Knowing and Believing
in Yourself
It’s Your Life. It’s Your Choice
i
TABLE OF CONTENT
• Introduction of The Youth Action Kit
• How to Use the Youth Action Kit
• Knowing Yourself, Believing in Yourself
• Decision Making
• Sex: Choices and Consequences
• Best Response Game
• Resources for the Youth in the Community
• The Body and Reproduction • Resource Sheet:
1-1
2-5
Reproductive Parts and their Functions
6-7
8 - 10
11 - 14
15 - 18
19 - 21
22 - 23
24 - 27
" PPAG (Young and Wise Center) acknowledged for participating in the photo shoot"
It’s Your Life. It’s Your Choice
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INTRODUCTION OF THE
YOUTH ACTION KIT
The Youth Action Kit is one of four youth-focused materials that make up the
Community Action Kit. It is a facilitator’s guide/tool that can be used as an
educational material for the youth on 5 life skills building activities meant to
empower them with information and practices on contraceptives use, and
accessing youth friendly family planning services. It uses role play, group
participation and scenarios from the Trigger Sketches Manual, as part of
encouraging the youth to take charge of their physical, psychologically and
sexual wellbeing, when they become sexually active. In using this Youth
Action Kit, youth participants will learn about Decision making, Knowing
Yourself, Sex Choices and Consequence, and Best Response Games.
This Youth Action Kit is an instructional step-by-step guide for the facilitators of
youth groups, gatherings or any small group discussions and the Participants
carry out each activity in a way that would maximize time, and also help
achieve the goals of the subject area in the activity.
ORGANIZATION OF THE YOUTH ACTION KIT
The Youth Kit is structured as follows:
Goals
Key messages
Overview
Activity Steps
Facilitators Note, and
Summaries
There are also other materials in the Youth Action Kit that can be used in
conjunction with it or as reference. These include:
Coach Guides
Teen Passport, and
Trigger Sketches
WHO CAN USE THIS YOUTH ACTION KIT?
The Kit has been prepared for community volunteers and other community
health workers, including Family Planning service providers. It can also
be used by youth organizations and institutions, parents, guardians, and
teachers.
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ACTIVITIES FROM THE
YOUTH ACTION KIT
How to Use the Youth Action Kit
Goal:
• Discuss the importance of setting goals during adolescence that will
help them to succeed in their future lives
• Introduce the Youth Action Kit to the youth group, students and other
users.
Key Message:
• If
• Using the Youth Action Kit is a necessary tool in becoming a champion
you choose your actions properly, you can avoid unplanned
pregnancies; protect yourself from HIV/AIDS, and other problems that
might prevent you from achieving your life goals and aspirations
youth for the community.
Overview:
• Participants will learn how to use the Youth Action Kit, do activities that
will enable them to think, plan and dream about their future.
Materials:
• The Youth Action Kit and other materials that are required to carry out
each activity
• The Teen Passport, Coach Guides, and Trigger Sketches can be used
by youth groups during other meetings and activities as other resource
or reference materials.
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Activity Steps:
•
•
•
Step 1. Give a general overview of the Youth Action Kit
The Youth Action Kit gives you information that helps you to build your
skills for life. It gives you the tools to go through your adolescent years
safely and guides you to travel from your adolescence to a youth and to
adulthood
The Youth Action Kit helps you to think about your future and make
plans. It can be used as a personal diary in which you record important
events in your life and develop a good relationship with your friends and
family members.
In doing the activities in the Youth Action Kit, we hope that you will build
your skills for a smooth and safe transition for the rest of your life.
Step 2. Give a copy of the Youth Action Kit to each participant. Show
them how to go through it for few minutes and discuss their opinions about it.
Discussion Questions
• HowdidyoufindtheYouthActionKit?
• Many people describe the adolescent age as a journey. Why do you
thinkthatis?
• Whataresomeofthethingsthatmakethejourneydifficult?
