SHORT COURSE PROGRAM ON MENSTRUAL HEALTH
ACTIVITIES DESCRIPTIONS
ACTIVITY 1.1
NAME: CLAP ON COUNT
DUTATION: 10 MINUTES
RATIONALE: This activity is set as an ice breaker at the beginning of the session to ensure a good set
induction for the subsequent sessions. The fact that students are asked to clap, they just don’t clap, they
have to apply listening skills, they have to concentrate so as to be able to internalize the number
mentioned by the facilitator ten clap, its normal for some to get confused by the rhythm and numbers as
they Clapp. In case of such, the others’ reaction will trigger a sense of them feeling they have to pay
attention to sessions.
MATERIALS REQUIRED:
Learners
INSTRUCTIONS FOR THE FACILITATOR:
Ask the learners to together clap their hands according to the number that you will select randomly
from number 0 to 7.it should not follow any particular sequence.do not start with a zero instead
mention it somewhere in the middle of the process.
For those who will clap for zero, ask them about how they felt and why then identify a few of those who
laughed and ask them to share their experience on what made hem laugh about the whole event
session.
ACTIVITY 1.2 Small group discussion
RATIONALE:Reviwing the anatomy and physiology of the female reproductive system
DURATION: 30 min
NO OF AUDIENCE:
MATRIALS REQUIRED
In their small groups, the students discuss the guided questions provided, while noting their
points of discussion on the flipcharts provided.
Note: Facilitators will be going round and do observations of the group with no interference.
9:50 am- 10:20 am: Activity 1.3 Group presentations (30 min)
The different groups hang their charts. Each group will then decide who remains to explain the
charts to others members from other groups
Groups will therefore go round to each chart and read through, if there’s any inputs they add, if
they have questions, they can ask the person left in-charge of the group presentation.
Activity 1.5 “Draw a butterfly” (30 min)
1. The Facilitators provides white pieces of papers to the learners then she /he asks the learners to
look up then draw the image of a butterfly. Emphasize that they must not look while drawing
rather than imagine and make their hands move with that imagination. Without.
They have 5 minutes.
After 5 minutes ask them to open their eyes, then provide a second paper, but this time ask them
to draw a butterfly while looking.
1. Select 2 learners and ask them to compare the two diagrams they each have drawn,
2. The facilitator then goes ahead and explains that every woman is different, and every woman has
her own menstrual cycle, the second butterflies indicate knowing your body so well that you can
tell your cycles, while the first butterfly refers to one not being able to clearly tell what their
bodies are experiencing at given times of the menstrual cycle.
Conclusion: Give the final remarks on the sessions and instruction for the following day