1. Topic-
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Mental Health and Stress Reduction.
To educate the students about having a positive outlook on life, the
importance of self- esteem and to present themselves with some ways
to cope with stress and make decisions |
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2. Content-
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Self-esteem- how students perceive themselves and how they want
to be;also related to what expectations they perceive others have
for them. Meeting personal goals/ students often stress about how
to reach goals parents often place upon them that are too difficult.
Eustress-good stress, motivates people to attain their goals. Distress
= bad stress. Physical, Psychological overload; potentially harmful. |
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3. Goals: Aims/Outcomes-
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1.Students will understand the importance of being optimistic and
to have a positive outlook on life.
2. To realize the importance of self-esteem
3.Realize how special and unique each student is in their own way.
In addition, I hope to convey the message to them that everyone experiences
stress. It is important that they realize there are appropriate ways
to deal with stress and it is OK to be scared sometimes |
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4. Objectives-
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1.Students will Understand what it means to have a strong self-esteem
and positive outlook on life
2.Analyze their personal strengths and weaknesses, Share some specific
things that make them special or unique.
3.Discuss in groups(collaboratively)the aspects they heard from each
person. |
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5. Materials and Aids-
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Use of Smart Board and websites that depict stories about stress
amongst teens |
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6. Procedures/Methods-
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A. Introduction-
1.Life clips from websites that depicts life changing events from
teens to negative behaviors
2.Then I Will introduce the topics of self-esteem, stress and decision
making. As a class we will discuss the topics of self esteem, stress
and decision making
3.We will discuss parent's goals vs. student goals. Being afraid to
fail or succeed and positive ways to deal with stress. |
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B. Development-
1.Maintaining a personal journal to write and keep during the 9
weeks of Health and document when they may be having a good day as
opposed to a bad day.
2.Pie charts
3. Charts, diagrams |
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C. Practice-
1.Creating Venn diagrams that depict similar outcomes as it relates
to stressors.
2. Illustrate feelings of happiness and sorrow.
3. Poetry, journaling or illustrations are ok |
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D. Independent Practice-
1. Construct a place in the Health notebook, labeled feelings or
Emotions
2. At the end of the Health Curriculum review the days and emotions
felt that were positive and chart positive and negative days
3. Discuss depression and stress that may lead to it. |
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E. Accommodations (Differentiated Instruction)-
1. Use of color schemes to depict emotions
2. red =hot blue= cool, green =cool, orange= Colors often represent
our inner feelings
3. Making a visual poster board prepared for the class and take an
active part in creating a class project and have discussions. |
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F. Checking for understanding-
1. Create a health time line continuum.
2. Class brainstorm about ways to handle stress.
3. S how class ways to handle stress. Squeezing a tennis ball. Squeezing
play-dough, Yoga, other forms of exercise. |
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G. Closure-
1. Discussion of stress and stressors and the negative effect on
the central nervous system
2. Stressors increase blood pressure leading to hypertension, headaches,
The importance of exercise in controlling stressors. How can we remain
healthy physically and mentally, when dealing with stressful situations.
should we attempt to avoid all stressful situations. |
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7. Evaluation-
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1.Student Assessment will be evaluated during this lesson that combines
completion of journal, and visual poster. Participation in group activities,
and lastly quizzes on terminology of mental health unit.
2. quizzes will be graded as 20%, I hope to get them engaged in collaborative
learning and discussion |
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8. Teacher Reflection-
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I thought the students were actively engaged in the unit. Journaling
was a huge success and it also provided students with an opportunity
to improve their writing skills as well as share emotions on paper.
The Healthy time line continuum showed how as time continues negative
stress can affect our lifespan. On the other hand for some students
sharing emotional experiences can be overwhelming. If that is the
case, I must be sensitive to that emotion. |
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