Before the lesson
- Pupil video: The physical and emotional changes of a child becoming an adult…. (see Main event)
- Paper for drawing (see Attention grabber)
- Resource: Male and female external body parts: answers (see Classroom resources) – for the teacher
- Activity: Male and female external body parts (see Classroom resources) – x1 per pair
- Activity: Male internal body parts (see Classroom resources) – x1 per pupil
- Activity: Female internal body parts (see Classroom resources – x1 per pupil
Download classroom resources
- To understand physical changes during puberty
- Changing adolescent body > key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
- Science: Y5 > Animals including humans: describe the changes as humans develop to old age.
- I understand how the body changes as a child becomes an adult
- I can accurately label sexual external parts of the body
- I can accurately label internal reproductive organs
- PSHE Association’s Programme of Study for PSHE Education
Start the lesson with a ‘Draw and write’ activity. You could get the children to complete this task before the lesson, allowing you to adapt the lesson according to the results of the activity.
Explain to the children that you will read out some statements and they will draw or write their responses on a piece of paper. Emphasise that this is an individual activity and there is no right or wrong answer. The Movement of the body for purposes of health and fitness. is only to find out what the children know about growing up.
Statement 1 – A boy and girl aged about 13 are Travelling from one place to another using your feet in a steady, regular rhytmn…. down the The space used for cars, lorries, motorbikes and bicycles to travel….. Draw a picture of the boy and the girl.
Statement 2 – The boy and girl are talking about The process of something or someone being different.. Draw or write some differences you could see in the boy and girl from when they were younger.
Statement 3 – Changes can’t always be seen, draw or write some other changes the boy and girl might be experiencing.
Make sure each The term used to describe a young person before they reach puberty… writes their name on their paper. Collect the papers in. The children’s responses will help you to plan subsequent lessons.
- What do we know about growing up?
Recap the rules children came up with for these lessons. Give the opportunity to add any more rules the children want.
Ask the children what the word ‘puberty’ means. During this lesson, the focus will be on the A physical activity includes doing something that requires someone to move their body…. changes of puberty. Some of these changes will be external and things we can see. Other changes will happen inside our bodies.
Display Pupil video: Puberty.
Pupil video: Puberty
Show this on your interactive whiteboard.
The Pupil video: Puberty, looks at the external parts of girls’ and boys’ bodies and changes that happen during puberty.
The children will work in pairs. Give each pair a copy of the Activity: Male and female external body parts and ask the children to label the Something that is not the same as something else body parts. For some children, this will be revision.
Use the Resource: Male and female external body parts: answers to go through the answers as a class.
Ask the class what parts of the body will change as we grow into adults.
Recap the changes seen in the Pupil video: Puberty (breast development, hair growth, size of The male external sex organ. and Produce sperm and male sex hormones.). Make it clear to the children that these changes happen over time and at different times for different people. Also talk about the diagrams and explain that children will not look exactly like the diagrams, as everyone is different and this is totally normal.
Explain that we are now going to look at internal body parts.
The limb that is connected to our arm and fingers. out the Activity: Male internal body parts. Ask the children to work individually to label the body parts using the words given on the sheet. Go over the answers as a class and correct any misconceptions.
Now hand out the Activity: Female internal body parts. Get the children to look first at the top diagram. Explain that these are external parts but they are not easy to see as they are between a female’s legs and are hidden by folds of skin called the The folds of skin on the external female genitals (vulva).. To strengthen or support a pre-existing idea. that this entire area is called the The external female sex organ.. Ask the children to label these parts.
Then ask the children to label the second diagram showing the female internal body parts.
Look at both the Activity: Male internal body parts activity and the Activity: Female internal body parts and identify body parts that both males and females have:
– Where urine is stored before it leaves the body. (not shown on female diagram)
Make sure that the children are clear on the functions of each of these.
Put the large labelled diagrams up on the board and quickly run through the body parts again using the correct vocabulary.
- What are the correct names for parts of the body?
Pupils needing extra support: Could benefit from having a cut-out of the vocabulary for the labelling activity, or given the initial letter of each word.
Pupils working at greater depth: Should complete the activity without support and be challenged to explain the functions of some of the body parts.
Explain that in the next lesson, you will be looking in more detail at what the different parts of the body are for.
Tell the children you want to answer any questions they may have and you know it can sometimes be embarrassing to put your hand up and ask. Introduce the question box as a way to ask questions without anyone else knowing. Give out pieces of paper and ask the children to write down any questions they have. If they haven’t got any questions get them to write ‘no question’ on the piece of paper so everyone is putting something in the box.
Explain that the box is going to be in the classroom so if they think of any other questions, they can add them. Tell the children when you will empty the box to help you prepare for the next lesson.
Remind children they can talk to you or other adults in school as well if they are The feeling of anxiety or unhappiness about something that is happening now or in the future…. about anything or have questions. You could also direct the children to websites they can look at if they want any help, such as ‘Childline’. Emphasise the importance of using Someone that does something when they are asked to, such as arriving at the right time…. websites to ensure that the information they consume is safe and accurate.
- It is fine to have questions and there is a safe way to ask these.
Assessing pupils' progress and understanding
Pupils with secure understanding indicated by: Accurately naming all the relevant parts of the body.
Pupils working at greater depth indicated by: Showing some understanding of the functions of parts of the body.
A ring of muscles at the bottom of a female’s womb/uterus.
Are found on each side of the womb and release eggs each month....
The tube which connects the ovaries to the womb/uterus.
The organ in a female where a baby grows during pregnancy.
The vagina is the tube inside a female which connects the womb to the outside....
The sensitive part of female genitals which is located above the urethra....
The pouch which hangs behind the male’s penis and contain the testes....
Enlarged soft parts of a females chest which produce milk for a baby....
On the chest of males and the breast of females. In females a baby will suck milk from the nipple....
The shedding of the womb/uterus lining each month.