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Anna Bennett S00182989

Australian Catholic University


EDPH366
Lesson Plan
Subject: Health and
Physical Education
Strand: Personal, Social
and Community Health:
Being healthy, safe and
active.
Focus Area: Relationships
and Sexuality
Year Level: 6
Unit Title: You, Me and
Puberty
Lesson: 1 /3
Duration: 50 minutes
Location: Classroom

Overview:
In this lesson, students will investigate the physical changes associated during
puberty. The students will begin their ‘Puberty Tool Box’ which is a booklet the
children will fill out over the three lessons and after assessment, take home for
personal reference. The students will be engaging with online and peer resources
to assist in completing the relevant sections and gain a complete understanding of
the physical changes associated with puberty.
Content Descriptions: Elaborations:
Investigate resources and 1. Understanding that individuals experience
strategies to manage changes associated with puberty at different
changes times, with differing levels of intensity and with
and transitions associated different responses.
with puberty (ACPPS052) 2. Researching and identifying age-appropriate
text and web-based resources to enhance
understanding of changes associated with
puberty.
Key Inquiry Question:
What are the physical changes happening to my body?
Learning Intentions:
1. Understand the physical changes linked to puberty.
2. Know the similarities and differences between boys and girls
3. Be able to engage with appropriate online resources associated with puberty
4. Be able to recognise and use strategies to deal with the physical changes.
Success Criteria:
1. Accurately identify physical changes that occur to the body for boys, girls
and both.
2. Effectively engage with and obtain information from relative sources.
Learning Activities: Resources:
Anna Bennett S00182989

Students do
Teacher does
Teacher says
Lesson is Time Introduction Differentiation • PHYSICAL-related
organised to [PRIOR TO THE Excluded children questions box
begin with a LESSON: provide a box are provided with a • Blue tac to stick to
question box
to navigate
to the class for workbook; tasked to whiteboard
and control questions; students source credible
sensitive write any puberty- websites on healthy
questions. related question and wellbeing and sent
place in the box; sort with an informed
out questions into Teacher Aide to a
categories: PHYSICAL, study room.
EMOTIONAL, SOCIAL
and place into an Male support staff Strategies are included to support
associated box for each member is present student safety with the sensitive
type] in the room. nature of the subject (4.4.); as well
as strategies to support
challenging behaviour (4.3).
5 mins Students take their seats. Child with ASD
“Today we are learning to support: Child’s
understand about the desk is located near
PHYSICAL changes that the front of the
happen during puberty class for focus and
and how you can cope minimal
with them.” distractions.
Questions
highlight Read out each question
what the from the PHYSICAL
children
want to
questions box and stick
know; clear on the whiteboard edge
definitions (do not answer).
are provided
to
exterminate
“What happens to us
misconcepti over time?” Possible
ons at the student answers: grow,
beginning develop, get older.
Discuss how the body
changes over time and
goes through stages;
Key messages:
• Puberty is when a
child’s body turns
into an adult’s
body. (Write on
the whiteboard)
• Everyone goes
through puberty
at a time that’s
right for their
body.
Body Both gender • iPads
5 mins Explain the Puberty worksheets are • Workbooks
Toolbox booklet; briefly included, for both • VIDEO 1:
discuss each section and teaching purposes https://amaze.org/video/top
its purpose. Explain how as well as for the -signs-boys-are-in-puberty/
it will support in inclusion of children - Top Signs Boys are in
formulating their who are struggling Puberty
assessment piece: a mind with gender • VIDEO 2:
map. Student helper recognition. https://amaze.org/video/top
-signs-girls-are-in-puberty/
Anna Bennett S00182989

hands a booklet to each - Top Signs Boy are in


child. Puberty
• GoNoodle video:
Direct students to write https://app.gonoodle.com/a
the definition of ctivities/the-ball-is-in-your-
10 mins PUBERTY on the space court?s=Discover&t=Newe
provided on page 2. st
• Puberty Physical
ACTIVITY 1 Characteristics Resource
Separate students into EXTRA TIME: For • Draw table on whiteboard
small groups: BOYS AND students who work (Boys/Both/Girls)
GIRLS only and provided quickly, they can • Coloured cardboard for
a location to sit in the watch the opposite assessment.
room or outside nearby. gender’s video and
Direct students to begin to fill out that
nominate one person to worksheet.
collect an iPad from the
back of the classroom. Child with ASD
Explain the activity: Boys support: Child has
are to watch the first link; support from a
girls are to watch the teacher aid in
second link; then explain completing the
worksheet 1.1 and 1.2. workbook. Provided
own iPad while still
Students complete in a group setting to
activity. Class discussion work at own pace to
of answers. watch the video and
answer questions.
BRAIN BREAK: Grab the
students’ attention
5 mins through clapping rhythm.
Play GoNoodle video.
Students follow the Classroom activities are
guided dancing. designed specifically to ensure
engagement as well as
ACTIVITY 2: managed with gender
consideration due to the content;
Students are to be but with a sense of transparency
divided into even groups as the lesson progresses. (4.2.)
and balanced between
boys and girls. Teacher
hands out little bags with
cut out statements on the
physical changes during
puberty (worksheet 1.3).
What are the changes
10 mins that affect just boys/What
are the changes that
affect just girls/What are
the changes that affect
both boys and girls?
Explain that students are
to organise resource
elements accordingly
based on what they think
as a team. When finished,
complete the table in
workbook.

Students move into


groups and begin the
Anna Bennett S00182989

activity. They have 5


minutes.

Teacher draws table on


the board while students
are sorting. Teacher
monitors groups and
supports when necessary
but do not intervene.

Teacher regains student


attention. Teacher has
bigger versions of the
group cards. Direct
students to come up in
turns to place a card
where their group thinks it
belongs Students and
teacher discuss the
answers.

10 mins Teacher explains the


mind map assessment
piece and as a class,
works on a sample,
focusing on the first area:
PHYSICAL CHANGES.
Directs students to work
individually.
Conclusion • PHYSICAL CHANGES-
10 mins Teacher chooses a related questions box and
student to pick one sticky questions on the
note question off the whiteboard.
board and read it out.
Through teacher
direction; as a class
discuss the answer (if
answerable). Answered
questions go back in the
box; unanswered
questions stay up for
further inquiry in the
future.

Teacher prepares
students for the next
lesson: “Next lesson, we
are going to learn about
the EMOTIONAL
changes that happen
during puberty and how
you can cope with them.”

Collect workbooks and


students are dismissed.
Assessment SEE APPENDIX 2 OF UNIT PLAN
1. Worksheets 1.1 and 1.2 of the Puberty 1. Assessing:
Toolbox Workbook (formative assessment) • Ability to identify the
physical changes during
Anna Bennett S00182989

2. Activity 2: Sorting Physical Changes puberty for a specific


Worksheet 1.3. (observed formative gender.
• Ability to engage with and
assessment/written into books) obtain information from
3. Mind map (developing summative useful sources.
assessment – independent work)
2. Assessing:
• Ability to identify
the physical
changes during
puberty for a both
genders.