Unit developed by Merrylands High School
PDHPE
Body dissatisfaction - no weigh!
Year 9 unit of work
Central concepts – What do we want the students to learn?
We want to students to know that:
 there are a variety of socio-cultural influences and perceptions related to body image
 beauty is socially constructed; the media, fashion, advertising and marketing industries
manipulate images to create unrealistic images of beauty
 healthy eating habits and a positive sense of self have many benefits and are essential for
good health and wellbeing
 there are many support seeking strategies for self and others.
Why does this learning matter?
This learning matters because:
 students need to develop critical thinking skills concerning
health consumerism and health literacy to better understand
their health and the health of others
 adolescents are highly vulnerable to the influences of the
media, peers and other socio-cultural influences
 healthy eating habits and a positive sense of self is essential
for holistic wellbeing
 student’s perception of their body image can be enhanced by
understanding associated risk factors and building the
necessary protective factors for good health and wellbeing
 students need the necessary knowledge and skills to support
themselves and others.
Outcomes
5.1 analyses how they can support their own and others’ sense of self
Students learn about:
 the interdependence between a sense of self and health and wellbeing
 how a sense of self can impact on health and wellbeing
 how personal health can impact on one's sense of self
 supporting yourself
 reframing negative thoughts and statements and positive thinking
© Commonwealth of Australia 2010
Students learn to:
 analyse how a positive sense of self can influence behaviour in
social contexts relevant to young people
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Unit developed by Merrylands High School
5.6 analyses attitudes, behaviours and consequences related to health issues affecting young people sport
Students learn about:
Students learn to:
 healthy food habits
 explore the relationship between body image and gender, and the
impact of the media on the manufacture of the ideal male and
 sources of nutritional information
female body types
 disordered eating and body image
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investigate factors that influence food choices, e.g. culture and
 diets, dieting, exercise and energy balance
customs, gender and media
 sociocultural influences on food choices
5.8 A student critically analyses health information, products and services to promote health
Students learn about:
Students learn to:
 health consumerism
 analyse the impact of peers and the media on the selection of
health products and services
 developing critical literacy skills
 influences on selecting health products and services
 rights and responsibilities
5.11 adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations
5.12 adapts and applies decision making processes and justifies their choices in increasingly demanding contexts
Orientation
This ten unit of work is designed to increase students' knowledge, understanding and skills about body image issues. Read each lesson description carefully. There is a
Smart Notebook to use as a scaffold to build learning on. There is also a student OneNote package for the unit of work. Please check that all activities and websites are
approved by your Principal and meet the needs of your students.
Evidence of learning
Students’ can:
 explain why it is important to be knowledgeable about their health and the health of others
 identify sources of nutritional information
 discuss the relationship between energy intake, energy expenditure and the role of healthy eating and physical activity
 describe how sociocultural influences affect food choices in society; and more specifically, what influences them personally and whether these influences are positive
or negative
 use the song ‘Beautiful’ by Christine Aguilera to look at societies stereotypes in a broader context and reflect on how sociocultural influences may impact on health
 explain the link between sense of self and physical and emotional health
 differentiate between body satisfaction and body dissatisfaction
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
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analyse the Dove campaign and identify that beauty is socially constructed; and the media manipulates to create a false impression of beauty
describe the body image of males and females as identified by themselves, by the media and by their peers
critique a range of materials to determine the impact the media has on the attitudes or males and females in relation to body image
demonstrate image manipulation through the use of Photoshop skills and link this to reality and the media
collect a range of information on a magazine to determine the impact the media has on the attitudes or males and females in relation to body image
write an email reflecting on personal opinion and research related to body image, media and eating patterns
identify factors that affect body weight
reflect on factors that affect their body weight
describe the relationship between energy intake, energy expenditure and health
complete the goal setting tool on http://kidshealth.org/teen/misc/making_a_change_module.html
complete a self-evaluation on body image
explain signs and symptoms of various disordered eating patterns
identify support strategies
use ICT skills to create a television segment for the show What's good for you?
identify factors influencing body image and how young people can be affected
explore relevant research statistics related to body image and disordered eating patterns in young people
explain why healthy eating habits are important for young people
create tips and suggestions on how to young people can be better supported in the area of body image and healthy eating habits
Lesson 1 - Healthy food habits / Sources of nutritional information
Resources
1. Introduce the unit and discuss expectations of unit.
Lesson 1
Interactive
Whiteboard lesson
on Smart Notebook
2. Discuss and complete the Weigh up your lunch interactive game. http://www.goforyourlife.vic.gov.au/hav/articles.nsf/html/index.html. This is a
revision of Stage 4 and prior knowledge about the components of a healthy lunch.
