Education Standards

Anatomy, Reproduction, and Parenting, 9-12 Lesson 2

Anatomy,  Reproduction, and Parenting, 9-12 Lesson 2

Overview

 

This lesson provides a brief overview of sexual and reproductive anatomy, and explains how to complete self exams of breasts and testicles. It reviews the basics of reproduction, and introduces the many ways of becoming parents. The final activity asks students to consider the many responsibilities of becoming a parent.

Anatomy, Reproduction, and Parenting- HS Health

Lesson Description

Lesson Title

Anatomy, Reproduction and Parenting

Lesson Summary/Overview

This lesson provides a brief overview of sexual and reproductive anatomy, and explains how to complete self exams of breasts and testicles. It reviews the basics of reproduction, and introduces the many ways of becoming parents. The final activity asks students to consider the many responsibilities of becoming a parent.

Grade Level

9-12

Suggested Time

90 minutes

License Type

CC BY-NC-SA

Author of Lesson

Adaline Padlina & Caden DeLoach, Linn County Public Health

Submitted By

Adaline Padlina & Caden DeLoach, Linn County Public Health

Objectives

By the end of this lesson, students will:

  • Understand basic sexual and reproductive anatomy and the various functions of each structure
  • Consider why someone would decide to become sexually active, and some of the pros and cons of that decision
  • Understand the Sexual Response Cycle
  • Review how pregnancy occurs
  • Analyze the many responsibilities of becoming a parent, especially as a teen

Aligned Standards, Performance Indicators, and Essential Questions

☐ Oregon Health Standards Color Coded by Topic Category - Chart Version

☐ Oregon Health & Sexuality Education Topic Categories and Essential Questions

☐ National Sexuality Education Standards (Second Edition)

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3. Students will demonstrate the ability to access valid information, products, and services to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Performance Indicators Covered

HE.1.12.5 Describe the importance of accessing medical care and self-care and exams.

HE.1.12.13 Compare and contrast human sexual and reproductive systems including body parts and their functions.

HE.1.12.20 Describe the human sexual response cycle, including the role hormones play.

HE.1.12.40 Explain how fertilization occurs, the stages of pregnancy, and responsibility of parenting.

HE.1.12.41 Explain the ovulation cycle and its relationship to fertilization and pregnancy.

HE.3.12.5 Access community resources that provide medically-accurate information about adolescent sexual anatomy and reproductive health.

HE.7.12.7 Demonstrate on anatomical models, or list the steps for how to perform breast, testicular, and genital self-exams.

Essential Question(s) Covered

  • What matters most to you, as it pertains to your sexual health?
  • What information do you need to make a decision that is best for you?
  • What are the values and beliefs that guide your decisions about becoming sexually active?
  • Where are these values and beliefs from?
  • Where do you find accurate information about your sexual health?
  • What sorts of messages have you gotten about how someone should look or act, based on their gender? How do they play out in your life? Do you agree with them?

Information & Resources for Educators

Information for Educators

If within your budget, it is helpful for students to use models when practicing self exams on the breasts and testicles. Some possible options include:

The final ‘Responsibilities of Parenting’ activity was adapted from Activity 9.4 “Life Changes” from the ReMix Curriculum. See the Supporting Youth to Maximize Their Strengths, Imagine a Healthy Future, and Explore Their Identities resource on p.188.

