Course Profile
Food and Nutrition, Grade 9 or 10 open, Catholic
Unit 4
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and training or by the Partnership of School Boards that supported the production of the document.
Queen’s Printer for Ontario
Catholic District School Board Writing Team – Food and Nutrition
Lead Board
Toronto Catholic District School Board
Candice Dolny, Manager
Course Profile Writing Team
Antonietta Mozzone, Lead Writer, Toronto Catholic District School Board
Isabel Amelio, Toronto Catholic District School Board
Denise Kelly, Wellington Catholic District School Board
Andrea McCaffrey, York Region Catholic District School Board
Josephine Quaglietta, Toronto Catholic District School Board
Unit # 4: Body Image
Activity
1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity
6
Time: 26
hours or 1560 minutes; 21 classes (approximately)
Unit
Developer(s)
Isabel Amelio, St Mary’s TCDSB
Candice Dolny, TCDSB
Denise Kelly, Holy Family Education Centre WCDSB
Andrea McCaffrey, Father Bressani YCDSB
Antonietta Mozzone, Mary Ward TCDSB
Josephine Quaglietta, Loretto
Abbey TCDSB
Development
Date: April 7, 1999.
Unit
Description
This unit examines current issues of body image and its relationship to eating disorders. Students will learn how to make informed food decisions with respect to society’s changing perception of beauty, unhealthy eating patterns and personal food choices that affect their ability to deal with stress. They will identify the importance of diet in achieving overall well being. Students will have opportunities to integrate Catholic values and teaching as a method for enhancing their physical, social, emotional, intellectual, and spiritual health.
Strand(s)
& Expectations
Ontario Catholic School Graduate Expectations: OCSGE: 1e; 2c,e; 3c; 4a,d,h; 7b
Strand(s): Social Challenges
Overall Expectations: SCV.01X, SCV.02X
Specific Expectations: SC1.01X, SC1.02X, SC1.03X, SC1.04X, SC1.05X, SCI.06X, SC2.01X, SC2.02X, SC2.03X
Activity
Titles (Time + Sequence)
|
Activity 1 |
Society’s
Perception of Beauty |
220 min., 3 classes
(approx.) |
|
Activity 2 |
Body Image |
220 min., 3 classes
(approx.) |
|
Activity 3 |
Body Image and
Unhealthy Habits |
375 min., 5 classes |
|
Activity 4 |
Healthy Body Weight
|
300 min., 4 classes |
|
Activity 5 |
Food Decisions and
Stress |
220 min., 3 classes
(approx.) |
|
Activity 6 |
Personal Well Being |
225 min., 3 classes |
Unit Planning
Notes
Teacher should gather a variety of teenage magazines, newspaper articles, fact sheets, videos, musical recordings and Internet addresses. Teachers should ensure that these resources represent a variety of cultural groups and both genders. At the end of each unit, students are to select pieces of work that they would like to add to their portfolio. Preliminary preparation will be necessary to develop some in class teaching aids. Implement School Board policies on appropriate student use and access to Internet services to ensure safety and/censorship.
Prior
Knowledge Required
Significance of prayer and scripture Secondary social science research skills
Effective verbal skills Brainstorming
techniques
Computer literacy skills Critical thinking skills
Cooperative learning skills
Teaching/Learning
Strategies
Brainstorming Issue Based Analysis
Buddy System Journal Writing
Case Study Learning Centres
Class Discussion Note Making
Collaborative/Cooperative learning Report/Presentation
Computer Assisted learning Research
Conferencing Sequence Chart
Homework Socratic Lesson
Inquiry Theological Reflection
Inquiry Process The web
Assessment/Evaluation
Strategies
Activity/answer sheets (i.e., media evaluation) Research project/essay
Class discussion Response journal
Classroom presentation Self assessment
Group work Student/teacher conferences
Letter writing Written report/assignment
Portfolio self assessment
Poster/pamphlet assignment
Presentations of case study solutions
Reading response assignment
Assessment
tools will include:
• Checklists
• Marking schemes
• Rubrics
• Anecdotal comments with suggestions for improvement (self/peer/teacher evaluation)
1. Ahlers, Julia, and Wilt, Michael (1995). Christian Justice MN, USA: St. Mary’s Press.
2. Bear, Merryl. (October 1996). “Exercise, Physical Appearance and Self-Esteem in Adolescence”. National Eating Disorder Information Centre Bulletin, V.11(4).
3. Beck, Margaret. (August 1996). “A Spirited Journey: Holistic Healing From Eating Problems” National Eating Disorder Information Centre Bulletin, V.11(3).
4. Beef Marketing Board. (1997). A Matter of Fat. Ontario: Beef Information Centre
5. Berezani, Steven. (March 24, 1998). “Looking Good at Any Cost”. Toronto Star.
6. Beveridge, C. and Leitenberg. G. Wellness Teachers Guide. (1994). Canada: McGraw-Hill Ryerson Ltd.
7. “Body Image Challenge- Go Figure”. (1998, March). Chatelaine, 68-73.
8. Brehm, Barbara A. Ed. D., (1998, May), When Stress Triggers Overeating, Fitness Management Magazine, Vol. 14, No. 6, p. 35.
