L E S S O N P R O P E R

A. Recall

Review students on the process of digestion of food. Point out that the formation of soluble substances is now ready for circulation and absorption of body cells.

B. Motivation

Tell the students to sit still and take their pulse rate for one minute at their wrist or on their neck beneath the jaw bone. Then, have them jog in place for 30 seconds and take their pulse rate again. Have them compare the two results they obtained. Ask them, what is the significance of this short activity? The answers can be pointed out during the post-lab activity.

Then, start the lesson by discussing the parts of the circulatory system, namely the heart, the blood vessels and the composition of blood. Let the students describe and state their function from what they have studied in their textbooks. Discuss both types of circulation and later the lymphatic system. Differentiate the function of the circulatory from the lymphatic system. Then, discuss the diseases affecting both systems including AIDS and emphasize ways to minimize them.

C. Activity

To develop their thinking skills, have the students discuss among themselves in groups the developmental questions being asked and let them answer the activity sheet provided for the topic.

D. Postlaboratory Discussion

Answers to Developmental Questions:

Question 1. Differentiate systemic from pulmonary circulation.
Question 2. What changes in composition of the blood take place in the lungs?
Question 3. Identify the source of blood that enters the following chambers of the heart.
Question 4. Where does the blood leaving the following chambers of the heart go?
Question 5. It is the largest blood vessel leaving the heart.
Question 6. To which organs or muscles do the following bring blood?
Question 7. What do the following terms mean?

E. Generalization

1. The main parts of the circulatory system are the heart, blood vessels, and blood.

2. The purpose of circulation is to deliver food, blood and oxygen through the capillaries, to the cells and also remove waste materials from cells.

3. The circulatory system involves the pulmonary and systemic circulations.

4. Human blood types differ in antigens and antibodies in the body.

5. The lymphatic system consists of lymphatic vessels and lymph. Its functions include carrying food and oxygen from blood to body cells not reached by capillaries and picking up waste material from cells and return them to the blood and helping the body fight infection and disease.

6. Medical and surgical procedures are available to control cardiovascular disease, but the best prevention is by following a heart-healthy diet, getting regular exercise, maintaining proper weight and not smoking cigarettes.

F. Valuing and Application

Ask students what diseases are associated with the circulatory system. The following terms may be explained:

a. Hypertension – excessively high blood pressure
1. Arteriosclerosis – accumulation of fatty materials like cholesterol in the lining of arteries
2. Stroke – associated with hypertension that occurs when blood vessel bursts in the brain and brain cells die due to lack of oxygen
d. Heart attack – also associated with hypertension and atherosclerosis that occurs when an artery in the heart bursts resulting to muscle damage or death

Then, tell the students about the medical and surgical procedures available to control cardiovascular diseases. This includes the Thrombolytic Therapy which includes two drugs that can be given intravenously to dissolve a clot in the blood vessel; Arterial Plaque which is a surgical procedure to clear clogged arteries and Heart Transplants (Donor or Artificial). After discussing these technologies, let the student realize the complexity of the processes. Encourage them to suggest ways on how to maintain a well functioning circulatory system. Medical and surgical procedures are available to control cardiovascular disease, but it could be prevented by having a heart-healthy diet, getting regular exercise, maintaining proper weight and not smoking.

V. Assessment

Use any three of these questions for the lesson assessment.

Multiple choice.

1. Which of the following is responsible for blood clotting?

a. fibrin c. fibrinogen
b. plasma d. thrombin

2. Which blood type can a type O patient receive?

a. A & B c. O
b. AB d. all blood types

3. Arteries have thicker muscular walls and are located deeper than veins. This is an example of structural adaptation since they transport blood which:

4. Which of the following is a condition where red blood cells cause the blood to stop circulating in small blood vessels?

a. coagulation c. hemolysis
b. agglutination d. haemophilia

5. Which blood cells produce antibodies?

a. erythrocytes c. lymphocytes
b. thrombocytes d. platelets

6. An instrument used to record coronary contraction that produces heartbeat is called:

a. ECG c. EEG
b. sphygmomanometer d. stethoscope

7. Which of the following conditions is otherwise known as “hardening of the arteries?”

a. arteriosclerosis c. stroke
b. myocardial infarction d. hypertension

8. Which type of blood vessel carries blood away from the heart?

a. vein c. artery
b. venule d. superior vena cava

Agreement:

Do advance readings to answer these questions.

