Newborn Development Beginnings of Life
EDUCATORʼS RESOURCE GUIDE Copyright © 2011 Learning Seed
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Newborn Development: Beginnings of Life
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This Resource Guide Copyright © 2011 Learning Seed. This educatorʼs resource guide is copyrighted according to the terms of the Creative Commons noncommercial license (http://creativecommons.org/licenses/by-nc/2.5/). It may be reproduced, in its part or its entirety, for classroom use. No part of this guide may be reproduced for sale by any party. You are free: · ·
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Resource Guide Credits Writer: Kathleen Ryan Editor: Kari McCarthy Copy Editor: EJ Green, Michael Robbins
The Video: Newborn Development: Beginnings of Life 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-1008-11-DVD
ISBN
1-55740-599-9
Closed Captioning This program is closed-captioned.
Related Learning Seed Programs: From Conception to Baby Pregnancy in Progress Understanding Childbirth Heredity & Environment
Questions, suggestions or comments? Email us at
[email protected] or call us at: 800.634.4941
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Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Table of Contents Program Summary................................................................................................................................................................4 Additional Resources...........................................................................................................................................................5 Pre-test (with Word Bank).......................................................................................................................................................6 Post-test (without Word Bank)................................................................................................................................................7 Pre & Post-test Answer Key....................................................................................................................................................8
Unit Lesson Plans Each lesson lasts about 40 minutes (one class period) unless otherwise noted, and most require each student to have blank paper and a writing instrument.
1. Video: Newborn Development Knowledge: Can the student recall or remember main principles, ideas, or information? (During this lesson, students watch the video Newborn Development: Beginnings of Life)
Lesson Plan...............................................................................................................................................................9
Student Worksheet..................................................................................................................................................10
Answer Key..............................................................................................................................................................11
2. Baby Avaʼs First Days Comprehension: Can the student explain ideas or concepts?
Lesson Plan.............................................................................................................................................................12
Student Worksheet..................................................................................................................................................13
Answer Key..............................................................................................................................................................14
3. SIDS Awareness Application: Can the student use the information in a new way?
Lesson Plan.............................................................................................................................................................15
Student Handout......................................................................................................................................................16
Grading Rubric.........................................................................................................................................................17
4. Common Health Conditions Synthesis: Can the student create and combine ideas into a new product?
Lesson Plan.............................................................................................................................................................18
Grading Rubric.........................................................................................................................................................19
5. Careers in Newborn Care Analysis: Can the student distinguish and relate the different parts of a statement?
Lesson Plan.............................................................................................................................................................20
Grading Rubric.........................................................................................................................................................21
6. Choices in Parenting Evaluation: Can the student make and support arguments, conclusions and critiques?
Lesson Plan.............................................................................................................................................................22
Grading Rubric.........................................................................................................................................................23
National Standards.............................................................................................................................................................24 Glossary..............................................................................................................................................................................25 3
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Program Summary In this program, we show how professionals use the APGAR test to assess a newbornʼs health, and we discuss the significance of the first interaction between parent and newborn. We follow the many physical, cognitive and social changes that newborns experience in the first three months of life. We also explain the crucial role of sleep and nutrition and offer guidelines for parents to provide the best possible care for their newborns.
Learning Objectives • Students will identify the criteria used during an APGAR test to assess a newborn. • Students will learn about the nutrition and sleep needs of newborns. • Students will learn the inborn reflexes exhibited by newborns. • Students will learn how newborns begin to develop physically, cognitively and socially. • Students will identify the special health concerns for premature babies.
Discussion Questions: Use these 5 questions EACH DAY OF THE UNIT to wrap up your lessons and reinforce basic concepts: 1. 2. 3. 4. 5.
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What aspects of a newbornʼs health are noted during an APGAR assessment? Discuss the newbornʼs inborn reflexes and the purposes they serve. Describe the process and benefits of breast-feeding. What is temperament? Name and describe the different kinds found in newborns. What are some special concerns for babies who are born prematurely?
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Additional Resources Online Kids Health Nemours Foundationʼs Center for Childrenʼs Health Media www.kidshealth.org
HealthyChildren American Academy of Pediatrics www.healthychildren.org
U.S. National Library of Medicine National Institutes of Health www.nlm.nih.gov
What To Expect (From the author of What to Expect When Youʼre Expecting) www.whattoexpect.com/first-year
Books What to Expect the First Year Heidi Murkoff Heading Home with Your Newborn: From Birth to Reality Laura A. Jana MD FAP and Jennifer Shu MD FAAP The Baby Book: Everything You Need to Know About Your Baby from Birth to Age Two William Sears, Martha Sears, Robert Sears and James Sears Your Baby's First Year American Academy of Pediatrics The Newborn as a Person: Enabling Healthy Infant Development Worldwide J. Kevin Nugent, Bonnie Petraukas, T. Berry Brazelton
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Newborn Development: Beginnings of Life
Name_______________________________
Newborn Development: Pre-test Directions: Fill in the blanks with the correct word from the word bank.
