Puberty Education:  Focusing On What's New

Research shows us that the age at onset of puberty has dropped significantly among American children, while the solidity of family and community structures that once helped them to negotiate this often-turbulent time has diminished. More than ever we need effective strategies to help children understand and feel comfortable with the immense changes they experience as they grow into adulthood. As Planned Parenthood Trainers Nicole Esposito and Lisa Marella presented new and creative ideas for teaching about puberty, this activity was found to be particularly effective.

Activity:  "Is Chris a Boy or a Girl?"

Grades: seven through nine

Time: 40 minutes

Objectives:

• The students will be able to identify the physical changes of puberty experienced by boys and girls.
• The students will be able to demonstrate an understanding of both similarities and differences of female and male pubertal development.

Materials: (located at the end of this page)

"They Tell Me I’m Going Through Puberty" handout, and "Boys and Girls: Similarities and Differences" worksheet 

Rationale:

This lesson begins with a humorous story that helps students explore a sensitive topic: the physical changes of puberty. It is intended to help students develop an appreciation of the changes that both boys and girls experience, as well as those that are unique to one sex. The lesson works to begin the development of a mutual sensitivity by emphasizing common aspects of the puberty experience. This activity requires students to use information they have already learned about the physical changes of puberty in order to expand their understanding.

Procedure:

1. Tell the students that today’s lesson will deal with the changes boys and girls experience as they go through puberty. They will have a chance to see how much they know about how boys and girls are different and how they are alike.

2. Distribute the handouts of "They Tell Me I’m Going Through Puberty" and ask the students to read it. Once they have finished, instruct them to go back and underline the signs of puberty mentioned in the story. Ask for their responses and list them on the board.

3. Ask the students if they think Chris is a boy or a girl. Discuss why they chose the answer they did. (Note: There is not enough information given in the story to determine whether Chris is a boy or a girl.  All of the body changes mentioned in the story could potentially occur for females or males.)

4. Distribute "Boys and Girls: Similarities and Differences" worksheets. Instruct the students to complete them individually.

5. Review their answers with the class, correcting any misinformation as necessary.

Answer Key:

The following changes occur only for girls: menstruation, broadened hips, lubrication, and ovulation.

The following changes occur only for boys: voice deepens a lot, broadened shoulders, sperm production, erection, and seminal emissions.

The following changes occur for both: increased perspiration, acne, increased facial hair, increased body hair, pubic hair, rapid growth, and growth of breast tissue.

Discussion Questions:

• Which changes occur only for girls?
• Which changes occur only for boys?
• Which occur for both boys and girls?
• Which changes do not necessarily happen to every boy and girl?
• Which changes do happen to every boy and girl?
• Which of these can happen before puberty?
• Which can happen throughout life?

Ask the students to add a sentence to Chris' story so readers could tell for sure whether Chris was a boy or a girl.

Note: If there is a student named Chris in the class, it is advisable to change the name of the story character. Other possible names that are not sex-specific are Tony, Sandy, Bobby, and Dale.

"They Tell Me I'm Going Through Puberty"

Instructions: Read the following story and answer the question at the bottom of the page.

Hi, I’m Chris and I’d like to tell you about what’s happening to me. It seems that every day brings a new change. It’s almost like I’m getting a new body. They tell me I’m going through puberty.

One of the things that’s happening is this new hair that’s growing in places it’s never been before. Like under my arms. I know this is normal and all but it still takes getting used to.

I don’t mind some of the changes I’m seeing. In fact, some things I even like. I’m taller than I was last year; I’m almost as tall as my parents. I know I’m smarter just because I’m able to think and write about what I’m going through now.

But then, there are some changes that aren’t so good. Like B.O., body odor. The first time I noticed it, I thought I had some kind of disease or something. Now I realize it’s not too bad if I wash or use a deodorant.

A really dirty trick, though, is acne. I remember I was getting ready to go to a party, washing up and stuff, when I looked in the mirror and saw this big zit staring back at me. I held hot wash-cloths on it for a long time. It went down, but not the whole way. I went to the party anyway. I noticed that many other kids had the same or worse luck with their zits. I wonder how common this is.

There’s one thing I get a little embarrassed about. It’s even hard for me to say this. When I was at the party the other night, I was with someone I like (and I’m not mentioning any names). I got this new feeling in my genitals. It was strange but kinc1~! nice. They tell me it’s normal. Is it?

They tell me I'm going through puberty. That means I have to go to school with my zits and my B.O. But, I’m taller and smarter. I think I’ll survive.

Question

Do you think Chris is a boy or a girl?

__________ Boy __________ Girl __________ Not Sure

State the reasons for your answer.

Boy and Girls: Similarities and Differences

Instructions: Boys and girls experience many body changes during puberty. Some of the changes are listed below. For each change listed, decide whether it COULD ONLY HAPPEN TO BOYS, COULD ONLY HAPPEN TO GIRLS, or COULD HAPPEN TO BOTH. Put a check in the correct column.

Taken from New Methods for Puberty Education, Cooperman and Rhoades, 1983.