Group or individual warm up activity to help students to think about triggers of emotions.
Three activities (1.1, 1.2, 1.3) have students assess and reflect on stress and sensations of stress. The first activity asks students to identify the senses through which we experience the world. The second activity has students reflect on stress mindsets. The third activity is a review of what sensations we feel in our bodies when stressed.
This reflection activity has a mix of multiple choice and short answer questions. The aim of the activity is to check student learning of the key concepts in Unit 5 (Stress Mindsets, Reframing).
This lesson introduces the concepts of Stress Mindsets and reframing (also known as cognitive reappraisal). This activity provides three resources for teachers including lesson slides, a video that can be shown to students that uses the slides, and transcripts of the video. Note that there are two videos: 1. Mindsets, 2. Reframing.
6 short-answer questions for students to contemplate that relate to the concept of Stress Mindsets. The aim of the activity is to activate student learning for the lesson ahead.
Two group activities are presented: (1) In modern life, do we face more physical threats or mental threats? (2) "Create a list of physical threats and mental threats that students like you may face". The purpose is to have students reflect on modern life and how it is sometimes misaligned with how our stress response functions.
The purpose of this activity is to activatate students' knowledge of breathing (i.e., from hobbies). Two discussion questions are presented: (1) Do you have hobbies where you have learned certain ways to breathe? (2) What roles does breathing play in your hobbies?
This unit and these slides provide an introduction to our breathing system and how this is a key element in stress management.
The purpose is to have student discuss and reflect on what they have learned. Two discussion questions are provided. The first is, How does balance relate to our stress response?. The second is, What was the most interesting thing you learned in this lesson?
The purpose is to have students reflect on the lesson through two discussion questions: (1) Why is it important to practice breathing techniques? (2) What did you learn from this lesson that you didn’t know before?
This lesson introduces students to homeostasis, how it relates to the stress response and chronic stress, and the importance of diaphragmatic breathing. This activity provides three resources for teachers: video that can be shown to students, video transcripts, and presentation slides.
This warm up activity is for introducing students to the concept of homeostasis (balance) and how it relates to the stress response.
This warm up activity is for having students connect breathing and the stress response to automatic behaviours.
A group discussion: Ask your group members about their lifestyle habits. Try to find better lifestyle choices that you can do together.
A reflection activity with three questions for students. The first two questions relate to reflecting on how they can make positive changes to their lifestyles. The final question is a general reflection on this unit.
This unit and these slides provide an introduction to our breathing system and how this is a key element in stress management.
A survey that involves having students reflect on their lifestyles (healthy habits).
This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:
"In poultry, environmental stress can cause changes in the microbiome of the gastrointestinal tract that are associated with increased disease susceptibility. One route by which environmental stress can affect the microbiome is through neuroendocrine-driven host-microbiome interactions in the gut, a field of study called Microbial Endocrinology. Unfortunately, few studies have examined neuroendocrine changes in the avian gut following stress and how this may associate with the microbiome. A recent study uses a new microbial endocrinology-based framework to better understand the neuroendocrine interactions behind the avian host-microbiome relationship. Microbial endocrinology lies at the intersection of microbiology and neurobiology, seeking to uncover how microbes and host biology affect each other through bi-directional neuroendocrine interactions..."
The rest of the transcript, along with a link to the research itself, is available on the resource itself.
Students are presented with a biomedical engineering challenge: Breast cancer is the second-leading cause of cancer-related death among women and the American Cancer Society says mammography is the best early-detection tool available. Despite this, many women choose not to have them; of all American women at or over age 40, only 54.9% have had a mammogram within the past year. One reason women skip annual mammograms is pain, with 90% reporting discomfort. Is there a way to detect the presence of tumors that is not as painful as mammography but more reliable and quantifiable than breast self-exams or clinical breast exams? This three lesson/three activity unit is designed for first-year accelerated or AP physics classes. It provide hands-on activities to teach the concepts of stress, strain and Hooke's law, which students apply to solve the challenge problem.
Students are introduced to the similarities and differences in the behaviors of elastic solids and viscous fluids. Several types of fluid behaviors are described Bingham plastic, Newtonian, shear thinning and shear thickening along with their respective shear stress vs. rate of shearing strain diagrams. In addition, fluid material properties such as viscosity are introduced, along with the methods that engineers use to determine those physical properties.