Resource Materials

Presentation Slides

Anatomy Worksheet - Answer Key

Anatomy Worksheet

Anatomy List

How Do You Get Pregnant? | Planned Parenthood Video

Resource Document for Students Handout

Lesson Overview

Before the Lesson

  • Make sure parents/caregivers know you’ll be teaching this lesson. You can share this lesson with them and be available to answer questions so that they can opt their child out of the lessons if they feel it necessary.
  • Make sure you have let students know that you will be covering sexuality education ahead of the lessons, and give them an option to email or speak to you privately if they don’t feel like they can join. Make a plan with them for an alternative lesson/place to be.
  • Make and share with students a clear plan of where they can go if they become triggered during a lesson, and how they can let you know without drawing attention to themselves. Some options might include a school counselor’s office, the library, etc. Provide students with a resource list that includes a text/call hotline for those who have witnessed or experienced child, domestic or sexual abuse. Most counties have local lines, or you can use some of the supplemental resources from the above section.
  • Share Resources Handout with Students
  • Prepare a clearly labeled “anonymous questions” box that can be placed near the exit of the classroom.
  • Hand out blank pieces of paper or index cards for anonymous questions.
  • Prepare blank Anatomy Worksheets and Anatomy Lists to hand out to students
  • Secure models to use for self exam demonstrations, if using.
  • Put five flip charts and some markers around the room, each with one of the following labels: Relationships, School/Education, Finances/Legal Responsibilities, Social Life, and Physical and Emotional Wellbeing.

During the Lesson

Step 1: Welcome, Review of Ground Rules & Anonymous Questions, slide 1-3

Slide 1 Welcome back! Today we’re going to be reviewing the basics of anatomy and reproduction, and then will be considering the responsibilities that come with becoming a parent. Slide 2 Just as before, I want to remind everyone of the ground rules we came up with as a class (review list, either by hanging up the sheet the class made previously or by asking them to review them as a group. If virtual, share the document where you had previously written them). Does anyone have any rules to add to the list? Add any additional rules.

Slide 3 I want to thank you all for your feedback and questions that you put in the anonymous question box. Here are the questions from the last class. (Read the anonymous questions and answer them. If possible, answer all of them. However, If there won’t be time to answer them all, you can save some that will be covered in later lessons. Just remember to read the question and say ‘we’re going to cover this question during a later lesson when we learn about ___________’).  If virtual, allow students to send anonymous questions and feedback via an online platform. Suggestionox.com and custominsight.com are two platforms that offer free anonymous feedback options. 

You’ll notice that there is another index card on your desk today. Just like before, this is going to be your ‘exit ticket’ from the classroom. If you have a question you don’t want to ask in front of the class, write it down on the index card and drop it in our anonymous question box on your way out, and we’ll answer it during our next session. If you don’t have any questions, give me some feedback: what did you like about today’s lesson? What didn’t you like? What would you like to learn in the future?

Just as before, if any part of what we learn is triggering and you feel like you need to take a break during our lesson, you can <insert predetermined plan for how and where students can go here>. We will talk about [insert topics or overview of lesson here], and I want you all to be prepared. Are there any questions before we get started? Answer any questions.

Step 2: Anatomy, slides 4-9

By now, most of you are probably well-versed with anatomy, but first we’ll do some brief review before we dive into how we all can take care of our sexual and reproductive health. Please note that throughout these lessons, we’re going to use the language “person with a vulva” or “person with a penis” instead of female/male. This helps us get used to naming the actual parts, and is more accurate (since, as we learned yesterday, someone’s anatomy does not determine someone’s identity).


Internal and External Anatomy Review Activity

Give each student a copy of the ‘Anatomy list’ as well as the unlabeled internal and external anatomies of someone with a vulva and someone with a penis. Give students 10 minutes to label the worksheet, and then review together as a class, asking them to summarize what each part does and correct any mistaken labels. Use slides 4 & 5 for review.


Before we move on from anatomy, it’s important to talk about Intersex people and anatomy as well. Does anyone remember what the term ‘Intersex’ means? Allow students to answer. Slide 6: Intersex is a general term used for a variety of conditions in which a person is born with a reproductive or sexual anatomy that doesn’t seem to fit the typical definitions of female or male. Intersex characteristics present differently in everyone and can be a combination of physical genitalia, sex characteristics (for example, the presence of breasts, facial and body hair, an adam’s apple, etc), hormones, chromosomes. There is nothing medically wrong with being intersex, and it’s about as common as having red hair.

Protecting Your Anatomy through self exams

Now that we know a little bit more about our anatomy, let’s talk about protecting it.  One of the ways this can be done is by doing self breast and/or testicular exams. Usually done monthly, self exams are when someone looks at and feels a body part for lumps, bumps, or anything out of the ordinary. If they find something, they can tell a doctor, and doctors can do screenings to see if those lumps or bumps are cancerous. If so, that person can have them removed or undergo cancer treatment. The sooner someone starts cancer treatment the better, so it’s important to do these exams regularly. It’s also a great way for someone to get to know their body, so if something is out of the ordinary they can report it to their doctor immediately.

