“The Baby’s Heart Beats Like Mine”

A K-4 Lesson Plan, 45 Minutes — Copyright 2019 Justice For All — Get Access or ShareSupport JFA


Summary

In this lesson, K-4 students identify with unborn babies through a series of experiences, including feeling their own heartbeats, seeing the unborn baby in the womb, naming similarities they share with unborn babies, making a bracelet that reminds them of when the heart begins to beat, and narrating what they learned to their parents. The goal is to help them value all human beings including the smallest ones and to get conversations about unborn babies started in churches, schools, and the broader culture.

This K-4 Lesson Plan is well-suited for one-to-many instruction in religious elementary schools, Sunday school environments, and homeschool co-ops, and it's also well-suited for use by parents and grandparents in teaching their kids and grandkids one-to-one.

Justice For All makes this copyrighted Lesson Plan available to anyone to use. To share it with anyone anywhere in the world, use the address www.jfaweb.org/heart-beats-like-mine. Click on www.jfaweb.org/donate to support the project. Click on www.ehd.org/donate to support the app and video content referenced in the project. (NOTE: EHD is not responsible for this lesson plan, and it is not affiliated in any way.)

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


Clarify Your Objectives

  • While watching video of unborn babies at seven and nine weeks, the K-4 student will show an ability to identify with the unborn baby by pointing out one similarity he/she shares with unborn babies.

  • While watching video of unborn babies, the K-4 student will show an ability to give a reason for believing the unborn baby is human by pointing out that the unborn baby has human parents.

  • While making a heart bead bracelet and preparing to tell his/her parent about it, the K-4 student will show an understanding of when the heart begins to beat at about three weeks.

  • While hearing (or memorizing) Psalm 9:1, the K-4 student will show an ability to give an appropriate response to the wonder of human development by thanking God for creating unborn human beings.

  • (Grades 3-4 only) While making a heart bead bracelet and preparing to tell his/her parent about it, the Grade 3-4 student will show an understanding that unborn babies are alive before heartbeats by pointing out that they have the ability to live in the first three weeks without a heartbeat.

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


See the Flow of the Lesson (45 Min)

  1. Introduce two special guests and topic. (2 min)

  2. Feel (and hear) our own heartbeats. (3 min)

    • (Optional Activity) Listen to each other’s heartbeats using stethoscopes. [add 10 min]

  3. See and imitate the unborn baby in the womb. (12 min)

  4. Identify with the unborn baby by listing similarities we share. (2 min)

  5. Hear an unborn baby’s heartbeat. (2 min)

  6. Give thanks to God — Psalm 9:1 (2 min)

  7. Make bracelets with heart beads that represent the heart of the unborn baby. (12 min)

  8. Prepare to show the bracelet and tell a parent what the beads mean. (3 min)

  9. Pray for pregnant mommies and their unborn babies. (3 min)

  10. Clean up craft supplies with help of students. (2 min)

  11. Review main point and say goodbye. (2 min)

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


Teach the Lesson (Script)

1. Introduce two special guests and topic. (2 min)

  • [Introduce any parents, staff, or volunteers that will be working with the students.]

  • [If expecting mother and unborn baby are not available, use a large picture of an expecting mother.]

  • “I’m going to introduce two very special guests we have with us today. This is Rebecca. She is the mom of a baby, but where do you think her baby is?”

  • “That’s right! The baby is still in her tummy (or what we call the womb). The baby hasn’t been born yet. Here’s a picture of Rebecca’s baby. This is called an ultrasound picture.” [If you have a pregnant woman in the room, and no actual ultrasound is available, you can still use this one. “The baby in ________’s womb looks very much like this baby. This picture is called an ultrasound.”]

  • “Today, you are going to learn about unborn babies, the babies that are still inside their mother’s tummies, and ways in which those babies are like you and me.”

2. Feel (and hear) our own heartbeats. (3 min)

  • “Let’s start our first activity. We’re going to feel our own heartbeats.”

