Teaching Tool - Puberty - Male Reproductive System
This presentation teaches students learn about the physical changes that occur during puberty in the male reproductive system.
Target audience: students in Grades 5
Length of core content presentation: 30 minutes
||Grades 1-8: Health and Physical Education (2019)
In delivering this presentation, the teacher will:
- Create a safe and comfortable environment in which students can learn and ask questions about the male reproductive system
- Provide students with clear, quality information about the physical changes in the male reproductive system that occur in puberty
- Encourage students to reflect on the resources and strategies that can support them through puberty
By the end of this presentation, students will:
- Correctly identify the parts and functions of the male reproductive system
- Correctly identify changes occurring in puberty
- Identify trusted adults to whom they can turn for help with the challenges of puberty
Core Knowledge Content
Core knowledge content provides the teacher with the background information needed to prepare and teach this health class.
Puberty and the male reproductive system (essential)
: 30 minutes
- Welcome students and if appropriate congratulate them on their behaviour during the first 2 classes
- Ask students to recall the 4 OKs and classroom rules
- Explain to students that we have been discussing the external changes that occur during puberty and that today's class will focus on discussing the changes that happen inside the male body at puberty
- Remind students about asking questions and the use of the question box/envelope (if using)
- Ask students why we are talking about these male body changes now and not in several years
- Review the onset of puberty
- Remind students of the chart that was completed in the first class (during the Whose change is it anyway? activity) and see how many points pertaining to male changes they can remember
- If not already covered then discuss the meaning of the words reproduce and reproduction - ask for their ideas
- Explain that even though men do not have babies, they are part of reproduction and thus their reproductive organs must grow and develop to make this possible
- Explain that the purpose of today's lesson is to learn the parts of the reproductive system and how they change at puberty to make reproduction possible
- Discuss the external and internal male reproductive organs using the slides provided and accurate terminology. Briefly describe the name and function of each organ: Penis, Testicles, Epididymis, Scrotum, Vas Deferens, Seminal Vesicles, Prostate gland and Urethra.
- Also discuss erections, ejaculation, wet dreams, circumcision and jock itch
- Initiate a discussion using the following prompts:
- Ask students how a male might feel if he gets an unwanted erection and for suggestions to help cope with the situation
- Ask students how a male might feel if he has a wet dream, and for suggestions to help cope with the situation
- Discuss and support their level of comfort with the material
- Revisit homework question assigned from in the first class on puberty (Reaching out about puberty). Remind students how important ongoing conversations with a trusted adult are.
- Analogy to help explain how erections happen - Ask if anyone has ever broken apart a sponge and what it looks like inside (tiny holes). When a sponge is put into water those tiny holes fill up with water. In order for the penis to become erect, the spongy tissue of the penis fills with blood which causes the penis to become hard and stand away from the body.
- To explain circumcised/uncircumcised penis - the teacher, if wearing a long sleeved top can pull the sleeve down to cover her fist in order to demonstrate an uncircumcised penis. Slowly pulling his\her sleeve back to the wrist will help to demonstrate a circumcised penis.
: 15 minutes
- Review questions in the box in advance of your class
- In order to have the time to address all concerns consider grouping the questions into themes
- If any questions are inappropriate, do not read them aloud to the class. In this case, inform the class that if students have any questions that were not addressed in class, they may approach the teacher later for further discussion or direction.
- Review information in Core Knowledge Content as needed in preparation for answering questions
- Explain to students that all questions in the box are important but that doesn't necessarily mean that all questions are appropriate for class discussion as they may fall outside of the curriculum guidelines for this grade
- Explain that students who have not had their question addressed may approach the teacher for further discussion and direction
- Answer as many questions as possible based on the amount of time available. If unable to answer all questions then either defer to the next class or arrange for the school nurse to visit to address any remaining questions
Consult Your School's Public Health Nurse
Your school's public health nurse can help you prepare for delivering this presentation and can assist you in developing engaging projects and extension activities. To reach your school's public health nurse, contact firstname.lastname@example.org or 905-688-8248 ext. 7379.