1. How does our nervous system function?

2. How do nerve impulses travel along our nerves?

C. 3. What are the diseases associated with the nervous system?


Activity 5. Circulation in Man

The circulatory and lymphatic systems function to transport food and other materials to the different parts of the body. The lymphatic system further aid the transport system by helping the body fight infection by removing disease-causing organisms in the body.

Objectives

1. To identify the pathways of blood and lymph in our body
2. To compare the structure and function of the circulatory and with the lymphatic systems

Materials

Ballpen
Paper

Procedure

1. Study the illustration below and answer the following questions correctly:

Question 1. Differentiate systemic from pulmonary circulation.
_________________________________________________________

Question 2. What changes in composition of the blood take place in the lungs?
_________________________________________________________

Question 3. Refer to the illustration above. Identify the source of blood that enters the following chambers of the heart.

a. right atrium c. left atrium
b. right ventricle d. left ventricle

Question 4. Where does the blood leaving the following chambers of the heart go?

a. right ventricle
b. left ventricle

Question 5. It is the largest blood vessel leaving the heart.
____________________________________

Question 6. To what organs or muscles do the following bring food?

a. renal arteries
b. pulmonary arteries
c. coronary arteries

Question 7. Describe the following terms:

a. heartbeat
b. pulse
c. blood pressure

Question 8. Compare the blood vascular system and the lymphatic system by filling up the table below:

Basic of Comparison
Blood vascular system
Lymphatic system

a. Circulating fluid

b. The tube to which the fluid flows

c. Type of tube system

Question 9. Explain the role of lymph nodes in the body.
___________________________________

T E A C H I N G S T R A T E G Y

I. Subject Matter: The Respiratory System

Time Frame: 3 periods

1. Objectives:

1. Identify the parts and function of the human respiratory system
2. Trace the path of air from the nose to the lungs
3. Explain gas exchange between the blood in capillaries and air sacs
4. Name some diseases of the human respiratory system
5. Suggest ways of maintaining efficient functioning of the human respiratory system

III. Materials:

A. For Teaching

Colored transparency/poster or enlarged drawing of the respiratory system from any of the suggested textbooks
Overhead projector (OHP, if transparency will be used)

a. For Student Activity

Lung model (available at UPNISMED @ P50.00 each) or this can be made using the following materials:

Cotton Cigarette
Empty ballpen tube Iron nail (size 3 or 4)
Clean plastic bag Masking tape
Rubber band (5-10 pcs.) Ice candy plastic (2 pcs.)
Glue gun Glue gun stick or mighty bond
Ballpen cap Stripping knife
Hacksaw blade Match or lighter
Plastic jar (peanut brittle or any delicacy container)

The lung model can be provided for the whole class for demonstration or each
group can make one if materials are available.

RESPIRATORY SYSTEM - DEFINITIONS

dictionaries with English definitions that include the word respiratory system: ... Quick definitions (respiratory system) ... CLICK HERE

RESPIRATORY SYSTEM - Multiple choice quiz

Multiple-Choice Questions on The Respiratory System ... through the nose and the nervous system. What is the purpose of the little hairs inside the nose? ... CLICK HERE

RESPIRATORY SYSTEM - COLOR IMAGES

Respiratory System. Click on the button or title to get to the appropriate image: ... Respiratory Bronchiole, High Magnification. Larynx, True & False Voal ...

RESPIRATORY SYSTEM - MSN ENCARTA

... of the respiratory system ... and Disorders ; Respiratory Systems in Other Organisms ... The respiratory and circulatory systems work together to deliver ... CLICK HERE

SOME DISEASES ON RESPIRATORY SYSTEM

Chronic Obstructive Pulmonary Disease. Lung Cancer ... The Human Respiratory System. The Pathway. Air enters the nostrils. passes through the nasopharynx, ... CLICK HERE

THE EXTERNAL RESPIRATION

The subsystem that removes carbon dioxide from the lungs in moves in fresh air from outside is made up of the nasal cavity ( nose ), the pharynx , the larynx , the trachea , the bronchi (and all the smaller branches of the bronchi), and the air sacs, or alveoli, to which the entire external respiration subsystem leads to. CLICK HERE

LUNGS AND RESPIRATORY SYSTEM

happen without help from the respiratory system, which includes the nose, throat, ... Affecting primarily the respiratory and digestive systems, CF causes mucus in ... CLICK HERE

ARTICLE ABOUT RESPIRATORY SYSTEM

Among four-legged animals, the respiratory system generally includes tubes, such as the bronchi, used to carry air to the lungs, where gas exchange takes place. A diaphragm pulls air in and pushes it out. CLICK HERE

FUNCTIONS OF THE RESPIRATORY SYSTEM

The primary function of the respiratory system is to supply the blood with oxygen in order for the blood to deliver oxygen to all parts of the body. Click here for more

LESSON PROPER

Recall

Review students on the Circulatory System or other systems preceeding the lesson.

