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# 9.1: Planning

Difficulty Level: At Grade Created by: CK-12

## Key Ideas

• Self-esteem is how you feel about yourself. It comes from your feelings about your attractiveness, body, accomplishments, personality, values, social interactions, family, ethnicity, talents, and interests.
• Puberty can be a challenging time of life, and sometimes it is hard to feel good about yourself. Improving self-esteem doesn't just happen. You have to work at it, by choosing positive activities and/or setting realistic goals.
• Keeping your body looking and feeling at its best through exercise, good nutrition, and good health habits will help build self-esteem and a positive sense of identity, which will help you cope with the challenges of puberty.

## Overview

This section focuses on positive ways that adolescents can handle the stress brought on by the changes of puberty. Students explore the ways in which a balanced diet, exercise, and good health habits contribute to well being. As a group, students use what they have learned throughout this unit to create an ad campaign designed to show adolescents how to stay healthy and develop a positive self-image. Students culminate this unit by identifying their own special qualities, and by acknowledging the good in others through their writing.

## Objectives

Students:

\begin{align*}\checkmark\end{align*} examine the effects of diet, exercise, and good health habits on well-being.

\begin{align*}\checkmark\end{align*} identify healthy body images.

\begin{align*}\checkmark\end{align*} devise a campaign to promote positive self-esteem.

## Vocabulary

body image, self-esteem

## Student Materials

Activity 8-1: Healthy Bodies and Feeling Good

• Activity Report
• Old magazines for examining typical ads or cutting up for brochures; Construction paper; Scissors; Markers or crayons; Glue; “Props” brought in by students

Activity 8-2: What Makes You Special?

• Activity Report
• 1 set of note cards per student

## Teacher Materials

Activity 8-1: Healthy Bodies and Feeling Good

• Activity Report Answer Key

Activity 8-2: What Makes You Special?

• Activity Report Answer Key
• Blank set of note cards for making a personalized class set of note cards.

See Activities 8-1 and 8-2 in the student edition.

### Activity 8-1: Healthy Bodies and Feeling Good

• Decide how detailed you want the final projects to be and how much time you will allow for completion. For example, to expand the project you could tell students to prepare their presentations for videotaping or have them combine their final products into a health magazine. To simplify the project, you could limit the students to making a poster only, which could be completed during the first class time or given as homework.
• Decide how large you want the groups to be and how you want to divide the students.
• Gather the student materials. Students could be asked to bring in magazines ahead of time.
• If possible, have resource books available for students to use.

### Activity 8-2: What Makes You Special?

• You will need to create a personalized set of note cards for your class.
• Copy enough Activity Report pages to give you one blank space for each student. (For example, with 30 students you will need to run four Activity Reports to create 30 blank spaces.)
• In the small space at the top of each box write in the names of your students, one in each box. You will then have a master copy of notes for your class.
• Copy one class set of note cards for each student.
• If you wish, you can copy blank notes and have the students fill the names in. However, this will take more class time and can be confusing to the students.
• Decide whether or not you will let the students skip any classmates.

## Interdisciplinary Connections

Language Arts Mini Activities provide several Journal Writing opportunities. The creation of an ad campaign will involve writing and presenting skills.

Social Studies AIDS is a serious societal problem. Activities discuss the issues raised by the epidemic.

Art Students create an ad campaign.

Background Information

Unfair as this may seem, there is good evidence that people who are physically attractive are also assumed to be more intelligent, competent, trustworthy, and so on.

Most adolescents don't believe the argument that looks don't or should not matter. The best we can do with young people is to help them place physical attractiveness in a proper perspective. This means judging people as a whole and not simply by how they look, not being duped by appearances, and finding ways to make the most of what we have.

Who the person is matters as much as how he or she looks. Especially relative to men, social or psychological factors are usually judged by women to be more important than looks. And when it comes to the choice of a mate, clearly much more is at stake than looks. Attitude towards these issues during adolescence has a critical impact on these key life choices.

There is no solid body of science to help you teach these subjects. As teachers we must be careful not to impose our own personal values, perspectives, and prejudices on our students. However, there is still much room for the judicious use of our own life experiences (and common sense) in teaching these subjects.

It also may be reassuring to know that there is no right answer to many of these questions. Especially in a diverse and pluralistic society such as ours, there are many ways of developing into healthy and happy adults. Our task is to facilitate that passage, whatever reasonable path our students choose.

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Subjects:
6 , 7 , 8
Date Created:
Feb 23, 2012