Lesson 1:

Name: Mark Topic: Reproductive systems Lesson Number: 1

Subject: HHD Duration: 50 Minutes Year Level: 10
Curriculum Addressed: Critically analyse and apply health information from a range of
sources to health decisions and situations (ACPPS095)
Learning Intention: To learn the different terms associated with the reproductive systems.
To learn the anatomy of both the male and female reproductive systems.
Success Criteria: Students will be able to distinguish what each of the terms associated with the
reproductive systems and also what their function is.
Students will be able to correctly label both the male and female reproductive
systems.
Learning Goals The goal for todays lesson is that by the end of the lesson students will be
able to correctly define the role for the terms Ovaries, uterus and fallopian
tubes for the womens reproductive system and Testes, semen and Urethra for
the male reproductive system.
Assessment: Formative:
- Students will participate in group discussions and brainstorming. This allows
teachers to understand the prior knowledge that each student has, as well as what
the students have learned by seeing first hand at the conclusion. Students will be
asked to give answers in relation to the activity and if a student correctly gives an
answer than they have displayed sound knowledge.

Summative:
- Students will complete two worksheets based on the reproductive systems Pg 82 and
83. Once these have been completed the class will answer the questions together in
order to answer the questions. Students will be asked to give their answer for each
question and in doing so the teachers again can see if they are understanding the
work in relation to the worksheets.
Procedure/Timing: 1. Students will participate in a group brainstorming activity in which they are
required to say words that they feel are associated with both the male and
female reproductive systems and also names associated with or also known as
for both penises and vaginas. These will be written on the board. The terms will
then be clarified for any student who is unfamiliar about what the term means.
2. Students will then use their knowledge to complete pages 82 and 83 from their
workbook. Students will use prior knowledge to answer these questions and
may use other pages from the book.
3. Once these have been completed by all students as a class we will go over each
of the questions and allow each student to give an answer. If the students are
still to have any questions then these can be asked and answered by another
student if they feel confident
4. If no student feels confident then the teacher can answer the question for the
student.
Activities: Teacher Activities: Learner Activities:
Engagement When the students are engaging in
By allowing students to participate in group classroom activities the students are
discussions this allows students to share their feeling a sense of enjoyment. Some
own personal stories. Due to these students students may feel awkward and
being students of the later years allowing this uncomfortable about being on
sense of independence by the students sharing show in front of the whole class and
develops an increase in productivity and by ensuring the students that this
engagement. activity is a fun and engaging and
that they shouldnt be ashamed of
getting the wrong answer. Especially
Conclusion Questions: with this task there is no right or
 wrong answer so by allowing each
- What are some of the different terms we student to see that they wont be
learnt about today? wrong instils comfort in the students.
- Are they any questions you are still unsure
about?
- Whats one new term that you learned
today and what does it mean?
Teacher Resources: - Whiteboard
- Pages 82 and 83 of the workbook
- Answer sheet

Catering for Inclusion: Allowing students to have time to think about their answers in the brainstorm. Dont just
think because they are taking their time to answer they dont know.
Ask every student a term that they associate with reproduction and reproductive systems.
Self-evaluation I feel that this class was very successful as it got the students out of their
comfort zones. By allowing the students to say any words they associate with
reproduction and the reproductive systems this allowed each student to provide
an answer ensuring that all students participated.
For future reference, I just need to be wary of time. Ensuring that all activities
are covered.

Lesson 2:
Name: Mark Topic: Reproductive systems Lesson Number: 2
Subject: HHD Duration: 50 Minutes Year Level: 10
Curriculum Addressed: Critically analyse and apply health information from a range of
sources to health decisions and situations (ACPPS095)
Learning Intention: Students will learn to be able to label each reproductive systems
Students will learn what the role of each of the individual parts of the
reproductive systems for both male and female.
Success Criteria: Students will be able to successfully label diagrams with the correct terms for
each of the reproductive systems.
Students will be able to successfully describe the role that each part of the
reproductive systems plays.
Learning Goal The goal for this lesson is for students to
Assessment: Formative:
- Students will participate in a group discussion asking questions they want to know
about puberty and what they feel younger students would like to know. In doing so
this allows Ms. Miles and myself the ability to see if students are understanding the
concepts of puberty and what knowledge they have gained from the topic.