• Do you see sections in the Kit that can help you meet possible
challenges?
life
Step 3. Divide the male and female participants separately into
groups of 5-6. Ask them to list the things they want to accomplish in future.
For example: becoming an important person in your community, attending
the university, travelling outside the community, reaching a certain level of
education, getting a job, becoming wealthy, etc…
Let them present and discuss their presentations to the other participants
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Step 4. Discussion Questions
• Arethelistspresentedbymalesandfemalesthesame?Why?
• Isthereanyonewhowantedtobeanalcoholicorprostitute?Why?
• Youthwithwell-definedgoalsarelesspronetoriskybehaviours.Why
doyouthinkthisisso?
Step 5. Let the participants practice in pairs how to explain the Youth
Action Kit to their friends.
Step 6. Divide the participants into four groups and let them practice
scenarios from each of the resource materials, the Trigger Sketches Manual,
Coach Guides, and Teen Passport.
Step 7. Review Questions
• HowdoyouthinkyourfriendswillrespondtotheYouthActionKit?
• How would you convince your friends that the activities in the Youth
ActionKitareanimportantthingforthem?
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Step 8. Divide participants into four groups and let them practice
scenarios from the trigger sketches. They can choose any scenario.
Step 9. How do you think your friends will respond to the Youth Action Kit?
Facilitators Note:
•
The Youth Action Kit is used for the purpose of doing each activity. You
or your group can come with other activities to help you discuss the
issues that are important to you and your peers
• Theoutcomesoftheactivitiescanbekeptconfidentialunlessyouwant
to share it with others.
Tellparticipantsthattheirfuturegoalsareinfluencedbythevaluestheyhave
today. So knowing their values will help them to set their goals, and guide
them into a healthy and productive future.
Summary:
•
•
•
Conclude the discussion
by offering two or three
statements on points
discussed
An example of a
summary could be, if
we set goals and make
good life choices, we
can avoid unintended
pregnancies, protect
ourselves from HIV/AIDS
and stay healthy
Ask the youth to discuss
the Youth Action Kit with
their parents and ask for
their opinion.
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KNOWING YOURSELF,
BELIEVING IN YOURSELF
Goal:
• Introduce the idea of “self esteem”
• Showparticipantstherelationshipbetweenself-confidence,self-esteem
good communication and decision making.
Key Message:
•Ifweareselfconfidentandknowwhatwewantoutofourlives,wecan
openly discuss issues with others and make good decisions.
Overview:
• Participantswilldiscussself-confidence
• Theywillexaminetheirownself-confidencelevel
• Theywillperformrole-playsonself-confidence
•Participants should read pages (4-9) in the Teen Passport.
Materials:
•
•
•
Small pieces of papers
Trigger Sketches Manual
Letter size envelopes.
Activity Steps
Step 1. Discussion Questions
• Whatdowemeanby“self-esteem”?
• Wheredoyouthinkself-esteemcomesfrom?
• Howcanonedevelopself-esteem?
• How can a person with a good self-esteem communicate better or make
goodchoices?
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Step 2. Ask participants to think about themselves for a while. Then
ask them to write ten sentences about themselves starting with “I”. For
example, “I am a good soccer player” or “I am a trust worthy friend”.Ask
participants to mark the statements they like about themselves. They will
keep these statements
Facilitator’s Note
The participants will keep the statements they wrote about themselves.
Then continue to ask these questions
• Howdoyouseeyourself?Whichoneofyourskillsand
behavioursisthebest?
•Aretherebehavioursyouwanttoimprove?
Step 3.
Warm up
Write the name of
each participant on an
envelope and share
among participants
Let each participant
write one positive
comment about
everyone else in the
group and put it in the
person’s envelope
Let each participant
read what is written for
him/her
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Step 4. Review Questions
Whatdidyoufeelwhenyoureadthecomments?
• Inwhatwaysdoesknowingourself-esteemhelpus?
• Howdoesgoodself-esteeminfluenceoureffortstobetterourlives?
• How does good self-esteem help us to deal with challenging
situations?
