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Lesson 3

Lesson 3: Your Body is Changing 


  • Pupils receive easy-to-read and enjoyable information about the body changes  young people experience during puberty;  
  • Pupils realize that these changes are different for everyone and that changing is a normal and natural part of growing up;
  • Pupils feel free to discuss their feelings about these changes with each other and with adults. 
  • Explain that boys and girls’ bodies are different and that there are particular changes during puberty that  are part of maturing and becoming an adult; 
  • List three male and three female reproductive organs and describe their function; 
  • List four changes in the body of a girl and four in the body of a boy during puberty; 
  • Describe that everyone changes at a different pace and in a unique way; 
  • List four general things adolescents can do to keep their bodies clean and list three specific things for boys and three specific things for girls they can do to keep their bodies clean; 
  • List three types of food the body needs; 
  • Describe two advantages of exercising; 
  • Describe what body language is and explain that people communicate in a personal way through body language in addition to verbal communication;
  • List four emotions and demonstrate how these can be expressed; 
  • Describe two aspects of their own body language;
  • Describe differences in body language between different people and for different emotions. 
  • normal part of growing up;
  • Argue that it is important to share their own worries with friends and/or trusted adults; 
  • Show motivation to keep their own bodies clean, be hygienic, exercise sufficiently and eat well; 
  • Show awareness of peers having similar body changes and possible difficulties in being an adolescent and give three examples;
  • Show awareness of how other people communicate emotions through body language;
  • Show awareness of interaction with and influences by other people and list six names of people they interact most with and six names of people who have the biggest influence on their lives. 
  • Demonstrate that they can reflect on their own emotions in relation to body changes and their expression  through body language; 
  • Demonstrate (both boys and girls) how to make sanitary pads; 
  • Express emotions through body language in a picture. 


In this lesson, young people can learn more about the body  changes in boys and girls during puberty. Peer educators  David  and  Rose  guide  the  pupils  through  the  interactive  presentation  entitled  The  Body  Change Game.  The  Body  Change  Game  is  followed  by  a  presentation  on  Keeping  Fit  and  Healthy.  Afterwards,  pupils focus on body language by doing an exercise called Strike a Pose! Pupils can take pictures of themselves in a pose expressing an emotion using a digital camera. If a digital camera is not available, pupils freeze in a pose, expressing a certain emotion.  When  there  is  a  digital  camera  available  the  exercise  can  be  done  by  taking    pictures  of  pupils  expressing  a certain emotion. 

 This is how you can introduce the lesson to the pupils:  ‘Just like a small tree grows, going through different stages until it is mature, so do humans. Today, we will learn about puberty.  Peer  educators  Tesfaye and  Hawi  will  guide  you  through  an  interactive  presentation,  called  The  Body  Change Game, which also tests your knowledge. Afterwards, we will look at each other or take photos of each other (when we have a camera), expressing ourselves through body language!  What I do see, however, a young Ethiopian who doesn’t fit the mound of “standard’ beauty”. I’m fine with that and like the way I look and love who I am.’ 

  •  Does this reflect your feelings?
  • What do you think when you look in the mirror?
  • Your body, your skin and your  shape are all changing in puberty.
  •  Each  of us changes at a different pace and in a unique way. How do  you  react?
  • Are you happy with your changes and proud of becoming an adult?
  • Are the changes happening too fast  or too slow? Do you know what to expect?  
  • Let’s take a look at the world of body changes!’ 

Learning Resources

Human Body Changing

Teaching Methodologies

In this lesson teachers and learners can use different teaching methedologies like

  • Method1
  • Method2
  • Method3
  • Method4

Delivery of this lesson will be done with minimum requirement that discussed in the following steps.

Delivery methods

1. Reflect (some minutes)  Ask a few pupils to talk about their reflection activities in the previous lesson. 

2. Coconut (5 mins)


  • Pupils become energetic, laugh and have a positive feeling at the start of the lesson. 


All pupils stand in a circle. Tell the group how to play the Coconut game as a warming up exercise: We are going to spell the word COCONUT with our bodies:  Do the ‘C’ by moving your hips to the left and shaping your arms to a C above your head  Do the ‘O’ by making a circle with your arms above your head  Do the ‘N’ by bending over forward, arms hanging down  Do the ‘U’ by making a U with your arms above your head  Do the ‘T’ by spreading out both your arms to the sides, Practice each letter with the group. Then spell the whole word with your bodies. Repeat the game and speed up. 

3. The Body Change Game (30 mins)


  • Pupils find out more about the various body changes associated with puberty, in a fun way. 


