Critical Thinking - Body Image Unit
Critical Thinking - Body Image Unit
Ashton Healy
Grade: 10 Girls
Unit Duration: 6-7 (70 min) Classes
Rational:
In a world that is increasingly dominated by media, it is extremely important that teachers are
educating their students on media literacy and how to think critically about their media
consumption. The aim of this unit is to foster critical thinking about medias impact on body
image in relation to young girls. The reason I chose grade 10 girls is because at this point in their
PE education they are not currently in a co-ed class and at this age I do not believe girls are at
the stage where they would feel comfortable opening up about these issues in front of their male
counter parts. If I were to teach this unit, I would teach a similar unit to the grade 10 boys and
have them share presentation days so that both genders gains knowledge of how the media may
affect them differently as well as the same.
1.
2.
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Lesson Plans
Introduction to big ideas
The intention for todays class is to get students thinking about body image and media,
and the relationship they hold. As this unit will be mainly discussion based, lesson 1 is
intended to open the mind and the floor for critically thinking and discussion.
Attention Grabber:
Have students write down on a piece of paper everything they love about their bodiesinform
students that this will be private and they do not need to worry about sharing. Next, have
students flip it over and write down everything they wish to change. What did they find was easier
to write down? Why do they think they had this result? Was their result healthy? Looking at the
things they would like to change, where do they get those standards? Watch Dove Real Beauty
Sketches.
Discussion:
o What is body image? Identify a good and bad body image and explore the causes and
affects of both.
o What is media? Identify the different forms of media which we consumei.e. magazines,
newspapers, social media, advertising, TV, movies, etc.
o How much media do you think that you consume in a day? Watch Cause and Effect
Video. Discuss video.
o Brainstorming with a partner/group: What is the intention of various media forms?
o Introduce to final assignment and form groups.
Resources:
Watch the following documentary trailers/videos:
Dove Real Beauty Sketches: http://www.youtube.com/watch?v=iswiKQbtwXQ
Cause and Effect: How media consumption can change your life:
http://www.youtube.com/watch?v=Hv5Z2Xv8iJU
This video focuses in on female media consumption.
Miss Representation: www.youtube.com/watch?v=S5pM1fW6hNs
II.
and the effect it may be having on their perceptions of themselves. Introduce Photoshop
and discuss why it is important in our discussion to media and body image.
Attention Grabber:
Review from last day: What is body image and media? Watch Media Consumption: How much is
too much? Discuss how media consumption has negative affects on our critical thinking skills.
How does this affect our body image?
Discussion:
o How many advertisements do we see a day? How many people have purchased a product
after seeing an advertisement?
o How does media consumption affect our thinking process and our ability to critically
assess what we are consuming? Watch Media Consumption video.
o Students will watch the video Body Evolution: Model Before and After where viewers see
first hand just how dramatic the media can manipulate the images we see in the search
for their ideal beauty. Students will be asked to think critically about medias purpose
behind photo editing.
o What is the long term and short term affects of Photoshop? Watch Miss Representation
video.
o Start critically analyzing advertisements in relation to Photoshop and body image. We will
look at a few advertisements together and discuss what we are seeing. What affect does
this have on our idea of beauty?
Student Activity1
o Students will be split into groups and will be given a variety of images (mainly
advertisements) to analyze. Using their findings, they will have to create The Standard of
Beauty that is enforced by media. Ex: They may draw a girl with a tiny waste, large
chest, no acne, etc. and will have to label it and explain why they drew her the way they
did.
o Next to this, students will have to create the average girl/ woman with labels as well.
o As a group students will have to shortly present their findings to the class next day.
o This activity will help them prepare for their final presentations, as they will have to
connect their findings with their own body image.
Resources:
Videos to Watch
Body Evolution: Model Before and After: http://www.youtube.com/watch?v=17j5QzF3kqE
This video fast-forwards through the Photoshop process showing views just how drastic this process
can be.
Media Consumption: How much is too much? : http://www.youtube.com/watch?v=IVWXRlhoO_I
This video provides the shocking facts of how much media we consume everyday while also
discussing the consequences this has one ones critical thinking and analysis skills.
Miss Representation: www.youtube.com/watch?v=S5pM1fW6hNs
This video is a trailer for a documentary critically analyzing the impact media has on young girls
and women.
III.
What is beauty?
In order for students to have a better understanding of their own body image, it is very
important that they consider what they believe the standard of beauty is, and how
created and reinforces that beauty standard.
Attention Grabber:
To connect with last day, I will present my project of the expectation of beauty with comparison
to real beauty using the example of Barbie. Discuss how this affects our ideal of beauty from
such a young age. How does this affect our body image?
Student Activity:
Students will present to the class their beauty standard vs. real beauty in relation to what
they found.
Discussion:
Continuing on with yesterdays discussion, we will finish up with our topic of magazines and
advertisements.
o Look at magazines negativity towards womens bodies. For example, when they bully stars
who are not wearing make up, have cellulite, or rolls in a bathing suit.
o How does this attribute to the de-humanizing of celebrities? How does this contribute to
the ideal of beauty and normalize the fake?
o To conclude this advertising section, watch 5 Minutes of What Media Actually Does to
Women
o How does the medias attempt to turn women and girls into sexy objects affect your
body image?
Videos to Watch
5 Minutes of What Media Actually Does to Women: http://www.youtube.com/watch?v=8xAbAeZGog
IV.
Videos to Watch
Hunger Games 1 Trailer: http://www.youtube.com/watch?v=4S9a5V9ODuY
Calling People Fat Should be Illegal (0:00-2:25): http://www.youtube.com/watch?
v=cXQEQJQZU00
Jennifer Lawrence Talks Body Image: BBC News: http://www.youtube.com/watch?
v=U3HU7e1XrYA
All About that Bass Music Video: http://www.youtube.com/watch?v=7PCkvCPvDXk
V.
Attention Grabber: What is a healthy body type? Who gets to decide what a healthy body shape
is? What does it mean to be healthy?
Discussion:
o What is body mass index?
o What is a healthy BMI for you?
o What is a healthy body shape?
o What are healthy ways to improve your BMI?
Brainstorm what we believe it means to be healthy. How can you maintain a healthy body?
Next, how can we be informed critical thinkers when looking at media, and how will this
contribute to a healthy or unhealthy body image? How can we analyze, understand, and make
informed decisions as consumers of media?
o What does it mean to be a media literate individual?
o How can you improve your media literacy?
Watch Media Literacy 101.
Frame your mind to start asking questions about what youre consuming.
1.
2.
3.
4.
To conclude lesson, give groups time to plan for next day, so that when they come to their work
period they are able to get to work and hopefully get the majority of it done in class.
Videos to Watch:
Media Literacy 101: http://www.youtube.com/watch?v=lFF8wAqy-wo
VI.
o
VII.
o
VIII.
7.
Assignments Overview
Assessment Breakdown
Daily Participation:..30%
Standard of Beauty Activity:.15%
Written Portion: 25%
Group Presentation:.30%