Name: _Stacy Hall. Grade Level: _7th. Unit / Content Area:_Personal Health and Physical Activity. Lesson Title: _A Healthy Body, A Healthy Weight

Transcription

1 Lesson Plan Format Name: _Stacy Hall Grade Level: _7th Unit / Content Area:_Personal Health and Physical Activity Lesson Title: _A Healthy Body, A Healthy Weight Objectives Objective 1: _During lesson one of chapter six students will be able to identify and analyze at least two factors that influence ones body image. Health Standard Addressed: _Standard 2- Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Objective 2: _During the role-play activity students will be able to demonstrate their ability to effectively communicate their knowledge of how to help a friend with an eating disorder by stating one fact about eating disorders and one way to find help. Health Standard Addressed: _Standard 4- Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Lesson Overview Content Outline Methods / Strategy Estimated Time Needed I. What is Body Image? a. What is a healthy body image? b. What is an unhealthy body image? c. What influences body image? II. Building a Healthy body image. a. Media b. Family and Friends c. I Statements III. Eating Disorders a. Unhealthy eating behaviors b. Overexercising c. What is an eating disorder? - Factors & Types Pre-Quiz/Lecture / Discussion Lecture/Discussion/ Practice Lecture/Discussion/ Role-Play 10 minutes - Book Pg minutes - Book 20 minutes - Book Pg. 122 Necessary Materials

2 Teaching Steps Introduction Review of Previous Material Last week we talked about physical activity and you all gave presentations on the topic. Our chapter and lessons today are influenced to some degree by physical activity. This chapter will help you to understand what body image is, how to have a healthy body image and what types of disorders a poor body image can cause. Overview & Rationale for Today s Lesson Students today will be learning what body image is, healthy and unhealthy body images, what influences body image, and how to form a personal healthy body image. We will then discuss the different eating disorders, how to recognize them, and how to give and get help. Students will be practicing their ability to analyze the influences on body images and eating disorders as well as practice their interpersonal skills during the role-play activity. This information is relevant because body image can affect self-esteem which in turn affects school performance. Also 5-10 million girls and women and 1 million boys and men struggle with eating disorders (Pg, 121, Teen Healthy 7). Lastly eating disorders are physically damaging, but often, eating disorders are considered to be a type of mental disorder. Necessary Teaching Steps 1. Introduce topics, overview pg. 114 Body Image & Eating Disorders Tell students that this chapter will help them understand what body image is and how to have a healthy body image, and what types of disorders a poor body image can cause. 2. Give pre-quiz, pg. 115 and attached Talk about common misconceptions with these questions. Answer any questions students have about these questions. Common misconceptions are that 1. Eating disorders are usually presented as being a problem for only females. This is not the case. Boys and men are also at risk for developing eating disorders. 2. A person s body image can affect his or her life at any time. A poor body image tends to cause people to think badly of their own appearance constantly. A negative body image may lead to an eating disorder. 3. An eating disorder is a serious medical condition that may need long-term treatment. 3. Lesson 1- Body Image Define body image, discuss comfort and body image. Body Image is the way you see and imagine your body. 4. Healthy Body Image Define what healthy body image is, have students describe what they believe healthy body image would look like and discuss how it affects self-esteem. Have students read aloud captions to figures 1 and 2. Pg. 116 and 117. Write students responses on the board for comparison with unhealthy body image ideas. Healthy body image is to accept and feel good about your body. 5. Unhealthy Body Image Define what unhealthy body image is, have students describe what they believe unhealthy body image would look like and discuss how it affects self-esteem. Write students responses on the board for comparison with healthy body image ideas. Unhealthy body image is to feel uncomfortable with your body. 6. Critical Thinking Ask the following question and have students respond: How can your body image affect how you feel on your first day at a new school? Ask the following questions and have students respond: How does body image affect self-esteem?

