Content Area: Health and Physical Education

 

Index: 2.2A Grade 8 CPI 5

 

Standard: 2.2 - Integrated Skills

 

Strand: A -   Communication 

 

Cumulative Progress Indicator: 5 -  The student will analyze the economic and political purposes and impacts of health messages found in the media.

 

Grade: 8

 

Sample Activities:

 

·       DIET WISE - Present various weight loss ads seen in magazines or on television. Display books that promote various fad diets and allow students to examine them. Then have the students brainstorm the common messages found in each. Show magazine ads or slides of “the beautiful people”— people who are in the public eye and always appear to be very slender. Ask the students: “What do these people do to stay slim? Do they look healthy? How much do you think they weigh?” Compare the estimated weights with recommended weights from height/weight charts and body fat analysis. Ask: “Do you think they are healthy individuals? Why or why not?”

Variation: Divide the class into groups and assign each group a fad diet, weight-loss program, or weight-loss product. Students research the assigned topic and present the information to the class, outlining the positive and negative aspects of each program, the research that supports the program,
and the costs involved. Students discuss whether the program is medically sound, based on the information presented.

Variation: Both males and females use weight-loss and weight-gain products, even though females are the targeted audience. Students brainstorm why an adolescent would want to gain or lose weight. Outline the healthiest ways to gain or lose weight.

Variation: Students write poems or short stories about having a positive body image and how it contributes to wellness. The writings can include graphics or other illustrations and can be displayed as part of a class booklet.

 

·       TEEN MAGAZINE - Provide a wide variety of current magazines that appeal to teenagers. Ask students to identify common elements in each. Divide the class into several groups. Each group selects a target audience for a newly created teen magazine that promotes adolescent health (e.g., younger teens, males, high school females, college students, student athletes) Each group determines the topics for their magazine based on their review of magazines currently in print (e.g., advice columns; features on foods, makeup and fashion; real life stories; music and movie reviews). Groups write and design articles; put the magazine together; illustrate it with drawings, graphics or photos; and develop a marketing plan to reach the desired audience. Each group presents the finished magazine to the class.

Variation: Instead of designing a teen magazine, students develop a magazine for families or parents using the same preparation and format. Students might also design a magazine targeting elementary students.

 

·       FAST-FOOD - Divide the class into five groups. Give each group a “fast-food scenario”—a description of a teenager’s fast food eating habits. Each group discusses their assigned scenario and decides whether the teen made a wise food choice. Give the students information about the costs of the selections, and encourage the use of additional resources (e.g., pamphlets, articles, Internet sites) to investigate the nutritional content of the choices. Each group develops three to five recommendations to improve the teen’s food choices. Examples of fast-food scenarios might include the following:
-       Freddie stops at his favorite fast-food place every day after school for fries and a shake.
-       Sally is watching her weight; she selects a salad and lowfat dressing when she eats there with friends.
-       Harvey buys the largest cheeseburger they sell (according to the ads, Harvey has a “man-sized” appetite) and combines it with a super soda and giant fries.
-       Bonnie never chooses the same thing on the menu—sometimes she’ll eat a burger; the next day a fish sandwich.
-       Malik always orders his burger plain—no catsup, pickle, tomato, or secret sauce for him.

Variation: Students outline their typical fast-food diet, analyze the nutritional content and calories, and offer suggestions to improve selections.