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A stimulating lesson that questions the role of make-up in influencing a person's body image and their mental well-being.

Working in groups on a statement carousel, students will learn to identify the factors that influence body image and affect mental health and the ways in which emotional well-being can be fostered.

Lesson objectives

By the end of the lesson, ALL students will learn: That body image can have positive and negative effects on a person's emotional well-being.

By the end of the lesson, MOST students should learn: That body image and the pressures to conform can have effects on a person's mental health and emotional well-being.

By the end of the lesson, SOME students could learn: To critically analyse the influences on individuals to conform to a stereotypical body image and its effects on mental health and emotional well-being.

Activities for the lesson

Equipment required: ICT Internet / projector, Whiteboard, Printed handouts

Teacher Input

Whole class

Teacher to introduce lesson objective - to discuss the factors related to body image and their effect on mental health and emotional well-being (self perception and self esteem).

This topic may be a sensitive issue and needs careful delivery.

Lesson starter: Concept cartoon


Using Handout 1 - Concept cartoon, students are to reflect on the statements and discuss which cartoon they identify with and how the individual characters are feeling about their body image.

Class feedback

Whole class

Students to feedback to class discussion.

Video clip

Whole class

Students to watch the video at the top of this page.

Thoughts on the video


Students to write their initial thoughts on the video and then share with a partner of the opposite gender.

Class feedback

Whole class

Feedback to class on how they feel about Leah's morning routine.

Fortune line


Students to use Handout 2 - Fortune line to record how they think Leah's mood changes as she gets ready in the morning.

On the second fortune line individuals are to record how they feel their mood changes in the morning.

Sharing ideas


Individuals are to share their fortune lines with a partner.

Statement Carousel


Organise class into five groups. Give each group one of the spider diagrams from Handout 3 - Statement carousel printed on A3 paper.

The five spider diagrams are as follows;

  • Group 1 - Factors that can influence an individuals positive body image
  • Group 2 - Factors that can influence an individuals negative body image
  • Group 3 - Effects on well-being of having a positive body image
  • Group 4 - Effects on well-being of having a negative body image
  • Group 5 - Things an individual can do to improve a poor self perception / self esteem

Each group has three minutes to write their comments / add to comments on the spider diagrams and then pass to the next group.

At the end, each sheet must return to the original group and they must feedback to the class on the range of comments provided.

Group feedback

Whole class

Teacher to draw out relevant points from the group feedback, highlighting the effects on mental health and well-being and strategies to use to improve self-esteem.

Written comments


Teachers can use Handout 4 - Comment sheet to collect written comments from the students.

Icon key

Icon Key

Key skills and learning skills

  • Communication
  • Application of number
  • ICT
  • Problem solving
  • Working with others
  • Improving own performance
  • Critical thinking
  • Creative thinking
  • Exploring meaning
  • Reflection
  • Research skills
  • Presentation skills

AFL strategies

  • Sharing learning objectives
  • Use of questioning
  • Effective feedback
  • Modelling
  • Pupil self assessment
  • Peer assessment
  • Ongoing assessment
  • Adjusting teaching/reviewing
  • Plenary

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