3. Class discussion about sources of information about nutrition.
 How did you know what to put in your lunch?
 Why is it important to be knowledgeable about your health?
 Where can you obtain nutritional information?
© Commonwealth of Australia 2010
Lesson 1 student
OneNote package
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Unit developed by Merrylands High School
4. Students complete the sources of information table in Task 1 of the OneNote package (also displayed on IWB).
5. Class discussion
 Why are some sources of information more reliable than others?
 What qualities/skills/characteristics/qualifications should someone look for when assessing the accuracy and reliability of nutritional information?
 What are the consequences of inaccurate information on the health and safety of individuals and the community?
6. As a class, discuss healthy eating. Questions may include:
 Why are some sources of nutritional information more reliable than others?
 What qualities/skills/characteristics/qualifications should someone look for when assessing the accuracy and reliability of nutritional information?
 What are the consequences of inaccurate information on the health and safety of individuals and the community?
7. Students participate in on-line quiz http://www.daa.asn.au/smart_eating/scavengerhunt/index.asp?pageID=2145844157.
8. Energy balance revision from Stage 4 using the IWB. For further information, access the pdf below.
http://www.heartfoundation.org.au/SiteCollectionDocuments/QRG%20PhysAct%20EnergyBalance.pdf
9. Students keep a food journal and record of physical activity participation for three days (one day must be the weekend). This can be done in
written form on students OneNote or in an Excel document or students can record their eating patterns using the Webcam.
10. Using their journal, students select one day of the week and compare physical activity and dietary intake by estimating their energy intake and
expenditure for the day. Students then:
 design a menu of choice for a day
 discuss what would be the difference in terms of energy intake and the balance model if some snacks or extra meals or snacks were added to the
dietary intake
 discuss ways they could increase their physical activity levels to balance dietary intake.
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
Lesson 2 - Sociocultural influences
Resources
1. Demonstrate a language unpack – the meaning of sociocultural: the social and cultural beliefs and behaviours that affect the choices we make.
Lesson 2
Interactive
Whiteboard lesson
on Smart Notebook
2. Students mind-map sociocultural influences on our food choices using Freemind or Mindomo http://www.mindomo.com/.
Possible responses include: socio economic status, location, peers, family, gender, growing independence, media, education.
3. For each of the sociocultural influences the class has identified, complete the table in their lesson package about how sociocultural factors
influence food choice.
Lesson 2 student
OneNote package
4. As a class, examine the socio-cultural influences listed above and answer the following questions:
 What are the three greatest influences on your food choices? Why?
 Are there such things as ‘girl’ foods and ‘boy’ foods? Explain.
 Australia is a multicultural country. Cultural groups within our society include traditional foods in their diet and provide all of us with a great variety
of choice, which is good for our own nutritional status.
 Why are traditional foods important to a culture?
 What foods do you eat that reflect other cultural food habits? Do these foods influence your diet positively or negatively? Explain.
5. Sociocultural influences of health – A look at our society
Students listen to the Christina Aguilera song ‘Beautiful’ found on http://www.christinaaguilera.com/.
6. Use the words from Beautiful (page 25 http://www.cyh.com/HealthTopics/library/WOMM_bb.pdf) and the video clip to complete visual literacy
questions.
 What is the song about?
 What words and images describe:
- a positive sense of self
- a negative sense of self.
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
Lesson 3 - Sense of self & body image
Resources
1. Explore how a sense of self can impact on health and wellbeing. As a class, discuss what is meant by the term 'sense of self'.
