Objective: SWBAT analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can…
Do Now: Eleanor Roosevelt once said, “No one can make you feel inferior without your consent.” What does this message mean to you? What is an example of this in real life? (Students journal their answers) Debrief Key Vocabulary: Self-Image: how you “see” yourself or the mental image you have of yourself. It changes constantly and can be positive or negative. Self-Esteem: how you “feel” about yourself. It involves your self-confidence and self-worth. People with positive self-esteem are more likely to avoid unhealthy behaviors.
EXAMPLE: Consider modeling Owl: Who are you? Response: Rachel. Owl: Who else are you? Response: An adult. Owl: Who else are you? Response: A teacher. Continue in a rapid-fire for 8-10 statements. Allow both partners to have a turn as the owl. Discuss Independent:
Direct:
EXIT TICKET/END DISCUSSION: Some questions teachers may consider discussing or prompting include: What is the difference between self-image and self-esteem? Do the roles we play in life affect our self-image? How? How can you change your self image? What are three things that can have a positive effect on a person’s self-esteem? Negative? More Resources and OPTIONAL activities A person’s level of self-esteem and their emotions work together to impact behavior and health decisions. (Emotions: feelings or reactions to a situation that can affect your body or mind) The ability to recognize and appropriately express emotions is an important part of a healthy personality. Independent:
I felt LOVE when… I felt ANGER when… I felt AFRAID when… I felt GUILTY when… I felt HAPPY when… I felt SAD when…
“Emotions People Hunt” activity https://kidshealth.org/en/teens/self-esteem.html?WT.ac=ctg#catmental-health https://kidshealth.org/en/kids/self-esteem.html?WT.ac=ctg#catemotion
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