Lesson FIVE

1. Lesson Plan Information

Subject/Course: Healthy Active Living
Education, Open, (PPL3O)
Grade Level: Grade 11
Topic: Mental Health and Stress

Name: Stress Management

Date: December 15th
Time: 8:30
Length of Period: 70 minutes

Management
2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
Mental Health:
describe the characteristics of an emotionally healthy person;
demonstrate the skills that enhance personal mental health;
analyse the factors that influence the mental health of individuals and lead to
the prevalence of mental health problems in the community;
Stress Management:
describe the positive and negative effects of stresses that are part of daily
life;
explain physiological responses to stress;
3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Explore activities that can help reduce stress in everyday life;
- By the end of the lesson, students will :
o Have an understanding of activities and ways they can reduce stress;
o Be able to help others reduce stress in their lives ;
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale,
rubric)
Based on the application, how will I know students have learned what I
intended?
- This lesson will help students practice stress management hands on;
- Evaluation will be based on observation and discussion throughout the
lesson;
- Students will participate in activities that will allow them to explore stress
management;
5. Learning Context

A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will explore and identify stress management activities;
o This will allow the teacher to get an understanding of what students
already know on practicing stress management techniques;
o Students will participate in open discussion throughout the entire
lesson that will allow them to engage in their learning and discuss
their prior knowledge;
o Students may reference personal experiences and stories they have
encountered related to stress;
How will I differentiate the instruction (content, process and/or product) to
ensure the inclusion of all learners (Must include where applicable
accommodations and/or modifications for learners identifies as
exceptional.)
o To ensure the inclusion of all learners, the teacher will use different
types of resources (such as visual charts, videos, open discussion,
independent research);
o To ensure success of all students, the teacher will;
Write new terms on the board while teaching new concepts
and terms;
Model and encourage discussion/ participation;
Pair students with reading partners for those students who
need extra support in reading;
Pair students with a stronger peer for those students who
need extra support in writing;
Students with IEPs or adaptation plans will follow
individualized adaptations, such as sitting in front of teacher
or given printed copy of notes;
To extend learning, students can further research at home
and explore how others, such as friends and family members,
cope with stress;
Teacher may add other modifications such as repeating
information and giving students extra time to research, for
those in need of extra support;
B. Learning Environment
- This lesson will take place in a classroom environment;
- Learners will actively engage/participate in discussion and learning activities
in the classroom;
- Discussion will be open and all students will be encouraged to feel safe to
share their ideas and thoughts;
C. Resources/Materials
- Materials:
o Balloons (blown up prior to class or ask each student to blow up a
balloon) and rubber bands or string (to tie around ankles);

Music to play during Hook/Activity 1;

Appendix 6; Flowing Comfort (instructions);
Appendix 7; 101 Stress Relievers;
Calm, relaxing music for Activity 2; https://www.youtube.com/watch?
v=CcsUYu0PVxY
o Yoga matts;
Resources:
o Mind/Body Health, Stress Management, 2009
o
o
o
o

6. Teaching/Learning Strategies
INTRODUCTION (~20 minutes)
How will I engage the learners? (e.g., motivational strategy, hook, activation of
learners prior knowledge, activities, procedures, compelling problem)
-

Teacher must always take attendance at the beginning of class;

Teacher will review success criteria (posted in classroom) that was identified
last class;
- Teacher will then begin class with a hook, to get students attention;
Hook/Activity 1: Balloon Stomping
o This activity is designed to create a fun, relaxed environment, to teach that
humor, interaction with others, and exercise can help reduce stress;
o The teacher will blow up balloons prior to class;
o The students will attach one or two balloons around one or two ankles
(depending on the number of students and balloons);
o The goal of the game is to stomp on the balloon of the other players while
keeping them from stomping on yours;
o Before the game starts, determine boundaries and rules (no physical
contact);
o When a player has lost all his/her balloons, they are eliminated and must step
out of bounds;
o The teacher can also play music during this activity to help create a fun
atmosphere;
o At the end of the game, the teacher can discuss with the students:
o How do you feel after playing?
o Did you have fun?
o Did you interact with others?
o Did you exercise?
o Did you forget about the stress in your life while playing?
o The teacher will encourage an open discussion as students identify thoughts
and feelings about the game and stress management;
Consolidation and/or Recapitulation Process: How will I bring the important ideas
from the learning experiences together for/with the students? How will I check for
understanding?
- During the discussion, the teacher presents students with important ideas

(stress management techniques) allowing them to further explore these

thoughts;
Teacher will observe what the students thoughts of the activity and how they
feel prior to the activity;

MIDDLE (~30 minutes)

Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility
modeled, shared and guided instruction).
Activity 2: Flowing Comfort
o The purpose of this activity is to present to students with another form of
stress management;
o This activity will provide the students with a relaxation exercise that will help
them to feel the benefits of proper stress management techniques;
o The teacher will play calm, relaxing music during this activity;
o Each student will find a place where they can lay down their yoga matt in the
classroom; they will lie on their backs, fully stretched out;
o Turn off the lights and have the students breathe deeply to calm down before
beginning;
o The teacher will read out loud the instructions from Appendix 6 a and b;
Flowing Comfort;
o At the end of the activity, ask the students how they feel;
o Do you feel relaxed and calm?
o Did this activity allow you to forget about the stress in your life?
o Do you feel less anxious about this stress?
Application: What will learners do to demonstrate their learning? (Moving from
guided, scaffolded practice, and gradual release of responsibility.)
- During the lesson, learners will demonstrate their learning through discussion
and exploring/participating in Activity 1 and Activity 2;
- Students will be encouraged to share ideas and personal experiences;
- Teacher will guide discussion/research and allow students to explore different
concepts;
CONCLUSION (~10 minutes)
How will I conclude the lesson?
- The teacher will conclude the lesson by projecting Appendix 7 on the board;
101 Stress Relievers;
- The teacher emphasize that there are many ways to relieve stress and that
each individual enjoys different stress relieving activities;
- The teacher will end by letting the students know that the next class will be a
work period, to work on the final assignment of the unit;
- The teacher will also remind students to continue their daily stress log and
that it will be collected for evaluation and the beginning of the next class;

7. What do I need to do to become more effective as a teacher in

supporting student learning?
- I believe it is very important for the teacher to always be guiding the
students throughout conversations, discussions and exploration phases;
- The teacher must always be actively engaged and encouraging students to
do the same;
- The teacher must also be open to different ideas and stories that the
students may want to share throughout this lesson;
- It is important for the teacher to be prepared;
o Prepare the activity (balloons and rubber bands), prepare music;
o Prepare notes and photocopies as well as extra information for
students who need extra support (visual aids, typed notes);
o Teacher must also be well organized to set a good example for the
students;
- Throughout the lesson, the teacher should also note what the students
already know in order the plan the following lessons for the unit;