From Conception to Baby EDUCATORʼS ... - Learning Seed

From Conception to Baby 

Beginnings of Life 

EDUCATORʼS 

RESOURCE GUIDE 

Copyright © 2011 Learning Seed 

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Resource Guide Credits 

Writer: Kathleen Ryan 

Editor: Kari McCarthy 

Copy Editor: Jennifer Smith, Michael Robbins 

The Video: From Conception to Baby 

Copyright © 2011 Learning Seed. 

This video program is protected under U.S. copyright law. No part of this video may be reproduced or 

transmitted by any means, electronic or mechanical, without the written permission of the Publisher, 

except where permitted by law. 

DVD LS-1006-11-DVD ISBN 1-55740-598-0 

Closed Captioning 

This program is closed-captioned. 

Related Learning Seed Programs 

Beginnings of Life series: 

Pregnancy in Progress 

Understanding Childbirth 

Newborn Development 

Heredity and Environment 

Questions, suggestions or comments? 

Email us at info@learningseed.com or call us at: 800.634.4941 

From Conception to Baby: Beginnings of Life 

2 Copyright 2011 Learning Seed

Table of Contents 

Program Summary ............................................................................................................................................................4 

Additional Resources........................................................................................................................................................5 

Unit Pre-test (with Word Bank) ............................................................................................................................................6 

Unit Post-test (without Word Bank) ...................................................................................................................................... 7 

Pre- & Post-test Answer Key ............................................................................................................................................... 8 

Unit Lesson Plan 

Each lesson lasts about 40 minutes (one class period) unless otherwise noted. 

Each lesson assumes the student has blank paper and a writing instrument. 


1. Video Viewing Guide 

(Students watch the video From Conception to Baby: Beginnings of Life during this lesson) 

Knowledge: Can the student recall or remember main principles, ideas, or information? 

Lesson Plan................................................................................................................................................... 9 

Student Worksheet ..................................................................................................................................... 10 

2. How Does It All Begin? (Fertilization Timeline) 

Comprehension: Can the student explain ideas or concepts? 

Lesson Plan................................................................................................................................................. 11 

Rubric/Answer Key ..................................................................................................................................... 12 

3. Pregnancy Advice Column 

Application: Can the student use the information in a new way? 

Lesson Plan................................................................................................................................................. 13 

Information Sheet........................................................................................................................................ 14 

Student Worksheet ..................................................................................................................................... 15 


4. How Do We Compare? Essay 

Analysis: Can the student distinguish and relate the different parts of a statement? 

Lesson Plan................................................................................................................................................. 17 


5. Substance Abuse & Pregnancy (PSA) 

Synthesis: Can the student create and combine ideas into a new product? 

Lesson Plan................................................................................................................................................. 19 


6. Postcards From the Womb 

Evaluation: Can the student appraise? 

Lesson Plan................................................................................................................................................. 21 


Glossary ...........................................................................................................................................................................23 

National Standards..........................................................................................................................................................24 


Program Summary 

In this program, viewers learn about the complex biological process involved in creating a brand new person. Students 

learn about fertilization and how chromosomes determine the gender and physical attributes of a baby. We show how a 

single cell develops into an embryo and follow the rapidly changing stages of fetal development. Students also examine 

the importance of prenatal care, nutrition and a healthy prenatal environment. 

Program Learning Objectives 

Students will know how fertilization takes place. 

Students will identify what happens during the 10 days that follow fertilization. 

Students will learn how the embryo develops during the first 8 weeks of gestation. 

Students will learn how the fetus develops from week 9 through birth. 

Students will understand the importance of prenatal care. 


UNIT DISCUSSION QUESTIONS: These 5 question are used EACH DAY to wrap up your lessons. 

