Babies Can t Say NO : Substance Abuse During Pregnancy INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Transcription

1 Babies Can t Say NO : Substance Abuse During Pregnancy INTRODUCTION TO THE AIMS TEACHING MODULE (ATM) Rationale Organization and Management Features SECTION 1 INTRODUCING BABIES CAN T SAY NO : SUBSTANCE ABUSE DURING PREGNANCY Themes Overview Objectives SECTION 2 PREPARATION FOR VIEWING Introduction to the Program Introduction to Vocabulary Discussion Ideas Focus Jump Right In SECTION 3 AFTER VIEWING THE PROGRAM Suggested Activities Vocabulary Checking Comprehension Term Link True or False Number Code Solution Puzzle Word Search Test SECTION 4 ADDITIONAL AIMS MULTIMEDIA PROGRAMS ANSWER KEYS

2 AIMS Teaching Module written by Pat Davies Copyright 2001 AIMS Multimedia All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use. AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats. Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact: AIMS Multimedia FOR-AIMS Copyright 2001 AIMS Multimedia

3 Congratulations! You have chosen a learning program that will actively motivate your students AND provide you with easily accessible and easily manageable instructional guidelines designed to make your teaching role efficient and rewarding. The AIMS Teaching Module provides you with a video program keyed to your classroom curriculum, instructions and guidelines for use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your classroom needs. Copyright 2001 AIMS Multimedia 3

4 RATIONALE In today s classrooms, educational pedagogy is often founded on Benjamin S. Bloom s Six Levels of Cognitive Complexity. The practical application of Bloom s Taxonomy is to evaluate students thinking skills on these levels, from the simple to the complex: Knowledge (rote memory skills), Comprehension (the ability to relate or retell), Application (the ability to apply knowledge outside its origin), Analysis (relating and differentiating parts of a whole), Synthesis (relating parts to a whole), and Evaluation (making a judgment or formulating an opinion). The AIMS Teaching Module is designed to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning with the students life experiences, realities, and expectations. AIMS learner verification studies prove that our AIMS Teaching Modules help students to absorb, retain, and to demonstrate ability to use new knowledge in their world. Our educational materials are written and designed for today s classroom, which incorporates a wide range of intellectual, cultural, physical, and emotional diversities. 4 Copyright 2001 AIMS Multimedia

5 ORGANIZATION AND MANAGEMENT To facilitate ease in classroom manageability, the AIMS Teaching Module is organized in four sections. You are reading Section 1, Introduction to the Aims Teaching Module (ATM). SECTION 2, INTRODUCING THIS ATM will give you the specific information you need to integrate the program into your classroom curriculum. SECTION 3, PREPARATION FOR VIEWING provides suggestions and strategies for motivation, language preparedness, readiness, and focus prior to viewing the program with your students. SECTION 4, AFTER VIEWING THE PROGRAM provides suggestions for additional activities plus an assortment of consumable assessment and extended activities, designed to broaden comprehension of the topic and to make connections to other curriculum content areas. Copyright 2001 AIMS Multimedia 5

6 FEATURES INTRODUCING EACH ATM SECTION 2 Your AIMS Teaching Module is designed to accompany a video program written and produced by some of the world s most credible and creative writers and producers of educational programming. To facilitate diversity and flexibility in your classroom, your AIMS Teaching Module features these components: Themes The Major Theme tells how this AIMS Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other curriculum content areas, enabling teachers to use the teaching module to incorporate the topic into a variety of learning areas. Overview The Overview provides a synopsis of content covered in the video program. Its purpose is to give you a summary of the subject matter and to enhance your introductory preparation. Objectives The ATM learning objectives provide guidelines for teachers to assess what learners can be expected to gain from each program. After completion of the AIMS Teaching Module, your students will be able to demonstrate dynamic and applied comprehension of the topic. 6 Copyright 2001 AIMS Multimedia

7 PREPARATION FOR VIEWING SECTION 3 In preparation for viewing the video program, the AIMS Teaching Module offers activity and/or discussion ideas that you may use in any order or combination. Introduction To The Program Introduction to the Program is designed to enable students to recall or relate prior knowledge about the topic and to prepare them for what they are about to learn. Introduction To Vocabulary Introduction to Vocabulary is a review of language used in the program: words, phrases, usage. This vocabulary introduction is designed to ensure that all learners, including limited English proficiency learners, will have full understanding of the language usage in the content of the program. Discussion Ideas Discussion Ideas are designed to help you assess students prior knowledge about the topic and to give students a preview of what they will learn. Active discussion stimulates interest in a subject and can motivate even the most reluctant learner. Listening, as well as speaking, is active participation. Encourage your students to participate at the rate they feel comfortable. Model sharing personal experiences when applicable, and model listening to students ideas and opinions. Focus Help learners set a purpose for watching the program with Focus, designed to give students a focal point for comprehension continuity. Jump Right In Jump Right In provides abbreviated instructions for quick management of the program. AFTER VIEWING THE PROGRAM SECTION 4 After your students have viewed the program, you may introduce any or all of these activities to interact with other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on and in-depth extended study of the topic. Copyright 2001 AIMS Multimedia 7

