https://nifa.usda.gov/ 

program/4-h-positive-youthdevelopment 

National Institute 

of Food 

and Agriculture 

United States 

Department of 

Agriculture 

lesson plan: activity 1.3 

lesson details introduction 

Lettering in StreSS 

A FederAl PArtnershiP For steM educAtion 

expeditionary

SkiLLS

for life 

 

National Aeronautics 

and Space 

Administration 

age/grade level 

Elementary School 

learner outcoMes 

Youth will use calm and flexible 

approaches in dealing with unfamiliar 

situations and be able identify 

reasonable responses to the specific 

stress situation. 

success indicators 

Youth will be able to work with other 

groups to teach about stress 

management techniques. Youth will 

be able to identify and use personal 

stress management techniques. 

life skills 

Critical thinking, communication, 

creativity, flexibility, adaptability, 

initiative, leadership, self-direction, 

responsibility 

national standards 

21st Century Skills / Life and Career 

Skills / FLEXIBILITY AND ADAPTABLITY / develop thinking skills, 

content knowledge, and social and 

emotional competencies to navigate 

complex life and work environments 

21st Century Skills / Content 

Knowledge / HEALTH LITERACY / 

Understanding preventive physical 

and mental health measures, 

including proper diet, nutrition, 

exercise, risk avoidance and stress 

reduction 

prep tiMe 

5 minutes 

activity tiMe 

1 hour 15 minutes (all activities 

combined) 

Materials list 

•	 Stress balls (up to 5 per group) 

•	 Index Cards (3-4 per youth) 

•	 Tape (optional) 

•	 Paper 

•	 Writing utensils 

suggested space 

Open space 

suggested group size 

5-8 per group, multiple groups can 


be formed
 

references 

The More the Merrier 

http://belmontwellness.com/ 

wp-content/uploads/stress-forsuccess.pdf 

The Story on Stress 

http://kidshealth.org/en/kids/stress. 

html# 

Kids Health in the Classroom 

https://classroom.kidshealth.org/
 

classroom/3to5/problems/emotions/stress.pdf 


Have you ever felt sick to your 

stomach during a test? Have you 

had days when you were so loaded 

down with homework that you had trouble 

sleeping? Have you ever been so worried 

about something that you ended up with a 

terrible headache? If so, then you know 

what it’s like to feel stress. 

Stress is what you feel when you are worried or 

uncomfortable about something. This worry in 

your mind can make your body feel bad. You 

may feel angry, frustrated, scared, or afraid 

— which can give you a stomachache or a 

headache. When you’re stressed you may not 

feel like sleeping or eating, or you might sleep or 

eat too much. You also may feel cranky or have 

trouble paying attention at school and 

remembering things at home. 

Good or normal stress might show up when 

you’re called on in class or when you have to 

give a report. Have you ever gotten butterflies in 

your stomach or sweaty hands? Those can be 

signs of good stress — the kind of stress that 

can help you to get things done. 

But bad stress can happen if the stressful 

feelings keep going over time. You may not feel 

well if your parents are fighting, if a family 

member is sick, if you’re having problems at 

school, or if you’re going through anything else 

that makes you upset every day. That kind of 

stress isn’t going to help you, and it can actually 

make you sick. 

continued next page >> 
page 2

lesson plan: activity 1.3 

Lettering in StreSS, continued 

expeditionary

SkiLLS

for life 

>> continued from previous page 

The best way to keep stress away is to have a balanced life. 

That means making good decisions about how to spend 

your time. If you’re only dealing with school stuff and have 

no time to play, you can get stressed. Make sure you keep 

your SELF in mind: Sleep, Exercise, Leisure (something 

fun), and Food. 

If you take care of yourself and get enough sleep and food, 

and if you exercise and leave time for fun stuff, you’ll 

probably be less stressed out! 

activity instructions 

activity: stress Ball (30 Minutes) 

1.	 Have each group of 5 to 8 youth form a circle. 

2.	 Give one stress ball to each group. 

3.	 Let the youth know that they have two goals – to toss 

the ball in the same pattern each time, and to not let 

the ball drop to the ground. 

4.	 Have the youth holding the stress ball underhand toss 

the ball to someone else in the group. Remind them 

that they need to remember who they tossed the ball 

to as the same order is to be followed each time. 

5.	 Each youth tosses the ball to someone who has not 

yet had the ball. The last person tosses it to the 

original person. 

