Stress Response Stages

Lesson Overview

Grade: 9th
Subject: Health
Unit: Mastering Stress Management (Lesson 2 of 5)
Duration: 45 minutes
Class Size: 30 students

Learning Objectives

By the end of the lesson, students will be able to:

Define and describe the three stages of the General Adaptation Syndrome (GAS): alarm, resistance, and exhaustion.
Explain the physiological and psychological responses of the body during each GAS stage.
Analyze how GAS relates to maintaining homeostasis in response to stress.
Reflect on personal stress responses and consider healthy coping mechanisms.

Common Core State Standards Alignment

CCSS.ELA-LITERACY.RST.9-10.2

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of the complex process, phenomenon, or concept (in this case, stress and GAS).

CCSS.ELA-LITERACY.RST.9-10.3

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.WHST.9-10.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Materials

Dyslexia-friendly printed handouts: summary of GAS stages with supportive graphics and simplified language.
Whiteboard and markers.
Stress response body-chart poster.
Index cards with stress scenarios.
Timer or stopwatch.
Projector (optional) to show a brief animation of GAS stages.

Lesson Procedure

Time	Activity	Description	Differentiation & Supports
0-5 min	Hook / Engagement	Begin with a quick think-pair-share: "Think about a time when you felt very stressed. What did your body feel like?" Walk around as they share. Relate these physical sensations to how the body reacts biologically to stress.	Provide sentence starters on the board (e.g., "I felt my ___," "My heart ___"). Offer verbal support to students with language barriers.
5-15 min	Introduction to GAS Model	Present an accessible explanation of the three GAS stages using the dyslexia-friendly handout and supporting visuals on the board. Emphasize key terms: alarm, resistance, exhaustion, homeostasis. Show a simple animation or diagram illustrating these stages.	Use color-coded visuals to enhance memory. Read key paragraphs aloud, ensuring auditory learners are supported.
15-25 min	Interactive Activity: Stress Scenario Role-play	Divide class into small groups (4-5). Each group receives an index card describing a stress scenario (e.g., preparing for a test, peer conflict). Groups discuss which GAS stage their body would likely be in during each part of the scenario and role-play physical/behavioral symptoms.	Group students strategically for peer support. Allow advanced learners to develop mini-explanations of physiological responses. Provide sentence frames for ease of discussion (e.g., "In the alarm stage, my body ___.").
25-35 min	Whole-Class Discussion	Bring groups back together to share their role-plays and reasoning. Write main points on the board, highlighting how repeated stress can lead to exhaustion and affect homeostasis. Connect to health consequences.	Re-voice and summarize student points for clarity. Ask probing questions to stretch thinking for advanced students.
35-43 min	Reflection & Writing Task	Students complete a short written exit ticket: “Explain the stages of GAS and describe a healthy way to manage stress in each stage.” Support with dyslexia-friendly prompt sheets.	Allow drawings or bullet points for students who struggle with writing. Offer additional time to finish.
43-45 min	Wrap-up & Preview	Summarize key takeaways and announce next lesson topic (Stress Management Strategies). Invite last questions.	Use a quick thumbs-up/thumbs-down to gauge understanding. Provide a brief audio recording of today’s key points for review.

Success Criteria

I can identify and describe the three stages of GAS clearly.
I can explain how my body reacts during stress in each GAS phase.
I can work collaboratively to apply GAS concepts to real-life situations.
I can write or express how to manage stress effectively during GAS stages.

Differentiation Strategies

Provide dyslexia-friendly materials featuring larger fonts, sans-serif text, and bullet points to enhance readability.
Use multimodal instruction: visuals, auditory input, and kinesthetic role-play.
Pair verbal explanations with graphic organizers.
Scaffold written tasks with sentence frames and allow alternative expression (diagrams/drawings).
Assign peer mentors to students with additional needs for support in group work.

Extension Activities for Advanced Learners

Research and present how chronic stress affects different body systems beyond GAS (e.g., cardiovascular, immune).
Explore the concept of allostatic load and its relation to long-term stress-related illnesses.
Create an infographic or multimedia presentation explaining GAS and stress management techniques integrating scientific terminology.

Assessment

Formative: observation during role-plays, class discussion contributions.
Summative: exit ticket writing assignment evaluated using a rubric aligned with clarity, completeness, and connection to concepts.

This lesson offers a clear, engaging, and accessible exploration of stress physiology, meeting Common Core focus on comprehension of complex informational texts and collaborative discussion. The multisensory and scaffolded approach ensures students of diverse learning profiles succeed with both foundational understanding and critical thinking about stress management.

Teaching Instructions