Reproductive System Essay
Discuss the objective of the lesson. 2 . Write down ideas with the class about areas of the body. 3. Employ Reproductive Program Visuals 1-6 to continue reviewing the male and feminine reproductive systems including the position and function of each and every part.. Lead the activity labeling parts of the reproductive system. 5. Give homework. This kind of lesson was most recently modified on March 23, 2011. Public Health – Seattle & King Region ©1988; modified 2011 www. kingcounty. gov/health/flash Lesson a couple of – Webpage 1 Relatives Life and Sexual Wellness, High School ADOBE FLASH Materials Necessary Student Elements • Reproductive System Worksheets (1 copy per student) • Person Homework: Anatomy (1 duplicate per student) • Family members Homework: Referring to the Reproductive system System (1 copy every student) Classroom Materials • Reproductive Program Visuals 1-6 (contained with this lesson & also available on the web as a PowerPoint slide: www. ingcounty. gov/health/FLASH) • Branded body parts to get classroom activity, one arranged per category • Several pairs of scissors Tutor Preparation Well in advance … • Review notes from a class due to the large number of terms and definitions. The morning before the lessons … • Make replications of Supplies Needed (see above) • Prepare images for use over a SMART Table or projector. Note: If the lesson says “board, ” use whatever is available in the classroom. Criteria National Well being Education Standard: • Common 3: Learners will show the ability to access valid data, products and services to boost health. Overall performance Indicator three or more. 12. 5: Determine when professional wellness services may be required. Wa State Health Education Standard: • Essential Academic Learning Requirement (EALR) 2: Students acquires the knowledge and abilities necessary to preserve a healthy your life: Recognizes measurements of wellness, recognizes phases of development and growth, reduces health problems, and lives safely. Component 2 . a couple of: Understands periods of development and growth. Grade Level Expectations (GLE) 2 . 2 . 1: Analyzes the physiological and emotional changes throughout the lifetime. Public welfare – Seattle & Ruler County ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page a couple of Family Lifestyle and Intimate Health, High school graduation FLASH Activities NOTE: Recommendations to you are in standard font. A suggested script is in italics. Feel free to improve the script to your design and your students’ needs. 1 ) Discuss the objective of the lesson. Identify the lesson as, primarily, an assessment information that numerous students discovered in earlier grades. Clarify that getting well-grounded in knowledge about the reproductive system will help them make sense of discussions after in the product about motherhood, birth control, and sexually sent diseases. Also, if they have health problems in the foreseeable future, knowing parts of the body helps them explain to a health provider what they think the problem might be. 2 . Brainstorm with the school about body parts. Write around the board in three columns: Male / Female as well as Both. Question students to mention reproductive system body parts, equally internal and external, in the three articles. Fill in in the Teacher Expert List (below) the parts that college students don’t refer to. As you list the parts on the board, briefly establish each body system part, exactly where it is in the body and what it does. 3. Work with Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive devices, including the area and function of each and every part. Make use of a document camera (or INTELLIGENT Board, expense projector, etc) to project the images for the board. Clarify that the parts labeled as male, female, or perhaps both are for many people, but when people are intersex (i. e., there is a disorder of sex development), there may be a few differences … differences that had been present at birth. NOTE: In short , review “what it does” (each part’s function, below) if pupils are not really acquainted with the physiology, as you indicate the visuals. Please will not feel that you should convey just of information in the Teacher Qualifications chart, below. Find more suggested language regarding the mariage and circumcision in Lesson 16, p 5. Instructor Background Man Part male organ (made up of shaft, glans, and sometimes foreskin) foreskin • • • • • • • • • • Public well-being – Detroit & California king County What it Is / What it Does allows verse of urine and of sperm provides discomfort (has many nerve endings) the average male organ measures 3-4” when it’s not set up (flaccid) and 5-7” once erect one particular protects the glans of the penis supplies sensation males who’ve recently been circumcised don’t have one physical sac which is shorter the moment cold, much longer when warm holds testes controls temperatures provides experience ww. kingcounty. gov/health/flash ball sack ©1988; modified 2011 Lessons 2 – Page three or more Family Lifestyle and Sexual Health, High School FLASH • • develop sperm and sex human hormones (androgens, testosterone) each is created from 500-1, 200 feet two of snugly coiled pipes allows maturation of semen cell via a man (commonly called “sperm”) they hold strings of genes (called “chromosomes”) or DNA instructions in case the sperm cell meets with an egg cellular and fertilizes it. uspend the testis supply bloodstream to the testis provide discomfort carry sperm from the testis provides storage area for sperm allow passage of ejaculate as big around while sewing line they business lead into the belly, where (behind the bladder) they broaden into storage space sacs lead fructose (sugar) to semen for alimental, alimentary, nutrient, nutritious, nutritive the sperm helps ejaculate live much longer and travel better with regards to a teaspoon total per ejaculation produces a lot of the fluid that produces up seminal fluid pair of glands produce smooth called pre-ejaculate or “pre-cum” that cleanses the harnrohre of chemical p (from urine) to protect the sperm estes (also referred to as testicles) novel = testis epididymis (plural = epididymes) spermatazoan (plural = spermatozoa) • • • • • • • spermatic cords vas deferens (plural = vasa deferentia … also called semen ducts) • • • • • • • • • • seminal vesicles semen prostate glandular Cowper’s glands (also named bulbourethral glands) Female Component uterus (made up of muscle walls, a lining called the endometrium, and a cervix. The uterus is likewise called “womb”) cervix What it Is / What it Does • • • • • • • • • • • • ouses and protects embryo/fetus/baby allows chemical; waste exchange with parias nourishes an embryo, before a placenta grows underneath section of the uterus produces fluids to help sperm travel and leisure produces a mucous plug to hold germs out during pregnancy enables passage of sperm produces fluids to cleanse and lubricate itself and to support sperm travel around allows passageway of shed endometrium during menstruation enables passage of baby provides sensation (has many neural endings particularly in the outer third) a flattened tube, just like a deflated balloon www. ingcounty. gov/health/flash genitals Public Health – Seattle; Ruler County ©1988; revised 2011 Lesson two – Web page 4 Family members Life and Sexual Wellness, High School ADOBE FLASH • • • • • • 3” lengthy when not aroused, 5-6” once aroused, three or more but extremely stretchy is definitely the middle of female’s three openings membrane layer partly protecting vaginal beginning ome girls are created without a mariage may be extended during sexual intercourse or simply using a tampon or perhaps with fingertips carry strings of family genes called chromosomes which mix with chromosomes of sperm to direct fetal development if fertilized and implanted inside the uterus they dissolve inside the Fallopian conduit after regarding 24 hours if not fertilized.
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