The World Starts With Me

Is Your Body Changing Too?

Learning Objectives

In this lesson, young people can learn more about the bodily changes in boys and girls during puberty. Peer educators Tesfaye and Hawi guide the students through the interactive presentation entitled The Body Change Game. This presentation combines information, a game and computer skills training.

The Body Change Game is followed by a presentation on Keeping Fit and Healthy. Afterwards, students focus on body language by doing an exercise called Strike a Pose! Students take pictures of themselves in a pose expressing an emotion using a digital camera. If a camera is not available, students freeze in a pose, expressing a certain emotion.

Aims

  • Students receive easy-to-read and enjoyable information about the body changes young people experience during puberty
  • Students realize that these changes are different for everyone and that changing is a normal and natural part of growing up
  • Students feel free to discuss their feelings about these changes with each other and with adults
  • Students use the computer to convey information about topics that young people may find difficult to talk about

Learning Objectives

Students can:

Knowledge

  • explain that boys and girls' bodies are different and that there are particular changes during puberty that are part of maturing and becoming an adult
  • list three male and three female reproductive organs and describe their function
  • list four changes in the body of a girl and four in the body of a boy during puberty
  • describe that everyone changes at a different pace and in a unique way
  • list four general things adolescents can do to keep their bodies clean and list three specific things for boys and three specific things for girls they can do to keep their bodies clean
  • list three types of food the body needs
  • describe two advantages of exercising
  • describe what body language is and explain that people communicate in a personal way through body language in addition to verbal communication
  • list four emotions and demonstrate how these can be expressed
  • describe two aspects of their own body language
  • describe differences in body language between different people and for different emotions

Attitude

  • Accept and understand their own bodily changes and show awareness that changes in the body are a normal part of growing up
  • Argue that it is important to share their own worries with friends and/or trusted adults
  • Show motivation to keep their own bodies clean, be hygienic, exercise sufficiently and eat well
  • Show awareness of peers having similar bodily changes and possible difficulties in being an adolescent and give three examples
  • Show awareness of how other people communicate emotions through body language
  • Show awareness of interaction with and influences by other people and list six names of people they interact most with and six names of people who have the biggest influence on their lives

Skills

  • demonstrate that they can reflect on their own emotions in relation to bodily changes and their expression through  body language

Computer, design and creative skills

  • demonstrate how to click and drag the mouse
  • demonstrate how to take a picture with a digital camera
  • demonstrate how to download, name or rename and store pictures in the right folder on the computer
  • demonstrate how to use the interactive games in the curriculum
  • express emotions through body language in a picture

 

Lesson Outline


Reflect

1. Warming Up - Coconut (5 mins)
2. The Body Change Game (30 mins)
3. Keep Fit and Healthy - presentation (30 mins)
3. Strike a pose! I or II (20 mins)
4. Conclusion and homework (5 mins)

Reflect

Ask a few students to talk about their reflection activities in the previous lesson.

Warming Up

Coconut (5 mins)

Aim

  • Students become energetic, laugh and have a positive feeling at the start of the lesson

How
All students stand in a circle. Tell the group how to play the Coconut game as a warming up exercise:

We are going to spell the word COCONUT with our bodies:

Do the 'C' by moving your hips to the left and shaping your arms to a C above your head
Do the 'O' by making a circle with your arms above your head
Do the 'N' by bending over forward, arms hanging down
Do the 'U' by making a U with your arms above your head
Do the 'T' by spreading out both your arms to the side

Practice each letter with the group. Then spell the whole word with your bodies. Repeat the game and speed up.

Do

The Body Change Game (30 mins)


Aim

  • Students find out more about the various bodily changes associated with puberty, in a fun way

How
The students sit in pairs behind the computer and start up The Body Change Game. They can do this by themselves unless they call for help. The game includes small exercises to keep the students focused and to test their knowledge.

Tip
This game will probably cause a lot of hilarity in the classroom. Introduce the game by saying that it is OK to laugh but that we will get serious again afterwards. There is not much point in telling the students not to laugh. Besides, laughing can release shy tensions and open up the atmosphere.

Tip
Split the group into two groups. One group starts with the presentation; the other can start with the Strike a pose! exercise. This prevents students from having to wait for too long to have their pictures taken if there is only one camera available.

Do

Keep Fit and Healthy - presentation (30 mins)

Aim

  • Students learn basic tips for physical health

How
The students sit in pairs behind the computer and read the Keeping Fit and Healthy presentation.

Make

Strike a pose! I
(with camera) (35 mins)




Aim

  • Students discover more about body language and non-verbal communication

How

Step 1
Introduce body language by using photos of young people. The class considers together what kind of message is being conveyed through body language in the photos of the Strike a pose! presentation.

Step 2
Each student presents two different emotions. A photo is taken of each emotion that he/she expresses. Students decide which pose they want to strike, communicating one of the following messages:

  • Macho versus womanly
  • Ignoring versus flirting with someone
  • Seducing versus rejecting someone who is seducing
  • In love versus lovesick
  • Firm versus doubtful

Step 3
Ask the whole group of students discuss body language and what they have learned about it. If possible, download the photos to the computer, watch and discuss them together. This can also be done after class. Save the photos in the computer for the students to use in their peer books (see lesson 13).

Make

Strike a pose! II
(no camera) (35 mins)

Aim

Students discover more about body language and non-verbal communication

How:

Step 1
Introduce the topic of body language, using photos of young people. The class considers together what kind of message is being conveyed through body language in the photos of the Strike a pose! presentation.

Step 2
Ask one student to volunteer to present two different emotions. He/she chooses two items from the list below. He/she doesn't tell which emotion is being portrayed. The rest of the group has to guess which emotions are being portrayed. The student who guesses correctly takes the next turn in portraying two emotions. Continue for as long as there is time.

List

  • Macho versus womanly
  • Ignoring versus flirting with someone
  • Seducing versus rejecting someone who is seducing
  • In love versus lovesick
  • Firm versus doubtful

Step 3
As you are going along, point out to the group that different students might portray the same emotion in a different way, get students to respond to the emotions portrayed and ask them whether they felt this was convincing or not and why they think so.


Talk
Conclusion and homework (5 mins)

Round off the session, ask some students to summarize today's lesson and tell them about the subject of the next lesson. Ask all students to stand up and dance with a song.

Homework
Ask students to make a list of the six most important people in their lives, including family, friends, teachers or whoever they see the most or spend most time with and who have the greatest influence on their lives.

 

 

Tools, Games & Materials
Examples


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