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This lesson is written as an interdisciplinary unit for both the Health and Science classrooms. It can however, be taught in just one of the classes.
Main Curriculum Tie:
Days 2 & 3:
Background For Teachers:
Familiarity with basic genetics. Web sites provided for a quick review of Punnett squares.
Student Prior Knowledge:
Intended Learning Outcomes:
Rating the Pics
Show one of the magazine pictures to the class. Ask the students to rate the picture based on the "beauty scale". Next, ask for specific reasons for the ratings. Students tend to make comments about facial features, clothing, moods, etc. Remind them that using words such as "ugly" and "pretty" are not specific reasons for the ratings.
Divide the class into groups of two to three students each. Distribute a couple of pictures to each group along with the same number of sticky notes. Ask each group to agree on a rating and specific reasons for their rating. Repeat for each picture. Next, have groups exchange pictures. Students are to look at the new pictures and their ratings. As a group, they will agree or disagree with the previous group's ratings. If they agree with the rating, they will simply write, "agree" on the sticky note. If they disagree, they will write, "disagree" accompanied by a rating they think is more accurate. Collect the pictures and share with the entire class some of the pictures and their corresponding ratings and reasons.
Determining the Influences
Comparing Ourselves and Coming Up Short
Refer back to the rating activity by holding up one of the pictures that was rated particularly low and reading the reasons for the rating. Suggest that if class members can be so harsh with their judgments about the people in the pictures, they have the same capacity to be critical of themselves. Define "body image" as the way a person sees themself and the judgment that goes along with that view. Distribute the half sheet of paper and ask students to write about or draw their own body image. Since this is personal information, students will not hand in the assignment, but ask them to keep it for the next couple of days.
Days 2 & 3: (Science class)
Divide the class into pairs. Give each student a coin and designate the "heads" side as dominant and the "tails" side, recessive. Determine who will be the father and who will be the mother. Distribute the "Building a Child" data sheet to each student (parent).
Combining Alleles: It's a Toss Up
Sketching the Offspring
Discussing the Outcomes
Day 4: (Health class)
Acquired or Inherited?
Positive and Negative Body Image
Toward A Better Body Image
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