You’ve probably heard alot of outrageous statements from students over the years regarding pregnancy…I know I have! With all of the misinformation out there, it’s important for students to know what’s true versus what is false. With this Pregnancy Myths & Facts activity, students learn the difference in a very engaging way. Read on to learn how this activity works.

Set

• Set up a continuum in your room with one side labeled MYTH and the other side labeled FACT. You will open the class and activity by sharing really outrageous statements about pregnancy. The statements include the following:
  • If a pregnant person raises their arms above their head, the baby can get tangled in the umbilical cord.
  • Severe heartburn during pregnancy means the baby will be born with a full head of hair.
  • If a pregnant person craves salty foods, the baby will be a boy; sweet cravings mean it’s a girl.
  • If the baby’s heart rate is over 140 beats per minute, it must be a girl.
  • If a pregnant person is startled or scared suddenly, the baby will be born jumpy or anxious.
• Explain to students that you will read a statement regarding pregnancy and they must decide where it is a myth or a fact and then move themselves into the respective area.
• Once students are grouped in their respective area, they must talk to each other before arguing or justifying their answer with you.
• Ask students how many of the statements they’ve heard before and where. Ask students which of the above myths they believe the most? Unfortunately, because people continue to believe these claims, they get spread like rumors.
• Explain to students that they will research pregnancy claims just like these because believing the wrong information can have real consequences.

Materials

• iPads or Laptops
• Projector & Screen
• Printed Templates
• Colored Markers

Activities

• Give each student a copy of the Pregnancy Myths vs Facts – Prediction Sheet. Ask students to read through each statement and make a prediciton on whether they believe it is a myth or a fact by circling their answer under the prediction column.
• Cut apart the statements and distribute them randomly to students. Students are to research their statement to determine if it is a myth or fact and provide an explanation that includes scientific and/or medical reasonings.
• If students discover that their statement is a myth, then they get a MYTH template to fill in their information. If they discover that their statement is a fact, then they get a FACT template to fill in their information.
• When students have completed their templates with information, color and their names, collect them for use in a gallery walk.
• Lay the templates out randomly around the room and have students circulate to learn the correct or actual answers to the pregnancy statements.
• After students have their correct answers, they complete the reflection portion of the assignment which can be found on the bottom of the Pregnancy Myths vs Facts – Prediction Sheet document. Bring the class together and discuss their prediction outcomes and then have each student share one of the statements they initially got wrong with the class.
• If you are looking for a bulletin board or wall display, take the completed templates that students have filled out with their information and hand them on a bulletin board or on a wall display titled, PREGNANCY MYTHS & FACTS. As you continue to teach about pregnancy, use the template statements and information to help you add more depth to the concepts you are teaching.

Attachments

• Pregnancy Myths vs Facts – Prediction Sheet (PDF)
• Pregnancy Statements to Cut Apart (PDF)
• Pregnancy Templates & Directions (PDF)