1. How does fertilization take place? 

2. What happens during the 10 days that follow fertilization? 

3. Describe some of the embryoʼs development during the first 8 weeks of gestation. 

4. Describe some of the development that the fetus goes through durning the 9th week through birth. 

5. Name some ways a woman can help create a healthy prenatal environment? 


Additional Resources 

Online 

Books 

NOVA - Lifeʼs Greatest Miracle 

http://www.pbs.org/wgbh/nova/miracle/ 

StorkNet - Pregnancy and Parenting 

http://www.storknet.com 

The Visible Embryo 

http://www.visembryo.com/baby 

U.S. Dept. of Health & Human Servicesʼ National Womenʼs Health Information Center 

http://www.womenshealth.gov/pregnancy/ 

The Birth Book: Everything You Need to Know to Have a Safe and Satisfying Birth 

William Sears, Martha Sears, and Linda H. Holt. 

What to Expect When Youʼre Expecting 

Arlene Eisenberg, Sandee E. Hathaway and Heidi Murkoff 

Your Pregnancy Week by Week 

Glade B. Curtis and Judith Schuler 



UNIT PRE-TEST WORKSHEET 

Directions: Fill in the blanks with the correct word from the word bank. 

Name_______________________________ 

The process of human development begins when a ____________________ and ____________________ cell 

successfully combine. The period of time between ____________________ and birth usually takes about 38 weeks or 

266 days. The combined genetic make up of these two cells forms a ____________________ and determines the 

attributes of the baby. ____________________ result from sperm with a Y chromosome and ____________________ 

from sperm with an X chromosome. Two separate fertilized eggs produce ____________________. One fertilized egg 

that splits in two produces ____________________. 

The outer cells of the blastocyst develop into the ____________________, a protective protective-filled sac, and the 

____________________, which becomes the placenta and umbilical cord. The inner cells, or embryo, become the 

____________________ (thatʼs the skin, sensory organs, and respiratory system), the ____________________ (thatʼs 

the muscles, bones, and digestive tract), and the ____________________ (the internal organs). During this period, the 

heart divides into ____________________ and pumps blood, the brain divides into left and right 

____________________, and the eye, ears, nose, mouth, appendix, pancreas, fingers, toes and 

____________________ begin to develop. 

____________________, like drugs, alcohol and toxic ____________________ can harm both sperm and egg cells, 

causing ____________________ or miscarriage. Pregnant women should completely avoid ____________________. 

Fetal Alcohol Syndrome, or FAS, can cause heart defects, smaller than normal brains, and other physical 

____________________. Pregnant women should take care to use vitamins and ____________________ only as 

directed by their ____________________ provider. One vitamin that is very important to fetal development is 

____________________. In order to be sure mother and baby are doing as well as they should be they need to receive 

regular ____________________ from healthcare professionals. 

Word Bank 


sperm prenatal care egg folic acid fertilization 

prescription drugs zygote substance abuse males birth defects 

teratogens females skeletal structure amnion hemispheres 

fraternal twins chambers chorion ectoderm mesoderm 

identical twins endoderm chemicals healthcare abnormalities 


UNIT POST-TEST WORKSHEET 

Directions: Fill in the blanks using key terms learned throughout the lesson. 

Name_______________________________ 

The process of human development begins when a ____________________ and ____________________ cell 

successfully combine. The period of time between ____________________ and birth usually takes about 38 weeks or 

266 days. The combined genetic make up of these two cells forms a ____________________ and determines the 

attributes of the baby. ____________________ result from sperm with a Y chromosome and ____________________ 

from sperm with an X chromosome. Two separate fertilized eggs produce ____________________. One fertilized egg 

that splits in two produces ____________________. 

The outer cells of the blastocyst develop into the ____________________, a protective protective-filled sac, and the 

____________________, which becomes the placenta and umbilical cord. The inner cells, or embryo, become the 

____________________ (thatʼs the skin, sensory organs, and respiratory system), the ____________________ (thatʼs 

the muscles, bones, and digestive tract), and the ____________________ (the internal organs). During this period, the 

heart divides into ____________________ and pumps blood, the brain divides into left and right 

____________________, and the eye, ears, nose, mouth, appendix, pancreas, fingers, toes and 

____________________ begin to develop. 

____________________, like drugs, alcohol and toxic ____________________ can harm both sperm and egg cells, 

causing ____________________ or miscarriage. Pregnant women should completely avoid ____________________. 