9. Britt, Donna. (1993, Jan. 16). “Creating Love Goddesses Out of Children”. Toronto Star, JI, pp. 1, 7.
10. Canadian Cancer Society, Health and Stroke Foundation and Ontario Ministry of Health. (1997). Healthy Eating Manual. Ontario: Queen’s Printer.
11. Canadian Egg Marketing Board. (1995). Putting Fat into Perspective. Ontario: Canadian Egg Marketing Agency.
12. Corwin, Miles. (1994, Feb. 19). “Sexism Illustrated”. Toronto Star, G2, p. 2.
13. Diebel, Linda. (1996, Dec. 2). “Not-So-Natural Beauty”. Toronto Star, sec. E4.
14. Friedman, David. (1994, Sept. 24). “Men Struggle to Measure Up”. Toronto Star.
15. “In the Big Time”. (1998, April). Canadian Living. pp. 40-44.
16. Jasper, Karin. “Messages From the Media” National Eating Disorder Information Bulletin, V9(1).
17. Kowtaluk, Helen and Kopan Alice, (1990), Food for Today, McGraw Hill Ryerson, pp. 70-73.
18. Letter Writing Guide. (1997). Mediawatch. Toronto. Canada.
19. Macpherson, Catherine. “Eating Disorders and Body Image”. Pineapple Appeal Inc.Owatonna.
20. Peel Health Department. My Body Shape- What is Right for Me. Fact sheet.
21. Red Deer Regional Health Unit. The Best You Can Be. Alberta, Canada.
22. Rice, Carla. (1993).“Freeing Future Generations: Raising Our Children Without Food and Weight Problems”. Nutrition Quarterly, V17(3).
23. Riskin, Mary Walters. (1994). Feeling Good, Looking Great. Wellness. Canada: McGraw-Hill Ryerson Ltd.
24. Seaver, Andrea et al. (1997). “Every BODY is a Somebody”. Varsity Design & Computer Works.
25. Siebert, Myrtle and Kerr, Evelyn. (1994). Food For Life. Canada: McGraw-Hill Ryerson.
26. The Body Image Coalition of Peel (1997, Feb.). EveryBODY is a Somebody. Ontario Ministry of Health. Canada. Desktop Pub.
27. Vitality. (1994) Body-image, Health and Well-being- The Social Dynamics. Health Promotion Directorate, Health Canada.
28. Vitality. (1994). Healthy Eating and Self-Esteem - The Body-image Connection. Health Promotion Directorate, Health Canada.
29. Walters Risken, Mary. (1994). “I Want to be Beautiful So Bad it Makes Me Sick”. Beveridge, Cathy. “Wellness” Canada. McGraw-Hill Ryerson Ltd.
30. Walters Risken, Mary. (1994). “The Weighting Game”. Beveridge, Cathy. “Wellness” Canada. McGraw-Hill Ryerson Ltd.
31. Walters Riskin, Mary. (1994). “The Search for the Perfect Body”. Beveridge, Cathy. “Wellness” Canada. McGraw-Hill Ryerson Ltd. Canada.
32. (1994) Reaching Out. Maxwell Macmillan Canada, Inc.
33. (1997) Turning Points. Prentice Hall Ginn Canada, Inc.
Videotapes:
The Myth of the Perfect Body. (1995). Lake Zurich, IL. The Learning Seed.
Web Sites: (As of April, 1999)
1. Fitness Link, <http//www.fitnesslink.com>
2. Males and Eating Disorders, <//www.primenet.com/~danslos/males/resources.html>
3. National Eating Disorder Information Centre. http://www.nedic.on.ca/about-us.html
4. Physical. <www.phys.com>
5. Thrive@eats, <http//www.thriveonline.com>
6. Wellness International, <http://www.wellnessnet.com/testfat.htm>
Time: 220
minutes, 3 classes (approx.)
Description
Students will be able to analyze society’s perception of
beauty. Their analysis will be achieved through the use of print materials such
as magazines, journals, publications and newspaper articles as well as
television, Internet, current pop culture videos and music. Students will
acquire knowledge of the historical and cultural perspective of
beauty/attractiveness. Reflection of the images presented in current literature
and media will enable the student to determine society’s changing perception of
beauty.
Strands and
Expectations
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
• 2c, present information and ideas clearly
and honestly and with sensitivity to others
Strand: Social Challenges
Overall Expectations
At the end of Grade 9, students
will:
• SCV.01X, analyze the concept of body image
and its relationship to eating disorders and body altering substance abuse
Specific Expectations
Students will:
• SC1.01X, analyze information from several
sources (e.g., newspapers, magazines, marketing media, the Internet,
television) to determine society’s changing perception of beauty
Planning Notes
• Create overhead with Bible passage from Genesis 1:26-27 quote.
• Collect current popular magazines to assist
with activity.
• Teacher assembles visuals, in the form of pictures, slides, or movie depicting trends in society’s perception of beauty. Include in selection representation of various cultures.
• Assembly of materials required for learning centres such as: newspaper and/or journal articles, government and/or national organization materials, magazine advertisements, current music recordings.
• Teacher-generated handout for strategy #4 and #5.
• significance of scripture readings
• creation of a web
1. Teacher reads Genesis 1:26-27: “Let us make humankind in our image, according to our likeness...so God created humankind in his image, in the image of God he created them; male and female he created them.”
