Stress Less, Live More Script

Introduction & Warm-Up (10 minutes)

Teacher: "Good morning/afternoon everyone! Today, we're going to talk about something everyone experiences: stress. It's a normal part of life, but learning how to handle it can make a huge difference in how we feel every day."

(Display Slide Deck: Stress Less, Live More - Title Slide)

Teacher: "To kick things off, I've got a quick 'Stress Check-In' for you. I'm handing out a sheet (Warm Up: Stress Check-In) with a few questions. Take about 3-5 minutes to answer them quietly to yourself. Don't worry, there are no right or wrong answers, and you don't have to share anything you don't want to."

(Distribute Warm Up: Stress Check-In and allow time for completion.)

Teacher: "Okay, let's chat a little about what you wrote. Can anyone share, generally, what comes to mind when you think about stress? What are some things that cause stress for people your age?" (Allow 2-3 students to share briefly.)

Teacher: "Thanks for sharing. It sounds like many of us face similar pressures, whether it's school, friends, or other things happening in our lives. Today, we're going to explore what stress is, how it affects us, and most importantly, some healthy ways we can manage it."

Understanding Stress (15 minutes)

(Move to Slide Deck: Stress Less, Live More - "What is Stress?" slide)

Teacher: "So, what exactly is stress? Simply put, stress is your body's natural reaction to a challenge or demand. It's that feeling of being overwhelmed or under pressure. Think of it like an alarm system in your brain that goes off when it thinks you need to react to something important."

Teacher: "On the slide, you can see some common stressors for people your age. Things like tests, homework, disagreements with friends, or even big changes at home can all trigger stress. Can anyone think of other common stressors you or your friends might experience?"

(Allow a couple of students to share. Validate their responses.)

(Move to Slide Deck: Stress Less, Live More - "How Does Stress Affect Us?" slide)

Teacher: "When that 'alarm system' goes off, our bodies and minds react in different ways. Physically, you might feel headaches, stomach aches, tense muscles, or even find it hard to sleep. Emotionally, you might feel more irritable, anxious, sad, or have trouble focusing."

Teacher: "Has anyone ever felt their heart race before a big presentation, or had a 'knot' in their stomach before a test? Those are physical signs of stress. Or maybe you've felt really moody or found it hard to concentrate when you're worried about something? Those are emotional signs."

Teacher: "It's important to remember that these feelings are normal, and everyone experiences them. The trick is to learn how to deal with them in healthy ways so that stress doesn't take over."

Building a Stress Toolbox (15 minutes)

(Move to Slide Deck: Stress Less, Live More - "Healthy Coping Strategies" slide)

Teacher: "Now for the good news! We aren't helpless against stress. There are lots of healthy strategies we can use to manage it. We can call these our 'stress toolbox.' Just like a carpenter has different tools for different jobs, we can have different coping tools for different stressful situations."

Teacher: "Let's look at some examples on the slide: exercise, talking to someone, listening to music, deep breathing, spending time in nature, or even creative activities like drawing or writing. What do you notice about these strategies? How might they help?"

(Encourage a brief discussion, highlighting how these activities can help calm the body or distract the mind.)

(Move to Slide Deck: Stress Less, Live More - "Your Stress Toolbox" slide)

Teacher: "Now, it's your turn to start building your own stress toolbox! I'm going to give you an activity sheet called Activity: My Stress Toolbox. In small groups, I want you to brainstorm as many healthy coping strategies as you can. Think about what we just discussed, and also what you or people you know do to relax or feel better when stressed. Be creative! You'll have about 10 minutes for this."

(Divide students into small groups, distribute Activity: My Stress Toolbox, and facilitate group work. Circulate to provide support and encourage participation.)

Teacher: "Alright, let's hear from each group. Can one person from each group share one or two new or interesting strategies you discussed?"

(Allow groups to share, validating their contributions and adding any new ideas to a class list on the board if time permits.)

Reflection & Application (10 minutes)

Teacher: "Fantastic ideas, everyone! Now it's time to bring these ideas into your own life. I'm going to hand out a worksheet called Worksheet: Stress Busters. This worksheet will help you think about your own stressors and choose a few coping strategies that you can try out. You'll have about 10 minutes to work on this independently."

(Distribute Worksheet: Stress Busters. Circulate to answer questions and provide individual support.)

Conclusion & Cool-Down (5 minutes)

Teacher: "We're almost out of time, but before we finish, I want you to think about one big takeaway from today's lesson. What's one thing you learned or one strategy you're going to try to use?"

