Key Messages

  • People are usually assigned a gender at birth based on their body parts. Males and females have different reproductive parts, each of which has an important function.
  • It is important to use the correct terminology for reproductive parts and processes.

Learning Intention

Students will: Revise the reproductive system and reproductive process in an engaging team game.

Time

30 minutes

Required Resources

  • Reproductive bingo teacher reference sheet.
  • 1 bingo card per group bingo counters (optional).
Download Required Resources

Teaching Notes

Students should have already learned about the female and male reproductive systems during a previous lesson. Bingo is a well-known activity that the students love to play and is a useful way to revise
information.

Please Note: It is important to note that all bodies are different. This can include differences in how someone's body looks or how someone feels about their gender. When we discuss bodies, we often separate them into two categories – male and female. People who are intersex, transgender or non-binary may not fit exactly into either of these categories. Because of this, where possible, the word ‘typically’ is used when referring to specific sexes or genders. Students should be encouraged to apply the information that is fitting for them and their individual body.

Procedure

  1. Divide the class into groups of 4-6 students.
  2. Give each group a bingo card and counters.
  3. Provide the students with a few minutes to look at their card to discuss the pictures and words on it to make sure the whole group can participate.
  4. Explain any words students are unsure of.
  5. Explain that you will read a description or a definition of the pictures and words on the bingo cards.
  6. Students need to work out if they have the corresponding word and picture on their card and if they do, they can cover it with a counter.
  7. When a group has three words covered in a vertical, horizontal or diagonal line, they call out ‘bingo’.
  8. Check the words they have covered against the definitions you read out, to see if they have the correct words on their card.
  9. Repeat the game until all definitions or descriptions have been read.

Questioning

  1. Were there any reproductive body part descriptions that your group found difficult to identify?
  2. What similarities or differences can you identify with the typical male and female body?
  3. What people or sources of information can an individual access if they have any further questions?

Curriculum Information