• Shouldtheself-esteemofmenandwomenbeequal?Ifnot,why?
Summary:
•
•
•
Conclude the discussion by offering 2-3 statements on the following
points:
Good self-esteem is important to everybody
Knowing our self-esteem helps us to communicate better and make
good decisions.
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DECISION MAKING
Goal:
•
Enable participants to make good decisions
Key Message:
•
•
If you understand the steps for making decisions, you will be able to
make good decisions
Making good decisions about contraceptive use is key to protecting
yourself against unplanned pregnancies, unsafe abortions, HIV/AIDS
and other health and social problems.
Overview:
Participants will discuss scenarios on Decision Making (Refer to pages (10-20)
in Teen Passport). Then they will decide on behalf of the characters involved.
Each team will explain how they reached those decisions.
Materials:
•
•
•
Markers
Flip chart
Trigger Sketches Manual.
Activity Steps:
Step 1. Divide the participants into groups of 4-5. Let each group
choose one story from the following scenarios:
Stories/Scenarios
•
You are a 17-year old girl who lives in a small town. Your parents died a
few years ago and you are taking care of your three younger sisters. You
don’t have money to buy food but there is a friend who buys you food and
gives you gifts. One of these days, this person asked you to meet him at
a recreation center, where he forced you to have sex with him. Weeks
later you discover that you are pregnant. What would you do? Where
wouldyougoforhelp?
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•
You and your boyfriend are planning to get married. You have abstained
from sex until now. But lately your boyfriend has started to ask you to
have sex with him since you two are about to get married and you
loveeachother.Howwouldyouhandlethispressuretohavesex?If
you choose to have sex, what would you do to prevent an unplanned
pregnancyandSTIs?
• You have just finished your primary school education and have made
•
it into senior secondary school. You live with your older sister and her
husband since she is paying for your education. One day your sister
sets off on a long trip leaving you home with her beloved husband. Three
weeks after she left, her husband starts demanding for sex and begins to
flirtwithyou.Whatwouldyoudo?
You are a married young woman who has a one-year old child. Your
husband works outside town and comes home every two weeks.
Recently, you heard and it is confirmed that your husband is having
an affair with women outside of town. What would you do to protect
yourself from getting pregnant again and having Sexually Transmitted
Infection(STIs)?
Step 2. Let each group discuss it’s decisions based on the stories/
scenarios. The discussion should be based on the following points:
• Whatisyourgeneralopiniononthescenario?
• Whatwouldhelpthemtomakegooddecisions?
• Wherecouldtheygotoseekadvice?
• Whatshouldthecharactersdo?Why?
• What are the factors that influence the character not to implement
his/herdecision?(Forexamplegender,tradition,societalnormsetc).
What should the young girl in story 2 do to protect herself from the
consequences of unsafe abortion? What are the consequences that
canfollowherdecisionifshechoosestohavesex?
Step 3. Each group should now present its decisions.
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Step 4. After each group presents its decisions, summarize the steps
followed by the groups to reach those decisions on a separate flipchart paper
where the participants can see well.
Some of the options are:
•
•
•
•
•
•
•
•
•
Stop and think
Identify the source of the
problem
Seek for advice
Talk to a counselor or a
health worker
Pray
Think about what your
parents, elders and
religious people would
expect from you
Examine your options and
the consequences that
follow
Make a decision
Take responsibility of your decision.
Facilitators Note:
You might need to explain further about what the phrase “take responsibility
for your decision” means. It means, be prepared to deal with the results and
consequences of the decisions that you make.
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Summary:
Conclude the discussion by offering 2-3 statements on the following points:
• Talk about choices and the consequences that may follow them
• Following some defined steps while making decisions helps in making
good decisions
• Making
good decisions protects you from HIV/AIDS, unplanned
pregnancies, unsafe abortions, and STIs.
Fill out sections on decision making in the Teen Passport.
Ask participants to think about the influences their decisions had on their
lives. Then let them write notes on the following:
• Decisions you made for others
• Decisions you made for yourself
• Decisions you need to make in the future.
