Essential Standards

Clarifying Objective

8.MEH.1 Create positive stress management

8.MEH.1.1 Evaluate stress management strategies

strategies.

based on personal experience.

Lesson #1

Materials Needed: Review Step PowerPoint: Stress Provoking Scenarios Teach Input
PowerPoint Appendix 1 Self Reflection and Stress Management Appendix 2 Preparing for High School
and Beyond Appendix 3 HEAP Rubrics

Sources:

Health Education Assessment Project (HEAP)

Focus:

Have students form pairs. Inform them that they are going to play Thumb War.
Instructions:
First, give a warm-up. Afterwards, the two players put the fingers of their right hands together, and then
form a fist keeping the thumbs up. Both the players should say, "One, two, three, four, I declare a thumb
war" and commence. The player who first manages to tie down the other's thumb and hold it tight
completes the round. About fair play: No violence, please! We compete but we do not fight. Understood?
The hands are to be kept as still as possible. Students continue to play until you tell them to stop.
To make this even more fun, have students draw wrestler faces on their thumbs!
Ask the following processing questions:

Did anyone enjoy this activity? If yes, why? [Possible responses: its fun, silly, and something
different]

What emotions did you experience while having a Thumb War? [Possible responses: happy,
frustrated]

Statement of Objectives: The Thumb War was an activity to help you have a little fun and de-stress. Today
we are going to spend some more time on stress and management. The focus will be on how you use past
personal experiences to engage in positive stress management strategies. You will consider how selfreflection guides your choices and consider how you will use these in the future as you face new and
different types of stressors.

Review:

The previously taught objective to be reviewed is 6.MEH.2.2 Differentiate between positive and negative
stress management strategies.
To begin this lesson, use the attached PowerPoint with stress-provoking scenarios and have students
indicate whether the response is appropriate for the situation or inappropriate. To follow with the Focus
Step, you could use a thumbs up or thumbs down response strategy.
Correct Responses:
Scenario 1: Inappropriate; leaves Tom feeling upset and taken advantage of; involves cheating which might
challenge Toms belief system.
Scenario 2: Appropriate; Farah practiced the assertive communication skills she was taught.
Scenario 3: Mike, Appropriate; Mike avoided getting angry and suggested that they might have things in
common.
Scenario 4: Inappropriate; Molly should never use medication that was not prescribed for her, it could be
very dangerous and the person giving her medicine can get into trouble.
Scenario 5: Inappropriate for both Sally and Ann. Sally is abusing their friendship and putting Ann at risk
for being arrested. Ann is engaging in very poor decision- making and compromising her values. Scenario
6: Appropriate; Owen is practicing time management and prioritizing his activities. Scenario 7:
Appropriate; Kim is using techniques that will help her be more prepared for her speech and get a good
nights rest. Scenario 8: Appropriate; Allen is being a good friend and helping someone access resources.

Teacher Input: Using the PowerPoint (8.MEH.1.1), go over slides, ask questions, and complete activities to
cover content and develop behavior self-management skills.

Sub-objectives met trough PowerPoint:

The student will identify a variety of techniques for managing personal stress. The student will describe the
importance of self-reflection in evaluating his or her most effective stress-management strategies. The
student will apply effective methods for coping with stress based on personal experience.
List three events or experiences you have had in the past three months that you did not handle as well as
you would have liked and, as a result, caused you extra stress. Examples: fight with a friend or parent;
doing poorly on a school assignment; challenges at home (siblings, etc.)
For each experience, consider the following:

How did I feel?

Why did I feel this way?

What prompted me to act like that?

What does this tell me about myself? What can I learn from this situation?

If I am in this situation again, what would I do the same and what would I do differently?

How would this change help to manage your stress in a positive way?

In pairs, ask students to share one example with their partner. Have the partner to give feedback on why
this is a positive way to manage ones stress and suggest additional appropriate ideas.

Independent Practice:

(from the Health Education Assessment Project) Have students complete interview as described in
Appendix 2, High School and Beyond. Use the attached Core Concepts Rubric and Self Management Skills
Rubric (from HEAP) for assessment and scoring (Appendix 3).

Closure:
Today we examined common sources of stress and appropriate means of measuring stress. You have shown
that self-reflection is an important element of managing stress and is a positive technique for making
healthy choices.

Appendix 1
Self Reflection and Stress Management
List three events or experiences you have had in the past three months
that you did not handle as well as you would have liked and, as a result,
caused you extra stress.
Examples: fight with a friend or parent; doing poorly on a school
assignment; challenges at home ( such as siblings)
For each experience, consider the following:
How did I feel?
Why did I feel this way?
Why did I act in a certain way? What prompted me to act like that?
What does this tell me about myself? What can I learn from this situation?
If I am in this situation again, what would I do the same and what would I do differently?
How would this change help to manage your stress in a positive way?
1.

I feel:
I feel this way because:
I did this because:
I learned:
I would do this the same:
I would do this differently:
This would decrease or manage my stress by:

2.
I feel:
I feel this way because:
I did this because:
I learned:
I would do this the same:
I would do this differently:

Appendix 2
Preparing for High School and Beyond (HEAP Resource, 2012)

For many young people, high school is a stressful time in their lives. Your task is to
collect information about the things young people can do to handle the stresses of
high school and beyond.
Research:
You should interview at least FOUR high school students. They may be your friends, older siblings, and/or
their friends. If you cannot find four students to interview, ask your teacher to put you in contact with a
teacher from the local high school and ask that teacher to help you recruit students to interview. At least
one of the students you interview must be a senior. You may interview them in person, over the phone, or
with a written survey. You may also use e-mail. Ask each student the following questions:
What have been the major sources of stress (academically, personally, and socially) while you have been
in high school?
Which stressors affected you in a negative way? What were the negative effects of these stressors?
How did you deal with these stressors? Analysis/Presentation of Data: When you have completed your
interviews, write a report summarizing the results of your interviews. Your report should contain
the following:
Descriptions of the stressors students have faced and the effects of these stressors on the students.
A discussion of possible health-related effects (different from those given by students) of stress. These
should include both short-term and long-term effects.
Descriptions of the coping strategies students used.
Descriptions of positive coping strategies for stress. You may have to go to health textbooks, the library,
or the Internet for this information. Answers will be scored on the following: 1. How completely
and correctly you demonstrate an understanding of health concepts. 2. How well you describe
positive ways of managing stress.

