Knowing and Naming – things about puberty:

• Class Brainstorm about puberty, focussing on the correct names for the correct body parts.
• Write the word "Penis" on the board and have students brainstorm all other words used for the term. Write them all on the board.
• Repeat for "Vagina" and "Breasts".
• Discuss what denotations and connotations are and use the example "sick". My brother is sick in bed today. That jump was totally sick. Discuss
• Explain the denotations of the terms penis, vagina and breasts and the connotations of the different words listed.
• Emphasise that as mature students they will now refer to these body parts using their correct names only for the remainder of the unit.

Extract correct terminology from student generated naming activity

• Extract correct terminology from student generated naming activity. Add terminology where necessary and discuss importance (medical, social) of using correct terms.

Using the information gathered from the class brainstorm

• Using the information gathered from the class brainstorm, students use a diagram of male and female bodies and create labels from the finalised list of appropriate terms established during brainstorm exercise.

Resources

Diagrams of the male and female body systems.

Read and discuss

• Read and discuss “Where Willy Went... The big story of a little sperm" by Nicholas Allan.
• Whole class discussion about the text and inferring meaning. What does the text represent?
• Respond and record in Integrated Studies books.

The Human Body video (BBC)

• Begin watching The Human Body video (BBC). View the section entitled "First Steps".
• Start the video at 5:00 minutes and watch to the end.

Resources

"The Human Body" Video- BBC Productions. 

Think-Pair-Share on what students noted in the film

• Think-Pair-Share on what students noted in the film. Share ideas with the whole class and record on a whole class mind map.
• Create a timeline from birth through to adolescents. Ask each student to mark where they think they are on the timeline.
• Read and discuss page 9 of The Human Body booklet (Daily Telegraph). Look specifically at the acne and hormones sections.
• Students work in pairs to complete a Think-Pair-Share about this text and respond and record in their workbooks.

Resources

"The Human Body" booklet from the Daily Telegraph.

Watch the Video "Raging Teens". Start at 35 seconds AFTER the introduction.

Draw a representation of what you have understood from what we have discussed about puberty

• Draw a representation of what you have understood from what we have discussed about puberty (eg. before and after pictures; life cycles; consequences – maybe draw gravestones as a consequence of us not going through puberty, i.e. people would become extinct.) Look at metaphors (eg. cells = imprisonment, apple = teaching etc.) Can use symbols to assist in representation. (Link to Text Illustrator role)
  

Students complete ‘What do you know? Questionnaire’ on male and female development

• Students complete ‘What do you know? Cloze exercise’ on male and female development.

Resources

Questionnaire.

KWL

Complete class KWL on what students want to know from now.

In small group’s students read ‘Changing from a Girl to a Women’ and ‘Changing from a boy to a Man’

• In small group’s students read ‘Changing from a Girl to a Women’ and ‘Changing from a boy to a Man’ (pages 6&7 Persoanl Development booklet).
• Discuss important points as a whole group. Use a Venn diagram to compare and contrast between changes that males and females go through during puberty.
• Discuss.
  

Hygiene:

• Circle time – students discuss potential hygiene issues around puberty, including basics such as breath, deodorant, feet etc.
  

Brainstorm different scenarios where issues with hygiene may come up

• Brainstorm different scenarios where issues with hygiene may come up. Students create role plays to demonstrate sensitive and appropriate ways to assist peers with hygiene issues.
  

Students are split into gender groups

• Students are split into gender groups to explore specific hygiene issues related to being male and female (eg. menstruation etc.)
• Teachers decide on most appropriate content and lead discussion.
  

Reproduction

• Watch video/DVD “Where did I come from”.
• Watch "What's happening to me?"
• Discuss: what did you think of the film? What were the major points/issues the film was trying to get across?
• Respond and record in workbooks.
  

Return to the Human Body video (BBC)

• Return to the Human Body video (BBC). View sections 1 & 2 about the beginning of life (Life Story and An Everyday Miracle).
  

Think-Pair-Share on what students noted in the film

• Think-Pair-Share on what students noted in the film. Share ideas with the whole class and record on a whole class mind map.
• Read and discuss "Human Body" Pages 8 and 9.
  

Use De Bono’s thinking hats to discuss aspects puberty.

• Use De Bono’s Six Thinking Hats to examine one of the texts about puberty.
• Choose one of the available texts.

From conception to delivery, how does the baby grow?

• From conception to delivery, how does the baby grow? Discuss foetal growth and the changes that occur. Use 3D pictures from ‘The Facts of Life’ (Jonathan Miller and David Pelham) and complete activity on Foetal Development (pages 8 & 9 Puberty information booklet).
  

Finish watching The Human Body video

• Complete viewing The Human Body video (BBC) – sections 5 – 7 (‘Brain Power’; ‘As Time Goes By’; ‘The End of Life’).

Review before watching.

Review

• Brainstorm/review what students have learnt throughout the unit. Students now return to their KWL activity and fill in the ‘What I have learnt’ section.