  • “How fast is your heart beating? Everyone be very quiet, and see if you can hear it. No? Is there a better way to know how fast our hearts are beating? That's right. You can feel your heartbeat? Has anyone ever felt their heartbeat when they were running fast? We’re all going to see if we can feel our own hearts beating even though we're not running at all.”

  • “Where is your heart? Put your hand over it. Your heart is in your chest, but it’s actually easier to feel how fast your heart is beating by feeling your pulse on your neck. Take your index and middle fingers, and put them against your neck like this.”

    • (Optional) “You’re touching your carotid artery - it’s a big blood vessel that pumps blood to your brain.”

  • “Now, everyone be very quiet. Very gently press against your neck and see if you can feel your heartbeat, but be careful to not press too hard. Let’s sit very still and quiet for the next 20 seconds. Do you feel something beating against your fingers? That’s your heart beating. It’s also called your ‘pulse.’ You can’t hear it right now, but can you feel it?”

  • (Optional) Heartbeat Activity with Stethoscopes [add 10 min]

    • “Now let’s see if we can hear our own heartbeats.”

    • “Some people have trouble feeling or hearing their heartbeat. But here’s a way to make it easier. (Hold up a stethoscope.) Can you tell me what this is called? That’s right. A stethoscope. STETH - uh - scope. Everyone will take turns putting these ends in their ears, and then placing this part on their chest so they can hear their own heartbeat.”

    • Pass out stethoscopes.

3. See and imitate the unborn baby in the womb. (12 min)

  • [For this section, you’ll use the “My Baby Pregnancy Guide” from EHD. See “Materials” for instructions on projecting from the app on your smart phone to a TV or LCD Projector. See also “Alternative Video Tools.”]

  • “Now, wouldn’t it be amazing to not just feel our heart beat but also to see our heart beating? I’m going to show some wonderful video that shows babies who are in their mother’s tummies.”

  • “A narrator is going to explain what’s happening with the baby. During the video, watch for the heart beating, and watch for other things that are the same between you and the unborn baby so you can share them with the rest of us after the video.”

  • Play Week 7 of “My Baby Pregnancy Guide” (2 min)

    • Pause after size reference (thumb and forefinger holding baby) becomes visible.

    • “The video shows us how big the baby is.”

      • “Everyone put your thumb and first finger closed together like this like you see on the left side of the video here. [Point at left side of screen where model of fingers and embryo are shown as a size reference. Hold up your fingers in the same way as a model for the kids.] During the video, you’ll be able to compare your thumb and first finger to the one in the video so you can see about how big the babies really are while they develop and grow inside the mother’s womb (tummy). The babies look big on the screen but are actually very small. At seven weeks, the baby is about 1 inch tall. See my hands. That’s how big you were when you were seven weeks in your mommy’s tummy (womb).”

        • ALTERNATIVE for Classroom Environments where a pencil and ruler are in every students’ desk:

          • “Everyone take out a pencil.” While students are taking out a pencil, place a small sticky note on each desk.

          • “Touch your pencil to your paper and make a tiny dot. Did you know that you were once that small?”

          • “Now take out a ruler. We are now going to watch a video so that you can see what you looked like when you were very little and what other babies look like. This ruler will help you see how big the babies really are while they develop and grow inside the mother’s womb (tummy). The babies look big on the screen but are actually very small.”

  • Continue playing Week 7 of “My Baby Pregnancy Guide.”

  • [Once the Week 7 video ends]

    • “At this age, the skin of the baby is see-through (transparent). That’s why we could see the heart beating. That’s pretty neat, isn’t it?”

    • [Note: “Ovaries in baby girls” are mentioned in this segment. We think it’s unlikely that you’ll be asked about this, but if you are asked, “What are ovaries?” we suggest answering, “they are a part of a girl’s body.”]

    • “Now that we’ve seen the unborn baby, can you name one thing you saw that was the same about you and an unborn baby?

    • Start to make a list.

      • (Examples: Eyes, Nose, Feet, Legs, Arms, Hiccups, Heartbeat, Stretching, Yawning, Opening Mouth, Moving Arms, Etc.)

