Chapter 3: Sexual Reproduction in Humans

Keywords

1. abortion
2. abstinence
3. birth
4. birth control
5. erectile dysfunction
6. fertilisation •
7. male menstrual cycle
8. menstruation
9. ovum
10. placenta
11. pregnancy
12. STI’s
13. transmission
14. uterine wall
15. female
16. gamete
17. hormone
18. ovulation
19. corpus luterm
20. follicle
21. progresterone
22. immunisation
23. zygote
24. oestrogen

By the end of this chapter, you will be able to:

a) understand the structure and functions of male and female reproductive system in humans.

b) understand the changes that take place during the menstrual cycle.

c) relate male and female gametes.

d) appreciate the process of fertilisation of the ovum and the developments of the zygote up to birth.

e) know the role of the placenta during pregnancy.

f) understand the importance of antenatal medical care.

g) understand aspects of care for the baby after birth (breast feeding, balanced diet, immunisation and hygiene).

h) recognise the health risks/complications associated with early/teenage pregnancy and abortion.

i) identify the common birth control methods in Uganda and give the biological principle they employ and their effectiveness(Note: the only method recommended for young people is abstinence).

j) identify and explain common issues associated with reproductive 1) systems.

k) know the causes, signs, and symptoms and understand the transmission of named STI’s(Syphilis, Gonorrhea, Candida, Human Papilloma Virus, (HPV), Hepatitis B and HIV/AIDS)

l) appreciate the preventive measures for the named STI’s Note: the only preventive method recommended for young people is abstinence.

m) identify the challenges faced by people living with HIV/AIDS and how to overcome them.

Introduction

From the previous chapter you defined the term sexual reproduction. You already know so much about sexual reproduction in humans Sexual reproduction involves two parents with specialised reproductive systems. It results in the production of new individuals. Sexual reproduction involves the fusion of two nuclei from the gametes of different parents i.e. male and female.

3.1 Structure of the reproductive systems in humans

Male reproductive system

Figure 3.1: Male reproductive system

Activity 3.1 Finding out about the structure and functions of male reproductive systems in humans

Key question

Which parts make up the male reproductive system in humans and what are their functions?

What you need

Charts showing diagrams of a male reproductive organs

Computer with Computer with internet connection connection

Marker

Manila paper

Notebook

Pen

Biology textbooks

What to do

1 Working in groups examine the charts of male reproductive system in Figure 3.1.

2 Draw and label the male reproduction system in Figure 3.1.

3 Make research in the Biology textbooks or internet, state the functions of each part that you have identified on your drawing

4 Discuss your diagrams with the rest of the class.

5 Pin them up on the class noticeboard.

Female reproductive system

Figure 3.2: Female reproductive system

Activity 3.2 3.2 Finding out about the structure of the female reproductive system in humans

Key question

i) Which parts make up the female reproductive system in humans?

ii) What are the functions of the parts of the female reproductive systems in humans?

What you need

Notebook

Pen

Chart showing diagram of female reproductive system

Computer with Computer with internet connection connection

Marker

Manila paper

Biology textbook

What to do

1 In groups research and discuss the structures that make up the female reproductive system in humans.

2 Draw and label the female reproductive system in Figure 3.2.

3 State on the diagram the functions of each structure labelled.

4 Show your work to the rest of the class and pin it up on the class noticeboard.

3.2 Menstrual cycle

From the time of puberty to around 40 years, human females experience periodic bleeding through the vagina on a monthly basis known as menstruation. This follows a series of changes that constitute the menstrual cycle. In the next activity 3.3, you are going to find out these changes in order to understand the significance of the menstrual cycle in female reproduction.

UNDERSTANDING MENSTRUAL CYCLE

How to “Hack” Your Menstrual Cycle With Diet, Exercise, & Sleep

Activity 3.3 Examining changes that occur during menstrual cycle

Key question

What are the changes that occur during menstrual cycle?

What you need

Notebook and a Pen

Computer with Computer with internet connection connection

Marker and Manila paper

Biology textbook

3.3 Structure of male and female gametes

THIS VIDEO EXPLAINS THE FORMATON OF GAMETES

For fertilisation to occur gametes from parents must be brought closer to each other. The gametes have unique structures.

Activity 3.4 Investigating the structures of the male (sperms) and female reproductive cells (ova) and their functions

Key question

What are the functions of the parts of the male and female reproductive cells?

What you need

Computer with internet connection

Chart showing male and female reproductive cells

Notebook

Marker

Manila paper

Pen

Biology textbooks

Pencil

What to do

1 Working in groups research using a Biology textbook/internet and describe the structures of the male and female reproductive cells.