Appendix 3

HEAP Rubrics: Core Concepts (HEAP Resource, 2012)

Health Education Standard 1
Students will comprehend concepts related to health promotion and disease prevention.
Characteristics of Student Work
CC is linked to all content areas. Student work should demonstrate functional knowledge of the most
important and enduring ideas, issues, and concepts related to achieving good health. Key Criteria Specific
criteria for student work is based largely on the following:
accuracy
comprehensiveness
relationships among concepts shown
conclusions drawn

Concept Rubric

The response is complex, accurate, and comprehensive, showing breadth and depth of information; relationships are described and
conclusions drawn.

The response identifies relationships between two or more health concepts; there is some breadth of information, although there
may be minor inaccuracies.

The response presents some accurate information about the relationships between health concepts, but the response is incomplete
and there are some inaccuracies.

The response addresses

Self Management Skills Rubric

Health Education Standard 3
Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
Characteristics of Student Work
This category address students' ability to take personal responsibility to assess health risks and determine
behaviors that will protect and promote health and reduce health risks. Specific skills include personal
health and hygiene practices, first aid and safety procedures, avoiding threatening situations, and managing
stress.
Skill Cues

identifies healthful behaviors o stress management and coping strategies

demonstrates healthful behaviors, habits, and/or techniques identifies protective behaviors

first aid techniques o safety steps

strategies to avoid/manage unhealthy or dangerous situations

list steps in correct order is appropriate

Generic Skills Rubric

The response shows evidence of the ability to apply health skills; the response is complete and shows proficiency
4

in the skill.
The response shows evidence of the ability to apply health skills; the response is mostly complete but may not be

fully proficient.
The response shows some evidence of the ability to apply health skills; the response may have inaccuracies or be

incomplete.

The response shows little or no evidence of the ability to apply health skills.

Essential Standards

Clarifying Objective

8.MEH.1 Create positive stress management

8.MEH.1.2 Design a plan to prevent stressors or

strategies.

manage effects of stress.

Lesson #2

Materials Needed:
Appendix 1 Scenarios (Review)
Appendix 2 Time Management (Guided Practice)
PowerPoint: Time Management
Review:
Before we begin, lets take a moment and review the skills taught in our last class on reflection as a stress
management tool. Working in pairs, you will each receive a scenario (see Appendix 1) and will respond to
the following items:
What was the persons stressor?
How did s/he respond?
Was it a healthy response?
If not, what should s/he do differently?
Your partner should listen and give feedback on your responses, specifically, if s/he agrees with your
assessment.
Scenario 1 Correct Responses: What was the persons stressor? Poor performance in softball How did s/he
respond? Deep breathing and visualization Was it a healthy response? Yes If not, what might s/he do
differently?
Scenario 2 Correct Responses: What was the persons stressor? Siblings destroy science fair project How
did s/he respond? By yelling and quitting Was it a healthy response? No If not, what might s/he do
differently? Deep breathing to calm himself, have his dad pay for more materials, rebuild as much as
possible so he still might earn a prize
Focus:
Share the following quote with students. (This is the first slide of the accompanying PPT.)
"The bad news is time flies. The good news is you're the pilot." Michael Altshuler

Statement of Objectives:
As the quote suggests, todays lesson is about time management and its relationship to stress management.
We will review some time management strategies and apply them to your many roles as an adolescent. By
the end of this class you will each have a time management plan to guide your success for the remainder of
the school semester.
Teacher Input: See the attached Power Point for content Slide 9: common Time Sinks: texting, surfing the
net, television, video games
Guided Practice:
Distribute Appendix 2 to students. Tell them they are to review all of the tasks that an eighth grader might
be required to complete during a school week. Using the tools from the PowerPoint on time management,
have them complete the handout.
Processing: After allowing time for this activity, let the students discuss the order and priority they set to
accomplish all of these tasks. Also, have them give suggestions as to other means they could use to
accomplish these goals. Finally, ask students to identify potential time sinks and how they will deal with
them.
Independent Practice: Students are to practice time management through prioritization and time mapping.
Distribute Appendix 3 and have students use their existing schedules to practice these skills.
Processing:

Where is most of their time going?

Is it an appropriate use of time based on the reward or payoff?
Were there any suprises?

Closure:
Todays class was focused on learning the skill of time management. I hope that you will use one or
both of the techniques (prioritization and time mapping) to assist you in planning your weekly or
monthly activities to help achieve your short-term and long-term goals.

Appendix 1
Review Step Scenarios
Scenario 1:
Alex plays shortstop for her middle schools softball team. She is also in the math club and does babysitting
after school to make some extra money. Lately, Alex has not been fielding the ball as well as usual or
getting the ball out fast. She finds she is distracted while playing, thinking about her school work and how
long it will take her to make enough money to buy a new skateboard.
Alex decides to try a visualization exercise she learned in class to help her focus on her playing. She
recalled her coachs tips: run towards slow rolling balls, jump and knock down hits to keep them from the
outfield, be ready to shift right or left, and throw the ball fast. In the afternoon, before practice, Alex finds a
quiet place and does some deep belly breathing. Afterwards, she visualizes herself successfully completing
the skills required of a good shortstop.
1. What was the persons stressor? 3. Was it a healthy response? 2. How dids/he respond?
4. If not, what should she/he do differently?
Scenario 2:
George has been working for weeks on a school science project. He has spent much time at school and
home working on a simulated ecosystem; one that has multiple elements including food, water, shelter
and space. He has spent much of his own money to purchase materials for the project. The first, second and
third place projects each get a prize. Three days before George is to present in the school science fair, his
younger brother and sister decide to play with the ecosystem and destroy much of the work.
George is very upset and yells at both of his siblings. His father encourages him to rebuild his project and

offers to pay for substitute materials. George decides that he cant replicate the efforts, so he quits George
does not participate in the fair; therefore, he does not win any of the prizes.
1. What was the persons stressor? 3. Was it a healthy response?
2. How did s/he respond? 4. If not,what should s/he do differently?

Time Management

To do this week (Sunday night):

Monday your dad is out of town so you have to watch
your younger brother from 3:305:30, when your Mom
comes home.
Wednesday you have a test in Social Studies on migration and immigration in North Carolina.
You want to play video games with two of your best friends.
Tuesday night television show 8:009:00, which you have been dying to see.
Straighten your room before going out this weekend (a requirement from your mother).
You need to read two chapters of White Fang before Friday.
Go to a friends birthday party at the skate park on Saturday at noon.
You have a project due in two days but you are required by your group to go to the store to purchase the
supplies they will be using in class the next day.
You have band practice after school on Tuesday and Thursday until 4:30.
You know you will have a pop quiz in your science class sometime this week.
You are allowed one hour per day on the familys computer. First, write the order of how these tasks
would be accomplished. Using the weekly calendar below, make a time schedule of how each item
will get done and how much time each will take.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Essential Standards

Clarifying Objective

8.MEH.1 Create positive stress management

8.MEH.1.2 Design a plan to prevent stressors or

strategies.

manage effects of stress.