8 SUGGESTED ACTIVITIES The Suggested Activities offer ideas for activities you can direct in the classroom or have your students complete independently, in pairs, or in small work groups after they have viewed the program. To accommodate your range of classroom needs, the activities are organized into skills categories. Their labels will tell you how to identify each activity and help you correlate it into your classroom curriculum. To help you schedule your classroom lesson time, the AIMS hourglass gives you an estimate of the time each activity should require. Some of the activities fall into these categories: Meeting Individual Needs These activities are designed to aid in classroom continuity. Reluctant learners and learners acquiring English will benefit from these activities geared to enhance comprehension of language in order to fully grasp content meaning. MATH Curriculum Connections Many of the suggested activities are intended to integrate the content of the ATM program into other content areas of the classroom curriculum. These cross-connections turn the classroom teaching experience into a whole learning experience. Critical Thinking Critical Thinking activities are designed to stimulate learners own opinions and ideas. These activities require students to use the thinking process to discern fact from opinion, consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or combine what they already know with what they have learned to make inferences. Cultural Diversity Each AIMS Teaching Module has an activity called Cultural Awareness, Cultural Diversity, or Cultural Exchange that encourages students to share their backgrounds, cultures, heritage, or knowledge of other countries, customs, and language. Hands On These are experimental or tactile activities that relate directly to the material taught in the program.your students will have opportunities to make discoveries and formulate ideas on their own, based on what they learn in this unit. Writing Every AIMS Teaching Module will contain an activity designed for students to use the writing process to express their ideas about what they have learned. The writing activity may also help them to make the connection between what they are learning in this unit and how it applies to other content areas. In The Newsroom Each AIMS Teaching Module contains a newsroom activity designed to help students make the relationship between what they learn in the classroom and how it applies in their world. The purpose of In The Newsroom is to actively involve each class member in a whole learning experience. Each student will have an opportunity to perform all of the tasks involved in production: writing, researching, producing, directing, and interviewing as they create their own classroom news program. Extended Activities These activities provide opportunities for students to work separately or together to conduct further research, explore answers to their own questions, or apply what they have learned to other media or content areas. Link to the World These activities offer ideas for connecting learners classroom activities to their community and the rest of the world. Culminating Activity To wrap up the unit, AIMS Teaching Modules offer suggestions for ways to reinforce what students have learned and how they can use their new knowledge to enhance their world view. 8 Copyright 2001 AIMS Multimedia

9 VOCABULARY Every ATM contains an activity that reinforces the meaning and usage of the vocabulary words introduced in the program content. Students will either read or find the definition of each vocabulary word, then use the word in a written sentence. CHECKING COMPREHENSION Checking Comprehension is designed to help you evaluate how well your students understand, retain, and recall the information presented in the AIMS Teaching Module. Depending on your students needs, you may direct this activity to the whole group yourself, or you may want to have students work on the activity page independently, in pairs, or in small groups. Students can verify their written answers through discussion or by viewing the video a second time. If you choose, you can reproduce the answers from your Answer Key or write the answer choices in a Word Bank for students to use. Students can use this completed activity as a study guide to prepare for the test. CONSUMABLE ACTIVITIES The AIMS Teaching Module provides a selection of consumable activities, designed to specifically reinforce the content of this learning unit. Whenever applicable, they are arranged in order from low to high difficulty level, to allow a seamless facilitation of the learning process. You may choose to have students take these activities home or to work on them in the classroom independently, in pairs or in small groups. CHECKING VOCABULARY The Checking Vocabulary activity provides the opportunity for students to assess their knowledge of new vocabulary with this word game or puzzle. The format of this vocabulary activity allows students to use the related words and phrases in a different context. TEST The AIMS Teaching Module Test permits you to assess students understanding of what they have learned. The test is formatted in one of several standard test formats to give your students a range of experiences in test-taking techniques. Be sure to read, or remind students to read, the directions carefully and to read each answer choice before making a selection. Use the Answer Key to check their answers. Copyright 2001 AIMS Multimedia 9