6.	 Once the pattern is established, time how long it takes 

to toss the ball through the full pattern without the 

ball dropping. Then see if they can improve the time. 

7.	 After they have done that a few times, increase the 

number of balls in each group—keeping each ball 

going in the same pattern and keeping all of the balls 

from dropping to the ground. 

discussion Questions 

•	 Was it difficult to remember who you needed to toss 

the ball to? Why or why not? 

•	 Did anything become more difficult when more balls 

were added? Why or why not? 

•	 If it became more difficult, what did you do to handle 

that pressure? 

•	 What could you have done as group to better handle 

the pressure? 

Point out that it was necessary for everyone to be present 

or mindful of the activity in order for it to be successful. 

Being mindful and present is also helpful in reducing stress 

during stressful events. 

deBrief activity: index card castles 

(25 Minutes) 

1.	 Divide youth into groups of 4-6 per group 

2.	 Give each group a stack of index cards and 2-3 writing 

utensils 

3.	 Have groups set up close to each other 

4.	 Ask youth to write down anything they learned today 

(one idea per card) 

5.	 Give them 6-7 minutes to write, then have each group 

start building a castle out of their cards (tape can be 

provided but it is more challenging without tape) 

6.	 If castles fall, encourage those groups to consider how 

they might make a stronger “base” to their structure. 

7.	 After about 10 minutes of construction time, 

encourage groups to consider making their castles join 

each other creating a “village” (connecting castles can 

be done with blank cards) 

8.	 Once the village is created ask a few of the youth to 

share one idea they listed on the cards and then ask 

how many others listed the same idea/ statement 

applied challenge 

In pairs or small groups, have the youth come up with a 

list of 5 to 10 ideas that they can do to help manage their 

stress. Using these ideas, have them write a letter to 

themselves with their three favorite ideas listed in the 

letter. In 3 months, give these letters back to the youth to 

remind them of these ideas. Encourage them to practice 

these stress management ideas. 

Example ideas: 

•	 Eat healthy meals with plenty of fruits and vegetables 

•	 Exercise or physical play every day 

continued next page >> 
page 3

lesson plan: activity 1.3 

Lettering in StreSS, continued 

expeditionary

SkiLLS

for life 

>> continued from previous page 

•	 Do things you enjoy (art, listening to music, being 

outdoors, dancing, etc.) 

•	 Get good amounts of rest and sleep 

•	 Be with friends who help you cope in a positive way 

•	 Learn relaxation techniques (deep breathing, muscle 

relaxation, meditation) 

•	 Talk to caring adults 

•	 Humor/laughter 

did you know? 

Scientists suggest that stress is part of the evolutionary 

drive because it has enabled humans to survive. 

Specifically, stress temporarily increases awareness and 

improves physical performance. 

Happiness is a choice. You can choose to be happy. 

There’s going to be stress in life, but it’s your choice 

whether you let it affect you or not 

fun fact 

On March 27, 2015, NASA astronaut Scott Kelly and 

Russian Cosmonaut Mikhail Kornienko embarked on a 

special one year mission on the ISS. 

Scientists wanted to study the impact of the longer space 

flight on the human body in preparation for future missions to asteroids, Mars and beyond. Astronauts expereince unique stresses when they are on missions, including 

the effects of microgravity, radiation, unusual light-dark 

cycles, higher levels of CO2, nutritional changes and 

constant noise. 

Learn more about this special mission at https://www. 

nasa.gov/content/dont-stress-the-small-stuff-nasa-1ymresearch-helps-combat-stress-and-fatigue 

instructor’s notes 
activity 1.3: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 1.3: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 1.3: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

Q1 

Q2 

Q3 

activity 1.3: learner assessMent 

These questions are about things you learned during this 

activity. Please check the circle that best describes you. 

expeditionary

SkiLLS


for life

expeditionary

SkiLLS


for life 

I know when I am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I know at least two ways to help myself calm down when I 

am feeling stressed.. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can tell someone when I need help to manage my stress. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I know when I am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I know at least two ways to help myself calm down when I 

am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can tell someone when I need help to manage my stress. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

expeditionary

SkiLLS


for life

expeditionary

SkiLLS


for life 

I know when I am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I know at least two ways to help myself calm down when I 

am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can tell someone when I need help to manage my stress. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

Q1
 

Q2
 

Q3
 

I know when I am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I know at least two ways to help myself calm down when I 

am feeling stressed. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me 

I can tell someone when I need help to manage my stress. 

Not at all like me 

A little like me 

Somewhat like me 

A lot like me