Division Lanao del Norte

School Kapatagan National High School Grade Level 7

Teacher Ro Jill P. Oling Learning Area HEALTH
Time & Dates Quarter Third

I. OBJECTIVES
A. Content Demonstrates understanding of mental health as a dimension of holistic
Standards health for a healthy life.

B. Performance Consistently demonstrates skills that promote mental health.

Standards

C. Learning Differentiates eustress from distress.

Competencies/ Code: H7PH-IIIa-b-30
Objectives (Write 1. Differentiate eustress from distress.
the code for each 2. Demonstrate situations that show eustress and distress.
LC) 3. Deals with distressing situations to become positive.
II. CONTENT PERSONAL HEALTH
A. Subject
UNDERSTANDI NG STRESS: EUSTRESS AND DISTRESS
Matter
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 391-392
Guide Pages
2. Learner’s Pages 348-349
Material Pages
3. Textbook
Pages
4. Additional
Materials from
LR Portal
B. Other Learning
http://cte.sfasu.edu/wp-content/uploads/2012/08/Balloon-Exercise.pdf
Resources
Learner’s Expected
IV. PROCEDURES Teacher’s Activity/ies
Response/s
Possible answer:
Stress is a normal
emotion and is part of
A. Reviewing
being human. We may
previous
What is stress? feel stressed if we are
lesson or
tired, have a test coming
presenting the
up, have a lot of things
new lesson
to do, or if we are having
an argument with a
friend.
B. Establishing a
Look at the pictures below, and answer the
purpose for the (The students perform
question that follows.
lesson the activity)
Picture 1 Picture 2
 Q1. What can you say about these pictures?

Stress Test
This is a simple opening activity to get the
group talking about stress. The directions are
easy:
 Everyone get a pen and paper. Tear the
paper into 6 pieces
C. Presenting
 On each piece of paper, everyone
examples/
should write about 6 situations that
instances of
stress them out. (One per paper)
the new lesson
 Gather the papers and pick them one by
one. As a paper is picked, the stressor
should be read aloud. Then everyone in
the group should vote, by showing of
hands, if they find that situation stressful
in their personal viewpoint or not.

Let the students read the statement.

Eustress is a positive form of stress that
happens when you’re engaged in an activity
that is both exciting and motivating. With
eustress, you still feel busy (and sometimes
overwhelmed), but you also genuinely like the
task that’s currently occupying your time. It’s the
kind of pressure that gets you motivated to
D. Discussing
accomplish something or leads you to a fulfilling
new concepts
goal.
and practicing
new skills #1
Distress is always punctuated by a fear of the
unknown and a lack of faith in the principle that
life has something good to offer you. Distress
occurs when you live under the cloud of
believing the opposite, that you are doomed,
stuck in your tracks and that the road ahead will
only offer more of the same frustration you feel
right now.
E. Discussing Individual Activity: Possible Answers:
new concepts
and practicing Refer to the attached activity sheets EUSTRESS
new skills #2 (Appendix A) *Buying a home
*Having a child
*Taking a vacation
*Graduation from High
School
*Starting college
*Competing for a
championship
*Holiday Seasons
*Excessive Homework
*Presenting a project in
front of class
*Running for class
president
*Getting a new job
*Marriage

DISTRESS
*Death of a spouse
 *Losing contact with
loved ones
*Breaking up with
boyfriend or girlfriend
*Being abused or
neglected
Legal problems
*Conflict with friends
Sleep *Problems
Changing schools
*Problems at school
*Being Sick
Family money problems

Group activity:

1. Divide the students into 4 groups. Each

F. Developing
group will select one situation from the previous
mastery
activity to be performed.

2. Each group will be given 10 min. to practice.

G. Finding Change the distressing situations into eustress

practical situations.
applications of
concepts and 1. Breaking up with boyfriend or girlfriend
skills in daily 2. Conflict with friends
living 3. Failing grades

H. Making
generalization Pair activity:
and
abstractions Refer to the attached activity sheets
about the (Appendix B)
lesson

Draw a smiling face if you consider it as a

source of eustress and a sad face if it causes
distress.