• Students discuss: ‘If God has created us in his image, what does he look like?’; Create a web with answers surrounding the central theme ‘God’s Image’; Include in discussion spiritual (inner beauty) versus physical beauty.
• Students use current magazines in gathering ideas to complete a second web with the central theme ‘People portrayed in magazines’.
• Students discuss:
– The differences between the two webs
– Why there are differences
– What this activity tells you about society and its perception of beauty/attractiveness
– Are segments of society missing from the magazines (different races, physical and developmental disabilities)
2. Divide the class into two groups – males and females. Each generates a list of descriptors for both ‘The Ideal Male Image’ and ‘The Ideal Female Image’. They record responses on chart paper.
Discuss the following:
• What are the differences between the male and female generated lists, why?
• Are these images realistic, why/why not?
• Are you comfortable with the results, why/why not?
3. Discuss and add the following to the charts:
• What is missing from these lists (ie. characteristics of inner beauty).
• Teacher gives Socratic lesson on Society’s Changing perception of beauty. Include visuals to demonstrate trends such as: The Voluptuous Woman, Gibson Girl, Twiggy, Waif, Beefcake, ‘Marlboro Man’, ‘Buffed’, ‘hyper-masculine’ image.
• Students complete a time line depicting society’s changing perception of beauty/ attractiveness.
4. Students are divided into groups (5-6 students/group) to complete a learning centre activity. Each group is stationed at one of the four activity centres (newspaper article review, magazine advertisements, journal review, current song recordings). Students circulate the room at 15 minute intervals and complete teacher generated ‘Society and Beauty/ Attractiveness’ activity sheet. Include resources that depict a variety of cultural images of beauty.
5. Assign as homework the teacher generated ‘Television and Advertisements’ activity sheet. Activity sheet has students review a one-hour popular youth program on T.V. Students analyze program for content and portrayal of female and male teens and the possible effect on the viewer’s perception of body image. Within that one- hour program students also analyze commercials for content, portrayal of men and women and their contribution to, and effects on body image.
6. Students discuss observations and results from readings and viewings to develop an analysis of society’s perception of beauty. Students reflect upon findings, in view of the Genesis reading, and create a one page report indicating how society’s portrayal of beauty affects people’s perception of their own beauty/body image.
1. Formative assessment of group lists of characteristics of internal beauty
2. Formative assessment of completion of ‘Society and Beauty/Attractiveness.’ and ‘Television and Advertisements’ activity sheets
3. Formative assessment of group work during learning centre activity and class discussions
4. Summative assessment of final report question – ‘How society’s perception of beauty has changed’
5. Formative assessment of final personal reflection/journal marked for completion of personal reference and application to assigned task
• Students complete a time line with pictorial representation of the changing beauty trends or use a tape recorder to record time line.
• Pair or group students to assist with tasks
• Instead of timeline – use poster depicting Perception of Beauty/attractiveness: Past and Present
• Draw or have pictures of themselves and cut words out to represent their personal image
• Enrichment – students create and record a product advertisement demonstrating an understanding of the issues discussed.
• Students complete a report analysing the societal and cultural changes to perception of beauty
1. Macpherson, Catherine. Eating Disorders and
Body Image. Pineapple Appeal Inc. MN USA.
2. McClelland, Susan. (1999, Feb 22). The Lure of
the Body Image. Macleans, p.38-39.
3. Red Deer Regional Health Unit. The Best You Can Be. Alberta, Canada.
4. Siebert, Myrtle and Kerr, Evelyn. (1994). Food For Life. Canada: McGraw-Hill Ryerson.
5. The Body Image Coalition of Peel. (1997, Feb.). EveryBODY is a Somebody. Ontario Ministry of Health Canada. Desktop Publishing.
1. “Body Image Challenge – Go Figure”. (1998, March). Chatelaine, pp. 68-73.
2. Britt, Donna. (1993, Jan. 16). “Creating Love Goddesses Out of Children”. Toronto Star, sec. J1 pp. 1,7.
3. Corwin, Miles. (1994, Feb. 19). “Sexism Illustrated”. Toronto Star, sec. G2 p.2.
4. Diebel, Linda. (1996, Dec.2). “Not-So-Natural Beauty”. Toronto Star, sec. E4.
5. Friedman, David. (1994, Sept. 24). “Men Struggle to Measure Up”. Toronto Star.
6. “In the Big Time”. (1998, April). Canadian Living p.40-44.
7. Jasper, Karin. P.H.D. Messages from the Media. (1994, March). National Eating Disorder Information centre Bulletin, vol. 9, no. 1.
8. McClelland, Susan. (1997, Feb 22). “The Lure Of The Body Image”. Maclean’s, pp. 38-39.
9. Siebert, Myrtle and Kerr, Evelyn. (1994). Food For Life. Canada: McGraw-Hill Ryerson.
10. Vitality. (1994). Body-image, Health and Well-being- The Social Dynamics. Health Promotion Directorate, Health Canada.
Activity #2: Body Image
Time: 220
minutes, 3 classes (approx.)
Students examine and discuss variables that influence
cultural perceptions of beauty/attractiveness around the world. They reflect upon
the importance of role models in the development of a positive body image.
