Activity Overview
Students may dwell too much on what they should improve, how they should look, or how they should dress. Teenagers are vulnerable to media influence and unfortunately, media is filled with methods of tearing body image down. Students who are already experiencing distorted body images are easily and heavily influenced. If teens can focus on who they are and what they like about themselves, they may not be so susceptible to going to extremes to change it. In these SEL activities, students will focus on what their abilities are instead of their appearances.
After the students have completed their work, you can hang them in on the board or wall in the classroom. Having an overpowering number of positive images will help create a more body-friendly environment. Some students rarely see a wall of positivity. Additionally, examples that come from peers may also mean more as opposed to something created by a teacher.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard of what your abilities are to show emphasis on abilities rather than appearances.
- Click "Start Assignment".
- Create a three cell storyboard with titles and descriptions.
- In each cell create a visual of three different abilities you have.
- Briefly describe what you're doing in each cell and title each cell with ‘ability’.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
Students may dwell too much on what they should improve, how they should look, or how they should dress. Teenagers are vulnerable to media influence and unfortunately, media is filled with methods of tearing body image down. Students who are already experiencing distorted body images are easily and heavily influenced. If teens can focus on who they are and what they like about themselves, they may not be so susceptible to going to extremes to change it. In these SEL activities, students will focus on what their abilities are instead of their appearances.
After the students have completed their work, you can hang them in on the board or wall in the classroom. Having an overpowering number of positive images will help create a more body-friendly environment. Some students rarely see a wall of positivity. Additionally, examples that come from peers may also mean more as opposed to something created by a teacher.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard of what your abilities are to show emphasis on abilities rather than appearances.
- Click "Start Assignment".
- Create a three cell storyboard with titles and descriptions.
- In each cell create a visual of three different abilities you have.
- Briefly describe what you're doing in each cell and title each cell with ‘ability’.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about Abilities Over Appearances
Encourage Positive Self-Talk About Abilities
Guide students to say or write positive statements about their skills and strengths. This helps shift their focus from appearance to what they can do well, boosting self-confidence and resilience.
Model Sharing Your Own Abilities
Share your own abilities and interests with the class to set an example. Demonstrating vulnerability can make students feel more comfortable and willing to participate.
Facilitate Peer Praise Sessions
Organize short activities where students compliment each other's abilities. This builds a supportive classroom culture and reinforces the value of everyone's unique skills.
Display Student Abilities Around the Classroom
Hang student-created work that highlights abilities on the walls. Having visual reminders of everyone's strengths builds ongoing positivity and can inspire others.
Integrate Ability-Focused Reflection Journals
Have students regularly write about a new ability or skill they've discovered or improved. This ongoing reflection keeps the focus on growth and personal achievements.
Frequently Asked Questions about Abilities Over Appearances
What is the Abilities Over Appearances classroom activity?
Abilities Over Appearances is a social-emotional learning (SEL) activity where students focus on highlighting their skills and talents rather than their looks. Using storyboards, students showcase three personal abilities to promote a positive self-image and shift attention away from appearance.
How can I help students focus on abilities instead of appearance?
Encourage students to identify and celebrate their abilities through reflective activities like storyboarding. Display their work on classroom walls to create a positive, inclusive environment that values strengths over looks.
What steps are involved in the Abilities Over Appearances storyboard lesson?
Students click "Start Assignment," create a three-cell storyboard, and illustrate three different abilities. Each cell includes a title, visual, and brief description of the ability, helping students reflect on their unique strengths.
Why is it important for students to focus on abilities rather than appearance?
Focusing on abilities builds self-esteem, reduces susceptibility to negative media influence, and helps students develop a healthier body image by valuing what they can do instead of how they look.
How does displaying positive student work support a body-friendly classroom?
Displaying student-created storyboards filled with positive abilities fosters a supportive atmosphere, promotes acceptance, and encourages students to appreciate each other's strengths, making body positivity a visible classroom value.
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