GRADE 6 FETAL DEVELOPMENT LESSON 1
FETAL DEVELOPMENT
Les s on 1
GRADE
6
LEARNER OUTCOME1 W-6.3:
Identify and describe the stages and factors that can affect human development from
conception through birth.
MATERIALS:
1.
2.
3.
4.
5.
6.
HANDOUT: Anatomy Bingo
SLIDE: Anatomy Bingo Vocabulary
ANSWER KEY: Male Reproductive System
ANSWER KEY: Female Reproductive System
CARDS: Menstruation and Sperm Production
HANDOUT: My Birth Story
INTRODUCTION:
It is important to understand the male and female anatomy in order to study the
miracle of conception and birth. This lesson provides students with a review of the
anatomy they learned in grade 5, and encourages them to begin to think about the
process of fertilization and conception.
APPROACHES/STRATEGIES:
A. GROUND RULES (5 min)
Ensure ground rules are established before beginning this lesson. For classes that
have already established ground rules, quickly reviewing them can promote a
successful lesson.
B. REPRODUCTIVE SYSTEMS REVIEW (10-15 min)
Students demonstrate a basic understanding of the male and female reproductive
anatomy.
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GRADE 6 FETAL DEVELOPMENT LESSON 1
1. Provide each student with a copy of the Anatomy Bingo
handout.
2. Display the Anatomy Vocabulary slide.
3. Instruct students to write in one word from the slide in
each box of the Anatomy Bingo handout until every box
contains a word. (There are more words than boxes.)
Encourage them to choose words randomly. They can
use each word only once.
4. Once students have filled in their bingo cards with
anatomy vocabulary, read definitions for each word
randomly, and ask students to find the corresponding
word on their Bingo handout. Each time you read a
definition for a word they have written down, have them
cross out the word on their bingo handouts, and check it
off for your own reference.
Anus
The opening at the end of the digestive tract where
feces leaves the body
Bladder
A sac that holds the urine produced in the kidney
Cervix
A passage between the uterus and the vagina
Circumcision
A procedure to remove the foreskin from the penis
Clitoris
Female sex organ that becomes larger and firmer
during sexual arousal
Ejaculation
Discharge or release of semen from the penis
Erection
When the penis becomes larger, longer and firmer
because of sexual arousal
This activity is a
review of grade 5
Human Sexuality, so
students should be
familiar with this
vocabulary. It is
important to establish
the use of correct
terminology at the
beginning of Sexual
Health Education. If
your students seem
uncomfortable, you
may consider
spending more time
introducing Human
Sexuality in your
introduction to the
unit.
There are more
vocabulary words
than squares, so it is
possible to have more
than one winner for
this round.
Fallopian tubes
Tubes connecting the ovaries to the uterus through which the ovum travels after
ovulation
Foreskin
The part of the penis partially removed during circumcision
Hymen
A membrane partially covering the opening to the vagina2
Ovaries
Female ovum (egg)-producing glands
Ovulation
Process of releasing an ovum (egg) from the ovary
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GRADE 6 FETAL DEVELOPMENT LESSON 1
Ovum
The egg produced by a female
Penis
Male external sex organ from which semen and urine are discharged
Scrotum
External sac containing testicles. It covers and protects the male sex organs
Semen
A thick fluid containing sperm
Seminal Vesicles
Where semen is stored
Sperm
Male reproductive cell
Testicles/Testes
Sperm producing glands/organs
Urethra
In a female, urine passes, and in a male urine and semen pass through this
tube to the outside of the body
Uterus
Where a developing baby grows and develops inside of the mother
Vagina
The passageway leading from the uterus to the outside of the female body
Vas Deferens
Narrow tubes that carry sperm from the testicles to the penis
Vulva (labia majora & minora)
The outer, folded skin at the entrance to the vagina
5. Round One lasts until a player has one line across, down or diagonally. The first
player to reach this stage can call out “bingo.”
6. Round Two lasts until a player has all boxes around the edge of the bingo
handout filled in. The first player to reach this stage can call out “bingo.”
7. Round Three lasts until a player has all squares filled in. The first player to
reach this stage can call out “bingo.”
8. Validate the winner in each round by having the winning student read the words
he or she has crossed out to ensure the definitions for those words have been
read.
