- Say
"Most of this lesson will be revising what you may have covered in Year 5. It is important to revise this information to see how much you remember and how much you have learned since then before we move on to other topics in RSE."
- Ask:
What are 3 ways that male and female bodies are the same?
(both usually have legs, arms, eyes, nipples, toes, hair, etc. Both can usually talk, dance, eat, etc)
What are 3 ways that they are different?
(males usually have a penis, females usually have a vulva, females usually have larger breasts than males (and females can usually produce milk to feed babies), males usually have more facial hair than females, females usually have a uterus, males usually have testicles, etc).
Teaching tip: This is a good opportunity to remind students of the diversity of bodies. Some people have disabilities, injuries or illnesses that mean their bodies may look or function in different ways. Everyone has a unique body that deserves respect. Using inclusive language such as 'usually' and 'may' is a simple way to help make all people feel more included. Avoid using words like 'normally' and 'always' as it can make any other variation seem abnormal and negative.
- Ask:
"Both male and female reproductive systems play an important role in reproduction. What does reproduction mean?"
(Reproduce means to make more of, to multiply, make babies)
- "Many of the differences between male and female bodies are to do with their reproductive organs/system. These are the parts of the body that are needed to create a baby. Today we are going to look at the parts of the male and female reproductive system and what their functions.
- Ask:
What does function mean?
(Function means 'what they do' or 'their job').
- Provide each group with a large piece of poster paper and a 'goodie bag'.
Teaching tip: If students have completed this activity in Year 5 and would like to try something different, you can create mini plasticine models instead (or offer groups the choice).
- Instruct half of the groups to create the 'male reproductive system' and the other half to create the 'female reproductive system' using the items in the bag.
- They do not need to use everything in the bag and they can label the parts using coloured markers. If they are using plasticine to create models, they can use cut up paper or sticky notes and pipecleaners to create labels and arrows.
Teaching tip: This activity can be a formative assessment activity, and you may wish to take photographs of the models to record prior knowledge before moving on to the next step.
- Invite students to do a 'walk around' to see all of the models. Ask volunteers to share a description of their model so far.
Teaching tip: In RSE it is important to avoid calling upon specific students for contributions. Alway ask for volunteers and remind students of their 'right to pass' as part of the group agreement.
- Provide each group with a copy of the Teacher resource: male/female reproductive system labelled diagrams and/or copies of Puberty so that they can add/make corrections to their models.
Teaching tip: The focus of this activity should not be on labelling the more complex parts and knowing their detailed medical functions. Whilst it is important that students know the correct names for body parts such as the penis, testicles, vulva, vagina, uterus/womb and clitoris, it is not important for students to know all of the reproductive organ technical terms for every reproductive part. For example, knowing that sperm travels through tubes that run from the testicles to the tip of the penis and out of the body is more important than labelling the epididymis and vas deferens. Understanding that there are glands that add fluid to the semen is more important than being able to spell the names of the different glands. This activity is to help students to understand how the parts are connected and the basic functions to help understand future concepts of puberty, menstruation and conception.
- Invite volunteers to share their learnings and additions to their models.