2. Using the IWB, discuss the dimensions of health and their relationship to a sense of self.
3. Using the IWB with website links; explore how the clips and images from a variety of sources impact on a person's sense of self. The following
websites are hyperlinked in the IWB. (Follow your internal approval process for websites before showing these sites).
 Mean Girls website http://www.meangirls.com/indexflash.html - from the home page, click on The Art of Sabotage – getting mean girls where it
hurts and then Mean Girls translate.
 AnyBody website http://www.any-body.org/ - using the search function, enter fitness first to take you to an image where the weight of a person
sitting on a bus stop bench is displayed.
 Australian screen website http://aso.gov.au/titles/documentaries/good-girls-do-swallow/clip1/ - a short documentary interviewing young females
about body image and diets.
 AnyBody website http://anybody.squarespace.com/anybody_vent/2008/9/21/a-fashion-designers-take-on-the-body-debate.html - an article about
standard sizing for clothes and the impact of the fashion industry on body image.
After class discussion, students write about their personal reaction to the images/article/clips. This can be done on a class blog or in their OneNote
package.
Lesson 3
Interactive
Whiteboard lesson
on Smart Notebook
Lesson 3 Student
OneNote package
4. Explain to students that the Australian Government has taken action to promote positive body image amongst young Australians. The
Youth.gov.au website now has a section dedicated to improving young people's body image http://www.youth.gov.au/bodyimage.html. Explore
the website and discuss the effectiveness of the strategies to improve young people's body image. Students explore the pdf links in their
OneNote package and in pairs, discuss the effectiveness of the strategies.
Questions may include:
 Why do you think it has become a priority for the Australian Government?
 Whose responsibility is it to improve people's body image?
 How effective do you think these proposals will be for young people?
 What else do you think needs to be done and by whom to improve body image in Australia?
5. Discuss body satisfaction vs. body dissatisfaction
 Why do people like their own body?
 Why do people dislike their own body?
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
 Do more males or females experience body satisfaction or dissatisfaction?
 Who influences people to reflect about their body image?
6. Students create a ‘word cloud’ collage on www.wordle.net using terms that they associate with body satisfaction and dissatisfaction. Students
post on Wordle and compare with their peers. www.wordle.net is an excellent web 2.0 tool to create a word cloud.
If students do this work at home, please use the screen capture tool to paste images into OneNote pack as this will be an excellent authentic source
for Part 2 of their assessment.
7. Students record their thoughts about how we can be ‘satisfied’ with our bodies using the insert video recording function in OneNote.
8. Students view the Dove campaign, watching the short film Amy.
http://www.campaignforrealbeauty.com.au/dove-self-esteem-fund/. As a class, discuss reasons why Dove has created the campaign for real beauty
and what it means.
9. Discuss with students the following questions about body image:
 Is body image important? Why / why not?
 Where do we get our perceptions about body image from?
 Who do young people listen or respond to about body image?
 Who should young people listen or respond to about body image?
 Who is affected more about negative body image? Males or females? Why?
Lesson 4 - Body image & gender stereotypes
1. Write a definition of body image individually and then use the ReachOut website link for a definition to compare
http://au.reachout.com/find/articles/body-image-how-to-love-the-skin-youre-in.
2. Body Image, Gender Stereotypes and Society
 As a class, discuss the Australian society’s ideal male and female? Are these realistic? Why? Why not?
 Watch the two clips about body image and discuss the issues raised about gender. Analyse whether these issues are representative of gender
issues or stereotypes. What are the issues for males and females? Are the issues the same for males as they are females? Why / why not?
 Students complete the body image quiz http://www.cyh.com/HealthTopics/library/WOMM_bb.pdf on pages 4 and 5 (link from their OneNote
package) and complete the accompanying exercises linked to quiz results. Discuss with students.
 Using the internet, students download images of gender stereotypes of body image and answer the questions in their OneNote package.
© Commonwealth of Australia 2010
Lesson 4
Interactive
Whiteboard lesson
on Smart Notebook
Lesson 4 Student
OneNote package
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Unit developed by Merrylands High School
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Think about your typical vs. ideal male and female.
What similarities and differences are there? Why?
How does the media influence our perceptions of body image? Does it put pressure on us to conform to a specific body image?
