Teacher: Olivia Johnson, Aslin Jackson, George Ingham, Jordyn Keck, Hailey Jorgensen 

Stage 1: Identify Desired Results

DM4.1

Investigate the importance of personal responsibility and communication in making informed decisions related to healthy eating and physical activity, prevention/management of health challenges, negotiating disagreements, safety and protection, personal identity, and stressors.

Indicators 

(d) Identify opportunities to demonstrate personal responsibility when making decisions.

(g) Compare examples that demonstrate personal responsibility and those that do not.

(e) Link personal health behaviours to potential health outcomes (e.g., inactivity and diabetes).

I can identify a time I felt stressed and describe how I feel when I am stressed.

I can describe both healthy and unhealthy ways I cope with stress.  

What does stress mean to you?

How does stress affect your day to day life?

What are some healthy and unhealthy ways that you cope with stress?

Prerequisite Learning:

• Students would need prior knowledge of what stress is
• What coping mechanisms are

Instructional Strategies: 

   Personal reflection

Jam Board with Sticky Notes

Class Discussion

Stage 2: Determine Evidence for Assessing Learning

The group discussion will allow students to participate in a discussion about examples of personally responsible or irresponsible decisions 

Stage 3: Build Learning Plan

 Ask the students to describe situations or tasks that make them feel stressed. Allow time for multiple students to respond, if no one is responding, pose situations where they may feel stressed.

           i.e. homework/tests, busy schedules, bullying/teasing, serious illness or injury, family problems, moving/change

As students how they feel when they are stressed about these situations, how do they feel physically, mentally, how does it affect their thinking, sleep, focus, etc.

           i.e. sleep more or less than usual/tired, headaches or stomach aches, feel worried/sad/scared/angry, too much on your mind to focus in class, brain fog (thinking slower, poor concentration)

Development:                                              Length of Time: 10 mins

• Hand out 2-3 sticky notes per student and ask students to write either a healthy or unhealthy way to handle or maintain their stress levels. Give students 2 minutes to write this out.
• As students are writing their sticky notes, make a T-chart on the whiteboard or on a large paper/poster board. The sides of the T-chart should read “Healthy” and “Unhealthy”
• Once students have finished writing their sticky notes,  they will come to the front and place them randomly on the whiteboard or the paper/poster board
• Facilitate a group discussion about whether the ways of handling stress on each sticky note are healthy or unhealthy and place them in the appropriate space on the T-chart. 

Learning Closure:                                        Length of Time: 2-3 mins

 Look at sticky notes and identify which coping mechanism/responsible decisions occur more commonly. Discuss how since these are common they may be beneficial to the students. 

– Sticky Notes

– Pens

-Whiteboard & Marker

Possible Adaptations/

Differentiation:

– Have alternative seating arrangements i.e. stand-up desks, ball chairs, rocking chairs.

– Use combination of advanced and simple vocabulary

– Provide additional time/scribes for those who need it.

– If unable to use sticky notes or students cannot write, make a t-chart on a projector or draw one on the whiteboard. 

Management Strategies:

– Clapping  

– Flicker lights

Safety Considerations:

– Space, students coming to the front of the room to place their sticky notes may not be possible with limited space, a large piece of paper or a poster board could be a good alternative as it will be passed around the room to students.