Lesson #3
Materials Needed:
PowerPoint,
How to Cope with Anxiety Appendix 1 copies of The Body and Brain on Anxiety
Appendix 2 copies of How Well Do You Multi-Task? cut apart to save paper
Appendix 3 copies of Three Day Anxiety Log
Statement of Objectives:
In todays lesson we will discover what is known about anxiety and how to deal with it. By the end of the
lesson, you will be able to tell the difference between anxiety that helps us perform and be able to plan
methods to reduce or cope with anxiety.
Focus: Show slides # 2, 3, and 4 of the PowerPoint, Coping with Anxiety. The quotations in these three
slides suggest that anxiety can have two outcomes, depending on how a person responds to the feelings.
Review: Show slide # 5. Before we discuss positive coping strategies, lets think about how our bodies
react to anxiety. Based on your own experiences with feeling anxious, how does the body and brain react?
Ask about each of the items in textboxes: breathing, immune system, cognition, digestion, emotion, skin,
heart, pain, and metabolism. Ask if they know how these body parts and brain functions are influenced by
anxiety.
Share copies of The Body and Brain on Anxiety (Appendix 1). Ask them to see which ones they guessed
correctly and which were new learning.
Teacher Input: Show slide # 6. In this slide there is an easy to understand definition of anxiety. Ask a
student to read it. Say, Anxiety is a reaction, an arousal to a stimulus that we perceive as dangerous or
threatening.
Go through slides # 7 through 13. Ask open-ended questions to support each recommendation. Such as:
How does positive thinking and self-talk reduce anxiety?
Share an example of how an anxious situation became humorous.
Is it possible to pretend to have more confidence than you feel? How does one do that?

 Having good health habits is recommended. How would unhealthy habits make the anxiety worse?
Who are members of your support system? How do they help lower anxiety?
How many of you keep a calendar or planner? How does that habit reduce anxiety for you?
Do you practice the philosophy of Just Do It? How has this helped you be less anxious?

Guided Practice:
Display slide # 14. Ask, Do you or your family members practice multi-tasking in an
effort to reduce anxiety? We are going to try an experiment to see if multi-tasking makes
us more or less anxious.
Provide each student with a half sheet of paper from Appendix 2, How Well Do You
Multi-Task? Use a watch with a second hand to time them in the first task (first two
rows). Stop and write the time it took to finish on the board.
Now have them repeat the task, but alternate rows. Tell them it is important that they
compete the second task as quickly and as efficiently as the first. Time them again.
Ask for their conclusions about whether multi-tasking reduces or increases anxiety. Say,
Most of us would have difficulty keeping multiple balls in the air as this juggler is
demonstrating. It is usually better to complete one activity at a time before moving on to
the next.
Independent Practice:
Distribute copies of the Three Day Anxiety Log. Explain that this is their personal log
and they will not need to share it with anyone.
For the next three days, write down any causes of anxiety. Also record how you dealt
with the feelings. I hope you will try some of the effective strategies that we talked about
in class. At the end of three days, assess whether you are coping well or if you need
support.
Show the final slide. For some teens, anxiety can be debilitating. For that is true for you,
be certain you tell a trusted adult who can make certain you receive care.

Closure:
There are multiple strategies for coping with feelings of anxiety. Good luck with
managing this kind of stress in ways that are healthy and productive.

Essential Standards

Clarifying Objective

8.MEH.1 Create positive stress management

8.MEH.2.1

strategies.
Evaluate the uses of defense mechanisms in terms
of whether they are healthy or unhealthy.

Lesson #4
Materials Needed:
Appendix 1a, b copies of Defense Mechanisms graphic organizer PowerPoint: Defense Mechanisms
Appendix 2a, b copy of Defense Mechanisms teacher guide
Appendix 3 Role-Play Scenarios strips
Focus:
Prior to class, select four students to assist you when class begins. Instruct students to act out quickly, one
immediately after the other.
1) Two students start talking to each other as you begin class. When you call them down, both
students blame the other one. Example - It wasnt me, he/she was the one talking. Not me! I
was just sitting here. Why are you always getting on me for talking? (Projection)
2) A student pounds on his/her desk and begins to mumble angrily. When students begin to
notice, ask student what is wrong. Student replies, __________ shoved me in the hall.
(Displacement)
3) A student pulls out a cellphone and begins texting as class begins. When teacher
acknowledges phone activity and questions the student, student starts making excuses for the
behavior, such as I promised my mother I would call to check on her or my grandmother is
sick. (Rationalization)
Point out to students that these are three examples of defense mechanisms and today we will focus on
analyzing defense mechanisms. Lets look at another one- denial. Show YouTube clip Defense
Mechanisms-Montana Warbrick first clip only, titled Denial with comedian Will Ferrell:
http://www.youtube.com/watch?v=FnRBAU6Yg2A. [**Inappropriate language is included in segments
after the first one, so show ONLY the segment on DENIAL.]
Review: Ask students:

Have you ever made excuses for yourself or made excuses to explain why something happened?

Working in small groups, students will generate a list of as many excuses they can think of when they are
in an uncomfortable situation or when they are in the wrong. Groups are to assign one member as a
recorder for their responses.
Have recorder of first group to name one excuse. Continue with remaining groups for 3- 4 rounds. Tell
students their excuses are called defense mechanisms. Explain to the class that everyone has a different way