____________________. Pregnant women should take care to use vitamins and ____________________ only as 

directed by their ____________________ provider. One vitamin that is very important to fetal development is 

____________________. In order to be sure mother and baby are doing as well as they should be they need to receive 

regular ____________________ from healthcare professionals. 



WORKSHEET ANSWER KEY 

Directions: Fill in the blanks with the correct word from the word bank. 

The process of human development begins when a sperm and egg cell 

successfully combine. The period of time between fertilization and birth usually takes about 38 weeks or 

266 days. The combined genetic make up of these two cells forms a zygote and determines the 

attributes of the baby. Males result from sperm with a Y chromosome and females 

from sperm with an X chromosome. Two separate fertilized eggs produce fraternal twins . One fertilized egg 

that splits in two produces identical twins . 

The outer cells of the blastocyst develop into the amnion , a protective protective-filled sac, and the 

chorion , which becomes the placenta and umbilical cord. The inner cells, or embryo, become the 

ectoderm (thatʼs the skin, sensory organs, and respiratory system), the mesoderm (thatʼs the 

muscles, bones, and digestive tract), and the endoderm (the internal organs). During this period, the 

heart divides into chambers and pumps blood, the brain divides into left and right 

hemispheres , and the eye, ears, nose, mouth, appendix, pancreas, fingers, toes and 

skeletal structure begin to develop. 

Teratogens , like drugs, alcohol and toxic chemicals can harm both sperm and egg cells, 

causing birth defects or miscarriage. Pregnant women should completely avoid substance abuse . 


abnormalities . Pregnant women should take care to use vitamins and prescription drugs only as 

directed by their healthcare provider. One vitamin that is very important to fetal development is 

folic acid . In order to be sure mother and baby are doing as well as they should be, they need to 

receive regular prenatal care from healthcare professionals. 

Word Bank 


sperm prenatal care egg folic acid fertilization 

prescription drugs zygote substance abuse males birth defects 

teratogens females skeletal structure amnion hemispheres 

fraternal twins chambers chorion ectoderm mesoderm 

identical twins endoderm chemicals healthcare abnormalities 


Lesson 1: Just the Facts 

Video Viewing Guide: LESSON PLAN 

Summary: Students watch the 30-minute video From Conception to Baby while completing the corresponding 

worksheet . 

Special Materials 

• Learning Seed video From Conception to Baby 

• A means of playing the video to students 

• Copies of Student Worksheet (p. 10) 

Note to Educator 

This lesson can be preceded by the PRE-TEST on page 6. To fully set-up and review the lesson, you may need to use 

two class periods. 

Learning Objectives (Knowledge, Understanding, and Skills) 

• The student will understand how fertilization takes place. 

• The student will know what happens during the 10 days that follow fertilization. 

• The student can explain how pregnant women can make choices for a healthy prenatal environment. 

• The student will understand the embryoʼs development during the first 8 weeks of gestation. 

• The student will know the development stages of the fetus from the 9th week through birth. 

Lesson Warm Up (10 min.) 

Write down one thing you did each month for the last nine months. 

Lesson Activity (30 min.) 

1. Inform students they will be watching the program From Conception to Baby, in which they will learn about the 

prenatal development of humans. 

2. Distribute worksheets, read the instructions aloud, and direct students to complete the worksheets as they watch 

the program. 

3. View the movie, and collect the completed viewing guides. 


Lesson wrap-up questions: Should be the same each day. Suggested discussion questions are on page 4. 


Lesson 1: Just the Facts 

Video Viewing Guide: Student WORKSHEET 

Directions: 

1. As you watch the program, write down 5 facts from each chapter. 

2. Place a star next to any facts that you learned for the first time. 

3. Put a check mark next to any fact you already knew. 



Name________________________ 

Chapter 1: Pre-Fertilization 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Chapter 2: Fertilization 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Chapter 3: Germinal Stage 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Chapter 4: Embryonic Stage 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

Chapter 5: Fetal Stage 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 

____________________________________________________________________ 


Lesson 2: How Does It All Begin? 

