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Inside Your Stress Alarm

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Lesson Plan

Inside Your Stress Alarm Lesson Plan

Students will identify where the fight-or-flight response originates in their brain and body, recognize key stress signals, and reinforce understanding through an interactive activity and matching game.

This lesson builds self-awareness of the body’s stress alarm, fostering emotional regulation by helping students spot and understand their own stress signals.

Audience

8th Grade

Time

30 minutes

Approach

Video, hands-on activity, and interactive game.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Introduction

5 minutes

  • Ask: “What happens in your body when you feel stressed?”
  • Briefly explain that stress triggers the fight-or-flight response, our built-in alarm system.
  • Show a sample of the Stress Alarm Diagram Handout and highlight the brain (amygdala) and adrenal glands.
  • Differentiation: Provide vocabulary cards or simplified labels for ELL students.

Step 2

Watch Video

6 minutes

  • Play the Fight-or-Flight Response Video.
  • Instruct students to listen for where the response starts and note any signals they recognize.
  • Pause once to check comprehension and clarify terms.
  • Differentiation: Offer closed captions or a transcript for students with hearing needs.

Step 3

Diagram Activity

10 minutes

  • Distribute the Stress Alarm Diagram Handout.
  • Students label key parts: amygdala, hypothalamus, adrenal glands, heart, lungs.
  • In pairs, they discuss why each part is important to the stress response.
  • Circulate to support students and provide a labeled template if needed.
  • Differentiation: Pair struggling learners with higher-peers and use color-coded labels.

Step 4

Matching Game

7 minutes

  • Divide into small groups and give each group a set of Stress Signal Cards.
  • Using the Stress Alarm Matching Game, match each physical or emotional signal to its origin.
  • Encourage discussion: “Why does increased heart rate come from the adrenal glands?”
  • Provide a hint sheet or word bank for groups that need extra support.
  • Monitor and offer feedback.

Step 5

Reflection & Closure

2 minutes

  • Ask students to share one new thing they learned about their stress alarm.
  • Reinforce the importance of recognizing stress signals early.
  • Preview next lesson on strategies to manage the fight-or-flight response.
  • Collect handouts and cards for reuse.
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Activity

Stress Alarm Diagram Handout

Instructions: Below is a blank outline of a side-view head and upper torso. Each numbered point marks a key part of your body’s fight-or-flight response. Label each number with the correct term from the list below.

(Teacher Note: Insert or draw a simple side-view outline with five numbered arrows pointing to the brain area and upper body.)

Term List:

  • Amygdala
  • Hypothalamus
  • Adrenal glands
  • Heart
  • Lungs
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Game

Stress Alarm Matching Game

Objective: Students will match stress signals to where they originate in the body’s fight-or-flight response.

Materials (per small group):

  • One set of Signal Cards (5 cards)
  • One set of Origin Cards (5 cards)
  • Hint Sheet (optional)

Setup (2 minutes)

  1. Print and cut apart the Signal Cards and Origin Cards.
  2. Shuffle all cards together and place them face-down in the center of each group.

How to Play (7 minutes)

  1. Students take turns flipping over two cards at a time.
  2. If the cards form a correct pair (signal + its origin), the student keeps the pair and takes another turn.
  3. If not, they turn both cards face-down and the next student plays.
  4. Continue until all pairs are matched.
  5. The student with the most pairs wins (or simply celebrate everyone’s success!).

Signal Cards & Origin Cards

Signal CardOrigin Card
1. Feeling anxiousA. Amygdala
2. Release of stress hormonesB. Hypothalamus
3. Adrenaline rush (jittery)C. Adrenal glands
4. Increased heart rateD. Heart
5. Rapid breathingE. Lungs

(Teachers: Print the left column on one set of cards, right column on another.)

Discussion Prompts

  • “Why does the adrenal gland cause an adrenaline rush?”
  • “How does the amygdala help you notice fear or anxiety?”
  • “What might happen if your hypothalamus didn’t release stress hormones?”

Differentiation & Supports

  • Provide the Hint Sheet listing numbered pairs for groups needing extra support.
  • For advanced learners, ask them to explain how two or more organs work together (e.g., hypothalamus → adrenal glands → heart).
  • Offer vocabulary cards with definitions for ELL students or students with language needs.

Cleanup & Reflection

  • Quickly review any mismatched cards that posed challenges.
  • Ask one student from each group to share a pair they found interesting and explain the connection.
  • Collect cards for reuse in future lessons.
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