yoga curriculum 1-5

Grades K-1 Session #1 BEHAVIOR

PHYSICAL OBJECTIVE

Becoming familiar with the yoga classroom

QUESTION OF INQUIRY

How do my actions affect myself and others?

CHARACTER CONNECTION

RESPECT

MATERIALS

Yoga Mats Bell

BUILDING BACKGROUND

Physically, yoga enhances flexibility, strength, coordination, and body awareness. While participating in yoga, children will exercise, play, connect more deeply with their inner selves, and develop an understanding with the natural world that surrounds them. Yoga brings the inner spirit of each child to the surface. Each yoga session involves a certain degree of relaxation, giving children a break from their busy lives. The simple breathing exercises involved with yoga help children relax by focusing on their breath and the simplicity of the moment. A yoga session is not complete without the final resting pose. This allows the body to take time to understand the new information it has received through practicing yoga.

FOCUS CHARACTER CONNECTION How do my actions affect myself and others? GOAL = Learning to respect the yoga classroom Yoga Classroom Procedures Listening to the Teacher The Name Game By using a “silent bell” students will use cooperation and concentration to play the game; two essential yoga skills. Invite a student to hold the bell. Instruct this student to hold

it as still as possible so it does not make a sound. The student holding the bell will say their name and

something they like or a word that describes them beginning with the same letter of their name. Example: “My name is Amy and I like Apples”.

ON THE MAT

Here We Go

5-10

min

After the first student is done, they may choose another student sitting anywhere in the circle to take a turn, by passing the bell as silently as possible.

The game will continue until all students have had a turn.

MOVE

To begin to get students familiar with some basic poses, play a simple game of Yogi Says. Start out with non-yoga movements (touch your head, make big arm circle, hop on one foot, etc.), then move into some basic yoga poses. Using the actual names of the poses will help familiarize students to yoga terms for later sessions.

Mountain Pose Foundation Pose

Basis for all Standing Poses

Tree Pose Balancing Pose

Strengthens Legs Lengthens the Spine

Down Dog Strengthens the Upper Body Stretches out Back of Legs

Triangle Pose Complete Body Stretch

Up Dog Opens the Chest & Shoulders

Lengthens the Spine Strengthens the Legs

Child’s Pose Soft Stretch for the Ankles,

Hips, and Thighs

RELAX

Rest Calms the Brain Relieves Stress Relaxes the Body Lowers Blood Pressure

Guide the students as follows: Lie down on your back. Gently allow your legs to relax and your

5-10

min

15

min

arms to relax with your palms face up. Make sure you’re as comfortable as possible and gently close your eyes. Allow your eyes to sink to the back of your head and begin to let the muscles in your face relax. Gently rock your head side to side and allow the muscles in your neck to relax. Begin to breathe as if you were about to fall asleep. Let the muscles in your shoulder relax and notice your chest and belly rising and falling with your breath. Relax your belly, relax your legs, and let your body melt into the floor. Let go of the thoughts in your mind and we will stay here resting in stillness and silence for a few more moments. Bring your attention back to your body, begin to wiggle your fingers and toes. Now take a nice big stretch. Roll over to one side, be careful of your neighbors, and slowly come back to a cross leg position. How do you feel right now? Does your body feel different than when you entered the class today?

Standards

Social Emotional Learning (Illinois) � Early Elementary

� 2C.1b. Demonstrate appropriate social and classroom behavior.

Physical Education (CA)

� Kindergarten � 1.6 Balance on one, two, three, four, and five body parts � 3.5 Stretch shoulders, arms, and back without bouncing

� 1st Grade � 1.6 Balance oneself, demonstrating momentary stillness,

in symmetrical and asymmetrical shapes using body parts other than feet as a base of support.

� 3.6 Stretch arms, shoulders, back, and legs without hyperflexing or hyperextending the joints.

Grades 2-3 Session #1 BEHAVIOR

PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats Bell

BUILDING BACKGROUND





After the first student is done, they may choose another

ON THE MAT

Here We Go

5-10

min

student sitting anywhere in the circle to take a turn, by passing the bell as silently as possible.


MOVE











Hips, and Thighs

RELAX


Guide the students as follows: Lie down on your back. Gently allow your legs to relax and your arms to relax with your palms face up. Make sure you’re as

5-10

min

15

min

comfortable as possible and gently close your eyes. Allow your eyes to sink to the back of your head and begin to let the muscles in your face relax. Gently rock your head side to side and allow the muscles in your neck to relax. Begin to breathe as if you were about to fall asleep. Let the muscles in your shoulder relax and notice your chest and belly rising and falling with your breath. Relax your belly, relax your legs, and let your body melt into the floor. Let go of the thoughts in your mind and we will stay here resting in stillness and silence for a few more moments. Bring your attention back to your body, begin to wiggle your fingers and toes. Now take a nice big stretch. Roll over to one side, be careful of your neighbors, and slowly come back to a cross leg position. How do you feel right now? Does your body feel different than when you entered the class today?

Standards

Social Emotional Learning (Illinois)

� Early Elementary � 2C.1b. Demonstrate appropriate social and classroom

behavior. � Late Elementary

� 3A.2a. Demonstrate the ability to respect the rights of self and others.


� 2nd Grade � 1.2 Transfer weight from feet to hands and from hands to

feet, landing with control. � 1.3 Demonstrate balance on the ground and on objects,

using bases of support other than both feet. � 5.5 Demonstrate respect for self, others, and equipment

during physical activities. � 3rd Grade

� 4.13 Identify the muscles being stretched during the performance of a particular physical activity.


PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats Bell

BUILDING BACKGROUND





After the first student is done, they may choose another

ON THE MAT

Here We Go

5-10

min

student sitting anywhere in the circle to take a turn, by passing the bell as silently as possible.


MOVE











Hips, and Thighs

RELAX


Guide the students as follows: Lie down on your back. Gently allow your legs to relax and your arms to relax with your palms face up. Make sure you’re as

5-10

min

15

min

comfortable as possible and gently close your eyes. Allow your eyes to sink to the back of your head and begin to let the muscles in your face relax. Gently rock your head side to side and allow the muscles in your neck to relax. Begin to breathe as if you were about to fall asleep. Let the muscles in your shoulder relax and notice your chest and belly rising and falling with your breath. Relax your belly, relax your legs, and let your body melt into the floor. Let go of the thoughts in your mind and we will stay here resting in stillness and silence for a few more moments. Bring your attention back to your body, begin to wiggle your fingers and toes. Now take a nice big stretch. Roll over to one side, be careful of your neighbors, and slowly come back to a cross leg position. How do you feel right now? Does your body feel different than when you entered the class today?

Standards

Social Emotional Learning (Illinois) � Late Elementary

� 3A.2a. Demonstrate the ability to respect the rights of self and others.


� 4th Grade � 3.1 Participate in appropriate warm-up and cool-down

exercises for particular physical activities. � 5th Grade

� 3.6 Perform flexibility exercises that will stretch particular muscle areas for given physical activities.

� 6th Grade � 5.1 Participate productively in group physical activity.


PHYSICAL OBJECTIVE

Connecting Breath to Movement Learning Safe Variations of the Three Lotuses

QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats Tacky the Penguin, by Helen Lester (optional)

BUILDING BACKGROUND

Proper Breathing will be an important concept in all future yoga sessions. Breathing brings adequate oxygen supply to the body, which creates a means for rejuvenation and vitality. Proper Breathing evokes the relaxation response inside the nervous system. Once students begin to gain control of their breath, they can begin to relate it into their daily lives (i.e. when anxious, upset, angry, studying for a test, etc.) Every yoga session will end with the Lotus positions. Like a lotus flower floating on the surface of the water, these positions symbolize a sense of calm reflection, and tranquility in the body. These final positions help to regulate the breath and quiet the mind before moving into rest.

FOCUS CHARACTER CONNECTION How do my actions affect myself and others? GOAL = Learning to respect our bodies Don’t push yourself Use variations of poses when necessary Allowing your body to experience proper rest Connecting Breath with Movement Direct students to sit naturally and inhale deeply. Observe what happens to the body. Ask for student responses. Explain that the spine lengthens on the inhale and contracts on the exhale.

