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# 9.3: Activities and Answer Keys

Difficulty Level: At Grade Created by: CK-12

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

### PLAN

Summary Students develop an ad campaign to let others know about healthy ways to improve body image and self-esteem. They also warn others about the dangers of making bad choices.

Objectives

Students:

$\checkmark$ identify healthy body images.

$\checkmark$ develop a campaign to promote positive self-esteem.

Student Materials

• Activity Report
• Magazines for examining typical ads or cutting up for brochures
• Construction paper
• Scissors
• Markers or crayons
• Glue
• Props brought in by students

Teacher Materials

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.

Estimated Time

Day 1 30-40 minutes to work in teams and plan (Additional time may be needed outside of class.)

Day 2 20-40 minutes to complete projects and rehearse

Day 3 Approximately 8 minutes per group to present ad campaigns

This schedule could be condensed or expanded by simplifying the final product.

Interdisciplinary Connections

Art Find three examples of ads that show extremely thin women or overly bulked-up males and re-do them to reflect more natural bodies.

Language Arts Have the class put the ads they created together in a magazine. Have them tide the magazine with a creative name. Each team should be responsible for researching and writing articles on topics of adolescent health. The magazine could include information from previous sections as well as Section 8.

Prerequisites and Background Information

Students read the text of Section 8 as their research.

### IMPLEMENT

Introduce Activity 8-1 by reading or reviewing the first half of Section 8 with the students. Review the Procedure. Let them know that Section 7 can also serve as a resource.

Steps 1-6 Divide the students into teams (5-6 students per team). Distribute the supplies. Give the students time guidelines for each step of the project. You may want to note the times on the board. As the teams work, offer suggestions and keep them on track. Make sure the teams make plans to evenly and fairly divide up any work that might need to be done at home.

Step 7 On the day of the presentations, remind students about the rules for being a good audience. Set a time limit for each presentation depending on the number of teams. Ask students who are watching to evaluate each presentation based on how accurate the information is and how persuasive and convincing the campaign is.

Conclude Activity 8-1 with a discussion about the best ways to convince young people to make healthy choices.

### ASSESS

Use the chart, the advertising plan, and the presentations to assess if students can

$\checkmark$ identify healthy body images.

$\checkmark$ develop a campaign to promote positive self-esteem.

$\checkmark$ identify both positive and negative ways of trying to change self-esteem and body image.

$\checkmark$ plan and work efficiently as a group.

### Activity 8-1: Healthy Bodies and Feeling Good – Activity Report Answer Key

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
Physically Mentally
Physically Mentally

“Healthy Bodies and Feeling Good”

1. In the following space, develop an advertising plan, explaining what you would do and why you think it would work with young people. Refer to your instruction page for more details.
2. In this space, sketch or describe the three actual ads that you will create. Attach extra paper if needed.

What Do You Think?

Do you believe in the underlying story of “Beauty and the Beast”? Why or why not?

I Like Myself Because . . . Students think about three traits they like in themselves and whether or not other people can see these traits. They then think of ways to highlight these traits.

I'm Not Crazy about . . . Students think about one or two qualities that they do not value about themselves and how other people see these traits. They then think of ways to improve these aspects.

Next Time I'll . . . Students choose to (1) Do something positive for themselves, or (2) Do something for others the next time they find themselves dwelling on themselves. They keep a list of actions taken.

What Do You Think?

What makes people shy? Do you think shyness is biological (and therefore genetic) or a learned social behavior? What can you do about shyness?

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

### PLAN

Summary Students practice giving and receiving compliments through notes written to one another.

Objectives

Students:

$\checkmark$ identify positive qualities in classmates.

$\checkmark$ communicate effectively.

$\checkmark$ practice giving and receiving compliments.

$\checkmark$ listen and respond to classmates with empathy.

Student Materials

• Activity Report
• Set of note cards

Teacher Materials

• Blank set of note cards for making a personalized class set of note cards

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 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 that looks like this.

Sue Bob JaRhome
Angela Chester Miriam
Manisha Miguel Josh

Sample Activity 8-2 Report

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.

Estimated Time

Day 1 30 minutes to write

Day 2 15 minutes to distribute notes and reflect (This can be done on the same day if the teacher has the time to screen and cut up messages.)

Interdisciplinary Connections

Music Compose and perform a song, dedicated to someone special.

Language Arts Write a letter to someone who did something nice for you that you never got around to thanking. It's never too late!

Physical Education/Health Set up a relay in which students must tag each other with a compliment before the next runner can run.

Social Studies How do people in other cultures feel about giving and receiving compliments? What is proper etiquette in different countries?

Prerequisites and Background Information

None required

This is a good activity to do on Valentine's day or near Thanks giving, if you have the option. Everyone in the class gets a little special recognition and thanks.

### IMPLEMENT

Introduce Activity 8-2 by giving three compliments to your class. Explain that thanking people or letting them know that we appreciate them is something we often forget to do. Explain that this activity will give them a chance to make someone else feel good. Review the Procedure. Give some samples of appropriate comments they might make and those they should avoid, keeping the nature of your class in mind. Discuss reasons many people have a hard time giving or receiving compliments.

Steps 1-2 Allow 20-30 minutes to write, or if you prefer, assign this as homework so that they can give a little more thought to what they write.

Step 3 Collect the notes and screen them for inappropriate or hurtful comments. Then cut the notes up and redistribute them to the class.

Step 4 Ask students to reflect on what their classmates wrote about them.

Conclude Activity 8-2 by asking students to think about someone outside of the classroom that they could say something nice to later in the day. You may want them to report back to the class what reactions they received to their comments.

### ASSESS

Use the notes and the discussions to assess if students can

$\checkmark$ identify positive qualities in classmates.

$\checkmark$ communicate effectively.

$\checkmark$ practice giving and receiving compliments.

$\checkmark$ listen and respond to classmates with empathy.

### Activity 8-2: What Makes You Special? – Activity Report Answer Key

In your last journal entry you focused on the positive things you already are. Now add to this by writing about what the kind of person you would like to become. Think about all aspects of your life as well as how you relate with others.

• Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
1. What are three things you can incorporate into your daily life to improve how your body looks and feels?
2. What does “You are what you eat” mean?
3. What are three elements of good health habits?
4. How do self-esteem and body image work together?
5. What are some ways of building self-esteem?
6. How does taking control of your life relate to self-esteem?

### Activity 8-1 Report: Healthy Bodies and Feeling Good (Student Reproducible)

Physically Mentally
Physically Mentally

1. In the following space, develop an advertising plan, explaining what you would do, and why you think it would work with young people. Refer to your instruction page for more details.

2. In this space, sketch or describe the three actual ads that you will create. Attach extra paper if needed.

6 , 7 , 8

## Date Created:

Feb 23, 2012

Apr 29, 2014
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