Teacher's Script: Stress Less, Live More

Warm-Up: Stress Check-In (5 minutes)

"Good morning/afternoon, everyone! Today, we're going to talk about something almost everyone experiences: stress. To get us started, I've handed out a quick Warm-Up: Stress Check-In sheet. On it, I want you to briefly write down one thing that causes you stress and one way you currently try to cope with it. Don't worry, you won't be graded on this, and you don't have to share unless you want to. This is just for you to think about."

(Allow 3-4 minutes for students to write. Circulate the room. After a few minutes:)

"Alright, let's take a moment to reflect. Would anyone like to voluntarily share one of their stressors or coping strategies? Remember, this is a safe space, and many of us likely feel similar things."

(If students share, acknowledge and validate their responses. If not, briefly mention common stressors for high schoolers like homework, tests, social pressures, future plans.)

Introduction to Stress (10 minutes)

(Display Slide Deck: Stress Less, Live More - Slide 1: "Stress Less, Live More!")

"Thank you for sharing, or for reflecting silently. Our goal today is to learn how to 'Stress Less, Live More.' Stress is a huge part of our lives, especially as you navigate high school, and it's a skill that will help you long after you leave these halls, whether you're in college, starting a career, or just dealing with daily life."

(Display Slide Deck: Stress Less, Live More - Slide 2: "What is Stress, Really?")

"So, what is stress? As you can see here, stress is simply your body's natural reaction to any demand or change. Think of it as your body's alarm system. It can be triggered by physical things, like not getting enough sleep or being sick. It can be mental, like a big test coming up or a mountain of homework. And it can be emotional, like disagreements with friends or family."

"Can anyone give me an example of a time your body's 'alarm system' went off because of something physical, mental, or emotional?"

(Encourage 1-2 responses. Validate and connect to the definition.)

(Display Slide Deck: Stress Less, Live More - Slide 3: "Good Stress vs. Bad Stress")

"It might surprise you, but not all stress is bad. There's actually 'good stress' and 'bad stress.' We call good stress 'eustress.' This is the kind of stress that motivates you, like the excitement before a big game, a performance, or even the feeling you get when you're challenged by a tough problem and you're really focusing to solve it. It can help you perform better."

"But then there's 'distress' – that's the bad stress. This is when you feel overwhelmed, anxious, or constantly worried. Too much distress can really affect your well-being. Think about how you feel before a huge exam you haven't studied for, or if you have too many assignments due all at once."

"Can you think of a time when stress actually helped you, or made you feel excited, rather than anxious?"

(Encourage 1-2 responses.)

(Display Slide Deck: Stress Less, Live More - Slide 4: "How Stress Shows Up")

"When we're under distress, our bodies and minds react in many ways. It can show up physically, like headaches or a tense neck. Mentally, you might find it hard to concentrate or find yourself worrying constantly. Emotionally, you might feel more irritable or sad. And it can even change your behavior, like how you sleep or eat, or if you start pulling away from friends."

"How many of you have experienced one of these symptoms when you're feeling stressed? You don't have to share specifics, just a nod or a raised hand is fine."

(Acknowledge responses. Emphasize that these are common reactions.)

Understanding Stress: Reading & Discussion (15 minutes)

"Now that we have a basic understanding, let's dive a little deeper. I'm handing out a Reading: Understanding Stress that talks more about how stress impacts us and some initial ways to think about coping. Please take about 5-7 minutes to read it silently."

(Distribute reading and allow time. Once finished:)

"Alright, let's discuss what you've read. We'll use this Discussion Guide: Stress & Solutions to help us out. Looking at the reading, what was one new piece of information you learned about stress?"

(Facilitate discussion using prompts from the Discussion Guide. Ensure multiple students contribute. Guide them to differentiate healthy vs. unhealthy coping mechanisms mentioned in the text or their own experiences.)

"Why do you think it's important to recognize these different ways stress affects us?"

"The reading mentions both healthy and unhealthy coping mechanisms. What are some unhealthy ways people might try to cope with stress, and why are they not effective in the long run?"

"What are some of the healthy strategies mentioned that you found interesting or that you already try to use?"

