Teaching Tool - Puberty - Male Reproductive System

This presentation teaches students learn about the changes that occur during puberty as well as the male reproductive system.

Target audience: students in Grades 6
Length of core content presentation: 55 minutes

Criteria Met

Grade Ontario Curriculum Codes
6 Grades 1-8: Health and Physical Education (2019) D2.5


In delivering this presentation, the teacher will:

  • Create a safe and comfortable environment in which students can learn and ask questions about growth and development through puberty and adolescence
  • Provide students with clear, quality information about the changes associated with puberty
  • Encourage students to reflect on the resources and strategies that can support them through puberty and adolescence


By the end of this presentation, students will:

  • Correctly identify physical and emotional changes associated with puberty
  • Understand the functions of the male reproductive system and how it develops during puberty
  • Identify trusted adults to whom they can turn for help with the challenges of puberty and adolescence

Core Knowledge Content

Core knowledge content provides the teacher with the background information needed to prepare and teach this health class.

Learning Activities

  • Let's see what you remember (essential)
    Time: 30 minutes



    • Cue the PowerPoint presentation
    • Use the second slide (Feelings about discussing Puberty) of the PowerPoint to discuss how they may feel and to present some guidelines for how they will be learning about puberty
    • Continue with the next two slides to review how the brain sends signals to start puberty
    • Cue the following slide (Let's see what you remember...) and prepare students for some puberty trivia
    • Organize students into groups of 3-4 and have them compete to answer the most questions correctly
      • Provide each group with a white board, dry-erase marker, and sheet of paper towel
      • Instruct groups that once you ask the questions they will have a limited time (e.g. 5 seconds) to discuss and write down their answers on their white-boards
      • Tell them they will only show their answers after the time is up
      • Points will then be awarded to all teams who answer the question correctly. Tip: assign each group a letter and mark their points on the classroom board or on a sheet of paper.
    • Proceed with the trivia game with the first question (What is puberty?)
      • Allow groups to discuss and write their answers
      • Have groups raise their white boards and provide the correct response
      • Award a point to each of the teams who answered correctly
      • Clarify and supplement information using the Core Knowledge Content as needed
    • Continue in the same manner until all the trivia questions have been addressed
    • Tally the scores and announce the winning team
    • Ask students if they have any questions before moving forward with the lesson
    • Proceed with Male changes in PowerPoint presentation and Anatomy matching game


    • Rather than having them answer in small groups, allow students to answer individually or split the whole class into two teams
    • Print questions onto paper or cards to allow students to play in small groups or pairs as an enrichment activity
    • Use trivia questions for quick review by selecting a few questions to ask the class whenever time permits (5-10 minutes)
  • Anatomy matching game (essential)
    Time: 25 minutes



    • Cue the Male changes slide in the PowerPoint presentation
    • Organize the students into small groups of 2-3
    • Review age of puberty onset for males
    • If not already discussed ask for a definition of reproduction or reproduce. Explain how that connects to puberty.
    • Display the Male anatomy definitions cards around the room
    • Distribute the Male anatomy labels cards to the students
    • Have students decide the definition under which each word belongs and then post the word under that definition
    • Review their choices in logical sequence (testicles, sperm, scrotum, vas deferens, seminal vesicles, prostate gland, urethra, penis) while using the male anatomy diagram in the PowerPoint presentation in the next slide to show the structures and explain their function


    • Print multiple sets of definition cards and label cards in smaller format and provide each group with their own set. Have each group sort the labels and definitions before reviewing their choices using the male anatomy diagram in the PowerPoint presentation.
    • Follow this activity with the Here come those words again! (male) crossword puzzle

    Source: teachingsexualhealth.ca

  • What were those puberty changes?
    Time: 25 minutes



    • Organize students into small groups of 2-3
    • Post "males", "females", and "both" cards on the board
    • Distribute activity cards to each group
    • Ask students to review each card and consider whether the change fits under "males", "females" or "both"
    • Have students place their cards under the appropriate columns
    • Discuss each of the changes and whether they have been correctly sorted (refer to the table below)
    • Clarify and supplement information as needed

    Shoulders and chest broadenAcne developsBreasts develop
    Muscles growPerspiration and body odourHips widen
    Hair - underarms, pubic area, face, chest, legs, back and armsSkin gets oilyHair - underarms, pubic area, legs and arms
    Genitals grow largerGrowth spurts (height and weight)Menstruation (Period)
    Voice deepensMood swings and attitudes
    Want to be liked by your peer group
    Start having romantic feelings someone
    SpermatogenesisWant more independence
  • Here comes those words again!
    Time: 10 minutes



    • Distribute a crossword puzzle to each student
    • Allow students to complete the crossword puzzle individually or in pairs
    • Review the answers as a class, supplementing or clarifying information as needed
  • Reaching out about puberty
    Time: 5 minutes


    • Question box or envelope (optional)


    • Congratulate students for their maturity discussing today's topic and reinforce that feelings of uncertainty or embarrassment are common
    • Ask students if they have any questions about puberty and what they learned in this lesson
      • Optional: Introduce a question box/envelope into which students can put questions about puberty that they would like to ask anonymously. Inform them that these questions will be reviewed and addressed in subsequent lessons.
    • Ask students to brainstorm some of the trusted adults they could talk to about puberty
    • Encourage students to ask an adult they trust one or more of these questions:
      • What was the first sign you noticed that indicated you had started puberty?
      • How old were you?
      • What was the best thing about puberty?
      • Alternatively, the student could be encouraged to mention one thing that they have learned in class
    • Remind them to reflect on the conversation. For example, think about how you feel while you are having that conversation with an adult you trust.
    • Prepare students for the next class. Inform students that at the beginning of the next class, they will have time to share their reflections on the conversation they had with a trusted adult. Encourage students to reflect on questions, such as:
      • How did you feel when you approached the person?
      • How did the person react?
      • What surprised you about the conversation?
      • Do you feel you learned anything through this conversation (e.g. about the person, about yourself, about puberty, about your relationship)?
    • Inform students of the topic for the next class (the female reproductive system, and fertilization and conception)

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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