10 ADDITIONAL AIMS MULTIMEDIA PROGRAMS After you have completed this AIMS Teaching Module you may be interested in more of the programs that AIMS offers. This list includes several related AIMS programs. ADDITIONAL READING SUGGESTIONS AIMS offers a carefully researched list of other resources that you and your students may find rewarding. ANSWER KEY Reproduces tests and work pages with answers marked. 10 Copyright 2001 AIMS Multimedia

11 Babies Can t Say NO : Substance Abuse During Pregnancy THEMES Fetal Alcohol Syndrome the grouping of birth defects whose lifelong physical and behavioral problems afflict infants born to drinking mothers is the major theme. Birth defects and other problems caused by the use of tobacco, marijuana, cocaine or other drugs, behavioral choices and their consequences, and seeking help to abstain from alcohol or other drugs are additional themes. OVERVIEW When a woman is pregnant, any substance she ingests is shared almost immediately with her fetus. The nutritious proteins and starches contained in a healthful meal cross through the placenta to nourish the developing baby. Unfortunately, the alcohol and additional harmful chemicals from alcoholic beverages and other drugs also cross the placenta damaging the infant s developing brain and other vital organs, reducing the amount of oxygen it receives, and dangerously lowering the fetus birth weight. Much of this damage may occur within the first month of a woman s pregnancy before she even realizes she s pregnant. Drinking, smoking, or using other drugs during pregnancy may result in miscarriage, stillbirth, or premature birth of the baby. If an alcohol- or drug-affected fetus survives the pregnancy, that baby has received a lifelong sentence. Since no minimum amount of alcohol has yet been established as causing harm to the fetus, and since damage can be caused at any stage of a pregnancy the only sure way a woman can avoid harming her baby is to abstain from drinking alcohol throughout pregnancy. OBJECTIVES Define Fetal Alcohol Syndrome and describe its symptoms and effects to clearly illustrate the consequences of an infant becoming afflicted with FAS. Identify the cause of FAS and similar types of birth defects. Give impetus and reassurance to prospective mothers and fathers who may be drinking, smoking, or using prior to conception, as well as to women or girls who may have been drinking in the early stages of pregnancy before realizing they were pregnant. State the need to seek help in abstaining from alcohol and other harmful substances if the individual is unable to do so on her own. Observe that prospective fathers may also cause birth defects by contributing sperm damaged by alcohol or other drugs, exposing a pregnant woman to secondhand smoke, or not supporting a pregnant woman s decision to remain clean and sober. 11

12 Use this page for your individual notes about planning and/or effective ways to manage this AIMS Teaching Module in your classroom. Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to: AIMS Multimedia Editorial Department 9710 DeSoto Avenue Chatsworth, California

13 INTRODUCTION TO THE PROGRAM Tell the group that they are about to view a program on the single most common cause of mental retardation in children Fetal Alcohol Syndrome. Tell them also that this cluster of severe, life-defining birth defects is 100% preventable. All it takes is refraining from the use of alcohol just prior to conception and during pregnancy. Let them know that there are other destructive birth defects that can be avoided by abstaining from the use of tobacco, and illicit drugs such as marijuana or cocaine. INTRODUCTION TO VOCABULARY The group may already be familiar with the following terms: binge drinking, conception, FAS (Fetal Alcohol Syndrome), FAE (Fetal Alcohol Effects), miscarriage, neurological, placenta, prenatal, secondhand smoke, and SIDS (Sudden Infant Death Syndrome). However, you may wish to review their definitions in the context of this program. FOCUS Ask the group to think about a parent s hopes for the health of an unborn child, and for the continued well-being and happiness of that child as it grown to adulthood. Tell them to contrast those images with the realities faced daily by FAS children and their caregivers. Remind them that the lifelong consequences of FAS stem from the consumption of alcohol during a relatively short space of time the nine-month period prior to the birth of the child. DISCUSSION IDEAS Ask the group to discuss: responsibility to and for oneself responsibility for one s own actions responsibility to others decision-making and the consequences of decisions pregnancy and child-rearing: what they believe is involved to achieve the best results for the birth of a healthy baby drinking and the use of other drugs, particularly during pregnancy. how they cope with peer pressure from friends, acquaintances, and family members. 13