Activity: My Stress Toolbox (10 minutes)

(Display Slide Deck: Stress Less, Live More - Slide 5: "Building Your Stress Toolbox")

"Great discussion! Now, it's time to start building your own 'Stress Toolbox.' Think of it like a real toolbox, but instead of wrenches and hammers, it's filled with strategies and techniques you can use to manage stress. Everyone's toolbox will look a little different, and that's perfectly fine."

(Display Slide Deck: Stress Less, Live More - Slide 6: "Tools For Your Toolbox")

"Here are some ideas to get your brainstorming started: physical activity, mindfulness, creative expression, connecting with others, or even just planning your time better. I want you to spend the next few minutes quietly thinking and jotting down as many specific 'tools' as you can that you could use to manage stress. Think about what works for you, or what you'd like to try."

(Allow 5 minutes for individual brainstorming. Circulate and offer suggestions if students seem stuck. After 5 minutes:)

"Who would like to share one or two tools they've added to their mental (or actual) stress toolbox?"

(Encourage several students to share. Write some common, healthy ideas on the board. Emphasize variety and personal choice.)

Game: Stress Scenario Sort (10 minutes)

"Excellent work with your Stress Toolbox ideas! Now, let's put some of these ideas into practice with a quick game called Game: Stress Scenario Sort. I'm going to divide you into small groups. Each group will receive a set of scenario cards and a set of coping strategy cards. Your task is to match each stress scenario with one or more appropriate coping strategies. Be ready to explain why you chose each match."

(Divide students into groups and distribute the printed and cut Stress Scenario Cards and Coping Strategy Cards as described in the game instructions. Allow 7-8 minutes for matching and discussion within groups. Circulate and assist as needed.)

"Alright, let's hear from each group. Can one member from each group share one scenario and the strategy/strategies you matched with it, and briefly explain your reasoning?"

(Facilitate a brief share-out, ensuring a few different scenarios are discussed.)

Worksheet: Stress Busters Plan (5 minutes)

(Display Slide Deck: Stress Less, Live More - Slide 7: "Your Personal Stress Buster Plan")

"Fantastic ideas, everyone! That game showed us how to think critically about applying strategies to different situations. Now it's time to make this personal. I'm handing out the Worksheet: Stress Busters Plan. On this worksheet, I want you to choose 2-3 specific strategies from your toolbox, or from our game, that you genuinely want to try implementing in the coming week. For each, describe how you will use it and when."

"For example, instead of just saying 'exercise,' you might say, 'I will go for a 20-minute walk after dinner three times this week.' Be specific! The more specific you are, the more likely you are to actually do it."

(Allow 3-4 minutes for students to complete their plans. Circulate and provide individual guidance and encouragement.)

Assessment & Wrap-Up (5 minutes)

(Display Slide Deck: Stress Less, Live More - Slide 8: "You've Got This!")

"Excellent work creating your personal plans. Remember, managing stress is a skill that takes practice, so give these strategies a real try."

"To quickly check our understanding of today's lesson, please complete this short Quiz: Stress Management Mastery."

(Distribute quiz and allow 3 minutes for completion. Collect quizzes.)

"For those of you interested in taking a deeper dive into personal wellness, I'm also handing out the Project Guide: Personal Wellness Plan and the corresponding Rubric: Personal Wellness Plan. This is a great opportunity to apply what we've learned more comprehensively."

"Finally, for our Cool-Down: One Big Takeaway, I want each of you to write down one big takeaway or one new thing you learned or plan to do differently after today's lesson. This can be on a sticky note or a small piece of paper. You can hand it to me as you leave."

(Collect cool-down responses.)

"Thank you, everyone, for an engaging discussion and for taking steps towards better stress management! Remember, you've got this!"

Warm-Up: Stress Check-In

Instructions: Take a few moments to reflect on the questions below. Your responses are for your own reflection, but you may be invited to share voluntarily.

1. What is one thing that has caused you stress recently?
   
   
   
   

2. What is one way you currently try to cope with this stress?
   
   
   
   

Reading: Understanding Stress

What is Stress?

Stress is a natural and often automatic reaction to the demands of life. It’s your body's way of responding to any kind of threat or demand, whether it’s a big test, a disagreement with a friend, or even just a busy schedule. When you feel stressed, your body releases hormones like adrenaline and cortisol. These hormones prepare your body for a "fight or flight" response, which was helpful for our ancestors facing dangers, but can be overwhelming in our modern lives.