Students will initiate a letter writing campaign towards popular magazines to
express concern about a lack of representation of all body types in the media.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
• 4a, demonstrate a confident and positive
sense of self and respect for the dignity and welfare of others
• 4d, respond to, manage and constructively
influence change in a discerning manner
Strand: Social Challenges
Overall Expectations
By the end of Grade 9, students will:
• SCV.01X, analyze the concept of body image
and its relationship to eating disorders and body altering substance abuse
Specific Expectations
Students will:
• SCI.04X, demonstrate an understanding of the influence of role models in helping youth feel comfortable about their bodies
• Ensure inclusion of both male and female
‘athletic’ and ‘model-like’ body images
• Purchase “EveryBODY is a Somebody”. (Body
Image Coalition of Peel)
• Purchase video “The Myth of the Perfect
Body”. (The Learning Seed)
• Purchase book “Wellness”. (McGraw-Hill
Ryerson)
• Purchase guide “13 Steps to an Effective
Comment Letter”. (Media Watch)
• English writing skills
1. Students brainstorm for a definition of ‘Body Image’. Teacher records results on the board.
2. Students individually complete the ‘What is my Body Image’ activity sheet (The Body Image Coalition of Peel) Students complete journal log, question: ‘Do I like what I see?’
3. Teacher reads Genesis 1:31 “God saw everything he had made, and indeed, it was very good.” Students discuss: ‘If God does not see fault with what he has created in us, then why do we?’ Students complete a second entry into journal log, directly related to discussion question.
4. Students discuss: ‘Beauty Is In The Eye Of The Beholder’. Discussion centers around cultural variations of beauty around the world.
5. Students view ‘The Myth of the Perfect Body’ video.
6. Students read ‘Feeling Good, Looking Great’ (Wellness Teachers Guide). Students compile a list of five personal positive reaffirmations about themselves.
7. Students discuss:
• Who are the role models in your life that have a positive influence on your body image?
• Who in your life helps you reaffirm your positive image?
• How can you help others foster a positive body image?
8. Teacher gives Socratic lesson on ‘13 Steps to
an Effective Comment Letter’ (Media Watch) Students initiate a letter writing
campaign, aimed at the advertising departments of popular magazines. Student
messages will convey their dissatisfaction with the lack of inclusion of men
and women of all shapes, sizes, races, ethnicities, ages, and ranges of
physical capabilities. Or students may elect to write a letter conveying their
satisfaction with a magazine’s portrayal of various male and female images.
1. Diagnostic assessment of Definition of Body Image
2. Formative assessment of Contribution to class discussions
3. Summative assessment of Letter writing campaign for inclusion of necessary components of an Effective Comment Letter.
• Students create a poster/collage of themselves including the positive aspects of themselves
• Students dictate a Comment Letter or students work in pairs to create a joint letter
Teacher Reference
1. Ahlers, Julia, and Wilt, Michael (1995) Christian Justice MN, USA: St. Mary’s Press
2. Beveridge, C. and Leitenberg. G. Wellness Teachers Guide. (1994). Canada: McGraw-Hill Ryerson Ltd.
3. Dairy Council of California, <//www.dairycouncilofca.org>
4. Males and Eating Disorders, <//ww.primenet.com/~danslos/males/resources.html>
5. Peel Health Department. My Body Shape - What is Right for Me. Fact sheet.
6. The Body Image Coalition of Peel (1997, Feb.). EveryBODY is a Somebody. Ontario Ministry of Health. Canada. Desktop Pub.
7. Vitality. (1994). Healthy Eating and Self-Esteem - The Body-image Connection. Health Promotion Directorate, Health Canada.
Student Reference
1. Beveridge, C. and Leitenberg. G. (1994). Wellness Teachers Guide. Canada: McGraw-Hill Ryerson. pp. 29-33, 83-86.
2. Jasper, Karin. P.H.D. Messages from the Media. (1994, March). National Eating Disorder Information Centre Bulletin, vol. 9. no. 1.
3. Letter Writing Guide. (1997). Mediawatch. Toronto. Canada.
4. Riskin, Mary Walters. (1994). Feeling Good, Looking Great. Wellness. Canada: McGraw-Hill Ryerson Ltd.
5. The Body Image Coalition of Peel. (1997, Feb.). EveryBODY is a Somebody. Ontario Ministry of Health Canada. Desktop Pub.
6. The Myth of the Perfect Body. (1995). [Videocassette], Lake Zurich, IL. The Learning Seed.
Activity # 3: Body Image
and Unhealthy Habits
Time:
375 minutes, 5 classes
Description
Students will gain an understanding of the relationship
between body image and eating disorders/body altering substance abuse. They will gain an awareness of the
pertinent factors associated with these issues. Students will be able to
identify various strategies used for information and remediation of these
health concerns. Some examples include: community counselling and treatment
facilities as well as local health and information centers.
Strand(s)
and Expectations
Ontario Catholic School Graduate
Expectations:
The graduate is expected to:
• 7b, accept accountability for one’s own
actions
Strand(s): Social Challenges
Overall Expectations
At the end of Grade 9, students will:
• SCV.01X, analyse the concept of body image, and its relationship to eating disorders and body altering substance abuse.
Specific Expectations
Students will:
• SCI.02X, describe unhealthy eating patterns and body altering substance abuse (e.g. ‘Yo-yo’ dieting, compulsive eating, anorexia and bulimia, consumption of steroids)
• SCI.03X, identify strategies for remediating unhealthy eating habits and body altering substance abuse (e.g. adolescent clinic in a local hospital)
• Teacher prepares folders with current information regarding unhealthy eating habits and body altering substance abuse. Information can include a variety of items such as case studies, articles, fact sheets, video clips etc. (Select resources that pertain to both males and females)
• Teacher prepares blank fact sheets for students to record information gathered in the learning centre activity. The fact sheet could include information such as “description”, “signs and symptoms”, “causes”, “effects on body” and other relevant information (i.e. statistics) that pertain to eating disorders, unhealthy eating habits or body altering substances
• Teacher prepares a list of effective strategies to eliminate unhealthy eating habits/body altering substance abuse
• Teacher designs sample case studies pertaining to issues of unhealthy eating habits/body altering substance abuse
• Teacher obtains a list of treatment/counselling services in their community from the school guidance department and/or telephone book.
Prior
Knowledge Required
• Understanding of body image
Teaching/Learning
Strategies
1. After reviewing the concept of body image, students discuss the following:
• What are some examples of unhealthy eating habits?
• What are some body altering substances that individuals sometimes abuse?
• Are there any relationships between body
image and eating patterns/body altering substance abuse?
• What variations exist between males and
females attempts to alter their physical appearance?
As a class, students read aloud
the biblical passage; I Corinthians 6:19.20. “Your body, you know, is the
temple of the Holy Spirit, who is in you since you received him from God...
That is why you should use your body for the glory of God”
Students reflect on the passage and respond to the following questions in their journals:
• According to the Catholic philosophy how should we perceive the image of ourselves?
• What are acceptable ways for us to take care of our bodies?
2. Students participate in a learning centre
strategy where they visit stations and record information on Fact Sheets
provided by the teacher. Stations include a variety of issues pertaining to
eating disorders (i.e. anorexia and bulimia), body altering substance abuse
(i.e. steroids, laxatives, protein enhancers, diet aids), body image in
relation to eating disorders/body altering substance abuse, and any other
unhealthy eating habits such as compulsive eating, yo-yo dieting and smoking to
stay thin.
Teacher displays overheads of completed charts and students review and modify
their own charts for accuracy and completion.
3. As a class, students brainstorm possible strategies to deal with unhealthy eating habits and body altering substance abuse. Teacher ensures students have an accurate list of strategies as well as a list of community support/counselling groups for treatment of these conditions. In groups of 2-3 students read case studies provided by the teacher and suggest strategies to help improve conditions presented.
4. Students in groups of 2-3 produce an information resource that includes the content obtained in the learning centre and brainstorming activities. Some examples may include a pamphlet, video, poster or an information fact sheet. Once the teacher accesses the final product for accuracy and efficacy the resources could be made available to other students. For example, the pamphlets may be distributed in the guidance office or the video may be shown to local elementary feeder schools.
5. Students reflect back on the biblical passage and learning strategies to expand their reflection of body image and unhealthy habits.
Assessment/Evaluation
1. Diagnostic assessment includes students’ awareness of body image.
2. Summative assessment of completion and accuracy of charts (Learning Centre strategy).
3. Summative assessment of learning resource to ensure completeness and accuracy of content.
4. Summative assessment of students’ knowledge with a unit test.
5. Summative assessment of
completion of journal reflections.
Accommodations
• Student works with a partner to complete charts from learning centre activity.
• Student produces a poster identifying key terms and pictures that depict healthy and unhealthy eating practices.
• Student produces an audiotape as an information resource item as outlined in teaching/learning strategy #4
Resources
1. Bear, Merryl. (October 1996). “Exercise,
Physical Appearance and Self-Esteem in Adolescence”. National Eating Disorder
Information Center Bulletin, Vol.
11, No. 4.
2. Beck, Margaret. (August 1996). “A Spirited
Journey: Holistic Healing From Eating Problems” National Eating Disorder
Information Center Bulletin. Vol. 11, No. 3.
3. Berezani, Steven. (March 24, 1998). “Looking Good
at Any Cost”. Toronto Star. B6.
4. Jasper, Karin. (March 1994). “Messages From
the Media” National Eating Disorder Information Bulletin, Vol. 9, No. 1.
5. Macpherson, Catherine. “Eating Disorders & Body Image”. Pineapple Appeal Inc., Owatonna.
6. McClelland, Susan (1999, Feb. 22). “The Lure of the Body Image”. Maclean’s, pp. 38-39.
7. Rice, Carla. (1993). “Freeing Future Generations: Raising Our Children Without Food and Weight Problems” Nutrition Quarterly, Vol. 17, No 3.
8. Seaver, Andrea et al. (1997). “EveryBODY is a Somebody” Varsity Design & Computer Works.
9. Siebert, Myrtle. and Kerr Evelyn.(1994). “Food For Life”, McGraw-Hill Ryerson Ltd. Toronto.
10. Walters
Risken, Mary. (1994). “I Want to be Beautiful So Bad it Makes Me Sick”. In
Beveridge, Cathy. “Wellness” McGraw-Hill Ryerson Ltd. Canada.
11. Walters Riskin, Mary. (1994). “The Search for the Perfect Body” In Beveridge, Cathy. “Wellness” McGraw-Hill Ryerson Ltd. Canada.
12. Walters Risken, Mary. (1994). “The Weighting Game”. In Beveridge, Cathy. “Wellness” McGraw-Hill Ryerson Ltd. Canada
Activity #4: Achieving a
Healthy Body Weight
Time: 300
minutes, 4 classes
Description
Students will gain an understanding of how to achieve a healthy body weight. They will learn the characteristics of a good weight control program. This will allow them to critically analyze the success of weight control programs advertised in the media in achieving a healthy body weight. They will come to the realization that a healthy body weight enhances the quality of life for themselves and others.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
• 2e, use and integrate the Catholic faith traditions, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
Strand(s): Social Challenges
Overall Expectations
By the end of Grade 9, students are expected to:
• SCV.02X, demonstrate an understanding of how to make informed food decisions when dealing with stressful situations
Specific Expectations
Students will:
• SCI.05X, analyze weight control programs to determine the characteristics of those most likely to help people reach and/or maintain a healthy body weight.
• SCI.06X, identify techniques for reducing the percentage of fat content in a person’s diet to 30%.
• Prepare overhead notes that describe what is a healthy body weight. (Reference: Healthy Eating Manual pg. 81)
• Standard characteristics of a good diet are
found in the textbook: “Food For Life”.
• Book computer lab.
• Invite a registered dietician as a guest
speaker.
• Prepare for food lab.
• Collect information (i.e. pamphlets,
articles…) on how to reduce fat in a diet.
• Prepare Socratic lesson on fat (It is only
recommended that people over the age of 20 reduce their fat intake to 30% and
is not recommended for those under the age of 20.)
• Design a diet case study for a family member over the age of 20 who is eating a high fat diet.
Prior
Knowledge Required
• Canada’s Food Guide
• Application of social science research skills in obtaining electronic and print information
• Collaborative/co-operative group skills
• Effective oral, writing and analytical skills
• Computer skills
• School food lab safety procedures
• Proper food preparation
techniques
• Effective application of mealtime etiquette
Teaching/Learning
Strategies
1. Teacher will conduct a Socratic lesson on,
“What is a Healthy Body Weight”?
Students will record overhead notes.
2. Students will brainstorm characteristics of a
healthy diet program that will help people reach and/or maintain a healthy body
weight.
Teacher will give the students the standard characteristics of a healthy diet
and lead a discussion by having the students compare and contrast these
characteristics with those that they brainstormed.
3. In the computer lab, each student will search for 2 popular fad diets by using the Internet or popular magazines. Students using the Internet should use the phrase “fad diets” to do a search. Students will share their findings with the class.
4. In groups (3-4 students per group), students will analyze one of the fad diets (each group will have a different diet) by using the standard characteristics of a good diet. Each group will present the results of their analysis to the class.
5. Teacher will invite a registered dietician as a guest speaker to the class. The focus of the presentation will be on the following: job description, educational requirements, job opportunities, required job skills and address the issue of healthy eating patterns for adolescents.
6. In groups (3-5 students per group) students will plan, organize and prepare a healthy breakfast or snack in the food lab.
7. Teacher will do a Socratic lesson on fat which will cover the following information:
• Review of the importance of fat in our diet.
• The recommended daily requirements of fat intake based on age groups.
• Canadians’ over consumption of fatty foods.
Students will record information.
8. Students will read information provided by the teacher on how to reduce fat intake to 30% for people over the age of 20 (adults). From the reading students will list in their notebooks 10 strategies that adults could use in reducing fat in their diet.
9. Students will analyze a diet case study (prepared by the teacher) for a family member over the age of 20 who is consuming a high fat diet. Students will re-write the diet making changes to the food choices to reduce the amount of fat.
1. Summative assessment of group fad diet: Student’s presentation shows the results of the fad diet using the standard characteristics of a healthy diet and computer analysis.
2. Summative assessment of a healthy breakfast or snack
3. Diagnostic assessment: Check student notebook for a list of 10 strategies that would reduce fat in an adult’s diet.
4. Summative evaluation: Case study diet high in fat for family member. Students must have a rewritten diet plan that identifies techniques for reducing the percentage of fat in a family member’s diet.
Accommodations
• Have students copy their own notes and if incomplete teacher will provide a photocopy to ensure they have complete notes.
• Students evaluate diet through use of a teacher generated checklist
• Enriched-students analyze food selection within a fast food restaurant; they then identify techniques to decrease the fat content of that meal
Resources
(as of April 1999)
1. Beef Marketing Board. (1997). A Matter of Fat. Ontario: Beef Information Centre.
2. Canadian Cancer Society,
Health and Stroke Foundation and Ontario Ministry of Health. (1997). Healthy
Eating Manual. Ontario: Queen’s Printer.
3. Canadian Egg Marketing Board.
(1995). Putting Fat into Perspective. Ontario: Canadian Egg Marketing Agency.
4. Fad Diets (top ten). <www.gil.net/~maria/faddiets.html>
5. Kerr, Evelyn and Seibert, Myrtle. (1994). Food For Life. Toronto: McGraw-Hill Ryerson.
6. Physical. <www.phys.com>
7. Top 10 Fad Diets. <www.bennrye.com/faddiets.html>
8. Wellness International Net. <http://www.wellnessnet.com/testfat.htm>
Activity #5: Food Decisions and Stress
Time:
220 minutes, 3 classes (approx.)
Description
Students will increase their knowledge of how to make
informed food decisions when dealing with stressful situations. They will
demonstrate this through illustration, discussion and writing. They will use
electronic reference tools to research and identify good choices of foods to
eat when under stress. They will analyze why they eat certain foods when under
stress.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
• 3c, think reflectively and creatively to evaluate situations and solve problems.
Strand(s): Social Challenges
Overall Expectations
At the end of Grade 9, students will:
• SCV.02X, demonstrate an understanding of how to make informed food decisions when dealing with stressful situations.
Specific Expectations
Students will:
• SC2.03X, analyze the role of familiar foods (e.g., “comfort foods”, cultural foods) in the management of stress.
• SC2.02X, identify personal food choices and how these choices affect their ability to cope with stress.
Planning Notes
• prepare lesson on symptoms of stress (i.e.,
heart and breathing rate changes, muscle changes, etc.)
Prior
Knowledge Required
• Significance of prayer
• Effective verbal skills
• Write a reading response paper
• Knowledge of nutritional value of foods
• Secondary research skills
• Library research skills
• Computer literacy skills
Teaching/Learning
Strategies
1. Read the prayer “God grant me the serenity to
accept the things that I can not change
courage to change the things I can
and the wisdom to know the difference.
Living one day at a time,
enjoying one moment at a time;
Accepting hardships as the pathway to peace,
Taking, as he did, this sinful world as it is, not as I would have it;
Trusting that He will make all things right if I surrender to His will;
That I may be reasonably happy in this life
and supremely happy with Him forever in the next”. (Anonymous)
2. Teacher leads discussion on what students
think this prayer means and how it can apply to them.
Teacher leads discussion on daily stressors in students’ lives by asking each
student to give an example of a daily cause of stress in their life. (i.e.
slept in and missed bus) Write down students’ answers on the board. After
everyone has given a cause of stress, repeat each example and note the number
of people who have experienced each one.
Initiate a discussion on the stressors common to the group. As a class, write a
definition of stress and record on the board. (E.g., Stress is the strain you
put on yourself by the way you react to different situations)
3. Have students fold a piece of paper in half and list ten ways they deal with stress that are constructive on one side of the sheet and ten ways that are destructive on the other. Discuss answers. Emphasize the fact that alcohol and cigarettes only deplete the body of essential nutrients when they need them the most.
4. Write the reactions that are food related on
the board. Categorize them according to comfort foods or cultural foods (i.e.
some people might eat pasta, whereas others might eat chocolate). Discuss and
analyze reasons for turning to these types of foods when we are trying to
‘manage’ our stress.
Socratic lesson on what happens to your body when you are under stress (e.g.,
heart and breathing rates increase, more energy enriched nutrients are pumped
into the blood, muscles get ready for action, etc.) and how your emotional
reaction to stress has an effect on your digestive system.
5. Students will make a list of their personal food choices (overeating or not eating) when dealing with stress. They will then research these foods using a variety of tools- (Internet, texts provided or those in the school or community library), and analyze the nutritional content of their personal choices. A one page report on how these particular foods affect their ability to cope with stress (i.e. foods high in vitamin C help your body when it is under stress or if you don’t eat, drinking 8 glasses of water helps lessen stress because dehydration further stresses your body) is to be handed in for evaluation. They should include foods that they could substitute, if their chosen foods are not nutritionally sound choices.
6. Reread the prayer in strategy #1 and discuss again, in light of everything they have learned about stress. Students write a reflection in their journals on how they can personally handle stress better now, or their understanding of why they turn to certain foods in times of stress.
Assessment/Evaluation
1. Summative assessment of personal food choice assignment, students report shows the use of at least three reference tools, and an understanding of how their personal food choices affect their ability to cope with stress.
2. Summative assessment of journal entries for completeness.
Accommodations
• Brainstorm good food choices to eat when
they are under stress. Design a poster illustrating foods that they could
substitute if their choices were not nutritionally sound.
• Work in groups if possible.
• Enrichment-Develop a game to show teenagers
how to deal with stress.
1. Brehm, Barbara A. Ed. D., (1998, May), When
Stress Triggers Overeating, Fitness Management Magazine, Vol. 14, No. 6, p.35.
2. FitnessLink, <http//www.fitnesslink.com>
3. Kowtaluk, Helen and Kopan Alice, (1990), Food
for Today, McGraw Hill Ryerson, pages 70-73.
4. Seibert, Myrtle and Kerr, Evelyn (1994), Food for Life, McGraw Hill Ryerson, page 16.
5. Wellness International Network, <http//www.wellness.com>
Student Reference (as of April 1999)
1. Food Smart, (1996-97), Canadian Diabetes Association, Sasquatch Software Corporation.
2. Kowtaluk, Helen and Kopan Alice, (1990), Food for Today, McGraw Hill Ryerson, pages 70-73.
3. Seibert, Myrtle and Kerr, Evelyn (1994), Food for Life, McGraw Hill Ryerson, Chapters 11 and 12, Cultural Foods.
4. Thrive@eats. <http//www.thriveonline.com>
Activity #6: Personal
Well-Being
Time: 225
minutes, 3 classes
Description
Through the examination/study of personal well-being
students will gain an increased appreciation of their personal worth. Students
will focus on the effects daily actions have on overall health and well-being.
