Anatomy and Physiology - Unit 15 - The Reproductive System (Chapter 19) - The Reproductive System ...
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BPS Science Department Anatomy and Physiology
Anatomy and Physiology – Unit 15 - The Reproductive System (Chapter 19)
Overview: The reproductive system includes gonads (ovaries and testes), ducts, accessory glands and organs, and the external genitalia. The human reproductive system produces, stores,
nourishes, and transports functional gametes (reproductive cells). Fertilization is the fusion of male and female gametes.
Essential Questions:
● How are the anatomy and physiology of the human reproductive system related?
● What are the components of the male reproductive system and describe how sperm are formed?
● What is oogenesis and describe the ovarian and uterine cycles?
● Why is communication between the reproductive and nervous systems of humans crucial to homeostatic regulation?
● What happens during fertilization of the gametes?
● What are the functional relationships between the human muscular system and other human systems?
NYSSLS Standards:
● HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of
specialized cells.
• (DCI) LS1.A: Structure and Function: Systems of specialized cells within organisms help them perform the essential functions of life
• (CCC) Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and
connections of components to reveal its function and/or solve a problem.
• (SEP) Constructing Explanations and Designing Solutions: Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations,
models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
● HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
• (DCI) LS1.A: Structure and Function: Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next
level.
• (CCC) Systems and System Models: Models (e.g. physical, mathematical, computer models) can be used to simulate systems and interactions -- including energy, matter, and informational flows --
within and between systems at different scales.
• (SEP) Developing and Using Models: Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. Use a model based on evidence to
illustrate the relationships between systems or between components of a system.
● HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
• (DCI) LS1.A: Structure and Function: Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even
as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
• (CCC) Stability and Change: Feedback (negative or positive) can stabilize or destabilize a system.
• (SEP) Planning and Carrying Out Investigations: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on
types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design
accordingly.
BPS Science Department 2021-2022 Anatomy and Physiology – Unit 15 – The Reproductive SystemBPS Science Department Anatomy and Physiology
3D Learning Overview: Crosscutting Concepts (CCC): Science and Engineering Practices (SEP):
KNOW → Disciplinary Core Ideas (DCI): what students ● Patterns ● Asking questions (for science) and defining problems (for
need to know ● Cause and Effect engineering)
● Scale, Proportion, and Quantity ● Developing and using models
UNDERSTAND → Crosscutting Concepts (CCC): what ● Systems and System Models ● Planning and carrying out investigations
students look for/ applies across all science domains and ● Energy and Matter ● Analyzing and interpreting data
Science & Engineering Practices (SEP): how students ● Structure and Function ● Using mathematics and computational thinking
explore and apply ● Stability and Change ● Constructing explanations (for science) and designing solutions
(for engineering)
● Engaging in argument from evidence
● Obtaining, evaluating, and communicating information
Time Frame Skills, Practices or Expectations Textbook Resources Online Resources Vocabulary Higher Order Questions
Anatomy and Physiology: Chapter 19 Michigan State Histology Slides: Meiosis ● How does the reproductive
The students will be able to: 19-1 Basic Reproductive Structures ● Male Reproductive Oogenesis system differ functionally from
5.23.22 - 6.3.22 ● Describe the anatomy and (p.639) System Spermatogenesis/ all other organ systems in the
physiology of the human male and ● Female Reproductive Spermatozoa body?
NOTE:
female reproductive systems. 19-2 Spermatogenesis and Male System Lactation ● A 36 year old mother of four is
5.30.2021 – ● Compare/contrast the male and Reproductive System (p.640-649) Menses considering tubal ligation as a
Memorial Day female reproductive systems. ● Figure 19-1 Male Reproductive HASPI: Ovarian Follicles means of ensuring that her
● Compare/contrast the male and System (p.640) ● Fetal Development - Ovulation family gets no larger. She is
female reproductive hormones. ● Figure 19-2 Scrotum, Testes and creating graphs to Perineum worried she will enter
● Identify and locate male and Seminiferous Tubules (p.641) interpret fetal growth Prepuce menopause after the surgery.
