Context:
This Lesson Plan was created in the spring of 2007 under the advisement of Traci Mitchell, for a Health Education course (HED 3645) at Appalachian State University. The lesson is a Women's Puberty Lesson, with a focus on answering questions and clearing any false prior knowledge the students may have.
Impact:
North Carolina Standard Course of Study: Grade 5;
Strand: 4.05 Summarize normal weight gain and body changes during puberty
The class will learn the appropriate vocabularies, hygiene, and anatomy of a female is is experiencing puberty and her menstrual cycle. The students will have an opportunity to ask questions anonymously about puberty, the menstrual cycle and changing bodies through a balloon myth busting class experience.
Alignment:
This assignment meets the following North Carolina Standards for Elementary Educators:
Standard 5: Elementary teachers have an understanding of the major concepts of healthful living.
Indicator 1: Teachers understand the foundations of good heath and help students understand the benefits of a healthy lifestyle.
In this lesson, I have provided students with appropriate resources and information about the female menstrual cycle. I have provided information about maintaining proper hygiene. I have provided enough information for students to understand and discuss vocabulary of puberty as well as the female anatomy involved in the process. Students will understand the purpose of the menstrual cycle and learn how it is not an unsanitary or unnatural event, but that it is normal and can be sanitary if properly cared for.
Indicator 2: Teachers are alert to major health issues related to children.
All girls will go through puberty and have a menstrual cycle, and all students should learn about the process and what it means for girls. Students in this lesson are encouraged to anonymously ask questions about the process. The questions will placed in a balloon and be answered through the "busting" of the balloon. The students will read their peers questions, and the teacher will answer the questions. This allows for students to bring in their prior knowledge, and misconceptions can be "busted." Another way of handling this is by planting commonly asked questions, or common misconceptions in the balloons, and have the students read the questions, and discuss the answers as a class.
Standard 13: Working alone, or with healthful living specialists, elementary teachers create opportunities for student development and practice of skills that contribute to good health.
When students are given the opportunity to have their questions answered and given to the skills for proper healthy behaviors regarding menstrual cycles, they will be more apt to practice these skills in their everyday lives. Giving students a chance to ask questions anonymously is a great way of debunking misconceptions that may exist in the classroom without embarrassing anyone, especially with a topic as sensitive as this one.
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