Go through slides 7- 9, using the notes section below the slides and  showing how to do the exams on a model(s). If time and budget allows, allow students to also complete the exams on the model(s).

Step 3: Sexual Response Cycle & Review of Reproduction, slides 9-15

 

Physiology and the Sexual Response Cycle:

Now that we’ve reviewed the sexual and reproductive anatomy, we’re going to talk about what many people choose to use that anatomy for: having sex. What are reasons that you all think people choose to have sex? Write down student answers. Make sure at least two of the answers include something along the lines of desire (horny, just want to, etc) and to have children, as both will come up during this lesson.

 

One of the reasons you mentioned was [insert given answer for ‘desire’].  This is absolutely a reason people have sex, and is actually the beginning of something called the sexual response cycle. This is going to be how the brain and other sex organs respond to sexual stimuli, and is broken down into four phases. Go through slides 10-13, using the additional information in the notes section and answering student questions.

Review of Reproduction

As was mentioned on our list of reasons why someone might have sex was having kids, also known as reproduction.  Slide 14  What is needed for reproduction to take place? Allow students to answer, waiting for sperm and egg. Then ask them to walk through the steps of ovulation, fertilization, and implantation. If students need a refresher, this video provides a great overview:

How Do You Get Pregnant? | Planned Parenthood Video

It’s important to remember that anatomies of the people having sex are the key factor for reproduction, not their gender identity or sexual orientation. As you all outlined, for reproduction through intercourse to occur, one person needs to have testicles (where sperm is produced), and another person needs to have an ovary (where eggs are produced) and a uterus (where the fertilized egg attaches to uterine lining). People assigned female at birth on testosterone may still be able to get pregnant, and folks assigned male at birth who are taking estrogen or other hormone replacement may still be able to get partners with a uterus pregnant. Anyone having sex should assume pregnancy is possible, unless a medical provider has told them otherwise.  

Of course, sexual intercourse isn’t the only way to create a family. Some other ways of having children include: Go through slide 15.

Step 4: Responsibilities of Parenting & Close, slide 16

Responsibilities of Parenting:

Regardless of how someone becomes a parent, it is a lot of responsibility, and will cause a lot of changes in that person’s life. We’re going to do an activity to explore those changes. Complete the following ‘Responsibilities of Parenting’ activity:

Put five flip charts and some markers around the room, each with one of the following labels: Relationships, School/Education, Finances/Legal Responsibilities, Social Life, and Physical and Emotional Wellbeing. Break class into five groups, and have each group start at one of the flipcharts. Give them 1 minute to write down ways that the average teenager’s life would change in that category, both positive and negative, if they became a parent right now. After 1 minute, have the groups rotate to the next category. Continue until all students have considered each category, and then have them return to their seats. Debrief as a class. The following questions may be helpful for facilitating the discussion:

  • Did you see more positive changes or more negative changes on the charts? Why do you think that is? And do you think it is realistic?
  • Are there things that would make parenting easier? What are they?
  • Are there any life changes that are specific to people who identify as young women? Why do you think that is?
  • Are there any life changes that are specific to people who identify as young men? Why do you think that is?
  • How do these gendered messages create an unequal expectation or balance of responsibilities? For whom?

Activity modified from Activity 9.4 “Life Changes” from the ReMix Curriculum. See the Supporting Youth to Maximize Their Strengths, Imagine a Healthy Future, and Explore Their Identities resource on p.188.

Closing:

Great job today everyone. Now that we’ve reviewed anatomy and reproduction and discussed the responsibilities of parenting, we’re ready to jump into the laws that surround youth’s access to reproductive health services tomorrow. Just like yesterday, if this class brought up any questions for you, write them down on your index card and drop it in the anonymous question box on your way out of the classroom. If you don’t have any questions, you can provide some feedback on today’s lesson. How could the lesson be made better? What do you think should have been included?  Give students a few minutes to complete their anonymous questions/feedback before they leave.