Good Stress vs. Bad Stress

Not all stress is harmful! In fact, there are two main types:

• Eustress (Good Stress): This is positive stress that can motivate you and help you focus. Think about the excitement before a sports competition, the challenge of learning a new skill, or the energy you feel when working on an exciting project. Eustress can enhance performance and make you feel more alive.

• Distress (Bad Stress): This is negative, overwhelming stress that can lead to feelings of anxiety, frustration, and exhaustion. When distress is constant, it can negatively impact your physical and mental health. Examples include ongoing academic pressure, relationship problems, or dealing with difficult personal situations.

How Stress Affects Your Body and Mind

When you experience distress, it can affect almost every part of you:

• Physically: You might get headaches, feel tired even after sleeping, have an upset stomach, experience tense muscles, or notice changes in your appetite or sleep patterns.
• Mentally: It can be hard to concentrate, you might worry excessively, have negative thoughts, or struggle with memory.
• Emotionally: You might feel irritable, angry, sad, overwhelmed, or anxious.
• Behaviorally: You might withdraw from friends, procrastinate, snap at others, or engage in unhealthy coping behaviors like overeating or avoiding responsibilities.

Recognizing these signs is the first step towards managing stress effectively.

Why Manage Stress?

Learning to manage stress is a crucial life skill. It helps you:

• Improve your health: Reducing chronic stress can prevent physical ailments and boost your immune system.
• Enhance academic performance: Better focus and less anxiety can lead to improved grades.
• Strengthen relationships: Being less irritable or overwhelmed makes you a better friend and family member.
• Boost resilience: You become better equipped to handle future challenges and bounce back from setbacks.
• Increase happiness: When you manage stress, you feel more in control and can enjoy life more fully.

In the next part of our lesson, we will explore practical strategies to build your personal "Stress Toolbox" and tackle stress head-on.

Activity: My Stress Toolbox

Instructions: Just like a builder needs a toolbox, you need a collection of strategies to help you manage stress! Think about different ways you can cope with or reduce stress in your life. Try to come up with at least two ideas for each category below. Don't worry if you've never tried some of these; the goal is to think about what you could try.

1. Physical Tools (Things you do with your body):

• What physical activities help you feel less stressed or more relaxed?
  
  
  
  
• What other physical actions, like sleep or nutrition, contribute to managing stress?
  
  
  
  

2. Mental Tools (Things you do with your mind/thoughts):

• What ways can you use your mind to calm down or reframe stressful situations? (e.g., positive self-talk, problem-solving)
  
  
  
  
• How can you organize your thoughts or tasks to reduce mental clutter and stress?
  
  
  
  

3. Emotional Tools (Things you do to process feelings):

• How do you express or understand your emotions in a healthy way when you're stressed? (e.g., journaling, talking)
  
  
  
  
• What activities help you feel joy or reduce negative feelings during stressful times?
  
  
  
  

4. Social Tools (Things you do with others):

• Who can you talk to or spend time with that helps you manage stress?
  
  
  
  
• How can connecting with others or helping others reduce your own stress levels?
  
  
  
  

My Top 3 Go-To Tools (Choose your favorite three from above or new ones!):

Discussion Guide: Stress & Solutions

Instructions for Teacher: Use these questions to facilitate a class discussion after students have completed the Reading: Understanding Stress and the Activity: My Stress Toolbox.

Part 1: Reflecting on Understanding Stress

1. Based on the reading, what was one new piece of information you learned about stress that you didn't know before?
2. Can you explain the difference between "eustress" (good stress) and "distress" (bad stress) in your own words? Provide an example of each from your life or from things you've observed.
3. The reading listed several ways stress can affect our bodies, minds, and emotions. Which of these impacts do you personally notice the most when you're feeling stressed? Why do you think that is?
   
   
   
4. Why is it important for us to be able to identify the signs of stress in ourselves and others?
   
   
   

Part 2: Exploring Coping Mechanisms

1. The reading briefly touched on coping mechanisms. What are some unhealthy ways people might try to cope with stress? What makes these methods ineffective or even harmful in the long run?
   
   
   
2. Thinking about the ideas generated in your Activity: My Stress Toolbox, what are some healthy strategies that you or someone you know successfully uses to manage stress?
   