of managing or coping with stressful situations. People use defense mechanisms to deal with uncomfortable
situations or feelings.
Statement of Objectives:
Today we are going to be discussing defense mechanisms. By the end of the lesson each of you should be
able to evaluate the uses of defense mechanisms in terms of whether they are healthy or unhealthy.
Teacher Input:
Defense mechanisms are mental strategies developed to deal with stressful situations. When people
experience difficult situations, they have different ways of handling their pain. These different ways of
dealing with situations are called defense mechanisms. The use of defense mechanisms can be healthy or
unhealthy, depending on the circumstances and how much a person uses them. The use of defense
mechanisms is normal and can contribute to emotional health by providing relief from anxiety and helping
one cope with problems.
However, if a person depends too much on unhealthy defense mechanisms, he or she may begin to avoid
facing the problems of daily life. For example, if on one occasion, a student slams his/her locker hard
because he/she is mad, its not a big deal. However, if this student frequently slams doors, lockers, or hits
the wall or locker when they get mad, there might be a better way of dealing with their stress. A person may
not realize the unhealthy use of defense mechanisms if they have become habitual. People who use
unhealthy defense mechanisms may not grow or mature emotionally and may not learn to accept and
express their actual feelings.
Distribute the Defense Mechanisms graphic organizer handout (Appendix 1) and use the Defense
Mechanisms PowerPoint to discuss the descriptions and examples of each mechanism. Students will
complete graphic organizer during discussion. See also Defense Mechanisms teacher guide (Appendix 2).
Guided Practice:
Option 1 Divide the class into partners or small groups (10 groups are needed). Secretly assign each group
a defense mechanism. Instruct the groups to plan how they will demonstrate the use of the assigned defense
mechanism in a scenario that is relevant to stress that students their age might experience. Emphasize that,
during role-play, groups make it clear which defense mechanism they were assigned. Monitor the groups to
check for understanding and questions.
Copy and cut Role-Play Scenarios (Appendix 3). If groups are experiencing difficulty developing a
scenario, offer a scenario strip. Have each group quickly perform role play and have the class guess which
defense mechanism was demonstrated.
Briefly process each role-play by asking 1 or 2 questions:
What behaviors or actions in the scenario led them to their decision?
Was the use of the defense mechanism useful in stress management?
Have you ever used this defense mechanism? If so,in what situations?

 What are some examples of positive/healthy ways to cope with the situation given? (If a
negative/unhealthy example was demonstrated in the scenario)
Option 2 Distribute the Defense Mechanism Situations handout (Appendix 4). Ask students to work in
pairs to determine which defense mechanism is being used in each situation.
Answers for worksheet are: 1) displacement, 2) denial, 3) sublimation, 4) repression, 5) daydreaming, 6)
identification, 7) compensation.

Independent Practice:

Option 1 Distribute the Logging Your Defense Mechanisms handout (Appendix 5). Ask students to keep a
log of their use of defense mechanisms for the next two days. Students are to write down two times they
used one of the mechanisms, the results, and if there was a better way to deal with the situation. Once the
assignment is complete, ask the students to share their findings in small groups. Each group will be
responsible for evaluating group members logs and providing positive feedback on the usefulness of the
defense mechanisms that were practiced.
Option 2 Distribute the Defense Mechanism Examples handout (Appendix 6). Students are to complete the
worksheet with suggested statements that could be made when using each of the defense mechanisms.

Closure:
Today we learned what defense mechanisms are and how to identify them. You did a good job analyzing
and demonstrating the different types of defense mechanisms. You should now be able to recognize when
you are using a healthy or unhealthy defense mechanism when dealing with difficult situations.

Appendix 1a

Defense Mechanisms Graphic Organizer

WHEN IS IT
DEFENSE MECHANISMS

EXAMPLE
HARMFUL?

Compensation

Daydreaming

Denial

Displacement

Humor

Identification

Projection

Rationalization
Appendix 2a

Defense Mechanisms

Defense Mechanism

Example

Compensation - A person tries to

make up for his/her weaknesses
by developing strengths in other
areas.

A student with a learning

disability who struggles
academically becomes a
leader in the art club.

When Is It Unhealthy?
When someone does
not try hard enough to
overcome his/her
weaknesses.
When someone
refuses to accept
reality and spends an
enormous amount of
time in an imaginary
world.

Daydreaming - A person escapes

unpleasant, boring, or frustrating
situations by imagining that he
or she is doing something else.

A student is very shy and

does not talk much with
peers at school but imagines
that he or she is voted
homecoming king/queen.

Denial - Refusal to accept

reality.

A student finds out that a

relative has a terminal
disease. He/she continues to
act and talk like the relative
will live.

Displacement - A person
transfers his/her emotions from a
situation or object to another
situation or object.

When someone
A student is angry with a
continuously takes his
parent for something and
or her angry feelings
yells at his/her brother/sister. out on an innocent
person.

A persons treatment for

Humor - A person focuses on the cancer makes him/her lose
funny aspects of a painful
their hair, so he/she makes

When someone
continues to not accept
the situation long after
it has occurred.

When someone
refuses the seriousness

situation.

jokes about being bald.

of the situation.

Identification - A person tries to

assume the qualities of someone
that is admired.

A student wants to be like a

famous person, so they
begin to dress and talk the
way that person dresses and
talks, in hopes of being just
like this person.

When someone begins

to measure their own
worth by someone
elses standards
instead of seeing or
developing their own
strengths.

Projection - A person shifts the

blame/responsibility for his/her
actions or thoughts to another
person.

A student does poorly on a

test and then states that the
teacher wrote an unfair test.

When someone
refuses to accept
responsibility for
his/her actions.

A student justifies flunking

his/her math test because
s/he was absent the day it
was scheduled.

When someone
refuses to accept
responsibility for
his/her actions.

Rationalization - An attempt to
justify ones actions with
excuses rather than by admitting
ones failure or mistake.

Appendix 3

Role-Play Scenarios
Rationalization I always study hard for tests and I know a lot of people who
cheat, so it is not a big deal that I cheated this
time. ___________________________________
Compensation Rob does not do well in Math class, so he works extra hard in
English class. ___________________________________
Denial Your friends mother died; yet weeks later, she is still unable to accept
that it happened. ___________________________________
Projection You did not make the basketball team because others were better
than you. You tell your friends and family the reason you did not make the
team is because the coach does not like
you. ___________________________________
Humor You fail a test (which happens frequently) and you make funny
comments in class when the teacher returns the
test. ___________________________________
Identification A friend of yours has tons of Lady Gaga paraphernalia. She has
started to wear clothes like her and has even dyed her hair
blonde. ___________________________________
Repression You were the target of a cyber-bullying game in the school earlier
this year. Now you rarely go online and refuse to even check your
email. ___________________________________
Sublimation A friend of yours decides to channel his aggression by going out
for the wresting team. ___________________________________
Regression A friend of yours would rather hang out with younger boys
because he is more comfortable with them than boys his own
age. ___________________________________
Daydreaming You are always daydreaming that you are going out with the
person that you like.

Essential Standards

Clarifying Objective

8.MEH.2 Evaluate how structured thinking

8.MEH.2.2 Critique personal use of

(decision making, problem solving, goal

structured thinking to enhance emotional

setting) benefits emotional well-being.

well- being (based on appropriateness,

effectiveness, and consistency).

