SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 Visual Communication Design

DATE: 6th May 2016 (WEEK 1 of 8)

NO. OF STUDENTS: 20

LESSON DURATION: 80 minutes (Double session)

TOPIC/FOCUS: The impact of media messages on body Image.

Inquiry question: What is beauty?

Victorian Curriculum Statements: Identify and describe the purpose, intended audience and context in a range of visual communications from
different historical, social and cultural contexts (VCAVCDR004) Identify and describe the use of methods, media, materials, design elements and
design principles in visual communications from different historical, social and cultural contexts (VCAVCDR005) Explore the extent of ethical
obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)

GOALS AND OBJECTIVES (INCLUDE LINK TO Victorian Curriculum):

GOALS: Evaluate the impact media messages have on their own body image and that of others.
OBJECTIVES The students will be able to:

Explain what is meant by the term 'Body Image'.

Define the factors that contribute to positive and negative body image.
Identify and describe the underlying messages, techniques and visual conventions used in advertising to sell products.
Identify and describe the purpose of the ads, the intended audience and the main message.
Discuss the ways in which historical, social, and cultural context influence how we interpret advertising messages.
Evaluate how they, and others are affected and influenced by the advertising.
SUMMARY OF RESOURCES REQUIRED:
Whiteboard
Teacher Notes/ Body Image Advertising examples.
Student workbooks, pens or pencil.
Butchers paper, coloured pens and BluTack
Computer
Projection screen
Video- 1.16 minutes
Case Study: Dove Campaign For Real Beauty 'Evolution'
https://www.youtube.com/watch?v=B38tqKzS_c8

 Assessment Task One and Rubric

LESSON PROCEDURE
TIMING

RESOURCES

Opening (links to previous lesson/s or new

topic, purpose of lesson):
Explain that the purpose of the lesson is to
explore the impact Media Messages have on
Body Image.
(See: Teacher Notes on Body Image, page1)

5 min

15 min

STEPS OF THE LESSON

(key activities and key questions)

Whiteboard
Workbooks

Pose the following question to the students.

What is meant by the term Body Image?

EXPECTED
STUDENT
REACTIONS OR
RESPONSES

TEACHER
RESPONSES TO
STUDENTS
(including
consideration of
the need to adapt,
reteach or extend)

Students are to
listen quietly.

Introduce the
subject.

Students are to
respond to the
question.

Teacher to write
all responses on
the whiteboard.

Question: What are some of the things that

you think contribute to a positive body
image?
What are some of the things that contribute
to a negative body image?

Students to get
into groups of 4-5
They will be given
2 sheets of
Butchers paper
and coloured
pens. As a group
they will share
their own

Check the level of

prior knowledge.
Evaluate if students
are able to clearly
explain what is
meant by the term
body image.

Students are to
take notes.

Butchers paper, coloured

pens and BluTack.

GOALS &
METHODS OF
EVALUATION
(including specific
informal and/or
formal assessment
links to Victorian
Curriculum)

Teacher will
circulate the room
and act as a
facilitator,
providing
scaffolding for
students that
need extra
assistance.

thoughts and
opinions in regard
to the two
questions. On one
sheet they will list
the factors that
contribute to a
positive body
image and on the
other sheet
factors that
contribute to a
negative body
image.
Students are to
engage in a class
discussion.

20 min

Video- 1.16 minutes
Case Study: Dove Campaign
For Real Beauty 'Evolution'
https://www.youtube.com/w
atch?v=B38tqKzS_c8

Lesson Development:
Introduce the role that media plays in
contributing to negative body perception.

Play video which illustrates how an ordinary

woman can be made to look perfect using
a series of tricks such as lighting, makeup,
hair styling, retouching, Photoshop etc. to
manipulate the image.
Ask the students to reflect on the hidden
motives and 'tricks' are often used in
Advertising to portray a particular image.
Consider the following questions:
Question: Were you aware that many
images you see in the media have been

Brief class
discussion

Once the
students have
completed the
task, the teacher
will BluTack the
butchers paper to
the wall and
facilitate a class
discussion
around the
students
responses to the
two questions.

Discuss with
students, the role
that media plays
in contributing to
negative body
perception.

Students are to
quietly watch the
video

Teacher to play
video.

Students are to
reflect on the
contents of the
video and write
down the answers
to the questions in

Teacher is to
circulate the room
and help guide
the students that
are finding the
questions

Evaluate whether
the students can
define the factors
that contribute to
positive and
negative body
image.

Gauge students
prior knowledge in
relation to role that
media plays in
contributing to
negative body
perception.

Pin point which

students are
finding the task
difficult.

25 min

Body Image Ad examples.

digitally manipulated in some way? What do

you think is the reason behind people being
portrayed this way in the media? Consider
how the intended audience may be affected
and influenced by these type of Advertising
images.

their workbook.

challenging.

Students are to
share their own
thoughts and
opinions in a class
discussion

Facilitate a class
discussion

Students are to get into groups of four, each

group with be handed an ad to critique.
Question: What do you think is the
underlying message in this ad? How does
this ad make you feel? Who is the intended
audience?

Students are to
form groups of
four, review the ad
and formulate a
response to the
questions, then
nominate one
person to present
their key thoughts
back to the class.

Ask students to
get into groups.
Hand out one
Body Image Ad to
each group. Write
questions for
discussion on
whiteboard. Ask
students to
discuss in
groups. Ask one
student from each
group to share
responses with
the class.

Gauge students
ability to identify
and describe the
underlying
messages used in
advertising to sell
products.

The teacher is to
hand out Task
One to each
student, run
through it with
the class and
respond to any
questions the

Ascertain whether
students have
understood all of
the elements
required for Task
One.

Consider the Advertising from an ethical

standpoint. Are the ads morally and
ethically sound?
Present back to the class.

15 min

Assessment Task One.

Closure (Options include summarising or

reflecting on the learning
achievements/analysing errors; preparation for
future lessons etc.):
Hand out Assessment Task One and run
through it with the class.
See: Assessment Task One Document
Assessment Rubric

Students are to
take notes and
contribute to class
discussion.

Students will need

to read through
Task One and ask
questions if they
have any.

Gauge the
students ability to
evaluate how they
and others are
affected and
influenced by
advertising images.

students may
have.

PRE-SERVICE TEACHERS POST LESSON REFLECTION
Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining skills in information
and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and teaching and those
changes you will make when planning and implementing your next Direct Lesson Plan)