COMPREHENSIVE SEXUALITY

EDUCATION
INTEGRATION

Lesson Plan in Science 10 - Quarter 3

I. Learning Competency

Describe the parts of the reproductive system and their functions;

S10LT-IIIa-33
II. Objectives

At the end of the lesson, the learners should be able to:

1. Describe the parts and functions of the female reproductive system.

2. Discover the importance of the parts and functions of the female
reproductive system in human reproduction.
CSE Integration
Identify potential legal, social and health consequences of sexual
decision-making. K2A3

III. Content/Topic
Female Reproductive System
IV. Learning Resources
 CSE Curricculum Guide

IV. Procedures
A. Motivation (2 mins)

Task 1:
Ask the learners this question: “What is the role of women in
reproduction?”
Ask at least 2 volunteers of their opinion regarding the question.
B. Activity

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 Task 2:
Students will be grouped into five. Each group will be given metacards
with parts related and not related to the female reproductive system.
They will classify the metacards in any way they think possible.

After the five minutes, each group will post on the board the
metacards according to their classification. A representative per group
will be tasked to discuss to the class of their work. Allot two minutes to
each group for the discussion.

(Please see Annex 1 for the metacards)

Parts of the Male and Female Reproductive organ written in each
metacard:
a. Ovary e. Testes
b. Oviduct f. Penis
c. Uterus g. Scrotum
d. Vagina h. Seminal Vesicle

Questions:
1. How did you classify the given metacards?
2. What is your basis of classifying the metacards?
3. What are the parts of the female reproductive system?

C. Analysis
Open your book and read pages 248-249. This is all about the function
of the 4 major parts of a Female Reproductive Organ.

Follow-up Questions:
1. What are the functions of each part of the female reproductive
system (uterus, oviduct, ovaries, and vagina)?
2. How important all these parts in human reproduction?
3. What do you think will happen to women if sexual reproduction
happens?
4. Is there any potential consequences relating to legal, social and
health if a women decided to be involved in sexual decision-
making?

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Note to the Teacher:
After soliciting answers from the learners, the teacher should discuss the
sexual decision-making of a teenager for themselves in order to avoid
consequences:

According to the Sexuality Information and Education Council of the United

States (SIECUS), a sexually healthy teen will show or have the following qualities
within their relationships with themselves. (https://teachingsexualhealth.ca/)

Relationship with Self

 Appreciates their own body:

o understands changes that happen during puberty, and views them as normal
o practices health-promoting behaviors, such as abstinence from alcohol and
other drugs and getting regular check-ups

 Takes responsibility for their own behaviours:

o identifies own values and acts on those values
o understands the consequences of their actions
o understands that media messages can create unrealistic expectations
related to sexuality and intimate relationships
o is able to tell the difference between personal desires from that of their
peer group
o understands how alcohol and drugs can affect making decisions

 Knows about sexual health issues:

o understands the consequences of sexual behaviors
o makes decisions about masturbation that fits with personal values
o makes decisions about sexual behaviors with a partner that fits with
personal values
o understands their own gender identity and sexual orientation
o understands the effect of gender role stereotypes and makes choices
about the best roles for themselves
o understands peer and cultural pressure to become sexually involved
o accepts people with different values and experiences

 Knows about their rights as stated in RA 10354 in:


o Section 2b. The right of children to assistance, including proper care and
nutrition, and special protection from all forms of neglect, abuse, cruelty,
exploitation, and other conditions prejudicial to their development;
o Section 3b. Respect for protection and fulfillment of reproductive health and
rights which seek to promote the rights and welfare of every person
particularly couples, adult individuals, women and adolescents.

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 D. Abstraction and Generalization
Let the learners watch the video explaining the parts and
functions of the female reproductive system as well as the importance
of these parts in human reproduction.
Link: https://www.youtube.com/watch?v=IA3xaIgW8lc

The following are the main parts and functions of the female reproductive
system:
A. Ovary- produces egg cells.
B. Oviduct- serves as passageway of eggs from the ovary to the uterus;
site of egg fertilization.
C. Uterus- serves as site of egg implantation; is where the fertilized egg
develops.
D. Vagina- receives the penis of male during mating.

The female reproductive system enables a woman to:

 produce eggs (ova)

 have sexual intercourse
 protect and nourish a fertilized egg until it is fully developed
 give birth

E. Application

Think-Pair-Share:

1. Ask the learner to find a partner and individually read the article
about “Teenagers Report Both Positive and Negative Consequences
from Sex”.

2. Let them think of their views about the article and share it with
their partner. Refer to Annex 2.
(Source: https://www.guttmacher.org/journals/psrh/2007/teenagers-report-both-positive-and-negative-
consequences-sex)
3. Each pair will write their views on a piece of paper and will answer
the following guide questions:
a. Based on the study, what are the positive and negative
consequences if teenagers involved in sexual activities?
b. What would be the right thing to do in order to become sexually
healthy?
c. How are you going to prevent yourself (if you are a female)/or
your female partner in destroying your reproductive system?

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 F. Closure:
“Do not deprive each other except by mutual consent and for a time,
so that you may devote yourselves to prayer. Then come together
again so that Satan will not tempt you because of your lack of self-
control.”
1 Corinthian 7:5
“But the fruit of the Spirit is love, joy, peace, forbearance, kindness,
goodness, faithfulness, gentleness and self-control. Against
such things there is no law. “
Galatians 5:22-23

Explain to the learners how important Self-control is: If we

let our desires lead our decisions, our lives (and our
bodies) can quickly spin out of control.

