Sexual Health Education

Grade 5

Human Reproduction
Grade 5 Lesson 4
National Sexuality Education Standards: State Standards:
 Describe male and female reproductive  Goal 22: Understand principles of health
systems including body parts and their promotion and the prevention and treatment
functions. AP.5.CC.1 of illness and injury.
 Describe the process of human reproduction.  Goal 23: Understand human body systems and
PR.5.CC.1 factors that influence growth and
development.
 Goal 24: Promote and enhance health and
well-being through the use of effective
communication and decision-making skills.
Common Core Alignment:
CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
5 reading and content, choosing flexibly from a range of strategies.

Rationale:
This lesson introduces many new and unfamiliar vocabulary words related to human reproduction.
Students will learn these new words in a quiz format using a word bank. Information will be presented
visually and orally during the discussion on reproduction, and students will have to integrate new
information from a variety of sources.

Time Requirements
Day 1
 30 minute introduction and video
 10 minute discussion
Day 2
 20 minute lesson
 20 minute activity

Lesson Objectives
 Students will identify the different parts of the male and female reproductive system.
 Students will define the functions of the different parts of the male and female reproductive
system.
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Grade 5

 Students will describe the fertilization process.

 Students will identify the requirements for pregnancy to occur.
 Students will identify when a female can become pregnant.

Vocabulary
See 5th Grade Vocabulary List located in the 5th grade folder.

Materials
 It’s Not the Stork by Robie H. Harris (optional) –pages 28-43 presents topics covered in this lesson
through child friendly words and pictures. Teachers may choose to read aloud from It’s Not the
Stork prior to beginning this lesson to introduce topics of sex and reproduction. Available at Chicago
Public Libraries or available for checkout in English and Spanish from the Office of Student Health
and Wellness by contacting SexualHealthEd@cps.edu.
 Human Reproduction and Childbirth (film) – Available on Safari Montage or available for checkout
from the Office of Student Health and Wellness by contacting SexualHealthEd@cps.edu.

Teacher’s Note: If Safari Montage is not available and the video is not available from OSHW, use the
Human Reproductive Systems PowerPoint and/or the Labeled Male and Female Reproductive
Systems diagrams (as detailed on Day 2) to meet lesson standards and objectives.

 Question box
 Human Reproductive Systems PowerPoint and/or Labeled Male and Female Reproductive Systems
diagrams
 Human Reproduction Activity Sheet
 Human Reproduction Student Packet
 Human Reproduction Student Packet Matching Answer Key
 Construction paper
 Glue

Preparation
 Review Human Reproductive Systems PowerPoint and/or print Labeled Male and Female
Reproductive Systems diagrams
 Cut out stories from the Human Reproduction Activity Sheet-1 per class (Each student group will
have a story. Larger classes can repeat stories.)
 Print Human Reproduction Student Packet – 1 per student
 Review Human Reproduction Student Packet Answer Key

Key Content
 Humans reproduce through sexual reproduction, specifically via vaginal intercourse.
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Grade 5

 Pregnancy requires an egg from the female, a sperm from the male, and implantation of the zygote
in the lining of the uterus.
 A female can become pregnant as soon as she begins ovulating.
 The ability to produce sperm or the beginning of ovulation does not make an individual ready to
become a parent.

Activity
Day 1
The Giggle Minute: Students (and teachers!) may be uncomfortable with the medically-accurate words
contained within this lesson. Acknowledge this discomfort with students and affirm that it’s ok to feel
that way. However, it is important to learn the correct words for all body parts and functions so that
they can talk about their bodies with confidence. Give students a “giggle minute”, or the chance to get
laughter out at the beginning of the lesson. Refer to Giggle Minute directions located in the Classroom
Tools folder for further instruction

1.) Introduction
Explain: Over the past several lessons, we have learned about the ways that bodies going
through puberty prepare for physical maturity and adulthood. All of the physical changes that
we have learned about are the steps the body takes that are needed to allow female and male
bodies to reproduce.

Review (briefly) physical changes of puberty in the male and female bodies.

Say: “Humans reproduce through sexual contact. You may have heard the phrases “having sex”
or “making love”. There are many different kinds of sexual contact, but the kind of sexual
contact needed for reproduction is called vaginal intercourse or vaginal sex.

Vaginal intercourse is when the male places his erect penis into a woman’s vagina. The male
then ejaculates, releasing sperm into the vagina, where it may meet with an egg and cause
pregnancy.”

2.) Human Reproduction and Childbirth

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Grade 5

Show: Human Reproduction and Childbirth (22 minutes) – Available on Safari Montage or for
checkout by contacting the Office of Student Health and Wellness at SexualHealthEd@cps.edu.

