Sexually Transmitted Infections (Vivian Ung)

Title: Stress Snowball (Step into the Shoes of Your Peers)

Principle(s) Investigated: Understanding of environmental and external stress factors, identify ways to manage stress, learn empathy while creating a supportive environment in the classroom.

Standards:

8.1.M Support the needs and rights of others regarding mental and social health

4.1.M Seek help from trusted adults for oneself or a friend with an emotional or social health problem.

8.2.M Promote a positive and respectful environment at school and in the community.

Materials:

· Agree/ Disagree Stress Worksheet

· Pen/Pencil

· Exit ticket/Quickwrite for student reflection

Procedure:

1. Pass out agree/disagree stress worksheet. Emphasize that this worksheet is anonymous so students do not put their names on it.

2. Have students answer agree/disagree to the best of their ability. Instruct students to flip paper over once its completed and wait until all students are done.

3. Once you see that everyone has completed their worksheet, instruct students to crush their paper into a ball (e.g. snowball)

4. Pick a spot in the room where students would aim to toss their ball at. Do not have students all toss the ball at once because it would be chaos. Suggestion: instruct 2 groups at a time to toss it until everyone is done tossing their ball.

5. Have students pick up a random ball in an orderly fashion to avoid pushing and shoving.

6. DO NOT OPEN THE BALL. Once everyone has a ball, pick a second location in the room where students to toss the ball again. This ensures that students did not pick up their friend’s ball and will shuffle/randomize the balls once again.

7. Have students pick up a ball. Continue to keep balls closed.

8. Before opening the ball, split class in half and have them form 2 lines facing each other.

9. Now students may open up their ball. Mention that if they got their own papers back, it is okay because no one knows that they got their own papers back.

10. Script: “we are now going to step into the shoes of our peers/classmates. I know that all of you go through stress but I also hear a lot of people say that they don’t experience any stress. Everyone experiences some type of stress, they just don’t know that certain events can be stressful. Your task is to present the ball/paper you picked up. Follow my instructions as I go through each question. I want you all to make observations as we go trhough each question (e.g. how did it make you feel know that some of your classmates are experiencing these feelings or events. If you answered differently than what is stated on the paper, how did that make you feel?)

a. Step forward if the answer is agree

b. Step backwards if the answer is disagree

11. Go through all questions. Have students share observations out loud.

12. Return back to seats to complete quick write or exit ticket questions

a. How did it make you feel knowing that some of your classmates are experiencing stress?

b. Identify 1 strategy you can use to manage stress.

c. Identify 2 strategies that you can practice to create a more supportive classroom and be a better support system to your peers. Explain how these strategies are important.

Student prior knowledge: By this activity, students will be able to explain what stress is, the flight-fight response, understanding the different life events that can cause stress, and can identify ways to manage stress. This snowball activity will occur towards the closing of the unit.

Explanation: This activity wraps up the unit. The purpose of the stress snowball activity is to help students gain a visual perspective of how many of their peers are going through stress and to understanding that they’re not the only ones going through stress. We want to create a safe and supportive learning environment. As we go through our mental and emotional health unit, students should build empathy towards each other.

Questions & Answers:

Identify 2 strategies you can practice to create a more supportive learning environment for the classroom and be a supportive system to your peers.

- Stop making fun of each other and provide more positive comments

- Ask each other how we are doing (Check-ins)

- Support each other through class assignments and tasks

Identify at least 2 strategies for managing stress.

- Talk to a friend or trusted adult about the stress you are experiencing

- Meditate

- Schedule breaks and meal time

- Allow for “me” time

- Growth mindset – focus on what you can control

Differentiate dealing with stress versus managing stress.

- Often times, people mistaken dealing with stress and managing stress as the same concept. However, one is coping with the stress whereas the other requires one to develop skills to reduce the stress.

Applications to Everyday Life: Identifying the causes of stress can be challenging, especially with teens and adolescents. They’re constantly running on adrenaline or push away how they feel. In addition, they hesitate to ask for help. Through this lesson and activity, students will be able understand that everyone goes through stress and they’re not alone. They will understand the importance of being an ally to each other and creating a supportive learning environment. Students will develop life-skills on how to identify the causes of stress and how to manage stress.

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