  • (Optional) Play Week 10 of “My Baby Pregnancy Guide” [add 3 min]

    • “Can someone else name one thing you saw that was the same about you and an unborn baby?

      • (Examples: Eyes, Nose, Feet, Legs, Arms, Hiccups, Heartbeat, Stretching, Yawning, Opening Mouth, Moving Arms, Etc.)

  • (Optional) Play Week 4 of “My Baby Pregnancy Guide” [add 3 min]

    • “Can someone else name one thing you saw that was the same about you and an unborn baby?

      • (Examples: Heartbeat, Skin, Head)

  • Play Week 9 of “My Baby Pregnancy Guide”

    • “Now let’s watch another baby inside the mommy’s womb. This baby is nine weeks old.”

    • Play video.

    • “Did you see how the baby starts to make slow movements of his arms? Everyone move your arms sloooowly. A baby in the womb can do that at about six weeks.”

    • “Everyone bend your head back and open your mouth and say “ahhhhhhh.” At about seven weeks a baby in the womb can bend his head back and open his mouth.”

    • “Can someone else name one thing you saw that was the same about you and an unborn baby?

      • (Examples: Eyes, Nose, Feet, Legs, Arms, Hiccups, Heartbeat, Stretching, Yawning, Opening Mouth, Moving Arms, Etc.)

4. Identify with the unborn baby by listing similarities we share. (2 min)

  • “Let’s look at the list we made. What’s the same about us and unborn babies?”

    • (Examples: Eyes, Nose, Feet, Legs, Arms, Hiccups, Heartbeats, Stretching, Yawning, Opening Mouth, Moving Arms, Etc.)

  • “Something else that’s the same between you and an unborn baby is that you both have human parents. But I don’t have human parents. My mommy is a poodle and my daddy is a golden retriever. Do you believe me? No, of course not! If my parents were dogs then I’d be a dog. We know the unborn baby is human because she has human parents, just like you.”

  • “So, what’s one reason we know the unborn baby is a human being?” [Kids respond: They have human parents!]

5. Hear the unborn baby’s heartbeat. (2 min)

  • “We mentioned that the baby has a heart and heartbeat just like you and I do.”

    • (Optional) “Have any of you ever heard an unborn baby’s heartbeat before?”

  • “Earlier, we heard our own heart beats. Remember how fast they were? Do you think the unborn child has a faster or slower heart beat than we do? Let’s listen to what that sounds like and find out!”

  • Tap the red “Heartbeats” area of the “My Baby Pregnancy Guide” app to cause the sound of the heartbeat to sound. Or use our audio below:

  • “Isn’t that neat? That heart beat is much faster than yours!”

  • “Your heart started beating when you were about 3 weeks old in your mommy’s womb (or, 22 days, to be exact).”

  • “Your heart beat more than a million times every week you were in the womb!”

  • “Here’s another thing that’s fascinating. Before the unborn baby is three weeks old, he or she can live without a heartbeat! How long can you live without a heartbeat? Not for very long. You need a heartbeat to live. I need one, too. And the unborn baby does, too, once it’s about 22 days old. But before that, he or she can do something for three weeks that we can’t do — live without a heartbeat.”

6. Give thanks to God — Ps. 9:1 (2 min)

  • “Who made unborn babies this way? That’s right. God did. How can we respond to his wonderful work?” [Kids give responses. Teacher/Leader fixes on “praise” or “thanks” as examples of proper responses.

  • “That’s right. We can thank him.”

