Change Chat Icebreaker

Time: 5 minutes

Purpose:
Builds community, surfaces initial feelings about puberty, and helps the teacher gauge student anxieties or excitement.

Instructions:

1. Arrange students in a circle, either seated on the floor or in chairs.
2. Teacher holds a soft ball (or other tossable object) to start.
3. The student with the ball says:
   • Their name
   • One word that comes to mind when they hear “puberty”
4. That student then gently tosses the ball to a classmate, who repeats the process.
5. Teacher records each word on chart paper where everyone can see.
6. After going around once (or after ~10 students), pause to notice common themes and validate all responses.

Example Student Responses:

• “Exciting” – “I’m excited because I might get taller really fast!”
• “Weird” – “It feels weird when my voice cracks out of nowhere.”
• “Nervous” – “I’m nervous about having pimples.”

Debrief (1–2 minutes):

• Read aloud the words students shared.
• Invite volunteers to say why they chose their word, if they’re comfortable.
• Highlight that everyone’s reaction is normal and that sharing helps us support each other.

[Proceed next to co-create classroom norms before exploring the slides.]

Life Stage Timeline Activity

Time: 15 minutes

Purpose:
Help students explore and understand the typical sequence of physical changes during puberty, discuss why they occur, and reflect on how these changes might feel.

Materials:

• Sets of body-change cards (each card names a change and includes a simple illustration)
• Blank timeline worksheet (one per pair)
• Glue sticks or tape
• Markers

Setup (before class):

• Print and cut out the body-change cards.
• Prepare a blank timeline worksheet for each pair.
• Organize cards into envelope sets for easy distribution.

Instructions:

1. Pair Up & Distribute (2 min):
   • Have students find a partner and sit together.
   • Give each pair one envelope of body-change cards and one timeline worksheet.
2. Sequence the Changes (8 min):
   • In pairs, sort the cards in the order these changes typically occur during puberty.
   • Once agreed, glue or tape each card onto the timeline worksheet in its proper spot.
   • Teacher Tip: Circulate and ask, “Why does this change happen?” and “How might it feel?” to deepen discussion.
3. Gallery Share (5 min):
   • Invite 1–2 pairs to place their timeline sheets on the board or wall.
   • Each pair briefly explains:
     • One change they placed early in the timeline and why
     • One change they placed later and how it might feel

Reflection Prompts:

• Why is it useful to see these changes in order?
• How might each person’s timeline differ? What factors influence this?
• What can you do to take care of your body during these changes?

Reflection Circle Cool-Down

Time: 10 minutes
Purpose: Consolidate learning, surface remaining questions, and reinforce a supportive classroom community.
Materials: Sticky notes, pens/markers, chart paper (to collect sticky notes), Reflection Circle norms displayed

Instructions

1. Form the Circle (1 min)

   • Have students return to their original circle seating.
   • Remind them of our classroom norms: respect, confidentiality, and curiosity.

2. Silent Reflection & Writing (4 min)

   • Distribute 2 sticky notes to each student.
   • Prompt A: Write one new fact you learned today about puberty and body changes.
     
     
     
     
     
     
     
   • Prompt B: Write one question you still have.
     
     
     
     
     
     
     
   • Encourage neat writing so the class can read everyone’s notes.

3. Share & Collect (3 min)

   • Invite volunteers (up to 3) to read aloud one of their notes—either a fact or a question.
   • After sharing, students stick all their notes on the chart paper in the center.

4. Teacher Wrap-Up (2 min)

   • Quickly scan the notes and highlight any common themes (e.g., questions about acne, growth spurts, mood changes).
   • Let students know you will address these questions in a follow-up, provide resources, or meet one-on-one as needed.
   • Reinforce where they can go for reliable information (school nurse, parent, trusted adult).

End of Lesson: Thank students for their honesty and curiosity. Remind them that everyone’s body changes at their own pace and that the classroom remains a safe place to ask questions.