Age: 13+
Download –Let’s Face Adolescence
Duration: 20 minutes
Information: Bakteen
What will we talk about in this lesson?
This lesson helps students understand that adolescence is a normal stage of life that every growing child goes through. We will talk about the physical, mental, emotional and social changes that occur during this time, and how these changes can happen at different times and in different ways for different people.
Students will also learn how to accept these changes without feeling ashamed of their own bodies or other people’s bodies, comparing themselves with others, or making jokes about these changes.
Learning Objectives
By the end of the lesson, students will be able to:
- Understand that adolescence generally refers to the period between the ages of 10 and 19.
- Identify common physical, mental, emotional and social changes that occur during adolescence.
- Understand that each person develops at their own pace.
- Develop a respectful and positive attitude towards their own bodies and the bodies of others.
Let’s Prepare Before the Lesson
Before the class, read the Bakteens article and open and review the video and quiz.
If you are unsure whether there will be reliable internet access, print the sections of the article needed for the lesson.
Remind students that no one is required to share changes in their own body or personal experiences with the class during this lesson.
Materials Needed
- The Bakteens article, either displayed on a screen or printed
- Whiteboard and markers/pens
Write the following three headings on the board:
- Physical Changes
- Mental and Emotional Changes
- Social Changes
Key Terms
Adolescence, puberty, hormones, pituitary gland, testosterone, estrogen, progesterone, ovulation, menstruation, sperm, ejaculation, identity and peer pressure.
Let’s Start a Conversation – 2 minutes
Ask students:
“What are some changes that can happen to a person as they move from childhood into adolescence?”
Ask for two or three general responses.
Students may mention changes in their bodies, emotions, interests, friendships or responsibilities.
Do not ask students to name changes that have happened to themselves or to another student in the class.
Then say:
“Adolescence is a normal part of growing up. We all go through this stage. However, these changes do not happen to everyone at the same age or in exactly the same order.”
What Kind of Change Is This? – 4 minutes
Point to the three headings on the board.
Read each of the following examples one at a time and ask students which category they belong to. Some examples may fit into more than one category.
- Growing taller or gaining weight – Physical change
- Growing body hair or developing acne – Physical change
- Feeling emotions more strongly or experiencing quick changes in emotions – Mental and emotional change
- Thinking more about your appearance or identity – Mental and emotional change
- Wanting more freedom or privacy – Social and emotional change
- Spending more time with friends or experiencing peer influence – Social change
- Experiencing romantic or sexual feelings – Emotional and social change
Explain that hormones play an important role in many of the changes that happen during adolescence.
During this time, it is not only the things we can see from the outside that may change. Our thoughts, emotions, relationships and the way we understand ourselves can also change.
Let’s Read the Bakteens Article – 4 minutes
Now show students the “Let’s Face Adolescence with Awareness” article.
You can show it on a screen or provide printed copies.
Draw students’ attention to the following sections:
- What adolescence is and the age range associated with it
- Common physical changes
- Mental, emotional and social changes
- The fact that changes begin at different times for different people
Then ask:
“Which of the changes mentioned in this article did we identify during our previous activity?”
After hearing a few responses, briefly reinforce these points:
- Puberty is one part of adolescence.
- Every body develops at its own pace and in its own way.
- Starting a change earlier or later does not make someone better, worse or abnormal.
- No one should be teased, shamed or compared because of their body, voice, menstruation, acne, height, weight or development.
Now Let’s Watch the Video – 4 minutes
Before showing the video, ask students to identify:
- One physical change mentioned in the video; and
- One mental, emotional or social change mentioned in the video.
After watching the video, ask:
“What physical, mental, emotional or social changes did you identify in the video?”
Ask for two or three responses.
Correct any misunderstandings calmly and use accurate terms for body parts and bodily processes.
Now Let’s Do the Quiz – 4 minutes
Give students an opportunity to answer the quiz at the end of the Bakteens article.
The quiz does not need to be conducted as a test. You can also complete it together as a class.
After each question, ask one or two students:
“Why did you choose that answer?”
Correct any misunderstandings that come up during the discussion.
Final Message – 2 minutes
Ask students:
“If you had to name one thing you want to remember from today’s lesson, what would it be?”
Listen to a few responses and finish with the following message:
“During adolescence, our bodies, emotions, thoughts and relationships change. These are normal changes, but they do not happen in the same way for everyone. We do not need to compare ourselves with others or feel ashamed of these changes. Let’s learn accurate information about our bodies, respect others, and if we have a question or concern, talk to a trusted adult.”
A Small Reminder for Teachers
There is no need to turn this lesson into a long session where students read every section of the article aloud.
Use the article as a tool to support discussion.
A useful approach is:
Question → Students’ ideas → Short activity → Information from the article → Video → Discussion → Quiz
This approach allows students to actively participate in the lesson by sharing their ideas, asking questions and correcting misinformation, rather than simply listening to information.
Let’s Create a Safe Classroom
At the beginning of the lesson, agree together that:
- No one will make fun of anyone.
- No one will make insulting comments about anyone’s body.
- No one will comment on or make judgments about another student’s development.
Allow a student to skip a question if they do not feel comfortable answering it.
Keep examples general. Do not ask who has started menstruating, ejaculating, masturbating or experiencing sexual feelings.
Answer questions calmly and without shame, using accurate terminology.
If a student discloses a health concern, abuse, or an incident that makes them feel unsafe, follow the school’s child safeguarding and referral procedures.
Do not discuss the disclosure in front of the class.
Resource Basis
This resource has been developed based on the Age-Appropriate Sexuality Education, Communication Guideline for Sri Lanka.
Key Concept 6: Skills for Sexual Well-Being
