SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Heather DeLude Date: 11/8/17

School: Glenbrook Middle School Lesson #: 1

Grade: 8 Class size: 15/19 Class/Time: 10:15-11:02 & 12:25-11:12

Unit/Theme: Body Image Lesson Focus: Tattoos/Body Piercings

Objectives (must be measurable, use action verbs and include elements of

success) Cite appropriate standards from MA Comprehensive Health
Curriculum Frameworks
By the end of the lesson, students should be able to:
List three different risks of getting a body piercing/tattoo
Explain why or why the individual would or would not want to decide to get a tattoo in
the future with two facts/statistics supporting their decision either way.
Discuss how social media and the news can put pressure on people to make decisions one
way or another.

Materials/Supplies/Lesson Preparation
Body Image PowerPoint
hite paper and pencil for every student
Lined w
Handouts

Special Accommodations (How will the special needs of individual students be

met?)
- Students will be working on their own, not with partners
- This is the first day of a the body image unit so it is important to open up with a positive
outlook and explain in depth what is expected

References/Resources (include books, articles, websites, etc.)

Glencoe Teen Health course 2 (students textbook)
Instant activity adapted from Dr. Shannon Whalen (HLTH Professor at SC)
MA Health Cirriculm Frameworks

Opening (activator/instant activity)

One word descriptions:
The students will have a white lined piece of paper and they will be shown a series of pictures of
different people and their job is to write down the first word that comes to mind when they see
that particular picture. Just one word and no discussion, we will come back and talk about it
once all ten pictures are presented.
The activity will then carry over into a discussion about Body image and how different
perceptions of people can affect what we think about them, and how we view them as people
from simply what they look like on the outside.

Procedures Step by step description of teaching

strategies/methods/pedagogy to be used. (Include time frame for each activity,
transitions, extensions/adaptations, cooperative learning techniques jig saw,
pair/share, etc.)
1. Body image powerpoint: Students will go through and write down one word for each of
these individuals and then at the end we will go back through and discuss who these
people really are.
a. This will last about 10-15 mins with the whole discussion aspect and review of
body image
b. Students will be assessed through open discussion and glass participation
c. Try to get each student to at least put some kind of input into the activity.
2. Expressing Yourself: I will then go into more detail about different things like tattoos
and body piercings. There is a national discovery article that is about the history of
tattooing and body piercings, go into that and more based on the student's responses. We
will talk about different reasons why someone might get a tattoo or a body piercing and
how that could represent them culturally as well as personally.
a. This should take about 5-7 minutes to go over
b. Students will be assessed by discussion and participation in class discussion, as
well as informal questioning.
3. Webquest: The students are then going to be working independently on their own
computers looking on the kidshealth.org teen health site and they are to be finding the
answers to the following questions, independently on their own for about 15 minutes
a. Before tattoos became a popular form of body decoration, who were the first
people to have them?
b. What is a tattoo?
c. List the health risks involved in tattoos. Both long and short term effects.
d. What is involved in the care of a tattoo?
e. Describe the procedure involved in the removal of a tattoo.
f. What is a body piercing?
 g. What are some of the health risks involved in body piercing?
h. At what age can you get a tattoo or body piercing without parental consent?
i. Why do you think young people want to engage in these activities?
j. Based on what you have learned, would you want to engage in either of these
activities? Give reasons to support your answer.
4. Class Discussion: Once all of the students are basically done with the worksheet as a
class we will stop and go over it together talking about different things we found and
making sure that everyone has the same type of information. (5 mins)
5. Exit Slip: The students will have the about 5 minutes left in class to quickly write a
convincing paragraph explaining why or why not they personally would choose to either
get a tattoo or body piercing or why they would choose not to get one. Making sure to
support their decision with good back up from their webquest resources.

List Assessment(s) informal or formal how do you know they have learned
the desired content and you have achieved your objectives?
Informal questioning about body image, why they had the one word responses that they
did for each individual picture and then discussing further why it is not important to
judge people based off of how they look
Webquest completion: knowing that they were actively looking for the answers on the
websites while working independently.
Exit slip: at the end of class I will know that they are aware of different harms and risks
of getting a tattoo or a body piercing.

Closure/Summarizer
Exit Slip: The students will have the about 5 minutes left in class to quickly write a convincing
paragraph explaining why or why not they personally would choose to either get a tattoo or body
piercing or why they would choose not to get one. Making sure to support their decision with
good back up from their webquest resources.

Notes/Reflection (to be completed right after you finish teaching a particular

lesson) What did you accomplish? How much did the students learn? What
would you leave the same and what might you change in the future to improve
this lesson?
C Class: First time teaching on my own. Could have handed out the papers at the door as
opposed to handing them out once everyone was already sitting down. Make sure to keep the
students quiet and let them know that it is not okay to be talking while anyone else is talking
including classmates and teachers. Make sure to go over the body piercing paper on monday and
go over the second half of the worksheet. Then going into more body type issues.

E: Class: Had less to say. Took more to get their answers out of them to try to get them to
expand more than just one word answers was a bit challenging. Decided to hand out the papers
at the door and it worked better. Unfortunately did not have time to get through all of the lesson
and get to the exit slip, but still was able to go over the worksheet at the end of the lesson.