Student Name: Merissa Wenzara

Target Audience: Covenant House

Length of session: 15 minutes

Title of Lesson: Stress Relief

1. Standards/Quality Indicators/Skills
www.missourilearningstandards.com
http://www.nasafacs.org/national-standards-and-competencies.html
Missouri Standards/National Standards
HPE2/NH1 Describe positive stress management skills to reduce stress related problems.
HPE2/NH1 Analyze various techniques designed to enhance coping abilities and manage stress (e.g.,
stay healthy, relax, positive outlook, physically active, talk it out).
HPE2/NH5,6 Create a plan using life management skills to address personal and social concerns that
are a part of daily living (e.g., learning to manage time and stress, setting goals, dealing with conflicts,
working collaboratively).
NHES
4.8.1

Apply effective verbal and nonverbal communication skills to enhance health.

4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming
self or others.
5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or
problems.
5.12.4 Generate alternatives to health-related issues or problems.
6.12.3 Implement strategies and monitor progress in achieving a personal health goal.

Learning Objectives/Goals
Psychomotor

2. GOAL:
To apply what the students have learned about stress.
To educate the students on new methods of relieving stress.
3. LEARNER OUTCOME(S):

1. At the end of the stress relief lesson, all students will be able to demonstrate a
healthy way to relieve stress.
2. After completing the lesson on stress relief, the students will be able to execute a
guided meditation.
3. After completing the lesson on healthy and destructive stress relief, the students
will be able to critique the way they handled stress in their stress journal.

4. Assessment
1. Each students will share a healthy way they relieve stress.
2. The instructor will guide the students through a quick meditation exercise.
3. The instructor will ask students to fill in the final column of the stress journal,that is a
healthier way to relieve stress than they practiced before.
5. Lesson Structure/ Procedures
I.
Anticipatory Set/Prior Knowledge: The instructor will greet the students, and ask them how
they are doing this morning. Instructor will then ask about their journaling experience. Was it
helpful? Are the students more mindful of their behaviors? Do they know what mindfulness
means?
II.

Advanced organizers: The instructor will state the objectives of this lesson to the students.

III.

The instructor will explain that mindfulness means being consciously aware of themselves in
the present moment. The instructor will then explain that being mindful is important in
managing stress. Present powerpoint and read slide 19, explaining healthy and destructive
stress relief methods. Ask the students if they can name any other healthy or destructive stress
relievers. Discuss with students why these methods are good or bad. Draw from knowledge of
stress on the body from the last lesson. Now ask the students to take out their diary and ask
them to fill in the last column, which will be a healthier way to relieve stress than what they
had in their journal. Keeping these new healthier ways to manage stress in mind, lets talk
about meditation. Take the students through a guided meditation exercise. Show students
power point slide 22 which shows alternate methods for stress relief they may not have thought
of before.

IV.

Review of lesson: To summarize this lesson. We learned about mindfulness, how we handled
the stressful events in our lives, and new ways to handle them to positively impact our lives,
and meditated.
Closure Questions?

V.

VI.

Resources and Materials

-Powerpoint handout
- whiteboard
- guided meditation activity
-Stress journal worksheet