A babyʼs skin is protected in the uterus by a thick white substance called_____________, and a soft, fine hair called ___________. Most hospitals administer an ___________________ twice: one minute after a baby is born, and then again 5 minutes later. A newbornʼs head may be elongated if they experienced a __________ birth and rounded if born through a ____________. An excess of bilirubin in the blood can cause _____________. Babies have inborn physical ____________ and begin to learn about their world through their ___________.
Breast milk contains all of the ____________ a newborn needs, and is recommended for the first year of life. Bottle-fed babies receive their nutrients from enriched _________________ formula. Newborns sleep for an average of 16 to 17 hours a day and ___________ through five states of sleep and alertness.
Newborns have hundreds of billions of _____________, which form connections with one another as the baby experiences the world. Cries and smiles are the first form of ________________ for a newborn. As a newbornʼs needs are met by their primary caregivers, babies begin to form an _______________ bond. Newborns arrive with their own unique personality and ______________.
An infant who is born before 38 weeks of ______________ is considered premature or preterm. Babies who are small for their gestational age may experience ________________. After the “Back to Sleep” campaign, the number of __________ deaths in the United States fell by 30 percent. Newborns need regular ________________ checkups to stay up to date with ________________ and to ensure their development is on track.
Word Bank
immunizations
complications
wellness
lanugo
SIDS
APGAR test
C-section
gestation
temperament
cycle
iron-fortified
attachment
senses
nutrients
communication
neurons
jaundice
vaginal
6
reflexes vernix
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Name_______________________________
Newborn Development: Post-test Directions: Fill in the blanks with the correct words. A babyʼs skin is protected in the uterus by a thick white substance called_____________, and a soft, fine hair called ___________. Most hospitals administer an __________________ twice: one minute after a baby is born, and then again 5 minutes later. A newbornʼs head may be elongated if they experienced a __________ birth and rounded if born through a ____________. An excess of bilirubin in the blood can cause _____________. Babies have inborn physical ____________ and begin to learn about their world through their ___________.
Breast milk contains all of the ____________ a newborn needs, and is recommended for the first year of life. Bottle-fed babies receive their nutrients from enriched _________________ formula. Newborns sleep for an average of 16 to 17 hours a day and ___________ through five states of sleep and alertness.
Newborns have hundreds of billions of _____________, which form connections with one another as the baby experiences the world. Cries and smiles are the first form of ________________ for a newborn. As a newbornʼs needs are met by their primary caregivers, babies begin to form an _______________ bond. Newborns arrive with their own unique personality and ______________.
An infant who is born before 38 weeks of ______________ is considered premature or preterm. Babies who are small for their gestational age may experience ________________. After the “Back to Sleep” campaign, the number of __________ deaths in the United States fell by 30 percent. Newborns need regular ________________ checkups to stay up to date with ________________ and to ensure their development is on track.
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Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
PRE & POST-TEST ANSWER KEY Directions: Fill in the blanks with the correct words. A babyʼs skin is protected in the uterus by a thick white substance called__vernix________, and a soft, fine hair called _lanugo_. Most hospitals administer an _APGAR test___ twice: one minute after a baby is born, and then again 5 minutes later. A newbornʼs head may be elongated if they experienced a _vaginal____ birth and rounded if born through a C-Section___. An excess of bilirubin in the blood can cause _jaundice___. Babies have inborn physical _reflexes____ and begin to learn about their world through their senses__.
Breast milk contains all of the _nutrients____ a newborn needs, and is recommended for the first year of life. Bottle-fed babies receive their nutrients from enriched iron-fortified ___ formula. Newborns sleep for an average of 16 to 17 hours a day and _cycle____ through five states of sleep and alertness.
Newborns have hundreds of billions of _neurons______, which form connections with one another as the baby experiences the world. Cries and smiles are the first form of _communication ___ for a newborn. As a newbornʼs needs are met by their primary caregivers, babies begin to form an _attachment___ bond. Newborns arrive with their own unique personality and _temperament__.
