Puberty – period of change

Subject: Social studies
Summary: Students discuss changes experienced during puberty. Class will try to find arguments why adolescence is a good time and the reasons why it is not the perfect stage of life. Students will work in groups to dramatize one change that takes place during puberty.
Activity length: Duration is 2x45 minutes.
  • Students will be able to explain what changes occur during adolescence.
  • Students develop argumentation and rebuttal skills.

Teacher prepares the classroom, so it would have enough open space to split the class in two lines facing each other.

Teacher prepares necessary textbooks or handouts.


Part 1: Teacher announces the topic and objectives of the lesson, defines puberty as the time when sexual organs mature and additional physical and emotional changes take place, such as increased growth and more intense mood swings.

Part 2: Teacher explains using debate method „Yes, but “. Exercise “Yes, but”

  1. Separate the class into two groups: Group A and Group B.
  2. Ask students to line up in these two groups facing each other.
  3. Flip a coin to decide which group starts.
  4. Tell an argument which the groups have to counter with another one.
  5. If Group A is the first to start, the first student in the line of Group A begins by countering the argument. He/she begins the sentence repeating the first argument and adding a rebuttal starting with: “Yes, but…”.
  6. Now the first student of Group B has to say a sentence in replying to Group A’s argument
  7. After all students have said their arguments, finish the game.

Part 3: Teacher divides students into groups of four. Teacher explains that they will be working in small groups to find out the following information about puberty:

Approximately when it takes place?

What physical changes occur in females?

What physical changes occur in males?

Why these changes occur?

What and why emotional changes occur during puberty?

What hormones are responsible for these changes?

Part 4: Teacher challenges each group to develop a short skit dramatizing one or two changes they have researched and how kids their age feel about it. The skits must address both a physical and emotional adjustment that takes place during puberty. Possible ideas for skits include the following:

How the smallest boy in the class feels as he watches his peers shoot up.

How it feels to have a bad facial blemish right before dating.

During the next lesson, have each group perform its skit. Tell students that they can use visual aids, such as charts, to help convey the information.


Teacher checks what students have understood by discussing the points below:

  • What do you think is the single hardest thing about going through puberty?
  • What is the greatest benefit of reaching physical adulthood?