Peg+Henson

email address: Peg.Henson@state.sd.us

In-service page

[] Subject area: Family and Consumer Science Grade level: 9th grade Time frame: 2-3 days Lesson title: Birth Defects || No two human beings have ever been exactly alike. Every human being is unique. This uniqueness is first established by the combination of the parents' genes. This unit will focus on how the combination of gene's can take different forms and create birth defects in a child. It will look at different types of birth defects, the factors that create them, and the effect it has on the family and child. This lesson discusses problem pregnancies and birth defects. || Students should have an understanding that not all problem pregnancies result in birth defects. This unit is designed to increase students knowledge about pregnancy and the things they can do to increase their chances of having a healthy baby. How do birth defects affect humans? What are the most important way birth defects be prevented? How would you promote prevention of birth defect? What types of birth diffects did you see this week and why do you think this birth defect sticks out in your mind.
 * **Technology Integration Unit Plan Template **(modified from MTS Lesson Plan Template) ||
 * Name: Peg Henson
 * **Brief lesson/unit Summary/Description **
 *  ||
 * **Essential Questions to guide this unit and focus teaching and learning: **

Students should be familiar with the reproductive system and fetal development prior to this lesson || 2.2.4 Determine the effects of environment and community on human growth and development. || State Educational Technology Standard/Benchmark addressed [] ** || 9-12.CT.2.1 Utilize a virtual learning environment as a strategy to build 21st century learning skills. ** 1.GA.1 Use 21st century skills to understand and address global issues [|Health literacy] 1.HL.2 Understand preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction 1.HL.3 Use available information to make appropriate health-related decisions [|Creativity and Innovation Skills] 2.CI.2 Develop, implement and communicate new ideas to others [|Critical Thinking and Problem Solving Skills] 2.CTP.4 Identify and ask significant questions that clarify various points of view and lead to better solutions ||  ||
 * Background Knowledge**
 * **State Content Standard/Benchmark addressed [] ** ||
 * Human Development Core Standards 2.2.2 Identify the impact of social, economic, and technological forces on human growth and development.
 * Human Development Core Standards 2.2.2 Identify the impact of social, economic, and technological forces on human growth and development.
 * **
 * **9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.
 * 9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity. **
 * 9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity. ** ||
 * **21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * [|Global awareness]

Students will identify the causes of prematurity in babies. || Wikispaces.com Students will work on collaborative projects to develop a page sharing the information they learn about an assigned birth defect. ||
 * **Students will understand (lesson/unit objectives):** ||  ||
 * Students will be able to identify which birth defects are preventable and which ones are genetic/inherited.
 * Students will be able to identify which birth defects are preventable and which ones are genetic/inherited.
 * **Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * Blogger.com This will be used for students to blog with parents of a child with birth defects
 * **Procedure (learning activities)/ lessons of unit ** ||
 *  Introduction: Birth Efects Discussion. After telling the story [|birth_defects_discussion.doc] have the following discussion with students. "How many of you know someone who has had a problem pregnancy? Did she ever think anything like that could happen to her? No one plans on having a problem pregnancy, but everyone should know something about the potential problems in order to safeguard their health and the health of their fetus." Have a scale and compare something that is familiar to the students to a one-pound baby, a two-pound baby, three-pound baby, etc. (potato, margarine)

Powerpoint for unit information [|Birth_Defects.ppt]

Share basic information with students about birth defects [|lecture_on_birth_defects.doc]

Assign students groups to learn intial information on birth defects. [|birth_defects.doc] Student hand out for zigsaw activity on birth defects. Students will be put into an advisory group to learn about each birth defect. For each birth defect, the group will divide and conquer the information.

Student using an online tool of their choice in partners create a product on preventable birth defects. Student has the freedom to choice what medium they will use to share their information. Suggestions include audiocast, short movie, wiki, blog, phamplet, vokie, etc.

Give students time to prepare products (1-2 days).

Additionally, a birth defect blog/twitter account will be set up and a guest blogger (a parent of a child with a birth defect) will share what it is life in the day of a child with birth defects. This can be done anymously to protect the identity of the parent and child.

a guest speaker from the March of Dimes to speak and present information dealing with birth defects and premature babies. > ||
 * **Strategies that can teach any student ** ||
 * <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Please indicate the strategies used: (Discussion, Games, Graphic Organizers, Metaphor & Simile, Movement, Project-Based Instruction, Storytelling, Technology, Visual Aids, and writing. ||
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Describe application of above strategy or strategies below **

A metaphor will be used to introduce the unit. A discussion will occur at the beginning of the unit as well in the blogging area of the unit. Students will play a review game to review birth defects and factors contributing to birth defects. A graphic organizer will be used to introducted types of birth defects. Bubblus.com or inspiration The unit may have learning stations set up that students will rotate around to learn about factors which contribute to birth defects. Students will create a product to share with others via the internet I will use story telling to help student put a face and emotionally connect to a few birth defects. Technology will be used to create and share projects, it will also serve as an assessment tool via achievement series, and as a visual aide in the classroom. Writing will be used for students to express understand of a birth defect. ||
 * <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> ||
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Assessment Method/s and description ** ||
 * <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> [|Relay.doc] After studying pregnancy and problems related to pregnancy you can use this game for a review.

Assessment Plan: 1. Students (in groups) will research information on a genetic birth defect to present to the class. Students will use the rubric for oral presentations to determine the level of achievement. Rubric: [|rubric_id=2692.pdf] [|rubric_id=2704.pdf]

2. Students will prepare a project on preventable birth defects using the project review rubric for requirements.

3. Students will write about the birth defect that stuck out to them the most from the perpective of the unborn baby as they develop with the birth defect.

4. The students will take a pre assessment/post assessment on birth defects and contributing factors. || > The website for the March of Dimes. Contains information on birth defects. > Information on child development issues -parenting, health, education, development, ect. > Information on the developing child and parenting. || This unit was modified from a unit by [|VIRGINIA NICHOLSON] from the Utah State Curriculum Guide, March of Dimes ||
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Resource List ** ||
 * Web Sites
 * [|March of dimes]
 * [|Child Development Institute]
 * [|Parents]
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// **
 * Bibliography:

additional notes: more resources and lesson plans at [] ||
 * **<span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">Peer Reviewer: Dian Versteeg ** ||
 * Comments: ||