Fertilization Timeline: LESSON PLAN 

Summary: Students will review how fertilization takes place and create a timeline to illustrate the process. 

Special Materials: 

• Large-sized blank paper, a ruler, and art supplies or computer software that creates a timeline (e.g. TimeGlider, 

Timeline Maker, GanttProject) 

• Access to detailed information about the fertilization process. For example, you may provide students with 

• a textbook, or 

• a replay of the fertilization chapter of the video shown in the previous lesson, or 

• instructions on how to find the information at the library, or 

• access to the National Institutes of Health website (www.nih.gov) and search for “fertilization.” 


This lesson may take more than one class session. If you do not have classroom Internet access, you can direct students 

to access the site outside of class, or create your own presentation or class lecture using information from the website. 


• The student will understand how human fertilization begins. 

• The student will know the order of events that take place during fertilization. 

• The student will understand how gender is determined by fertilization. 

• The student will learn about the basic genetics involved in fertilization. 


Direct students to create a journal entry exploring examples of traits you believe you inherited from your mother and 

father. Alternatively, students may describe friends or family members who seem to have inherited traits from their 

parents. 


1. Inform students that they will be creating a timeline to illustrate their understanding of fertilization and 

implantation. 

2. Instruct students about where you expect them to access detailed information on human fertilization 

(see Special Materials section above for some options). 

3. Distribute the rubric (p. 12) and discuss exactly what information you require for the timeline. For example: 

a. no fewer than 10 events 

b. a full-sentence description for each event 

c. pictures/drawings to accompany the events 

d. an original title for the timeline 

4. Collect timelines at the beginning of the next class and lead a class discussion to create a timeline on the board. 

Lesson wrap-up questions 

Should be the same each day. Suggested discussion questions are on page 4. 



Lesson 2: How Does It All Begin? 

Fertilization Timeline: GRADING RUBRIC 

Quality of 

Information 

Spelling and 

Grammar 

Neatness/Layout 

Knowledge 

Gained 

Required 

Elements 

1 2 3 4 Score 

There were 2 or more 

inaccuracies 

on the timeline. 

There are 3 or more 

grammatical 

or spelling errors 


The timeline is 

sloppy and 

disorganized, 

and the layout 

is very unbalanced. 

The student 

did not express 

knowledge 

about the topic. 


missing 2 or more of 

the required elements. 

There was 1 

inaccuracy 


There are 2 

grammatical 




somewhat lacking 

neatness, and the 

layout is somewhat 

unbalanced. 

The student 

expressed little 

knowledge 



missing 1 of the 

required elements. 


All of the information 

was accurate. 

There is 1 

grammatical 

or spelling error 


The timeline is neat, 

and the layout is 

balanced. 

The student 

expressed adequate 

knowledge 

of the topic. 

The timeline 

has all of the 



was accurate 

and deepened 

the studentʼs 

understanding 


There are no 

grammatical 




exceptionally neat, 


completely balanced 

and pleasing 

to the eye. 

The student 

expressed 

deep knowledge 


The timeline has all of 

the required elements 

as well as some 

extra information 

that enhances 

learning or design. 

TOTAL SCORE 


Lesson 3: Healthy Pregnancy 

Advice Column: LESSON PLAN 

Summary: Students read about issues in pregnancy health and respond to fictional letters to a “pregnancy advice 

columnist” in order to demonstrate their understanding of prenatal concepts. 


• Copies of the Healthy Pregnancy Information Sheet (p. 14) 

• Copies of the Advice Column Questions (p. 15) 

• Copies of the Pregnancy Advice Grading Rubric (p. 16) 


• The student will analyze what they have learned about prenatal development. 

• The student will restate their understanding of prenatal concepts and best practices. 

• The student will apply the prenatal development knowledge they have gained in a practical way. 


Direct students to write a journal entry about the best advice they have ever received and why it was so helpful. 


1. Distribute the Healthy Pregnancy Information sheet. Select students to read each of the four entries aloud. 

2. Ask students if they have any additional information to add, or any questions about the content. 

• For any questions that either you or a student in your class cannot definitively answer, assign the question as 

extra credit homework to a volunteer student. 

