Daryl Monceaux

Integrated Lesson Planning Form

Time required:
2 Class periods
Materials and or technology needed:

Surveys
Pencils
Chromebooks or internet access is alternative
Access to the following websites
o http://kidshealth.org/teen/your_mind/emotions/stress.html#
o http://kidshealth.org/teen/centers/stress_center.html#cat20869
o http://www.cdc.gov/bam/life/frazzled.html
o http://www.cdc.gov/bam/life/butterflies.html

Set-up or preparation needed:

Access to the technology in the class or the surveys printed out.
For the teaching of relaxation or stress management, an audio track of relaxing sounds
may be desired. Prepare the audio system as needed

Format presented in:

Lecture, group discussion, activity

Academic topic / lesson:

Biology-Stress and physiological reactions
Language arts-Write a short essay on what it is like to be stressed compared to relaxed

State academic standard(s) addressed:

CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic.

CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version
of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or
table).

Academic (subject) knowledge needed by counselor (understanding of Newtons

third law, have read a novel, history etc...):
Knowledge about the body systems and the effect stress has on them. How relaxation
techniques affect the body.

Campus critical data elements indicating personal/social, academic or career

(campus safety, state requirements, discipline referrals, tardies, drop out, conflict, etc ...)
Test scores dropping. Focus on handling stress before, during, and after tests. Personal
goal of self-care is also advocated.

Counseling core curriculum standard(s), competency/(ies) & indicators being

addressed (IE: A:A1.1, A:A2.1):

2004 Standards:
PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:C1.10 Learn techniques for managing stress and conflict

Counseling lesson / topic, if applicable (bullies, career etc...):

Recognizing reactions to stress, and positive coping strategies for dealing with the stress.

Synopsis of how guidance and academic lesson are related and integrated:
Within the science class lab, the students will be learning about the body systems and the
reactions to stress. They will practice identifying personal indicators of stress, which will
be used in the counseling lesson to discuss positive coping skills to deal with the stress or
stressor the student is facing.

Similar student experiences to connect to the content / topic (relevance):

Can discuss topics such as sporting events, performing, or tests as examples of where
students could feel stressed.
Procedure (include teacher and counselor role in the lesson):
The first class lesson will follow the structure from;
http://www.cdc.gov/bam/teachers/documents/stress_body_mind.pdf .
The given rubric will not be used to score participation, instead the graph and essay will
be used for the grading.
Engagement (10 minutes) The Science Teacher will begin the class by introducing the
concept of fight or flight to the students, while the Counselor ensures that access to the
survey through technology is available.
1. Before learning about the body's chemical reactions to stress, students will complete a
self-assessment of their own physiological reactions to stress. Pass out Student
Reproducible 1: Taking Stock: My Bodys Reaction to Stress. If using online survey
form, skip this step and just discuss the fight or flight responses.
2. Talk with students about the drawing of the cat and the information that is included on
the top of the student reproducible. Ask them whether they have ever seen a cat respond
to a stressful situationa dog runs by, another cat wanders onto its territory, its time to
go to the vet. What do cats do in this situation? Let students discuss briefly.
3. Point out that cats dont have to think about how they will respond. The fight or
flight response just happens. Ask students to discuss specific adaptations that other
organisms possess that allow them to respond to stressors in their environment. (For
example, porcupines release their quills. Dogs growl.) Think of other reactions students
have seen in animals.
4. Tell students that humans also have this response. The survival instinct ("fight or
flight") is hardwired into their bodies.
Exploration (15 minutes)
1. The counselor can then lead the students through the survey on their own stress
reactions. Have students fill out the self-assessment. What are the physiological ways in
which they react to stress?
2. The Teacher or Counselor can then use the technology to show the number of students
answering often to each example of stress reactions. Alternatively when using paper
surveys, one team member can compile the data as the other leads the students through
exploring the body systems responsible for the stress responses. Once survey data is
compiled, give the numbers to the students and allow them time to make a graph from the
data, or assign the graph as homework.

Explanation (20 minutes) The teacher can lead the explanation section of the module.
1. Hand out Student Reproducible 2: Cold Hands, Fast Heart: The Body's Physiological
Reaction to Stress. Tell students they will now learn why they have these reactions.
2. Explain that hormones produce the fight or flight responses in animals, including
people. Hormones are chemicals, produced by glands and carried through the
bloodstream, that affect the activities of organs in the body.
3. Have students read through Student Reproducible 2 and look at the anatomical
drawing. Then, review with the class the glands and hormones that control the
physiological reactions to stress. The hypothalamus and pituitary glands, located in the
brain, and the adrenal glands, situated on top of the kidneys, (see drawing on the
reproducible) control the hormones that help the body cope with change or a stressful
situation. The hypothalamus signals the pituitary gland that signals the adrenal glands to
release the stress hormones epinephrine, norepinephrine, and cortisol. These chemicals
increase the heart rate and breathing, which provides a burst of energy (to fight or flee),
as well as affects other bodily functions. [Note: Another hormone is mentioned in the
explanation of the body under stress below: serotonin, which both increases good feelings
and regulates sleep.] The counselor can help co-lead by using details to connect the
responses to the glands the science teacher presents.
4. As you review how stress affects the body, ask the students to explain the underlying
physiological reaction to a symptom of stress. Then correct, if necessary. The first six
items listed below are common responses to short-term stress. The others, headaches,
sleeplessness, appetite change, and unusual sudden anger are usually responses to longerterm stress.
5. Point out that for many people, understanding whats happening in their bodieswhat
theyve just learnedmakes them less self-conscious about their own physiological
reactions to stress and can even relieve those symptoms.
6. Point out to students that their being stressed does not give them an excuse for being
hurtful to others or an excuse not to do what they should be doing in school or at home.

Second class:
The counselor will begin with 10-15 minute review and discussion of common ways of
dealing with stress. Have students share their way of calming down when stressed, and
make a list on the board.
Next, will be introducing different skills for students to use to combat stress. Begin with
deep breathing. Have the students take a slow, deep breath through their nose slowly

expanding the lower part of their lungs. Hold it for a count of five, then slowly exhale
through their mouths. Have the students repeat two more times. At this point, probing
questions can be asked to have students apply knowledge from the previous lesson. At
this point, the Science Teacher should be in a supporting role, assisting the Counselor in
linking terms and concepts.
This can be followed by either a short exercise activity like jumping jacks or, if time is
limited, teach progressive relaxation process. Turn on background sounds if desired.
Have students sit comfortably and close their eyes. Have them tense and hold muscle
groups then relax them starting at their toes. Remind them to breathe out as they relax the
muscles and to notice how the muscles feel when relaxed. Continue to work through the
legs, stomach, back, hands, arms, and neck. The counselor should go around the room for
a check in, and ask students what they noticed by doing the activity. The list of stress
reduction activities should be passed around at this time.
For homework, ask the students to write a short essay or a few paragraphs comparing
and contrasting how it feels when being stressed and relaxed. The students should try to
explain the differences with terms or concepts from the lesson or book, such as adrenal
glands.
Attach a copy of lesson, any handouts, power points or additional materials:
Use the handouts on http://www.cdc.gov/bam/teachers/documents/stress_body_mind.pdf.

List of stress reducing strategies

1. Deep breathing
2. Progressive relaxation
3. Exercise
4. Stretching
5. Eating healthy meals
6. Listen to music
7. Journaling
8. Take a walk outside
9. Meditate
10.Stay organized
11.Laugh or watch a funny video
12.Take a nap
13.Share worries or stress with someone you trust