1. Body Image and Healthy Eating
Grade 7 Healthy Living
Body Image and Healthy Eating
Outcome: demonstrate an understanding of the aesthetic and ability factors that can influence one's body image and how it can affect participation in physical activity
Outcome: distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence
Outcome: apply their knowledge of Canada's food guide to healthy food choices that support growth and development
Outcome: recognize the characteristics of supportive environments within various community contexts for healthy eating
ASSIGNMENT: You will work individually to neatly complete the tasks in these lessons.

2. Body Image Body image refers to: How you view your physical self
How you feel about how you look
How you feel others view your physical appearance
How you feel about the attractiveness of your body
Are toys like Barbie and action figures realistic? What ideas do they give us about our bodies?

3. Body Image
The fact is, we all come in different shapes and sizes and we can’t all look the same.
(Nor would we want too!)

4. Task: Create a table entitled “My Body”. Include 3 headings:
Your Body
Task: Create a table entitled “My Body”. Include 3 headings:
- I am ok with…
- I can’t control…
- actions I can take to change the things I don’t like

5. Body Image
Task #2: For each video clip, write a sentence or two (no more!) that shows your understanding of the message.
Amy
Evolution
Boys and the perfect Body – youtube.com
dove campaign for real beauty (male version) - youtube
TEEN TRUTH: BODY IMAGE Trailer

6. Body Image family dynamics biological predispositions
Throughout history it has been extremely difficult for people to live up to the standards of society and what they believe the ideal body is. There are many factors that lead to a person’s body image, some of these cannot be controlled while others can.
family dynamics
biological predispositions
cultural expectations
peer pressure
media
Discuss these factors.

7. Task #3
Write a paragraph to describe your family dynamics (traditions or habits), biological dispositions and cultural expectations that could be factors in shaping the way your body develops. Also add how peers and media might influence your body image.
Tip: a discussion with your parents might be helpful.

9. Self Esteem and Body Image
Self Esteem is your opinion of yourself. High self esteem is a good or positive opinion of yourself and low self esteem is a bad or negative opinion of yourself. Too high of an opinion may show insecurities and lead to an unrealistic view of yourself. However, too low may lead to social issues, depression or other mental health issues.

10. BODY IMAGE TASK #4
Write a poem consisting of positive affirmations about yourself.
Make each letter of your name an affirmation.
Example:
H – I am good at Helping others in need
O – I am Open –minded and a good listener
B –
I –
N -

11. Task #5 Answer the following questions in complete and meaningful sentences:
1. What makes a body healthy? 
2. Do you have to be a certain size or look to be healthy? Explain.
3. How might television, videos and magazines influence how we should look? Do they influence your thoughts about yourself?  

12. Possible answers…
1. Balanced diet, exercise, lots of sleep, low stress in life etc.
2. Not all thin people are healthy. They might have poor eating habits and starve their bodies or they’re simply not getting the nutrients their bodies need to perform properly.
Also, a thin person might be less healthy in terms of cardiovascular (heart) and lung function.
3. People who desperately want to be thin may develop eating disorders, exercise obsessively, or turn to smoking or drugs as a way to control appetite. They may develop low self esteem and become depressed if they can't change the way they look.

13. Being Physically Active
Make Time to Play!
Unfortunately, some children are too self conscious about their body and are physically inactive. They are likely to be less healthy during childhood and adulthood. It is important that children see their engagement in physical activities as functional and purposeful as opposed to aesthetic.
TASK #6: Name three activities that allow for your individual differences (best suited for you)? How can participating in these improve one’s body image and/or maintain it?

14. Body Image – appropriate messages
Go to: Teachbodyimage.com
Resources
Key message – body image
Task # 7
Copy three messages in your binder and explain/reflect on what they mean to you.

15. Unhealthy body image can lead to a poor self-esteem, less participation in physical activities and a generalized withdrawal from other life activities. Unhealthy body image is associated with high risk behaviours such as dieting, disordered eating, obesity, perfectionism, depression, tobacco and substance abuse (Kater, Rohwer & Londre, 2002;McVey, Davis, Tweed & Shaw, 2004).

16. TASK #8
Scenario
Two students sit out of gym class and have negative thoughts about their abilities and how their bodies look aesthetically. They may have a poor body image. What are two encouraging ‘words of wisdom’ (sentences) you can say to influence them in a positive way? Give two others without commenting on their appearance.

17. Be Assertive!

18. Social Media and Body Image
Mass media marketing can lead to greater body dissatisfaction, especially in vulnerable individuals. Society is bombarded by the influence of media through magazines, television, movies, internet and video games. Media messages tell us how one should dress, act and look to be popular and attractive. The media also promotes thinness and that a large body shape is undesirable, ignoring the fact that people come in a variety of healthy shapes and sizes. Comparing oneself to the unrealistic images that are portrayed in the media can lead to the development of an unhealthy body image (Dieticians of Canada, 2007e).

19. Realistic thoughts about your body will result in a positive image!
Positive Self and Body Image
 Accept and recognize that healthy bodies
come in a range of weights, shapes and sizes
 Appreciate your strengths and abilities
 Be tolerant of a wide range of body sizes and
shapes
 Relax and enjoy the unique characteristics
you have to offer
 Be critical of messages that focus on
unrealistic thinness (in women) and
muscularity (in men) as symbols of success
and happiness

20. Healthy Eating

21. Click on the poster ›
Activity: Take a close look at Canada’s Food Guide.

22. Healthy Eating Canada’s Food Guide

23. Thirsty?
Energy Drinks and Power Bars
Energy Drinks
List of Energy Drinks
Energy Drink or Drug?
Teens and Energy Drinks
Task # 8
Energy Drinks – Part 1 Skim read each article/link above and make a one paragraph statement on what you have learned about energy drinks.

24. Healthy Eating Task # 9: Energy Drinks – Part 2
Read the article titled Energy Drinks and Working Out
and answer the questions that follow.
*It’s a handout… back table!!

25. Healthy Snack? Food for thought… Bar Exam… Pass or fail?
Food for thought…
Healthy Snack?

26. Sweet Tooth? Sugar
Sugar and addiction
Sugar Stacks Website
Sugar and your brain…
Task # 10:
Skim read each article/link above and make a one paragraph statement on what you have learned about sugar.

27. Sugar’s in disguise… Task #11 Follow the link here…
Provide a brief summary of each of the various forms of sugar that might be found on an ingredient label.

28. Assessment 4 3 2 1
Outcome SCO 3.15: critically analyze industry's impact on body image and healthy eating
Due: