Students watch a TED talk that investigates the positive implications of stress if we believe that stress is good for us. Students identify their own personal stress indicators and create positive strategies. Students create a video to share their knowledge with their peers.
Students understand that their belief of stress impacts their health and that there are strategies they can implement to have stress impact them positively both physically and mentally.
Students are able to design and describe strategies about stress management that impact positively. Students can create, review and evaluate effective PSA's.
Students value the power of positive beliefs on mind, body, health.
Students are able to design and describe strategies about stress management that impact positively. Students can create, review and evaluate effective PSA's.
Students value the power of positive beliefs on mind, body, health.
Lesson 1
Tapping Into Understanding
|
Prompt 1: Walking Mind Map - students move around groups adding to their understanding of what stress is?
Prompt 2 / 3: students write ways of dealing on a card, based on the cards the groups line up from most effective to least effective. |
Students are asked the following prompts:
|
Finding Questions
Students are asked, What do I want or need to know / understand about dealing with stress"
Students use the QFT protocol:
Students use the QFT protocol:
- Students write as many questions as they can individually.
- Students form groups write a list of all their questions.
- They prioritize the top 5 questions and rank them.
- Each group shares their top question.
Lesson 2
Exploring the Evidence
Students watch both youtube videos. They take notes to answer their top questions.
Do the videos help answer the questions? Do you need to rewrite or direct your question?
Do the video's make them want to ask more questions?
Student revisit the word cards from Lesson 1 and see if the evidence has changed their thought process.
Students are asked to return to google classroom and respond to their peers questions from lesson 2. From what they now know, how would they answer these questions?
Students may choose to research more evidence to help create a theory on how to deal with stress.
Do the videos help answer the questions? Do you need to rewrite or direct your question?
Do the video's make them want to ask more questions?
Student revisit the word cards from Lesson 1 and see if the evidence has changed their thought process.
Students are asked to return to google classroom and respond to their peers questions from lesson 2. From what they now know, how would they answer these questions?
Students may choose to research more evidence to help create a theory on how to deal with stress.
Lesson 3 - 4
Constructing a Theory
|
Students are introduced to the GRASPS task for this unit.
Before looking into making their own PSA, students take a look at the Choices PSA used in the previous lesson and judge the PSA on the provided scale. |
|
Students create a video (public service announcement) that educates their peers on their theory of dealing with stress, the video is to include a minimum of 2 strategies on dealing with stress. Video's include:
During lesson 4 students use the "Judging a PSA" checklist to evaluate their own work. Remind students on their GRASPS review task to guide their design. Provide formative feedback on the video based on above bullet points. |
Lesson 5
|
|
Students have the lesson to complete their review of their peers PSA's. Students complete a peer review on 2 pieces of work Students make edits based on their peer review. |
Lesson 6
Reflecting and Acting
Students watch their peers PSA Stress videos and write a paragraph on the following prompt; Now that I have learned this, so what? What action will I take in the world as a result of my learning?