14 JUMP RIGHT IN HOW TO USE THE BABIES CAN T SAY NO : SUBSTANCE ABUSE DURING PREGNANCY AIMS TEACHING MODULE Preparation Read Babies Can t Say No : Substance Abuse During Pregnancy Themes, Overview, and Objectives to become familiar with program content and expectations. Use Preparation for Viewing suggestions to introduce the topic to students. Viewing BABIES CAN T SAY NO : SUBSTANCE ABUSE DURING PREGNANCY Set up viewing monitor so that all students have a clear view. Depending on your classroom size and learning range, you may choose to have students view Babies Can t Say No : Substance Abuse During Pregnancy together or in small groups. Some students may benefit from viewing the video more than one time. After Viewing BABIES CAN T SAY NO : SUBSTANCE ABUSE DURING PREGNANCY Select Suggested Activities that integrate into your classroom curriculum. If applicable, gather materials or resources. Choose the best way for students to work on each activity. Some activities work best for the whole group. Other activities are designed for students to work independently, in pairs, or in small groups. Whenever possible, encourage students to share their work with the rest of the group. Duplicate the appropriate number of Vocabulary, Checking Comprehension, and consumable activity pages for your students. You may choose to have students take consumable activities home, or complete them in the classroom, independently, or in groups. Administer the Test to assess students comprehension of what they have learned, and to provide them with practice in test-taking procedures. Use the Culminating Activity as a forum for students to display, summarize, extend, or share what they have learned with each other, the rest of the school, or a local community organization. 14

15 SUGGESTED ACTIVITIES Critical Thinking The media both advertising and entertainment paint the use of alcohol as an almost inevitable part of our lifestyle. In many social groups and families, alcohol is used as a social lubricant to help us celebrate, even to ease us through the everyday stress of living. Since alcohol is so commonly used and available, it s not surprising that some women have consumed a considerable amount within the first few weeks of a pregnancy before even knowing about their condition. Discuss with the group what they think we can do as a society to change our attitude toward alcohol consumption, so that fewer people will feel pressured to drink and perhaps reduce the incidence of FAS/FAE in the population. 30 Minutes Connection to Science Have individuals work on their own or in small groups to research the developmental stages of a human fetus in each of the trimesters of a normal pregnancy. Have them determine the specific types of damage that drinking alcohol can cause to the fetus in each of its stages of development. Ask them to analyze the lifelong effects and consequences that each type of damage may cause to that individual, and to his/her family. Tell them to include physical, emotional, medical, financial, and legal consequences. Individual reports may be presented to the class, or you may choose to ask for one or more volunteers to use desktop publishing and produce a bound compilation of all the reports as part of a class resource library. Extended Time Connection to Health and Language Arts Have individuals work in small groups to research the details of optimum reproductive health for prospective parents, both female and male. What should each partner do in advance of conception to ensure that she/he is in the best health for purposes of conceiving a healthy baby? What recommendations would they suggest for diet, exercise, emotional health/stress, use or avoidance of alcohol, tobacco, other drugs, prescription or over-the-counter medicines, workplace or other exposure to harmful substances? Have each group use its research in writing a public health brochure such as might be distributed through clinics, hospitals, or other health resources. Have the groups use desktop publishing to design, illustrate, and print their brochures. Distribute to other health, life science, sex education classes and, if practical, to local clinics. Extended Time 15

16 Link to the World Have individuals work in small groups, using the Internet and other sources to research the incidence of FAS/FAE in this country and around the world. What is the ratio of diagnosed cases of FAS/FAE to each 1,000 live births? What information can they find on the incidence of SIDS amongst FAS/FAE infants? What information is available on the percentage of FAS/FAE children in the foster children population? Have each group prepare a report on their findings and present it to the class. Extended Time Connection to Medicine Fewer than one in ten medical schools require students to take courses on the diagnosis and treatment of patients with alcohol or other drug addictions. Most physicians have no training in the issues involved with pregnant women who use alcohol or other drugs, and children with FAS/FAE are often diagnosed correctly. Hold a class discussion regarding the perceptions amongst the general public of the dangers of alcohol or other drug use by pregnant women, or by men who might be fathering children. Do they feel the public sees it as a serious problem? Why or why not? How much impact do they feel a greater degree of knowledge amongst medical personnel would have on the problem? What about a more forceful advertising campaign aimed at the public? 30 Minutes MEDICINE Connection to Culture The manufacturers of alcoholic beverages and tobacco products spend enormous amounts each year on advertising. The largest portion of their customer base is made up of people of child-bearing age. With scientific evidence pointing to alcohol consumption, the use of tobacco products and second-hand smoke as damaging to the human fetus, what if anything should these manufacturers do? What is our responsibility as savvy consumers? Hold a classroom debate on whether these companies have a moral obligation to take any further action beyond the small print warning on containers of alcoholic beverages. What about our own self-awareness and gullibility? How can we become more informed consumers, less influenced by the media? 30 Minutes CULTURE 16