Lesson #5
Materials Needed:
Appendix 1 Consequences
Appendix 2 8 Steps to Healthy Decisions
Appendix 3 Scenarios on Mental Health Decisions
Review:
Before we begin todays lesson, I would like you all to think about consequences to decisions about health
behaviors. Using the handout titled Consequences (Appendix1), list some of the possible short- and longterm consequences of those behaviors.
Processing: Have students share their responses for each of the behaviors. Ask for observations. Make sure
that someone mentions that there are positive and negative consequences to ones behavior.
Focus: Do not tell students what todays lesson is about. Have student split into pairs and provide the
following instructions:
Now we are going to play a game; you will each play three games of Tic Tac Toe. First, draw a three by
three table of squares or a large number symbol (#). Decide who will go first and whether you will be an X
or O then make your first mark. The other player will then make his or her mark. The game is over when
one of you is able to place three of your symbols in a row, whether it is horizontally, vertically, or
diagonally or you run out of squares. Keep track of who wins the most games.
Processing:

Who won the most games?

Why did you do well?
Who had a tie or ran out of squares?
Why do you think this happened?

Students should mention that they did well because they had played before, they had a strategy or a plan, or
that their goal was to win.
Statement of Objectives:

Today we continue to discuss good mental health and how a decision-making model can be a useful tool for
maintaining or developing positive emotional well-being. As many of you mentioned, you use decisionmaking throughout your daily activities, even when playing games. By the end of the class, you will apply a
decision-making model to a common mental health dilemma.
Teacher Input:
When it comes to our health, including our mental and emotional health, we make choices, or decisions,
that lead to consequences. Consequences are the outcomes that we face based on our decisions. In order to
make healthy choices, I want to teach you a simple decision-making model that you can use in many
aspects of your lives. Provide handout 8 Steps to Healthy Decisions (Appendix 2).
The steps of the decision-making process are: 1. Identify the problem. 2. Gather relevant information. 3.
Consider the alternatives. 4. Assess positive and negative consequences. 5. Determine who is affected by
the decision. 6. Determine who is influencing the decision. 7. Make an informed decision. 8. Evaluate the
decision.
Evaluating a decision before making a choice can help ensure that one is making a healthy decision.
Following this structured thinking process can help to eliminate doubt in the decision-making process. This
is especially important when dealing with emotional health issues. It is just as important to apply
structured thinking to decisions about emotions as decisions about physical health. Some of those decisions
might be: how to handle a disrespectful relationship, what to do if feeling depressed, and how to enhance
ones self-esteem.
Guided Practice: Photocopy the five scenarios (Appendix 3) so that you have enough for students working
in pairs to address one situation. Ask students to apply the decision-making model to the scenario.
Independent Practice: The student will keep a log for two weeks and include 3 4 instances where s/he
practiced using the steps of the decision-making model when faced with an emotionally stressful situation.
S/he will briefly describe the situation, explain how the process was utilized, then evaluate her/his use of
the model. Grades will be assigned based on the following: 1. The student identified the stressful
situation 2. The student clearly explained how the model was applied 3. The student evaluated her/his
application of the model

Closure: The purpose of todays lesson was to provide you with a decision making model that you could
apply to potentially stressful situations. As you maintain your log over the next two weeks, be
mindful of the steps in the model and practice the eight steps in your daily life.

Appendix 1

consequence
noun \kn(t)-s -kwen(t)s, -kw n(t)s\: something produced by a cause or necessarily
following from a set of conditions.
List possible short- and long-term consequences of the listed behaviors.

Smoking cigarettes

Short-Term

Long-Term

1.

1.

2.

2.

3.

3.

Eating 5-7 servings of fruits and veggies per day

Short-Term

Long-Term

1.

1.

2.

2.

3.

3.

Spending many hours per day in front of computer/television

Short-Term

Long-Term

1.

1.

2.

2.

3.

3.

Practicing good stress management

Short-Term

Long-Term

1.

1.

2.

2.

3.

3.

Riding your bike/skateboard without protective gear

Short-Term

Long-Term

1.

1.

2.

2.

3.

3.

Appendix 2

8 Steps to Healthy Decisions

1) Identify the problem.

2) Gather relevant information.

3) Consider the alternatives.

4) Assess positive and negative consequences.

5) Determine who is affected by the decision.

6) Determine who is influencing the decision.

7) Make an informed decision.

8) Evaluate the decision.

Appendix 3
Scenarios on Mental Health Decisions
Scenario 1
Jamies friends are bullying someone at school. He used to be friends with the person that
is being bullied. He wants to stand up to his friends because he feels bad, but he realizes
that they will probably not take that very well.
Scenario 2
Perry has a very important English paper due tomorrow and she hasnt even started it yet.
She plans on spending several hours doing it tonight when she gets home after practice
when her friends suddenly ask her to go to a movie tonight. They already have a ticket for
Perry. She needs to get the project done because she has a D average in English right now
but she really wants to go to the movies with her friends.
Scenario 3
Alans best friend asks him to help him cheat on a test. He's never done it before and he
promises he'll never do it again. What does Alan do?
Scenario 4
Kristin's friends are going to a party in which there will be drinking. Kristin was going to
spend the night at her friend's house anyway, so her parents would never know if she
attended the party. Kristin decides to go. She probably won't have anything to drink
anyway.
Scenario 5
Avery is at the mall with a group of her friends when she sees one of them put a pair of
earrings in her purse. She knows her friend has money to pay for the jewelry.

Essential Standards

Clarifying Objective

8.MEH.3 Apply help-seeking strategies for

8.MEH.3.1Recognize signs and symptoms of

depression and mental disorders.

hurting self or others.

Lesson #6
Materials Needed: Computer, projector or SmartBoard
Review:
Remind students that the term depression can be defined in a variety of ways ranging from normal to
abnormal states. Place the signs Feeling Blue and Serious Depression on the chalkboard (Appendix 1 a &
b). Give each student a symptom of depression card (Appendix 2 a, b, c) and have him/her decide where it
belongs on the continuum and place it on the chalkboard, accordingly. Process the continuum with the class
helping them recognize that is normal to be sad or depressed from time to time. Explain that these feelings
do not usually last for a long period of time. However, if these feelings persist for a longer period of time, it
may indict that the person is suffering from depression.
Focus: Option 1 Play the Rascal Flatts Why Quick Time video. Give students a copy of the lyrics for Why
(Appendix 3). Ask students:
What do you think is the main message in this song? (there will be several responses to this question)
What is the most important thing you will remember from this song? What is the message you will take
away? I think this is a very powerful video. One thing I want you to know about this song is that
every member of Rascal Flatts has been affected by suicide. Use the Recognizing Signs of
Hurting Self or Others PowerPoint and display the slide that asks
How is a two year old who falls in the middle of a pool and is drowning like a teenager who is depressed
or suicidal?
Statement of Objectives:
Today we will be discussing depression and how it affects health and well-being. By the end of the lesson,
you will be able to recognize the signs and symptoms of hurting self or others.
Teacher Input:
Use the Recognizing Signs of Hurting Self or Others PowerPoint to go over the 2011 NCYRBS for middle
and high school students that deals with depression and suicide. Continue using the PowerPoint to discuss
what depression is and the signs and symptoms of suicide. Explain to students that the first step in seeking
help for depression is being able to recognize the signs and symptoms of depression and how to distinguish
between symptoms that are directly related to depression and those that are commonplace.
Ask students: What are some reasons students may encounter feelings of being down or depressed?

