Puberty part 1

2. Remind students that many of them have probably covered puberty in Years 5 and 6, but there may also be some students who have missed out on formal lessons about puberty. This lesson aims to revise and extend their knowledge.
3. Say:

 “During this session I want you to think about what you wish you had known about puberty even a year or two ago. What do you think would make it easier for you to deal with the changes of puberty? You may also have young people around you who are asking you questions about puberty. This session can help you to be sure that information that you may want to share will be accurate.”

4. Brainstorm - Write at least 5 single words (adjectives) that describes how someone might feel about puberty. (Recording options: sitcky notes; wordcloud makers; Mentimeter - wordcloud) 
5. Ask for words and record the number of students who have written the same word. Rank and discuss the most common words.

E.g wordcloud creates an image where the most common word is largest.

6. Ask:

❓ Are they generally positive, negative or neutral words?

(They are likely to be negative words)

❓ Why do you think these words might be the most common?

(Puberty is often not talked about openly and the unknown can be scary. Movies often portray the awkwardness of puberty. There is a lot of stigma around menstruation in the media and adverts often talk about period products in metaphors. We often focus on the negative and don't talk about the positives of puberty) 

7. Watch Laugh and learn video - puberty part 1 video (2 min 44 sec)  
   
8. Ask the following questions:

❓ What do you think of the use of humour in this video?

❓ Does it help get the information across?

❓ What is the message/information you took from this video?

9. In pairs, on sticky notes, write two myths that students have heard about puberty or that they heard in the video.
10. With the whole class, facilitate grouping these into same/similar myths into a T-chart (labelled 'myths' and 'facts'). See which myths are most common.
11. Work through each myth and ask students if they can provide a fact to dispel each myth. See the table below for possible answers. Discuss the corresponding facts addressing any misconceptions, and record on the T-chart.  

Background teacher notes: Puberty and Menstrual cycle provide teachers with additional professional reading.

Students can use the following free resources as references if required:  
   How to order free hardcopies.

• Get the Facts: Puberty
• Get the Facts: Puberty animation
• SECCA App - includes a bank of 2000 images designed to support access to RSE for people of all ages and abilities

12. Students nominate two myths they wish to work with (make sure all myths are covered). In pairs, write one myth on one side of their A4 coloured card and illustrate with a cartoon. On the other side, write the corresponding fact. Repeat with the other myth. (This activity could also be completed on electronic media.)
13. Share with whole class.