9. Play only as long as it takes to read all the definitions.
10. Review the vocabulary using the Male Reproductive System and Female
Reproductive System answer keys. Make the keys into slides, display them,
and review the labels using the appropriate definitions.
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GRADE 6 FETAL DEVELOPMENT LESSON 1
C. REPRODUCTIVE PROCESS REVIEW (20-25 min)
Students demonstrate a basic understanding of the male and female reproductive
physiology.
1. Draw a “Y” shaped continuum on the board or on a piece of poster paper attached
to the wall. Label one part of the top of the “Y” “MALE”, and the other “FEMALE”
as in the example below.
2. Using the Menstruation and Sperm Production cards, give one card per student
until all cards are distributed.
3. Have students with cards (using tape or sticky tack) arrange the events that occur
during menstruation and sperm production in the proper order along each of the
top lines of the “Y.”
4. Instruct the students that did not have cards to rearrange the order of the
continuum if they think there are any cards misplaced.
MALE
FEMALE
5. Go through the cards together, and make corrections according to the answer key
provided.
ANSWER KEY:
Menstruation
1. Lining of uterus is shed (day 1 of menstrual flow)
2. Ovulation occurs (egg released from ovary)
3. Lining of uterus thickens with blood
4. Egg travels through fallopian tube
5. Egg enters the uterus
6. Egg dissolves if unfertilized
7. Lining of uterus is shed (day 1 of menstrual flow)
Sperm Production
1. Sperm made in testicles
2. Sperm travel up vas deferens
3. Sperm mix with semen
4. Sperm leave the penis (ejaculation)
Leave the diagram up on the board/wall, as it will be used in a later exercise.
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GRADE 6 FETAL DEVELOPMENT LESSON 1
Debrief this activity using the following questions:
What else do you know about menstruation?
•
•
•
It can begin as early as 8 and as late as 16
Girls need to be aware of good hygiene (using pads, etc.)
Cramps can be a part of menstruation, and can be alleviated using wellness
methods like exercise or a hot water bottle. For severe cramps, your doctor may
give medication.
What else do you know about sperm production?
•
•
•
Sperm cells mature at about 15 – 16 years of age.
Sperm production and ejaculation first happens around ages 12-14.
“Wet dreams” are ejaculations that occur during sleep. It is normal to
experience these, or not to experience these.
What do menstruation and sperm maturation make possible?
•
•
Menstruation and sperm maturation are indications that a person can produce a
baby.
It is important to remember that ovulation occurs before bleeding; therefore a
girl can get pregnant before her first period.
Although the body is capable of producing a baby once menstruation and sperm
maturation occur, why would most people wait until they are much older to have
a baby?
•
Most young people are not emotionally, educationally or financially ready to
parent.
D. BIRTH STORIES (10 min)
Students research their own birth story as part of exploring fetal development.
1. Distribute the handout My Birth Story for students to complete as a homework
assignment.
2. Explain that students can complete this interview with a parent or guardian.
3. Dedicate time to debrief this activity during the next lesson.
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GRADE 6 FETAL DEVELOPMENT LESSON 1
Students may have different views regarding female and male circumcision. Male
circumcision is the cutting away of the foreskin, the skin that covers the head of the penis.
The surgery is usually preformed when a baby is only a few days old and is elective, which
means the parents have made a choice to have their baby circumcised. In some cultures
the procedure is performed later in life. The choice is usually based upon religious beliefs.
Female circumcision now known as Female Genital Mutilation (FGM) is any procedure
involving partial or total removal of the external female genitalia, or other injury to the
female genital organs for non-medical reasons. FGM has no medical benefits and it harms
girls and women in many ways3. This is a highly sensitive issue, take great consideration
when addressing it with your students. For more information please visit:
http://www.who.int/mediacentre/factsheets/fs241/en/index.html
QUESTION BOX (10 min)
Have students fill out questions and address them next class.
TAKE IT HOME
Students will complete the handout My Birth Story.
Keep in mind that all students do not live in a “traditional” family nor do they have equal
opportunities for open discussion within their “family.” Although it is best for students to
complete this assignment with a supportive parent or guardian, it may not be possible. Be
sensitive to the needs of your students.
SELF REFLECTION
During the lesson, were:
•
•
Ground rules being followed?
