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

Stress Being self-aware of stress Students will have demonstrate application of symptoms of stress Students will be able to recognize one physical and mental symptom of stress from the video, students will be able to identify the two categories of "symptom of stress", students will identify one symptom from their own life Review behavioral expectations. Use proximity. Use specific praise. Explain words students may not know like physically or mentally. Play the video twice if needed. Offer a somewhat filled out comic strip and allow students to draw given the captions. Health 4.5 Demonstrate the ability to express emotions constructively, including use of anger management skills.

Sequence of Plan

Time (approx) (50min)

Modality (visual, auditory, tactile, motor)

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

Anticipatory Set:

Start class with 1 min of exercise such as jumping jacks, jump squats, or pushups. Review that stress causes the flight or fight response and blood pressure and heart rate increase when stressed. Before students sit down, offer single pieces of candy to those who attempt to fill out the definition of stress, symptom, physical, and mental on board and offer jolly ranchers for those who do. Also go over the schedule of the day and what they should be able to do by the end of class. Watch the stress YouTube video. Have students identify one mental and physical symptom of stress from the video. Have them write it on a post-it note and place it in the two column table labeled "physical" and "mental". The video ties the last two lessons together so review quickly how stress can become chronic stress or how stress can be both positive or negative. Review the post its on the board. Guide students from the doc cam in gluing the symptoms of stress near the head or near the body (ie. mental vs. physical symptoms) on the sheet provided. While gluing go over examples and explain symptoms (ex. ask class what is procrastination? Explain if need be) Students will be given a blank, structured comic strip. They will be asked to identify a stress symptom in their own life , what they think caused it, and healthy vs. unhealthy way of managing that stressor to relieve the symptom. Students will draw out and illustrate the comic strip. This is a good preview into our next lesson. If students get done early have them share with a classmate their comic and their symptom of stress. Review the two categories of symptoms (mental vs. physical), symptoms from the video, and symptoms from their own lives. Preview the next lesson will be healthy vs. unhealthy ways of coping with stress.

5 min

kinetic

whole group

Instruction:

8 min

visual, auditory, kinetic tactile, visual, auditory

whole group

Guided Practice (Modeling):

15min

1's at their own desk

Independent Practice:

20 min

tactile

1's and pairs

Closure:

3 min

auditory and visual

whole group

Evaluation Materials needed References

Rubric Attached: evaluate during instruction. gp and ind practice stress symptom word bank, stick figure mental vs. physical- comic strip paper, computer and projector for video, markers and white board, safety scissors, glue sticks, post it notes

https://www.youtube.com/watch?v=TZZlIKXcolo ,http://www.helpguide.org/mental/stress_signs.htm

Objectives Evaluation Lesson 3

3: Fully
Obj 1: recognize both symptom from video

2: Partially
named both but only one correctly

1: Attempts
named both but neither correct

0: does not try

named both correctly

didnt try

Obj 2:name the two categories of symptoms

named both correctly

named both but only one correctly named and illustrated one but is not a symptom of stress

named both but neither correct

didnt try

Obj 3:identify one symptom of stress in their own life

named and illustrated one correctly

ony named or ilustrated without the other

didnt try

Participation Rubric
Name

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