Lesson Plan
Brain-Body Basics Plan
Students will identify fight, flight, freeze, and fawn stress responses and practice two regulation strategies suitable for school scenarios.
Understanding stress responses and regulation techniques equips students to recognize their body’s signals and manage school-related anxiety, supporting emotional well-being and academic success.
Audience
10th Grade Students
Time
30 minutes
Approach
Guided mini-lesson with hands-on strategy stations
Prep
Prepare Lesson Materials
10 minutes
- Review Stress and the Brain Slides to familiarize yourself with key concepts.
- Print and distribute the Body Signals Scavenger Hunt sheets for each student.
- Set up four distinct areas for the Regulation Strategy Stations with clear instruction cards and any props (yoga mats, stress balls).
- Print enough copies of the Which Strategies Fit Me Journal and Exit Ticket: Strategy I’ll Use.
- Arrange seating to allow smooth rotation between stations and quick debriefs.
Step 1
Do Now: Recognize Stress Signals
5 minutes
- Prompt students to recall a recent stressful moment at school.
- In their journals, have them write a brief description and note physical (e.g., racing heart) or emotional (e.g., overwhelm) signals.
- Invite 1–2 volunteers to share what they observed in their bodies.
Step 2
Mini-Lesson: Fight, Flight, Freeze, Fawn
8 minutes
- Display Stress and the Brain Slides.
- Define and illustrate each response: fight (confrontation), flight (escape), freeze (immobility), fawn (people-pleasing).
- Discuss real school examples (test panic, avoiding class).
- Ask students to identify which response resonates most and why.
Step 3
Strategy Stations
10 minutes
- Divide the class into four groups; assign each group a starting Regulation Strategy Stations.
- Station 1: Practice deep belly breathing (tactical breathing).
- Station 2: Complete the grounding exercise (5-4-3-2-1 sensory method).
- Station 3: Engage in movement break (desk stretches or gentle yoga).
- Station 4: Use positive self-talk scripts to counter fawn/over-compliance.
- After 2 minutes at each station, rotate until all groups visit each station.
Step 4
Journal: Which Strategies Fit Me
5 minutes
- Distribute the Which Strategies Fit Me Journal.
- Students reflect on the two strategies they found most helpful and explain why.
- Have them note when and how they could use these in upcoming school tasks.
Step 5
Exit Ticket: Strategy I’ll Use
2 minutes
- Hand out the Exit Ticket: Strategy I’ll Use.
- Students write one specific regulation strategy they plan to use when they next feel stressed at school.
- Collect exit tickets as students leave to gauge understanding and plan follow-up.
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Slide Deck
Stress and the Brain
Welcome to our lesson on how stress affects your brain and body. Today, you’ll learn about different stress responses and practice strategies to help you stay calm and focused.
Welcome students and set the stage for today’s lesson. Introduce the topic and explain why understanding stress matters in school.
Lesson Objectives
By the end of this lesson, you will be able to:
• Describe the four stress responses: fight, flight, freeze, and fawn
• Explain how stress signals travel from your brain to your body
• Demonstrate two regulation strategies you can use in school
Read aloud the objectives and emphasize what students should be able to do by the end of class.
Brain-Body Connection
• Stress signal starts in the amygdala (alarm center)
• Sends a message through your nervous system to body organs
• Triggers physical reactions: increased heart rate, sweaty palms, rapid breathing
• Your brain and body work together to protect you
Explain the basic neuroscience: how the amygdala and prefrontal cortex interact,
and how your body senses stress.
Fight Response
• Confrontation mode – preparing to stand your ground
• Body gears up: adrenaline boost, increased strength, tunnel vision
• Example: Feeling angry and ready to argue when stressed by a pop quiz
Define the fight response. Use a simple scenario: feeling threatened by a tough question on a test.
Flight Response
• Escape mode – preparing to run away or avoid
• Body increases speed and reflexes; pupils dilate
• Example: Wanting to skip class or hide when called on in front of peers
Define the flight response. Use a familiar example: wanting to run away from a challenging class discussion.
Freeze Response
• Immobility mode – you feel stuck or “blank”
• Body slows, heart rate may drop, you can’t decide what to do
• Example: Going silent and unable to answer when you draw a blank on a question
Explain freeze response. Illustrate with a moment when you feel stuck or unable to move.
Fawn Response
• People-pleasing mode – you try to appease others
• Body may nod, agree, or give in to avoid conflict
• Example: Saying “yes” to extra homework to avoid disappointing a teacher
Introduce fawn response. Show how people-pleasing can be a stress reaction.
Examples & Next Steps
• Quick recap of fight, flight, freeze, fawn with real-life school examples
• Next: Strategy Stations – practice breathing, grounding, movement, and self-talk
• Rotate through each station to find two techniques that work best for you
Wrap up definitions and prepare students for the hands-on stations where they practice coping strategies.
