Puberty.
Understanding how we change during adolescence and that we all do it in our own unique way. In this unit students will investigate information available to them on puberty.
​Students will be enabled to decide what is accurate and inaccurate information while promoting accurate and relevant puberty information on social media. Students will have the chance to identify their on value system while understanding the importance of tolerance to all value systems. Students will have the chance to ask questions openly and be assured of an accurate health perspective response. Students will learn what is normal and natural about adolescence with the aim to be comfortable and confident. ​

This unit was written as an inquiry model and most of the evidence used comes from the Our Whole Lives text.

I attended the CSE Conference in 2016. There were many amazing programs that were presented. The OWL program at this time was the best fit for our community.

​I highly recommend this program to schools. 

Lesson 1 - 3

Tapping into Understanding 

Finding Questions
I have combined these two. 
The class participates in a number of activities that share our current understanding, we move from the activity to a Question Activity.  The aim is to leave many questions unanswered until we get to Exploring Evidence however, if there are pressing matters that need to be cleared to ensure a safe environment I answer them immediately. 
When moving through this section Activity TA and Activity FQ are to be done together. 
Activity TA 1 ​ - "Values for Auction" & "Values Voting" 
​Students participate in the "Values for Auction" and "Values Voting Statements" activity (pg 22 & 23) . Students in the past enjoy the open discussions and help to create an environment of diversity. We understand together that the class knows, values and believes in different ideas about sexuality. 

Activity TA 2 - Breaking the Language Barrier
Students explore the language used to describe anatomy or concepts surrounding puberty (pg 27). I feel this is an important step of establishing anatomically correct language that will be used during the course.  

Activity TA3 - Sexual Beings
Before introducing the evidence (pg 31) students are to brainstorm their ideas around the following areas: Sensuality, Sexualization, Intimacy, Sexual Identity, Sexual Identity. Depending on the maturity of the students I have done this activity in their own books privately or as a class led by myself.
Activity FQ1
Students can write questions on the board or anonymously. These questions are read out loud and added to our class (butchers paper) question page. This page is publicly displayed and answers added as with explore the content. 


Activity FQ2
Students can write questions on the board or anonymously. These questions are read out loud and added to our class (butchers paper) question page. This page is publicly displayed and answers added as with explore the content. ​

Activity FQ3
Students can write questions on the board or anonymously. These questions are read out loud and added to our class (butchers paper) question page. This page is publicly displayed and answers added as with explore the content. ​

Lesson 4 - 5

Exploring Evidence

Depending on the class, their maturity level and where their questions lead I pick 2-3 of the following activities. 
​
1. Genderbread Person is introduced to students here 
2.. Male and Female Sexual Systems - page 40, 41
3. Facts about Girls - page 48 4. Facts about Boys - page 53 
5. Books in the classroom 
6. You Tube Videos (displayed below).
Current books found in our classroom.

Lesson 4

Constructing Theories

Students look at the recommended websites and begin to create tweets or instagram posts (for the class accounts) that would help teenagers native puberty. 

Testing Theories

Students share their instagram posts or tweets with the class for formative feedback. Some guiding ideas:
  1. Will this be accessible for all students regardless of their value system
  2. Is the information accurate and how can they be sure
  3. How can they assure the information they are providing is accessed by the intended age group? Can they?
​Students can also brainstorm their own formative feedback questions. 

Lesson 5 - 6

Demonstrating Understanding

Lesson 7

Reflecting & Acting 
Students participate in a reflective paragraph, drawing or class discussion on how the unit impacted their learning. 

​Students complete teacher feedback form.