Student Name: Merissa Wenzara

Target Audience: Covenant House

Length of session: 15 minutes

Title of Lesson: Introduction to stress

1. Standards/Quality Indicators/Skills
www.missourilearningstandards.com
http://www.nasafacs.org/national-standards-and-competencies.html
National standards
13.1 Analyze functions and various expectations of various types of relationships.
NHES
5.8.6

Choose healthy alternatives over unhealthy alternatives when making a decision

1.2.1

Identify that healthy behaviors impact personal health

Missouri learning standards

HPE2/ NH4 Describe how to constructively manage feelings caused by disappointment, stress,
separation or loss
HPE2/ NH5 Recognize that life management skills (e.g., stress management, goal setting, decision
making, assertive behavior, resisting peer pressure, and conflict resolution) can be applied to personal
situations that adolescents encounter
HPE2/ NH1 Recognize what stress is and how it affects the body

Learning Objectives/Goals
Cognitive
2. GOAL:
To educate the audience members about what stress is.
To educate the audience members on the difference between eustress and distress.
3. LEARNER OUTCOME(S):
1. At the end of an introduction to stress lesson, all students will be able to describe
a stressful situation to the instructor when asked.
2. After completing the lesson on an introduction to stress, the students will be able
to recognize the various spaces in life which stress originates when looking at a
list of stressful situations.
3. After completing the lesson on an introduction to stress and a worksheet the
students will be able to recognize the differences between eustress and distress
with 80 percent accuracy.

4. Assessment
1. Each student writes an example of a stressful situation on the whiteboard.
2. The instructor will ask students where each situation written on the board originates (school,
work, home..).
3. The students will complete a worksheet on the subject of eustress and distress.

5. Lesson Structure/ Procedures

I.
Anticipatory Set/Prior Knowledge: The instructor will greet the students, and ask them how
they are doing this morning. Instructor will then ask the students what they know about stress,
do they like it? Are they stressed today?
II.

Advanced organizers: The instructor will state the objectives of this lesson to the students.

III.

Sequence of Instructional Strategies: Define stress from PowerPoint. Ask students to come up
to the white board and write an example of a stressful situation that happened to them this
week. Continue with power point the next slides (4&5) and discuss various life stressors. Go
back to white board and ask students to help categorize the stressful situations they wrote on
the board into various categories form power point. Go back to power point and discuss slides
(6 & 7). Then pass out worksheet on eustress vs distress. Once everyone completes worksheet,
go through together as a class. Each student who gives an answer to the question must respond
with a reason they picked the answer they did.

IV.

Review of lesson: To summarize this lesson. We learned what stress is, identified stressful
situations in our own lives, distinguished between eustress and distress, and categorized where
they come from, school, work, life

V.

Closure Now that we have an idea of what stress is and where it is in our lives next time we
will determine our personal stress levels, how it effects our bodies and begin a stress journal.
Questions?

VI.

Resources and Materials

-Powerpoint handout
- whiteboard
-Eustress vs Distress worksheet