Unit 4: Body Image/Eating Disorders/Steroids

Body Appreciation: Shift midset from what my body looks like to what my body can do

Media vs Reality: Understanding that images on social media and TV are often edited, filtered, or "fake," and they shouldn't be the standard for "healthy."

Defining Eating Disorders: Knowing that an eating disorder is a serious illness where someone’s thoughts about food and weight make them sick.

Healthy Fueling: Understanding that food is "energy" or "fuel" that the body needs to work properly (Physical Health interrelationship).

Steroids: The dangers and side effects of steroid use

Practice Filter Detection: Practice looking at photos and identifying "The Influence" (e.g., "Is this real or is this a filter?").

Positive Self-talk: Practice replacing a "Bully Thought" (e.g., "I don't like my stomach") with an "Asset Thought" (e.g., "My stomach helps me digest my favorite food").

Asking for Help: Identifying the "Help-Givers" if they or a friend are worried about food or body image (Nurse, Teacher, Parent, treatment centers in and around Meriden).

Identify unhealthy Behaviors: Identify unhealthy behaviors of eating disorders and steroid use and their effects on the body

Reality Check Activity: Students look at the real life barbie activity and use "Fact vs. Fiction" chart to explain why Barbie isn't a realistic health goal.

Body Gratitude Map: An outline of a body where students label parts with a functional asset (e.g., "My ears help me listen to music," "My heart pumps my blood").

Red Flag Sorting: Given a list of behaviors (e.g., "Eating a balanced lunch" vs. "Refusing to eat to stay thin"), students identify which ones are "Healthy" and which are "Red Flags" that need a safe adult's help.

Identify the specific eating Disorder: Given scenerios of specific individual eating habits, body weight, and eating characteristics, stuents will analyze the information and determine which eating disorder may be present.

Warning Poster of the Dangers of using steroids.