3. Distribute the Advice Column Questions, and Advice Column Grading Rubric. 

4. Direct students to read the instructions and rubric and to ask any questions they may have about the assignment. 

5. Allow students 20 minutes, and the use of additional materials, such as textbooks if available, to formulate their 

answers. 

• Remind the students not to plagiarize the information they have, but rather to write original work and cite the 

source of their facts and statistics when appropriate. 

6. Collect worksheets. At the end of the class, or during the next class period, read aloud some student answers and 

solicit feedback from the class. Was the answer correct? Was it supportive? Was it complete? Was it useful? 

Lesson wrap-up questions: 





Advice Column: INFORMATION SHEET 

SMOKING 

Cigarettes contain nicotine, which can interfere with fetal 

development or cause birth defects. It constricts blood 

vessels, which reduces blood flow to the placenta. 

According to the Center for Disease Control, women who 

quit smoking before or early in pregnancy significantly 

reduce the risk for several adverse outcomes. 

Women who smoke during pregnancy are about twice as 

likely to experience premature rupture of membranes, 

placental abruption, and placenta previa. Babies born to 

women who smoke during pregnancy are more likely to 

be born prematurely and/or with low birth weight, 

increasing their risk for illness or death. They are also 

more likely to die of Sudden Infant Death Syndrome 

(SIDS). 

EXERCISE 

Moderate, low-impact exercise can help to provide a 

healthy prenatal environment for the fetus. Mothers who 

exercise throughout their pregnancy generally feel better 

because it releases endorphins and makes them feel 

calmer and happier. A mother who feels good will be less 

stressed, and will release less of the stress hormone 

cortisol, which can affect their baby. Exercise can tone 

and strengthen a mother’s muscles to help carry the baby 

more easily and prepare them for a smoother delivery. 

VITAMINS 

Name________________________ 

Prenatal vitamins are specially formulated multivitamins 

that make up for any nutritional deficiencies in the 

mother's diet. 

Their folic acid, iron, and calcium content are especially 

important. Folic acid, in particular, is a B vitamin, which 

has been shown to reduce the risk of birth defects 

involving the brain and spinal cord. 

Women who suffer from morning sickness may be even 

more in need of their prenatal vitamin. The iron content, 

however, may be contributing to their morning sickness. 

Pregnant women should contact their physician for options 

on how to combat morning sickness. 

MEDICAL VISITS 


Most health care providers want to see patients once a 

month for the first 6 months, and then more frequently 

after that. Doctors perform important tests during prenatal 

checkups - blood tests and ultrasounds are the most 

common. Doctors look for diseases and conditions known 

as maternal risk factors. They include diabetes, heart 

disease, high blood pressure, hypertension, and epilepsy, 

as well as sexually transmitted infections which, if not 

treated properly, can be harmful to the fetus. 



Advice Column: Writing Exercise WORKSHEET 

Name________________________ 

Directions: Read these letters written to an advice columnist who specializes in questions about prenatal development. 

On the back of this sheet, write responses to TWO of the following questions. Your answers should be thoughtful, original, 

and complete, offering advice, counseling, and support. Make sure to support your answers with facts and explanations. 

Each response should be about a half-page long. 

Dear Doctor, 

I’ve been told not to smoke during my pregnancy, but I’ve cut down to only like two or three cigarettes 

a day. What harm can that do?” 

-Smoking in Tulsa 


My nurse-midwife told me to continue a moderate exercise routine, but I’d rather just take it 

easy. I mean I’m only going to gain weight anyway. What’s the point? 

-Claire and the Cupcakes 


I’m in my first trimester and get queasy all the time. I’m thinking about skipping my prenatal vitamins until 

I start to feel better. What do you think? 

- Tossing My Cookies 


I’m pregnant with my second child, so I’ve been through this all before. Why should I bother 

going to all of those prenatal doctor’s office visits? 

