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Acne: Our skin self-esteem (ages 8-10)

Good Skin Knowledge lesson plan

Time: 55 min


Students will be able to:

  • Provide basic explanation of self-esteem

  • Identify at least three positive qualities of themselves

  • Discuss self-esteem and how it affects people their ages 



  1. During Introduction to Material and Guided Practice, assess students’ discussions to see if they are able to develop their ideas on self-esteem.

  2. During Independent Practice, walk around and check on students’ projects to see If they are focusing on their positive qualities.


5 minutes

  • Ask students if they can help him/her define the term “self-esteem.”

    • Guide students by saying, “You may have high self-esteem if you do really well in school or maybe if you are really good at a sport.

    • If students are still unclear, ask them to define “confidence.” “When do we have confidence? What is it?”

  • Explain that today they will be talking about our skin and our self-esteem.

Introduction to new material

15 minutes

  • Ask students who like to eat fruit (can be any fruit) to raise their hands. If all students raise their hand, ask about another food like vegetables.

  • Look around and says, “Aha. So some of you think fruit is delicious, and some of you don’t. Ok, so you are trying to tell me that even though two of you might eat an apple, only one of you might like it?” Students should say yes—they may laugh a little because of the obviousness of the question.

  • Ask students if they would stop eating fruit forever because the other students don’t like it. If students say “Yes,” get more specific. S/he can ask what if it’s their very favorite food. The most delicious food they’ve ever had, and it’s right in front of them ready to be eaten…waiting—they wouldn’t eat it because their friend told them s/he doesn’t like that food?

  • Say, “Beauty is the same way. We may think of beauty in one way because we are told it is supposed to be that way by magazines and TV or even our family and friends—you must have clear and glowing skin, for example—but beauty should not be determined by what others think about you.  Your self-esteem/self-respect/self-worth shouldn’t be determined by how other people view you. There is one person who knows you better than anyone else. Who is that? You.”

Guided practice

15 minutes

  • Explain that you will be saying a statement, and students have to say whether they agree or disagree with the statement and why.

    • Bullying always makes people stronger.

    • Beauty is more than looks.

Independent practice

15-20 minutes

MaterialsThis is me handout, paper, scissors, old magazines, glue

  • In this activity, have students fill in the "This is me" handout. After filling out handout, put students in groups and pass out paper, glue, and magazines to each group. Students will create a collage to portray their "This is me" handout, BUT they are not allowed to use any images of people in their collage. If resources for collage are unavailable, have students make drawings to portray themselves.

  • Explain that they are going to get five or so minutes to fill out the handout and then they can work on the collage. It is important to realize we are more than what we see, so this exercise will help us take all those qualities that you can’t see and put them on paper.


5-7 minutes

  • After This is me activity is finished, have each student hold up their collage and say, “This is me.”

  • After each student does that, explain how each person’s collage is different because we see things differently and we are each unique. Notice how each collage is different but “very cool” at the same time.

  • Explain that having confidence and self-esteem is what shines the brightest. When someone meets you, if you are confident and believe in yourself, no one will remember you for your hair or acne or skin, they will remember you for your personality and confidence.