Unit of Study: Concept or skill to be taught Lesson Goal Lesson Objectives Accomodations Common Core

Stress Understanding Stress Students will demonstrate understanding of stress and stressors. Students will define 3 key parts of stress, students will identify 2 stressors in their own life, students will name 2 ways stress can build up Go over the sequential plan of events ahead of time. Explain the objectives for the day. Students sit near the teacher. Prompts and cues. Extensive use of specific praise. Health 4.5 Demonstrate the ability to express emotions constructively, including use of anger management skills.

Sequence of Plan

Time (approx) (45min)

Modality (visual, auditory, tactile, motor) auditory

Grouping Pattern (1-1, 2s, 3-5, 2-3 groups, whole group) whole goup

Anticipatory Set:

To start class hand out a fake Research Paper. After a few minutes, group students back together and explain that you told a small lie. Discuss how they felt. Teacher will briefly explain using a visual the alarm stage, the resistance stage, and the exhaustion stage of stress (background knowledge included in powerpoint). To explain adrenaline ask students to think of a time they got scared and reference to the opening research paper. Have students do jumping jacks to understand racing heart rate. Teacher will also explain the two ways stress can build up- by severity and by number of stressors. Have balloons blown up ahead of time and clear a large space in the classroom. Have the students get in one large circle and toss one balloon. Tell a story of Tony, and identify balloons as stressors in her life (zit on his nose, bad grade on test, girlfriend dumps him, dog dies, brother is sick, etc.) Toss a new balloon in each time a new stressor is identified in the story. Tell the students they must keep the balloons from touching the ground. Discuss afterwards the ways stress was building up and what stage of stress she was in at the beginning, during, and by the end of the story. Students will demonstrate knowledge of the terms alarm stage, resistance stage, and exhaustion stage by matching words with their definitions on the worsheet provided. On the same worksheet, students will report 2 stressors in their own life and there is a stress level survey for them to fill out that we will go over next lesson. Review the key terms and the ways stress can build up. Preview that next time we will be differentiating between positive and negative stress.

5 min

Instruction:

10min

Kinestitic, visual auditory

whole group each at their own desk

Guided Practice (Modeling):

10min

visual, auditory, kinestitic

Small groups of 3 or 4

Independent Practice:

10min 5min

visual auditory auditory

individual at desk whole group

Closure:

Evaluation Materials needed References

Using rubric attached count the objectives completed on the independent practice. Count student participation during instruction and guided practice. Stress Survey, 25 baloons blown up small (store them in a laundry basket), Powerpoint, worksheet for independent practice, Story of Tony, Guided Notes http://www.uen.org/Lessonplan/preview.cgi?LPid=5498

3: Fully Obj 1: Define key parts of stress

2: Partially

1: Attempts

0: does not try

named 3

named 2

named 1 name 1 w/ prompt named 1 w/prompt

none

Obj 2: Indentify Stressors in own life named 2 Obj 3: Name ways stress can build up

named 1

none

named 2

named 1

none

Lesson Objectives Rubric Participation Rubric

Name

Name:

Participation during instruction/ GP 10 or above: great! 5-9: good 2-4: Participate more 0-1: Focused attention needed