Weekly Lesson Plans Teacher: Marsh Semester: 1 Subject / Grade: Health / 8th Week of: November 3 - 7 Daily Plans and Activities for Monday 11/3 Objective: Students will - Analyze how stress can affect physical, mental/emotional, and social health. - Discuss how substance abuse harms mental/emotional health. Procedure: Bell Work: Complete the following statements: 1. When I am at the doctor’s office, I feel… 2. During a test, I feel… 3. Having a disagreement with a friend makes me feel… Explain that understanding situations and events that upset you can help you deal with stress. Lesson: Have students create a cartoon strip of a teen meeting a date’s parents for the first time. Post the strips in front of the class. Talk about the kinds of stress involved in the situation. Discuss Stress and your health - Physical effects 1. Psychosomatic response: a physical reaction that results from stress rather than from injury or illness. 2. Headache 3. Asthma 4. High Blood Pressure 5. Weakened immune system - Mental/Emotional and Social Effects 1. Difficulty Concentrating 2. Mood Swings 3. Risk of substance abuse (drug use) Exploring Issues page. 203 Taking Control of Chronic Stess - Engage in physical activity - Look for support among your friends and family - Find a hobby or activity that relaxes you. - Avoid using tobacco, alcohol, and other drugs. Closing - Have students identify an important new fact or idea he or she has gained from this lesson. How will it help them to deal with stress in the future. Homework: 1. Read Chapter 8 lesson 2 pg. 205-209 2. Chapter 8 lesson 2 review pg. 209 1-5 Evaluation: Students will be evaluated on their participation in class discussion, stress cartoon, and closing sentences. Daily Plans and Activities for Tuesday 11/4 Objective: Students will - Identify personal causes of stress - Demonstrate refusal strategies for avoiding some stressful situations - Develop strategies for managing stress - Examine how healthful behaviors help reduce stress Bell Work Make a T-Chart. In the left column, list three sources of stress I your life. Classify the three stressors as life events, physical stressors, or daily hassles. In the right column, briefly describe what you do to help deal with each particular stressor. Lesson Identifying personal causes of stress - Life events (drivers license, graduation, moving, birth, adoption, divorce) - Physical stressors (pollution, excessive noise, physical injury, lack of rest, drugs) - Daily hassles (Time pressures, responsibilities, deadlines, conflicts with peers) Ways to manage stress - Plan ahead 1. Decide what you need to do ahead of time. 2. Prepares you for unexpected changes 3. Gives you a flexible map for achieving you goals 4. Figure 8.2 is an example of planning ahead. - Get Adequate Sleep 1. 8-9 hours will help you face challenges and demands of your day. 2. Better mood, think more clearly, look and feel better. - Regular Physical Activity - Eat nutritious foods 1. Eat regular meals 2. Limit “comfort” foods 3. Limit caffeine - Avoid tobacco, alcohol, and other drugs Stress Management Techniques - Redirect your energy - Relax and laugh (most important one). 1. Realize that no matter how daunting the task is, it is not life or death. - Keep a positive outlook. - Seek out support. (moving example) Closing: Let students identify a specific stressful situation or event. Have a partner suggest strategies for handling the stress. Homework: Hands on Health Activity pg. 207 Read Chapter 8 lesson 3 pg. 210-213 Evaluation: Student will be evaluated based on their participation in class discussion and their hands on health activity. Daily Plans and Activities for Wednesday 11/5 Objective: Students will - Identify symptoms of anxiety and depression. - Develop strategies for coping with anxiety and depression. - Identify warning signs of major depression that should prompt individuals to seek professional help. Bell Work: Make a list of common stressors that can cause teens to feel anxious. Pick one and write a paragraph describing ways to manage this stressor. Lesson: What is Anxiety? - The condition of feeling uneasy or worried about what may happen. - An example would be giving a speech Strategies for coping with anxiety - redirecting your energy - Physical activity - Support - NEVER, NEVER, NEVER turn to alcohol or drugs to cope. What is depression? - A prolonged feeling of helplessness, hopelessness, and sadness. - Much stronger than the occasional sad mood. - Reactive depressions- In response to something that happens. Usually goes away. - Major Depression- medical condition requiring treatment and in some cases medication. Symptoms of teen depression - Irritable or restless mood. - Withdrawal from friends and activities that were previously important - Change in appetite and weight - Feelings of guilt and worthlessness Health Skill Activity pg. 212 Closing: Go around the room inviting each student to contribute a different fact from this lesson about anxiety and depression. Homework: - Read Chapter 9 lesson 1 pg. 224-229 - Chapter 9 lesson 1 review pg. 229 #1-5 Evaluation: Students will be evaluated on participation in class discussion. Daily Plans and Activities for Thursday 11/6 Objective: Students will - Distinguish types of mental disorders - Identify situations requiring professional mental health services. - Identify and describe the types of mental disorders that affect our society. Bell Work: In your journal, write as many words as you can think of that you associate with the term mental disorder. Categorize words as positive or negative. What might this indicate about attitudes regarding mental disorders? Tying to prior knowledge: Have students recall a few facts they know about anxiety and depression. Explain that students will learn more about these and other disorders as they study lesson 1. Lesson: Mental Disorders (an illness of the mind that can affect the thoughts, feelings, and behaviors of a person, presenting him or her from leading a happy, healthful, and productive life. Types of mental disorders - Organic Disorders (caused by physical illness or injury) - Functional Disorder (has a physiological cause and does not involve brain damage. Result from heredity, conflict, fear, or other) - Anxiety Disorders 1. Phobia (fear of something specific) 2. Obsessive Compulsive Disorder (persistent, repeated, irresistible behaviors) 3. Panic Disorder 4. Post-traumatic stress disorder( a condition that may develop after exposure to a terrifying event that threatened or caused physical harm) - Mood Disorders 1. Clinical Depression 2. Bipolar disorder 3. Eating disorders - Conduct Disorders 1. Schizophrenia 2. Personality Disorders i. antisocial personality disorder ii. Borderline personality disorder iii. Passive-aggressive personality disorder Closing: Ask students to write a brief personal statement in their journal explaining how their attitudes towards mental disorders have changed in response to the info in this lesson. Homework: Read Chapter 9 lesson 2 pg. 231-233 Chapter 9 lesson 2 review pg. 233 #1-5 Evaluation: Students will be evaluated based on their participation in class discussion. Daily Plans and Activities for Friday 11/7 Objective: Students Will - Identify the warning signs of suicide - Analyze strategies to prevent suicide - Develop strategies for coping with depression - Develop strategies for coping with feelings in the aftermath of tragedy. Bell Work: Write down three danger signs you might detect in someone who is thinking about suicide. Explain why you think these are warning signs of suicide. What do you think family members and friends can do to help a loved one who is exhibiting these signs? Lesson: Discuss: Alienation (feeling isolated and separated from every else) Suicide (the act of intentionally taking one’s own life) Suicide Risk factors - Suffering from depression - Abusing alcohol or drugs - Physical or sexual abuse - Family history of suicide Examine figure 9.2 (Recognizing the warning signs) Helping Others - Initiate a meaningful conversation - Show support and ask questions - Try to persuade the person to seek help Multiple suicides - Cluster suicides Evaluation: Students will be evaluated based on participation in class discussion and answers to lesson review.