V. Reflection

VI. Remarks

Prepared by:

ALEXANDRA R. DE GUZMAN
Teacher II
Kawit National High School
Region VII - Division of Cebu Province

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Annex I

Metacards

TESTES
SCROTUM

PENIS
SEMINAL
VESICLE 6
OVARY
OVIDUC
T
VAGINA

UTERUS
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ANNEX 2.

Teenagers Report Both Positive and Negative

Consequences from Sex
First published online: June 6, 2007 DOI: https://doi.org/10.1363/3912007b

Adolescents who engage in oral or vaginal sex report a wide range of social,
emotional and physical consequences, both positive and negative, according
to a survey of California high school students.1 Teenagers who had had only
oral sex were less likely than their peers who had had vaginal or both types
of sex to experience negative consequences, such as pregnancy and feelings
of guilt, but they were also less likely to experience positive outcomes, such
as pleasure. Regardless of the type of sex they had had, adolescent males
were more likely than their female counterparts to report having
experienced only positive consequences and less likely to report having felt
used or bad about themselves.

Researchers surveyed 618 ninth graders at two high schools about their
sexual history in late 2002 and again at three follow-up assessments
conducted at six-month intervals. At each survey, the adolescents indicated
whether they had ever engaged in oral sex or vaginal sex, and whether they
had experienced various social, emotional and physical consequences. In
analyzing the data, the researchers focused on whether respondents had
experienced these consequences at the first time point in which they
reported sexual activity; they used logistic regression analyses to determine
whether the odds of each consequence differed by type of sex or
adolescents’ gender.

Overall, 275 adolescents (44%) reported having had oral sex, vaginal sex or
both by the final assessment (the spring of 10th grade); this group made up
the analytic sample. Slightly more than half of these teenagers (56%) were
female; 40% were white, 19% Latino, 17% Asian or Pacific Islander, 4% black
and 20% multiethnic or other. Half of sexually experienced respondents had
initiated sexual activity by the autumn of ninth grade. Among males, 32%
had had only oral sex, 16% had had only vaginal sex, and 52% had had both;
among females, 51% had had only oral sex, 15% had had only vaginal sex,
and 34% had had both.

Adolescents were more likely to report having had at least one positive
consequence from their sexual activity (61–96%, depending on whether they
had had oral sex, vaginal sex or both) than having had at least one negative
consequence (31–62%). The most common positive consequences were
experiencing pleasure (55–96%) and feeling good about oneself (65–83%);

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adolescents also frequently reported that their relationship with their partner
had improved (31–75%) or that they had become popular (8–26%). However,
substantial proportions of respondents said that they had felt bad about
themselves (34–48%), felt regret (33–53%), felt used (25–54%) or felt guilty
(20–46%) after they had had sex. Others said that their relationship with
their partner had worsened (10–32%), that they had gotten into trouble with
their parents (4–22%) or that they had developed a bad reputation (7–13%).
Although adolescents who said they had had only oral sex rarely reported
having had an STD (2%) or been involved in a pregnancy (1%), these
outcomes were much more common among respondents who reported
having had only vaginal sex (5% and 9%, respectively) or both oral and
vaginal sex (13% and 14%).

Logistic regression analyses indicated that males were significantly more

likely than females to report that they had had only positive consequences
(odds ratio, 2.1), become popular (2.1), felt good about themselves (2.5),
contracted an STD (4.2) or been involved in a pregnancy (3.6); they were
less likely than females to report that they had felt bad about themselves
(0.5) or felt used (0.4). The likelihood of consequences also differed by type
of sex. Compared with adolescents who had had only oral sex, those who
had had vaginal or both kinds of sex had higher odds of having experienced
any positive consequences (3.8–12.7) and any negative consequences (3.3–
4.1). Specifically, youth who had had vaginal or both types of sex were more
likely than those who had had only oral sex to report having experienced
pleasure (2.6–20.2), gotten into trouble with parents (4.8–5.6), felt guilty
(3.0–3.7) and become or made someone pregnant (10.5–15.2). In addition,
respondents who had had both types of sex had an elevated likelihood of
having become popular, having had improvement or worsening of their
relationship, having felt good about themselves and having felt regretful or
used (1.9–6.8), compared with respondents who had had only oral sex.

The researchers note that these results “generally support adolescents’

expectations that oral sex is associated with fewer negative consequences
than vaginal sex,” although they emphasize that oral sex is “not without
negative consequences.” Females appear to be especially vulnerable to
negative social and emotional outcomes, regardless of the type of sex. The
researchers caution that their classifications of consequences as positive or
negative may not match the views of adolescents themselves, and the
findings may not be widely generalizable. Nonetheless, the data suggest that
interventions designed to influence adolescents’ sexual behavior should take
into account not only the potential physical consequences of sexual activity,
such as pregnancy and STDs, but also the social and emotional
consequences—including the positive ones. “Parents and health
professionals should talk with adolescents about how they can cope with and
reduce the likelihood of experiencing negative physical, social and emotional
consequences of having sex, so that decisions to engage in sex are made

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thoughtfully and are more likely to lead to positive physical and mental
health outcomes,” the authors conclude. —P. Doskoch
REFERENCE
1. Brady SS and Halpern-Felsher BL, Adolescents’ reported consequences of
having oral sex versus vaginal sex, Pediatrics, 2007, 119(2):229–236.

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