[Examples loss of a loved one, parents separated and/or divorced, not making a sports team, not getting a
part in the school play, breaking up with a boy/girlfriend, argument with a friend, disagreement with
parents, lonely]
Your teenage years are a time of intense change and uncertainty, and to be confused and disappointed
sometimes is absolutely normal.
Self-hurting Behaviors (Self-Mutilation): There is a teacher resource included with this lesson, Appendix
6a, b Facts for Families: Self-Injury in Adolescents, 2009, The American Academy of Child and
Adolescent Psychiatry.
Self-injury is the act of deliberately destroying body tissue, at times to change a way of feeling. Self-injury
is seen differently by groups and cultures within society. This appears to have become more popular lately,
especially in adolescents. The causes and severity of self-injury can vary. Some adolescents may selfmutilate to take risks, rebel, reject their parents' values, state their individuality or merely be accepted.
Others, however, may injure themselves out of desperation or anger to seek attention, to show their
hopelessness and worthlessness, or because they have suicidal thoughts. Self- injury is a complex behavior
and symptom that results from a variety of factors. Adolescents who have difficulty talking about their
feelings may show their emotional tension, physical discomfort, pain and low self-esteem with selfinjurious behaviors.
Use the Recognizing Signs of Hurting Self or Others PowerPoint to discuss self-hurting behaviors, the
reasons why some people practice these behaviors and the signs of self- injury. Point out that there are
similarities with the symptoms of suicide and self-injury.
While self-injury and suicide are separate, those who self-injure are in emotional distress, and those who
end their lives are also in emotional distress. It is vital that all emotional distress is taken seriously to
minimize the chances of self-injury, and suicide. All talk of suicide and warning signs must be taken
extremely seriously.
It is important for us to be able to recognize the signs and symptoms of depression, suicide and self-hurting
behaviors in friends and ourselves. Being able to recognize the signs and symptoms that a person may be
considering hurting themselves is an important first step. Once a person recognizes the symptoms in
themselves or others they need to identify the people in their lives who can help them get help. Many young
people find talking with a school counselor helpful, but clinical depression often calls for the help of a
mental health professional who has experience working with depressed individuals. Your medical doctor
can recommend a counselor. A combination of individual and group therapy (with family) is usually the
most effective method for treating depression.

Guided Practice:
Place students in groups of 3-4. Give students in each group a copy of one of the Depression and SelfHurting Scenarios.
Your group is to read the scenario and underline the signs and symptoms of suicide or self-injury that this
person is experiencing or exhibiting. You will have 5 minutes to complete this assignment.
Once all groups are finished, read aloud each scenario, and have each group report the signs of depression
in their scenario, making corrections when needed.
I want you to think about what you could do if you were concerned that a friend might be considering
suicide or were self-hurting. You know the warning signs.
Ask students:
Should you do something if you were worried about a friend?
What could you say to a friend if you thought he or she was thinking about hurting self (cutting) or
suicide?
What are some ways you can help a friend who is depressed and thinking about suicide?
Who could you go to for help? Use the Recognizing Signs of Hurting Self or Others PowerPoint to go
over the steps that a person should follow if they have a friend that is thinking about suicide.
Let him or her know that you care and want to help.
Acknowledgethatyourfriendhasaproblemandthatthesymptomsareserious. Ask about suicide. It is
important for you to specifically ask your friend if he or she is thinking about taking suicide.
Convinceyourfriendtoaskforhelp.Thismayincludeyourtalkingtoatrusted adult.
Ask students:
What would you do if a friend makes you promise to keep it a secret? Why would you tell someone? (It is
better to have your friend upset with you for awhile than it would be to lose your friend to a suicide.)
Self-Injury:
Ask students:
Are these steps important to do if you have a friend who is self-injuring? (Yes, it may not include asking
if suicide is a consideration.)
With self-injury, it is also important to show genuine concern and a willingness to help your friend identify
an adult that he or she is comfortable talking to. If the friend refuses, you need to talk to an adult and get
help for your friend.

Independent Practice:

Option1
Divide the class into groups of 3-4. Each group will choose one of the following projects: 1) Groups will
create a podcast or commercial on the
Signs and symptoms of hurting self or others
How to help a friend or ones self Students can use http://www.voki.com/ to create the podcast. Students
will create an avatar using Voki and add voice via phone, microphone, text to speech or upload a
file. These can be saved and uploaded to many social networking sites. The podcast can also be
done using Audacity, http://audacity.sourceforge.net/. The podcast is a good option for students
who dont want to be videotaped. Students can use a Flip camera or video camera, Voice thread,
http://voicethread.com/, Movie Maker (PC), PhotoBooth (Apple), to record their
commercial/podcast. 2) Groups will create an online poster on the Signs and symptoms of hurting
self or others.
How to help a friend or ourselves Students will use Glogster, http://www.glogster.com/ to create an
online poster. These technology projects can be shown over the closed circuit channel during
announcements school-wide. They can also be uploaded to your teacher website and shared with
other teachers and middle schools.
Option2
Divide the class into groups of 3-4. Groups will create a poster or bulletin board on the:
Signs and symptoms of hurting self or others.
How to help a friend or ones self These can be displayed at your school to educate younger students.
Closure:
Today we learned to recognize the signs and symptoms of hurting self or others. This includes self-injury
and suicide. You demonstrated your ability to not only recognize the signs and symptoms but also effective
methods for seeking help.