17 Link to the World FAS and society: FAS-afflicted children grow into adults with significant chronic problems: physical, neurological, and behavioral. Anger management, exercising practical and moral judgment, understanding a relationship between cause and effect, the ability to learn and follow instructions all are difficult or impossible for severely affected FAS individuals. Have small groups research these and other aspects of the life of adult FAS-affected individuals which make it difficult to function effectively in society. Ask for volunteers from each group to report their findings. Extended Time Multiculturalism Have small groups research the incidence of FAS/FAE within populations which forbid the use of alcohol. Compare the statistics with those from populations in which alcohol is freely available. Research the incidence of birth defects caused by other factors, such as tobacco use, exposure to other drugs or harmful factors. How do the FAS/FAE statistics compare from one culture to the other? The statistics for birth defects caused by other factors? Extended Extended Time Culminating Activity Hold a class debate to discuss the importance of alcohol, tobacco, and other drugs within our society the perceived pros and cons of their use and contrast that with the actual and projected harm caused through birth defects in our offspring. Are such birth defects a reasonable trade-off? Is the risk of birth defects a reasonable trade-off in exchange for the relaxation or the high of a drink, a smoke, or the use of some other drug? By females; by males; by anyone? Why, or why not? 30 Minutes 17

18 Name VOCABULARY The vocabulary words listed are from Babies Can t Say NO : Substance Abuse During Pregnancy. Read each definition below. On the line next to the definition, write the vocabulary word that matches. Then, on a separate sheet of paper, write a paragraph expanding on that definition, using information from the video or from other research sources. 1. binge drinking 2. conception 3. FAS (Fetal Alcohol Syndrome) 4. FAE (Fetal Alcohol Effects) 5. miscarriage 6. neurological 7. placenta 8. prenatal 9. second-hand smoke 10. SIDS (Sudden Infant Death Syndrome) describing the time that a developing infant spends in the womb the smoke that is breathed out by a smoker, which may then be inhaled by another person the joining together of an egg and sperm, resulting in pregnancy a pregnant woman s involuntary loss of her fetus the ingestion of a large quantity of alcohol in one session of drinking a combination of severe mental and physical birth defects caused by the ingestion of alcohol during pregnancy the organ which forms in a pregnant woman s uterus during pregnancy to enclose the fetus, nourish it, and eliminate its waste products the death without warning of a seemingly healthy infant significant mental birth defects caused by the ingestion of alcohol during pregnancy descriptive of the nervous system, and of diseases or damage to the nervous system 18

19 Name CHECKING COMPREHENSION Use information you ve learned from Babies Can t Say NO : Substance Abuse During Pregnancy to complete each sentence below with a word or words that make sense. 1. To protect her fetus from the birth defects characterized as Fetal Alcohol Syndrome or Fetal Alcohol Effects, a pregnant woman should drink. 2. A physical birth defect typical of Fetal Alcohol Syndrome is an abnormally small and. 3. FAS babies are often born at 5 pounds or less; this is considered to be a. 4. The effects of alcohol on the fetus can be so severe that the pregnancy may end prematurely in a. 5. FAS is the leading preventable cause of. 6. FAS infants usually have distinct facial features, which may include,, and. 7. In school, FAS children. 8. FAS or FAE children outgrow their physical, intellectual, developmental and emotional problems. 9. Men contribute to the creation of FAS infants by 10. In addition to the ingestion of alcohol, a pregnant woman may cause birth defects in her fetus through the use of.. 19

20 (This activity is private and will not be handed in.) Reasons Someone Might Drink (or Smoke or use other Drugs) Look over the reasons, places, and events below. These are all categories that relate to why someone might use alcohol, tobacco, or other drugs. Beside each category, place a check mark in any box that applies to your experience. At a party At a sporting event In my room At a friend s home In my/a friend s car Because of peer pressure To fit in When I feel nervous To relax Addiction have used in this situation have not used in this situation have not been in this situation Reasons Someone Might Decide Not to Drink (or Smoke or use other Drugs) Here are some reasons people might decide not to use. Beside each category, place a check mark in the box that best describes your likely reaction in these circumstances. People might lose respect if I say yes Possible DUI arrest Possible car crash Might leave me vulnerable to crime (rape, assault, robbery) Impaired judgment might lead to unprotected sex Possibility of unplanned pregnancy Exposure to STDs FAS/other birth defects Addiction would influence me to say NO would not influence me; I d still use 20

21 Name SYMPTOMS OF FAS THE BRAIN OF AN UNBORN CHILD: Areas That Can Be Damaged by Alcohol During Pregnancy Use research materials and the terms in the word bank below to accurately label the different areas on this illustration of a human brain. Below the names in the word bank, write the functions governed by each section (Format: please set illustration # NERVS10.TIF Brain Sagittal Section 1 from Page 785 of Art Explosion as large as possible, with straight lines leading out from each section, as indicated, for participants to use in labeling the brain sections. Please set the following names of sections at bottom of the page, leaving room beside/beneath each for participants to write in about 3 sentences.) 21

