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Health Education Lesson

Molly Dincher
Ashtin Klingler
Descriptive Information
Skill Emphasis (NHES): Self-Management
Grade Level: 7th
Content Area of Health: Stress Management
Content Descriptor & Sub-Descriptor(s): Mental Health (MH): Stress Management4.1 How to analyze stressors
4.2 Coping strategies to reduce stress
4.3 Ways to avoid stress
Title of Lesson: Recognizing my Stress
PA Standard (Health & PE):
10.1.9.E- Analyze how personal choice, disease and genetics can impact health maintenance and disease
Curricular Connections: Science, Physical Activity, Writing
Adolescent Risk Behavior (if applicable): Intentional and Unintentional Injuries
Behavioral Objective(s)
Cognitive: During the Post It Activity, students will be able to identify positive & negative stressors
in their life and strategies for managing these stressors.
Cognitive: In a journal entry writing activity, students will be able to practice one time-management
strategy by writing about their stressors and how they can cope with the stress.
Affective: The student will be able to take the group activities from class and develop great self
management skills to take those healthy behaviors outside of the classroom, in their everyday life, to
combat stress.
Skill-Based: After the Stress Management stations, students will be able to practice and use a
personalized stress management strategy.
Brief Outline of Todays Lesson
1. Introduction
a. scare the students
2. Bell Ringer:
a. Breathing Exercise





Post- Iti. questions about their stressors,

ii. questions on how to cope with stress
Content/ Instructional Strategies
a. What is Stress?
b. What is G-A-S?
c. Types of Stress
i. Good Stress vs Bad Stress
d. Effects of Stress on the body
i. Immediate Response vs Long Term
e. Coping Strategies
Learning Activity: Stations
a. Journal Entry
b. Yoga: Sun Salutation
c. Fitness Charades
Activity Assessment
a. Will complete either the to-do list or journal entry
b. Analytical rubric
Conclusion: Take Home Message
a. Progressive Relaxation Video (Whole Class)
b. Reveal Stress Ball Recipe
Classroom Management and Materials
a. Set room into stations
b. Materials

Expanded Outline of Todays Lesson

1.Introduction to the Lesson (Set Induction):
Good morning class. I am not quite ready to begin class so you are more than welcome to talk
with a friend beside you quietly. I will pop a balloon that is hiding under the desk in the front of the
room. This will startle the class and evoke actions from their bodies that they cannot help. I will ask
what happened to their bodies. (For example, pupils bigger, heartbeat faster, muscles tense,
sweat). I will also tell them that this is called our flight or fight response or the first stage of G-A-S.
So you all were just put through some stress with the balloon, today we are going to introduce
stress and what it is, how it affects the body and ways to cope with stress by doing group stations.
2.Bell Ringer (Instant Activity):
1. Meditation/Breathing Exercise: going to your happy place

The students and teachers will follow the YouTube video on breathing and meditation exercises.
This will take about 4-6 minutes to complete.

2. What stresses you out? (POST-IT)


POST-IT Questions: Will be up on a poster or written on the white board
1. What are the stressors in your life?
2. How do you handle stress?
3. What is a good stressor?
4. How do these stressors effect your body?
5. What are some methods to cope with stress?
3.Content & Instructional Strategies:
CLASS DISCUSSION/POWERPOINT/Question and Answer/BrainstormingWhat is Stress?
A state of mental or emotional strain or tension resulting from adverse or very demanding
What is G-A-S?
General Adaptation Syndrome
o Explains the bodys short term and long term effects on the body physically and
o Phase 1: Alarm Phase-hormones released in bloodstream (flight or fight response)
Physical response (muscle tension, increase HR)
o Phase 2: Resistance Phase- Body remains on Red Alert, hormones still being
released but you feel fine and normal
o Phase 3: Exhaustion Phase-susceptible to disease, it is the long term wear and
tear on the body that breaks your immune system down.
Types of Stress?
Good Stress? Motivates you. Eustress or positive stress: Manageable stress which can
lead to growth and enhanced competence.
Bad Stress? Gives you anxiety, weakens your immune system. Distress or Negative
stress: Uncontrollable, prolonged, or overwhelming stress is destructive.
Effects on the Body Muscle Tension
o Causes headaches when stress is on the shoulders/neck/head
Respiratory System
o Hyperventilation; breathing harder
Cardiovascular System
o Acute Stress (increase HR, stronger contractions, increased BP)
o Chronic Stress (ongoing increased HR, elevated stress hormones, increase BP
which later can lead to hypertension, heart attack, or stroke.
Endocrine System
o Adrenal Glands- Flight or Fight Response
o Liver- Type II Diabetes extra blood sugar in system

