California Career and Technical Education Standards

• ANR.D.D3.1 Understand the major systems and the function of the organs within each system.
• ANR.D.D3.2 Understand the animal management practices that are likely to improve the functi...
• ANR.D.D4.1 Understand animal conception (including estrus cycles, ovulation, and inseminati...
• ANR.D.D4.4 Understand the role of artificial insemination and embryo transfer in animal agr...

California Academic Content Standards (Reinforced)

• ELA.8.R.VCD.1.3 Use word meanings within the appropriate context and show ability to verify thos...5
• ELA.9-10.LS.2.3e Apply appropriate interviewing techniques that demonstrate knowledge of the subj...
• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2
• ELA.9-10.W.RT.1.3 Use clear research questions and suitable research methods (e.g., library, elect...2

• Hook - Hooks / Set

  Prior to the students entering class, I put one Post-It note on their desk.  When students arrive into class, I ask them to write down one thing that they would like to learn about the female reproductive tract.  I give the students about 1 minute to write down their question.  After one minute, students stand and share their questions with 2 other people in the room.  The students are required to get the people they shared with to initial their post-it notes.  I give about 1 minute for them to share their questions.  After the time has expired, students are asked to return to their seats.  I have the students share out their questions.  Usually I take about 4-5 volunteers.  Afterwards, I explain the objectives of the day (lecture, dissection, computer activity).  Students hold on to the Post-It notes until the end of the class period.  At the end of the period, I have them write the answer to their question on the back of the Post-It then as they exit the classroom, they post their Post-It's on the door as they leave.  If their question was not aswered, they are asked to list one thing that they learned during the class period on the back of the post it. 
• Lecture - Lecture

  I use a PowerPoint that I created to teach my students about the fuctions and hormones of the female reproductive unit.  I have the students fill in study guides in an effort to save time during the lectures.  Throughout the lecture I stop to check for learning by asking questions randomly of the students. 

  • Female Reproduction Power Point [ Download ] This is the Power Point I use to explain the functions and hormones of the reproductive system.
  • Student Fill-In the Blank Guide for Lecture [ Download ] Students are given a fill in the blank worksheet to utilize during the lecture.
• Fill in the Blank Female Repro. Tract Worksheets - Demo / Modeling

  Using the attached worksheets, I show the students what the different organs of the female reproductive tract look like.  I make a copy of the two student worksheet for them to fill in as we cover each of the organs and functions.  Using my overhead projector, I fill in the names of each organ with the students and reinforce the function of each organ.  I make an overhead of the same worksheet as the students and write in the names with the students so they do not skip ahead.    This allows the students to see the organs before we complete a dissection of a cow uterus.  I have included 5 worksheets.  The first worksheet is the reproductive tract of a cow, the second is the student fill-in worksheet with the names missing.  The third and fourth worksheet are the reproductive tract of a sow along with the fill-in student sheet.  The last worksheet is the female reproductive tract of poultry.  I do not make my students know the anatomy of this tract, but I included it incase you would like to use it. While we are reviewing the organs and functions, I make sure to show and explain the difference in uterine bodies to the students.  Cows have a large uterine body to hold typically 1 calf, while pigs have a small uterine body and long uterine horns to hold their litters (6-12 piglets).  I usually ask them to compare the uterine body of a dog, cat, human, and sheep to that of the two tracts they have seen.  Again trying to reinforce the concept of shape being dependant on the function of the uterus. 

  • Cow Repro Tract - Teacher [ Download ] Worksheet with the names of the organs
  • Cow Repro Tract - Student [ Download ] Worksheet without the names of the organs. I make a copy for every student in the class. I also make an overhead copy of this worksheet to complete along with the students so that they don't jump ahead when copying down the names of the organs!
  • Poultry Repro Tract [ Download ] I do not make my vet science students know the female reproductive tract of poultry, but you may want to use this for an Animal Science Course.
  • Sow Repro Tract - Teacher [ Download ] Worksheet with the names of the organs listed.
  • Sow Repro Tract - Student [ Download ] Worksheet without the names of the organs. I make a copy for every student in the class. I also make an overhead copy of this worksheet to complete along with the students so that they don't jump ahead when copying down the names of the organs!
• Dissection of Female Repro. Tract - Lab / Shop

  I am very fortunate that the local butcher shop in town will save organs for me to dissect.  I usually call them about a month in advance to see what they will be processing close to the time of this lesson.  They will save the entire female reproductive tract for me which I will go and collect then freeze until I am ready to dissect it in class.  I usually only get one repro tract to dissect so we gather as a class around a table and dissect it together. I give all the students rubber gloves to wear during this activity.  I encourage each of the students to feel the tract.  As we discuss the organs, I will allow the students to make cuts into the tract and pin flags on the different organs.  Students are not required to participate, however if they choose not to participate, they are given a separate activity to complete which will be turned in for a grade.  Usually I have them read and outline the female reproductive anatomy chapter in their vet science book, which is turned in and graded.  Most students choose to participate in the dissection.  I do encourage you to send home permission slips to the parents of your students prior to any dissections to inform the parents about what you will be studying in class and to give them the opportunity to remive their child from the activity if they so choose.  I also make sure prior to beginning any dissections to remind students that all cell phones, camera, or recording devices are to be left in their bags.  If I see them out, they will be given a referal to the AP's office. 
• Technology In Reproduction - Lab / Shop

  This is an activity that a friend created but I find great value in.  This activity allows students to use the internet to research different methods of breeding livestock/animals.  Students will need access to a computer and Internet.  I give my students about thirty minutes in class to complete this assignment.  What ever is not finished in class is assigned as homework.  Students have access to a computer lab in the library or can return to my classroom to complete this assignment if they do not have computer access at home.  Once the class has complete the internet research project, we discuss the methods, advantages and disadvantages as a group.

  • Technology in Reproduction [ Download ] This is a worksheet in which the students will need access to a computer lab and internet. You will need to remind students that the information they are researching needs to be related to animals and not humans.
• Newscaster Interview - Closure

  To close, I have students pair up with their neighbor and do two minute interviews to review the material covered.  To set this activiy up, ask the students to stand, find a partner, and move to a location within the classroom.  With them they need to bring a writing tool (for a microphone).  Have one student in each pair raise their hand.  Inform them that they will be Dr. Knowitall.  Dr. Knowitall knows everything there is to know about the female reproductive tract.  Have the second partner raise their hand and tell them they are the local newscaster for your area.  They are to interview Dr. Knowitall for 1 minute about the structure of the female reproductive tract.  The newcaster asks questions using their trusty microphone pen.  After one minute, switch roles and give them another minute to interview their partner.  I will allow students to take their notes with them to utlilize during this activity.