*(Distribute Cool Down: One Big Takeaway.)

Teacher: "Please write down your one big takeaway on this sheet (Cool Down: One Big Takeaway). This will serve as your exit ticket for today. Thank you all for your thoughtful participation! Remember, stress is a part of life, but you have the power to manage it and live a happier, healthier life."

(Collect Cool Down: One Big Takeaway as students leave.)

Stress Check-In

Instructions: Answer the following questions honestly. You will not be graded, and you only need to share what you are comfortable with.

1. What does the word "stress" mean to you?
   
   
   
   
2. When you feel stressed, what are some ways your body reacts? (e.g., headache, tired, stomach ache)
   
   
   
   
3. What are some things that cause you to feel stressed?
   
   
   
   
4. What do you usually do when you feel stressed?
   
   
   
   

My Stress Toolbox: Healthy Coping Strategies

Goal: Work with your group to brainstorm as many healthy ways to cope with stress as possible. Think of these as tools you can put in your personal "stress toolbox"!

Instructions:

1. In your groups, discuss different things people do to relax, calm down, or feel better when they are stressed. Think about:

   • Things you can do physically (e.g., exercise, stretching)
   • Things you can do to distract your mind (e.g., hobbies, games)
   • Things you can do to connect with others (e.g., talking to friends/family)
   • Things you can do to relax your mind (e.g., deep breathing, listening to music)

2. Write down all your ideas in the toolbox below. Try to fill it up!

My Stress Toolbox

3. Be ready to share some of your favorite or most creative tools with the class!

Stress Busters: My Personal Plan

Instructions: This worksheet will help you create your own personal plan for managing stress. Think about what we discussed in class and the strategies we brainstormed.

Part 1: My Stressors

1. List 2-3 specific things that cause you stress in your life right now (e.g., a challenging subject, a friendship issue, a chore you dislike).
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Part 2: My Stress Signals

2. How do you know when you are stressed? Describe 2-3 physical or emotional signs you experience.
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Part 3: My Stress-Busting Toolbox

3. From the strategies we discussed or from your own ideas, choose 3-5 healthy coping mechanisms you want to try. These are your personal stress busters!

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4. Pick one of your stress busters from the list above. Describe when and how you might use it the next time you feel stressed.
   
   
   
   
   
   
   

5. Why is it important to have healthy ways to deal with stress?
   
   
   
   
   
   
   

One Big Takeaway

Instructions: Before you leave, please answer the following question.

What is one important thing you learned about stress or stress management today that you will try to remember or use?

Social Scene Cards

Instructions for the Teacher:

Print and cut out these cards. Present one card at a time to the student during the "Social Scene Detective Activity" part of the lesson. Use the guiding questions in the Teacher Script to facilitate discussion for each card.

Social Scene Card #1: The Group Project

Scenario: Maya, Leo, and Chloe are working on a science project. Maya suggests, "Let's divide the research into three parts so we can each do one." Leo shrugs and says, "Whatever. Sounds good." Chloe immediately pulls out her laptop and starts typing furiously.

Clues to Consider:

• Maya's words: "Let's divide..." (suggestion, collaboration)
• Leo's body language: Shrug
• Leo's words: "Whatever. Sounds good." (could be agreement or apathy)
• Chloe's action: Typing furiously (eagerness, taking initiative, or not waiting for others?)

Social Scene Card #2: Lunchroom Line

Scenario: At lunch, Alex accidentally bumps into Sam, causing Sam's tray to wobble. Sam quickly grabs the tray, preventing a spill, and glares at Alex, saying loudly, "Watch where you're going!" Alex freezes and looks down at their feet, not saying anything.

Clues to Consider:

• Sam's actions: Grabbing tray, glaring
• Sam's words: "Watch where you're going!" (loud tone suggested)
• Alex's actions: Freezing, looking down (embarrassment, fear, apology?)
• Context: Accidental bump, near spill (high tension moment)

Social Scene Card #3: The Unexpected Comment

Scenario: During art class, Ms. Davis praises Ben's drawing, saying, "Ben, your use of color here is so... bold." Ben looks around at his classmates, then quickly covers his drawing with his arm and doesn't make eye contact with Ms. Davis.

Clues to Consider:

• Ms. Davis's words: "so... bold" (emphasis, pause)
• Ms. Davis's tone: Could be genuine praise, or perhaps subtle critique depending on context/delivery.
• Ben's actions: Looking around, covering drawing, avoiding eye contact (embarrassment, self-consciousness, misunderstanding?)
• Context: Art class, receiving feedback.

