https://www.storyboardthat.com/lesson-plans/eating-disorders/warning-signs
Activity Overview
Template and Class Instructions
Rubric
Activity Overview
Activity Overview
Disordered eating is something that is usually kept a secret. Some of these warning signs may be a cry for help and should not be ignored. In this activity, students will create visuals of the most important warning signs, which will help them identify them in real life. There are a few, small warning signs that you may be able to pick up on when someone is suffering when it comes to weight control. Some of them may be:
- Preoccupation with weight, calories, fat content
- Denial of hunger
- Isolation when eating
- Dramatic weight loss
- Baggy clothing to hide weight loss
- Comments about weight
- Excessive exercise
- Food rituals
- Avoiding eating entirely
- Use of bathroom directly after eating
- Difficulty concentrating
- Brittle nails and thinning hair
- Frequent sickness and poor healing of wounds
Eating disorders do not discriminate based on gender, so making sure students do not make atypical storyboards is important. The students may select their warning signs from the list above, or the teacher can pre-select which ones they want students to use. It is important to stress to your students that creating disturbing scenes may be a trigger to themselves or others.
Template and Class Instructions
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
Depict different warning signs of someone suffering from an eating disorder.
- Click "Start Assignment".
- In the left-hand column, identify and provide your own definition of the warning signs in two or more sentences.
- In the right-hand column, create visuals of these signs with school-appropriate content.
Lesson Plan Reference
Rubric
Rubric
(You can also create your own on Quick Rubric.)
Eating Disorders and Coping
Students will create a complex storyboard that shows healthy and unhealthy coping mechanisms.
| 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
Disordered eating is something that is usually kept a secret. Some of these warning signs may be a cry for help and should not be ignored. In this activity, students will create visuals of the most important warning signs, which will help them identify them in real life. There are a few, small warning signs that you may be able to pick up on when someone is suffering when it comes to weight control. Some of them may be:
- Preoccupation with weight, calories, fat content
- Denial of hunger
- Isolation when eating
- Dramatic weight loss
- Baggy clothing to hide weight loss
- Comments about weight
- Excessive exercise
- Food rituals
- Avoiding eating entirely
- Use of bathroom directly after eating
- Difficulty concentrating
- Brittle nails and thinning hair
- Frequent sickness and poor healing of wounds
Eating disorders do not discriminate based on gender, so making sure students do not make atypical storyboards is important. The students may select their warning signs from the list above, or the teacher can pre-select which ones they want students to use. It is important to stress to your students that creating disturbing scenes may be a trigger to themselves or others.
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
Depict different warning signs of someone suffering from an eating disorder.
- Click "Start Assignment".
- In the left-hand column, identify and provide your own definition of the warning signs in two or more sentences.
- In the right-hand column, create visuals of these signs with school-appropriate content.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
Eating Disorders and Coping
Students will create a complex storyboard that shows healthy and unhealthy coping mechanisms.
| 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. |
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
