Lesson ONE

1. Lesson Plan Information

Subject/Course: Healthy Active Living
Education, Open, (PPL3O)
Grade Level: Grade 11
Topic: Mental Health and Stress

Name: Introduction; What is stress?

Date: December 3rd
Time: 8:30
Length of Period: 70 minutes

Management
2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
Mental Health:
describe the characteristics of an emotionally healthy person;
demonstrate the skills that enhance personal mental health;
analyse the factors that influence the mental health of individuals and lead to
the prevalence of mental health problems in the community;
Stress Management:
describe the positive and negative effects of stresses that are part of daily
life;
explain physiological responses to stress;
3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Be introduced to the concept of stress;
- By the end of the lesson, students will :
o be able to define stress;
o define good and bad stress in their lives;
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale,
rubric)
Based on the application, how will I know students have learned what I
intended?
- This lesson is intended as an introduction type lesson;
- During activity 1, the teacher will get a general understanding of what
students already know based to the concept of stress (vocabulary and
experiences);
- Evaluation will be based on observation and discussion throughout the
lesson;
- The teacher will be able to identify areas that need to be further explored
throughout the unit;

5. Learning Context
A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will identify vocabulary and personal situations they have
experienced related to stress during general discussion
(Introduction activity 1);
o This will allow the teacher to get an understanding of what students
already know and where they need to go in their learning
experience;
o Students will participate in open discussion throughout the entire
lesson that will allow them to engage in their learning and discuss
their prior knowledge;
o Students may reference personal experiences and stories they have
encountered related to stress;
How will I differentiate the instruction (content, process and/or product) to
ensure the inclusion of all learners (Must include where applicable
accommodations and/or modifications for learners identifies as
exceptional.)
o To ensure the inclusion of all learners, the teacher will use different
types of resources (such as visual charts, videos, open discussion,
independent research);
o To ensure success of all students, the teacher will;
Write new terms on the board while teaching new concepts
and terms;
Model and encourage discussion/ participation;
Pair students with reading partners for those students who
need extra support in reading;
Pair students with a stronger peer for those students who
need extra support in writing;
Students with IEPs or adaptation plans will follow
individualized adaptations, such as sitting in front of teacher
or given printed copy of notes;
To extend learning, students can further research at home
and explore how others, such as friends and family members,
cope with stress;
Teacher may add other modifications such as repeating
information and giving students extra time to research, for
those in need of extra support;
B. Learning Environment
- This lesson will take place in a classroom environment;
- Learners will actively engage/participate in discussion and learning activities
in the classroom;

Discussion will be open and all students will be encouraged to feel safe to
share their ideas and thoughts;
C. Resources/Materials
- Materials:
o A balloon to pop for Hook activity;
o White board and markers for open discussions;
o Power Point presentation (lecture notes) and projection method;
o Posters (Bristol boards) and markers to post success criteria of lesson
and conclusion activity;
o Relaxation music for conclusions (https://www.youtube.com/watch?v=llW_qCHzic)
- Resources:
o Lesson Plan Unit: Stress. M.Buege
6. Teaching/Learning Strategies
INTRODUCTION (~10 15 minutes)
How will I engage the learners? (e.g., motivational strategy, hook, activation of
learners prior knowledge, activities, procedures, compelling problem)
-

Teacher must always take attendance at the beginning of class;

Teacher will then begin class with a hook, to get students attention;
Hook:
o After taking attendance, teacher will pop a balloon that is hiding under
the desk in front of the room;
o This will frighten students, as they will not be expecting this noise;
o Students might even jump out of their seats;
o The purpose of this activity, is to see how students react to an
unexpected event (stress factor);
o Teacher will ask students what they saw or felt happen to their body
when the balloon was popped;
o Teacher will tell students what he/she noticed as well; for example,
teacher may have seen students jump, muscles may have tensed up,
heart is beating faster, breathing is faster, and pupils are bigger
Teacher will then introduce the lesson topic; Introduction to stress;
Before going any further, teacher must go over specific expectations and
success criteria for the lesson;
Teacher will present expectations for the unit:
o describe the characteristics of an emotionally healthy person;
o demonstrate the skills that enhance personal mental health;
o analyse the factors that influence the mental health of individuals and
lead to the prevalence of mental health problems in the community;
o describe the positive and negative effects of stresses that are part of
daily life;
o explain physiological responses to stress;
Teacher and students will then write success criteria together (in a language
students can understand) in order for students to be aware of what they will

be learning today;
For example, success criteria for these expectations may be:
o By the end of the unit, I will be able to describe the characteristics of
stress and how stress influences my life;
o Explore different coping strategies for stress management;
Students are now aware of the learning expectations for the lesson and the
teacher can begin the lesson;
Success criteria will be posted in classroom for students to reference during
the unit;

MIDDLE (~45 minutes)

Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility
modeled, shared and guided instruction).
Activity 1: General discussion
- Instructional approach: teacher will lead students in a discussion focussing on
the signs of stress (while thinking of the hook activity);
- Teacher can begin by putting a few key words on the white board (for
example, heartbeat, shaking);
- Teacher will then ask students to engage in an open conversation about the
signs of stress they may have recognized during the activity;
- Students will openly write words on the board in order to recognize important
vocabulary for the lesson;
- Teacher will contribute ideas as needed in order to facilitate discussion and
participation from all students, asking questions and giving suggestions;
- Lecture on Stress / Good and Bad Stress (Teacher will present the following in
a Power Point Presentation):
o ***Students will be handed notes in order to follow/ask questions
during lecture***
o Stress is the effect that any situation or event has on the body and
mind. Stress is change that must be adjusted to. Stressful events
include injury, illness, or the death of a loved one. These are negative
events, but stressful events can also be those things that are positive,
such as graduating from high school, getting a new job, or moving to a
new home. Sources of stress can come from the environment or the
body.
o Stressors from the environment include: weather, noise, crowding,
interpersonal demands (i.e. peer pressure, family issues or changes),
time pressures, performance standards and threats to security and
self-esteem. Stresses from the body include the rapid growth of
adolescence, illness, accidents, poor diet, and sleep disturbances.
There are two types of stress: eustress, which is good stress and
distress, or bad stress. Eustress is stress that produces a positive
effect. For example, before a sports event, such as a race, athletes

often get nervous. This stress helps the athlete perform to the best of
his or her ability. A second example of eustress is threatened safety. A
person who is being chased by someone or something threatening
their safety feels stress. This stress is positive because the person
threatened is able to run and fight better than they would without the
stress. Distress is the stress one feels because of relationships, life
demands, etc. It is unproductive.
The General Adaptation Syndrome (GAS) is the body changes that
occur when a person experiences stress. There are three stages of the
GAS are:

1. Alarm stage something happens and the body releases adrenaline, a

chemical from the brain. The heart beats faster, there is a burst of energy,
blood flow increases, breathing quickens, muscles tighten, and blood is
directed from the digestive system to the muscles. The pupils widen, the
senses become more acute. (Example: when you are alone at night and you
hear something and think it is a robber. For a while after this you can hear
every little sound)In a real threatening situation, these reactions are good
because they help you to survive. But when these occur this reaction occurs
because of everyday events, it just makes you feel lousy. Physical reactions
include things such as headache, stomach-ache, asthma, or muscle spasms.
2. Resistance Stage the body tries to recover from stress reaction and
return to homeostasis, or normal functioning. Sometimes this happens right
away, as when a runner runs a race and then is done with the race. Also,
when you feel nervous and then realize everything is okay (a police man
follows you; you think you are speeding, then he passes you and pulls over
someone else). You can immediately feel your body relax. Youth have many
stressors in their lives, stemming from school, peers, homework, family
demands, jobs, etc. It is very important that they learn coping strategies that
will help them relieve stress. Coping strategies need to be those that are
constructive. Stress can lead people to cover up feelings by using coping
strategies that are dangerous. Smoking, drinking, or taking drugs are all ways
of masking feelings while attempting to relieve stress. These are ineffective
ways of relieving stress.
The person never learns how to deal with the stress constructively. If this is
the only they have learned to deal with stressors, an addiction is likely. After
the person is sober again, the body still must cope with the stress. If the body
cannot rid itself of excess stress, the body goes on to the third stage of the
general adaptation syndrome.
3. Exhaustion Stage If a person does not utilize adequate coping strategies,
their body goes into the exhaustion phase. This is when they may become ill,
have high blood pressure, a heart attack, or even die. The person will be less

able to resist new stressors and will become stressed easily by

inconsequential things. They become less immune to disease because there
body is dumping protein, which is needful to make white blood cells. The
chemicals in the brain may become out of synch, and the person may
experience depression. This stage does not have to happen. It may however,
be inevitable when a major life crisis happens, such as a death.
-

Teacher will encourage students to give ideas and write them on the board in
order to develop discussion and further learning;
This will encourage students to reflect on their own personal thoughts of
stress and allow the teacher to get an understanding of what students
already know;

Consolidation and/or Recapitulation Process: How will I bring the important ideas
from the learning experiences together for/with the students? How will I check for
understanding?
- During the discussion, the teacher presents students with important ideas
(the emotions brought on by stress) allowing them to further explore these
thoughts;
- Teacher will observe what students already know, as this is an introduction
type lesson;
Application: What will learners do to demonstrate their learning? (Moving from
guided, scaffolded practice, and gradual release of responsibility.)
- During the lesson, learners will demonstrate their learning through discussion
and exploring/researching coping strategies;
- Students will be encouraged to share ideas and personal experiences;
- Teacher will guide discussion/research and allow students to explore different
concepts;
CONCLUSION (~10 minutes)
How will I conclude the lesson?
- To conclude the lesson, the teacher will guide ask the students where stress
comes from in their personal lives (in order to present the topic for Lesson
Two);
- They will list their ideas on a poster that will be placed in the classroom;
- The teacher will then finish the class with a deep breathing relaxing activity,
in order to give the students an example of something they can do in short
periods of time to allow their body to relax;
- Teacher will turn off the lights and give the students the following prompts;
o Close your eyes and imagine a place that makes you feel happy;
o Take deep breaths, in through the nose and out from the mouth;
o Allow your breath to go deep into the lower abdomen;
o Exhaling all the negative thoughts from your body;
o Count your breaths;

The teacher will then dismiss the class, leaving students feeling calm, relaxed
and ready for the rest of the day;

7. What do I need to do to become more effective as a teacher in

supporting student learning?
- I believe it is very important for the teacher to always be guiding the
students throughout conversations, discussions and exploration phases;
- The teacher must always be actively engaged and encouraging students to
do the same;
- The teacher must also be open to different ideas and stories that the
students may want to share throughout this lesson;
- It is important for the teacher to be prepared;
o Prepare the activity (materials);
o Prepare notes and photocopies as well as extra information for
students who need extra support (visual aids, typed notes);
o Teacher must also be well organized to set a good example for the
students;
- Throughout the lesson, the teacher should also note what the students
already know in order the plan the following lessons for the unit;