2. SECTION 1: ROUTINE INFORMATION
• GRADE: 12
• SUBJECT: Life Sciences
• TOPIC: Human Reproduction
• Sub-Topic : Structure of the female and male reproductive system
• Previous Topic: Precocial and Altricial development.
• DURATION: 45 MINUTES
3. SECTION 2: PURPOSE OF THE LESSON
• Objectives of the lesson
• Learners must understand the location to understand the function of
each reproductive system
• Learners must understand the importance of reproductive system in
ensuring survival of the species
• Learners must understand the relationship between the relationship
between the female and reproductive systems.
4. Section 3: Content knowledge
Important big ideas
• Sperms cells are the male reproductive cells formed in the testes.
• An egg is the female reproductive cell formed in the ovaries
Important big idea 2
• The testes are the male sex organs where the sperm is produced and
transportation is initiated and other parts of the reproductive system
support its pathway to the ovum.
• The ovaries are the female sex organ where the ovum is produced
and transportation is initiated
5.
6.
7. Section 4: Consider the learners in relation to the content knowledge of this section.
• From a perspective of socio-cultural theory, some of the learners may be from
conservative homes whereby topics related to reproductive systems are considered
a taboo.
• In consideration, this can result in learners feeling uncomfortable and withdrawing
from engaging with the reproductive systems
• Alternately, other learners may be from non-conservative homes in some cases,
whereby they also adopt slang words used to refer to the reproductive organs with
an intent malicious or an objectifying meaning
• The latter one can also result in other learners being uncomfortable due to the
meaning being the slang words, and those uttering them may be disruptive causing
chaos in the classroom.
8. How can this section be linked to the prior knowledge of
learners?
• Science knowledge is systematic in nature and its understanding
requires conceptual linking within its sub and main concepts
• Learners have already learnt about sexual reproduction its meaning,
and structures to some extent in grade 7 and 9.
• That being the case, they did not engage with the reproductive systems
and their structures in greater details.
9. Learners misconception and how pre-empt those misconception
• Some learners might think that the penis is the reproductive male sex
organ which is not completely correct.
• They may also think that the vagina is the reproductive female sex organ
which is incorrect in some parts.
• To address the above misconceptions, an analysis of the definition of an
‘organ’ will be Discussed.
• An organ “is a collection of tissues that structurally form a functional unit
specialized to perform a particular function”
10. Section 5: Teaching and learning strategies
• Similarly to Derek, I will start with a simple task to boost students’ confidence, but most importantly to set the atmosphere for student to
engage with the knowledge. The stipulated points below indicate the sequencing of the lesson.
• Taking a scientific approach, that everyone has reproductive organs but most importantly, as part of our anatomy , they are no different
from the organs that we discussed in grade eleven, and the ones we will discuss in upcoming lessons.
• Project the reproductive words on the board (penis and vagina) and making them say it out loud (real loud), this will help them to loosen
up, laugh and more opened to engaging with the reproductive systems. Then involve learners in choosing which reproductive system we
should begin with by playing a game of chance. Due to having less female learners in my class. I will put the same number of paper sheets
with the reproductive systems in a bowl and walk by the classroom and have learners picking one paper sheet.
• To gauge learners knowledge of central to the understand of the functions of the reproductive systems, I will ask learners the flowing
questions; What is the female and male reproductive sex organ (s)? Write your answer down on a piece of paper and keep it to yourself .
This will raise students curiosity and follow up on the lesson.
• Unlike Derek, I employ an instructional-based strategy where a present the slides on structures of the reproductive systems, by stating
with the most chosen system from the game of chance.
• Present the content provided in section two on a PowerPoint, as way to achieve the first and second objective, while maintaining the first
aim in the CAPS curriculum .In the presentation, prepare the learners that we will engage in depth with the seminiferous tubules when
learning about gametogenesis.
• Now, raise the same question asked in the introductory part of the lesson. Write down the answer and then instruct them to compare
with their desk-mate and reasons for their answers. Ask the to submit their answers to meet and will evalute their responses in
preparation of the upcoming lesson
• Lastly, provide them with a task that requires them to analyse the reproductive systems and describe the pathway of the sperms and egg
cell using the learnt terminologies in an essay form.
12. A deconstructed spinning top of my professional knowledge
Professional knowledge Description
Knowledge of content Engaged with different reliable sources…..
Knowledge of learners and learning Understanding and acknowledging learners
background
Knowledge of context Learners social context and classroom contexts
Knowledge of curriculum Understanding the sequence and order of topics and
concepts
General pedagogical knowledge The use of certain activities to create a space for more
engagement
Knowledge of values, ends , purposes To acquire content
13. Reflection
• The lesson intended to introduce learners to the important of understanding basic location of the reproductive
systems in order to understand their function.
• In the same wavelength, I intended on making learners to more engage with the systems taking into consideration
that some come from different cultures that inhibit such discussions or use slang words that objective other
peoples reproductive systems.
• Assessing learners using an essay format is outdated as the examiners no longer use this method in their papers,
thus my from of assessment will prove to be unhelpful in preparing learners fro exams and requires modifying the
question into a set of questions.
• The activities in the lesson had no time frames as a I was hoping on using my judgment to complete the lesson
within the 45 minutes duration. This might jeopardise on the quality of engagement in activities, meaning that
learners might not get a full grasp on the concepts as I have not planned on how to engage them within a certain
time frame.