22 WORD BANK Basal ganglia Cerebellum Cerebrum Corpus callosum Cortex Hippocampus Hypothalamus 22

23 Name I m Pregnant What Can I Drink? Whether you re female or not, whether you re pregnant or not answer the following with the best interests of a healthy fetus in mind. Can I drink alcoholic beverages while I m pregnant? What kind(s) of alcohol are okay to drink during pregnancy? Pregnancy is three trimesters long; are there safe times to drink during that nine months? My friend/sister/cousin/acquaintance drank during her pregnancy, and her baby is fine. If someone has been drinking, and just found out she is pregnant, what should she do? If a baby is born with Fetal Alcohol Syndrome, how soon will he/she outgrow it? 23

24 THE USE OF MARIJUANA OR COCAINE DURING PREGNANCY Marijuana and Cocaine: Pregnant women who use cocaine or marijuana are at an increased risk of having a miscarriage, or giving birth prematurely. Stillbirths are more common amongst women who use marijuana or cocaine than within the general population, as is the occurrence of Sudden Infant Death Syndrome (SIDS). Low birth weight is usual for babies of marijuana/cocaine users. Babies born weighing less than 5 pounds are roughly 20 times more likely to die within the first 2 months of life than heavier babies. Low birth weight babies also have smaller than normal heads and brains, and often suffer from: mental retardation vision problems deafness cerebral palsy Cocaine: Using cocaine may cause the fetus to suffer a stroke while in the womb, resulting in permanent brain damage to the infant. Cocaine use may cause placental abruption a situation in which the placenta becomes separated from the uterine wall before delivery). This is life-threatening for both the woman and infant, and requires cesarean delivery to prevent the death of one or both. Cocaine-exposed infants are some five time more likely to be born with dysfunctional urinary tracts as are babies who are not exposed to cocaine in the womb. Cocaine-addicted babies go through a painful process of drug withdrawal after being born. Marijuana: A fetus exposed to marijuana in the womb is at risk for: nervous system problems malformation of the kidneys, urinary tract, and respiratory system a high incidence of childhood leukemia 24

25 Name TEST Circle the letter of the phrase which best answers each question. 1. According to the program, Fetal Alcohol Syndrome afflicts infants in three major ways. Those are. a) FAS children are abnormally small in size, with a small head and brain. b) FAS children are particularly tall in stature, with thick, coarse-textured hair. c) FAS children typically have developmental problems, are slow learners and hyperactive. d) FAS children have distinct facial features, including small eyes, a thin upper lip, and a flat bridge to the nose. e) A, C, and D 2. Why are the damaging effects of alcohol or cigarettes more severe for a fetus than they would be for a newborn? a) The effects are equally devastating for the newborn and the fetus. b) The effects are more damaging for the fetus because its brain and other organs are just developing and thus more vulnerable than those of the newborn. c) The effects are actually more damaging for the newborn because it does not have the protection of the placenta. 3. Fetal Alcohol Syndrome is not a major issue, because everyone knows that alcohol and other drugs can be damaging to the fetus, so pregnant women no longer drink or use drugs. a) true; fewer than.05% of pregnant women now say that they drink or use other drugs during pregnancy. b) false; according to the program, over 5% of some 4 million pregnant women admitted using drugs while pregnant 4. Smoking cigarettes while pregnant may be dangerous for the pregnant woman herself, but has virtually no effect on the fetus. a) In fact, smoking while pregnant contributes to dangerously low birth weight in infants and a significantly greater incidence of Sudden Infant Death Syndrome (SIDS), than in cases where the mother did not smoke. b) Smoking while pregnant actually contributes to a significant weight gain by the fetus, and produces healthier infants as a result. c) Smoking has not been shown to have either a negative or a positive effect on the health of the fetus. 25

26 Name TEST (CONTINUED) 5. Effects of cocaine use by pregnant women include. a) infants born drug-addicted and going through withdrawal b) infants born as much as two months over term. c) newborns suffering seizures, and having trouble eating d) infants who are chronically nervous, crying and irritable e) A, C, and D 6. A woman s physical condition before conception has effect on the health of the fetus after conception. a) no b) significant c) the only critical 7. Effects of marijuana use on the developing fetus include. a) an uneventful pregnancy with an infant of normal weight b) a crucial weight gain in the third trimester, resulting in a larger than normal baby c) higher than usual instances of premature birth, low birth weight infants, many exhibiting difficulties in breathing 8. If a woman has been drinking or using drugs, and then discovers she is pregnant, what should she do? a) Continue; whatever damage she can do has already been done, so she shouldn t bother changing her behavior. b) Stop drinking and using at once; this allows her to minimize exposure for the fetus and provide a safe environment for the remainder of the pregnancy. 9. The birth mother of Cameron, the FAS-afflicted boy in the program stated that someone who drinks or uses drugs and gives birth to an FAS-affected infant feels. a) guilt about it; she blames herself, and others blame her as well b) no remorse; instead, she blames everyone else but herself c) that the child is no worse off than if she had abstained from using alcohol and drugs. 10. Abstinence from the use of alcohol, tobacco, or other drugs during pregnancy is. a) unnecessary b) required by law in many states c) the best way to be able to count on having a healthy baby 26

