LessonPlan-Stress-Rowan：教案-应力-花楸.docx

Fopeano Lesson PlanMark AveryTitle of Lesson: Stress, Stressed OutGrade Level: 8Duration of Class: 45 MinutesNumber of Students: 20 StudentsSection A. (Overview) Rationale: This is a very important lesson for students because stress is starting to play a larger role in their lives. As they get older, and especially beginning in high school, there will be many different stress factors that play a significant role in their lives. Anticipated Difficulties: One anticipated difficulty will be class participation. Usually the same kids answer questions and there is not as much class involvement. To solve this problem the teacher will start randomly calling on students to participate to get more people involved. Another anticipated difficulty could be bad behavior during role-play. Many students get out of hand during role-play and play out inappropriate actions. To prevent this the teacher must stress the importance of keeping the role-play scenario clean and appropriate. Resources and Materials: o Handoutso Printout of the current month calendaro Markers, Crayons o ScenariosSection B. (Student Lesson Outcomes)STANDARD 2.1 (Wellness): All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.E. Social and Emotional Health2.1.8.E.3 - Explain how culture influences the ways families and groups cope with crisis and change.2.1.8.E.3 - Compare and contrast stress management strategies that are used to address various types of stress-induced situations.Psychomotor: By the end of the wellness lesson on stress, the students should be able toPerformance: Demonstrate how to cope and handle with certain stressors in life.Evaluation: And be evaluated by the teacher through an in class discussion.Cognitive: By the end of the wellness lesson on stress, the students should be able to Performance: Write a one-page reaction paper which reflects their understanding of stress and ways to cope with stress. Could possibly talk about stressful times in their life and how they handled it and how they may have been able to handle it differently.Evaluation: And be evaluated by the teacher based on a five-point scale rubric.Affective: By the end of the wellness lesson on stress, the students should be able to Performance: Find enjoyment while acting out role-play scenarios.Evaluation: Based on an informal response from the students.Section C. (Learning Activities and Instructional Strategies):Intro: 5 minutes Students will enter the classroom and sit in their assigned seats. After taking attendance, the teacher will introduce the topic of todays lesson: stress. During this introduction, the teacher will pass out a handout that has information that they are expected to know about stress for their test.Learning Focus Activities: 15 minutes The Handout will have the following information on it: WELLNESSo Optimal health and vitality, encompassing physical, emotional, intellectual, spiritual, interpersonal and social, and environmental well-being STRESSo The collective physiological and emotional responses to any stimulus that disturbs an individuals homeostasiso “Stress” refers to two different things Situations that trigger physical and emotional actions and the reactions themselves Ex: a date and a final exam are stressors o Sweaty palms and a pounding heart are stress response SYMPTOMS OF EXCESSIVE STRESSo Exhaustion Stage People who do not know positive actions to take in response to stress force their bodies to stay ready for an emergency, and eventually they become exhausted Wear and tear on the body increases the risk of injury, illness and premature deatho Overwhelmed, frustrated, angry and aggressiveo Depressions symptomso Suicide symptoms FIGHT OF FLIGHT SYSTEMo A defense reaction that prepares an individual for conflict or escape by triggering hormonal, cardiovascular, metabolic and other changes THE INVERTED U THEORYo Balance between optimal stress and performance GENERAL ADAPTATION SYNDROMEo a pattern of stress responses consisting of three stages: alarm, resistance and exhaustion. Eustress pleasant stressors Distress unpleasant stressors Alarm Includes the complex sequence of events brought on by the activation of the sympathetic nervous system and the endocrine system- the fight or flight reaction. During this stage the body is more susceptible to disease or injury because it is geared up to deal with a crisis Reaction Body develops a new level of homeostatic in which is more resistant to disease and injury than it normally would be. A person can cope with normal life and added stress Exhaustion Its life threatening type of physiological exhaustion characterized by symptoms such as distorted perceptions and disorganized thinking COMMON SOURCES OF STRESSo Daily hassles, college stressors, academic stressors, major life changes, Financial Concerns, interpersonal stressors TECHNIQUES FOR MANAGING STRESSo Exerciseo Communicate o Nutritiono Time Managemento Sleep RELAXATION TECHNIQUESo Relaxation response Is a physiological state characterized by a feeling of warmth and quiet mental alertness. Visualization Meditation Deep breathing Yoga Listen to music The teacher will go over all of the information on this handout. During this time, any questions the students have about the term and vocabulary on the handout should be asked and answered. After the handout is discussed, the teacher will have a few minutes to hold a class discussion about different ways stress can be handled. Culminating Activity: 15 minutes After stress and ways it can be handled are discussed, the class will participate in a role-play activity where the students are broken up into 4 groups of 5 and are given a scenario that deals with stress. They must come up with their own skit that represents the scenario and demonstrate to the class how to deal with that stressor. These are the scenarios that the students must play out:1. A friend asks you to lie on his behalf.2. My best friend doesnt like me any more. 3. I have so much homework and tests this week.4. My parents are fighting at home. The students must create this scenario and show how a student with this stressor could deal with it in the right way. The students will be given five minutes to create their skit. It should take about 10 minutes to go through each skit and discuss each one after.Second Activity/Closure: 10 minutes After role-play, the teacher will handout a calendar for the next month. On this calendar, students will create a Chill-Out calendar with daily ways to relieve their stress.o Exerciseo Sleepo Meditationo Yogao Listening to Musico Take a walk with a friendo Go on Vacationo Walk your dogo Solve a puzzle The teacher will hand out markers and crayons for the students so they can decorate their calendar. While the students are working on their “Chill-Out” calendar, the teacher will be going over some key lesson points from the handout. After the short review, the teacher will handout the directions for a one page paper that will be due in two days. In this paper, the students will have to talk about stress, what it is, and how it affects their lives and the ways they deal with stress. Once every student is given the directions on the paper, the teacher is free to dismiss the students.Section D. (Reflection)STUDENT OUTCOMES: From the skits from role-play and the discussions in class, it seemed as though all of the students met the objectives. I should get a better understanding of how well the students learned the lesson from their one-page papers that are to be handed in. Also, at the end of the unit there will be a test with a few questions on stress so it will help to see how well they do on that.TEACHER EFFECTIVENESS: I thought the lesson was a huge success! From the very beginning the students were attentive and respectful. They all seemed to being paying attention during the lecture part of the lesson with the handout and on