B Motivation

Let the students perform the breathing exercise – inhale, exhale. Then, ask questions like what parts of the body are involved in breathing? Or how does air move in and out of the lungs? The answers can be noted for clarification during the post-lab discussion.

Then, start the lesson for the day with a discussion on the parts of the human respiratory system. Let the students describe them from what they have read in their textbooks. Have the students relate the parts to their function. To further make clear the different concepts and their application have them do the activity.

C. Activity

The human lung model can be bought at UPNISMED @ P50.00 each. In case you are not able to procure this, you can easily make the model using the materials listed on page 36. Assemble the model following the guide shown below until the next page. Make sure there is no leak in joining the ballpen tubes in making the y-shaped trachea and bronchi. If a glue gun (from hardware store) is not available, use candle light to heat up the gluegun stick. Also, if the glue gun and stick are not available Mighty Bond can be used but more time is needed for it to dry. Use a heated iron nail to make a hole on the plastic jar. Make sure that the hole is not too big or too small for the ballpen cap to avoid leaks. The clean plastic bag will be used to represent the diaphragm while the small ice candy plastic with cotton will be used to represent the lungs.

Steps in constructing a lung model:
Step 1 : Show to the students the model.
Step 2
The second activity on the effect of cigarette smoke on the respiratory system is best done in open air. This is to avoid the possibility of students inhaling the smoke themselves. Ensure too that they do not play with matches to avoid fire accidents.

D. Postlaboratory Discussion

Answers to Developmental Questions:

Question 1. Which parts of the respiratory system are represented in the model?

Question 2. What happens to the plastic bags?
Question 3. Explain why this happens in terms of differences in pressure inside the jar and the atmosphere.
Question 4. What part of breathing does the movement of the plastic sheet represent?
Question 5. What happens to the plastic bags?
Question 6. Why does this happen?
Question 7. Which part of the breathing process does this represent?
Question 8. How would you relate your observation in the model to the actual breathing process?
Question 9. What happens to the cotton inside the plastic bags as you continue to pull and push the diaphragm?
Question 10. How can you relate your observation to what happens to the lungs of one who smokes?

Add emphasis to the fact that smoking is a personal choice of deliberate introduction of poison to the body. Challenge the students as to whether they would choose to smoke or not to smoke knowing the serious harm it can cause to their health.

Mention the following diseases related to smoking:

1. chronic lung diseases such as bronchitis, tuberculosis, pneumonia, asthma and pleurisy (inflammation of the pleura, a delicate membrane around the lungs extending to the wall the chest cavity)
II. 2. lung cancer
3. high blood pressure
4. emphysema(a disease in which air sacs lose their elasticity making it difficult for the lungs to remove blood deficient in oxygen and high in carbon dioxide)

Question 11. Can you name other air pollutants that can seriously harm the respiratory system?

After discussing the answers to the developmental questions, ask the students to suggest ways of maintaining the efficient functioning of the respiratory system. The following may come up as their suggestions: refrain from smoking, campaign to ban smoking in the school premises if it has not been implemented, have more plants in their yards/school to provide more oxygen and to use up carbon dioxide in their surroundings for photosynthesis, campaign to ban smoke-belchers from the streets and for use of gasoline instead of diesel fuel, or refrain from burning trash.

Other questions may be asked as a review for students to fully understand the concepts covered in the lesson. These may include the following:

1. How is the structure of the nasal cavity related to its function? The nasal cavity beginning with the nose is lined with mucous membrane and fine hairs to filter out dust particles in the air. Towards the end of the pharynx which serves as the passage for food and air is the epiglottis that partly closes upon swallowing so that food can proceed to the stomach and air can move to the larynx.

