LEARNER OUTCOME 1 W-7.3:

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1 GRADE 7 SEXUAL DEVELPMENT LESSN 2 SEXUAL DEVELPMENT Lesson 2 GRADE 7 LEARNER UTCME 1 W-7.3: Examine the human reproductive process, and recognize misunderstandings associated with sexual development. MATERIALS: 1. CARDS: Puberty Changes 2. SLIDE: Puberty Myths 3. HANDUT: Puberty Plays 4. HANDUT: Marking Guide for Puberty Plays INTRDUCTIN: Puberty is a time of much change. This change can cause anxiety if it occurs without explanation or support. This lesson provides students with an opportunity to examine changes that occur during puberty, to identify misunderstandings associated with sexual development, and to identify sources of good information and support. APPRACHES/STRATEGIES: A. GRUND RULES (5-10 min) Ensure ground rules are established before beginning this lesson. For classes that have already established ground rules, quickly reviewing them can promote a successful lesson. B. WHEN I WAS YUR AGE FLLW-UP (5 min) Students debrief last class homework assignment reinforcing the importance of support systems during puberty. 1. For those students that completed the When I Was Your Age activity, collect the tear-off slips. 1

2 GRADE 7 SEXUAL DEVELPMENT LESSN 2 2. Take some time to debrief. Emphasize respect for the privacy of the adults who were interviewed. Suggestions for debriefing questions include: What did you learn about what life was like when the adults you interviewed went through puberty? What do you look forward to during puberty? Who are the people who can support you during puberty? C. REVIEWING PUBERTY CHANGES (20 min) Students review puberty changes and identify misunderstandings associated with sexual development. 1. Write the following headings on the board or at the top of two pieces of newsprint: Physical Changes Social and Emotional Changes 2. Using the Puberty Changes cards, give one card per student until all are distributed. 3. Have students with cards (using tape or sticky tack) place them in the appropriate category of puberty change. 4. Review the placements with the class and make corrections if needed. 5. Ask the class to brainstorm any changes that are not included on these lists. Add them to the bottom. 6. Ask the class to brainstorm some misunderstandings people may have about puberty changes (see Puberty Myths slide). Using a different coloured pen or piece of chalk, write these up on the board under the appropriate category. Ensure that these comments are visibly identifiable as misunderstandings or myths. 7. Debrief this activity using the following questions: Where or from whom do we learn about puberty change? Friends Family School Media Where do misunderstandings about puberty change come from? Misinformed peers, etc. You may offer a draw-prize to one of the students who return a tear-off slip. Students may identify masturbation as a puberty change. Discuss personal values and help students understand that masturbation may or may not be right for all people. For students with differing abilities, it is important to emphasize public vs. private boundaries. Take a tour of public and private places with your students and discuss those things that occur in the different places. If a person shares a room with someone, roleplay communicating, "I would like to be alone for a while. Have students practice knocking on a closed door. For more information on teaching students with differing abilities please refer to the Differing Abilities lesson plans. 2

3 GRADE 7 SEXUAL DEVELPMENT LESSN 2 Misinformed media Who can we ask for correct information if we have questions or concerns about puberty change? Ensure that students list reliable sources such as parents, teachers, supportive adult, school counsellor, doctors or nurses. D. SEXUAL DEVELPMENT RLE-PLAY (40 min) The following role-play activity will help students examine sexual development and recognize some misunderstandings about sexual development. 1. Explain that students will be required to dramatize the adolescent experience. In small groups, they will create and present a short role-play about puberty change using a guideline that you will hand out. During the presentations, audience members will be asked to watch the role-plays carefully to identify puberty changes and misunderstandings, and will use the marking guide to help evaluate each role-play. 2. Form student groups of 3-5. Ensure that there are at least two group members in each group who would be confident performing in front of their peers. Some students may be uncomfortable or embarrassed about presenting to the class. Make sure that you offer students the option to complete this activity in another way. For example, students could write a script as a group and then hand it in or have someone in the group read it out loud. 3. Distribute the handout Puberty Plays. Quickly review it to ensure the class understands the planning and rehearsal process. 4. Give groups time to plan and rehearse their role-plays. It is important to circulate amongst the groups and provide guidance when required. 5. Have groups present their role-plays to the class while audience members fill out the marking guide. 6. Collect the handouts after all presentations are complete. 7. Debrief this activity using the following questions: What were your feelings as you watched these role-plays? What did you feel toward each of the characters? Why? Who were the best sources of correct information about puberty? What stereotypes emerged? QUESTIN BX (10 min) Have students fill out questions and address them next class. 3