   
   
3. Do you think certain types of stress respond better to certain coping mechanisms? For example, is there a different way you might deal with academic stress versus social stress? Explain.
   
   
   
4. How can having a diverse "stress toolbox" (many different strategies) be more beneficial than relying on just one or two ways to cope?
   
   
   

Worksheet: Stress Busters Plan

Instructions: Now that you've explored different stress management tools, it's time to create your own personal plan! Choose 2-3 strategies that you want to actively try or incorporate into your routine. Be specific about what you will do and when.

My Personal Stress Busters:

Strategy 1:

• What is the strategy? (e.g., Deep Breathing, Exercise, Journaling)
  
  
  
  
• How will you implement it? (Be specific! e.g., "I will do 5 minutes of deep breathing exercises before my hardest class each day.")
  
  
  
  
  
  
  
• When will you try this strategy? (e.g., Before bed, during lunch, when I feel overwhelmed)
  
  
  
  
• What do you hope to gain from trying this strategy?
  
  
  
  

Strategy 2:

• What is the strategy?
  
  
  
  
• How will you implement it?
  
  
  
  
  
  
  
• When will you try this strategy?
  
  
  
  
• What do you hope to gain from trying this strategy?
  
  
  
  

Strategy 3 (Optional):

• What is the strategy?
  
  
  
  
• How will you implement it?
  
  
  
  
  
  
  
• When will you try this strategy?
  
  
  
  
• What do you hope to gain from trying this strategy?
  
  
  
  

Reflection:

• What challenges do you anticipate in trying to implement these strategies?
  
  
  
  
  
  
  
• What support might you need to stick to your plan?
  
  
  
  

Game: Stress Scenario Sort

Instructions: In groups of 3-4, you will receive a set of scenario cards and a set of coping strategy cards. Your task is to match each stress scenario with one or more appropriate coping strategies. Be prepared to explain why you chose each match and how the strategy would help.

Materials Needed:

• Printed Stress Scenario Cards (cut into individual cards)
• Printed Coping Strategy Cards (cut into individual cards)

How to Play:

1. Divide into Groups: Form small groups as instructed by your teacher.
2. Distribute Cards: Each group will receive a set of mixed Stress Scenario Cards and Coping Strategy Cards.
3. Sort and Match: As a group, read each Stress Scenario Card. Discuss and choose the best 1-3 Coping Strategy Cards that could help address that specific scenario. Place the strategy card(s) next to the scenario card.
4. Discuss: Once you have matched all scenarios, discuss within your group:
   • Why did you choose those particular strategies for each scenario?
   • Are there other strategies not on the cards that could also work?
   • Are any strategies unhelpful for a particular scenario?
5. Share Out: Each group will share one or two of their scenario-strategy matches with the class, explaining their reasoning.

Stress Scenario Cards (Examples - Teacher to print and cut):

• Scenario 1: You have three major tests next week in different subjects.
• Scenario 2: You had a big argument with your best friend, and now they aren't talking to you.
• Scenario 3: You feel overwhelmed by all the extracurricular activities you signed up for.
• Scenario 4: You're constantly tired because you stay up late playing video games.
• Scenario 5: You're worried about an upcoming presentation you have to give in front of the whole class.
• Scenario 6: You feel pressure from your family to get perfect grades.

Coping Strategy Cards (Examples - Teacher to print and cut):

• Talk to a trusted adult or friend.
• Create a study schedule and break down tasks.
• Practice deep breathing exercises.
• Go for a walk or exercise.
• Prioritize tasks and learn to say no.
• Listen to calming music.
• Write in a journal.
• Get at least 8 hours of sleep.
• Eat a healthy meal.
• Visualize success.
• Take a short break to do something enjoyable.

Quiz Answer Key: Stress Management Mastery

1. Which of the following is an example of eustress (good stress)?

• Correct Answer: C. Excitement and focus before a sports competition.
• Explanation: Eustress is positive stress that can motivate and enhance performance, often associated with exciting or challenging events.

2. Name two ways distress (bad stress) can physically affect your body.

• Correct Answer: Headaches, tense muscles, upset stomach, fatigue, changes in appetite/sleep.
• Explanation: Distress triggers the body's 'fight or flight' response, leading to various physical symptoms as the body remains on high alert.