-- Second time Around 




Advice Column: GRADING RUBRIC 

Quality of 

Information 

Spelling and 

Grammar 

Neatness/Layout 

Knowledge 

Gained 

Required 

Elements 

1 2 3 4 Score 


inaccuracies on the 

responses. 


grammatical or 

spelling errors on the 

responses. 

The response offered 

neither useful advice 

nor any sense of 

support or 

encouragement. 

The response did not 

convey in-depth 

knowledge about 

either topic. 

The response 

did not present 

any hard facts 

in either letter. 

There was 1 

inaccuracy in the 

responses. 

There are 2 



responses. 


useful advice but did 

not convey a sense of 

support or 

encouragement. 

The response 

coveyed knowledge 

about one topic but 

not the other. 

The response 

presented hard facts 

in one letter but not 

the other. 



was accurate. 

There is 1 


spelling error on the 

responses. 

The response was 

supportive and 

encouraging but was 

lacking useful advice. 

The response 

conveyed adequate 

knowledge of the 

topics. 

The response 

presented one hard 

fact in both letters. 


was accurate 

and deepened 

the studentʼs 

understanding 


There are no 



responses. 


both supportive 

encouragement and 

useful advice. 

The response 

conveyed deep 

knowledge of both 


The response 

presented multiple 

hard facts in both 

letters. 

TOTAL SCORE 


Lesson 4: How Do We Compare? 

Research Paper: LESSON PLAN 

Summary: Students independently research the gestation of animals then write a comparison paper about human vs. 

animal gestation. 


Students should have access to the Internet and/or the library to view dynamic illustrations and animations of the 

gestation process in both animals and humans. 


• The student will identify the similarities between the gestation of a human and an animal. 

• The student will distinguish the differences between the gestation of a human and an animal. 

• The student will analyze why differences in the gestation process between a human and an animal exist. 


What do think would be some of the differences between animals and humans during gestation? Why do you think that 

is? 


1. Inform students they will be writing a comparison paper about human vs. animal gestation. Explain the format of a 

comparison paper. (Five paragraphs: Introduction, Topic A, Topic B, Compare/Contrast Topics A & B, Conclusion) 

2. Suggest to students that they consider researching the gestation of a dog, an elephant or a dolphin as a potential 

comparison animal. We recommend two possible websites for their research: 

• Visible Embryo http://www.visembryo.com/baby 

• National Geographic Channel http://www.channel.nationalgeographic.com/episode/in-the-wombanimals-2864#tab-time-line 

3. Distribute the essay rubric on page 18 and answer any questions students have about the assignment. 





Lesson 4: How Do We Compare? 

Essay: GRADING RUBRIC 

Quality of 

Information 

Spelling and 

Grammar 

Organization and 

Structure 

Knowledge 

Gained 

1 2 3 4 Score 


inaccuracies in the 

paper. 



spelling errors in the 

paper. 

The paper does not 

compare items, and 

uses irrelevant or no 

supporting 

information. 

The student did not 

express knowledge 

about the topics. 

There was 1 

inaccuracy in the 

paper. 

There are 3-4 



paper. 

The paper made few 

comparisons and the 

supporting information 

was incomplete or 

irrelevant. 

The student 

expressed little 

knowledge about the 

topics or expressed 

adequate knowledge 

of only one topic. 



was accurate. 

There is 1-2 



paper. 

The paper compared 

items clearly but 

supporting 

information, though 

relevant, was general. 

The student 

expressed adequate 




was accurate and 

showed a deep 

understanding of both 

elements of the 

comparison. 

There are no 



paper. 

The paper made 

insightful comparisons 

and used specific and 

relevant supporting 

information. 

The student 

expressed deep 



TOTAL SCORE 


Lesson 5: Substance Abuse & Pregnancy 

Public Service Announcement: LESSON PLAN 

Summary: Students perform a skit that could be a 60 second public service announcement on the topic of substance 

abuse during pregnancy. 

Note to Educator: 

This lesson will require two lesson periods. Students will be creating a script and practicing it during the first lesson and 

performing them for the class during the second lesson. Students may be directed to access the National Library of 

Medicine website: 

• http://www.nlm.nih.gov/medlineplus/pregnancyandsubstanceabuse.html 

If Internet access isnʼt available in class, you can use the information you find there to create a power point presentation 

or lecture to pass on the information. 