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SEX: CHOICES AND
CONSEQUENCES
Goal
• Enable participants discuss openly about sex and sexuality
• Identify responsible and irresponsible sexual behaviors
• Learn about the consequences of irresponsible sexual choices
• Learn about the benefits of responsible sexual choices.
Key Messages:
• Sex is a natural thing
• Sex should be by choice and not by force
• Sex is not the only way to show sexuality or love
• If you practice sex responsibly, you will be healthy and happy.
Overview:
• Participants will discuss their choices to have sex, and the consequences
of those choices
• They will also list what they have heard about sex
• Finally, they will act a role play on sexuality.
• Participants can read page (10-17) in Teen Passport
and refer to
relevant pages in the Trigger Sketches.
Materials:
• Trigger Sketches
• Flip Chart
• Markers.
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Step 1. Discussion Questions
• Whatissex?
• Whatkindofsexualbehavioursareconsideredirresponsible?
• Whatisthedifferencebetweensexandsexuality?
• The traditional gender roles in Ghana encourage risky behaviours
and thus contribute to the increase of unplanned pregnancies, unsafe
abortions and the spread of HIV/AIDS.
Sexuality is a wide concept. It includes sexual identity, relationships,
knowledge about our body, sexual feelings, sexual life and reproductive
health. Therefore, sexuality doesn’t imply sexual feelings only.
•
•
•
How can sexuality
be shown without
sexualintercourse?
Example: body
movements, the way
we talk, dress etc
Should people talk
aboutsex?Whatare
the advantages and
the disadvantages of
talkingaboutsex?
Should the way male
and female youth
show their sexuality
differ?Shouldthey
controlit?Why?
Step 2. Divide the
participants into groups of 4-5 and let them choose and practice role plays
on the relevant scenarios from the Trigger Sketches Manual for this activity.
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Step 3. Let the participants present their role-plays and discuss them.
Step 4. Divide participants into groups of 4-5. Males and females
should be separated.
Each group should come up with myths they have heard about sex.
Example: If a man doesn’t have sex when he feels like it, he will get sick or
girls will have rashes on their faces unless they have sex.
Step 5. Discuss the implications of the myths. Let each group present
what they have discussed
Step 6. Divide the participants into smaller groups again.
Ask each group to prepare a list of responsible and irresponsible sexual
behaviors, and the consequences, and benefits of irresponsible and
responsible sexual choices.
Examples:
Responsible sexual behaviours:
•
•
•
•
•
•
•
•
Abstinence
Being faithful to one’s partner
Correct and consistent use of condoms (for both male and females)
when you have sex
Using a family planning method (Condoms, Contraceptive Pills,
Injectables, or Implants), if you decide to have sex
Telling your partner about your previous sexual experiences
Talking openly about your feelings
Openly discussing about the things you want and don’t want to do
Respecting our partner's rights not to have sex.
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Irresponsible sexual behaviours
•
•
•
•
•
Having sex without a condom or other prevention methods
Forcing a friend to have sex
Having sex with casual partners
Deceiving others to have sex with you
Rape.
Consequences of irresponsible sexual behaviours
• An unplanned pregnancy
• Unsafe abortion
• Infections from unsafe abortions
• Possible infertility
• Sexually transmitted infections (STIs)
• Notbeingabletofinishschool.
Benefits of responsible sexual behaviors
•
•
•
•
Protects you from getting pregnant
Protects you from contracting sexually transmitted infections and
diseases
Enables you to complete your education and achieve your goals
Allows you to plan and build your career goals.
Step 7. Review Questions
• Whataretheconsequencesofirresponsiblesexualbehaviors?
• Whatarethebenefitsofresponsiblesexualbehaviors?
• Whatmakespeopledevelopirresponsiblesexualbehaviors?
• What are the cultural factors that contribute to irresponsible
behavioursinGhana?