  • “Here’s a scripture about that: Psalm 9:1”

  • “I will give thanks to the Lord with my whole heart; I will recount all of your wonderful deeds.” Psalm 9:1

    • Optional: Memorize the Scripture together (4 min)

      • “Let’s try to say just the first part: I will give thanks to the Lord…” ”

      • “Now the next part: …with my whole heart.” ”

      • “Ok, here’s the next part: I will recount…” ”

      • “Let’s say the whole thing up to that point: I will give thanks to the Lord with my whole heart; I will recount…” ”

      • “Now, the last part: “…all of your wonderful deeds.” ”

      • “Again, from the beginning: “I will give thanks to the Lord with my whole heart; I will recount all of your wonderful deeds.” Psalm 9:1”

7. Make bracelets with heart beads that represent the heart of the unborn baby. (12 min)

  • “So far, we’ve seen the baby’s heartbeat. We’ve listened to it. And we talked about how God made unborn babies and the wonderful things about unborn babies (and ourselves!). Now, we are also going to make something to help us remember something about unborn babies.”

  • [Teacher, put heart beads in your hand, and say:] “In my hands I have some beads. Can anyone tell me what they look like? Yes, they are in the shape of a heart. We are going to make a string of beads where each of the beads has a special meaning. Why do you think we are using beads in the shape of hearts today? That’s right, because you are learning about unborn children and how they grow, and part of this growing process is when the unborn baby’s heart starts to beat.”

  • “Does anyone remember from the video how old a baby is when its heart starts to beat? That’s right, 3 weeks old.”

  • “Ok, everyone listen up. I am going to tell you how to make your string of beads.”

  • “There are two types of beads. Colored heart beads and clear circular beads. First put on 3 clear circular beads and then 1 colored heart bead. We are going to put on 3 circular beads. One for each week before the baby’s heart starts to beat. Then we can put on 1 heart bead which means the baby is three weeks old and now has a heart beat. Then you can start over with three more circular beads…etc.”

  • “If you want to, you can turn this string of beads into a bracelet. Even if you don’t want to wear it as a bracelet maybe you know someone who would. You can give it to your mom or sister if you want to!”

  • Pass out supplies to all the students.

  • Help students make the bracelets. We’ve found the following tips to be useful:

    • Tape the elastic cord to the desk or table.

    • For K-2, walk through step by step as a class:

      • “Okay, let’s do the first set together. Everyone find three clear, circular beads like this. Take one and place it on the string. (Pause) Now, take the second circular bead and place it on the string. (Pause) Etc.”

  • “Here is some more fun information about an unborn baby whose heart just started beating. Did you know that when a baby is three weeks old, it is smaller than the size of the clear round beads. Everyone look at the small clear bead. You were once smaller than that. Isn’t that pretty awesome! You are smaller than that when you heart starts to beat.”

8. Prepare to show the bracelet and tell parents what the beads mean. (3 min)

  • “Now that we have made these strings of beads and bracelets, do you think we should do something with them? What do you think we could with them? Could we show people what we made? Do you think we could tell them why we used hearts to make the bracelet? Who could we tell?”

  • “Here is what you need to do when you go home today. Show your mom or dad what you made, and tell them what the meaning of the beads are.”

  • [Give each student a copy of the “Student and Parent Handout” you chose based on the ability level of your class.]

  • “This handout will help you.”

  • “Let’s practice what we are going to tell our parent. Look at the handout. There’s a box at the top to remind you about what you’ve learned so you can share it with your parent. Let’s say what’s in the box together:”

    • [Student and Parent Handout 1] “Look at what I made today. Did you know that babies have heartbeats when they are three weeks old?”

    • [Student and Parent Handout 2] “The heart beads on my bracelet remind me that the baby in the mommy’s tummy has a heartbeat just like me.”

    • [Student and Parent Handout 3] “The heart beads on my bracelet remind me that unborn babies have a heartbeat when they are about three weeks old, and that before that they don’t need a heartbeat to live!”

    • [Student and Parent Handout 4] “Today we saw unborn babies in their mother’s wombs. They have transparent skin, and you can see their hearts beating. Their hearts start beating at about 3 weeks, like the three beads in between each heart on this bracelet. Their hearts beat about a million times every week in the womb. Before three weeks, though, they don’t need a heartbeat to live!”

  • “Now you can share what you’ve learned with your parent using this handout. The handout also has other information for your parent about the lesson. It will help your parent see the same video I showed you today.”