• The student will understand that the wellness of an unborn baby is directly affected by a womanʼs choices. 

• The student will identify the types of substance abuse. 

• The student will understand the common side effects of substance abuse during pregnancy. 

• The student will demonstrate their understanding of how substance abuse can affect an unborn baby. 


What are some examples of public service announcements you have seen on TV? What were the topics? Were they 

effective? How did they try to get their message across in a persuasive way? 


1. Inform students that they will be working in pairs to create and perform a skit which will be a 60 second public 

service announcement on the topic of substance abuse during pregnancy. 

2. Split students into their groups, distribute the rubric on page 20, and discuss your expectations for the project. 

• Required elements can include: clearly naming the type of substance abuse, listing 5 facts during the skit, and 

providing real resources (hotlines etc.) that parents can contact if they need help. 

3. Direct students to view National Institutes of Health website (www.nih.gov) for information to create the content of 

their PSA. Alternatively, students may use materials distributed in class, visit their school counselorʼs office for 

information, or visit the library. 

• Option for extra credit: Students may choose to film their PSA outside of school and play the video for their 

class presentation. 

4. After each skit is performed, students should allow a brief Q&A from the teacher and fellow students. 

Lesson wrap-up questions 




Lesson 5: Substance Abuse & Pregnancy 

Public Service Announcement: GRADING RUBRIC 

Quality of 

Information 

Cooperation 

Preparedness 

Knowledge 

Gained 

Required 

Element 

1 2 3 4 Score 


inaccuracies in the 

skit. 

Group showed a 

severe lack of 

cooperation with 

each other. 

The group was 

severely unprepared 

and needed prompts 

and reminders during 

more than half 

of the skit. 

The group did not 



The skit is missing 2 

or more of the 


There was 1 

inaccuracy in the skit. 

Cooperation was 

somewhat lacking in 

the group. 

The group needed 

prompts and 

reminders more than 

twice during the skit. 

The group expressed 

little knowledge about 

the topic. 

The skit is missing 1 

of the required 

elements. 



was accurate. 

The group showed 

cooperation with each 

other. 

The group was 

prepared and needed 

1 reminder or prompt 

during the skit. 




The skit has all of the 




deepened the classʼs 

understanding of the 

topic. 

The group showed 

outstanding 

cooperation 

with each other. 

The group was well 

prepared and needed 

no prompts or 

reminders during 

the skit. 


deep knowledge of 

the topic. 

The skit has all of the 

required elements as 

well as some extra 

information that 

enhances learning. 

TOTAL SCORE 


Lesson 6: Postcards From the Womb 

Visual Aid: LESSON PLAN 

Summary: Students create and present a postcard as a visual aid to describe a specific week of fetal development. 


• Resources that give specific information about fetal development during each week of gestation. 

• Art supplies or a computer program that can create a document with text and images. 


Students need access to week-by-week facts about prenatal development. If your textbook and teaching materials do not 

have this information, try StorkNetʼs Pregnancy Week-By-Week Guide: http://www.pregnancyguideonline.com/ 


• The student will understand the physical changes that take place during a week of prenatal development. 

• The student will learn the incremental changes that take place week to week during prenatal development. 


What elements make up a good postcard? What kind of information do you like to read on a postcard? 


1. Inform students that they will be creating a “postcard” written from the perspective of a fetus to explain and 

illustrate what happens during a specific week of prenatal development. 

2. Distribute the rubric and discuss your expectations for the project. 

• Required elements can include: a title for the post card, color pictures (cited source if not original), minimum 

of 5 facts about that week of pregnancy, additional information about what a pregnant woman experiences 

during that week. 

3. Assign each student a week of development (distributed evenly among students, from week 1 to 40). 

4. Direct students to research information about fetal development during each week of gestation in their textbook or 

other resource materials, such as http://www.pregnancyguideonline.com/ 

5. After each studentʼs presentation, allow time for a brief question and answer session. 





Lesson 6: Postcards From the Womb 

Visual Aid: GRADING RUBRIC 

Quality of 

Information 

Spelling and 

Grammar 

Neatness/ 

Layout 

Knowledge 

Gained 

Required 

Element 

1 2 3 4 Score 


inaccuracies on the 

postcard. 


grammatical 


on the postcard. 

