Session 1: Session title
|Session 2: Growth and Changes: adolescence & puberty |
|Science curriculum area: Animals, incl.|Content: |
|humans |i. describe the changes as humans develop to old age |
|Working Scientifically |i. record data using scientific diagrams and labels |
| |ii. identify scientific evidence that has been used to support or refute ideas or argument |
|National Curriculum |Computing: Use software to create content that accomplishes given goals, including analysing, and presenting |
| |data and information |
|Teaching Objectives |To identify and understand the changes in the adolescent human body during puberty (Yr5&6) |
| |To recognise and identify those changes during puberty that are gender specific (Yr5&6) |
|Teaching Objectives |To use software to create a Venn diagram |
|Key Vocabulary: adolescence, adolescent, puberty, teenager, reproduction (see also vocab list in resources) |
|Resources |Weblinks |
|Changes in puberty, | - Stages of puberty, NHS; |
|puberty FAQs, graphing | - BBC puberty videos – use as appropriate; |
|software and key vocab. | - Adolescence, DK. |
|Whole class: Ensure parents are aware of the content of this session so that they can be ready for any questions that may arise. (N.B. you may wish to |
|teach this alongside SRE sessions.) Explain that you are going to be exploring adolescence and puberty, which is the time when chn begin to change both |
|physically and emotionally as their bodies become capable of reproduction. Explain to chn that during the session they need to be sensitive to other |
|people’s feelings and not ask personal questions of teachers or other chn. They shouldn’t feel obliged to talk about any issues they feel uncomfortable |
|about but must use the correct scientific vocab (see resources). Give chn the list of changes and get them to assign the changes to a specific gender or |
|both. Go through the statements together (offering explanations where appropriate) and clarify that there are physical changes that we can see (e.g. hair|
|growing in various places) & hear (e.g. young men’s voices become deeper – their voice breaks) as well as emotional changes that may be less visible |
|(explain that there are many hormones released during puberty (testosterone in boys and oestrogen in girls) that cause these physical changes, but that |
|also cause mood swings and a very emotional time). The physical changes can also affect their confidence and the way chn feel about their bodies. Body |
|image is a huge issue for adolescents which can be fuelled, especially for girls, by unrealistic images in the media. Emphasise that changes do not |
|happen at the same age for all chn – some begin to go through puberty when they are as young as 8 or 9; others don’t begin until they are 12, 13 or even |
|14. So chn shouldn’t worry if their body doesn’t change as early as some of their friends – the changes will happen when their body is ready. Explain |
|that menstruation is when the egg released that month has not been fertilised, so it breaks down and passes out of the uterus and through the vagina. The|
|liquid contains blood, other fluids & tissues and can seem a lot but is actually only a few tbsp coming out each month. Give chn some time to explore the|
|BBC puberty videos, and the DK Find Out pages, discussing and answering questions that chn may have about any of these physical changes. Use the BBC |
|videos as desired and explain that as chn enter adolescence they often have lots of questions and anxieties about changes, both physical and emotional, |
|that will occur during puberty. It is important that chn know it is ok to feel this and also to ask questions if they are concerned or worried about |
|anything. Look at the FAQs and get chn to write their own anonymous questions to add in to the FAQ list for the activity below. Explain that chn will be |
|creating an FAQ display & glossary, and an annotated Venn diagram of a girl and boy in puberty for their Human Species exhibition. |
|Year 5&6 All chn will complete the same activities for this session, but teachers should be aware that older pupils may have a different level of |
|knowledge and understanding, and may need to explore certain aspects of this topic in greater depth FAQs: Look at the FAQs (and add in those from the |
|class) and get chn to create a Q&A display as well as a glossary. Chn can use what they have learnt from the lesson and can revisit the BBC, DK & NHS |
|sites to ensure their answers are accurate. Get chn to think about the key vocab to create a glossary. Chn can explore the questions in same sex gps if |
|they prefer – judge what is best for your cohort. Puberty Venn diagram – get chn to create a Venn diagram that shows the key changes in boys, girls and |
|both – get chn to use software to create their final version to be added into their exhibition. Support chn as they identify the changes and discuss any |
|questions they may have. |
|Plenary |Ask chn if they think other animals undergo puberty – yes! Usually they become bigger and often more aggressive, and also start producing |
| |sperm or eggs. Some species have very specific changes, such as male lions that grow manes. Explain that some cultures have special |
| |ceremonies to mark the stage when young people are going through puberty or for girls when they have their first period (called menarche),|
| |being such an important stage in the human life cycle. Note that adolescents are very independent and do most things for themselves. |
|Outcomes |Children will: |
| |Identify and present the key physical & emotional changes during male and female puberty in the form of a Venn diagram (Yr5&6) |
| |Create a Q&A exhibition section and glossary for puberty (Yr5&6) |
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