_____1. Choosing a friend

_____2. Arguing with a classmate
I. Evaluating _____3. Going to a new place
learning _____4. Having a newborn sibling
_____5. Getting a failing mark
_____6. Losing your money
_____7. Getting a birthday surprise
_____8. Attending a party
_____9. Witnessing a tribal dance
_____10. Watching a traditional play

J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment

B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.

D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?

F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

G. What innovation
or localized
materials did I
use / discover
which I wish to
share with other
teachers?
APPENDIX A

Name: ________________________________ Section: __________ Score: _________

ACTIVITY SHEETS: EUSTRESS vs DISTRESS

It is somewhat hard to categorize stressor into objective lists of those that cause eustress and those
that cause distress, because different people will have different reactions to particular situations.
However, by generalizing we can compile a list of stressors that are typically experienced as
negative or positive to most people, most of the time.

**Look at the stressors and determine whether you feel they are generally Eustress or Distress.
Write each stressor in the appropriate column.

EUSTRESS (good stress) STRESSORS Distress (negative stress)

Death of a spouse
Starting college
Marriage
Losing contact with loved ones
Breaking up with boyfriend or
girlfriend
Buying a home
Being abused or neglected
Having a child
Taking a vacation
Legal problems
Conflict with friends
Sleep Problems
Changing schools
Graduation from High School
Competing for a championship
Problems at school
Being Sick
Family money problems
Holiday Seasons
Excessive Homework
Presenting a project in front of
class
Running for class president
Getting a new job
APPENDIX B

Name: ________________________________ Section: __________ Score: _________

ACTIVITY WORKSHEET!
There are some stressors and situations that may be perceived as Eustress, but could turn into
Distress………. and distress that can be turned into eustress.
For the following examples, come up with a Positive Stress scenario and a Negative stress scenario
for EACH topic. Explain how each could happen.

You love the school you are at. You are involved in activities, accepted, and have many
friends. You find out you have to move to another place and start at a new school.

EUSTRESS POSITIVE SCENARIO DISTRESS NEGATIVE SCENARIO

Write how marriage could be Eustress and Distress

EUSTRESS DISTRESS

Write how being stuck in stopped traffic for over an hour can be Eustress and Distress.
EUSTRESS DISTRESS
Group Members: Date: _____________________
__________________________________ Period: ___________________
__________________________________ Teacher: __________________
__________________________________
__________________________________
__________________________________

PERFORMANCE RUBRICS

POSSIBLE POINTS
CATEGORY REQUIREMENTS
POINTS EARNED
The play contains many creative details
and/or descriptions that contribute to
CREATIVITY 5
the viewer’s enjoyment. The author has
really used his/her imagination.
There is an appropriate amount of
dialogue for all members to have a
DIALOGUE 5
balanced role and to bring characters/
situation to life and it is realistic.
Playwright has incorporated plenty of
action to bring the story to life. The play
ACTION is exciting and realistic. Movements are 5
effectively planned and well placed to
add to the action of the play.
Voice was loud and clear; words were
VOICE 5
easily understood
BLOCKING Good use of stage and movement—did
5
not turn back to audience
MEMORIZATION/ Script was partially memorized; student
5
IMPROVISATION improvised in place of lines.
FACIAL
Great use of gestures, facial expression
EXPRESSION/ 5
and body movement!
BODY LANGUAGE
Accepts ideas of others; able to
COOPERATION 10
compromise. All members contribute.
Shows confidence, Informative,
OVERALL Entertaining; engages audience,
5
PRESENTATION Speaks loudly and clearly, and
Appropriate use of body language.
TOTAL POSSIBLE POINTS/POINTS EARNED: 50
FINAL GRADE %
Final Production Project and Performance
1. Each member of your group must perform.
2. Each member of your group must cooperate to complete a production role
(stage manager or designer: set, costume, lights, sound, props).
3. Each performance must include all aspects of production: Character, Set, Costumes, Sound,
Props, etc.
4. Your group must provide all necessary materials for your production.
5. Final Drafts of all design work must match what is used in performance.