The postcard is 

sloppy and 

disorganized, and 

the layout is very 

unbalanced. 

The student did not 


about the topic, and 

was unable to answer 

most questions about 

the postcard or topic. 


missing 2 or more 

of the required 

elements. 

There was 1 

inaccuracy on the 

postcard. 

There are 2 

grammatical 




somewhat lacking 

neatness, and the 

layout is somewhat 

unbalanced. 

The student expressed 

little knowledge about 

the topic, and was 

unable to answer 50% 

of the questions about 

the postcard or topic. 


missing 1 of the 




was accurate. 

There is 1 

grammatical 

or spelling error 


The postcard is neat, 


balanced. 



of the topic and was 

able to answer the 

majority of questions 

about the postcard 

or topic. 

The postcard has 

all of the required 

elements. 



deepened the classʼs 

understanding of the 

topic. 

There are no 

grammatical 




exceptionally neat, 


completely balanced 

and pleasing 

to the eye. 


deep knowledge of the 

topic and was able to 

answer all questions 

about the postcard 

or topic. 

The postcard has all of 

the required elements 

as well as some 

extra information 

that enhances 

learning or design. 

TOTAL SCORE 


GLOSSARY 

Blastocyst the mass of cells formed by the further division of the morulaʼs cells, which have also 

divided into distinct cell groups 

Dizygotic twins also known as fraternal twins, these result from two eggs that are released around the 

same time and are fertilized by two different sperm cells 

Embryo the inner group of cells in a blastocyst, these begin to develop into a fetus during the 9th 

week of pregnancy 

Lanugo fine hair that covers and protects the skin of a fetus 

Maternal risk factors diseases or conditions a pregnant woman has that can be harmful to the developing 

baby. Examples include diabetes, epilepsy and sexually transmitted diseases. 

Meconium a tar-like substance that collects in the bowels of a fetus as a result of early digestion 

Miscarriage the spontaneous death of an embryo or fetus before it has developed sufficiently to 

survive without its mother 

Monozygotic twins also known as identical twins, these result form one fertilized egg that separates into two 

individual cells and then into two individuals with shared DNA 

Morula a mass of cells formed by the division of the zygoteʼs cells 

Myelin a protective coating that forms around developing brain cells 

Teratogen any substance that can interfere with fetal development or cause birth defects 

Vernix caseosa a protective coating that forms on the fetusʼ skin 


Zygote the cell formed by the union of a male sex cell (sperm) and a female sex cell (ovum) 


National Standards 

NASAFACS 

Grades 9-12 

12 - Human Development 

12.1 Analyze principles of human growth and development across the life span. 

12.2 Analyze conditions that influence human growth and development. 

12.3 Analyze strategies that promote growth and development across the lifespan. 

14 - Nutrition and Wellness 

14.2 Evaluate the nutritional needs of individuals and families in relation to health and wellness across the lifespan. 

15 - Parenting 

15.1 Analyze roles and responsibilities of parenting. 

15.2 Evaluate parenting practices that maximize human growth and development. 

15.4 Analyze physical and emotional factors related to beginning the parenting process. 


CDCʼs School Health Education Resources 

Grades 6-8 

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to 

enhance health 

1.8.3 Analyze how the environment affects personal health. 

1.8.6 Explain how appropriate health care can promote personal health. 

1.8.7 Describe the benefits of and barriers to practicing healthy behaviors. 

1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors. 

Grades 9-12 

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to 

enhance health 

1.12.3 Analyze how the environment and personal health are interrelated. 

1.12.6 Analyze the relationship between access to health care and health status. 

1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors. 

1.12.8 Analyze personal susceptibility to injury or illness if engaging in unhealthy behaviors.

From Conception to Baby EDUCATORʼS ... - Learning Seed

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