Teaching Tool - Puberty - Female Reproductive System

This presentation teaches students about the physical changes that occur during puberty in the female reproductive system.

Target audience: students in Grades 5
Length of core content presentation: 30 minutes

Criteria Met

Grade Ontario Curriculum Codes
5 Grades 1-8: Health and Physical Education (2019) D1.3, D1.4

Goals

In delivering this presentation, the teacher will:

  • Create a safe and comfortable environment in which students can learn and ask questions about the female reproductive system
  • Provide students with clear, quality information about the physical changes in the female reproductive system that occur in puberty
  • Encourage students to reflect on the resources and strategies that can support them through puberty

Objectives

By the end of this presentation, students will:

  • Correctly identify the parts and functions of the female 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.

Learning Activities

  • Puberty and the female reproductive system (essential)
    Time: 30 minutes

    Materials

    Instructions

    • Welcome students and if appropriate congratulate them on their behaviour during the first class
    • 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 female body at puberty
    • Remind students about asking questions and the use of the question box/envelope (if using)
      • Briefly review the basic concepts from the first class (age of onset of puberty and the general changes that females experience during puberty)
    • Ask students why we are talking about these female body changes now and not in several years (the changes are happening now; helps students understand and therefore decreases anxiety about changes)
    • Discuss the meaning of the words reproduce and reproduction - ask for their ideas
    • Explain that when we talk about the reproductive organs, we are talking about the parts of the body which help reproduction happen. Remind students of the relevance of breast and hip development.
    • Using the slides provided and accurate terminology briefly describe the names and functions of each organ. Vulva, Ovaries, Ovum, Fallopian Tubes, Uterus, Cervix, Vagina (the side view is excellent for showing that the urethra and bladder belong to the urinary system). Show the menstruation cycle slides and explain the process.
    • Initiate a discussion about menstruation using the following prompts:
      • How does a female know when she will get her first period?
      • What are some of the things that might worry a female about menstruation? (Does it hurt; dealing with cramps; period starting at school; odour and hygiene; others noticing; changing pads/tampons; types of pads and menstrual flow; physical activity and swimming; signs of menstrual onset; regularity of cycle including variance in period days)
      • What are some ways to cope with menstruation?
    • Explain and show pads and tampons (optional) and explain their uses

    Variations

    • Revisit homework assigned from last class (Reaching out about puberty). Remind students how important ongoing conversations with a trusted adult are.
  • Question box / envelope
    Time: 15 minutes

    Materials

    • Question box/envelope

    Prepare Ahead

    • 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

    Instructions

    • 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 healthyschools@niagararegion.ca or 905-688-8248 ext. 7379.

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