Body Art


7th Grade

What are the health risks involved with body piercing, tattoos, and cosmetic surgery?

QCC Topic:

NHS: #1

GTS: Basic skills and productivity

Goal Statement: The student will be aware of the health risks associated with body piercing, tattoos, and cosmetic surgery.

Objective: The student will describe how body piercing, tattoos, and cosmetic surgery contribute to health risks.

Anticipatory Set: The class will begin with a discussion on current fashion trends that involve minor changes to the body, what they are attracted to, or what they think will improve appearance. Some topics may include dyeing hair, wearing make-up, wearing nail polish, or wearing tight clothes.

Teach Section: Permanently altering your body by undergoing a procedure or an alteration can cause damage that can cause infections, leave scars, and can lead to a disruption of vital normal body functions.

Cues: 1. Tattoos are permanent designs that penetrate the first two layers of the skin.

2. Body piercing are holes in the tissue that can

become infected and cause scars or discomfort.

3. Cosmetic surgery, including liposuction, breast

enhancement, and rhinoplasty are surgical

procedures that could result in anything from little

scars to rippling of the skin to breathing difficulties.

Teacher Modeling: The students will be divided into pairs. Each pair will select one of the procedures discussed in the teaching cues to research. During the research, each pair will be responsible for answering the following questions:

1. What is involved in the activity you selected? Describe

how it is performed.

2. What are the benefits of engaging in this activity?

3. What are the short-term health risks?

4. What are the long-term health risks?

5. Why do people engage in these activities?

6. Based on what you have learned, would you participate in

this activity now or when you are older? Why or why not?

7. What role does peer pressure play in encouraging students to engage in these activities?

The students will have the rest of the class period to work on the assignment. The next day, the students will give an oral summary on what they learned that include all the questions asked.

Student Activity: The inquiry model is used in this lesson. The purpose of this activity is to familiarize the students with the risks of these procedures and the harm they can do to the body. The class will need paper and pencils and computers with Internet access. This is age and stage appropriate because the students are familiar with working on the Internet for research.

Closure: The class will discuss what attracts individuals to these activities. The class will also discuss how young people can make a statement of individuality without hurting their bodies. The class will discuss what they learned about making good decisions regarding their bodies. Make sure the students realize that the key to making healthy choices is to have information. Ask students to write about how learning about those risks changed their thinking about the act and knowing what they now know, would they engage in the activity?

Evaluation: The essay from the closure activity will be evaluated using the following criteria:

1. Three points: The student demonstrated strong

research skills , an above average ability to answer questions

accurately, an ability to apply what was learned in own life, and a maturity in discussing the topic.

2. Two points: The student demonstrated average research

skills, ability to answer questions accurately, average ability

to apply what was learned in own life, and some maturity in

discussing the topic.

3. One point: The student demonstrated weak research

skills, below average ability to answer questions accurately,

and difficulty applying what was learned in own life.

Reteach Section: The students will watch a video on the dangers of these activities and take a short multiple choice quiz on the film.