Teacher Script: What's the Social Clue?

Introduction (Warm-Up)

Teacher: "Hi [Student's Name], thanks for joining me today. We're going to do something a little different that I think you'll find interesting. Have you ever been in a situation where you felt confused about what someone meant? Or why someone acted in a way that just didn't make sense to you?"

Teacher: (Allow student to respond, validate their experience) "It happens to all of us! Sometimes, social situations can feel like a puzzle. Today, we're going to become 'Social Scene Detectives' and learn how to uncover the hidden clues in those puzzles." (Show Social Clues Slide Deck Slide 1-2)

Introducing Social Clues

Teacher: "To be a good detective, you need to know what clues to look for. In social scenes, these clues help us understand what's really happening and how people might be feeling. It's not just about the words people say!"

Teacher: "Let's look at our 'Detective Kit'. Our social clues include:"

• Words: "What are they literally saying?"
  
• Body Language: "Are they standing tall or slumped? Are their arms crossed? What do their hands or feet tell you?"
  
• Facial Expressions: "Are they smiling, frowning, looking surprised, or confused?"
  
• Tone of Voice: "Are they speaking loudly, softly, quickly, or slowly? Does their voice sound happy, sad, or angry?"
  
• Context: "Where is this happening? Who are the people involved? What might have happened just before this scene?" (Show Social Clues Slide Deck Slide 3-4)

Teacher: "Think of it this way: if you only listen to the words, you might miss a lot of the story. You need all the clues!"

Social Scene Detective Activity

Teacher: "Alright, Detective [Student's Name], are you ready for your first case?" (Show Social Clues Slide Deck Slide 5)

(Present Social Scene Card #1: The Group Project)

Teacher: "Take a moment to read this scene. What's happening here?"

Teacher: "Now, let's break it down. What clues do you notice? Think about the words, body language, facial expressions (even if not explicitly stated, what might they be?), tone of voice, and the context of a group project."

Teacher: "Based on those clues, what do you think each person might be feeling or thinking? Why?"

Teacher: "What do you think will happen next in this scene?"

Teacher: "Is there another way someone could interpret Leo's 'Whatever. Sounds good.' comment? What if he wasn't being sarcastic, but genuinely easygoing? How would that change the situation?"

Teacher: "If Maya felt confused by Leo's response or Chloe's fast typing, how could she make the situation clearer? What could she say or do?"

(Transition to Social Scene Card #2: Lunchroom Line) (Show Social Clues Slide Deck Slide 6)

Teacher: "New scene, Detective! Read this one. What's going on with Alex and Sam?"

Teacher: "What clues jump out at you in this situation? Remember to look at everything - words, actions, expressions, and where it's happening."

Teacher: "How might Sam be feeling when they grab their tray? And what about Alex, freezing and looking down?"

Teacher: "If you were Alex, what might you be thinking or feeling in that moment?"

Teacher: "What's another way Sam's 'Watch where you're going!' could be interpreted? Maybe it was more about the near spill than anger at Alex?"

Teacher: "How could this situation have been handled differently by either Alex or Sam to prevent misunderstanding or escalating tension?"

(Transition to Social Scene Card #3: The Unexpected Comment) (Show Social Clues Slide Deck Slide 7)

Teacher: "Final case, Detective! Read about Ben's art class experience."

Teacher: "What specific clues do you see here, especially from Ms. Davis's words and Ben's reaction? Consider the pause, the word 'bold', and Ben's body language."

Teacher: "What might Ms. Davis truly mean by 'bold'? Could it be good? Could it be not so good?"

Teacher: "Why do you think Ben reacted by covering his drawing and avoiding eye contact? What does that tell you about his interpretation?"

Teacher: "If Ben was confused or felt embarrassed, what could he do to clarify Ms. Davis's comment?"

Cool-Down: Reflection

Teacher: "Excellent work, Social Scene Detective! You've analyzed some tricky situations." (Show Social Clues Slide Deck Slide 8)

Teacher: "Now, I'd like you to take a few minutes to complete this short reflection. It's about what you've learned today and how you can use these new detective skills." (Hand out Cool-Down Reflection sheet)

(Allow student to complete the reflection.)

Teacher: "Thanks for sharing your thoughts. What's one new 'clue' you're going to try to look for in social situations?" (Allow student to respond) "That's a great one! Remember, understanding social clues takes practice, just like any other skill. The more you look for them, the better you'll become at understanding what's really going on around you. You've done a fantastic job today. Keep those detective skills sharp!"