27 ADDITIONAL AIMS MULTIMEDIA PROGRAMS You and your students might also enjoy these other AIMS Multimedia programs: 27

28 ANSWER KEY for page 18 VOCABULARY The vocabulary words listed are from Babies Can t Say NO : Substance Abuse During Pregnancy. Read each definition below. On the line next to the definition, write the vocabulary word that matches. Then, on a separate sheet of paper, write a paragraph expanding on that definition, using information from the video or from other research sources. 1. binge drinking 2. conception 3. FAS (Fetal Alcohol Syndrome) 4. FAE (Fetal Alcohol Effects) 5. miscarriage 6. neurological 7. placenta 8. prenatal 9. second-hand smoke 10. SIDS (Sudden Infant Death Syndrome) describing the time that a developing infant spends in the womb the smoke that is breathed out by a smoker, which may then be inhaled by another person the joining together of an egg and sperm, resulting in pregnancy a pregnant woman s involuntary loss of her fetus the ingestion of a large quantity of alcohol in one session of drinking a combination of severe mental and physical birth defects caused by the ingestion of alcohol during pregnancy the organ which forms in a pregnant woman s uterus during pregnancy to enclose the fetus, nourish it, and eliminate its waste products the death without warning of a seemingly healthy infant significant mental birth defects caused by the ingestion of alcohol during pregnancy descriptive of the nervous system, and of diseases or damage to the nervous system 28

29 ANSWER KEY for page 19 CHECKING COMPREHENSION Use information you ve learned from Babies Can t Say NO : Substance Abuse During Pregnancy to complete each sentence below with a word or words that make sense. 1. To protect her fetus from the birth defects characterized as Fetal Alcohol Syndrome or Fetal Alcohol Effects, a pregnant woman should drink no alcohol. 2. A physical birth defect typical of Fetal Alcohol Syndrome is an abnormally small head and brain. 3. FAS babies are often born at 5 pounds or less; this is considered to be a low birth weight. 4. The effects of alcohol on the fetus can be so severe that the pregnancy may end prematurely in a miscarriage. 5. FAS is the leading preventable cause of mental retardation. 6. FAS infants usually have distinct facial features, which may include small eyes with drooping lids, abnormally thin upper lip, with a longer than usual space between the nose and lip, and a flat bridge to the nose. 7. In school, FAS children are slow learners; often have ADD; are hyperactive; are dyslexic; become frustrated; and are often anti-social. 8. FAS or FAE children outgrow their physical, intellectual, developmental and emotional problems at no time in their lives. 9. Men contribute to the creation of FAS infants by drinking, smoking, and or drug use which may damage their sperm. If they smoke tobacco or other drugs around a pregnant woman, the second-hand smoke may damage her fetus. 10. In addition to the ingestion of alcohol, a pregnant woman may cause birth defects in her fetus through the use of tobacco products or other drugs. 29

30 ANSWER KEY for page 21 SYMPTOMS OF FAS THE BRAIN OF AN UNBORN CHILD: Areas That Can Be Damaged by Alcohol During Pregnancy Use research materials and the terms in the word bank below to accurately label the different areas on this illustration of a human brain. Below the names in the word bank, write the functions governed by each section (Format: please set illustration # NERVS10.TIF Brain Sagittal Section 1 from Page 785 of Art Explosion as large as possible, with straight lines leading out from each section, as indicated, for participants to use in labeling the brain sections. Please set the following names of sections at bottom of the page, leaving room beside/beneath each for participants to write in about 3 sentences.) 30

31 ANSWER KEY for page 22 WORD BANK Basal ganglia help govern movement and cognition Cerebellum helps maintain balance, coordination and posture Cerebrum the biggest segment of the brain, it helps control consciousness and the voluntary processes of the brain Corpus callosum fibers of the corpus callosum connect one hemisphere of the brain with the other Cortex protective covering for the cerebrum and cerebellum Hippocampus assists in memory and survival behavior Hypothalamus receives sensory and chemical input from the body and help maintain homeostasis 31