3. Which of these is generally considered an unhealthy long-term coping mechanism for stress?

• Correct Answer: C. Avoiding responsibilities and isolating yourself.
• Explanation: While sometimes tempting, avoidance and isolation prevent you from addressing the root causes of stress and can lead to increased feelings of loneliness and overwhelm.

4. What is one mental impact of stress (how it affects your thoughts or brain)?

• Correct Answer: Difficulty concentrating, excessive worrying, negative thoughts, impaired memory.
• Explanation: Stress hormones can interfere with cognitive functions, making it harder to focus, process information, and maintain a positive mindset.

5. Why is it important to have a variety of stress management techniques in your 'Stress Toolbox'?

• Correct Answer: C. Different situations and different days might require different strategies.
• Explanation: Stressors vary in intensity and type, and so do our energy levels and needs. A diverse toolbox allows for flexibility and adaptability in managing stress effectively.

6. Think about a stress management strategy you learned today. Describe how you could specifically apply it to a common high school stressor (e.g., studying for a test, dealing with social pressure).

• Correct Answer: Answers will vary but should demonstrate application, e.g., "For studying for a test, I could use time management by breaking down study sessions into smaller chunks with short breaks in between." or "For social pressure, I could use social connection by talking to a supportive friend about my feelings."
• Explanation: This question assesses the student's ability to connect theoretical knowledge to practical application in their own lives.

Project Guide: Personal Wellness Plan

Project Objective:

To empower you to proactively manage your stress and enhance your overall well-being by developing and implementing a personalized wellness plan. This project will help you apply the stress management strategies learned in class to your daily life.

Project Overview:

Over the next two weeks, you will design, implement, and reflect on a personal wellness plan focused on stress management. You will choose specific strategies, track your progress, and analyze their effectiveness.

Deliverables:

1. Wellness Plan Proposal (Due: [Date/Day])

   • Outline at least three specific stress management strategies you intend to implement.
   • For each strategy, describe:
     • What you will do.
     • When and how often you will do it.
     • Why you chose this strategy (how you think it will help).
   • Identify potential challenges and how you plan to overcome them.

2. Wellness Journal (Due: [Date/Day], along with final reflection)

   • Keep a daily (or every other day) journal for at least 10 days during the implementation phase.
   • For each entry, briefly note:
     • What strategies you practiced.
     • How you felt that day (stress levels, mood, energy).
     • Any observations about the effectiveness of your strategies or new stressors that arose.

3. Final Reflection (Due: [Date/Day])

   • A 1-2 page written reflection addressing the following:
     • Effectiveness: Which strategies were most and least effective for you, and why?
     • Challenges & Adaptations: What challenges did you encounter, and how did you adapt your plan?
     • Learning: What did you learn about your personal stress triggers and coping styles?
     • Future Plans: How will you continue to use stress management strategies in the future? What adjustments will you make to your plan?
     • Overall Impact: How has this project impacted your understanding and experience of stress?

Project Phases & Timeline:

• Phase 1: Planning (Day 1-2)

  • Review your Activity: My Stress Toolbox and Worksheet: Stress Busters Plan.
  • Develop your detailed Wellness Plan Proposal.
  • Submit your proposal for feedback.

• Phase 2: Implementation & Tracking (Day 3-12)

  • Actively implement your chosen strategies.
  • Maintain your Wellness Journal with consistent entries.

• Phase 3: Reflection & Submission (Day 13-14)

  • Review your journal entries.
  • Write your Final Reflection.
  • Submit your Wellness Journal and Final Reflection.

Tips for Success:

• Start small and be realistic with your goals.
• Be consistent with your chosen strategies.
• Don't be afraid to adjust your plan if something isn't working.
• Be honest in your journal entries; this is for your learning.
• Utilize resources like the Reading: Understanding Stress and your Activity: My Stress Toolbox.

Your project will be assessed using the Rubric: Personal Wellness Plan. Good luck, and remember to focus on your well-being!テーションI have added the Project Guide. Now I will add the Rubric material for the

Rubric: Personal Wellness Plan

Project Title: Personal Wellness Plan for Stress Management

Cool-Down: One Big Takeaway

Instructions: Before you leave, please reflect on today's lesson on stress management. On this slip, write down one big takeaway or one new thing you learned/plan to do differently as a result of our discussion and activities today.

Your takeaway: