Stress Less, Live More Script

Introduction & Warm Up (10 minutes)

(Teacher): "Good morning/afternoon, everyone! Today, we're going to talk about something that affects all of us, no matter our age: stress. Has anyone ever felt overwhelmed, worried, or just a bit 'blah' because of too many things happening at once? That's stress, and it's a completely normal part of life. But the good news is, we can learn to manage it!"

(Teacher): "Our lesson today is called 'Stress Less, Live More,' and our goal is simple: by the end of this session, you'll be able to identify what causes your stress, understand how it shows up in your body and mind, and most importantly, learn some healthy ways to cope. These are really important life skills that will help you now and in the future."

(Teacher): "To get us started, let's play a quick game called Stress Detective Warm Up. I'm going to give you a scenario, and I want you to tell me if it sounds like a stress-inducing situation or not. Thumbs up for stress, thumbs down for no stress. Ready?"

(Lead Stress Detective Warm Up as per its instructions.)

(Teacher): "Great job, stress detectives! Now, let's open up a bit. Look at Stress Less, Live More Slide Deck Slide 3. What are some situations that make you personally feel stressed? You can share examples like tests, arguments with friends, or trying to do too many things at once. There are no right or wrong answers here, just what you experience. Let's have a brief discussion."

(Facilitate a short discussion, encouraging students to share. Use prompts from the Stress Management Discussion Guide if needed.)

Understanding Stress (15 minutes)

(Teacher): "Thanks for sharing those honest feelings. It shows that stress is a common experience. So, what exactly is stress? Take a look at Stress Less, Live More Slide Deck Slide 4. Stress is your body's natural reaction to a challenge or demand. It’s like an alarm system that tells your body something important is happening and you need to pay attention. It's not always a bad thing – sometimes it helps us perform better, like before a big game. But too much stress, or stress that lasts a long time, isn't good for us."

(Teacher): "How does stress actually feel in our bodies? On Stress Less, Live More Slide Deck Slide 5, you'll see some common physical signs. Have you ever had a headache, a tummy ache, or felt your heart beating really fast when you were worried? What about feeling tired, even if you just woke up? These can all be signs of stress. Our bodies are trying to tell us something!"

(Teacher): "And it's not just our bodies. Our minds and emotions feel it too! Look at Stress Less, Live More Slide Deck Slide 6. Stress can make us feel really worried or anxious, like we have butterflies in our stomach that won't go away. It can make us irritable or angry, or make it hard to focus on homework or listen in class. Sometimes it can even make us feel sad. Has anyone ever felt some of these emotional or mental signs?"

(Teacher): "The first step to managing stress is knowing what triggers it for you. What causes your stress? On Stress Less, Live More Slide Deck Slide 7, we see some common triggers. Is it schoolwork, conflicts with friends or family, pressure from sports, or big upcoming events? Think about what specifically makes you feel stressed. Now, I'm going to hand out the Stress Triggers Worksheet. Please take a few minutes to complete it individually."

(Distribute Stress Triggers Worksheet. Give students about 5-7 minutes to complete it. Then facilitate a brief discussion about what they identified, without pressuring anyone to share anything too personal.)

Coping Strategies Activity (20 minutes)

(Teacher): "Fantastic work identifying your triggers. Now for the really important part: what can we do about it? The good news is on Stress Less, Live More Slide Deck Slide 8! There are many amazing things you can do to manage stress and feel better. These are called coping skills, and they're like tools in your personal toolbox for feeling calm and in control."

(Teacher): "Let's look at some examples of healthy coping skills on Stress Less, Live More Slide Deck Slide 9. We have things like exercise, talking to someone you trust, engaging in hobbies, deep breathing, and getting enough sleep. Each of these can help in different ways. For example, a quick video on deep breathing can show us how simple it is to calm our bodies down."

(Play the short video on deep breathing if one is embedded or use the example link. Lead a very short group practice of deep breathing.)

(Teacher): "Now, let's put some of these coping skills into practice! We're going to do a group activity using Coping Skills Activity Cards. I'm going to divide you into small groups, and each group will get a card with a coping skill. Your task is to discuss: What is this skill? How can you use it when you're feeling stressed? And why is it helpful? Be prepared to share with the class. "

(Divide students into groups, distribute Coping Skills Activity Cards, and allow 10 minutes for discussion and preparation, then 5 minutes for groups to share.)

(Teacher): "Excellent presentations, everyone! It’s clear you have some great ideas for using these skills. One powerful coping skill we touched on is mindfulness. Take a look at Stress Less, Live More Slide Deck Slide 10. Mindfulness is simply paying attention to the present moment, without judgment. It helps calm your mind and can make you feel more grounded. I'm going to read a short piece called Mindful Minute Reading, and then we'll try a quick mindfulness exercise together. Just listen to my voice and focus on your breath."

(Read the Mindful Minute Reading aloud and lead a 1-2 minute guided mindfulness exercise, focusing on breath or body scan.)

Reinforcement & Game (10 minutes)

(Teacher): "That was a wonderful mindful moment. To really solidify what we've learned and have some fun, let's play the Stress Buster Game! On Stress Less, Live More Slide Deck Slide 11, you'll see we're going to put our stress-busting knowledge to the test. This game will help us remember all the different ways we can manage stress. Let's get into it!"

(Lead the Stress Buster Game as per its instructions.)

Wrap-Up & Cool Down (5 minutes)

(Teacher): "You all did a fantastic job with the game! Before we finish, I want to introduce an optional project on Stress Less, Live More Slide Deck Slide 12: 'My Stress Management Plan.' This is your chance to create your own personalized plan for handling stress. You'll find all the details in the My Stress Management Project Guide, and you can see how it will be graded using the Stress Project Rubric."

(Teacher): "To wrap things up today, let's take a final moment to reflect and relax with our Reflect and Relax Cool Down activity, as shown on Stress Less, Live More Slide Deck Slide 13. This will help us process what we've learned and leave feeling calm."

(Lead Reflect and Relax Cool Down as per its instructions.)

(Teacher): "Finally, to check our understanding, please complete the Stress Management Quiz. You can do this now as an exit ticket, or take it home to complete. Remember, this quiz helps me understand what you've learned. The answers will be available in the Quiz Answer Key. Thank you all for participating so thoughtfully today! I hope you feel more equipped to 'Stress Less and Live More'!"

Stress Triggers Worksheet

Name: _____________________________
Date: _____________________________

Everyone experiences stress differently, and different things can trigger stress for different people. Understanding your personal stress triggers is the first step to managing stress effectively.

Part 1: My Stress Triggers

Think about times you've felt stressed in the past week or month. What were the specific situations or events that led to those feelings?

1. School/Academics:

   • Example: Having a big test tomorrow.
   • What are some school-related things that make you feel stressed?
     
     
     
     
     
     
     

2. Friends/Social Life:

   • Example: Having an argument with a friend.
   • What social situations or interactions with friends/peers cause you stress?
     
     
     
     
     
     
     

3. Family/Home Life:

   • Example: Chores or family disagreements.
   • What aspects of your family or home life contribute to your stress?
     
     
     
     
     
     
     

4. Activities/Hobbies:

   • Example: Feeling pressure to perform well in a sport or club.
   • Do your extracurricular activities or hobbies ever make you feel stressed? How?
     
     
     
     
     
     
     

5. Future/Uncertainty:

   • Example: Worrying about what high school or college will be like.
   • Are there any thoughts about the future or things you're uncertain about that cause you stress?
     
     
     
     
     
     
     

6. Other Triggers:

   • Example: Not getting enough sleep.
   • Are there any other things not listed above that tend to make you feel stressed?
     
     
     
     
     
     
     

Part 2: Reflect and Rate

Look at the triggers you listed above. Which one currently feels like the biggest source of stress for you?

On a scale of 1-5, where 1 is

Stress Management Discussion Guide

This guide provides prompts for a class discussion on stress, its triggers, and initial thoughts on coping.

Part 1: Initial Thoughts on Stress (After Warm-Up)

• What is one word that comes to mind when you hear the word "stress"?
• Can anyone share a time they felt stressed? What was happening? (Remind students not to share anything too personal if they're not comfortable.)
• Do you think stress is always a bad thing? Why or why not?

Part 2: Identifying Stress Triggers (After Stress Triggers Worksheet)

• Looking at your Stress Triggers Worksheet, what was a common theme among your stressors? Did you notice any patterns?
• Did anything on the worksheet surprise you as a stress trigger for yourself or for others?
• Why do you think it's important to know what your personal stress triggers are?

Part 3: Initial Ideas for Coping (Before formal instruction on coping skills)

• When you feel stressed, what is the first thing you usually do?
• Has anyone ever tried to do something to feel better when they're stressed? What did you try? Did it work?
• What are some things you think people do that don't help with stress, or even make it worse?

Part 4: Reflecting on Coping Strategies (After Coping Skills Activity)

• After our activity with the Coping Skills Activity Cards, what was one new coping skill you learned about or want to try?
• Why do you think some coping skills are considered

Coping Skills Activity Cards

Instructions for Teacher:
Print these cards (or write them on index cards) and cut them out. Divide students into small groups (3-4 students per group) and give each group one card. Each group should discuss the following questions for their assigned coping skill:

1. What is this coping skill? (Define it in your own words.)
2. How can someone use this skill when they are feeling stressed? (Give specific examples.)
3. Why do you think this skill is helpful for managing stress?

After discussion, each group will share their coping skill and their insights with the class.

Card 1: Deep Breathing

• What is it? Taking slow, deep breaths to calm your body.
• How to use it: When feeling overwhelmed, sit quietly, close your eyes (if comfortable), and breathe in slowly through your nose for a count of 4, hold for 4, and exhale slowly through your mouth for a count of 6. Repeat several times.
• Why it's helpful: It slows your heart rate, relaxes muscles, and brings more oxygen to your brain, helping you think more clearly.

Card 2: Talking to a Trusted Adult/Friend

• What is it? Sharing your feelings and worries with someone you trust, like a parent, teacher, counselor, or close friend.
• How to use it: When stress feels heavy, approach someone you feel safe with and say,

Mindful Minute: A Reading on Presence

Sometimes, our minds can feel like a busy highway, with thoughts rushing in every direction – worries about tomorrow, memories of yesterday, or a long to-do list. This can make us feel stressed and overwhelmed.

But there's a special skill we can learn called mindfulness. Mindfulness is about choosing to pay attention to the present moment. It's about noticing what's happening right now, without judgment.

Think about it like this: Imagine you're walking outside. Instead of just rushing by, mindfulness asks you to really notice. What do you see? What do you hear? What do you feel on your skin – the warmth of the sun or a cool breeze? You're not thinking about where you need to go next, or what happened five minutes ago. You're just here.

When we practice mindfulness, we give our busy minds a break. We learn to observe our thoughts and feelings without getting caught up in them. We can notice our breath, the sounds around us, or how our body feels. It's like gently pressing the pause button on all the rush and worry.

This simple practice helps us to feel calmer, more focused, and more in tune with ourselves. It's a powerful tool for managing stress, because it brings us back to what's real and manageable right now. Even a minute of mindfulness can make a big difference in how we feel throughout our day.

Stress Buster Game: 'Coping Charades!'

Goal: To reinforce understanding of coping skills in a fun, active way.

Players: Whole class, divided into small teams (4-6 students per team).

Materials:

• Pre-written coping skills on slips of paper (see examples below).
• A timer (1-2 minutes per team).
• Scoreboard on the whiteboard.

How to Play:

1. Preparation: Before class, write down various coping skills on individual slips of paper. Fold them and place them in a hat or bowl.

   • Examples of Coping Skills for Charades:
     • Deep Breathing
     • Talking to a Friend
     • Listening to Music
     • Drawing/Coloring
     • Exercising/Playing a Sport
     • Reading a Book
     • Taking a Walk
     • Drinking Water
     • Getting Enough Sleep
     • Writing in a Journal
     • Playing with a Pet
     • Taking a Warm Bath/Shower
     • Asking for Help
     • Spending Time in Nature

2. Team Up: Divide the class into 3-4 teams.

3. The Actor: One student from the first team comes to the front of the class.

4. The Draw: The student draws a slip of paper with a coping skill written on it.

5. The Act: The student must act out the coping skill without speaking or making sounds. They can use gestures, facial expressions, and body language. The rest of their team tries to guess the coping skill.

6. The Timer: The teacher sets a timer for 1-2 minutes. The team gets points if they guess correctly within the time limit.

7. Scoring:

   • 1 point: If the team guesses the coping skill correctly within the time limit.
   • Bonus 1 point: If the team can also briefly explain why that skill helps manage stress (e.g.,

Stress Management Quiz - Answer Key

This answer key provides the correct responses and explanations for the Stress Management Quiz. It can be used by teachers for grading or provided to students for self-correction and understanding.

Questions and Answers

1. What is stress?

• Correct Answer: B) Your body's natural reaction to a challenge or demand.
• Explanation: Stress isn't necessarily negative (like extreme happiness) nor is it a weather event or just feeling sleepy. It's the physiological and psychological response to perceived threats or challenges.

2. Which of these is a physical sign of stress?

• Correct Answer: B) Having a headache.
• Explanation: Headaches are a common physical symptom of stress, as are stomach aches, tense muscles, and a racing heart. Feeling excited, laughing, or feeling calm are not typical physical signs of negative stress.

3. Which of these is an emotional or mental sign of stress?

• Correct Answer: C) Feeling worried or irritable.
• Explanation: Stress often manifests as feelings of anxiety, worry, irritability, or anger. When stressed, it's generally harder to feel focused, clear-headed, or extremely energetic in a positive way.

4. Why is it important to identify your personal stress triggers?

• Thought Process & Answer: To answer this, think about why knowing something helps you. If you know what causes a problem, you can better prepare for it or deal with it. Stress triggers are no different. If you know them, you're not caught off guard, and you can start to use your coping tools.
  It's important to identify your personal stress triggers so you can understand what situations or events specifically cause you to feel stressed. Knowing your triggers helps you prepare for them, avoid them if possible, or use coping strategies to deal with them more effectively before stress becomes overwhelming. It's the first step to actively managing your stress instead of letting it control you.

5. Which of the following is an example of a healthy coping skill for stress?

• Correct Answer: C) Taking a few deep breaths.
• Explanation: Deep breathing is a proven technique to calm the nervous system. Playing video games for excessive hours, yelling, or ignoring problems are generally considered unhealthy or unhelpful coping mechanisms as they don't address the root cause of stress or can create new problems.

6. Name two healthy coping skills you learned today and explain how each one can help reduce stress.

• Thought Process & Answer: This question requires recalling information from the lesson and explaining the benefit of the skill. Think about the

My Stress Management Project Guide

Goal: Create a personalized stress management plan to help you identify, understand, and cope with your unique stressors.

What You Will Create: A

Stress Management Project Rubric

Student Name: _____________________________
Project Title: _____________________________

This rubric will be used to assess your

Stress Detective Warm Up

Goal: To quickly engage students and activate their prior knowledge about situations that might cause stress.

Time: 5-7 minutes

Materials: None needed besides the teacher's voice!

Instructions:

1. Introduce the Game: Explain to students that they are going to be

Reflect and Relax Cool Down

Goal: To help students reflect on their learning about stress management and leave feeling calm and centered.

Time: 3-5 minutes

Materials: Small slips of paper or sticky notes, pens/pencils.

Instructions:

1. Introduce the Activity: "Okay everyone, let's take a few moments to wrap up our thoughts and feelings from today's lesson on stress management. This is a chance to reflect and leave feeling relaxed."

2. Part 1: One Word Reflection (2 minutes)

   • "I want each of you to think about today's lesson. If you had to choose ONE word to describe what you learned, how you feel, or a key takeaway about stress management, what would that word be?"
   • "On a small slip of paper or a sticky note, please write down that one word. You don't need to put your name on it."
   • (Collect the words. You can quickly read a few aloud if time permits, or simply collect them for a general sense of student understanding and sentiment.)

3. Part 2: Deep Breath & Focus (1-2 minutes)

   • "Now, let's take a moment for ourselves. Find a comfortable position in your chair. You can gently close your eyes if you feel comfortable, or just soften your gaze downwards."
   • "Take a slow, deep breath in through your nose, feeling your belly rise... and slowly exhale through your mouth, letting go of any tension."
   • "Breathe in again, deeply and slowly... and exhale, imagining any remaining stress or worry leaving your body with your breath."
   • "Notice how your body feels right now. Feel your feet on the floor, your back against the chair. Just be present in this moment."
   • "As you take one more deep breath, remember that you have learned some powerful tools today to help you 'Stress Less' and feel more in control. Carry that knowledge with you."
   • "When you're ready, slowly open your eyes."

Teacher Notes:

• This cool-down serves as a quick self-assessment for the teacher and a moment of calm for the students.
• Be mindful of students who may not be comfortable closing their eyes and offer the alternative of softening their gaze.
• The collected words can inform future lessons or gauge the general impact of this lesson.