1. Trace the path of inhaled air from the nose to the lungs. Upon inhalation, air enters the nose where it becomes warm and moist. It is here where fine hairs filter dust and other particles out in the air. Then, it proceeds to the pharynx with the epiglottis at the end to guard that air goes to the larynx and food to the esophagus when it is swallowed. From the larynx, air goes to the trachea which branches into two. Air then, passes through each bronchus (plural: bronchi) into the lungs until it reaches the smaller bronchial tubes called the bronchioles. Each of the bronchiole is connected to a cluster of air sacs or alveoli which are covered with a network of capillaries.

3. Explain how gas exchange occur between blood in the capillaries and the air sacs.

Blood pumped by the heart to the lungs come from various parts of the body and are high in carbon dioxide and low in oxygen. When air reaches the air sacs, oxygen in it diffuses to the capillaries and into the blood and combines with hemoglobin in the red blood cells. At the same time, carbon dioxide in the blood from the heart moves to the air sacs. The oxygenated blood then, goes back to the heart to be brought to the different parts of the body. Carbon dioxide in the air sacs will then be exhaled to the atmosphere.

E. Generalization

1. The respiratory system functions in the exchange of oxygen and carbon dioxide between organisms and their environment.

2. The nose, pharynx, larynx, trachea, bronchi and lungs are the organs consisting the human respiratory system.


3. Movements of the ribs and diaphragm cause changes in the volume of the chest cavity resulting in the movement of air in and out of the lungs.

4. Inhaled air enters the body through the nose, pharynx, larynx, trachea, bronchus/chi, bronchioles until it reaches the air sacs in the lungs.

5. Gas exchange in humans occurs between blood in the capillaries and air sacs. Blood in the capillaries from the various parts of the body pumped by the heart to the lungs is low in oxygen and high in carbon dioxide. Oxygen in the air sacs diffuses to the capillaries and into the blood to be brought to the various parts of the body. Carbon dioxide in the capillaries which have diffused into the air sacs will then be exhaled to the atmosphere.

6. Diseases of the respiratory system which have been linked to cigarette smoking are chronic lung diseases like tuberculosis, pneumonia, asthma and pleurisy; lung cancer, high blood pressure and emphysema.

F. Valuing or Application

Every New Year’s eve, people burn tires with the belief that this will drive evil spirits away and will add fun to their merrymaking. How will you explain to your family or neighbors that this is not a good practice?

2. Assessment

Use any three of these questions for the lesson assessment.

A.1. Arrange the following structures in correct order in which air passes through them during breathing:

a. alveoli
b. bronchus
c. larynx
d. trachea

2. The nose through which air normally enters the body is lined with fine hairs that function to:

a. moisten the air.
b. filter dust and other particles.
c. slow and regulate the passage of air.
d. allow you to breathe while you eat.

B.1. The figure on the right is a diagrammatic presentation of gas exchange in the lungs. Label the parts represented by each letter.

2. How will carbon monoxide in cigarette smoke affect gas exchange in the lungs?

Carbon monoxide combines with hemoglobin more easily than oxygen. If carbon monoxide in cigarette smoke is inhaled, then, this will combine with hemoglobin in blood and no or less of the much-needed oxygen will be brought to the different parts of the body. It should also be noted that if there is less hemoglobin in the blood as in the case of persons with anemia, less oxygen will be available for the cells of the body. Oxygen deficiency usually results to dizziness that occur in smoking and anemic persons. This means that the amount of oxygen that the body can obtain depends also on the hemoglobin present in the blood of a person.

V. Agreement:

A. Ask students to do readings on plants that have the ability to absorb air pollutants.

B. Have students report orally on how to maximize the use of these plants considering their ability to absorb air pollutants.

Activity 6. The Human Lung Model


In this activity you will use a lung model to demonstrate how parts of the respiratory system aid in the breathing process.

Objectives

1. Identify parts of the respiratory system involved in the breathing process
2. Explain how inhaled air moves in and out of the lungs using a lung model

Materials

Human lung model
Pencil
Match/lighter

Procedure

1. Study the parts of the respiratory system in Figure 1.

Figure 1. Parts of the respiratory system


2. Locate the parts of the lung model in Figure 2 that correspond to the different parts of the respiratory system.


Figure 2. Human lung model


Question 1. W hich parts are represented in the model?
___________________________________________

3. Label these parts.

4. Hold the model in an upright position with one hand. Pull down the plastic sheet with your other hand.

Question 2. What happens to the small plastic bags ?
__________________________________________________________

