Learning Context
	The purpose, objective, or focus of the learning experience:

The statement "Teens don’t know what stress is!" is FALSE! Today youth must deal with everyday stress in their personal lives.  The topic is relevant to the times as we raise academic expectations. The goal is early detection of stress symptoms before stress has an opportunity to escalate.

In this Learning Experience students learn about preventing and relieving stress. They conduct self-assessments, plan a stress clinic, research community resources, and write a reflective essay.

These lessons are the stress management segment of a high school mental health and wellness unit in the required ½ credit 10^th grade health course. It is meant as a "summative assessment" to follow health and wellness lessons.

Guiding Questions:

1. How can stress be recognized?
2. What are some human and non-human resources that can relieve stress?
3. Unit Plan

Standard 1: Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

• Demonstrate the necessary knowledge and skills to promote healthy development into adulthood.
• Apply prevention and risk reduction strategies, which can delay the onset or reduce the risk of potential health problems.

Standard 3: Students will understand and be able to manage their personal and community resources.

• Demonstrate the ability to access community health services for self and others
• Demonstrate advocacy skills in promoting individual, family and community health.

Career Development and Occupational Studies

Standard 2: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.

• Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.
• Demonstrate the ability to organize and process information and apply skills in new ways.
• Communicate effectively and help others to learn a new skill.
• Allocate resources to complete a task.

Standard 1: Students will read, write, listen and speak for information and understanding.

Performance Indicator:

Synthesizes information from diverse sources and identifies complexities and discrepancies in the information.

Support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument.

Use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively.

(Taught during the course before the learning experience, or acquired during the learning experience.)

• Definition of health/wellness/personal values.
• Needs (Maslow’s Hierarchy).
• Physical and psychological stressors.
• "Eustress"/"Distress".
• Identify physical, emotional and behavioral symptoms of stress.
• Identify personal support people.
• Locate resources to solve problems.
• Contact a community resource for help.
• List possible healthy methods for reducing stress.
• Prioritize healthy ways that they personally reduce stress.
• Compare personal stress reduction methods to those used by others.
• Work in functional role within an organization.
• Advocate for a health issue.

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