An infant who is born before 38 weeks of _gestation____ is considered premature or preterm. Babies who are small for their gestational age may experience _complications____. After the “Back to Sleep” campaign, the number of _SIDS_ deaths in the United States fell by 30 percent. Newborns need regular _wellness___ checkups to stay up to date with immunizations to ensure their development is on track. Word Bank
immunizations
complications
wellness
lanugo
SIDS
APGAR test
C-section
gestation
temperament
cycle
iron-fortified
attachment
senses
nutrients
communication
neurons
jaundice
vaginal
8
reflexes vernix
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 1: Video Viewing & Comprehension
LESSON PLAN Summary: Students watch a 42-minute video about newborns while completing a corresponding worksheet. Special Materials: • Learning Seedʼs Newborn Development: Beginnings of LIfe video • A means of playing the video to students • Copies of Viewerʼs Worksheet (p. 10) • Worksheet Answer Key (p. 11)
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 discover what happens in the first moments and days after birth. • The student will learn what experts in the field believe about newborn development. • The student will identify facts about newborn development. • The student will know vocabulary important to newborn development.
Lesson Warm Up (5 min.) Ask students to join in a group discussion to share stories about their experiences with newborns. • What newborns have they met? What was their impression of the newborn? • What do they think are the most important things to know in order to best care for a newborn?
Lesson Activity (50 min.) 1. Inform students they will be watching a 42-minute program, Newborn Development: Beginnings of Life. 2. Distribute Viewerʼs Worksheets. Ask one student to read aloud the directions and another to read the example. Instruct students to take 2 or 3 minutes to silently read all the statements on the worksheet. 3. Direct students to complete the worksheet as they watch the program. Ask if anyone has questions about the assignment. Then play the video. 4. Afterward, instruct students to trade worksheets with the student in front of them to review and correct the worksheet answers as a class.
Lesson Wrap-up (5 min.) Should be the same each day of the unit to reinforce basic concepts. Suggested discussion questions are on page 4. 9
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 1: Video Viewing & Comprehension
VIEWERʼS WORKSHEET While watching the program, write True or False on the line to the left of each statement. For each false statement, circle the word that makes it false and write a word that makes it true on the line to the right. 1. ______ Most hospitals administer an APGAR Test twice: one minute after a baby is born, and then again 30 minutes later.
___________________
___________________
________________________
___________________
5. ______ If a newbornʼs skin begins to turn a bluish color within the first few days, the baby likely has jaundice.
___________________
6. ______ A newbornʼs vision usually focuses at a distance of 5 to 10 inches from their eyes.
___________________
2. ______ The Neonatal Behavioral Assessment Scale is another method used to assess a newborn, from birth and until two months of age.
3. ______ Vernix is soft, fine hair sometimes present on a babyʼs shoulders, back, and face. Itʼs most common in premature babies, and it disappears over time.
4. ______ The bones in a newbornʼs head are not fused together so that they can shift and overlap during birth.
7. ______ Experts recommend newborns be breast-fed for the first 12 months. 8. ______ The first milk the baby drinks is called the hind-milk. High in lactose and low in fat, this is the “thirst quenching” milk.
___________________
9. ______ On average, newborns sleep around 16 to 17 hours a day.
___________________ ___________________
10. ______ About 60 percent of babies fall into the “easy” temperament category.
___________________
11. ______ An infant who is born before 40 weeks of gestation is considered premature, or preterm.
___________________
12. ______ Babies born full term, but who weigh less than normal are categorized as “small for gestational age.”
___________________
13. ______ After the Back to Sleep campaign, the number of SIDS deaths in the United States fell by 10 percent.
___________________
14. ______ A newborn breast fed baby should visit the doctor in their first 5 to 6 days of life.
___________________
15. ______ Two components of attachment are: the newbornʼs need for protection and comfort and the parentʼs caregiving in response to those needs.
___________________
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Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 1: Video Viewing & Comprehension
VIEWERʼS WORKSHEET ANSWER KEY While watching the program, write True or False on the line to the left of each statement. For each false statement, circle the word that makes it false and write a word that makes it true on the line to the right. 1. __F___ Most hospitals administer an APGAR Test twice: one minute after a baby is born, and then again 30 minutes later.
_________5_________
2. __T___ The Neonatal Behavioral Assessment Scale is another method that professionals use to assess a newborn, from birth and until two months of age.
___________________
3. __F___ Vernix is soft fine hair which is sometimes present on a babyʼs back, shoulders, and face. Itʼs most common in premature babies and disappears over time.
________Lanugo_______
4. __T___ The bones in a newbornʼs head are not fused together so that they can shift and overlap during birth.