    • (Optional) “Now everyone wait for the teacher (or aide, volunteer, etc.) to come to you and then tell them what you are going to tell your parent. If you are waiting you can quietly practice with the person sitting next to you and show them how your string turned out.” [add 10 min]

9. Pray for pregnant mommies and their unborn babies. (3 min)

  • “Now let’s take a moment to talk to God about unborn babies and their mommies. One of the best things we can do for them is to pray for them.”

  • “Who knows a mom who is pregnant? Let’s name a few and pray for each one and her unborn child. We can pray for strength and good health, since pregnancy can be a difficult time for both mommy and baby. We can pray for people to come to know God better because of the gift of this baby.”

  • Pray together. [The teacher can pray, or a student can pray, as you see fit.]

10. Clean up craft supplies with help of students. (2 min)

  • “Now it is almost time for us to go so we need your help to clean up.”

  • Direct students in specific ways they can help out.

11. Review main point and say goodbye. (2 min)

  • “So today you saw an unborn baby, you saw his heart while it was beating, you listened to his heartbeat, and you made a bracelet to help you remember how old the baby is when her heart starts to beat. Remind me. How old is she? That’s right. About three weeks. You also learned how small the baby is when her heart starts to beat. We also learned that each of us was once that small, too!”

  • “Have fun sharing what you learned with your parents!”

    • Optional (for classrooms): “Your teacher is now going to let you know what you are going to do next. Thanks for working with us!”

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


Share Ideas with Others

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


Credits

This Lesson Plan was originally created by David and Diane Lee, with help from Rebecca Hotovy, Catherine Wurts, Steve Wagner, and Timothy Brahm under the name “Before You Were Born” in 2012. Steve Wagner edited it and put it in its current form in 2019, with help from Rebecca Hotovy and a team of Justice For All trainers and volunteers. Please share ideas about changes and updates at www.jfaweb.org/heart-beats-like-mine#share-ideas.

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


How to Support this Project

  • Although the Endowment for Human Development (EHD) is in no way responsible for the content or production of this lesson plan, it created and maintains the video content we reference in this lesson plan. EHD makes that content available at no charge to people all over the world. It is simply the finest resource available on the topic of human development. Because EHD is a non-profit organization, please consider giving a generous gift to EHD to make sure it is able to continue to provide this amazing resource! Click this link to support EHD.

  • Justice For All is happy to provide this lesson plan free of charge. Please consider giving a gift to support JFA’s ongoing mission of enabling Christians to actively love every human being touched by unintended pregnancy, including women in distress, the smallest humans on earth, and those who are pro-choice. Click this link to support JFA.

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


Order Materials

Essentials:

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Optional Supplies (Auxiliary Activities)

QUICK LINKS : Summary (Top) / Objectives / See the Flow / Get Materials Ready / Teach the Lesson (Script) / Share Ideas / Credits / Extras / Alternative Video


Notes about Video and Alternative Video Tools

 

EHD Apps

(Free. No need for internet connection after download.)

There are some great benefits to using the “My Baby Pregnancy Guide” app from EHD, and that’s why it’s featured in the lesson plan above. The app is free, works without an internet connection (once you download it), allows you to hear the unborn baby’s heart beat just with a click on the red “heartbeats” area at each stage of development, allows you to see the number of heartbeats so far in the same area, and allows you to see rare, high-resolution embryoscopy video footage (or 4-D ultrasound) at each stage of development. You can also mute the audio easily for each video, and the app has some helpful images at the bottom of the screen at each stage of development. So, if your group is small, we recommend gathering around your tablet device or smartphone to see the videos. If you’re working with more than a few kids, we recommend plugging your smart phone into a TV or projector in order to play the videos for your group.

In some cases, however, you may want to use one of the following alternative video tools that EHD has made available.

 

DVD

Biology of Prenatal Development DVD

(This is not free, but it is a great deal! You can view the video content from this lesson plan on this DVD. You’ll just have to find the parts of the DVD that correspond to the video clips from the app in the lesson plan above.)

You can read text for all of the narration of the DVD (some of which is in the App video clips and Web video clips) on EHD’s helpful page related to the DVD.