Teacher’s Note: If Safari Montage is not available and the video is not available from OSHW, use the
Human Reproductive Systems PowerPoint and/or the Labeled Male and Female Reproductive Systems
diagrams (as detailed on Day 2) to meet lesson standards and objectives.

Discuss:
 What are the four things needed for pregnancy?
 Egg, sperm, fertilization and implantation
 Who can get pregnant?
 A sperm and an egg are needed in order for a person to be pregnant. If a
person is not able to get pregnant through vaginal intercourse there are other
options for them. A person would need to visit a special doctor to find out
about these options that include artificial insemination or in-vitro fertilization. A
person who is not able to have a baby can also look into adopting a child.
 At what age can a female get pregnant?
 It’s different for everyone! Most females who are producing eggs can become
pregnant. Emphasize that a girl has to have begun puberty and begun releasing
an egg (ovulating). She may become pregnant before she gets her first period,
as she cannot tell when her body will begin ovulation.
 When can a female get pregnant?
 Anytime her body releases an egg (ovulates). Though this happens about once a
month, the female cannot tell which days of the month there will be an egg in
her fallopian tubes. Any time there is vaginal intercourse a female could become
pregnant.
 Who can become a parent?
 A woman who has a baby (natural pregnancy, in-vitro fertilization, artificial
insemination), a father of a child, or someone who adopts or cares for a child.
Emphasize, just because a person can provide the sperm or egg for a pregnancy
does NOT mean they are ready to become a parent. Some people may choose
never to have a baby and that’s ok too!

Fast Fact: Sometimes the genetic material creates multiple fetuses – twins. This happens in two ways:
 Identical twins: occur when a single fertilized egg splits in two. Identical twins have the same
genetic material and look exactly the same. Identical twins happen by chance.
 Fraternal twins: occur when two, separate eggs are fertilized by two, separate sperm. Fraternal
twins do not share the exact same genes — they are no more alike than they are to their siblings
from different pregnancies. Fraternal twins tend to run in some families.
See slides from grade 6 Lesson 2 – Pregnancy and Birth for visual aid.
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Answer student questions about the video. Encourage students to write down additional
questions and place them in the anonymous question box. Plan time to answer questions from
the question box within the two days of this lesson.

Day 2

3.) Female Reproductive Anatomy and Male Reproductive Anatomy

Distribute “Human Reproduction Packet” to students.

Project the Labeled Female Reproductive System diagram or use the Human Reproductive
PowerPoint.
Review female body parts, definitions and functions.

Use the projected images and track the path of the egg as it released from the ovary. Describe
what happens if sperm is present and pregnancy occurs. Describe what happens if there is no
sperm present and pregnancy does not occur (menstruation occurs and the egg dissolves and
exits the body) Students should label the parts of the female reproductive system in their
packet.

Repeat for Male Reproductive Anatomy

Project the Labeled Male Reproductive Systems diagram or use the Human Reproductive
PowerPoint.

Track the path of the sperm from its source of origin in the testes through ejaculation. Students
should label part of the male reproductive system in their packet.

4.) Activity #1: The Story of the Egg and Sperm

Divide students into groups of 4-5. Provide each group with one of the following scenarios;
“Story of the Egg – Pregnancy”, “Story of the Egg – Without pregnancy”, or “Story of the Sperm”,
glue, scissors, and construction paper

Student groups should assemble the story in the correct order and glue them to a construction
paper backing. Check student work before they glue to construction paper.

Choose one student group per story to share their work with the class.

5.) Homework
Students will complete the Matching Quiz worksheet in their packet. Completed packets should
be included in the student’s Grade 5 Student Health Portfolio.
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Evaluation
 Students will track their learning by completing this lesson’s reflection in the Table of Contents
section of their Sexual Health Portfolio.
 Students will be able to track the path of the sperm from its origin in the testes through ejaculation.
 Students will be able to track the path of the egg from ovulation through menstruation.
 Students will be able to describe the path of a fertilized egg through implantation.
 Students will be able to list the requirements for pregnancy.

Resources
 Sexual Health. KidsHealth.org. http://kidshealth.org/teen/sexual_health/
 Female Reproductive System. KidsHealth.org. (Interactive diagram)
http://kidshealth.org/teen/sexual_health/changing_body/female_repro.html
 Male Reproductive System. KidsHealth.org. (Interactive diagram)
http://kidshealth.org/teen/sexual_health/changing_body/male_repro.html
 Reproductive Health. Office of Adolescent Health. http://www.hhs.gov/ash/oah/adolescent-health-
topics/reproductive-health/