How does fashion affect your image? Explain. (Fashion over time)
What do we mean by the statement: ‘Body Image – health vs. obsession?’
3. Airbrushing in Action! Using the Challenging media images laptop wrap, explore the links and then complete the first activity. Watch the Dove clips
as a class and complete the activity. Explicit instructions and questioning are provided in the laptop wrap.
Preparation for next lesson
4. Students will need to access one issue each of one of the following magazines: Dolly, Girlfriend, Cosmopolitan, Ralph, FHM, Inside Sports, Who,
Cleo, Men’s Health, Alpha or any other magazine negotiated by their teacher.
5. Students examine a variety of images (magazine, photographs, the internet) and brainstorm answers to the following:
 ‘WHAT’ images/topics were portrayed/presented?
 ‘WERE’ these images or topics realistic and representative of the general population?
 ‘HOW’ are images altered and changed by the media? What is the purpose of these changes?
 ‘WHY’ does the media publish these types of images and articles?
Lesson 5 - Body Image and the media
Resources
1. Using the student's OneNote package, explain the assessment task. Students begin Part 1 during class time.
Part 1: Individual task – Persuasive letter to a magazine editor
Students choose ONE magazine from the list below:
Faculty advised to allocate funds within the PDHPE budget to buy a range of magazines to support student learning.
Dolly
Girlfriend
Who
Inside Sports
Men’s Health
Alpha
Lesson 5 Student
OneNote package
Big League
Or any other magazine of your choice with teacher approval
2. Students analyse the magazine they have selected by recording the following information into an Excel spreadsheet. Information about using
Excel can be found at http://www.baycongroup.com/el0.htm or search for Tools4U on the Teaching and Learning Exchange.
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
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Name of magazine
Issue date of magazine
Editor’s name
Contact email of magazine or magazine editor
Number of images with ‘model’ type people (unhealthy weight) in the magazine
Number of images with ‘real’ type people (average weight and above) in the magazine
Summary comment on cultural stereotype of people in the magazines
Number of photos with sporty/muscular people in the magazine
Number of articles focussing on weight loss, diet, how to improve yourself
3. Students write an email to the magazine editor (send to teacher first) of the magazine they have critiqued. Students use the findings from step 2
and their background knowledge to discuss and explain:
 the images and topics the magazine portrayed and their opinion on whether these are realistic and representative of the general population
 what they believe is a normal and natural shape for males and females
 how and why these images may be harmful to the readers. (They are to include specific examples from the magazine they critiqued and say why
they believe they are harmful)
 what they believe the moral obligations editors have to consumers are (e.g. put the health of individuals before profit, ensuring that images are
not altered or digitally enhanced) and why editors have moral obligations
 their suggestions as to what type of images and articles the magazine should include to promote well-being.
Teacher note: The following link can provide explicit support for structure and language features of an email and exposition.
http://www.teachers.ash.org.au/jeather/writingfun/writingfun.html. Author of resources: Jenny Eather (2006) ‘Writing Fun’. You can also select
‘downloads and printables’ so that students can interact with Word document.
Addition/alteration to this task:
There is an opportunity for students to develop a Letter to the Editor as opposed to an email. Students would be required to use word processing
format and MAIL MERGE function.
(One of the resources in the program will be explicit teaching of exposition text type & scaffold to support draft letter. The remainder of this task is
completed for homework).
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
Lesson 6 - Impacts of unhealthy eating/disordered eating
Resources
1. Discuss different body types and how they influence the way a person looks.
Lesson 6
Interactive
Whiteboard lesson
on Smart Notebook
2. A look at body weight – What affects it?
As a class, discuss how factors such as body type, metabolic rate, lifestyles and emotions influence a person’s body weight. Individually, students
rank the factors from least influential to most influential on body weight in their OneNote package and discuss with a partner. Complete the ranking
as a class to discuss different points of view.
3. Students record their answers to the questions in their OneNote package. Pull the tabs in order from the IWB to discuss the meaning of the
questions and their relevance to healthy eating. Questions are outlined below.
 How would you describe your body frame (Ectomorph, Mesomorph, Endomorph or a combination of these)? Use evidence to support your
answer.