2 For each part identified state the functions of the structure.

3 Present your findings to the rest of the class.

4 Discuss and pin up four findings on the class noticeboard.

3.4 Fertilisation, pregnancy and birth

During sexual intercourse, sperms are released by the male meet the ovum released by the female. Several events take place leading to fertilisation, formation of a zygote which develops into a baby during a period of pregnancy and ending in birth. In the next activity, you are to research on the activities that lead to fertilisation, pregnancy and birth.

Activity 3.5 Researching on the fertilisation, formation of a zygote, further development up to birth

Key question

What events lead to fertilisation, formation of zygote, further development up to birth?

What you need

Computer with internet connection

Biology textbooks

Manila paper

Marker

What to do

1 In your groups, research on the internet and, or Biology textbooks on fertilisation, formation of zygote and further development up to birth.

2 Explain the process of fertilisation and make a write-up in your group.

3 Describe and explain the process of development from zygote to birth.

Figure 3.3: Fetus developing in the womb

4 Present your findings to the rest of the class.

5 Pin up your work on the class noticeboard.

3.5 Role ofplacenta during pregnancy

During the period of pregnancy, the developing embryo, known as a foetus is attached by a long coiled umbilical cord to the inner wall of the uterus by placenta. In the next activity, you are going to find out why this is important for the life of the developing embryo.

Activity 3.6 Investigating role of a placenta during pregnancy

Key question

What is the role of a placenta during pregnancy?

What you need

Notebook

Pen

Biology textbooks

Computer with internet connection

Manila paper

Marker

What to do

1 In groups research and discuss on the role of the placenta during pregnancy.

2 Make a write-up of your findings.

3 Share your findings with the class.

4 Harmonise your findings and information and pin it on the class noticeboard.

3.6 Importance of antenatal medical care

You must have seen pregnant mothers visiting hospital for medical check- up. This is what is known as antenatal medical care. In the next activity, you are going to find out the importance of antenatal medical care for both the mother and the unborn child.

Activity 3.7 Researching on the importance of antenatal medical care

Key question

What is the importance of antenatal medical care?

What you need

Notebook

Pen

Biology textbooks

Computer with internet connection

Manila paper

Marker

Visiting midwife

What to do

1 In groups research and discuss the importance of medical antenatal care for mother and child.

2 Listen and discuss with a visiting midwife about antenatal medical care and its importance.

3 Make a written report and pin it on the class noticeboard.

3.7 Care of the baby after birth

The baby is a delicate stage of a human being, it cannot survive on its own. For this reason, babies need a lot of care. In this activity, you are going to research and discuss the care for a baby after birth.

Activity 3.8 3.8 Researching on the care for the baby after birth

Key question

How do you care for the baby after birth?

What you need

Magazines on how to care for baby after birth.

Immunisation schedule for the local community

Notebook

Pen Biology textbooks

Computer with internet connection

Manila paper Marker

What to do

1 Working in groups, research on care for baby after birth.

2 Make a report of your findings.

3 Share the information got in the research with members of the class.

4 Harmonise your findings with the class and pin it up on the class noticeboard.

3.8 Health risks associated with early pregnancy and abortion

Onset of secondary sexual characteristics occur in girls earlier than boys. Onset of menstruation may occur from 10 years. This period is characterised with many body changes, emotional and anxiety that could lead to sexual desire and eventually sex.

However, any sexual contact may lead to pregnancy in young girls yet their bodies are not fully grown. Therefore, some are tempted to terminate the pregnancy by abortion. In the next activity, you are going to research on the risks of early pregnancy and abortion.

Activity 3.9 Researching on the risks associated with early pregnancy and abortion

Key question

What are the risks associated with early pregnancy and abortion?

What you need

Notebook

Scientific journal on pregnancy

Pen

Computer with internet connection

Manila paper

Marker

Specialist

Biology textbooks

What to do

1 In groups research and discuss the risks of early pregnancy and abortion.

2 Listen to a specialist (gynecologist), discuss the health risks associated with early pregnancy and abortion.

3 Take notes and ask questions for clarity. 4 Harmonise your findings and pin it up on the class noticeboard.

3.9 Common birth control methods

Sometimes married couples would want to stop producing children to limit the family size to what they can manage. They approach medical doctors for assistance. There are several methods available, some temporary, and others permanent. For young people, total avoidance of sex, that is abstinence is the only recommended method. In the next activity, you are going to find out about the common birth control methods.