___________________
5. __F___ If a newbornʼs skin begins to turn a bluish color within the first few days, the baby likely has jaundice.
______yellowish______
6. __F___ A newbornʼs vision usually focuses at a distance of 5 to 10 inches from their eyes.
_______8 to 14______
7. __T___ Experts recommend newborns be breast-fed for the first 12 months. 8. __F___ The first milk the baby drinks is called the hind-milk. High in lactose and low in fat, this is the “thirst quenching” milk.
___________________
9. __T___ On average, newborns sleep around 16 to 17 hours a day.
______fore-milk______ ___________________
10. __F___ About 60 percent of babies fall into the easy temperament category.
_________40________
11. __F___ An infant who is born before 40 weeks of gestation is considered premature, or preterm.
_________38________
12. __T___ Babies born full term, but who weigh less than normal are categorized as “small for gestational age.”
___________________
13. __F___ After the Back to Sleep campaign, the number of SIDS deaths in the United States fell by 10 percent.
_________30________
14. __T___ A newborn breast fed baby should visit the doctor in their first 5 to 6 days of life.
___________________
15. __T___ Two components of attachment are: the newbornʼs need for protection and comfort and the parentʼs caregiving in response to those needs
___________________
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Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 2: Baby Avaʼs First Days
LESSON PLAN Summary: Students will complete a diagram to demonstrate their understanding of what a newborn experiences during the first few days of life. Students may refer to the first two chapters of the DVD Newborn Development: Beginnings of LIfe.
Special Materials: • “Baby Avaʼs First Days” Worksheet and Answer Key (p. 13 and 14).
Learning Objectives (Knowledge, Understanding, and Skills) • The student will comprehend basic facts about a newbornʼs appearance and behaviors during the first days of life. • The student will summarize what it is like to meet and care for a newborn during the first few days of life.
Lesson Warm Up (5 min.) Journal topic: Think about a newborn just minutes old. Describe what the newborn might look like and what a parent may be feeling.
Lesson Activity (30 min.) 1. Review with the students what a newborn looks and acts like, as well as what a newborn experiences during the first few days of life. 2. Separate students into pairs. 3. Distribute the “Baby Avaʼs First Days” Worksheet (p. 13). 4. Direct student pairs to complete the diagram together. Common newborn experiences are labeled on the diagram. Students should explain what these common experiences are and identify why they occur. Lesson Wrap-up (5 min.): Should be the same each day of the unit to reinforce basic concepts. Suggested discussion questions are on page 4.
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Newborn Development: Beginnings of Life
Lesson 2: Baby Avaʼs First Days Directions: Work with your group to identify and explain what baby Ava experiences her first few days of life. These experiences are listed below. Explain them further in the blank spaces provided.
1.Vitamin K Why does Ava get a shot of this?
5. Pimples on skin What causes this skin condition?
_______________________ _______________________ _______________________ _______________________
_______________________ _______________________ _______________________ _______________________
2. Coating of vernix and lanugo Why is Ava covered in these?
6.Rooting and sucking reflexes What does Ava have these for?
_______________________ _______________________ _______________________ _______________________
______________________ ______________________ ______________________ ______________________
3. Soft spot on head. Why does Ava have a soft spot here?
7. Crossed eyes Why are Avaʼs eyes crossed?
______________________ ______________________ ______________________ ______________________
______________________ ______________________ ______________________ ______________________
4.Yellowish pigment to skin (Jaundice) What causes this condition?
______________________ ______________________ ______________________ ______________________
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BONUS QUESTION: What might a score of 5 on an APGAR test signify?
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 2: Baby Avaʼs First Few Days
ANSWER KEY Baby Avaʼs First Days 1. Why does Ava get a shot of this? Vitamin K prevents bleeding. 2. Why is Ava covered in these? The vernix and lanugo protect her skin against the amniotic fluid in which she was submerged. 3. Why does Ava have a soft spot here? The bones in Avaʼs skull are not fused together to assist in moving through the birth canal. 4. What causes this condition? Jaundice is caused by an excess of bilirubin in the blood. Sometimes a newbornʼs liver is too immature to break down the bilirubin, so some is reabsorbed into their system. This results in a yellowish tint to their skin. 5. What causes this skin condition? Hormones passed through the placenta are ingested through breast milk and may cause pimples to form on newborns. 6. What does Ava use these reflexes for? These reflexes help Ava feed. 7. Why are Avaʼs eyes crossed? A newbornʼs eye muscles arenʼt fully developed. BONUS QUESTION ANSWER: An initial Apgar score of 5 is not uncommon for newborns, but it could mean that Ava needs medical attention. Doctors and nurses may need to assist her with her breathing or clear her air passage ways. Another Apgar test will be administered five minutes later, and if her score does not improve, she will need more medical attention.