Appendix 1a

Feeling Blue

Appendix 2a

Serious
Depression

Appendix 2a

Symptoms of Depression Cards

Playing a sad song after a breakup
Watching more and more TV
Lack of motivation to do activities one
usually enjoys
Canceling a date to go to the mall because
one does not feel up to it
Feeling mildly irritated that others are having
fun
Feeling tired and listless

Appendix 2b

Becoming accident-prone
Lack of interest in school and drop in grades
Sleeplessness
Being obsessed three years later about the
death of a friend
Cutting off friendships
Punishing parents for moving to a new
town by drinking and driving
Using alcohol to kill the pain

Appendix 2c

Needing to get high to feel anything at all

Having bouts of extreme sadness
Feelings of hopelessness
Believing there is nothing to live for
Occasionally thinking about death
Thinking about death all of the time

Essential Standards

Clarifying Objective

8.MEH.3 Apply help-seeking strategies for

8.MEH.3.2 Implement a plan for seeking adult help

depression and mental disorders.

for peers who express symptoms of self-injury or

suicidal intent.

Lesson #7
Materials Needed:
www.itsok2ask.com UNC Suicide Prevention video (3:29 minutes)
Appendix 1 template for Suicide Statement Cards, cut apart PowerPoint Suicide Prevention Warning
Signs and Ways to Help
Appendix 2 copies of What Would You Do?
Appendix 3 copy of Help Manual Rubric
Focus:
Go to www.itsok2ask.com and show the UNC Suicide Prevention Video.
Ask students to observe who must be contacted when peers recognize signs of suicide. Listen to responses
and state that seeking help from a trusted adult is the focus of todays lesson.
Review:
Option 1 Write the word True on one end of the board and write False on the other end. Distribute Suicide
Statement cards (Appendix 1) and a piece of tape to ten students. Ask students to tape the card under True
if they agree with the statement. If they disagree with the statement, they should put it under False. Process
answers as a class.
Suicide is the intentional ending of ones own life. (True)
Suicide is the second leading cause of death among young people between ages 15-19. (True)
If someone tells you that they are going to kill themselves, you shouldnt do anything. (False If
someone tells you that they are going to kill themselves, you need to let a caring adult know.)

 All attempts to suicide result in a completed act. (False Thousands of young people attempt suicide,
but fortunately not all attempts are fatal. When discussing this, do not refer to successful suicide
no suicide is a success. Also avoid the term commit suicide as commit carries a negative
meaning such as commit a crime)
Every year as many as a thousand teens and young adults attempt suicide. (False Over a half million
youth attempt suicide.)
More than 5,000 teens and young adults complete suicide yearly. (True)
Only insane people attempt suicide. (False Many people who commit suicide have not lost touch with
reality, but they feel hopeless and depressed.)
People who attempt suicide want to die. (False Most of them want to end their pain, not their lives but
dont know how to go on living with their pain.)
All kinds of people (rich, poor, female, male, young and old) attempt suicide. (True)
Many, but not all, suicide attempts can be prevented with help. (True) Individually, ask students to list
on a sheet of paper as many trusted adults they would go to for a problem. After two minutes, call
out a generic term such as aunt or coach and have students raise hands indicating they
included that adult on their list. Continue calling out several adult roles and list title and number of
students who raised hands. Tally the results.
Conclude by stating, You can see there are many trusted adults for students to contact.
Statement of Objectives:
Today we will be discussing the signs of suicide. We will also be developing plans of how one would seek
help if he or she is considering self-destructive behavior. By the end of the lesson, you should be able to
implement a plan for seeking adult help for peers who express symptoms of self-injury or suicidal intent.
Teacher Input: By this time tomorrow, 12 young people in this country between the ages of 15 and 24 will
have killed themselves. That means a young person dies by suicide about every two hours. Many more
young people attempt suicide every day. If a young person is feeling self-destructive he or she might be
more likely to speak with a friend or classmate than with an adult. However, a young person cannot
manage the threat of suicide by him/herself. If a classmate, friend or sibling is considering suicide or selfinjury an adult MUST be involved. Even if the person requests it be kept secret, it must be told. The adult
should be one that is perceived as trustworthy and credible by the student. It may be a school nurse, social
worker, or guidance counselor. Sometimes a teacher or administrator is the right person. A friend of the
person at risk could talk with his or her parent or guardian who might then speak to the suicidal young
persons parent. An adult who has training will be able to talk openly with the youth and assist him or her
with getting help from a mental health professional. Show the PowerPoint Suicide Prevention: Warning
Signs and Ways to Help. I cannot emphasize enough that any concerns should be shared with a trusted
adult. It is far, far better to be safe than sorry.

Guided Practice:
Option 1 Distribute copies of What Would You Do, Appendix 2 and choose a student to read the situation
aloud. Please answer the questions about the situation. You will not have to hand in what you write, so
feel free to be honest about your thoughts and feelings. Afterwards, we will discuss your responses.
Possible answers to the first question include: concerned, scared, angry, worked, upset, nothing (he always
says things like that to get attention), its not really any of my business, confused, like oh, here we go
again.
You might have a lot of different feelings most of which dont make you feel very good. There are some of
you who dont even feel anything because sometimes we all have friends we dont take too seriously or we
may have friends who threaten things like suicide so often we simply tune them out. And sometimes we may
even ignore what someone is saying because we dont know what to say or do.
Possible answers to the second question may include: nothing, I decided to keep his secret, tell another
mutual friend, tell my parent, tell his teacher or my teacher, try to talk my friend out of it, tell him I cant
keep his secret, ask him whats upsetting him so much, tell him it would be a dumb thing to do, I dont
know what to do.
No matter whom you pick helps both you and your friend. You can get the advice and opinion of somebody
you trust and dont have to feel like your friends life is in your hands and your friend gets the benefit of
another persons help. One of the best people to tell is an adult in your school whom you know will listen to
you and take you seriously. Its important to help your friend to get some adult help.
It is common for suicidal people to ask that you promise not to tell anyone about their thoughts or plans.
They tell you that you are their most trusted friend, the only one who can help. This is a very dangerous
situation. The most grown up thing you can do is to get help. People who care about other people help
them find help. Its a brave and courageous thing to do.
Option 2
Divide students into small groups. Instruct groups to record reasons that a teen might consider attempting
suicide. After a few minutes, have groups share their responses. Each group is to select two reasons from
the class discussion and identify healthy strategies that could be used when coping with the problem. Have
groups share healthy alternatives with the class
Suicide contemplation is often the result of multiple issues and not just one event or problem. There is
always an alternative and the solutions mentioned today are ways to help others work through difficult
situations.
Independent Practice:
Ask students to create a Help Manual for a friend that is considering suicide. The manual should include
the warning signs of suicide, suggestions for dealing with suicidal thoughts, hotline and crisis numbers, and
a list of local agencies with telephone numbers and/or web addresses. Share with the class the Help Manual
Rubric (Appendix 3). Have the class select the best to have copies made for the library and the guidance
counselors office.
Closure:
Today you learned why an adult should be told if a classmate has suicidal intent and how to identify adults
who can follow through with getting assistance for a young person at risk of suicide. You also recognize the
importance of seeking assistance from an adult if someone threatens or gives cues of suicidal intent.