Activity 3.10 Finding out about common birth control methods

Key question

What are the common birth control methods?

What you need

Notebook

Pen

Clipboard

Biology textbooks

Computer with internet connection

Medical journals on reproductive health and family planning

Health professionals

What to do

1 listen to a health professional as he/she discuss the common birth control methods used in Uganda, the principles employed and then effectiveness.

2 Ask questions for clarity.

3 Make a write-up on their biological principles and the effectiveness of each birth control method.

4 As a group make a report, or design posters explaining early/ teenage pregnancy and abortion.

5 Compare your report with other members of the class.

3.10 Common abnormalities associated with reproductive systems

Growth of young people comes with challenges. These appear prominently in some people affecting their reproductive system. In the following activity you are going to find out these issues.

Activity 3.11 Finding out the common abnormalities associated with reproductive system young people

Key question

What are the challenges in young people associated with their reproductive system?

What you need Notebook

Pen

Manila paper

Marker •

Computer with internet connection

Biology textbooks

Medical journals

What to do

1 In groups research and discuss the issues that affect the reproductive system in young people like menstrual and erectile abnormalities and the possible medical remedies.

2 Make a write-up, discuss and present it to the class.

3 Have a talk with a visiting doctor.

4 Listen, take notes and discuss with the rest of the class.

5 Harmonise your work with the class, pin it up on the class noticeboard.

3.11 Sexually Transmitted Infections (STIs) Disease) STDs).

They are common in the population because they can Sexually Transmitted Infections (STIs) are also called Sexually Transmitted through places of convenience such as urinals, toilets and from mother to easily be transmitted unknowingly through unprotected sex and some child during birth. For most of them, behavior of an individual is very crucial in the spreading of such infections. Fortunately these are preventable by observing correct behaviour.

In the next Activity 3.12, you will find out the symptoms of these while Activity 3.13 you will find out the preventive measures that can be followed to protect yourself and the community from sexually transmitted diseases.

Activity 3.12 Finding out the causes, symptoms of STI’s and STD’s

Key question

What are the causes, symptoms of STIs and STDs?

What you need

Notebook

Pen

Biology textbooks •

Computer with internet connection

Manila paper Marker Visiting doctor

What to do

1 In groups research and discuss on the common STIs (syphillis, ghonorrhea, Human Papilloma Virus, Hepatitis B, and HIV), their causes and symptoms.

2 Make a write-up on the STIs, their cause and symptoms.

3 Listen to the visiting doctor talk about the STIs.

4 Harmonise your information with the class and pin it up on the class noticeboard.

5 Make a report which should include: causes and mode of transmission signs and symptoms

Activity 3.13 Finding out preventative measures of Sexually Transmitted Infections STI’s

Key question

How can Sexually Transmited Infections (STIs) be prevented?

What you need .

Notebook

Pen

Biology textbooks .

Marker

What to do

1 In groups research on the preventive measures of the following sexually transmitted infections (STIs); syphilis, gonorrhea, candida, Human Papilloma Virus (HPV) and HIV or AIDS.

2 Make a write-up and present to the class. Discuss with the rest of the class or; listen to the visiting doctor, discuss the common sexually transmitted infections and their preventative measures.

3 Make a report and pin it up on the class noticeboard.

Note: The only recommended preventive method for young people is abstinence (total avoidance of sex).

3.12 Challenges faced by people living with HIV and AIDS

Everyone in Uganda is aware of a person who has been infected by HIV or AIDS, or affected by HIV or AIDS. Some have been infected through delinquent behavior like sharing needles with drug addicts, others through unprotected sex with infected people and some are born with the disease having acquired it from the mother. Such people go through a lot of suffering and need encouragement.

Activity 3.14 Investigating the challenges faced by people living with HIV or AIDS

Key question

What are the challenges facing people living with HIV or AIDS?

What you need

Notebook

Manila paper

Pen

Journals of HIV or AIDS

Biology textbooks

Computer with internet connection

Lyrics of the song Alone and Frightened by Phily Bongole Lutaaya

Marker

What to do

1 Listen or recite the song “Alone and Frightened” by Philly Bongole Lutaaya.

2 Discuss in groups the messages behind the lyrics.

3 Discuss as a class the stigma or discrimination faced by people living with HIV or AIDS and how to overcome stigma.

4 Write down the group’s points and harmonise them with other groups in the class.

5 Pin up on the noticeboard all the information generated by the groups in class.

6 In your groups, alternatively write a short play about HIV or AIDS and the attitudes to sufferers.

You can ask our AI Biology Senior four teacher on subject related questions and get answers.