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Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 3: “SIDS Awareness” Ad Campaign
LESSON PLAN Summary: Student groups create an ad campaign expressing the importance of crib and sleep safety for newborns and present one campaign as an example, as well as an oral presentation about the campaign.
Special Materials: • SIDS Awareness information handout (p. 16) • Art supplies • Copies of Grading Rubric (p. 17)
Note to Educator: This lesson takes two class periods: one to research and create the campaign, and one for presentations.
Learning Objectives (Knowledge, Understanding, and Skills) • The student will learn important statistics about Sudden Infant Death Syndrome (SIDS). • The student will identify actions that correlate to reducing the risk of SIDS. • The student will communicate expert advice for preventing SIDS.
Lesson Warm Up (10 min.) Lead a class discussion on the features of public service ad campaigns that students have seen on TV, billboards, pamphlets, etc. (e.g., forest fire prevention, drunk driving prevention). Assemble a student-created list of the features of ad campaigns and display them on the board for students to reference during this lesson.
Lesson Activity (30 min.) 1. Separate students into pairs and distribute/discuss the campaign rubric (p. 17). • Required elements for the campaign item could include: Slogan, pictures or illustrations (must be cited if not original), website or number to call for more information, or specific number of tips you want communicated. 2. Distribute SIDS information handout (p. 16) 3. Instruct pairs to read/discuss the handout, decide what kind of campaign they will create, and note what information they will use. • Campaign items can be: informational pamphlets, design for a billboard, a 30-second public service announcement. Ideas for several items can be discussed in the presentation, but one item must be created. 4. Allow time for students to create the campaign item and a 2-3 minute presentation describing the overall campaign plan. Both students in each pair should participate in both the campaign development and presentation. 5. Inform students that each pair should be prepared for a short Q&A session following their presentations. 6. During the next class period, give each pair 2-3 minutes to present their campaign and 2-3 minutes to answer questions from the class. Lesson Wrap-up (5 min.) Should be the same each day of the unit to reinforce basic concepts. Suggested discussion questions are on page 4. 15
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Newborn Development: Beginnings of Life
Lesson 3: “SIDS Awareness” Information Handout Reducing the Risk of Sudden Infant Death Syndrome (SIDS) What is Sudden Infant Death Syndrome (SIDS)? SIDS is the sudden, unexplained death of an infant younger than one year old. It is the leading cause of death in children between one month and one year of age. Most SIDS deaths happen when babies are between 2 months and 4 months of age. How can the SIDS risk be reduced? Health care providers donʼt know what exactly causes SIDS, but they know certain things can help reduce the risk: •
Always place babies on their backs to sleep
Babies who sleep on their backs are less likely to die of SIDS than babies who sleep on their stomachs or
sides. Placing your baby on his or her back to sleep is the number one way to reduce the risk of SIDS.
•
Use the back sleep position every time
Babies who usually sleep on their backs but who are then placed on their stomachs (like for a nap) are at very
high risk for SIDS. So it is important for babies to sleep on their backs every time, for naps and at night.
•
Place baby on a firm sleep surface, such as a safety-approved crib mattress covered with a fitted sheet
Never place a baby to sleep on a pillow, quilt, sheepskin, or other soft surface. Visit the National Institute of Child
Health & Human Development website at www.nichd.nih.gov and search “Sudden Infant Death Syndrome” to
learn more about this reducing the SIDS risk.
•
Keep soft objects, toys, and loose bedding out of your babyʼs sleep area
Donʼt use pillows, blankets, quilts, sheepskins, or pillow-like bumpers in your babyʼs sleep area. Keep all items
away from the babyʼs face.
•
•
Avoid letting your baby overheat during sleep Dress your baby in light sleep clothing and keep the room at a temperature that is comfortable for an adult. Think about using a clean, dry pacifier when placing your baby down to sleep, but donʼt force the baby to take it. (If youʼre breast-feeding, wait until your child is 1 month old--or is used to breast-feeding--before using a pacifier.)
What groups are most at risk for SIDS? •
Babies placed to sleep on their stomachs or sides are at higher risk for SIDS than babies placed on their backs to sleep.
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•
African-American babies are more than two times as likely to die of SIDS as Caucasian babies.