Activity
Body Signals Scavenger Hunt Worksheet
Description: Students will review real-life school scenarios and identify how their bodies and emotions respond to stress signals.
Materials Needed:
- Printed Scavenger Hunt Worksheet (Body Signals Scavenger Hunt)
- Pens or pencils
Instructions:
- Read each scenario below.
- In the columns provided, list at least two physical signals (e.g., racing heart, sweaty palms) and two emotional signals (e.g., anxiety, frustration) you might experience in that moment.
- After completing the worksheet, we’ll discuss insights as a class.
| Scenario | Physical Signals | Emotional Signals |
|---|---|---|
| 1. You walk into class and discover a surprise quiz on your desk. | ||
| 2. You’re called on unexpectedly to answer a question in front of peers. | ||
| 3. You get back a major assignment with a lower grade than expected. | ||
| 4. You have three big projects due tomorrow and feel unprepared. | ||
| 5. You overhear classmates talking negatively about your work. | ||
| 6. A teacher frowns at you after you enter the classroom late. | ||
Game
Regulation Strategy Stations Game
Description: Students rotate through four hands-on stations, practicing different stress-regulation techniques. Each station takes 2 minutes, with a brief 30-second transition to the next station, for a total of 10 minutes.
Overview
- Divide students into four groups; assign each group a starting station.
- Each station runs for 2 minutes, followed by a 30-second bell or signal to rotate.
- After all groups have visited each station, debrief as a class.
Stations
Station 1: Deep Belly Breathing (Tactical Breathing)
Materials:
- Chairs or yoga mats
- Simple breathing diagram or poster
Instructions:
- Sit or stand upright, hands on belly.
- Inhale slowly through your nose for a count of 4, feeling your belly expand.
- Hold for a count of 2.
- Exhale gently for a count of 6, feeling your belly contract.
- Repeat for the full 2 minutes, focusing on calm, even breaths.
Station 2: Grounding Exercise (5-4-3-2-1 Method)
Materials:
- Station card listing the 5-4-3-2-1 steps
Instructions:
- See: Name 5 things you can see around you.
- Touch: Name 4 things you can feel (e.g., your chair, your hair).
- Hear: Name 3 sounds you hear right now.
- Smell: Name 2 things you can smell.
- Taste: Name 1 thing you can taste (or imagine tasting something).
- Work through the list slowly and deliberately for 2 minutes.
Station 3: Movement Break (Stretches & Gentle Yoga)
Materials:
- Open space or around-desk area
- Simple instruction cards or poster with stretch poses
Instructions:
- Start with shoulder rolls: 5 circles forward, 5 backward.
- Gentle neck stretches: tilt ear to shoulder, hold 5 seconds each side.
- Arm and wrist stretches: extend arm, pull fingers back with opposite hand.
- Seated or standing cat–cow: alternate arching and rounding the back.
- Continue moving mindfully for the full 2 minutes.
Station 4: Positive Self-Talk (Countering Fawn/Over-Complying)
Materials:
- Self-talk prompt cards (examples below)
- Pens and slips of paper
Instructions:
- Read a prompt card (e.g., “I’ve handled hard things before.”).
- Say the phrase aloud twice, with confidence.
- On your paper slip, write one positive statement you can use next time you feel pressured (e.g., “I can say no when I need a break.”).
- Share your statement quietly with your partner at the station.
- Continue practicing for 2 minutes.
Rotation & Debrief
- Signal groups to rotate every 2 minutes with a bell or timer.
- After all rotations, gather students and ask:
- Which station felt most effective and why?
- When might you use that strategy in school?
- How could you adapt any technique for a quick break between classes?
Journal
Which Strategies Fit Me Journal
Use this journal to reflect on the two stress-regulation strategies that resonated most with you during the Strategy Stations. Write thoughtfully—this is your personal plan for staying calm and focused in school.
- Which two stations (strategies) did you find most helpful? Describe each in your own words.a. Strategy One: _________________________________________________
b. Strategy Two: _________________________________________________
- For each strategy, describe a school scenario when you might use it. Be as specific as possible (e.g., before a big test, during a pop quiz, when feeling overwhelmed in group work).• Strategy One Scenario:
• Strategy Two Scenario:
- What challenges might you face when trying to use these strategies in a real moment of stress (e.g., forgetting, feeling self-conscious)? How could you address or work around these challenges?
- How will you remind yourself to use these strategies when stress arises? (Examples: a note in your planner, a phone alarm, a habit cue like taking three deep breaths at the start of class.)
Cool Down
Exit Ticket: Strategy I’ll Use
Name: _________________________________
- Which regulation strategy from today’s lesson will you use the next time you feel stressed at school? Explain why:
_______________________________________
- When and where will you try this strategy? (e.g., before a quiz, during group work)
_______________________________________
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