Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part A: Fight, flight or freeze
25 minutes	Part B: Physical reactions
10 minutes	Part C: View and respond
10 minutes	Reflection

Part A: Fight, flight or freeze

Step 1.

Play this video Fight or Flight response (https://www.youtube.com/watch?v=8ayBkYOAGBA) OR The Fight Or Freeze Response (https://youtu.be/jEHwB1PG_-Q) to your class.

Step 2.

In pairs, students will have 10 minutes to learn more about the fight, flight or freeze response through independent internet research.

Step 3.

Each pair will create a list of ten key pieces of information on their research's fight, flight or freeze response.

Step 4.

Once completed, each pair must discuss the list with their partner and consolidate their current list into a top-five list of the information they have about the fight, flight, or freeze response which they consider to be the most important.

Step 5.

Invite students to share their lists with their peers to allow students to build on their knowledge and learn from their peers. You may like to ask students to write down any new information.

Part B: Physical reactions

Step 1.

Ask students to describe an experience where they believe their fight, flight, or freeze response may have been triggered - e.g. their first day of Year 7 or performing in front of a crowd.

Step 2.

Project the following image to the students and read the physical effects brought on by a fight, flight or freeze response.

Step 3.

You may like to emphasize how understanding what our bodies experience during a fight or flight helps us prepare and prepare for stressful situations.

Step 4.

Refer students to the diagram on the Student Worksheet (outline of a body).

Step 5.

Ask students to identify their body's physical reactions during this experience on the diagram, using arrows and annotations similar to the projected image. Allow them adequate time to complete the activity on the Student Worksheet. For example, they may draw an arrow to their sweaty palms or lungs to indicate rapid breathing.

Step 6.

Invite students to share their experiences with their peers. Remind students to demonstrate respect and compassion when listening to their peers.

Part C: View and respond

Step 1.

Play the following video The stories behind the viral videos from Australia's bushfire crisis | Four Corners (https://www.youtube.com/watch?v=AdGqTQkRVwE) for students.

Step 2.

Ask students to answer the following questions in response to the video:

How did the person respond to the bushfire?
What signs indicate that their fight, flight or freeze response was activated?
Can you notice any similarities or differences between the person and yourself in stressful situations from your own experiences?

Step 3.

Invite students to share their answers with their peers and facilitate a brief discussion about how people responded in the videos.

Reflection

Step 1.

Ask students to come together in a discussion circle. As the teacher, place yourself outside of the circle so you can observe and mediate the student discussion if necessary.

Step 2.

Present students with the provocation: if a person is aware of the fight, flight and freeze response, do you think their reaction to a stressful or hazardous situation such as a fire would be different? Why or why not?

Step 3.

Allow students to discuss the provocation freely. Ensure each student gets the opportunity to share their opinion.

Differentiated learning

Extension

Invite students to locate other situations, events or stories where people's fight or flight response was activated. Then, ask them to elaborate on which physiological and biological effects occurred.

Provisions for learning support

In Part A, provide students who require more support with extra time to complete the task. In Part B, you may like to provide printed copies of the projected image, which details the Physical Reactions for students with vision or hearing impairments.

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Resilient Australia - The Body's Response To Natural Hazards

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