Pulse Check and Tense–Release Demo

Purpose: Help students notice how muscle tension affects heart rate.

Time: 5 minutes


Materials: None (students use their own wrist or neck to find their pulse).

Steps

1. Locate Your Pulse (1 minute)
   
   • Teacher script: “Place two fingers gently on your wrist or side of your neck until you feel your heartbeat.”
   
   • Students practice locating and feeling their resting pulse.
   
   
2. Count Resting Heart Rate (1 minute)
   
   • Teacher script: “Once you have your pulse, count the beats you feel for 15 seconds. Multiply that number by 4 to get your beats per minute (bpm). Write it down.”
   
   
3. Full-Body Tense & Release (1 minute)
   
   • Teacher script: “Now we’re going to tense our whole body. Ready? On ‘3–2–1, tense everything: arms, legs, shoulders, face. Hold tight…5–4–3–2–1… and release!”
   
   • Students tense all muscles together, hold for 5 seconds, then relax completely.
   
   
4. Re-Check Heart Rate (1 minute)
   
   • Teacher script: “Immediately after you release, find your pulse again and count for 15 seconds. Multiply by 4 and record.”
   
   
5. Quick Reflection (1 minute)
   
   • Teacher prompts: “What changed about your heartbeat after tensing? How did your body feel?”
   
   • Invite 2–3 students to share observations.
   
   
   ---
   
   Differentiation:
   

• Students with mobility challenges can tense smaller muscle groups (e.g., shoulders, hands, face).
  
• Offer a 30-second count for pulse if 15 seconds is difficult.
  
  
  Assessment: Listen for students accurately describing changes in pulse and body sensations.

Body Map of Stress Cues

Use the body outline below to label at least six physical or emotional warning signs you might notice when you feel stressed. Think about sensations in your heart, muscles, stomach, breathing, thoughts, and feelings.


[Insert body outline here—students can draw on this or use a printed copy of the map]

1. Label this spot: _________________________
   
   

1. Label this spot: _________________________
   
   

1. Label this spot: _________________________
   
   

1. Label this spot: _________________________
   
   

1. Label this spot: _________________________
   
   

1. Label this spot: _________________________
   
   

---

Reflection Questions

1. Of the warning signs you labeled, which three do you notice first when you feel stressed? List them below:
   
   
   • _________________________________________
   
   
   • _________________________________________
   
   
   • _________________________________________
   
   

1. Which calming technique—box breathing or body scan—do you think will help you the most when you notice these signals? Why?
   
   

1. Describe one time this week when you might use your chosen technique.
   
   

Signal or No Signal? Sorting Cards

Purpose: Help students practice identifying true stress warning signs versus neutral or positive body sensations.


Materials:

• One set of printed cards per pair of students (see card list below).
• Two sorting spaces labeled “Signal” and “No Signal.”
  
  
  Instructions:

1. Distribute a mixed stack of cards to each pair.
2. Ask pairs to read each card aloud and decide if it describes a true stress Signal (an early warning sign) or No Signal (a neutral or positive feeling).
3. Place the card face-up in the appropriate pile: “Signal” or “No Signal.”
4. When finished, partners compare and discuss any disagreements.
5. Invite a few pairs to share one card from each pile and explain their reasoning.
   
   

Cards (cut-apart)

• My heart is racing faster than usual.
• My hands feel sweaty.
• I have butterflies in my stomach.
• My breathing feels shallow or quick.
• I can concentrate on my work.
• I feel calm and relaxed.
• I’m thinking clearly and staying focused.
• My shoulders feel loose and relaxed.
• I notice tension in my jaw or face.
• My feet feel warm and comfortable.
• My thoughts keep jumping to “what-if” scenarios.
• I feel energized and ready to learn.
• My muscles feel tight or tense.
• I feel light-headed or dizzy.
• I have a steady, even breathing rhythm.

Teacher Key

Signal (true warning signs):

• Heart racing faster than usual
• Hands feel sweaty
• Butterflies in stomach
• Breathing shallow or quick
• Tension in jaw or face
• Thoughts jumping to worries
• Muscles feel tight or tense
• Feeling light-headed or dizzy

No Signal (neutral/positive sensations):

• Can concentrate on work
• Feel calm and relaxed
• Thinking clearly and focused
• Shoulders loose and relaxed
• Feet feel warm and comfortable
• Feel energized and ready to learn
• Steady, even breathing rhythm

Noticing Early Warning Signs

Time: 5 minutes
Purpose: Help students connect their body-map signals to real-life moments and choose a regulation strategy they’ll use this week.

Discussion Guidelines

• Listen respectfully—one person speaks at a time.
• Share personal examples and build on classmates’ ideas.
• There are no “wrong” answers—this is about noticing what feels true for you.

Discussion Prompts

1. Reflect on your Body Map of Stress Cues. Which two warning signs do you notice first when you feel stressed?
   • Think–Pair–Share: Jot your two signs, then share with a partner.
2. Describe a time—at school, at home, or with friends—when you noticed one of these signs. What did you notice first (your heart, muscles, thoughts)?
3. In what kinds of situations might these signals pop up? (For example: before a test, during a game, when speaking in class, etc.)
4. Of the two regulation techniques we practiced (box breathing and body scan), which one do you plan to use when you notice these signals? Why do you think it will help?
5. How can you remind yourself to use this technique in the moment? (Ideas: set a phone alarm, write a note on your desk, partner reminder, etc.)

Follow-Up Questions

• Can you tell us more about how that signal feels in your body?
• What did you notice in your breathing or thoughts when you tried your chosen technique?
• Does anyone else have a similar cue or plan?

Teacher Facilitation Tips

• Circulate and prompt quieter students with a quick one-on-one: “Hey, what sign did you notice today?”
• Validate all experiences: “Thanks for sharing—different bodies show stress in different ways.”
• Encourage specificity: “I noticed my shoulders tensing” is clearer than “I felt weird.”

Integration with Exit Ticket

Remind students that on their exit ticket they will write:

• One stress cue they will watch for
• The regulation technique they’ll use

This discussion helps you assess readiness and plan support for students who may need extra reminders or practice this week.

Box Breathing 4x4x4x4

Time: 5 minutes
Purpose: Calm the mind and body by engaging the parasympathetic nervous system.
Materials: None (optional: visual timer or a square drawn on the board).

Steps

1. Inhale for 4 seconds (trace the top side of an imaginary square with your finger or gaze).
2. Hold your breath for 4 seconds (trace the right side).
3. Exhale for 4 seconds (trace the bottom side).
4. Hold—lungs empty—for 4 seconds (trace the left side).
5. Repeat this cycle 4 times (or as time allows), moving steadily around the square.

Visual Guide Suggestions

• Draw a simple square on the board, labeling each side with the number “4.”
• Use a pointer or your finger to trace the square in a clockwise motion as students breathe.
• Alternatively, project or display a digital timer set to 4-second intervals.

Teacher Tips

• Model the counting: speak slowly ("1-2-3-4") so students can match their breath.
• Encourage a tall, relaxed posture—feet flat, shoulders soft.
• Invite students to close their eyes or soften their gaze to focus inward.
• After completing cycles, ask: “How does your body feel now compared to before?” to reinforce awareness.