Standard 2.1F: Health and Physical Education

Content Area: Health and Physical Education

Index: 2.1F Grade 6 CPI 4

Standard: 2.1 - Wellness

Strand: F - Social and Emotional Health

Cumulative Progress Indicator: 4 - The student will describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.

Grade: 6

Sample Activities:

· IT HOLDS YOU DOWN - Ask for two student volunteers. Give one student a bag filled with crumpled paper and the other student a bag filled with heavy objects, such as books. Ask the students to jump up and down for about 30 seconds while holding the bag in their arms. After they have done this, ask the students how they feel (the student holding the heavy bag should respond that he/she is tired, winded, and the heavy objects slowed him/her down). Connect the activity to a person “loaded” with stress. Ask: “What does extra stress do to a person’s body, mind, and social relationships? How does stress impact one’s general health? How can people deal with stress to maintain balance and wellness?” Students define stress management and list ways to handle or manage stress.

· HOW DO YOU FEEL? WHAT DO YOU DO? - Divide the class into small groups and give each group a scenario, similar to the ones listed below.
Groups discuss ways to cope with the situation and create a skit or story that focuses on positive ways to deal with the problem. Students share the creative works with classmates.

      SAMPLE SITUATIONS: STRESS
-       You’ve just been cut from the soccer team.
-       Your pet died.
-       You really expected to get the lead in the school play—you didn’t even get a small part.
-       Your best friend just told you he/she is moving.
-       One of your parents works out of town and you are only able to see him/her on weekends

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Variation: Students generate a list of people that can help when experiencing stress, anger, or problems. From the list, students develop a class resource booklet or poster.

· STRESS BREAKER/ENERGY MAKER - Students create a series of simple stress reduction exercises that can be used in the classroom during times of prolonged seat work, before or during a test, or whenever a student feels tense. Students demonstrate the exercises and discuss appropriate times to use them.

Variation: Students select appropriate music selections to accompany the relaxation exercises.

· I'M ANXIOUS - Define anxiety and explain that it is a normal part of life. Students list situations that may make people feel anxious or nervous (e.g., new situations, tests, performances, competition, making requests). In order to more effectively cope with anxiety-producing situations, students evaluate
their own level of anxiety in various situations (see sample chart below), rating their level of anxiety as low, medium, or high in each situation. Discuss the ratings and ways to prepare or deal with each situation.

Variation: Students learn specific relaxation techniques that can be used when they feel nervous or “stressed out”. Model each of the techniques (e.g., deep breathing, positive thinking, mental rehearsal, body relaxation and preparation) and then allow plenty of time for practice. Incorporate the relaxation techniques as part of routine classroom practice.

·       STRESS TEST - Start this activity by administering a short pop quiz. Include questions that are difficult to answer. Tell the class that this is a real test. After the test is completed, ask the class what they thought about the test. (Expect some negative responses.) Assure students that this was really a stress test, designed to create some degree of anxiety. Ask volunteers to share their physical and emotional feelings when you announced the test. “Did those feelings change the longer the quiz went on? How did you feel when I announced that it wasn’t a real test after all?” Define stress and stressor and write the definitions on the board. Discuss ways people adapt to stressful situations. Divide the class into small groups and give each group an example of a stressful situation. Examples of situations might include:
-       You left your permission slip for the class trip at home. It’s due today.
-       You have two papers and three tests this week.
-       Try-outs for the softball team are this Saturday; you really want to make the team.
-       The teacher always calls on you.
-       Your parents and your older brother are always yelling at each other.

Each group develops a list of ways to deal with the stress produced by the problem and then shares the strategies with the rest of the class. Finish the lesson by explaining that the pop quiz did not count towards their grade!

Variation: Students generate positive and negative ways to address stress-producing situations. From the list, students design a poster or comic strip that emphasizes positive ways to deal with stress.

Variation: Discuss factors that children with special needs or living under special circumstances must face. For example, what stressors impact children with physical disabilities? How do they deal with day-to-day situations along with any added stressors? How can students help their classmates?