Essay about What wahy

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Family Life and Sexual Health, Grades 4, 5, and 6, Lesson 11

F.L.A.S.H.

Reproductive System, day 1
Grades 4-6, Lesson #11

Time Needed
50-75 minutes

Student Learning Objectives

To be able to …
1. Identify the medical terms, locations, and functions of at least 7 of the structures in and near the male reproductive system.
2. Identify the medical terms, locations, and functions of at least 7 of the structures in and near the female reproductive system.

Agenda
1. Discuss purpose of lesson.
2. Use transparencies or your own drawing skills to describe names, purposes, and locations of male reproductive organs.
3. Use Reproductive System Worksheet #1 as a large group exercise to reinforce
Activity #2, above.
4. Repeat Activities #2 & 3, for female reproductive organs, using Reproductive System
Worksheet #2.
5. Give class a preview of tomorrow’s lesson.

Public Health - Seattle & King County • Family Planning Program • © 1986 • revised 2007 • www.kingcounty.gov/health/flash

11- 1

Family Life and Sexual Health, Grades 4, 5, and 6, Lesson 11

F.L.A.S.H.

Materials Needed
Classroom Materials:
• OPTIONAL: Reproductive System Transparency/Worksheets #1 – 2, as 4 transparencies (if you prefer not to draw)
• OPTIONAL: Overhead projector

Student Materials: (for each student)
• Reproductive System Worksheet #1 (2 sides, back-to-back)
• Reproductive System Worksheet #2 (2 sides, back-to-back)

Public Health - Seattle & King County • Family Planning Program • © 1986 • revised 2007 • www.kingcounty.gov/health/flash

11- 2

Family Life and Sexual Health, Grades 4, 5, and 6, Lesson 11

F.L.A.S.H.

Activity
1. Explain, again, why you are doing this lesson and unit.
As you explained in Lesson 1, reiterate that you are doing this unit so that they will have correct information about things like bodies and growth; so that they will feel good about growing up; so that they'll feel more comfortable asking questions of their parents or doctors; so that they'll understand and appreciate themselves, their families and one another; and so that they will not be as likely to ever be sexually abused.
2. Describe names, purposes, and locations of male reproductive organs.
Use the transparencies or, better yet, draw so that you can introduce one part at a time and so that your drawing won’t exactly duplicate the worksheets your students will be filling out later in the lesson.
Name and explain the functions of the parts of the male reproductive system. Here is scripting, to read in advance and paraphrase:
Let me describe how most people’s bodies are made. But know that individual differences are pretty common.
Side view of the male: This is a side view of the male reproductive system. On the outside he has two parts. Can anyone name them? That's right, 'penis' and 'scrotum.'
The job of the scrotum is to hold the “testicles” or “testes” at the proper temperature – lower than 98.6 degrees – for making sperm. The scrotum will move toward or away from the body to keep it at a lower temperature.
Who knows the testicles’ other job, besides producing sperm? They also make male hormones to give him a deeper voice, broader shoulders, and all the other characteristics of an adult male body.
Sperm are made in the testes and then move into the epididymis which is a long tube tightly coiled into the back of the scrotum. The sperm stay there for 2-3 months while they mature.
Then they travel up into his body through a tube called a vas deferens. He’s got two, one leading from each epididymis. The sperm travel, through a vas deferens, past his bladder (where urine or “pee” is stored), and into the tube that will carry them out of his body, the urethra. The urethra is the tube that runs through his penis. In the male, the urethra has two jobs: urination (part of the urinary system), and ejaculation (part of reproductive system).On the way, the sperm gather fluids we call semen. These
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