Pupils need to see the reproductive organs on posters which can be borrowed from a health center. The pupils sit in small groups or pairs, draw body sketches of each other on big manila papers when they lay down on it with a marker! In each body sketch they draw the reproductive organs that develop during puberty. Examples of organs: See posters from the health centers or in the presentation in the pupils’ book. 

Tip: This game will probably cause a lot of hilarity or excitement in the classroom. Introduce the game by saying that it is OK to laugh but that we will get serious again afterwards. There is not much point in telling the pupils not to laugh. Besides, laughing can release shy tensions and open up the atmosphere. 

4. Keeping Fit and Healthy – presentation (15 mins)


  • Pupils learn basic tips for physical health. 


The pupils sit in pairs and read the Keeping Fit and Healthy presentation in their Pupils Book.

5. Strike a pose! (with or without a camera) (35 mins) 


  • Pupils discover more about body language and non-verbal communication.

 Step 1 

Introduce body language by using photos of young people. The class considers together what kind of message is being conveyed through body language in the photos.   

Step 2 

Ask one pupil to volunteer to present two different emotions. He/she chooses two items from the list below.  He/she doesn’t tell which emotion is being portrayed. The rest of the group has to guess which emotions are being portrayed. The pupil who guesses correctly takes the next turn in portraying two emotions. Continue for as long as there is time. 

 List Masculine versus womanly;  Seducing versus rejecting someone who is seducing; Falling in love versus having a broken heart; Firm versus doubtful. 

 Step 3 

As you are going along, point out to the group that different students might portray the same emotion in a different way, get students to respond to the emotions portrayed and ask them whether they felt this was convincing or not and why they think so.

6. Activity: Making Sanitary Pads (35 mins) See page 34 for this activity 

Pupils will be taken through the process of making sanitary pads locally.  

  • Conclusion and homework (5 mins) Round off the session, ask some pupils to summarize today’s lesson and tell them about the subject of the next lesson. Ask all pupils to stand up and dance with a song. 


Ask pupils to make a list of the six most important people in their lives, including family, friends, teachers or whoever they see the most or spend most time with and who have the greatest influence on their lives. 

Tools and materials:

Two paper puppets:

1 of man and 1 of woman (to be used in activity 3)

2. Posters of male and female reproductive organs (to be used in activity 3)

3. If available, use a digital camera

4. Cotton fabrics to make pads 

6. Activity:

Making Pads (35 mins) How to make sanitary pads?  Material needed: 

Some piece of cotton, preferably soft cotton eg T-shirt material, or ‘Jinja’ material 

A pair of scissors/a razor blade  Needle and thread Procedures: 

Out of the big material of cotton, cut two small pieces of cloth: 16 by 7 cm (use a ruler to measure the size) 

Sew the two pieces of cloth leaving an opening at the top.   Cut two or four small strings from the cloth.  

Sew the strings to either side of the pad. The strings can be tied to the underwear/knickers to hold the pad. Cut a strong polythene sheet in the shape of the pad.  Insert it at the bottom of the pad.  Get a small piece of cotton cloth and push it inside the sewed piece, on top of the polythene sheeting.  Insert as many small pieces of small cotton cloth into the sewed cloth to make it absorbent. 

Now your home made sanitary pad is ready for use. 

Make at least 6 homemade pads for use. Now you can also carry some clean ones with you to school for changing. Change them in time when they are full with blood.  

At school you can keep a used pad or cloth in a ‘kaveera’ (plastic bag) until you get home and wash them. 

 After use: Each time you have used a piece/pad, make sure you was hit very clean!, Remove and wash the inside materials separately from the outside material, using soap and enough water. Dry all the materials in the sun and leave them to dry completely.

They will be ready for use again. 

Another (emergency) method: Just tear some clean pieces of cooton eg ‘Jinja’ material. Fold them properly in such a way that they are thick enough to absorb blood and use them. After using them: wash, dry and iron them. They will be ready for use again.

Change them in time when they are full with blood.  

At school you can keep a used pad or cloth in a ‘kaveera’ (plastic bag) until you get home and wash them.



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Quiz for Lesson 3

Quiz for Lesson 3

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3.1. Adolescence period in boys?

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3.2. Describe three secondary characteristics in boys and three secondary characteristics in girls during the age of adolescence.

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3.3.Adolescence period in girls?

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3.4. Which types of food is needed in least amount?

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3.5. Physical exercise is very necessary for adolescence people:

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3.6. When we say puberty age change;

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3.7. Why do you keep your body clean and neat?

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3.8. Who have the biggest influence in your life?

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3.9. One of the most important thing that keeps your own bodies clean is:

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3.10. Which one start as late in puberty age?

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3.11. Adolescents are children who are:  

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