelin is forming, which speeds up our neural response time.  

Neuroplasticity takes place throughout life and is how the brain responds to experiences.  It is a rewiring that takes place to help a person better adapt.  Examples are learning a new language, moving to a new city and learning to adapt, learning to juggle, or learning a new subject. 

Ask - “Why is this a sensitive period for adolescents?”  Adolescence is the optimal time to learn based on neural development.  Impacting this time in a positive way included sleeping, being social, problem-solving, and participating in physical activity. 

“Doing those things will have healthy long-term effects.  Some of these are enhanced cognitive abilities, improved emotional regulation, social skills, and physical health will be better, and an overall resilience in life.” 

Explain - “If you are not practicing good brain habits, some of the effects are impaired cognitive function, behavioral issues, relationship and mental health issues, or physical health problems. “ 

Exit slip – reflect on our daily habits.  Make a list of the things that you practice daily to promote healthy brain development?

Lesson #4 - Reward

Learning intention

Understand that the adolescent brain is sensitive to reward.

Essential question

What makes the adolescent brain sensitive to reward?

Lesson vocabulary

Reward

Dopamine

Lesson materials 

Poster paper

Markers

Pencils

Bell Ringer – (Slide 49) Ask students to answer the three questions on the bell ringer slide.

1. What is a reward?

2. How do you feel when you receive a reward?

3. Give a concrete example of when you received a reward.    

(Slide 50) Dive deeper into the question by explaining that a reward is a natural process in which the brain associates diverse stimuli with a positive or desirable outcome. 

Ask, do you think receiving a reward alters your behavior?  How?  Students should share their opinions and describe how that desire alters their behavior. 

(Slide 51) Explain that reward has driven us since the beginning of time. There are natural rewards (Survival rewards) and unnatural rewards. 

Ask groups to identify other natural or unnatural rewards.  Before transitioning to slide 51, ask if anyone knows the name of the chemical being released when we receive a reward.

(Slide 52) The chemical being released is called Dopamine.  Explain that reward is subjective; some people are more sensitive to the anticipation of getting an A on a test rather than a goal in soccer.  The same is true when using technology.

(slide 53) So why is this problematic for adolescents?  Looking at the dopamine pathways gives you a sense of why adolescents are vulnerable.  Ask, can you identify the path of the mesocortical dopamine pathway?  Which area of the brain does it travel through?  It is the prefrontal cortex.  What do you know about this area of the brain?   It is the last area of the brain to develop.  Impulse control, executive functioning, and decision making are being largely influenced by the desire for dopamine.  

(Slide 54) Adolescents are more sensitive than any other age group.  An example of this is a LOOT BOX found in many video games.  

(slide 55) The anticipation of what is inside is greater than finding out what you have won.  

(Slide 56) Discuss - Technology and Reward – Ask:  Do you think that playing video games will give you feelings of reward?  Can you become addicted to technology? Was social media deliberately designed to make its users addicted?

(Slide 57) Discuss - Do you think that playing a video game will give you feelings of reward 

Can you become addicted to technology?  Why or why not? 

Was social media deliberately designed to make its users addicted?

(Slide 58) Review the slide – Ask What do you see.  Social Media addiction carries over into young adulthood.  (Slide 59). Say, “let’s watch an interview with one of the founders of Facebook”.  While watching, think about the addiction statistics we just revied and the desire for reward.  Watch the video. 

(Slide 60). How does that make you feel?  Discuss the feelings of the students.  Ask, do you think this can impact your mental health? (Review slide 61) Explain that those who say they have a digital device addiction 61% of them report feeling stress, and 39% of them don’t report stress.  Of those who say they don’t have an addiction to technology, 47% say they feel stress, and 53% say they do not feel stress. 

Wrap up by reviewing slides 62 – 64.

(Slide 65) Take Action – Work in groups of 2 – 3 to create 5 strategies to break the feedback loop of reward and social media addiction.  Create a poster to share with your peers.