Gastrointestinal System
o Esophagus- Heart Burn; when you eat as a stressor
o Stomach- butterflies feeling; nausea or pain; ongoing feeling leads to ulcers
o Bowel- effects your digestion and the way nutrients are absorbed, affects the
speed of digestion.
Nervous System (N.S.)
o Sympathetic N.S. (flight or fight response) Hormones released to increase HR,
respiration rate, blood vessels dilate.
Reproductive Systems
o Males- chronic stress decreases testosterone production, sperm production,
o Females- Menstruation can be irregular, more painful, change in length
o PMS- cramping, fluid retention/bloating, mood swings

Ways to Manage Stress

Be realistic
Dont overschedule
Get a good nights sleep
Take time for yourself.
Learn to relax
Time management
4. In-Class Learning Activity(ies): STATION WORK (Done as a whole class)
The class will complete each station for approximately 4-6 minutes and there will be soothing music playing
in the background to set the mood for a relaxing setting.

Station 1: Time management:

o Journal Entry: Sometimes you need to express your frustration and anger: this is a
way to get things off your chest
Directions: The first paragraph you are to express a stressful situation that you experienced within the last
week. Talk about how you handle the situation, and if it was a healthy behavior to help manage stress.
(4-6 Sentences) The second paragraph discuss what stress relief techniques you can use to release the
stress in a healthy way. (2-3 Sentences)

Station 2: Yoga: A Sun Salutation (lead by the teachers)


Prayer Pose
Reach Up
Touch Toes
Right Lunge
Push up position
Downward Dog
Go in reverse:
o Instead of Right Lunge you will do Left Lunge

Station 3: Exercise: Fitness Charades

o One student will pick up a card from the pile, they will flip the timer and will start acting out
what the card says. The other students will make their guesses on the white board.
Whoever guesses correctly first will be the next to pick a card from the pile.
o Football
o Basketball
o Skiing
o Soccer
o Gymnastics
o Swimming
o Baseball
o Ice skating
o Golf
o Bowling
o Tennis
o Static lunges
o Crunches
o Sumo Wrestler
o Boxing
o Volleyball
6. In-Class Learning Activity Assessment-Description & Criteria
o An analytical rubric will be used to grade the in-class learning activity, To- do List or
Journal Entry on content (Core Concepts), health skills (Self-Management) and other
specific criteria.
Students must include content specific information about what types of stresses they have
in their life; how to cope with stress appropriately; how to manage stress before it is too
late. The information must be accurate, comprehensive, shows relationships between
concepts, and draws conclusions. The Core concepts criteria on the analytical rubric below
will be used to assess the content portion of the activity.
o Students may choose how they use self-management with stress, either by, prioritizing in a
to-do list or expressing frustration in a journal entry. They should use the self-management
skill cues of: identifying healthful behaviors: stress management and coping strategies,
demonstrates healthful behaviors, habits, and/or techniques. The accessing in criteria and
analytical rubric below will be used to assess the skill portion of the activity.
o Additional Criteria: for this piece of assessment that is not related to the content or skill
related. This criteria includes: For To-Do List: complete list of assignment for the whole
week and activities that they will do each day to combat the stress. For the Journal Entry
one paragraph (4-6 sentences) that explains their stress and a frustrating situation that
happened during the week and one paragraph (2-3 sentences) that explains how they are
going to cope with stress. The students will choose which to write about but they both need
to be grammatically correct, and limited spelling mistakes.
o Score for the Journal Entry activity using the following core concepts criteria, skill cues,
additional criteria, and analytical rubric.
o Core Concepts:

o Content for the Journal Entry Shows:

Relationships among Concepts
Conclusions Drawn
o Skill: Self-Management
o Identifies healthful behaviors
Stress management and coping strategies
o Demonstrates healthful behaviors, habits, and/or techniques
o Additional Criteria:
Journal Entry:
One paragraph (4-6 sentences) that explains their stress and a
frustrating situation that happened during the week
One paragraph (2-3 sentences) that explains how they are going
to cope with stress.
Grammar (free of spelling corrections)
o Include Analytical Rubric
7. Final Thoughts/Conclusion to the Lesson
a. Progressive Relaxation: students will listen to a 6 minute video
b. Questions for understanding:
What are some ways to manage stress?
What are some of the effects that stress has on the body?
Out of all of the stress management activities today which one worked best for
you? Why?
c. Important Message: Out of all the material you learned today, the most important
message we want to get across is if you are in a stressful situation take a step back
with a few deep breathes, and keep going.
d. Show students the recipe on how to make their own stress balls. The teachers
will make a few and we will pass them around to the class to show them what
they look like.
Step 1: Stretch the balloon
Step 2: Get the funnel so you can fill the balloon with flour
Step 3: Tie a knot
Step 4: Grab second balloon and cut most of the neck off by using
scissors. Stretch the second balloon over the first one as a second
layer. The second layer will help prevent the dispersion of flour all
over the place in the event a hole would appear.
8. Classroom Management & Materials
Classroom Materials

o Handouts/Worksheets:
To-Do List
Journal Entry Prompt
Analytic Rubric
Grading Assessment Sheet
o Other Materials:
White Boards
Station Cards
Charade Cards
Sand Timer
Classroom Management
o For Content Delivery:
Have students come in and sit at their assigned seats.
o For In-Class Learning Activity:
Whole-Class Activities: There are 11 students total in the class so the
students will sit their assigned seats unless the teacher tells the class to
find their own personal space around the classroom.
Content References
American Institute of Stress, The. (n.d) Retrieved December 1, 2014. From
American Psychological Association. (n.d) Retrieved December 1, 2014. From
Examined Existence. (n.d) Retrieved December 1, 2014. From
Instructables: Easy Flour Stress Ball. (n.d) Retrieved December 2, 2014. From
Activity Reference(s)
A 6 Minute Mindful Progressive Muscle Relaxation. (n.d) Retrieved December 3, 2014 From
Dincher, M and Klingler, A. (2014, November). Personal Interview
teAchnology: Stress Management. (n.d) Retrieved December 1, 2014. From

TIPS- Deep breathing exercise. (n.d) Retrieved December 3, 2014. From
Appendices: On Handouts.

To-Do List/ Journal Entry Rubric



Content (Core

The response is
complex, accurate,
showing breadth &
depth of
relationships are
described and

The response
between 2 or
more health
concepts; there
is some breadth
of information,
although there
may be minor

The response
addresses the
assigned task
but provides little
or no accurate
about the
between health


The response
shows evidence of
the ability to apply
self management
skills; the
response is
complete and
shows proficiency
in the skill.

The response
shows evidence
of the ability to
apply self
skills; the
response is
mostly complete
but may not be
fully proficient.

Journal Entry

The journal entry

reveals 4-6
sentences on what
their stressors are
with 2-3 sentences
on how to cope
with their stress.

The journal entry

reveals their
stressors but not
in complete
sentences with 2
sentences on
how to cope with
their stress


The journal entry

was written without
any grammatical
errors such as
spelling errors.

The journal entry

was written with
only one spelling

The response
shows some
about the
between health
concepts, but
the response is
incomplete and
there are some
The response
shows some
evidence of the
ability to apply
skills; the
response may
inaccuracies or
be incomplete.
The journal entry
reveals their
stressors but
only have 2
explaining their
stressors with
only one
sentence on
how to cope with
their stress
The journal entry
was written with
two spelling

The response
shows little or no
evidence of the
ability to apply

The journal entry

lacks to reveal
their stressors
and lacks how
you cope with
stress in

The journal entry

had more than
three spelling

Grading Assessment Form

___/4 points

Content (Core Concepts)-Accuracy &


___/4 points

Self-Management (skill)

___/8 points

Journal Entry

___/2 points

Participation in in-class activities

___/2 points

Participation in Post-it activity

___/ 20 Total Points


Class Period:
Journal Entry
The first paragraph you are to express a stressful situation that you experienced within the last week. Talk
about how you handle the situation, and if it was a healthy behavior to help manage stress.
(4-6 Sentences)

The second paragraph discuss what stress relief techniques you can use to release the stress in a healthy
way. (2-3 Sentences)


Teacher Example: Journal Entry

Just last week I was writing a lesson plan for another class. I was told I would be talking about alcohol and
the laws if a person under the age of 21 got caught. I created a lesson plan sent it to my teacher. She
reviewed it and it wasnt what she wanted. I was at a conference and all weekend and the final copy was
due that Monday, but I had no internet access. I got home Monday finished my lesson plan, but I was very
frustrated because I felt unprepared and rushed.
One outlet for my stress is cooking. When I finished the lesson plan, I took a step back sent the final draft to
my teacher and started cooking my favorite meal, chicken corn soup with rivals. After that I started baking
whoopee pies for Thanksgiving. The senses of food release stress for me. However, I dont over indulge in
the food cooking for me is just an activity I enjoy.