•
American Indian/Alaska Native babies are nearly three times as likely to die of SIDS as Caucasian babies. Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 3: “SIDS Awareness” Campaign
GRADING RUBRIC 4
Quality of Information
Spelling and Grammar
Neatness/Layout
3
2
1
Score
All information is accurate and There are 2 or more All of the information There is 1 inaccuracy deepened class inaccuracies on the is accurate. on the campaign. understanding of the campaign. topic.
There are no There is 1 There are 2 There are 3 or more grammatical or grammatical or grammatical or grammatical or spelling errors on the spelling error on the spelling errors on the spelling errors on the campaign. campaign. campaign. campaign.
The item is exceptionally neat, and the layout is completely balanced and pleasing to the eye.
The item is neat, and the layout is balanced.
The item is somewhat lacking neatness, and the layout is somewhat unbalanced.
The item is sloppy and disorganized, and the layout is very unbalanced.
The student The student The student The student does not expresses adequate expresses little expresses deep express knowledge knowledge of the knowledge Knowledge Gained knowledge of the about the topic, and topic and is able to about the topic, and topic and answers all is unable to answer answer the majority of is unable to answer questions about the any questions about questions about the most questions topic. the topic. topic. about the topic.
The item has all required elements The item is missing The item has all of the Required Elements and extra information one of the required required elements that enhances elements. learning or design.
The item is missing two or more of the required elements.
Total Score
17
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 4: “Common Health Conditions” Brochure
LESSON PLAN Summary: Students research common newborn conditions to create an informational brochure for parents. Special Materials: • Access to the www.healthychildren.org website for research. • Art supplies and paper (such as 11x14 card stock) to create the brochure (or computer software to create a brochure.) • Copies of grading rubric (p. 19). • Optional: examples of trifold brochures to illustrate what the final product might look like.
Learning Objectives (Knowledge, Understanding, and Skills) • The student will learn the various health conditions that newborns experience. • The student will recognize the signs parents should look for to identify a newborn condition. • The student will distinguish the key facts parents need to know about newborn conditions.
Lesson Warm Up (10 min.) Direct students to each create their own KWL (Know, Want to know, Learned) chart during a class discussion about the following conditions: jaundice, birth injuries, abdominal distention, blue baby, coughing, excessive crying, forceps marks, lethargy and sleepiness, and respiratory distress. Prompt students to share information they have on the conditions and to write questions they still have.
Lesson Activity (30 min.) 1. Distribute the grading rubric (p. 19) for brochure and discuss expectations for the project. 2. Required elements for the brochure may include: title, pictures or illustrations (sources cited, if not original), resources such as websites or books, definitions of each condition, and a minimum of two facts per condition. 3. Direct students to access the www.healthychildren.org webpage and to type “common conditions in newborns” in the search box. 4. Direct students to research all of the conditions discussed earlier and to take notes on key points. 5. Instruct students to create a trifold brochure to help parents identify and handle some common newborn conditions. Lesson Wrap-up (5 min.) Should be the same each day of the unit to reinforce basic concepts. Suggested discussion questions are on page 4.
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Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 4: “Common Conditions” Brochure
GRADING RUBRIC 4
Quality of Information
Spelling and Grammar
Neatness/Layout
3
All of the information is accurate All of the information and deepened the is accurate classʼs understanding of the topic.
2
1
There is one inaccuracy on the brochure.
There are two or more inaccuracies on the brochure.
Score
There are no There is one There are two There are three or grammatical or grammatical or grammatical or more grammatical or spelling errors on the spelling error on the spelling errors on the spelling errors on the brochure. brochure. brochure. brochure.
The brochure is The brochure is The brochure is exceptionally neat, The brochure is neat, somewhat lacking sloppy and and the layout is and the layout is neatness, and the disorganized, and the balanced and balanced. layout is somewhat layout is very pleasing to the eye. unbalanced. unbalanced.
The student The student The student expresses adequate expresses little expresses strong knowledge of the knowledge about the knowledge of the Knowledge Gained topic and is able to topic, and is unable to topic and is able to answer most answer many answer all questions questions about the questions about the about the topic. topic. topic.
The student does not express knowledge about the topic, and is unable to answer most questions about the topic.
The brochure has all required elements The brochure has all Required Elements plus extra information of the required that enhances elements. learning or design.
The brochure is missing two or more of the required elements.
The brochure is missing one of the required elements.
Total Score
19
Copyright 2011 Learning Seed
Newborn Development: Beginnings of Life
Lesson 5: Careers in Newborn Care
LESSON PLAN Summary: Students research careers in newborn care, and compare findings with classmates. Special Materials: • Career Survey Worksheet (p. 21)
Note to Educator: This lesson takes two class periods: one period to discuss the careers and take the survey, and one period for students to discuss what they learned in their independent research.