Good practices established regarding group work and discussion?
What will you change for future classes with this group?
What will you change for future use of this lesson?
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GRADE 6 FETAL DEVELOPMENT LESSON 1
STUDENT ASSESSMENT
During the lesson, did students:
Knowledge:
• Identify components of the male and female anatomy?
• Review the function of each component?
Skills:
• Work together in a large group to explore/review the process of
menstruation and sperm production?
• Participate in class discussion exemplify listening and appropriate
speaking skills?
Attitudes:
•
Acknowledge that menstruation and sperm production can result in
pregnancy?
Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to grade 9.
Retrieved from http://www.education.alberta.ca/media/352993/pos.pdf
Canadian Federation for Sexual Health. (2008). Female reproductive anatomy. Retrieved from
http://www.cfsh.ca/Your_Sexual_Health/Anatomy/Female_Reproductive_Anatomy.aspx
World Health Organization. (2012). Female genital mutilation: Fact sheet number 241. Retrieved from
http://www.who.int/mediacentre/factsheets/fs241/en/index.html
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GRADE 6 FETAL DEVELOPMENT LESSON 1: SLIDE
ANATOMY BINGO
Anus
Ovulation
Bladder
Ovum
Cervix
Penis
Circumcision
Scrotum
Clitoris
Semen
Ejaculation
Seminal vesicles
Erection
Sperm
Fallopian tubes
Testicles/testes
Foreskin
Urethra
Hymen
Menstruation
Ovaries
Uterus
Vagina
Vas deferens
Vulva
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GRADE 6 FETAL DEVELOPMENT LESSON 1: HANDOUT
ANATOMY BINGO
1.
2.
3.
4.
5.
6.
Write in one word from the overhead in each box of the chart below until every box contains a word.
Choose words randomly.
Use each word only once.
For each definition the teacher reads, try to think of the word the definition describes.
If the definition is for a word you have written down, cross out the word on your chart.
Play each round according to the chart below:
FREE
SPACE
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Round One
Round Two
Round Three
A complete line in any
direction.
All outside boxes are filled in.
All boxes are filled in.
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GRADE 6 FETAL DEVELOPMENT LESSON 1: MALE REPRODUCTION ANSWER KEY
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GRADE 6 FETAL DEVELOPMENT LESSON 1: FEMALE REPRODUCTION ANSWER KEY
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GRADE 6 FETAL DEVELOPMENT LESSON 1: CARDS 4
Lining of the uterus shed
(day 1 of menstrual flow)
Ovulation occurs
(egg released from ovary)
Lining of uterus thickens with blood
Egg travels through fallopian tube
Egg enters the uterus
Egg dissolves if unfertilized
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GRADE 6 FETAL DEVELOPMENT LESSON 1: CARDS 4
Lining of uterus shed
(day 1 of menstrual flow)
Sperm made in testicles
Sperm mature in epididymis
Sperm travel up vas deferens
Sperm mix with semen
Sperm leave the penis
(ejaculation)
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GRADE 6 FETAL DEVELOPMENT LESSON 1: HANDOUT
Student Name: ____________________________
Parent/Adult Support:____________________________
MY BIRTH STORY
Our earliest memories usually begin when we are over a year old. Imagine being able to remember
being a tiny baby, or even the time before being born? What would that be like?
The good thing is that even though you might not remember back to when you first entered the world
of your family, there is probably someone who does. The purpose of this interview is to discover
some of the things that occurred when you were very young. For those of you who live with one or
both of your birth parents, this could mean learning about your life before you were born. Those of
you who are adopted or who live with other families could discover some stories about the time you
were first introduced to one another.
STEP 1
Take this handout home. Share it with a parent or a trusted adult, and ask that person if
you can complete it together.
STEP 2
Schedule a time with the adult for the interview. Give the adult this handout so that they
can think about the answers before the interview.
STEP 3
Interview the adult using the questions provided. Allow at least a half an hour.
STEP 4
Both you and the adult sign the top of the form in the blank provided for your name
when the interview is complete.
1. What can you tell me about my life before I was born?
2. What was I like when you first met me?
3. How did knowing that you were going to have a new family member change your life?
4. What are some of the best memories you have of me either before I was born or when I first
became a part of this family?
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