Cerina Arigones, Isabella Chiang, Terry Nguyen, Esperanza Ochoa, and Garvey Su; Updated 3/8/14 A Lesson on Body

Image and Proportions Essential Question: How can media affect your perception of you and the world around you? Daily Lesson Objective: How realistic are human body proportions presented in the media? PLANNING FOR THE LESSON Key Content Standard(s): List the complete text of only the relevant parts of each standards. TPE 1 CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. CML Core Concept 5: Media are organized to gain profit and/or power Lesson Objective: What do you want students to know and be able to do? TPE 1 - Students should be able to create proportions out of measurements and compare different ratios - Students should question why bodies are presented a certain way in the media and how systems and institutions benefit from perpetuating the image of ideal body proportions Assessment: Formal and Informal Assessment. TPE 2 What evidence will the students produce to show they have met the learning objective? - Students will have completed a worksheet that requires them to gather data and answer questions. - Students will be able to verbalize what the ratios mean. What modifications of the above assessment would you use for language learners and/or special needs? - Provide images, definitions, charts, and ample working space on the worksheets

Prerequisite skills and knowledge and experiential backgrounds TPE 8 Skills/knowledge/experiential backgrounds - Students should know how to measure lengths. - Students should know how to simplify fractions. - Students should understand the meaning and usage of units. Pre-assessment strategy - Warm up questions e.g.: simplify 4 in./8 in.; simplify 12 cm/ 4 in.

Equity TPEs 6,7,8 How will ALL learners engage? (varying academic and cultural backgrounds , language levels, academic language) The lesson does not differentiate between language/cultural/academic differences because images will be provided to clarify the activity and does not require previous cultural knowledge. It requires students to measure various parts of their bodies and record those numbers. Also, students will be working groups, so they can help each other.

Cerina Arigones, Isabella Chiang, Terry Nguyen, Esperanza Ochoa, and Garvey Su; Updated 3/8/14 Instructional Learning Strategies to Support Student Learning. TPEs 1, 4, 5, 6, 9, 10 What will the teacher do to: 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, : We will connect this lesson to their prior knowledge of measurements and fractions. We will connect this lesson to their perception of body image based off of what they are exposed to in the media. 2) to identify learning outcomes : The warm up results will help us figure out what level students are at in terms of fractions and measuring and we can adjust accordingly. 3) to present material, guide practice, and build independent learning: We will have different ways of presenting material to students. We will do a lecture in front of the students, and have them work individually, as well as in groups (think-pair-share). 4) monitor student learning during instruction: We will walk around and ask questions to help scaffold student learning. 5) build metacognitive understanding.: We will ask students why they think we are doing this activity and how it affects and relates to their prior understanding. List what the teacher will be doing and what the students will be doing. Time Teacher Students Lesson Resources/ Materials TPE4

t = 0 min.

The teacher will provide warm-up questions about simplifying fractions and converting units on the board The teacher will introduce the Vitruvian Man, i.e., the ideal model for human proportions derived by DaVinci and distribute materials for the activity (worksheets and measuring tape) http://en.wikipedia.org/wiki/Vitruvian_Man The teacher will walk around to monitor the students. Afterwards, the teacher will hand out data on the average body measurements of different races and students will think about what this data infers.

Students solve warmup questions. Students volunteer to present solutions. Students can hypothesize the validity of the proportions and whether they are applicable to everyone, regardless of race, gender, or age. Students measure themselves to see whether the Vitruvian Mans proportions are reasonable. They then compare their data with average statistics provided to them. Students measure dolls proportions and compare it with their data. Image of the Vetruvian man; measuring tape; worksheets

t = 10 min.

t = 20 min.

Average body measurements of different races.

t = 50 min.

The teacher will walk around to monitor the students.

Male and female dolls

Cerina Arigones, Isabella Chiang, Terry Nguyen, Esperanza Ochoa, and Garvey Su; Updated 3/8/14 t = 70 min. The teacher will ask questions to facilitate discussion: 1) What did you notice about the measurements of the dolls? the measurements of the Vitruvian man? 2) How do the measurements compare with you and your peers? 3) Are the dolls body proportions reflective of the average person? Students discuss the implications of the data and proportions they have gathered, as well as how it relates to their use of media and the advertisements/images they see

Cerina Arigones, Isabella Chiang, Terry Nguyen, Esperanza Ochoa, and Garvey Su; Updated 3/8/14 Name:_____________________________________ Body Proportions Worksheet 1. Measure and record your data:
A. Vitruvius Man Height: Measurement Arm span Bottom of chin to top of head Width of shoulder Working Space Ratio of Measurement to Height

B. Image Height:

Measurement Arm span Bottom of chin to top of head Width of shoulder Working Space

Ratio of Measurement to Height

C. Doll Height:

Cerina Arigones, Isabella Chiang, Terry Nguyen, Esperanza Ochoa, and Garvey Su; Updated 3/8/14

Measurement Arm span Bottom of chin to top of head Width of shoulder Working Space

Ratio of Measurement to Height

How do the body proportions of each image compare to each other?

What does this imply about media representation of body image and its effects on consumers?