Learning Objectives (Knowledge, Understanding, and Skills) • The student will discover career options relating to newborn care. • The student will communicate the details about one selected career related to newborn care and be able to answer questions about the day-to-day activities in that career.
Lesson Warm Up (10 min.) Class discussion: Have students brainstorm jobs in which people deal with newborn babies, such as the following: pediatrician, pediatric nurse, neonatologist, nurse-midwife, nanny, lactation consultant, hearing screener /pediatric audiologist, and newborn photographer.
Lesson Activity (30 min.) 1. Distribute “Career Survey” Worksheet (p. 21). 2. Have students take turns reading aloud about each career listed on the sheet. 3. Direct students to independently answer the survey questions on the worksheet. 4. Instruct students to do independent research about the career of their choice, complete the “What I Learned” portion of the worksheet, and be prepared to discuss their findings for the next class period. 5. During the next class period, divide students into groups to discuss what they learned about a specific career in newborn care. Lesson Wrap-up (5 min.): Should be the same each day of the unit to reinforce basic concepts. Suggested discussion questions are on page 4.
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Newborn Development: Beginnings of Life
Lesson 5: Careers in Newborn Care
Career Survey Worksheet Directions: Read the job descriptions below, select the job youʼd most like to have, and then answer the questions at the bottom of the page. Pediatrician A medical practitioner that is trained to specialize in the treatment of infants and children. In addition to caring for sick patients, they also provide wellness checkups and immunizations.
Pediatric Nurse A healthcare provider who may assist a pediatrician in the treatment of infants and children. If licensed as a nurse practitioner, they may provide the healthcare independently.
Neonatologist A pediatrician who specializes in the treatment of newborn infants. They often treat premature or very ill newborn babies. Neonatologists usually work in hospitals in Neonatal Intensive Care Units (NICU).
Nurse-Midwife A certified nurse who specializes in womenʼs health. They often treat women during pregnancy and childbirth. Certified Nurse Midwives (CNMs) may practice out of hospitals, clinics, or at birth centers. Some CNMs make house calls for women who choose to have home births.
Pediatric Audiologist Pediatric Audiologists are trained to screen babies and young children for hearing problems.Early detection of hearing disorders in infancy is important for effective intervention.
Lactation Consultant A lactation consultant helps mothers learn to breastfeed their newborn babies within the first few days of birth. They work with mothers at hospitals, birth centers, and at home, to teach them tips and tricks about breast feeding.
Newborn Photographer A trained photographer who specializes in taking pictures of newborn babies. They may work out of their own studio, or go to the homes of the newborns they photograph.
1) Which job most interests you and why?
2)What qualities do you have that might be useful in this career?
3)What skills and education do you think a person in this career would need?
WHAT I LEARNED: On the back of this worksheet or on a separate sheet of paper, write your findings about this career to share with the class. 21
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Newborn Development: Beginnings of Life
Lesson 6: Choices in Parenting Newborns
LESSON PLAN Summary: Students research and write a comparison essay on Breast vs. Bottle Feeding, Cloth vs. Disposable Diapers, or Cribs vs. Co-sleeping.
Special Materials: • Copies of grading rubric (p. 23).
Learning Objectives (Knowledge, Understanding, and Skills) • The student will identify the statistics and information pertinent to an aspect of newborn development. • The student will recognize similarities and differences relating to their topic. • The student will analyze the pros and cons of aspects of their topic. • The student will compare and interpret aspects of their topic.
Lesson Warm Up (10 min.) Ask students to brainstorm the purpose and important elements of a Comparison Essay, as well as the different structures they might use (e.g., Introduction/Thesis, Topic A, Topic B, Topic A+B, Conclusion or Introduction/Thesis, Topic A+B Comparisons, Topic A+B Contrasts, Conclusion). Then ask students to brainstorm ideas for a comparison paper about Newborn Nutrition, Newborn Hygiene, or Newborn Sleep.
Lesson Activity (30 min.) 1. Inform students that they will be writing a one- to two-page comparison paper on one of the following pairs: Breast vs. Bottle Feeding; Cloth vs. Disposable Diapers; Cribs vs. Co-sleeping. 2. Have a class discussion about newborn nutrition, diaper, and sleeping options. Encourage students to share both their knowledge and their opinions on each topic, but to be sure to differentiate between the two. • You can recommend that students use the www.healthychildren.org and www.healthychildcare.org websites for research. 3. Distribute and discuss the comparison essay rubric (p. 23). 4. Assign the essay as homework to be turned in at the next class session.