 

Video at www.ehd.org/en (Download to Show without Internet Access!)

Click this link or the picture to access a free, downloadable video from EHD.

Video clips at www.ehd.org (Requiring Internet Access to Show)

(Free with internet connection and computer or other device.)

Each of the following links should open a new browser tab so that you can easily create different browser tabs for each video segment in the lesson. That way, you can simply click to a different tab for each video you need for the lesson. (Note, all narration in the section below is copyrighted by www.ehd.org. As it’s freely available on their website, we’ve excerpted it here for ease of reference. Please give a gift to www.ehd.org/donate as a way of thanking EHD for the great public service they provide through their website.)


NOTE: The following corresponds to the video shown in Week 7 of EHD’s “My Baby Pregnancy Guide” App:

[Suggestion: If substituting these videos for the App, use only the videos marked by an asterisk (*), and cue each video in a separate tab of your web browser in order to make playing each successive video more seamless when you teach the lesson.]

  • * Video: Hiccups and Startle Response — 7 weeks (0:28): http://www.ehd.org/movies/248/Hiccups-%26-Startle-Response

    • Narration: “Hiccups have been observed by 7 weeks. Leg movements can now be seen, along with a startle response.”

  • * Video: The Maturing Heart — 6 weeks, 6 days / 7 weeks 3 days (0:21): http://www.ehd.org/movies/39/The-Maturing-Heart

    • Narration: “The 4-chambered heart is largely complete. On average, the heart now beats 167 times per minute. Electrical activity of the heart recorded at 7 1/2 weeks reveals a wave pattern similar to the adult's.”

  • Video: Ovaries Identifiable — 7 weeks, 4 days (0:08): https://www.ehd.org/movies/220/Ovaries-Identifiable

    • Narration: “In baby girls, the ovaries are identifiable by 7 weeks.”

    • Note: If you’re using these video clips in place of the App, we suggest not showing this clip if you wish to avoid the likely question from kids, “What are ovaries?”

  • Video: Eyes and Eyelids — 7 weeks, 4 days (0:13): https://www.ehd.org/movies/40/Eyes-and-Eyelids

    • Narration: “By 7 1/2 weeks, the pigmented retina of the eye is easily seen and the eyelids are beginning a period of rapid growth.”

  • * Video: Fingers and Toes — 7 weeks, 4 days (0:22): https://www.ehd.org/movies/41/Fingers-and-Toes

    • Narration: “Fingers are separate and toes are joined only at the bases.”

  • * Video: Joining Hands — 7 weeks 4 days / 7 weeks 3 days (0:13): https://www.ehd.org/movies/42/Joining-Hands

    • Narration: “The hands can now come together, as can the feet. Knee joints are also present.”


NOTE: The following corresponds to the video shown in Week 9 of EHD’s “My Baby Pregnancy Guide” App:

[Suggestion: If substituting these videos for the App, use only the videos marked by an asterisk (*), and cue each video in a separate tab of your web browser in order to make playing each successive video more seamless when you teach the lesson.]

  • * Video: Sucking and Swallowing — 9 weeks, 3 days (0:13): https://www.ehd.org/movies/52/Sucking-and-Swallowing

    • Narration: “By 9 weeks, thumb sucking begins and the fetus can swallow amniotic fluid.”

  • * Video: Motion and Sensation — 9 weeks, 3 days / 9 weeks (0:34): https://www.ehd.org/movies.php?mov_id=53

    • Narration: “The fetus can also grasp an object, move the head forward and back, open and close the jaw, move the tongue, sigh, and stretch. Nerve receptors in the face, the palms of the hands, and the soles of the feet can sense light touch. In response to a light touch on the sole of the foot, the fetus will bend the hip and knee and may curl the toes.”

  • * Video: Live Long and Prosper — 9 weeks (0:15): https://www.ehd.org/movies/54/Live-Long-and-Prosper

    • Narration: “The eyelids are now completely closed.”