Students will learn the importance of making responsible choices, enabling them
to gain a sense of independence and self-control. Students will recognize that
accepting responsibility for making healthy food choices increases their
understanding that total wellness includes physical, spiritual, intellectual,
and emotional well-being.
Ontario Catholic School Graduate Expectations:
The graduate is expected to:
• 1e, speak the language of life."recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it."
• 4h, participate in leisure and fitness
activities for a balanced and healthy lifestyle.
Strand(s): Social Challenges
Overall Expectations
At the end of Grade 9, students will:
• SCV.01X, analyze the concept of body image, and its relationship to eating disorders and body altering substance abuse
• SCV.02X, demonstrate an understanding of how to make informed food decisions when dealing with stressful situations
Specific Expectations
Students will:
• SC2.01X, demonstrate an understanding of the importance of achieving overall personal well-being
• Prepare resources/references/overheads etc. for socratic lesson on health and wellness.
• Develop/design Wellness: Puzzle Activity
• Develop/design Flyer/Poster Assignment for distribution to student groups.
• class discussion, group work, note-taking, response journal writing and computer literacy skills
1. Teacher leads discussion: “Think about those ‘really bad days’ when you are feeling rotten about everything, including yourself!” Ask students the following questions to promote a discussion:
• Describe how you feel on those days?
• What reactions do you have to those feelings?
• What kind of things do you do?
• What things may have contributed to those ‘rotten’ feelings?
2. Teacher leads socratic lesson about health and wellness. Define, discuss and take notes on the following:
• What is wellness?
• Why is mental health an important part of wellness?
• Good health and wellness are not conditions to be taken for granted. To be achieved they require commitment, effort and a variety of resources.
3. Review the topics which have been discussed from the onset of this unit by engaging the class in the Wellness: Puzzle Activity. Teacher gives members of the class a piece of a puzzle which has been labelled with items that promote or hinder overall health and well-being; i.e., eating right, maintaining a desirable weight, getting enough sleep, dealing with stress, exercising, not using harmful substances, i.e., drugs, alcohol, cigarettes. Individually, students will place the puzzle pieces on the line drawing (divided into puzzle parts) of a human body (for the health promoters) and a garbage can (for hindrances). As students place their puzzle piece they will present to the class a brief explanation about why it promotes or hinders health and well being. As a class, write a saying with a meaningful message about overall health and well being on the human body line drawing and a meaningful message which discourages the unhealthy habits on garbage can line drawing. Display the drawings in the classroom.
4. Drawing from the information reviewed during
the Wellness: Puzzle Activity, the students in groups, will create a 10 item
checklist for healthy living. They will give it a catchy title and produce it
in a flyer format using computer literacy skills for fonts, graphics and text.
OR
Create a poster that promotes a healthy habit or discourages one that is not
healthy using computer skills.
Groups will present the finished products to the class, display them in the
classroom and/or throughout highly visible locations of the school, allowing
other students to benefit from the information.
5. Students will write a one page reading response using the following biblical passage as a reference (Sirach 30,14): “It is better to be poor, but strong and healthy. A sound, healthy body and a cheerful attitude are more valuable than gold and jewels. Nothing can make you richer or give you greater happiness than those two things.”
• How does the passage relate to wellness?
• How do you practice wellness? Describe specific techniques i.e. meditation, exercise, listening to music, relaxation exercises etc.
• How can you include healthful habits in your daily life?
6. Students are given an opportunity to experience alternative relaxation method(s) to help them learn stress release techniques and meditation practices essential to helping individuals cope with the variations of ongoing pressures experienced at any given time in one(s) life. These exercises/techniques might include the following: progressive relaxation, yoga, tai-chi, positive visualization, extensive prayer and reflection etc.
1. Summative assessment of group work—Creative Assignment: Pamphlet or Poster. The produced product should illustrate a message that promotes over-all health and well-being and focuses on developing healthy habits to replace those that are not healthy.
2. Summative assessment of reading response. Students will reflect on the message and personalize it emphasizing the sacredness of their life and the importance of maintaining a balanced and healthy lifestyle.
• Have students start writing notes and if incomplete the teacher will provide a photocopy
• Oral evaluation of written activities
• Teacher will have to work with the Special Education teacher to ensure a computer with the accessibility extension is available for students with physical challenges or develop student partnerships to assist with the creation of the flyer/poster
Resources
1. Siebert, Mrytle and Kerr, Evelyn. (1994). Food For Today. Toronto: McGraw-Hill Ryerson.
2. Vitality. (1994). Physical Activity, Self-Esteem and Healthy. Health Promotion Directorate, Health Canada.
1. Siebert, Mrytle and Kerr, Evelyn. (1994). Food For Today. Toronto: McGraw-Hill Ryerson.
1. In Fitness and In Health – articles
<http://www.phys.com>
2. Wellness Reproductions & Publishers Inc. - resources <http://www.wellness-resources.com/new.html>
3. Wellness International Network - articles. <http://www.wellnesset.com/articles.htm>
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