3 What are some of the effects of healthy body image? 7. What influences body image? (Activity, ask students to get out a piece of paper) Ask students to write on a piece of paper what they think influences body image. Give some suggestions like who influences body image (i.e. Friends) or what influences body image (i.e. TV). Then have a few students share and ask them how each can be a positive or negative influence. Example: Friends can be a positive influence if they tell me that they like the way I have my hair, but they can be a bad influence if they were making fun of my hair. 8. Lesson 2- Building a Healthy Body Image Discuss how media influences body image. Tell about the unrealistic images in the media, such as many magazines and TV programs show girls and women who are unusually thin. They also show boys and men who are unusually muscular. Often, the images in magazines and on TV give us the wrong impression of what is normal. 9. Family, Friends, and Body Image Have students come up with ways family and friend influence their body image. Discuss ideas. 10. I Statements Discuss what I statements are and have them write one on their paper in response to the situation in the lesson review question #2. An I statement tells people how you feel using I instead of you at the beginning. Write an I statement you would use if your brother told you that your nose was big. 11. Lesson 3- Eating Disorders Discuss different unhealthy eating behaviors. Have students suggest eating behaviors that they think or know are unhealthy. Talk about fad diets and why they are unhealthy. Unhealthy eating behaviors include things like skipping meals, eating only certain foods, or eating large amounts at one time. A fad diet is the most common unhealthy eating behavior. A fad diet promises quick weight loss with little effort. They are unhealthy because rapid weight loss is bad for your body, weight loss should happen gradually with a balance of exercise and healthy food. 12. Overexercising Define overexercising and discuss how to recognize it. Overexercising is when a person exercises harder and for a longer period of time than is healthy. These people risk injury and usually feel tired all the time. 13. What is an eating disorder? Define eating disorder and then tell about the three kinds and what factors cause them. Discuss the facts and figures on pg. 121 telling how many people are affected. Eating disorder is a disease in which a person has an unhealthy concern with his or her body weight and shape Depression, feelings of lack of control in one s life, history of physical or sexual abuse, troubled family and personal relationships, low self-esteem, and unhealthy body image are factors that may cause an eating disorder million girls and women and 1 million boys and men struggle with eating disorders 14. Anorexia Nervosa Define it and discuss some symptoms. Anorexia Nervosa is an eating disorder that includes self-starvation, an unhealthy body image, and extreme weight loss. A person with anorexia nervosa may, eat only low-fat or low calorie food, play with his or her food but not eat it, wear baggy clothes to hide his or her thinness, or overexcercise. 15. Bulimia Nervosa Define it and discuss some symptoms. Bulimia Nervosa is an eating disorder in which a person eats a large amount of food and then tries to rid their body of the food. Bingeing- Eating large amounts of food Purging- Ridding the body of the food, often vomiting.

4 A person with bulimia nervosa may, spend a lot of time thinking about food, steal food or hide food in strange places, take trips to the bathroom immediately after eating, make himself or herself throw up after eating, or overexercise. 16. Binge Eating Disorder Define it and discuss symptoms. Binge eating disorder is a disease in which a person has difficulty controlling how much he or she eats but does not purge. Many people that have this disease suffer from depression, can become overweight or even obese. 17. Giving and Getting Help Tell- if you think you or a friend may have an eating disorder, it is very important that you tell a trusted adult about your feelings. This may be a parent or teacher. An adult can help you or a friend get professional help as soon as possible. 18. Verbal quiz (If running out of time skip and go to Role-play) Quiz questions from pg. 123 What are the health risks of bulimia nervosa? What eating disorder leads to obesity? What eating disorder is characterized by self-starvation? 19. Role-Play Organize students into pairs. Have one student play the role of someone engaged in dangerous dieting practices, and the other play the role of a sympathetic but worried friend. The first student should disagree with the fact that dieting can be dangerous. The second student should express his or her concerns and tell the first student that their dieting can lead to a serious eating disorder. Group activity on pg Have each group practice and write a short script and then go in front of the class to present. Walk around the room helping the groups come up with a dialog to produce a health enhancing out come. The first line should express concern for the friend (I have noticed that you are not eating your food ever often anymore) The second line should deny anything is wrong The third should tell that eating disorders are dangerous The fourth should express interest in that statement The fifth should tell places or people to see if you have a problem (You can go to a teacher or parent even though it may see hard) The sixth should state that the student might like to take some of the advice. Summarize and Debrief Body image is? How does it affect self-esteem? What is good body image? What is Anorexia Nervosa? What is Bulimia Nervosa? What is Binge Eating? Where can we go to get help? Today we learned a lot about body image and eating disorders, and we practiced using our skills to help a friend. Assessment Strategy Objective 1: Paper Response during teaching step #7 Sample Answers-culture, family, peers, media- each will have many different positive and negative ways they affect body image Objective 2: Role-Play- Perform for the class and come to a health enhancing outcome.

5 Pre-Quiz Questions: All Questions are answered either True or False- 1. Eating disorders affect only girls and women. 2. Too much exercise can be bad for you. 3. You can maintain your weight by eating well and staying physically active. 4. Your body image is important only when you are going out with your friends. 5. A person with a healthy body image wants to change his or her body in some way 6. Following fad diets is not harmful to your health. 7. Your body image affects how you face new challenges. 8. The photographs you see on TV and in magazines can influence your body image. 9. If you eat more food than your body needs to get energy for you daily activities, you will gain weight. 10. Eating disorders are only a phase, and most people don t suffer from them for a long time. 11. Having a healthy body image can boost your confidence. 12. Your body image does not affect your self-esteem. 13. Unhealthy eating behaviors can lead to eating disorders. 14. Obesity may result in health problems such as diabetes or stroke.