It’s Your Life. It’s Your Choice
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Give each participant a small piece of paper to note down responses, if they
don’t feel comfortable sharing them openly. They can also write questions
they want to ask about sex and fold the paper. They don’t need to write their
names on it.
Step 8. Let the participants put their questions in a bag or container.
After they all finish ask them whom they want to answer their question e.g.
Doctor, community health nurse, teacher etc.
Summary:
Conclude the discussion by offering 2-3 statements about the following
points:
•
•
•
Sex is a natural thing. But it has good and bad consequences
Learning about sex and taking responsibility helps you to protect
yourself from problems that will prevent you from achieving the goals
you have set for yourself
Appreciating women’s role helps them to take responsibility and
help prevent unplanned pregnancies and unsafe abortion in our
communities.
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BEST RESPONSE GAME
Goal:
•
To practice appropriate responses to pressures to have sex and
contraceptive use.
Key message:
•
If you know how to resist pressures from your peers, you will be in a
better position to say no and negotiate for your protection.
Overview:
•
•
Participants would be divided into groups. Some will serve as judges
Each team will be given some time to respond to pressure lines. Then
the judges will decide which one is the best response.
•Participants can fill out the worksheet on pages(12-17)
dealing with
pressure in the Teen Passport.
Materials:
• Small pieces of paper
• A watch
• Scoreboard.
•Teen Passport
Activity Steps
Step1. Divide the participants into groups of 3-5. Ask for three
volunteers to serve as judges who will assign points based on best responses.
Let the groups have their own names and write their names on the board.
Facilitators note:
No one is allowed to argue with the judges. The scoring group will get 2
points and the losing groups will get 4 points.
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Step 2. Prepare a list of pressure lines that are used to convince
someone to have sex and write them on the flip chart paper.
Facilitators note:
Try to read these statements in ways that portray real life situations.
Examples:
• ButIloveyou.Don’tyouloveme?
• Weareabouttogetmarried.Whydon’twejustdoit?
• You know that all your friends have had sex before. Don’t you want to
belikethem?
• Whatifyouareavirgin?
•
•
•
It’salsomyfirsttime.
Everybody does it without
condoms.
I will just pull out when I’m
ready.
If you loved me we
wouldn’t have such a long
argument. We would just
have sex.
• If you really love me, you would trust me and have sex with me.
• Condoms don’t feel very good, I won’t use them.
• Youdon’ttrustme?DoyouthinkIamHIVpositive?
• We already had sex once without condoms. What is the problem if we
•
•
•
•
doitnow?
If we are not going to have sex, I don’t want to see you anymore.
You won’t get pregnant because you have sex just once.
If you get pregnant, I know where you can go to remove it. People do it
all the time.
I want to have a child with you.
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•
• Ialwaysthoughtthatmyfirstsexwouldbewithsomeonelikeyou.
• Nothing is going to happen, just relax.
• Doyouwantyourfriendstothinkthatyouareahomosexual?
• Females have to have sex because they will have bigger hips if they do
•
If you take birth control pills now, you will never be able to have
children.
•
•
•
•
so.
If you don’t do it with me, I will do it with someone else.
Step 3. Take turns to read the statements
Let the groups write their best responses on small pieces of paper
Collect the papers after two minutes and give them to the judges
The judges will read the statements out loud.
The judges will have one minute to announce the score and the winning
team
• Writethescoreonaflipchartandcontinuetodothesameforother
statements
• Whenyoufinishallpressurelines,addupthepointsandannouncethe
winners.
Step 4. Review Questions
• Have you ever heard one of these pressure lines? What was your
response?
• Whattypeofcommunicationiseffectiveinsuchsituations?
• If people use these statements when with you, do you think that they
arerespectingyourvalues?
• Whydomeninfluencewomenmoretohavesex?Canthissituationbe
changed?
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Summary:
Conclude the discussion by offering 2-3 statements on the following points.
• We usually face peer pressure and it forces us to do what we don’t
want to do
• Preparing
yourself for other people’s pressures will help you not to
loose control of situations
Homework:
• Discuss with your friends about pressure lines and best responses.
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RESOURCES FOR THE YOUTH
IN THE COMMUNITY
Goal:
•
•
Identify the related Family Planning and contraceptive services provided
in the community
Meet the people who render these services.
Key Messages:
•
•
Whenever you have questions about sex and contraceptives, there are
services in your community that can provide counseling and education
If you are ready to utilize these resources, you can avoid problems and
grow to be a healthy youth.
Overview:
In this activity there are two meetings
• Inthefirstmeetingparticipantswillcometogetheranddiscussabout
Family Planning services in their communities and develop the questions
they are going to ask their guests
•Some of these questions could be those developed earlier under “Sex
•
and Consequences”
In the second meeting, the guests will explain the services offered by
their respective organizations.
Materials:
•
Sample questions to ask the service providers during their visit
Activity Steps
•
Step 1. At the first meeting, discuss the following points:
Where would you go if you want some information about family planning
andcontraceptives?
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• Arethereorganizationsinyourcommunitywhoprovidespecificservices
•
totheyouth?Ifthereareany,listthemoutontheboardanddiscuss
them.
Select 2-3 service providers in your area that can come and explain
about their services. These service providers should also include the
categories of health workers mentioned by participants under “Sex and
Consequences”.
You can use the following format to create a list of potential guests and
topics:
Topic of the Day
Resource
Person/Title
Organization
Services
Provided
Discuss what you should do to invite these people.
For example: Writing letters to invite the guests and introducing them to the
club members before he speaks, giving a brief introduction of what is going
to be presented by the guests.
Step 2.
• Choose a specific topic related to family planning for them to talk
about
• Pre-inform them on the chosen topic
• Invitethemtoexplainabouttheservicesrenderedbytheirofficesfor
•
•
5-10 minutes
Keep the list of the questions developed and assign them to different
youth to ask them
Encourage participants to ask the guests the list of questions they
developed.
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Sample questions to ask service providers
•
What would you tell your children about Family Planning methods and
contraceptiveuse?
• Whataretheadvantagesofchoosingafamilyplanningmethod?Could
youshareyourpersonalexperience?
• Whichmethodwouldyourecommendforayoungpersonlikeme?
• What can young people like us do about the stigma and perceptions if
peopleknowthatweareusingcontraceptives?
• WherecanIbuycondoms(maleorfemale)?
• WillIhaveproblemsifIuseanyofthefamilyplanningmethods?
• Whatkindsofservicedoyouoffertheyouth?
• Atwhattimescanwecomeforyourservices?
• Isthereaspecialtimefortheyouth?
• Doweneedtomakeanappointmentbeforewecome?
• Howcanweknowthatyouwilltreatusnicelywhenwecome?
• Is there anything you can do so that our parents wouldn't know when
•
wecomethere?
If we come and you are not around, where else can we get the information
weneed?
Sample questions to ask religious leaders
•
Do you have activities or groups to educate youth on preventing
unplannedpregnancies?
• Howcanyouhelpustotalktoourparentsaboutcontraceptiveuse?
• What kind of support do you offer for youth who have questions on
familyplanning?
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Summary:
Conclude the discussion by
offering 2-3 statements on the
following points:
• There
are organizations
in your community who
can help you with Family
Planning and related
services
• Knowing
where to go,
what questions to ask,
and using these services
helps you to achieve the
goals you have set for your
life. It also would help you
to avoid getting pregnant
when you are not ready.
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THE BODY AND REPRODUCTION
Goal:
• Provide participants with the basic understanding of their bodies and
encourage them to discuss openly
Key Message:
• It is important to understand the reproductive parts of your body and
discuss them openly using appropriate words
• This helps us to protect others and ourselves from HIV/AIDS, unplanned
pregnancies, STIs and other harmful traditional practices.
Overview:
• Participants will draw the male and female reproductive anatomy and
describe the parts
• Participants will play “Describe that body part” in small groups. In this
game, participants will describe different parts of the anatomy without
using some forbidden words.
Materials:
• Black board
• Flip chart
• Markers or Chalks.
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Activity Steps
Step 1. Divide the participants into groups of 4-6
•Ask one volunteer to start the game. Let the volunteer pick one of the
drawings and explain the word on it
•She/heisgivenoneminutetodescribetheword.Ifshe/hefinishesthe
•
•
description correctly in one minute, the group will score a point
Let participants go through all the words
Add up the scores and announce the winner.
Step 2. Review Questions
•Whatistheimportanceofknowingourbodypartsandhowtheywork?
Howdohumanbeingsreproduce?
•How does knowing the human reproduction help us to protect ourselves
againstSTIsandHIV/AIDSetc?
•Didyoufinditeasiertodiscussthebodypartsusingtoday’smethod?
Summary:
Conclude the discussion by offering 2-3 statements about the following
points.
• It
is important to know the reproductive parts and the human
reproduction
•Discussing openly our body parts helps us to protect ourselves and
others from unplanned pregnancies, harmful traditional practices, STIs
and HIV/AIDS.
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Male and female Reproduction Organs
Male
Female
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REPRODUCTIVE PARTS
AND THEIR FUNCTIONS
Reproductive
Function
Part
Sex
FEMALE
Ovary
Ovary
Ovaries
Found in either side of a
woman’s belly. They produce
eggs. Every month, this egg
passes through the fallopian
tube and enters in the uterus.
Fallopian Tubes
Tubes through which the egg
travels to reach the uterus.
Found on both sides of the
uterus.
Fallopian Tubes
Tube
Fallopian
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Reproductive
Function
Part
Sex
FEMALE
Ovary
Uterus
Found on the lower part of
a woman’s belly. Carries the
fertilized egg as it grows into
fetus.
Vagina
A muscular canal that extends
from the cervix to the outer
part of her body. During
sexual intercourse, the penis
penetrates through this. A child
is also born through this canal.
Cervix
A tube that extends from the
bladder to the outer part of the
body and is used to discharge
urine. It is a small opening
above the vaginal opening.
Vulva
The external part of the vagina
that includes the inner and
outer lips.
Uterus
Uterus (Womb)
Cervix
(Womb)
Vagina
Vagina
Cervix
Vagina
Vulva
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30
Reproductive
Function
Part
Sex
MALE
Penis
Penis
A body part which a man
uses to have sexual intercourse
and discharge urine through its
opening. This organ is made up of
sensitive tissues. It becomes erect
when a man is sexually aroused
or sometimes when he urinates.
Urethra
A tube that extends from
the bladder to the outer part
of the body and is used to
discharge urine. It also serves
to transport semen.
Testicles
Balls located under the
penis. They produce and
store sperm cells and
hormones. These hormones
control the development of
the reproductive organs and
other male characteristics
like growth of hair on different
body parts, deepening of
voice, widening of shoulders
etc.
Scrotum
A pouch of skin that contains
the testicles
Urethra
Testicles
Scrotum
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31
Male Reproductive Anatomy
Penis
Urethra
Testicles
Scrotum
Female Reproductive Anatomy
Fallopian Tube
Fallopian
Tubes
Ovary
Ovary
Ovary
Ovary
Uterus(Womb)
(Womb)
Uterus
Cervix
Cervix
Vagina
Vagina
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32
Fertility and Conception
Fallopian
Tubes
Fallopian
Tubes
Fallopian
Tube
Egg
Egg
Egg
Ovary
Ovary
Ovary
Ovary
Ovary
Ovary
Uterus
Uterus (Womb)
(Womb)
Uterus
(Womb)
Vagina
Vagina
Vagina
Cervix
Cervix
Cervix
Sperm
Sperm
Sperm
•
•
Penis
Penis
Fertility occurs when a sperm meets an egg
Conception occurs when the fertilizered egg returns to the womb and
lodges on the wall and grows.
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33