32 ANSWER KEY for page 23 I m Pregnant What Can I Drink? Whether you re female or not, whether you re pregnant or not answer the following with the best interests of a healthy fetus in mind. Can I drink alcoholic beverages while I m pregnant? No. Drinking alcohol during pregnancy can cause severe physical and mental birth defects, commonly known as Fetal Alcohol Syndrome or somewhat less severe mental birth defects, known as Fetal Alcohol Effects. What kind(s) of alcohol are okay to drink during pregnancy? There are none that are safe. Beer, wine, wine cooler, hard liquor, mixed drinks they re all poison as far as the fetus is concerned. Pregnancy is three trimesters long; are there safe times to drink during that nine months? No. Damage to the fetus may occur within the first month of pregnancy, right on through the last trimester. My friend/sister/cousin/acquaintance drank during her pregnancy, and her baby is fine. Alcohol can affect each fetus differently. A baby born to one mother who drank while pregnant may indeed be fine (or may have Fetal Alcohol Effects mental birth defects which sometimes don t show up until the child enters school). However, the next child born to the same woman if she again drinks during pregnancy may be born with severe defects. There are no guarantees; is your baby s future something on which you would be willing to gamble for the sake of a couple of drinks? If someone has been drinking, and just found out she is pregnant, what should she do? Stop drinking for the remainder of the pregnancy. This will ensure that the rest of the baby s time in the womb will be safe, and will reduce the risk of birth defects. If a baby is born with Fetal Alcohol Syndrome, how soon will he/she outgrow it? An infant born with Fetal Alcohol Syndrome birth defects will never outgrow them. He or she will have these deficiencies for life. 32

33 ANSWER KEY for page 25 TEST Circle the letter of the phrase which best answers each question. 1. According to the program, Fetal Alcohol Syndrome afflicts infants in three major ways. Those are. a) FAS children are abnormally small in size, with a small head and brain. b) FAS children are particularly tall in stature, with thick, coarse-textured hair. c) FAS children typically have developmental problems, are slow learners and hyperactive. d) FAS children have distinct facial features, including small eyes, a thin upper lip, and a flat bridge to the nose. e) A, C, and D 2. Why are the damaging effects of alcohol or cigarettes more severe for a fetus than they would be for a newborn? a) The effects are equally devastating for the newborn and the fetus. b) The effects are more damaging for the fetus because its brain and other organs are just developing and thus more vulnerable than those of the newborn. c) The effects are actually more damaging for the newborn because it does not have the protection of the placenta. 3. Fetal Alcohol Syndrome is not a major issue, because everyone knows that alcohol and other drugs can be damaging to the fetus, so pregnant women no longer drink or use drugs. a) true; fewer than.05% of pregnant women now say that they drink or use other drugs during pregnancy. b) false; according to the program, over 5% of some 4 million pregnant women admitted using drugs while pregnant 4. Smoking cigarettes while pregnant may be dangerous for the pregnant woman herself, but has virtually no effect on the fetus. a) In fact, smoking while pregnant contributes to dangerously low birth weight in infants and a significantly greater incidence of Sudden Infant Death Syndrome (SIDS), than in cases where the mother did not smoke. b) Smoking while pregnant actually contributes to a significant weight gain by the fetus, and produces healthier infants as a result. c) Smoking has not been shown to have either a negative or a positive effect on the health of the fetus. 33

34 ANSWER KEY for page 26 TEST (CONTINUED) 5. Effects of cocaine use by pregnant women include. a) infants born drug-addicted and going through withdrawal b) infants born as much as two months over term. c) newborns suffering seizures, and having trouble eating d) infants who are chronically nervous, crying and irritable e) A, C, and D 6. A woman s physical condition before conception has effect on the health of the fetus after conception. a) no b) significant c) the only critical 7. Effects of marijuana use on the developing fetus include. a) an uneventful pregnancy with an infant of normal weight b) a crucial weight gain in the third trimester, resulting in a larger than normal baby c) higher than usual instances of premature birth, low birth weight infants, many exhibiting difficulties in breathing 8. If a woman has been drinking or using drugs, and then discovers she is pregnant, what should she do? a) Continue; whatever damage she can do has already been done, so she shouldn t bother changing her behavior. b) Stop drinking and using at once; this allows her to minimize exposure for the fetus and provide a safe environment for the remainder of the pregnancy. 9. The birth mother of Cameron, the FAS-afflicted boy in the program stated that someone who drinks or uses drugs and gives birth to an FAS-affected infant feels. a) guilt about it; she blames herself, and others blame her as well b) no remorse; instead, she blames everyone else but herself c) that the child is no worse off than if she had abstained from using alcohol and drugs. 10. Abstinence from the use of alcohol, tobacco, or other drugs during pregnancy is. a) unnecessary b) required by law in many states c) the best way to be able to count on having a healthy baby 34