Effectively Managing Stress

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Interpersonal Studies

  • TEKS Student Expectations

    • (1) The student evaluates factors related to personal development. The student is expected to:
      • (A) investigate factors that affect personal identity, personality and self-esteem
    • (2) The student determines short-term and long-term implications of personal decisions. The student is expected to:
      • (C) evaluate the effect of decisions on health, well-being, family, interpersonal relationships, employment and society as a whole
    • (9) The student analyzes types of needs and crises experienced by individuals and families. The student is expected to:
      • (A) categorize types of crises and their effect on individuals and families
      • (B) determine strategies for prevention and management of individual and family problems and crises
    • (10) The student determines stress-management techniques effective for individuals and families.
      • (A) describe the impact of stress on individuals and relationships
      • (B) identify factors contributing to stress
      • (C) practice creative techniques for managing stress
      • (D) implement positive strategies for dealing with change
    • (12) The students exhibits employability skills. The student is expected to:
      • (A) practice effective verbal, nonverbal, written, and electronic communication skills
      • (C) practice positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership
      • (E) use leadership and team member skills in problem-solving situations
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • determine strategies for prevention and management of individual and family problems and crises
    • analyze the causes and physiological effects of stress and aging
    • determine how to stay healthy throughout the life span by appropriately dealing with stress
    • evaluate the areas of stress, how it affects your life and how effectively dealing with stress can prolong your life
    • design a poster depicting ways to manage stress for their peers
  • Rationale

    Script:

    There is stress in our lives every day. What types of things cause stress in your life? How we manage stress and keep our minds and bodies healthy throughout our life span will determine how we age. Knowledge and application of positive stress management skills and techniques are beneficial in all career fields and relationships.

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Anxiety: Vague unpleasant feeling that produces physical sensations

    Compensation: Covering up weaknesses by emphasizing a more desirable trait or by overachievement in a more comfortable area

    Coping: Refers to how the mind reacts to stress

    Crisis: A decisive or critical moment

    Denial: An attempt to ignore unacceptable realities by refusing to acknowledge them

    Displacement: Transferring emotional reactions from one object or person

    Emotions: Feelings that involve physical and psychological change

    External stress: Sources of stress that come from outside the family

    Internal stress: The sources of stress that comes from inside the family

    Techniques: Are methods of doing some task or performing something

    Wellness: A positive state of physical and mental health

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • schedule use of computer lab or computer lab cart at least 3 days prior to lesson

    Supplies:

    • four 9” inch balloons- (to be used in the anticipatory set)
    • glue
    • highlighters
    • markers
    • poster board
    • recording of song “Pressure” by Billy Joel
    • scissors

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to students entering the classroom, create a display on wall with three balloons attached side by side: one deflated, one partially inflated, one fully inflated.

    Encourage students to guess the significance of the balloons. After a few responses, ask if anyone has every heard of STRESS. Have students compare stress levels to the balloon visual. Explain to students that the balloons represent the varying types of stress that individual can experience.
    Label each balloon:

    • deflated balloon= low stress level
    • partially inflated balloon = moderate stress level
    • fully inflated balloon = high stress level

    With students watching, fully inflate a 4th balloon. As you hold up the balloon, ask students to predict what is about to occur. Responses will focus on the balloon bursting, popping and making a loud sound. Confirm their predictions and have them compare the bursting balloon with the characteristics and/or behavior of an individual experiencing a high level of stress. Answers may include behaviors such as:

    • angry
    • rude
    • screams
    • difficult to be around

    Students may even reference current events such as school shootings, suicide or post traumatic stress syndrome.

    • You may choose to inflate the balloon until it bursts (get approval from administration and/or warn your co-workers) or release it and allow it to deflate on its own.

    The student will answer the discussion questions:

    • What is stress? What do you think causes stress?
    • What causes teenagers to experience stress? Children? Parents? Married couples? Teachers?
    • Does stress affect the human body? How?
    • Is all stress unhealthy?
    • Why would two individuals respond differently to the same stressor?
    • How to you handle stressful situations?
    • Can you think of healthy ways to handle stress?

  • Direct Instruction with Special Education Modifications/Accommodations

    Before class begins:

    Locate the song, “Pressure” by Billy Joel or other songs related to stress.
    __

    Locate the lyrics to the song and play the song. Ask students to listen/think about the words. Ask them how this song is similar to the pressure and stress they may experience in their life.

    Distribute graphic organizer, KWL Chart-Stress (see All Lesson Attachments tab) and have students fill out the first two columns of the chart. Ask students to write down what they know about handling stress in a positive way. The last column will be completed during Lesson Closure.

    Introduce lesson objectives, terms and definitions.

    Introduce PowerPoint™, Effectively Managing Stress (see All Lesson Attachments tab). Students will be expected to take notes on their own paper while viewing the slide presentation.

    Distribute the graphic organizer Positively Managing Stress (see All Lesson Attachments tab). Students will be able to complete the handout as you review the slide presentation.

    Allow for discussion and questions and answers throughout the slide presentation.

    View the short videos included in the slide presentation:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking

  • Guided Practice with Special Education Modifications/Accommodations

    Divide students into subgroups of three and distribute Signs and Symptoms of Stress (see All Lesson Attachments tab) to each group. Inform the groups that they are to label the drawing to show how stress or a crisis situation can affect the body. Refer to Signs and Symptoms of Stress Teacher Key (see All Lesson Attachments tab) to assist the students.

    Each group will present their summary of signs and symptoms of stress.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing peer tutoring
    • reducing length of assignment

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    In their same subgroups, students will create a mini-poster highlighting effective ways to manage stress in dealing with being a teenager. Distribute Rubric for Mini-Poster (see All Lesson Attachments tab). The posters will be displayed in the counselor’s office and throughout the school. Subjects can include:

    • Bullying
    • Social media
    • College entrance; applications, scholarships, financial aid
    • Dating
    • Peer Pressure
    • Body Image
    • any other issues your students determine as stress related issues

    The students will research five ways to manage the stress issue and use the strategies learned previously in the lesson. Poster must include five bullets, an image and a website address for additional information.

    Teacher note: Follow your district guidelines before posting your posters in the school.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • reduce length of assignment
    • providing praise and encouragement

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Students will present their mini-posters.

    Instruct students to complete the last column of their KWL Chart-Stress (see All Lesson Attachments tab).

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student will be assessed with rubric provided during independent practice.
    Students will write a one page reflection on how this lesson has impacted their ability to positively handle stress by addressing the following questions:

    • Prior to beginning this lesson, what did you already know about the topic?
    • What is the most useful information that you learned?
    • Who will benefit from your knowledge on stress management? How?
    • How do you see yourself using this information in the future?
    • How could this lesson have been improved?
    • What do you wish we had spent more time on?

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • providing praise and encouragement

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Websites:

    • Stress Guide
      Source: Helpguide- A Trusted Non-Profit Resource Stress can be overwhelming, damage you health, your relationships and your quality of life. You can protect yourself by learning how to recognize the signs and symptoms to reduce its harmful effects.
      http://www.helpguide.org/topics/stress.htm

    Videos:

    • My philosophy for a happy life: Sam Berns at TEDxMidAtlantic
      Sam Berns is a Junior at Foxboro High School in Foxboro, Massachusetts, where he has achieved highest honors and is currently a percussion section leader in the high school marching band. He recently achieved the rank of Eagle Scout in the Boy Scouts of America. Sam was diagnosed with Progeria, a rare, rapid aging disease, at the age of 2.
      http://youtu.be/36m1o-tM05g
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • check for understanding
    • Make sure students understand the vocabulary (word wall) before moving forward with this lesson. They are to make flash cards using an index card with the word on one side of the card and the definition on the other side. It is important for all students; especially ELL’s to have a firm foundation before moving forward. This is key to them following the entire lesson.
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Current Events:
    Assign student to read about managing stress effectively.
    Information can be found in newspaper articles, magazines, journals, and online print.
    Suggestions:

    Prior to reading the article have students skim the text circling the words that are unfamiliar to them. Have students decode the words before they begin reading. As the students read the article have them write questions on post-it notes. Collect the post-it notes and go over the questions as a class after all the students have completed the activity. Discuss the questions in an effort to review information in the article.

  • Quotes

    Take rest; a field that has rested gives a bountiful crop.
    -Ovid

    A crust eaten in peace is better than a banquet partaken in anxiety.
    -Aesop, Fables

    There is more to life than increasing its speed.
    -Mohandas K. Gandhi

    Tension is who you think you should be. Relaxation is who you are.
    -Chinese Proverb

    Don’t sweat the small stuff… and it’s all small stuff.
    -Richard Carlson

    There cannot be a stressful crisis next week. My schedule is already full.
    -Henry Kissinger

  • Multimedia/Visual Strategies

    Free iPad Apps

    PowerPoint™:

    • Effectively Managing Stress
    • Presentation Notes-Effectively Managing Stress

    TEDx Talks:

    • My philosophy for a happy life: Sam Berns at TEDxMidAtlantic
      Sam Berns is a Junior at Foxboro High School in Foxboro, Massachusetts, where he has achieved highest honors and is currently a percussion section leader in the high school marching band. He recently achieved the rank of Eagle Scout in the Boy Scouts of America. Sam was diagnosed with Progeria, a rare, rapid aging disease, at the age of 2.
      http://youtu.be/36m1o-tM05g

    You Tube:

    • How to Manage Stress Effectively
      Stress is a killer, kill it before it kills … learn to manage stress effectively and have control over it today.
      http://youtu.be/ZHxPGgwixhg
    • Locate the song and lyrics to “Pressure” by Billy Joel or other song related to stress.

    Technology:

    • Students will use technology to develop their public service announcement for military families.

    Websites:

    • Stress Guide Source
      Helpguide- A Trusted Non-Profit Resource Stress can be overwhelming, damage you health, your relationships and your quality of life. You can protect yourself by learning how to recognize the signs and symptoms to reduce its harmful effects.
      http://www.helpguide.org/topics/stress.htm

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • KWL Chart – Stress
    • Positively Managing Stress
    • Signs and Symptoms of Stress

    Handouts:

    • Guest Speaker Summary Sheet
    • Rubric for Mini-Poster
    • Signs and Symptoms of Stress Teacher Key

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • What fun and healthy activities friends can do to relieve stress?
    • What stresses you out about family?
    • How can stress impact a relationship with your family?
    • What are some positive ways to relieve stress?

    Writing Strategy:

    • RAFT (Role/Audience/Format/Topic) writing strategy:
      Role: son or daughter
      Audience: parent/guardian
      Format: informal letter
      Topic: It really stresses me out when…
      You have a parent/guardian that doesn’t understand why you are stressed out all the time. Write a letter to express your feelings. Using information learned in this lesson, outline strategies to help your parent/guardian understand what stresses you out and to help you positively deal with it.
  • Communication 90 Second Speech Topics

    • How am I going to handle stress in my life?
    • Healthy and fun ways I can relieve stress.
  • Other Essential Lesson Components

    Enrichment activity

    • Have students create a PowerPoint presentation to show the effects of stress on the body and what can happen to the body over a period of time: one year, five years, ten years 20 years.
    • Have students take short quiz to determine their personal stress level.
      Center for Disease Control and Prevention
      Department of Health and Human Services
      Stress-o-Meter is a short quiz for kids designed to profile your personal stress level.
      http://www.bam.gov/sub_yourlife/yourlife_stressometer.html#

    TED Talks:

    TED is a nonprofit organization devoted to spreading ideas, usually in the form of short, powerful talks (18 minutes or less). The video below is related to this lesson. Allow students to view the video and lead a discussion concerning the TED Talk.

    My philosophy for a happy life: Sam Berns at TEDxMidAtlantic
    Sam Berns is a Junior at Foxboro High School in Foxboro, Massachusetts, where he has achieved highest honors and is currently a percussion section leader in the high school marching band. He recently achieved the rank of Eagle Scout in the Boy Scouts of America. Sam was diagnosed with Progeria, a rare, rapid aging disease, at the age of 2.
    http://youtu.be/36m1o-tM05g

    Interpersonal Studies – Multiple Choice Math Assessment Problems

    • (10) The student determines stress-management techniques effective for individuals and families. The student is expected to:
      • (A) describe the impact of stress on individuals and relationships
      • (B) identify factors contributing to stress.

    Question 1. Recent studies have shown that 50% of all marriages end in divorce. If 65% of those ending in divorce list financial reasons as the reason for divorce, what percentage of all marriages are ending due to financial reasons?

    a. 15%
    b. 32.5%
    c. 50%
    d. 65%

    Answer B

    Human Services – Interpersonal Studies Writing Prompts

    • (1) The student evaluates factors related to personal development. The student is expected to:
      • (A) investigate factors that affect personal identity, personality and self-esteem

    Think about how the family influences the development of personal identity and self-esteem. Write an essay in which you state your position on how the family influences the development of personal identity and self-esteem of all family members, including those with special needs. (10th and 11th grade persuasive writing)

  • Family/Community Connection

    Invite the school nurse to talk to the students about stress and how to stay healthy and productively cope with stress.

    Have students complete the Guest Speaker Summary Sheet (see All Lesson Attachments tab).

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)
    http://texasfccla.org

    • Chapter Service Project (Display and Manual): A team event – recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools, and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need.
    • Interpersonal Communication – An individual or team event – recognizes participants who use Family and Consumer Sciences and/or related occupations skills and apply communication techniques to develop a project designed to strengthen communication.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see:
    http://www.nylc.org/

    Possible ideas:

    • Students can develop a public service announcement for military families on how to deal with the stress of having a loved one in Afghanistan or other country, how to deal with deployment and the homecoming of their family member.
    • Students can take brochure made in independent practice and distribute them to the guidance office at their school.

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