Lesson Wrap-up (5 min.) Should be the same each day of the unit to reinforce basic concepts. Suggested discussion questions are on page 4.
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Newborn Development: Beginnings of Life
Lesson 6: Choices in Parenting Newborns GRADING RUBRIC 4
2
3
All of the information is accurate and shows a There is one inaccuracy All of the information is deep understanding of in the essay. accurate Quality of Information both elements of the comparison.
1
Score
There are two or more inaccuracies in the essay.
There are no There is 1-2 There are 3-4 There are five or more Spelling and Grammar grammatical or spelling grammatical or spelling grammatical or spelling grammatical or spelling errors in the essay. errors in the essay. errors in the essay. errors in the essay.
Organization and Structure
The essay makes The essay compares The essay makes few The essay does not insightful comparisons items clearly but comparisons and the compare items, and and uses specific and supporting information, supporting information is uses irrelevant or no relevant supporting though relevant, is incomplete or irrelevant. supporting information. information. general.
Knowledge Gained
The essay demonstrates deep knowledge of both topics.
The essay demonstrates little knowledge about the topics or expresses adequate knowledge of only one topic.
The essay demonstrates adequate knowledge of both topics.
The essay does not demonstrate knowledge about the topics.
Total Score
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Newborn Development: Beginnings of Life
NATIONAL STANDARDS NASA-FACS (National Association of State Administrators for Family & Consumer Sciences) (Grades 9-12) 12: Human Development 12.1 Analyze principles of human growth and development across the lifespan. 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.
CDC NATIONAL HEALTH EDUCATION STANDARDS (CDC SHER NCES) (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. Standard 3: Demonstrate the ability to access valid information, products, and services to enhance health. 3.12.1 Evaluate the validity of health information, products, and services. 3.12.2 Use resources from home, school, and community that provide valid health information. 3.12.3 Determine the accessibility of products and services that enhance health. 3.12.4 Determine when professional health services may be required. 3.12.5 Access valid and reliable health products and services.
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Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health. 4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. 4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.
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Newborn Development: Beginnings of Life
GLOSSARY Anterior fontanel
a space between skull bones toward the front of a babyʼs head. Remains open 9-24 months.
APGAR Assessment
scores five aspects of a newbornʼs health: appearance, pulse, grimace, activity (muscle tone), and respiratory rate
Attachment
the two-way process through which newborns form emotional bonds with another person-usually a parent and most often the mother
Colostrum
the high-protein breast milk that a baby receives in the first few days after birth
Fontanels
the two spaces between a newbornʼs skull bones that remain open for a while and are vulnerable to injury until they close; also called soft spots
Fore-milk
the breast milk the baby drinks at a the start of each feeding. High in lactose and low in fat, it is also known as the “thirst-quenching” milk.
Goodness-of-fit
idea that development is affected by how well a babyʼs temperament and environment match
Hind-milk
high-fat breast milk that comes toward the end of a feeding
Jaundice
a common condition makes the skin appear yellowish in the first 24 to 48 hours of life. It is caused by an excess of bilirubin in the blood.
Lanugo
the soft fine hair sometimes present on a babyʼs back, shoulders, and face; most common in premature babies and disappears over time
Mongolian spots
purple or blue-colored discolorations on the lower back or buttocks of some dark-skinned babies. Caused by a concentration of pigmented cells. Usually disappear by age 4.
Moulding
the process through which the bones in a newbornʼs head, which are not yet fused together, shift and overlap as the baby passes through the birth canal
Neonatal Behavioral Assessment Scale
tests 38 observable behaviors including: visual, auditory, and social capacities, response to stress, ability to console themselves, activity level, and response to light and sound
Nevus flammeus
also known as “port-wine stains” these are flat red, purple or pink blotches caused by a concentration of blood capillaries on the head or neck. These usually do not fade over time.
Nevus vasculosus
also called strawberry hemangioma, these are clusters of immature blood vessels on the head that may show up during the first few months, grow for months, and then begin to fade
Interior fontanel
the space between skull bones toward the back of a babyʼs head. It closes by 6 to 8 weeks.
Premature/Preterm
an infant born before 38 weeks of gestation
SIDS
Sudden Infant Death Syndrome: when an otherwise healthy infant dies suddenly with no other explanation.
Temperament
patterns of emotions that are consistent and enduring characteristics of an individual
Vernix
a thick white substance usually covering the babyʼs skin at birth
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