Positive and Negative Behaviours – Stress
Subject/Grade: Health Education 4 Lesson Title: Identifying Stressors
Teacher: Olivia Johnson, Aslin Jackson, George Ingham, Jordyn Keck, Hailey Jorgensen |
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Stage 1: Identify Desired Results |
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Outcome
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). |
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Key Understandings: (‘I Can’ statements)
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. |
Essential or Key Questions:
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?
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Prerequisite Learning:
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Instructional Strategies:Personal reflection Jam Board with Sticky Notes Class Discussion |
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Stage 2: Determine Evidence for Assessing Learning |
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Student participation will be used to observe whether they understand opportunities to make personally responsible decisions.
The group discussion will allow students to participate in a discussion about examples of personally responsible or irresponsible decisions |
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Stage 3: Build Learning Plan |
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Set (Engagement): Length of Time: 2-3 mins
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
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. |
Materials/Resources:
– 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. |
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Stage 4: Reflection | ||