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Date: 10/11/17
Subject: Health
Grade: 9
Virginia S.O.L.s:
9.1 The student will apply health knowledge and skills to achieve and maintain long-term health
and wellness.
d) Explain the relationship between body composition and healthy body weight.
o) Explain the relationship between body image and eating disorders.
9.2 The student will explain the impact of health risks and identify strategies and resources to
limit risk.
e) Describe the prevalence, causes, and long-term consequences of unhealthy eating,
sleep deprivation, and sedentary lifestyle.
u) Discuss the causes, symptoms, harmful effects, and treatment of eating disorders.
Instructional Goals:
The student will be able to explain two influences that can affect their body image.
The student will be able to state the defining features of a fad diet.
The student will be able to explain the importance of losing weight in a healthy way.
The student will be able to explain the harmful effects of anorexia, bulimia, and binge
eating disorders.
Essential Question: What is the relationship between body image and eating disorders?
Key Concepts:
Vocabulary:
Body image: the way you see your body.
Fad diets: weight: loss plans that tend to be popular for only a short time. They typically
promise quick, easy weight loss.
Anorexia nervosa: an eating disorder in which an irrational fear of weight gain leads people to
starve themselves.
Bulimia nervosa: is an eating disorder that involves cycles of overeating and purging, or
attempts to rid the body of food.
Instructional Materials/Resources:
Link: https://create.kahoot.it/#quiz/de93ddcc-78b4-45ac-997f-0fbc0b03c2d4
Lesson Extension: Health Skills Practice: Communicating Your Concerns (15-20 minutes):
For this activity, the teacher will pair the students up to read and respond to a eating behavior
situation. After reading the situation, the students will write and perform a role-play that will
depict how they would respond to the situation. The students must use proper communication
skills and facts that they learned from this lesson to formulate their responses.
Differentiated Instruction:
Struggling Readers: The teacher will walk around and check on these students frequently to
make sure they fully understand the note taking style they have chosen. If needed, the teacher
will offer assistance in getting starting with the note taking process by offering an example that
gives the student an idea of what might be important enough to write down. If these students are
having a harder time than expected, the teacher may pair students who chose the same style to
work together or the teacher may work with them in a small group.
Gifted: These students may be asked to help other students formulate their notes, if they finish
reading the lesson well before other students. The teacher may also ask these students to provide
examples of how they formulated their notes during the discussion when the teacher is reviewing
the text.