6th Grade Health Lesson Plan; #16 Reproductive systems and functions
NOTE: Males and females are separated for this lesson.
Standard: 5.ICR.2 Analyze the changes and influences that occur during puberty and
adolescence.
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5.ICR.2.1 Recall that puberty is characterized by the development of secondary sex
characteristics and onset of reproductive capacity.
5.ICR.2.3 Summarize the functions of the male and female reproductive systems.
6.ICR.3 Understand the changes that occur during puberty and adolescence.
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6.ICR.3.2 Summarize the relationship between conception and the menstrual cycle.
Objective: Students will be able to identify the changes that happen to boys and girls during puberty
and be able to identify the reproductive parts for both males and females and the function of those
parts. Students will also understand that puberty is the start of the ability to reproduce.
Materials:
 Female and Male Question Box
 Questions from last week
 Note cards
 Pencils
 Separate space for females and males
 Always Changing PDF curriculum guide
 A class set of pink, blue, and yellow construction paper strips
 Appendix 1 listing of reproductive anatomy (Lesson 6.ICR.3.2)
 Appendixes 1, 4,ND 5 from 5ICR.2.3
 Copies of fill in the blank male and female reproductive systems; Appendixes 3a,3b,4a,4b from
lesson 5ICR.2.1
 BrainPop! Video Reproduction
Focus: Teacher provides each student with three strips of construction paper (pink, blue, and yellow).
Teacher says, “The pink stands for female, the blue for male, and yellow stands for both male and
female. I will be calling out reproductive anatomy parts and you are to hold up the correct color for
that part.”
Teacher randomly calls out body parts from Appendix 1 listing of reproductive anatomy and checks
that students correctly identify the part or function as belonging to males, females, or both. Teacher
corrects misconceptions along the way.
Teacher Input: Teacher says, “During puberty, the pituitary gland sets development of the
reproductive system into action. Today we are going to study the reproductive system so you will
understand how those important parts of our bodies function.”
Provide each student with a copy of the diagrams of the male and female reproductive systems
(Appendix 3a and 3b). Using teacher key of male and female diagrams (Appendix 4a and 4b),
discuss male and female reproductive systems.
First allow students time to fill in the diagrams on their own using pencil. Then as the teacher goes
through the reproductive organs students make corrections on their papers.
Next, the teacher will use the diagrams and charts to explain the reproductive organs and the function
of those organs.
Always Changing PDF curriculum guide
(Appendix 3a and 3b)
Terms to learn:
For the female:
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Fallopian tube – a tube between the vagina and ovaries in which fertilization takes
place (where sperm meets the ovum)
Ovaries – organs that produce female hormones and produce and release ova (or
eggs) in the female
Uterus or womb – the organ in which the fetus develops into a baby
Cervix – opening of the uterus; menstrual blood passes through
Vagina – the organ for sexual intercourse, also the birth canal (through which the baby
passes during birth)
Watch Straight Talk Clip on the Female Reproductive system
For the male:
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Vas deferens – tube that carries sperm from the testes to the penis
Epididymis – where sperm are stored before they mature and are released
Prostate gland – gland that produces fluid to help sperm move
Seminal vesicles – two glands that produce and secrete most of the seminal fluid
Urethra – tube in the penis that carries sperm and urine (pee) out of the body (not at
the same time)
Testicles – glands behind the penis that produce male hormones and sperm (contained
in a sac called the scrotum)
Watch Straight Talk Clip on the Male Reproductive system only until 1:34
Watch BrainPop! Video Reproduction
Student Practice: In this activity, students will be asked to arrange laminated cards for Appendix 1
(male and female body parts) and Appendix 4 (definitions and functions of reproductive anatomy).
The cards should be distributed to students. Beginning with the female reproductive system, call out a
part and ask who has the matching card. Ask the student holding the correct card to stand next to the
correct student to create pairs consisting of a body part and its function or definition. When students
are paired up, the teacher will correct any mistakes and read the body part and its function. The
process would make more of an impact if the sequence of body parts is similar to what was read in
the text. [Use Appendix 5 as a reference.]
Closer: Teacher says, “Human reproduction is a process which is quite miraculous. Men and women
are born with organs that will develop and eventually function to create a human life. The
responsibility of being a parent begins with being as healthy as possible during childhood and
adolescence. That means eating nutritiously and avoiding harmful substances such as alcohol,
tobacco, and drugs. It also means waiting until one is mature, physically and emotionally, and until
one is self-sufficient and responsible.”
If time allows, answer a few questions from the question box.
Notes for next time: