Faculty of Education

Backward Design Plan Template

Title: Let’s Talk About Stress Subject/Course: Health and Physical Education
Time: 20
Level: Grade 5

Lesson Description
Students will be exploring stress, the impact of stress on the body, and ways they can cope with stress. They will be
creating their own stress response tool.

Stage 1: Desired Results

Big Question (link to the real world)
 What is stress and what are ways I can cope with stress?
Ontario Curriculum Overall Expectation
SEL skills Strand: A1. apply, to the best of their ability, a range of social-emotional learning skills as they
acquire knowledge and skills in connection with the expectations in the Active Living, Movement
Competence, and Healthy Living strands for this grade.

Ontario Curriculum Specific Expectation

A1.2 apply skills that help them to recognize sources of stress and to cope with challenges, including help-
seeking behaviours, as they participate in learning experiences in health and physical education, in order to
support the development of personal resilience

Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:

 What is stress, how it affects my body, and  Personal experiences
how can I cope with stress
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies:
to know and be able to do, in language that students can  Teacher introduction
readily understand.”  Video
Success criteria: “describe in specific terms what successful
 Hands on
attainment of the learning goals looks like” (Growing
Success p. 33).
1 – Learning Goal: Today we will… Choose instructional strategies purposefully and based
 Look at: What is stress, how it affects my on the learning goal.
body, and how can I cope with stress
 Create my personal stress response
2 – Why: So that…
 I can identify stress and cope with it
3 – Success Criteria for this Lesson:
You know you understand when…
Materials/Student Groupings Differentiation
Jamboard
Individual

Assessment For Learning, Checking for Understanding & Feedback

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Stage 3: Learning Activity

Motivational Hook (_5_ MINS.):
Using jamboard : https://jamboard.google.com/d/1YCI-Ptjg9sTgV99Zycly7eQR3ZPcNHhT70bdF2aKNCE/edit?
usp=sharing
When looking at this picture, what is one word that you would say represents this picture or emotion of this picture?
Picture 1, 2, and 3
All of these words that we have brainstormed about these pictures are all emotions and things associated with stress.
Now we are going to watch a video that talks about stress, the effects of stress, and the stress response.

Open (_10_MINS):
 Watch video: https://www.youtube.com/watch?v=k8FiAxAqqYE&t=107s
 For your work today, and homework you are going to be created a stress response like
the one I have created here.
 Like in the video, the stress response is how your body reacts to stress and emotions
associated with stress and how we can use strategies to cope with what we may be
feeling.
 The first to do is thinking about “what am I feeling”. Am I feeling anxious, tired,
grumpy, worried? This is really important to think about and identify how we are
feeling because when we think about the emotions, we may be experiencing it is easier
to understand why we may be feeling that way or what we can do to feel better. For
example, maybe I am feeling stressed because I am confused about my math
homework. Now that I know why I am feeling confused I can think about what I can do
to get help with my math homework.
 Can I control it? A lot of the things we may be feeling stressed or emotional over can be
about things that we cannot control. So, it’s important to reflect on things we can
control and things we can’t control. I can control my words to others, my words to
myself, my reactions to situations, my behaviours, my attitude. I cannot control other
people and their feelings and actions, the past, and time. So, it’s important that when
we are feeling stressed or emotions associated with stress that we think to ourselves
“is what I am worried about, nervous over, or upset about something I can control?
Maybe I have identified that I am feeling worried, and I am worried because I lied
about something to my parents and I worried that they will find out. Because of this I
am feeling very stressed. This is an emotion I can control because if I talk to my parents
and tell them the truth that I lied to them it will remove my worry and stress about
lying. However maybe I am feeling stressed because I am worried and anxious that my
parents are fighting or if my friends will like me. These are things that are out of my
control because I can’t control other people and how they are feeling and acting but I
can use the strategies to help cope with these feelings.
 Who can I talk to? The next step when facing our stress response is to think about who
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in our lives, we can talk to about how we are feeling and why we may be feeling
stressed. It’s really important that when we are thinking about these people that we
make sure they are responsible adults whom we trust
(mom/dad/siblings/grandparents). That’s not to say that you can’t talk to your friends
about how you are feeling but you want to make sure the people you are talking to you
can listen and help you.
 What are some things I can do? This section is going to look different for everyone.
They are activities and things you can do that will help you feel less stress and will
release the emotions you are feeling. In the video they talked about two breathing
exercises that are really effective in helping cope with stress. Taking a break is another
great thing you can do; I know there are times when I am working on something and
am stressed either because I am confused or don’t know what to do next and spend so
much time going in circles being unproductive. Taking a break and doing something
else will help to clear your head so you can start fresh later.
 What can I tell myself? This is a really important final step. It is really important when
are you are feeling stressed or emotional that you talk positively to yourself and
encourage yourself. All of you are amazing, strong, intelligent, and brave people and
you have to believe in yourself! Having things that you can tell yourself will help to
remind you that you did your best, or that you are tough, and also reminding yourself
to focus on the things you can control not what you can’t control!

Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (__ MINS):
Creating personal stress response hand

Close (success criteria visited) (__ MINS):

Go over stress response hand
Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection
That was awesome!! I could tell you were more comfortable today. Great flow to the lesson. Pictures
were great to get the students thinking (even if they didn’t respond). Awesome video. Going through
each section of the hand with your examples was great!
Awesome lesson!!
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L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins

and McTighe (2005).