Summative:
- Students will need to complete 4 pages of their workbook and show these once
completed to Ms. Miles or myself.
Procedure/Timing: 5. To start off this lesson, we will go back over what we discussed in the previous
lesson about different words associated with the reproductive systems. This
allows students to remember the terms to help with the activities they will need
to complete in this lesson.
6. Students will need to complete pages 84, 89, 90 and 91.
7. Once these are completed Ms. Miles and myself will walk around the classroom
and mark the students sheets in order to see if the students are understanding.
8. Once this has been done we will have a class discussion to allow students to
share their answers and to ask any questions they feel they need to.
Activities: Teacher Activities:
Engagement
By allowing students to use participate in a
lesson that appeals to them this can allow for
maximum participation and enjoyment. This
topic relates directly to each and every student
in the class and by doing so this creates a high
level of participation.
Learner Activities:
When students are participating in
the reproductive system lessons this
topic can be confronting for some
students. By ensuring to students that
this topic although is confronting can
be very engaging and educational
and that students can have maximum
participation.

Conclusion Questions:

- Name one part of either the male or

female reproductive system and tell me its
function
- Is there anything you are still unsure
about?

Teacher Resources: Equipment

- Pages 84, 89, 90 and 91

Catering for Inclusion: Making sure that everyone in the group is contributing to the lesson and not just sitting
back. By allowing all students to answer this can allow other students to gain knowledge
they may not have known before.
Self-Evaluation: This class I feel ran successfully. Allowing students the chance to first see the diagrams
next to the words. The students were well behaved and this allowed for the students to
get majority of their work done.
In the future by creating tasks that the students can completed after they complete all the
work ( ENIS and BLAKE ) will allow students to not be distracted when complete.

Lesson 3:
Name: Mark Topic: Puberty and Hormones Lesson Number: 3
Subject: HHD Duration: 50 Minutes Year Level: 10
Curriculum Addressed: Critically analyse and apply health information from a range of
sources to health decisions and situations (ACPPS095)
Learning Intention: To develop an understanding of puberty and how this affects the body.
To gain understanding of the effects of hormones on the human body.
Success Criteria: Students will show an apt understanding of puberty and the affects it has on
both males and females.
Students will demonstrate sound knowledge of the definitions relating to
puberty and hormones.
Learning Goal: In this class, the goal is to introduce the topic of puberty and hormones and
allow the students to hear common myths that are associated with puberty.
Assessment: Formative:
- Students will participate in group discussions. This allows teachers to understand
the prior knowledge that each student has, as well as what the students have
learned by seeing first hand at the conclusion

Summative:
- Students will complete two worksheets based on both puberty and hormones. Once
these have been completed students will hand the sheets to Kim Miles or myself.
Procedure/Timing: 9. Students will receive an introduction into the new topic that is Puberty and
Hormones ( 5 minutes )
10. Students will receive an explanation of the first task they will be completing. ( 5
minutes )
11. The room will be segmented into one side being true the other side being
false and the middle being unsure
12. Students will be asked 13 true or false questions and will have to walk to the
side of the classroom that they feel is the best answer to the question. ( 20
minutes )
13. The students will then be asked why they answered the way they did.
14. Students will then be instructed that they will need to complete page 102 of the
work booklet sexual development definitions ( 20 minutes )
15. Once this has been completed students will bring their sheets to the front to be
marked by Kim Miles or myself.
Activities: Teacher Activities: Learner Activities:
Engagement When the students are engaging in
By allowing students to get out of their seats classroom activities the students are
and move around the room this allows students feeling a sense of enjoyment. Some
to maintain a sense of enjoyment and they are students may feel awkward and
completing an activity that differs from normal uncomfortable about being on
classroom activities. show in front of the whole class and
by ensuring the students that this
activity is a fun and engaging and
Conclusion Questions: that they shouldnt be ashamed of
getting the wrong answer. This allows
students to focus on the task.
- What have you learned about puberty?
- Are they any questions you are still unsure
about?
- What is one change that occurs during
puberty?
Teacher Resources: - Pages 100 and 102 of the workbook