 Do you have a fast or slow metabolic rate? How do you know? Is metabolic rate something we can control?
 How does your lifestyle influence your body weight? What changes could you make to improve your lifestyle?
 Do any emotions ‘trigger’ your eating patterns? Why do you think this might be the case?
Lesson 6 Student
OneNote package
4. Overview of disordered eating patterns. Watch the following video clips through YouTube.
 Parents TV http://www.youtube.com/watch?v=w6ElMw0EMNc
 'Man-orexia' on the rise http://www.youtube.com/watch?v=RFvb1Hxz4To&feature=fvsr
 Anorexia's living face http://www.youtube.com/watch?v=VS2mfWDryPE
The aim is for students to get an understanding of the signs and symptoms of various disordered eating patterns and the various support strategies.
Discuss the issues raised in the clips about eating disorders.
5. Students complete the responding section in their OneNote file about eating disorders and compare with a partner. Some websites that may be
useful are:
http://www.cedd.org.au/
http://www.health.nsw.gov.au/resources/mhdao/53135EDTOOLKIT_intro_pdf.asp
http://www.healthinsite.gov.au/topics/Eating_Disorders
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
Lesson 7 - Impacts of unhealthy eating / diets & dieting
Resources
1. As a class, brainstorm what students know and what they want to know about diets and dieting.
Lesson 7
Interactive
Whiteboard lesson
on Smart Notebook
2. Diets & dieting
Click on the link to read 5 ways to spot a fad diet http://kidshealth.org/teen/food_fitness/dieting/fad_diet_tips.html (the link is in the IWB and the
students OneNote package. Click on the blue image on the IWB to reveal the questions). Complete the accompanying questions (Literacy focus:
Here-Hidden-Head). As a class, discuss the answers.
3. Some interesting points about diets.
Using the IWB, ask students to explain what the statement may mean on the balloon. Click the balloon to reveal the meaning. Discuss any further
issues or points raised from the unit so far about diets and dieting.
Lesson 7 student
OneNote package
4. How to maintain a healthy weight.
Investigate the healthy kids website http://www.healthykids.nsw.gov.au/ and any other reliable websites. (This information in addition to more
research will be needed for Part 2 of the assessment task). Students develop a teenager's guide to maintaining a healthy weight using the key
messages from the website as a guide to create an original and engaging visual one page representation. Students can choose which software
program they would like to use and insert it into their OneNote package.
5. Making a change. A personal plan
Students complete a plan about a personal goal they may have from the unit so far, e.g. in relation to body image, healthy eating, perception of the
media and body image, helping a friend. Use the http://kidshealth.org/teen/misc/making_a_change_module.html link in their OneNote package
which will guide them through making a personal plan.
© Commonwealth of Australia 2010
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Unit developed by Merrylands High School
Lessons 8, 9 and 10 - Production for television segment
Resources
Students work on part 2 of the assessment task handed out in week 5.
Assessment part 2: Group task – Create a television segment for What's good for you.
Internet
Tools4U - Adobe
Captivate
1. In groups of 3-4, groups use Adobe Captivate to create a segment on the television show What’s Good For You. Show students a segment from
What’s good for you http://health.ninemsn.com.au/whats-good-for-you/.
Each person in the group is allocated a role (examples include Doctor / Nutritionist / Dietician, female teenager, male teenager, parent, media).
The segment should go for up to two minutes and involve a combination of still pictures, video and narration. It is targeted to teenagers and should
include:
 factors influencing body image and how young people can be affected
 relevant research and statistics related to body image and disordered eating patterns in young people
 why healthy eating habits are important for young people
 tips and suggestions on how to young people can be better supported in the area of body image and healthy eating habits.
2. Use the scaffolds to help with planning a group task.
In the final lesson of the term, students present their segment. The best entries can be uploaded to teacherchannel or alternatively, a wiki may be
created to display all the segments. Students can critique their peers (from their class/others) presentations.
Extension- students are encouraged to click onto http://www.diet-blog.com/ . Scroll down to the ‘category’ section. Click what’s on personal interest
and blog away!
© Commonwealth of Australia 2010
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