Question 3. Explain why this happens in terms of differences in pressure inside the jar and atmosphere.
__________________________________________________________

Question 4. What part of breathing does the movement of the plastic sheet represent?
__________________________________________________________

5. Then, push the plastic sheet inward and hold it for a few seconds.

Question 5. What happens to the plastic bags?
__________________________________________________________

Question 6. Why does this happen?
____________________________________________________________________________________________________________________

Question 7. How do you call this part of the breathing process?
____________________________________________________________________________________________________________________

Question 8. How would you relate your observation in the model to the actual breathing process?
____________________________________________________________________________________________________________________

Further Activity

The air we breathe contains oxygen that people need to live. But, do you know that this very air may also contain pollutants that can harm our respiratory organs?

Cigarette smoke is a pollutant. It contains tar, nicotine and carbon monoxide. Tar is a sticky substance that can coat the lungs and is known to cause cancer. It is more concentrated in the last third of the cigarette. Nicotine causes addiction, increases heart rate and causes high blood pressure and leaves a yellow stain on the fingers and teeth. Both tar and nicotine irritate the lungs causing production of phlegm in the bronchial tubes. This makes the tubes easily infected by disease-causing microorganisms as those that cause tuberculosis. Carbon monoxide on the other hand, easily combine with hemoglobin than oxygen.

Objective

1. To illustrate the effect of cigarette smoke on the respiratory organs

Procedure

1. Insert a lighted cigarette on the tube of the lung model.


PRECAUTION: Avoid playing with matches to avoid fire and do not inhale
cigarette smoke.

2. Pull and push repeatedly the diaphragm.

Question 9. What happens to the cotton inside the plastic bags as you continue to pull and push the diaphragm?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Question 10. How can you relate your observation to what happens to the lungs of one who smokes?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________

Question 11. Can you name other air pollutants that can seriously harm the respiratory system?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________


3. Put off the cigarette when you have finished with your observation and wrap it in paper before disposing it in the waste can.

Development of the reproductive system

The following discussions follow a logical progression. It is strongly recommended to follow the prompts at the end of each section. click here

THE REPRODUCTIVE SYSTEM

The table of contents on reproductive sytem. click here to view the contents.

Introduction to the Reproductive System

The major function of the reproductive system is to ensure survival of the species. Other systems in the body, such as the endocrine and urinary systems, work continuously to maintain homeostasis for survival of the individual. An individual may live a long, healthy, and happy life without producing offspring, but if the species is to continue, at least some individuals must produce offspring. click for more

What Is the Male Reproductive System?

Most species have 2 sexes: male and female. Each sex has its own unique reproductive system. They are different in shape and structure, but both are specifically designed to produce, nourish, and transport either the egg or sperm. Click here

Study of Vietnam veterans on male reproductive sytem

Exposure to dioxins influences male reproductive system, study of Vietnam veterans concludes. click here

Male Reproductive system (diagram)

click here to see the diagram

Sexual Health: Your Guide to the Male Reproductive System

An overview of the male reproductive system from the experts. Click here please

MALE REPRODUCTIVE SYSTEM COLOR ILLUSTRATION

Click on the button or title to get to the appropriate image

TOPICS ON MALE REPRODUCTIVE SYTEM

See all the topics... click here

SOME INFO ON MALE REP SYSTEM (WKIPEDIA)

The human male reproductive system is a series of organs located outside of the body and around the pelvic region of a male.
The male contributes to reproduction by producing spermatozoa. The spermatozoa then fertilize the egg in the female body and the fertilized egg (zygote) gradually develops into a fetus, which is later born as a child.
Click here please

ANATOMY OF MALE REPRODUCTIVE SYSTEM

MALE PAGE... click here to view

Reproductive System on females

The female reproductive system is illustrated to the right. “Eggs” are produced in the ovaries, but remember from our discussion of meiosis, that these are not true eggs, yet, and will never complete meiosis and become such unless/until first fertilized by a sperm.Click here for more

WHAT IS FEMALE REPRODUCTIVE SYSTEM?

Most species have 2 sexes: male and female. Each sex has its own unique reproductive system. They are different in shape and structure, but both are specifically designed to produce, nourish, and transport either the egg or sperm.Click here

PARTS OF FEMALE REPRODUCTIVE SYSTEM

The human female reproductive system contains two main parts: the vagina and uterus, which act as the receptacle for the male's sperm, and the ovaries, which produce the female's ova.Click here

The human female's reproductive system.

click here

The Fertilisation

Fertilisation (fertilization in American usage of English) is the meeting between an egg and a spermatozoon. The egg is able to be impregnated during 24 hours from when it leaves the follicle.click here

The Feminine Cycle

click here

Diagrams of Female Reproductive System:

Click here

TEACHING STRATEGY

Subject Matter: Human Reproductive System

Time Frame: 1 period


Objectives:

1. Describe the organs and functions of the male and female reproductive systems
2. Give the functions of the male and female sex hormones
3. Explain the menstrual cycle

III. Materials:

For Student Activity

Charts or transparencies on the organs of the male and female reproductive system and the menstrual cycle

LESSON PROPER

Lesson Proper:

A. Recall (1 minute)

Teacher may say: “Last time, we learned about sexual and asexual reproduction in a variety of organisms. Both plants and animals exhibit sexual and asexual type of reproduction. In sexual organisms, we learned that gametes are involved. Today, we are going to learn more how those gametes are produced.”

B. Motivation (2 minutes)

Write the headings “Male” and “Female’ on the chalkboard ask student to describe the physical changes that males and females experience during puberty. A boy and a girl in class may be asked to stand and let the class compare their physical differences.

C. Activity

Make a connection between the physical changes that males and females undergo during puberty and the production of testosterone and estrogen.

Refer to the charts for discussion on the male and female reproductive system.

Discuss female hormonal control and the development of uterine lining will initiate the topic on the menstrual cycle.

Describe the four stages of the menstrual cycle: follicular stage, ovulation, luteal phase and flow phase.

a. Ask students to specify the hormones responsible for the emergence of secondary sex characteristics.
b. Ask students to discuss why these characteristics might be termed “secondary”.

D. Postlaboratory Discussion

Answers to Developmental Questions:

Question 1. What signals an immature egg to ripen?
Question 2. When does ovulation occur?
Question 3. If the egg is not fertilized, when does it begin to break down?
Question 5. When does the uterine lining begin to break down?
Question 6. When is another egg triggered to ripen?
Question 7. Where does a sperm unite with an egg?
Question 8. If an egg is fertilized, what happens to it in the uterus?
Question 9. How long is an average menstrual cycle?


E. Generalization

1. The primary function of the human reproductive system is to produce offspring.
2. The system is activated by the sex hormones.
3. The production of the hormones by the female coordinates the development of the ovum and the preparation of the lining of the uterus to receive a fertilized egg.
4. If fertilization does not occur the female sheds off the unfertilized ovum. If it continues to the term, a new human being will be born, usually in nine months.

F. Valuing or Application

Which contributes more to the formation of an embryo - the sperm cell or the egg cell?

G. Assessment

A woman has been diagnosed for not being able to produce luteinizing hormone (LH). How would this affect her menstrual cycle?

Answer: Lack of LH will prevent ovulation and cause estrogen levels to remain high. No corpus luteum will develop and no progesterone will be produced. Thus, menstruation will not occur.

IV. Agreement

1. If a woman’s fallopian tubes are blocked how will this affect her body?
2 Differentiate in vitro fertilization from in vivo fertilization.
3. Summarize the processes of fertilization and implantation in humans.


















Activity 4. The Menstrual Cycle

This activity will involve you on how menstruation in females occurs. You will describe the phases of menstruation. It is also important for boys to know the cycle so they will not remain ignorant about what happens in a woman’s body.

Objective

Identify the stages in the human menstrual cycle

Material

Coloring material

Procedure

1. Below are three diagrams outlining the human menstrual cycle. Each diagram shows the three different stages of the cycle.

a. In each diagram:

1) draw where the egg would be located at that stage of the cycle.
2) draw and color the lining of the uterus as it appears at each stage.

b. Label the following structures in the diagram uterus, vagina, egg, ovary and fallopian tube.







1. What signals an immature egg to ripen?
2. When does ovulation occur?
3. How long does the egg take to travel through the fallopian tube?
4. If the egg is not fertilized, when does it begin to break down?
5. When does the uterine lining begin to break down?
6. When is another egg triggered to ripen?
7. Where does a sperm unite with an egg?
8. If an egg is fertilized, what happens to it in the uterus?
9. How long is an average menstrual cycle?




Source: Foresman, et al. Biology. Activity Guide Payaw