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Access to the following websites
o http://kidshealth.org/teen/your_mind/emotions/stress.html#
o http://kidshealth.org/teen/centers/stress_center.html#cat20869
o http://www.cdc.gov/bam/life/frazzled.html
o http://www.cdc.gov/bam/life/butterflies.html
CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version
of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or
table).
2004 Standards:
PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:C1.10 Learn techniques for managing stress and conflict
Synopsis of how guidance and academic lesson are related and integrated:
Within the science class lab, the students will be learning about the body systems and the
reactions to stress. They will practice identifying personal indicators of stress, which will
be used in the counseling lesson to discuss positive coping skills to deal with the stress or
stressor the student is facing.
Explanation (20 minutes) The teacher can lead the explanation section of the module.
1. Hand out Student Reproducible 2: Cold Hands, Fast Heart: The Body's Physiological
Reaction to Stress. Tell students they will now learn why they have these reactions.
2. Explain that hormones produce the fight or flight responses in animals, including
people. Hormones are chemicals, produced by glands and carried through the
bloodstream, that affect the activities of organs in the body.
3. Have students read through Student Reproducible 2 and look at the anatomical
drawing. Then, review with the class the glands and hormones that control the
physiological reactions to stress. The hypothalamus and pituitary glands, located in the
brain, and the adrenal glands, situated on top of the kidneys, (see drawing on the
reproducible) control the hormones that help the body cope with change or a stressful
situation. The hypothalamus signals the pituitary gland that signals the adrenal glands to
release the stress hormones epinephrine, norepinephrine, and cortisol. These chemicals
increase the heart rate and breathing, which provides a burst of energy (to fight or flee),
as well as affects other bodily functions. [Note: Another hormone is mentioned in the
explanation of the body under stress below: serotonin, which both increases good feelings
and regulates sleep.] The counselor can help co-lead by using details to connect the
responses to the glands the science teacher presents.
4. As you review how stress affects the body, ask the students to explain the underlying
physiological reaction to a symptom of stress. Then correct, if necessary. The first six
items listed below are common responses to short-term stress. The others, headaches,
sleeplessness, appetite change, and unusual sudden anger are usually responses to longerterm stress.
5. Point out that for many people, understanding whats happening in their bodieswhat
theyve just learnedmakes them less self-conscious about their own physiological
reactions to stress and can even relieve those symptoms.
6. Point out to students that their being stressed does not give them an excuse for being
hurtful to others or an excuse not to do what they should be doing in school or at home.
Second class:
The counselor will begin with 10-15 minute review and discussion of common ways of
dealing with stress. Have students share their way of calming down when stressed, and
make a list on the board.
Next, will be introducing different skills for students to use to combat stress. Begin with
deep breathing. Have the students take a slow, deep breath through their nose slowly
expanding the lower part of their lungs. Hold it for a count of five, then slowly exhale
through their mouths. Have the students repeat two more times. At this point, probing
questions can be asked to have students apply knowledge from the previous lesson. At
this point, the Science Teacher should be in a supporting role, assisting the Counselor in
linking terms and concepts.
This can be followed by either a short exercise activity like jumping jacks or, if time is
limited, teach progressive relaxation process. Turn on background sounds if desired.
Have students sit comfortably and close their eyes. Have them tense and hold muscle
groups then relax them starting at their toes. Remind them to breathe out as they relax the
muscles and to notice how the muscles feel when relaxed. Continue to work through the
legs, stomach, back, hands, arms, and neck. The counselor should go around the room for
a check in, and ask students what they noticed by doing the activity. The list of stress
reduction activities should be passed around at this time.
For homework, ask the students to write a short essay or a few paragraphs comparing
and contrasting how it feels when being stressed and relaxed. The students should try to
explain the differences with terms or concepts from the lesson or book, such as adrenal
glands.
Attach a copy of lesson, any handouts, power points or additional materials:
Use the handouts on http://www.cdc.gov/bam/teachers/documents/stress_body_mind.pdf.