4 GRADE 7 SEXUAL DEVELPMENT LESSN 2 SELF REFLECTIN During the lesson, were: Ground rules being followed? Good practices established regarding group work and discussion? What will you change for future classes with this group? What will you change for future use of this lesson? STUDENT ASSESSMENT During the lesson, did students: Knowledge: Recall the physical, social and emotional changes that occur during puberty? Identify misunderstandings associated with sexual development? Identify sources of good information and support to cope with puberty? Skills: Seek good information about puberty from reliable sources? Seek support? Attitudes: Recognize the importance of support systems during puberty? You may want to use the role-play demonstrations for formal evaluation. 1. Alberta Education. (2002). Health and life skills guide to implementation: Kindergarten to grade 9. Retrieved from 4

5 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Grow taller Skin gets oily Acne (pimples) Voice changes Hair grows on face 1

6 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Hair gets oily Hair grows in underarms Hair grows on genitals (pubic hair) Sweat glands develop 2

7 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Breasts develop Hips get bigger Shoulders get wider Start producing sperm 3

8 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Penis grows bigger Testicles get bigger Body starts producing sex hormones Wet dreams 4

9 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Erections happen out of the blue (penis gets hard) Sperm can be released through penis (Ejaculation) Start releasing eggs (vulation) 5

10 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Periods (Menstruation) Mood swings Start having sexual thoughts Start having sexual feelings 6

11 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Start producing vaginal discharge Can become interested in having a boyfriend or girlfriend Friendship becomes more important 7

12 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Sometimes feel lonely and confused Stronger feelings of wanting to be liked and to fit in Want more independence Thinking about the future 8

13 GRADE 7 SEXUAL DEVELPMENT LESSN 2: CARDS Concerned about looks 9

14 GRADE 7 SEXUAL DEVELPMENT LESSN 2: HANDUT Student Name: Group Members Names: PUBERTY PLAYS Together with your group, you will plan, practice and present a play about puberty. Use the following guidelines to help you. 1. Choose one of the following titles for your play: Becoming a Man Becoming a Woman 2. Choose one of the following scenarios, or make up one of your own: Two friends discussing puberty A visit to the doctor The Birds and the Bees talk with a parent or other supportive adult A sexual health class ther: 3. Each group member must choose a role to play. Everyone must perform. If your group has a member who dislikes giving presentations, make up a role that requires little or no talking (i.e., the nurse that puts a patient in the examining room). Remember that your group is graded on group effort, not individual performances! Write the cast list here: Student Name: Role: Short Description: 2

15 GRADE 7 SEXUAL DEVELPMENT LESSN 2: HANDUT 4. From the lists of puberty changes on the board, choose 5 true changes and 1 misunderstanding to include as part of your play. Write them here: Puberty Change 1: Puberty Change 2: Puberty Change 3: Puberty Change 4: Puberty Change 5: Misunderstanding: 5. Work together to plan the play. You do not need to write a script, just an outline of the main events that take place and the dialogue that has to be included. 6. Practice your play at least three times. 7. Present your play to the class, and be an audience member while other groups present their plays. 3

16 GRADE 7 SEXUAL DEVELPMENT LESSN 2: HANDUT MARKING GUIDE Group Member Names True Puberty Changes ne point each Fill in a circle each time one is presented. Misunderstanding ne point Fill in the circle when one is presented. verall Impression 4 Excellent 3 Good 2 Needs Work 1 Poor Final Score Add up the last three scores to get a final mark out of 10 /4 /10 /4 /10 /4 /10 /4 /10 /4 /10 /4 /10 4

17 GRADE7 SEXUAL DEVELPMENT LESSN 2: SLIDE PUBERTY MYTHS Listed below are some misunderstandings people may have about puberty changes. Boys get erections because they are always thinking about sex. All teens argue with their parents during adolescence. Teens get pimples and zits because they do not wash often enough. All girls are emotional and tearful before their periods. Can you think of any other myths? Where or from whom do we learn about puberty changes? Where do misunderstandings about puberty change come from? 1