Catering for Inclusion: If students are struggling with the definitions then they are able to use other resources
such as the internet or even use other students to help with the definitions.
Self-Evaluation: I feel that this class was a great success as it was engaging and allowed the students to
get out of their seats and be active. The students really enjoyed this activity and all
students gave good answers as to why they got the answers they did.
One factor I need to be conscious of is time. I am still unfamiliar with the timing of
lessons and this will come with experience. By focusing on the time this can ensure that
all activities are completed.

Lesson 4:
Name: Mark Topic: Reproductive systems Lesson Number: 4
Subject: HHD Duration: 50 Minutes Year Level: 10
Curriculum Addressed: Critically analyse and apply health information from a range of
sources to health decisions and situations (ACPPS095)
Learning Intention: Students will learn what terms associated with puberty and hormones include.
As well as their definitions.
Students will learn some common concerns associated with puberty.
Success Criteria: Students will be able to know each of the definitions for terms associated with
puberty and hormones.
Students will be able to distinguish between what is a major concern and what
is a minor concern during puberty.
Learning goal: The objective of this class is for students to interact with other students and
also to allow students to see common concerns with puberty and what they
feel is important and not important.
Assessment: Formative:
- Students will participate in group discussions based off of the concerns about
puberty. This allows teachers to understand the prior knowledge that each student
has, as well as what the students have learned by seeing first hand at the conclusion

Summative:
- Students will complete two worksheets based on hormones and puberty. Once these
have been completed the class will answer the questions together as a group.
Procedure/Timing: 16. In this class, we will go back over the work that the students completed the day
before. This will allow them to familiarise with the terms and to also complete
page 102 as it was not completed the day before.
17. Students are to complete pages 101 and 102 of the workbook.
18. Students are to first complete pages 101 individually in which they are to
number a group of concerns from most concerning to least concerning. Once
they have completed this they are to have a discussion with the student sitting
next to them about the answers they got.
19. Once everyone in the class has completed the worksheet the whole class will
participate in a group discussions to gain and understanding of why they got
each of the answers for the concerns.
20. This allows each student to understand what some students placed as number 1
concern all the way to number 9. But more importantly why they said this was a
major concern or least concern.
21. Students are to complete page 102 of their workbook once this discussion has
been completed.
22. Once both of these activities have been completed. I will hand back students
test results and allow them to look over it for 10 minutes at the end of class.
23. Students will be able to ask questions.
Activities: Teacher Activities: Learner Activities:
Engagement When the students are engaging in
By allowing students to participate in group classroom activities the students are
discussions this allows students to share their feeling a sense of enjoyment. Some
own personal stories. Due to these students students may feel awkward and
being students of the later years allowing this uncomfortable about being on
sense of independence by the students sharing show in front of the whole class and
develops an increase in productivity and by ensuring the students that this
engagement. activity is a fun and engaging and
that they shouldnt be ashamed of
getting the wrong answer. Especially
Conclusion Questions: with this task there is no right or
wrong answer so by allowing each
student to see that they wont be
- What have you learned about puberty?
wrong instils comfort in the students.
- Are they any questions you are still unsure
about?
- What is one concern that you are worried
about with puberty.
Teacher Resources: - Pages 101 and 102 of the workbook
- Students exams

Catering for Inclusion: Dont think that because a student is taking their time to answer a question that they
dont know the answer. BY allowing students time to answer the questions and not
rushing on until they are finished this will allow students to feel confident. By also
ensuring that all students are answering questions and not just a few.
Self-Evaluation: This class was ran very successfully and allowed the students to interact with students
they may not necessarily have spoken to before or that they dont know. By interacting
with other students they also gained understanding to what others find concerning in
regard to what they find concerning. The students working very well I feel and by
providing them with the incentive of being able to look at their tests once they have
completed all the work this promoted engagement from the students.