Appendix 1

Suicide Statement Cards

Suicide is the intentional ending of ones own life.
Suicide is the second leading cause of death among young people
between ages 15-19.

If someone tells you that they are going to kill themselves, you
shouldnt do anything.

All attempts to suicide result in a completed act.

Every year as many as a thousand teens and young adults attempt

suicide.
More than 5,000 teens and young adults complete suicide each
year.
Only insane people attempt suicide.
People who attempt suicide want to die.
All kinds of people (rich, poor, female, male, young, and old)
attempt suicide
Many, but not all, suicide attempts could be prevented with help.

Appendix 2

WHAT WOULD YOU DO?

A good friend of yours has seemed troubled lately and
has begun to keep more and more to himself. One day
you go to see him and he tells you he would like to talk
to you about something but you must promise to keep
it a secret. He seems pretty serious and you value your
friendship with him so you agree not to tell anyone
what he has to say. He tells you that he and everyone
else would be better off if he were dead. Then he says,
Sometimes I think I might as well kill myself. He
smiles and shrugs his shoulders when he says it. He
then reminds you of your promise not to tell anyone.
He says that you are the only person he trusts and if
you tell, he will never forgive you.
1. How do you feel when you hear him say this?

Appendix 3

Help Manual Rubric

Your Help Manual should include the following:
Warning signs of suicide
Suggestions for dealing with suicidal thoughts
Hotline and crisis telephone numbers and/or web addresses
Local agencies with telephone numbers and/or web addresses
Table of contents
Page numbers
An inviting cover
Reference page Your Help Manual may include the following:
Suicide prevention brochures
Pamphlets
Websites
Flyers
Announcements of group meetings
This manual must be reader friendly!!!!

Lesson # 8
Healthful Living

Academic Subject
Area:
NC Essential
Stress Management
Standard/CCSSM Goal:
NC Essential
9.MEH.1 Create positive stress management strategies
Standard/CCSSM
9.MEH.1.1 Identify the bodys physical and psychological responses to
Objective:
stressful situations and positive coping mechanisms
9.MEH.1.2 Plan effective methods to deal with anxiety
Targeted
Learning
Outcome

Students will create stress management strategies for their own use.

Students will learn how to communicate with peers, teachers and
family during stressful times.
Personal Experiences

Prior
Knowledge:

Focus & Students will read What Stresses You About School?
Review TeensHealth.org/en/teens/school-stress.html
Lesson
Students will create stress management strategies for their own use.
Objective
Students will learn how to communicate with peers, teachers and
family during stressful times
Teacher
Teacher will introduce the topic by asking students what stressors do they
Input
face while in school.
Guided
Students will look up and define: eustress, peer pressure, social pressure,
Practice
depression, in crowd
Independent Students will watch a short film on school anxiety and take notes
Practice
https://dps.discoveryeducation.com/player/view/assetGuid/701c945045c1-401e-a32f-c0de7a0cb98a
Assessment Worksheet
Materials
Powerpoint, worksheets, laptops
Adaptations Students with disabilities will be given paper copies of PowerPoint. Pre&
teach new terms. Students will be given worksheets modified with
Modification highlighted questions for them to answer.
s
Infuse
Discussion will lead to what various cultures do to handle stress.
Cultural
Diversity

Lesson # 9
Healthful Living

Academic Subject
Area:
NC Essential

Standard/CCSSM Goal:
NC Essential
9.MEH.1.2 Plan effective methods to deal with anxiety
Standard/CCSSM

Objective:
Targeted
Students will learn how to communicate with peers, teachers and
Learning
family during stressful times.
Outcome
Prior
Prior Research
Knowledge:

Focus & Students will discuss and compare notes off the short film.
Review
Lesson
Students will create stress management strategies for their own use.
Objective
Students will learn how to communicate with peers, teachers and
family during stressful times
Teacher
Teacher will introduce the topic by asking students who are their go to
Input
people when they are dealing with stress or adversity? Do you have the
right team around you?
Guided
Students will write down their top 5 people whose in their boat and then
Practice
will explain each member importance to them.
Independent Students will be given a Decision Making worksheet. Students will also
Practice
have to enter a daily journal entry.
Assessment Worksheet
Materials
Powerpoint, worksheets, laptops
Adaptations Students with disabilities will be given paper copies of PowerPoint. Pre&
teach new terms. Students will be given worksheets modified with
Modification highlighted questions for them to answer.
s
Infuse
Discussion will lead to what various cultures do to handle stress.
Cultural
Diversity
Infuse
Students will use laptops to watch the video.
Technology

Lesson # 10
Healthful Living

Academic Subject
Area:
NC Essential
Stress Management
Standard/CCSSM Goal:
NC Essential
9.MEH.1 Create positive stress management strategies
Standard/CCSSM
9.MEH.1.1 Identify the bodys physical and psychological responses to
Objective:
stressful situations and positive coping mechanisms
9.MEH.1.2 Plan effective methods to deal with anxiety
Targeted
Learning
Outcome

Students will create stress management strategies for their own use.

Students will learn how to communicate with peers, teachers and
family during stressful times.
Personal Experiences

Prior
Knowledge:

Focus & Students will read What Stresses You About School?
Review TeensHealth.org/en/teens/school-stress.html
Lesson
Students will create stress management strategies for their own use.
Objective
Students will learn how to communicate with peers, teachers and
family during stressful times
Teacher
Teacher will introduce the topic by asking students what stressors do they
Input
face while in school.
Guided
Students will look up and define: eustress, peer pressure, social pressure,
Practice
depression, in crowd
Independent Students will watch a short film on school anxiety and take notes
Practice
https://dps.discoveryeducation.com/player/view/assetGuid/701c945045c1-401e-a32f-c0de7a0cb98a
Assessment Worksheet
Materials
Powerpoint, worksheets, laptops
Adaptations Students with disabilities will be given paper copies of PowerPoint. Pre&
teach new terms. Students will be given worksheets modified with
Modification highlighted questions for them to answer.
s
Infuse
Discussion will lead to what various cultures do to handle stress.
Cultural
Diversity