Designed to take greater than 90 minutes of class time over the
course of four or more days, the Three Star Program will
engage the attention of the class on the topic of Fetal Alcohol syndrome (FAS)
and other alcohol-related birth defects
2. provide fundamental
information on the nature, impact, biological basis and importance of preventing
these birth defects
3. provide an opportunity to directly
observe the affect of alcohol on a developing organism through a hands-on science
4. challenge students to consider prevention strategies.
1. To inform students
that alcohol should not be used during pregnancy because it can cause permanent
and severe damage to babies.
2. To increase the student’s
understanding of the biological basis for birth defects.
To stimulate thought regarding ways to help prevent birth defects.
4. To demonstrate the effects of alcohol on a developing organism.
1. Students view the
first segment (approximately 1 minute) of the Better Safe Than Sorry video. Showing
an affected young woman, and with narrative by her mother, this clip introduces
the topic of birth defects caused by maternal alcohol use. At the end of this
segment, prompted by the question "Did you know that alcohol consumption
during pregnancy can cause permanent damage to an unborn child?" the teacher
may stop the video and break students up into small groups for discussion of their
existing knowledge regarding birth defects that are caused by alcohol and the
need to know more. Alternatively, a show of hands in answer to the question may
be followed by resumption of video viewing by the class.
Students view the remainder (approximately 14 minutes) of the video in which parents,
doctors and scientists share their perspectives to provide basic information on
the characteristics, biological basis and importance of preventing Fetal Alcohol
Syndrome and other alcohol-related birth defects. Working in groups to allow discussion,
or working independently, students answer questions on a worksheet developed for
this video. (Teachers may modify the worksheet, if only single word answers are
preferred.) Comparison of responses to those that followed the query at the end
of the first one minute video segment (activity one), allows learning assessment.
In addition, or alternatively, the teacher or students may bring up discussion
points for class consideration. Some possible discussion topics, with brief "answers"
and suggested resources for teacher and student information are provided. Teachers
may provide the students with lists of available resources for additional study
of this topic.
3. Students explore the effects of different
concentrations of alcohol on brine shrimp hatching. This hands-on experiment is
easy, should at the least stimulate interest in biology, and can be used to teach
science, math and reasoning skills. It can also be modified to examine the effects
of water contaminants or other environmental factors on aquatic life. A video
of the experiment is available on the CD-ROM and at http://www.niaaa.nih.gov/publications/Science/curriculum.html
for teacher preparation or classroom viewing.
minutes on Day 1, followed by 30 minute periods on Days 2 and 4. Kits are available
from Carolina Biological Supply (http://www3.carolina.com)
with materials for the entire class (10 groups) or for a single set up for a teacher
4. Students play “The Knowledge is Money
Game” available on this CDROM. This is a fun, fact-filled game that tests
the student’s knowledge of FAS and other alcohol-related birth defects.
Students may print out and turn in their final score from the game as an indication
of their completion of the activity.
As an extension of
this activity, students may develop questions for an “expert’s round”
of “The Knowledge is Money Game” based on their exploration of the
internet or printed resources listed in the “Learning More” section
of the curriculum. Students will generate 5 multiple choice questions and correct
answers that will be submitted to the teacher. From these new questions, the teacher
can select those that are appropriate for the second round of the game. This round
can be played as a class following the instructions for the printed version of
the game that are available in the printed curriculum.
5. Students are asked to write a letter or email message that could be sent to
someone, telling of the risks of alcohol exposure to a developing baby. They are
also asked to include their advice regarding the importance of preventing these
problems and their ideas about how prevention should be achieved. The teacher
would encourage the students to make their letters as compelling and effective
as possible. Students present their letters or email messages to their teacher
and/or to their classmates, either orally or by posting them in the classroom.
The teacher or students may select the most effective letter(s) or prevention
strategies. The teacher may lead the class in a discussion of how to distribute
this information beyond the classroom. Teachers evaluate the letter written by