Health Education Lesson Plan: Positive Self-Esteem and Self-Image Lauren Purvis and Matt Arentz Descriptive Information

Skill Emphasis (NHES): Analyzing Influences (INF)

Grade Level: Middle School (7th Grade) Content Area of Health: Mental Health (MH) Content Descriptor & Sub-Descriptor(s): 1. Positive Self-Image a. Personal assets and strengths b. Characteristics of positive role models c. How to develop and demonstrate a sense of belonging d. How to develop and demonstrate a positive body image 2. Emotional Health a. How to express needs, wants, and feelings appropriately b. Positive ways to handle/express emotions c. How emotions and behaviors change during adolescences d. Techniques to prepare for high school and beyond 3. Interpersonal Relationships and Communication a. How to build and maintain healthy friendships b. Ways to communicate respect for diversity Title of Lesson: Self-esteem and Self-image PA Standard (Health & PE): 10.1.6.D, and 10.2.6.C. Curricular Connections: Grammar and public speaking Adolescent Risk Behavior (if applicable): Behaviors that result in intentional and unintentional injury Behavioral Objective(s) 1

Cognitive: After the lesson, students will be able to define self-esteem and selfimage. Cognitive: After participating in the lesson, students will be able to understand the importance of forming and maintaining friendships. Affective: During group discussions, students will contribute and value ideas that contribute to self-esteem and self-image doubts.

Skill (Analyzing Influences): Students will be able to:

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Identify and analyze external factors (e.g. media, parents, ethnic, legal, peers, geographic, societal, technology). Identify and analyze internal factors (e.g. curiosity, interests, desires, fears, likes/dislikes) Address interrelationships and complexity of influences

Brief 1. 2. 3.

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Outline of Todays Lesson Bell Ringer: Back-Up Your Self-esteem and Friendship Recipe Introduction to the Lesson Content & Instructional Strategies What is self-esteem? i. Positive and negative What is self-image? i. Body image Friendships In-Class Learning Activities In-Class Learning Activity Assessment Description of the Assessment Content & Skills Criteria/Cues Analytical Rubric Final Thoughts/Conclusion to the Lesson Classroom Management & Materials

Expanded Outline of Todays Lesson 2

1.Introduction to the Lesson (Set Induction) 1 min: Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If only I were shorter/taller/had curly hair/straight hair/a smaller nose/longer legs, I'd be happy. Are you putting yourself down? If so, you're not alone. As a teen, you're going through lots of changes in your body. And, as your body changes, so does your image of yourself. It's not always easy to like every part of your looks, but when you get stuck on the negatives it can really bring down your self-esteem. Today we are going to learn to ways to boost our positive self-esteem and self-image. 2.Bell Ringer (Back-Up Your Self-esteem and Friendship Recipe) 7 min: A. On your own, take out a blank piece of notebook paper and write down your first and last name at the top right corner of the sheet. Once you do this, have a classmate tape it to the back of your shirt. Have students stand up and walk around the room to find 5 classmates to write something NICE anonymously about them on their back piece of paper. It could be as simple as he/she held the door open for me today or always says HI to me in the hallway. Have students grab their own piece of paper and read the nice statements other classmates wrote about them to themselves. This should be done before the introduction so you have students already giving and receiving positive self-esteem statements. This also gets the students out of their seats and excited about the lesson. B. While walking around the room two friend recipe posters will be located on opposite sides of the classroom. Students are to write at least one ingredient on each recipe. The first recipe is What ingredients makes you a good friend and the second recipe is What ingredients do you like in a friend. Show example of work and allow students to be creative! 3.Content & Instructional Strategies: I. What is Self-esteem? a. Self-esteem is all about how much you feel you are worth and how much you feel other people value you. i. Self-esteem is important because feeling good about yourself can affect your mental health and how you behave. ii. People with high self-esteem know themselves well. They're realistic and find friends that like and appreciate them for who they are. 3

iii. People with high self-esteem usually feel more in control of their lives and know their own strengths and weaknesses. b. What influences Self-esteem? i. Puberty and Development a. Some people struggle with their self-esteem and body image when they begin puberty because it's a time when the body goes through many changes. These changes, combined with wanting to feel accepted by our friends, means it can be tempting to compare ourselves with others. The trouble with that is, not everyone grows or develops at the same time or in the same way ii. Media Images and Other Outside Influences a. Our tweens and early teens are a time when we become more aware of celebrities and media images as well as how other kids look and how we fit in. We might start to compare ourselves with other people or media images ("ideals" that are frequently airbrushed). All of this can affect how we feel about ourselves and our bodies even as we grow into our teens. iii. Families and School a. Family life can sometimes influence our body image. Some parents or coaches might be too focused on looking a certain way or "making weight" for a sports team. Family members might struggle with their own body image or criticize their kids' looks ("why do you wear your hair so long?" or "how come you can't wear pants that fit you?"). This can all influence a person's self-esteem, especially if they're sensitive to others peoples' comments. II. What is Self-image? a. Body image is how you view your physical self. i. This includes whether you feel you are attractive and whether others like your looks. For many people, especially people in their early teens, body image can be closely linked to self-esteem. 4

