Unit Planner

Grade: 8

Time Period: 5 classes (1/week) 55 min/week

Physical Activity (PA) Category: Health

General
Learning
Outcome

Specific Learning
Outcome

What is the student expected to know

and/or be able to do?

1
2
3
4
5

1
2
3
4

Genetics and
somatotype

GLO Focus: 5 Healthy Lifestyle Practices

Strand(s)/Sub-strand(s)/Topic(s)/Theme(s): Body Image

Learning/Teaching
Strategy

Assessment Strategy/Tool

How is the student going to

learn it?

How is the student going to show his or her

learning? What is the evidence (e.g., performance
expectations/criteria, products)?

What learning resources

will be used?

To what subject area(s) can a

connection be made?
(within, between, beyond)

Group activities and

discussion
Power point lecture

Essential questions: How do our genetics

and somatotypes influence our set point for
our body shape and size?
What somatotype is most beneficial for the
sport you play?

Slideshare powerpoint:
http://www.tolerance.org/
lesson/reshaping-bodyimage
Curriculum:
http://www.edu.gov.mb.c
a/k12/cur/physhlth/found
ation/5-8/8-heathy.pdf

Science, Psychology

Youtube
Dove:
http://www.dove.co.uk/e
n/docs/pdf/Workshop_sti
mulus_for

ELA, Psychology

Part 1:
1)Powerpoint lecture
2) Group work and activities: matching
somatotypes to sports, draw and write key
characteristics of somatotype given to group
of 3 in set amount of time (5 minutes) then
share with the group.

K.5.8.B.3: determine
the degree to which
technology has had an
impact on personal

Group discussion and

activities
Evaluation of media
images (magazine cut
outs)

Part 2:
1)Discussion on genetics influence on
bodies set point
2) Complete hand out for genetics; what is
body image? why is everyone different?
Essential questions: What is attractive and
why? Who determines this? How does this
ideal image pose a risk to our health?
Part 1:
1) Powerpoint lecture: discussion on quotes

Learning Resource

Curricular Connection

1
2
3
4
5

1
2
3
4
5

health.

Power point lecture

Youtube video

from Dove study and website. (activate)

2) In groups evaluate magazine cut outs and
answer questions regarding gender role
stereotypes, Photoshop, target audience
3) Watch Dove video on the use photo shop.
4) Examine before and after photo shopped
pictures and discuss the tools used and the
differences recognized between pictures.
5) Discussion on how the media is trying to
sell a product, target audience
Part 2:
1) Discussion on how media ideals lead to
health problems such as eating disorders:
risks for men and women, different types of
eating disorders
2) Complete case study handout

%20pupils_11_14_90mi
ns_Nov_2012.pdf
Curriculum:
http://www.edu.gov.mb.c
a/k12/cur/physhlth/found
ation/5-8/8-heathy.pdf

K,5.8.C.1a: Evaluate
information related to
healthy body weight
and body image

Discussion/ lecture
Group activities

Essential questions: How can we promote a

healthier body ideal?
1) Discussion: credible sources to receive
information on healthy body weight. Facts
and myths about weight loss. Examine
negative versus positive body ideals.
2) Activity: write an anonymous list of 10
features and characteristics you like or
dislike about yourself and why?
3) Group discussion addressing the list and
how we feel our lives would change if we
did have these physical qualities.
4) Complete Facts and myths assignment

Curriculum:
http://www.edu.gov.mb.c
a/k12/cur/physhlth/found
ation/5-8/8-heathy.pdf

ELA

K. 5.8.C.1b: Explain
influences of healthy
body image on growth
and development
during adolescents

Discussion and lecture

Games and activities to
promote positive self
esteem
Quiz review

Essential questions: how can we improve

our self-esteem and gain confidence and
pride in our bodies?
Part 1:
1) Discuss how positive body image benefits
growth and development: improved
confidence, confidence leads to more
friendships and healthier relationships,
confidence helps us with learning by
believing in ourselves and our abilities, role
of sports in improving body image ideals.
2) Positive self esteem activities: self-esteem
supports, the power of words, unfinished

Curriculum:
http://www.edu.gov.mb.c
a/k12/cur/physhlth/found
ation/5-8/8-heathy.pdf

Psychology

Dove website:
http://www.dove.co.uk/e
n/docs/pdf/Workshop_sti
mulus_for
%20pupils_11_14_90mi
ns_Nov_2012.pdf

sentences, promise cards.

Part 2:
1) Quiz review

Key: 1Movement, 2Fitness Management, 3Safety, 4Personal and Social Management, 5Healthy Lifestyle Practices
Lesson 5) GLO5: Review of unit

activity to review unit

Completion of quiz

1) Jeopardy to review unit

2) Question period
3) Quiz

Note: This unit is only five lessons long as this is the time period available for each Health unit in practicum however, if I were to include a sixth lesson I would
either break up the second lesson into two classes and discuss the effects of media on body image and eating disorders separately and in more detail or include a
work period for students to catch up on the activities and assignments.

Body Image Unit: Review of a Curriculum

The body image unit was created to fit the Health curriculum. However, this lesson fits the GLO of Attraction for the Psychology of
Adolescent Development SIC to be developed. Learning about body image at an early age may be an introduction to the more detailed unit on body
image that will be presented in this Psychology course in high school. This unit will provide students with an idea of whether or not they might be
interested in further study of this topic. When discussing body image from a psychology perspective, gender roles will be examined in more detail
as will the reasons why we feel certain features such as symmetry are more attractive than others, causing us to compare ourselves to others. In the
Adolescent Development SIC we may explore the effects on body image and self-esteem that are caused by making such comparisons.
The categories of this unit plan include the influence of genetics and somatotypes on our natural body shape and size, the influence of the
media on body image, self-esteem and unhealthy dietary behaviors and how to promote positive body image and self-esteem. This is one example
of how to design this unit. However, This unit should be extended for the Adolescent Development SIC to incorporate projects such as creating

media advertisements that display gender roles, false advertising and target market influences that are portrayed in the media. It is suggested that
this unit plan be designed for three weeks worth of teaching time when using it for the purpose of this SIC. This allows for the extended time
period required for the project and presentations as well as, time to explore each topic in more detail. The lectures, projects and assignments meet
the GLOs and SLOs for the Influences on Body Image section of the Adolescent Development SIC. ** See GLOS and SLOs.