● Figure 19-3 Spermatogenesis (p.643)
female reproductive anatomy. compared to average STIs (Sexually Transmitted How would you ease her
● Figure 19-5 Ductus Deferens (p.645)
● Evaluate various birth control ● Figure 19-6 The Penis (p.647) Infections) concerns?
strategies. ● Figure 19-7 Hormonal Feedback and UB Case Studies: Hormones: Estrogen, ● Describe meiosis and identify
● Explain the female menstrual cycle Male Reproductive Function (p.648) ● Utero What? - learn about Progesterone, Testosterone the products of this process in
and associated hormones. cervix abnormalities, risks Male: Epididymis, Ductus both males and females.
● Describe the effects of aging on 19-3 Oogenesis and Female and treatments, fetal Deferens, Seminal Vesicles, ● How does aging affect the
the human reproductive system. Reproductive System (p.649-660) diagnostic tests and Prostate, Semen, Penis, reproductive systems of men
● Describe the functional ● Figure 19-8 Female Reproductive potential treatments for Testes, Seminiferous Tubules and women?
relationships between the human System (p.650) birth defects Female: Ovary, Fallopian ● Diane has peritonitis
reproductive system and other human ● Figure 19-9 Oogenesis (p.651) Tubes, Uterus, Vulva, (inflammation of the
body systems. ● Figure 19-10 Follicle Development Menstrual Cycle Lab (PDF of Vagina, Endometrium peritoneum), which her
and Ovarian Cycle (p.652) student lab activity covering physician says resulted from a
● Figure 19-11 Uterus (p.654) hormone and uterine changes urinary tract infection. Why
● Figure 19-12 Female External
during cycles with and without could this situation occur in
Genitalia (p.655)
● Figure 19-13 Mammary Gland fertilization) females but not in males?
(p.656) ● Female bodybuilders and
women with eating disorders
BPS Science Department 2021-2022 Anatomy and Physiology – Unit 15 – The Reproductive SystemBPS Science Department Anatomy and Physiology
Diseases/Disorders: ● Figure 19-14 Hormonal Regulation Homeostasis/ Homeostatic such as anorexia nervosa often
The students will be able to: of Ovulation (p.658) Regulation stop having menstrual cycles, a
● Explain the effects of lack of ● Figure 19--14 Hormonal Regulation Disease/ Disorder condition known as
exercise on the human reproductive of Female Reproductive Cycle Symptoms amenorrhea. What does this
(p.659)
system. Negative Feedback Loop relationship suggest about the
● Describe a disease or disorder of Positive Feedback Loop role of body fat in
19-5 Effects of Aging (p.661-662)
the human reproductive system menstruation? How might the
including symptoms, diagnosis, body benefit from ceasing to
Figure 19-1 Hormones of the
medications, prevention, and menstruate under such
Reproductive System (p.663)
treatment. circumstances?
● Diagnose a human reproductive
Birth Control Strategies (p.664-665)
system disease/disorder given a data
set of symptoms.
Chapter 19 Review Questions p.668-669
● Explain homeostasis in the human
reproductive system through negative
Reproductive System and Other Body
and positive feedback mechanisms.
Systems (p.670)
● Predict prevention and treatment of
a human reproductive system disorder
based on a given data set.
http://ngss.nsta.org/Classroom-Resources.aspx - Searchable NYSSLS/NGSS aligned resources curated by NSTA
Dissection Videos (these videos -- dissection of heart, liver, uterus and eye -- were created in collaboration with the Jacobs School of Medicine and Biomedical Sciences. All dissection videos
have two separate segments - an introduction segment and a dissection segment. All segments have an accompanied student activity resource)
Access via Schoology→BPS Science K-12 Group→Resources→9-12 Resources→Anatomy & Physiology→Dissection Videos
Virtual Frog Dissection (step by step virtual dissection)
PBS Learning Media Dissection Videos and Resources (Sheep Heart, Cow Eye, Frog)
Virtual Fetal Pig Dissection (from Whitman College)
Cow Eye Dissection (video, step-by-step virtual dissection, PDF of student lab guide )
NYSED Bilingual Glossaries – NYS Statewide Language Regional Bilingual Education Resource for NYSED approved bilingual glossaries.
BPS Science Department 2021-2022 Anatomy and Physiology – Unit 15 – The Reproductive SystemBPS Science Department Anatomy and Physiology
English Listening Speaking Reading Writing
Language ● Cross- Linguistic Practices: Gives students ● Sentence Frames - to begin a sentence - ● Supplementary Text to help reinforce concepts. If ● Sentence Frames - to begin
Learners opportunities to make connections between such as Evolution is… or I think that necessarily, use lower Lexile levels to ensure a sentence- such as
(ELL) what they hear and their home language (ex: evolution is… comprehension. Biodiversity is… or An
Enhancements allow students to listen to a passage and ● Academic Conversation Starters: Have ● Visual Aids - Pictures or models to support example of competition
identify cognates.) a visual of a list of academic sentence vocabulary words and concepts is….
To access ● Build background knowledge starters that students can refer to in a ● Video to review or introduce a topic - use closed ● Cloze passages with word
hyperlinked ● Activating Prior Knowledge Activating discussion (helps students have a more captioning to help students read along while they banks
material, you Prior Knowledge means both eliciting from science focused dialogue). Examples listen to the content ● Word banks
must be logged students what they already know and building include- ● 4 Square / Frayer models to help students gain a ● Graphic Organizers to
into your BPS initial knowledge that they need in order to I expect ____ to happen. deeper understanding of vocabulary. help break down the writing
Google Drive access upcoming content My data shows that… ● Highlighting important text to assist students in process and organize
● Visuals - GIFs, pictures- assist students in ● Choral Reading - To build fluency, self- answering questions after the reading. thoughts
understanding. Use visual thinking confidence and motivation with ● Chunking-Break reading of text into chunks or ● Standards-based sentence
strategies to set learning lens reading/speaking paragraphs stems
● Video to review/ introduce topics– use closed ● Create movement to go with the word. ● Performance Level Descriptors - description of ● Performance Level
captioning to help students see the words and Movement can be a motivating factor, as expected output from students based on earned Descriptors - description of
pronunciations while they listen well as a kinesthetic tool for NYSESLAT levels in the modality of expected output from
● Word stretching / Vowel stretching when conceptualizing the rhythm and flow of reading(Scroll for grades 9-12) students based on earned
instructing allows student to listen closely to fluent reading while triggering brain ● Vocabulary Morphology- Morphology relates to NYSESLAT levels in the
the pronunciation of the word function for optimal learning the segmenting of words into affixes (prefixes and modality of writing(Scroll
● Performance Level Descriptors - description ● Performance Level Descriptors - suffixes) and roots or base words, and the origins of for grades 9-12)
of expected output from students based on description of expected output from words. Understanding that words connected by
earned NYSESLAT levels in the modality of students based on earned NYSESLAT meaning can be connected by spelling can be
listening (Scroll for grades 9-12) levels in the modality of speaking(Scroll critical to expanding a student’s vocabulary.
for grades 9-12)
Special Instructional Technology: In Class Assessments
Education ● Pre-teach vocabulary ● Audio reading of text
Modifications ● Use picture vocabulary ● Text to type functions ● Provide review packet or review sheet of
● Scaffold Depth of Knowledge questions ● Videos to clarify/visualize Anatomy concepts concepts covered on the test
Special ● Provide copy of notes/notes in “cloze” form ● Record class lecture/discussions and make accessible to ● Practice similar questions prior to the test
Education ● Use of Think, Pair, and Share strategy to help process student ● Provide multiple options for projects
students must information ● Nearpod- interactive presentations of notes ● Give a timeline of when things are due and
have ● Scaffold written assignments with the use of graphic organizers ● Playposit - show a video clip about the topic and add your remind them of the process often.
accommodations ● Allow for multiple ways to respond (verbal, written, response own questions for them to answer as they watch ● Use of timer in class
as per Individual board) ● Allow students to type answers in discussions in Schoology ● Break all complex tasks into chunks
Educational Plan
● Provide model of performance task or in chat on Teams
● Modify informational text to fit the needs of the students
BPS Science Department 2021-2022 Anatomy and Physiology – Unit 15 – The Reproductive SystemBPS Science Department Anatomy and Physiology
(IEP) or 504 ● Provide a digital or paper interactive notebook Other:
Plan ● Present complex tasks in multiple ways ● Arrange seating for maximum engagement and minimum
● Provide mnemonic strategies for Anatomy concepts distraction
● Accessible lab space (counter level)
Step Up to SUTW Strategies
Writing ● Informal Outline
Schoology→BPS ● Color-Coding – Informative/Explanatory Text
Science K-12 ● Two-column notes
Group→Resources ● I-V-F Topic Sentence progressing to Four Step Summary Paragraph
→9-12 Resources ● CUPS – Capitalization, Usage, Punctuation, Spelling
→Anatomy & ● Transitions
Physiology→
Curriculum
Materials
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