b. How do you improve self-image? i. Recognize that your body is your own, no matter what shape or size it comes in. a. Try to focus on how strong and healthy your body is and the things it can do, not what's wrong with it or what you feel you want to change about it. If you're worried about your weight or size, check with your doctor to verify that things are OK. But it's no one's business but your own what your body is like ultimately, you have to be happy with yourself. ii. Identify which aspects of your appearance you can realistically change and which you can't. a. Humans, by definition, are imperfect. It's what makes each of us unique and original! Everyone (even the most perfect-seeming celeb) has things that they can't change and need to accept like their height, for example, or their shoe size. Remind yourself that "real people aren't perfect and perfect people aren't real (they're usually airbrushed!)". iii. If there are things about yourself that you want to change and can, do this by making goals for yourself. a. For example, if you want to get fit, make a plan to exercise every day and eat healthy. Then keep track of your progress until you reach your goal. Meeting a challenge you set for yourself is a great way to boost self-esteem! iv. When you hear negative comments coming from within, tell yourself to stop. a. Appreciate that each person is more than just how he or she looks on any given day. We're complex and constantly changing. Try to focus on what's unique and interesting about yourself. v. Try building your self-esteem by giving yourself three compliments every day. a. While you're at it, every evening list three things in your day that really gave you pleasure. It can be 5

anything from the way the sun felt on your face, the sound of your favorite band, or the way someone laughed at your jokes. By focusing on the good things you do and the positive aspects of your life, you can change how you feel about yourself. III. Friendships a. The bond of two or more people b. A person you like and enjoy being with c. Usually includes honesty, trust and putting others first

4. In-Class Learning Activity(ies): I. Mirror, Mirror 12 min a. Have students to pretend they are standing in front of a full body mirror. Ask them to list what they see (imperfections and perfections). Give them a few minutes to record their opinions. They do not have to put their names on their papers if they dont feel comfortable. b. Now, explain that positive body image isnt about your physical appearance, but your inner beauty as well. This is more important than what others see. c. Now give them a chance to look into their mirrors again and write what they really see. Give them a few more moments to record. d. Ask students if their lists were different from the first one to the second? Why? Explain that todays society is causing everyone, especially people in middle and high school to think about their appearances rather than if they are a good person or not. II. Climbing Mount Esteem 15 min a. Students will each receive the worksheet entitled Climb Mount Esteem. b. They will fill it out individually. c. We will have each student read out one of the statements they filled in. d. The worksheets will be collected and assessed. 6

III. Youve Got a Friend in Me 7 min a. Friendships are extremely important relationships for students to have and acknowledge b. Have students think about their best friend. Why is he/she your best friend? Are you friends with them for their looks? Probably not. You like them for who they are on the inside rather than the outside. c. Hand out Thank you cards to students and give them the chance to write a short letter to their best friend saying why he/she is thankful and showing that you care. d. Play the song Youve got a friend in me during this process. Their homework is for the students to give their best friend this letter! 5. In-Class Learning Activity Assessment-Description & Criteria A checklist will be used to grade the in-class learning activity, Climb Mount Esteem on content (Core Concepts), health skills (Analyzing Influences) and other specific criteria. Students should provide accurate and appropriate responses Students should reflect knowledge of positive mental health Students will complete entire worksheet Students must present one Mount Esteem step to the class Core Concepts Content for Self-Esteem and Self-Image shows: o Accuracy o Comprehensiveness o Relationships among concepts o Conclusions drawn Skill: Analyzing Influences o Identify and analyze external factors (e.g. media, parents, ethnic, legal, peers, geographic, societal, technology). o Identify and analyze internal factors (e.g. curiosity, interests, desires, fears, likes/dislikes) o Address interrelationships and complexity of influences

Analytical Rubric for the In-Class Learning Activity Climb Mount Esteem

6. Final Thoughts/Conclusion to the Lesson Checking for Understanding (verbal or written): Who or what can impact how you personally view your self-image and self-esteem? How will knowing what positive self-esteem change the way you think about yourself as an individual and friend? Great job today class. I am really glad we went over the topics of self-esteem, self-image, and friendships. These are all extremely important things to keep in mind throughout your lives. Next class you will be going over stress and ways to manage it! 7. Classroom Management & Materials Classroom Materials o Handouts/Worksheets: Climb Mount Esteem worksheet, Friend Recipe posters, Thank You notes, colored scrap paper, grading assessment checklist o Other Materials: tape, markers, PowerPoint Classroom Management o Have enough space so students can walk around classroom for the Bell Ringer (posters will be located on opposite sides of the room) o Organize seats so students can sit in groups for discussion o Have students chairs face the front of the room when doing class work Content References http://kidshealth.org/teen/your_mind/body_image/body_image.html http://teenshealth.org/teen/your_mind/friends/friend_comments.html#

CCSSO-SCASS Health Education Assessment Project (2006). Assessment Tools for School Health Education, ToucanEd Inc., Santa Cruz, CA.

Activity Reference(s)

Appendices

Appendices

Handouts for Students

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Climb Mount Esteem Grading Assessment Checklist

____/2 points ____/2 points ____/2 points ____/2 points

Accurate and appropriate responses Reflects knowledge of positive mental health skills Worksheet is completed (all blanks filled in) Sharing a Mount Esteem step

____/8 points

Total Points

12