  • Video: Vocal Cords — 9 weeks, 2 days (0:09): https://www.ehd.org/movies.php?mov_id=55

    • Narration: “In the larynx, the appearance of vocal ligaments signals the onset of vocal cord development.”


Audio of Fetal Heart Beat (If using the videos above because app is unavailable, use this audio to hear the fetal heart beat.):

NOTE: The following corresponds to the video shown in Week 4 of EHD’s “My Baby Pregnancy Guide” App:

[Suggestion: If substituting these videos for the App, use only the videos marked by an asterisk (*), and cue each video in a separate tab of your web browser in order to make playing each successive video more seamless when you teach the lesson.]

  • * Video: Amniotic Fluid — 4 weeks, 6 days / 4 weeks, 4 days (0:28): https://www.ehd.org/movies/20/Amniotic-Fluid

    • Narration: “By 4 weeks the clear amnion surrounds the embryo in a fluid-filled sac. This sterile liquid, called amniotic fluid, provides the embryo with protection from injury.”

  • * Video: Heart in Action — 4 weeks, 4 days / 4 weeks, 6 days (0:34): https://www.ehd.org/movies.php?mov_id=21

    • Narration: “The heart typically beats about 113 times per minute. Note how the heart changes color as blood enters and leaves its chambers with each beat. The heart will beat approximately 54 million times before birth and over 3.2 billion times over the course of an 80-year lifespan.”


NOTE: The following corresponds to the video shown in Week 10 of EHD’s “My Baby Pregnancy Guide” App:

[Suggestion: If substituting these videos for the App, use only the videos marked by an asterisk (*), and cue each video in a separate tab of your web browser in order to make playing each successive video more seamless when you teach the lesson.]


NOTE: The following corresponds to the video shown in Week 6 of EHD’s “My Baby Pregnancy Guide” App:

[Suggestion: If substituting these videos for the App, use only the videos marked by an asterisk (*), and cue each video in a separate tab of your web browser in order to make playing each successive video more seamless when you teach the lesson.]

  • Narration: “By 6 1/2 weeks, the elbows are distinct, the fingers are beginning to separate, and hand movement can be seen.”


Other Selected Videos:

[Suggestion: Cue each video in a separate tab of your web browser in order to make playing each successive video more seamless when you teach the lesson.]

  • * Video: Heart and Circulatory — 3 weeks / 4 weeks, 6 days (0:36): https://www.ehd.org/movies/10/Heart-and-Circulatory-System

    • Narration: “As the first blood cells appear in the yolk sac, blood vessels form throughout the embryo, and the tubular heart emerges. Almost immediately, the rapidly growing heart folds in upon itself as separate chambers begin to develop. The heart begins beating 3 weeks and 1 day following fertilization. The circulatory system is the first body system, or group of related organs, to achieve a functional state.”

  • * Video: Transparent Skin — 4 weeks, 6 days (0:20): https://www.ehd.org/movies/23/Transparent-Skin

    • Narration: “The skin is transparent at this point because it is only one cell thick. As the skin thickens, it will lose this transparency, which means that we will only be able to watch internal organs develop for about another month.”

  • * Video: The Developmental Period — 7 weeks 4 days / 6 weeks 6 days (0:47): http://www.ehd.org/movies.php?mov_id=210

    • Narration: “The developmental period before birth is increasingly understood as a time of preparation during which the developing human acquires the many structures, and practices the many skills, needed for survival after birth.”

  • * Video: The Embryonic Period — 8 weeks (0:22): https://www.ehd.org/movies.php?mov_id=212

    • Narration: “During the first 8 weeks following fertilization, the developing human is called an embryo, which means ‘growing within.’ This time, called the embryonic period, is characterized by the formation of most major body systems.”

  • * Video: The Fetal Period — 9 weeks (0:21): https://www.ehd.org/movies/213/The-Fetal-Period

    • Narration: “From the completion of 8 weeks until the end of pregnancy, ‘the developing human is called a fetus,’ which means ‘unborn offspring.’ During this time, called the fetal period, the body grows larger and its systems begin to function.”