Lesson Plan 5
Module name: Body Image Expected Outcome of Module:
1. Students will become aware about their
bodies and its uniqueness.
2. They will learn to accept themselves as
they are and build a positive relationship
with their body.
Time frame: 45 minutes Objective of class: SWBAT discuss what it means to
be healthy and how food and exercise choices
affect their bodies.
Material required: Chart papers, Markers, Handouts Trigger Warning (Teachers):
of activity prints
Purpose: Trigger Warning: To be filled out by teachers for their
Body image is integral part of our lives and it is built classroom after reading the plan.
throughout our childhood. Students will learning
about how having an unhealthy lifestyle can affect
your life in many ways. It can cause illness or
disease. It can also decrease your energy and
negatively affect your mood, fitness, and self-
esteem.
5 minutes Opening of class
Greeting: Greet the students with a big smile and wish them “Good Morning”
Check-in
[Link]
Play the song and ask students to sing along.
15 minutes Main activity
Glossary
body image a person’s perception of his or her body
healthy - free of illness and injury; physical, mental (means our mind is happy) well being
Procedure:
Tell students that the focus of this lesson will be on the importance of being healthy.
1. Ask the question: “What does it mean to be healthy?”
2. Follow up with these other guiding questions. Write students’ responses. Ask:
How can having an unhealthy lifestyle (eating poorly, inactivity, lack of sleep, etc.)
affect you?
What does it mean when someone says that you should eat healthy foods or have
a healthy diet?
What are some foods that are considered to be healthy? Why is that so?
3. Explain to students that what is evident from their responses is that there are many
things that people can do to make sure that they keep their bodies healthy. Ask: “How
can we do that?” Collect answers and chart responses. (For example: exercise, eat
well, get a lot of rest)
4. Highlight responses that relate to exercising and being mindful of the kinds of food
they eat.
5. Break the students into groups of four. Give two of the groups the Different Forms of
Exercise chart. Give another two groups the Healthy Foods, Unhealthy Foods chart.
Give the remaining groups the Healthy Alternatives chart.
6. Each group will work together to brainstorm, then write or sketch as many items as
they can come up with that relate to their specific chart.
10 minutes Debrief
1. Gather students together, making sure that each chart is placed in an area visible
to all. Have each group share its charts and any discussion that came up in their
group work.
2. Tell students that what that they have learned is information that can be helpful not
only to them but also to others in their community who may need to know ways in
which they can be healthier.
10 minutes Complementary activity –
Remind students about the lesson in which we discussed the media’s effect on
people’s body image.
1. Tell the class that all students will now get a chance to create a poster
campaign, and they will need to come up with encouraging, entertaining
advertising slogans to inspire media users to make healthy choices.
2. Form small groups again, giving each group a blank paper and markers.
3. Advise each group to use information from the charts they created earlier
to make a poster specific to their chart.
4. This will ensure a variety of posters discussing exercise and healthy
eating.
5. Challenge students to make posters that are eye-catching while also
emphasizing key information about exercise and healthy eating.
5 minutes Reflection
1. After posters have been submitted, have students review all entries.
2. Hang each poster up in a different section of the classroom, alongside a
blank piece of chart paper and a marker.
3. Student groups will then rotate around the room, stopping at each poster
for 2-3 minutes. At each stop, students should discuss what they see and
share ideas about what can be added or removed to make it better.
4. Allow time for the groups to return to their original posters, read the
suggestions, and make any necessary changes.
5 minutes Closing
The final posters can then be strategically placed around the school building.
Appendix