The Reproductive System
Anatomy
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Chapter 16: The Reproductive System
Of all the body systems, the most interesting to students is usually the reproductive system. Students frequently start with a good, although general, base of information and are eager to build on what they already know, and many view this chapter as having “real world” relevance. For this reason, the material found in this chapter often initiates good discussion in the classroom. In this chapter, the male anatomy and reproductive functions are presented first. The testes and their accessory ducts are each described in order of sperm travel, followed by an explanation of the accessory glands and their secretions. Semen is the combination of the sperm with the accessory gland secretions. The secretions from the seminal vesicles and prostate gland combine with sperm as the sperm travels through each structure, and the secretions from the bulbourethral glands cleanse the urethra of acid and serve as a lubricant during sexual intercourse. The role of the scrotum in temperature regulation is explained, as is the function of the penis in sperm delivery. Following the anatomy of the male reproductive system is an overview of the process of spermatogenesis, or sperm production. Testosterone production is explained, and the secondary sex characteristics that this hormone stimulates are outlined.
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-LS1-1: Genes, Proteins, and Tissues
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.
Clarification Statement: none
Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.
HS-LS1-2: Interacting Body Systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
HS-LS4-1: Evidence of Common Ancestry and Diversity
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (Patterns)
Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.
Boundary Statement: none
HS-LS4-4: Natural Selection Leads to Adaptation
Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (Cause and Effect)
Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.
Boundary Statement: none
HS-LS1-4: Cellular Division and Differentiation
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (Systems and System Models)
Clarification Statement: none
Boundary Statement: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.
HS-LS3-1: Chromosomal Inheritance
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (Cause and Effect)
Clarification Statement: none
Boundary Statement: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.
HS-LS3-2: Inheritable Genetic Variation
Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. (Cause and Effect)
Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.
Boundary Statement: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.
HS-LS3-3: Variation and Distribution of Traits
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (Scale, Proportion, and Quantity)
Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.
Boundary Statement: Assessment does not include Hardy-Weinberg calculations.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
16-1 Discuss the common purpose of the reproductive system organs.
16-2 When provided with a model or diagram, identify the organs of the male reproductive system, and
discuss the general function of each.
16-3 Name the endocrine and exocrine products of the testes.
16-4 Discuss the composition of semen, and name the glands that produce it.
16-5 Trace the pathway followed by a sperm from the testis to the body exterior.
16-6 Define circumcision, erection, and ejaculation.
16-7 Define spermatogenesis and meiosis.
16-8 Describe the structure of a sperm, and relate its structure to its function.
16-9 Describe the effect of FSH and LH on testis functioning.
16-10 Identify the organs of the female reproductive system, and discuss the general function of each.
16-11 Describe the functions of the vesicular follicle and corpus luteum of the ovary.
16-12 Define endometrium, myometrium, and ovulation.
16-13 Indicate the location of the following regions of the female uterus: cervix, fundus, body.
16-14 Define oogenesis.
16-15 Describe the influence of FSH and LH on ovarian function.
16-16 Describe the phases and controls of the menstrual cycle.
16-17 Describe the structure and function of the mammary glands.
16-18 Define fertilization and zygote.
16-19 Describe implantation.
16-20 Distinguish between an embryo and a fetus.
16-21 List the major functions of the placenta.
16-22 Indicate several ways that pregnancy alters or modifies the functioning of the mother’s body.
16-23 List several agents that can interfere with normal fetal development.
16-24 Describe how labor is initiated, and briefly discuss the three stages of labor.
16-25 Describe the importance of the presence/absence of testosterone during embryonic development of
the reproductive system organs.
16-26 Define menarche and menopause.
16-27 List common reproductive system problems seen in adult and aging men and women.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
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