Connecting Breath with Sound Guide the students as follows: When we’re practicing yoga, we always breathe in through the nose and out through the nose. We want the breath to make a soft sound like the sounds of the

ON THE MAT

Stilling the Waters

5-10

min

ocean waves as the come and go from the shore. It’s kind of like whispering “haaa” with your mouth closed. Let’s try this. Take a deep inhale and as you exhale, whisper “haaa”. Inhale again, this time with the mouth closed, “haaa”. Let’s see if we can get the same sound on the inhale. Try imagining inhaling the scent of a sweet flower.

MOVE

Invite students to lift arms over head while inhaling and lower the arms on the exhale. Compare how it feels when done in reverse (raising arms while exhaling and lowering arms when inhaling). Introduce simple poses and continue to connect the movement with the breath. Cat/Cow Inhale – Cat Exhale – Cow Up Dog & Child’s Pose Inhale – Up Dog Exhale – Child’s Pose

RELAX

*Each session will end with all 3 Lotus positions and guided rest. If time is short, do 5-10 breaths of #2 Lotus position only and then move into guided rest. #1 Folded Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Improves Digestion #2 Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Quiets the Mind #3 Up-Rooted Lotus (5-10 Breaths Builds Arm Strength Builds Core Strength Prepares Body for Rest

10

min

10

min


Guide the students as follows: Lie down on your back. Gently allow your legs to relax and your arms to relax with your palms face up. Make sure you’re as comfortable as possible and gently close your eyes. Allow your eyes to sink to the back of your head and begin to let the muscles in your face relax. Gently rock your head side to side and allow the muscles in your neck to relax. Begin to breathe as if you were about to fall asleep. Let the muscles in your shoulder relax and notice your chest and belly rising and falling with your breath. Relax your belly, relax your legs, and let your body melt into the floor. Let go of the thoughts in your mind and we will stay here resting in stillness and silence for a few more moments. Bring your attention back to your body, begin to wiggle your fingers and toes. Now take a nice big stretch. Roll over to one side, be careful of your neighbors, and slowly come back to a cross leg position. How do you feel right now? Does your body feel different than when you entered the class today?

DIGGING DEEPER

LITERATURE & DISCUSSION – RESPECT: WHAT IS IT? Tacky the Penguin, by Helen Lester

1. How was Tacky different from the other penguins? How did Tacky feel about his differences?

2. Was Tacky afraid of the hunters? 3. How did being different help Tacky save all the other

penguins? 4. Do you think the other penguins thought differently about

Tacky after he saved them? 5. What does respect mean? Did the other penguins show

respect for Tacky at the beginning of the story? 6. If you could talk to Tacky, what would you tell him? 7. Is being different okay? 8. Have you ever felt different?

5-10

min

Standards


� Early Elementary � 2C.1a. Identify ways to work and play well with others. � 2C.1b. Demonstrate appropriate social and classroom

behavior.







PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats Chrysanthemum, by Kevin Henkes (optional)

BUILDING BACKGROUND




ON THE MAT

Stilling the Waters

5-10

min


MOVE


RELAX


10

min

10

min



DIGGING DEEPER

LITERATURE & DISCUSSION – RESPECT: WHAT IS IT? Chrysanthemum, by Kevin Henkes

9. What does respect mean? Did the children in the class show respect for Chrysanthemum?

10. What effect did the teasing have on Chrysanthemum? Did the teasing change the way Chrysanthemum felt about herself?

11. What happened in the story to change Chrysanthemum's sadness? Did Chrysanthemum ever gain back her self-respect?

12. What did we learn about other people's differences? 13. What would you say to Chrysanthemum if you could?

Standards




5-10

min

� 2C.2b. Analyze ways to work effectively in groups. � 2C.2a. Describe approaches for making and keeping

friends. � 3A.2a. Demonstrate the ability to respect the rights of

self and others.




using bases of support other than both feet. � 2.3 Explain the importance of a wide rather than a narrow

base of support in balance activities. � 5.5 Demonstrate respect for self, others, and equipment




PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS Yoga Mats

BUILDING BACKGROUND




ON THE MAT Stilling the Waters

5-10

min


MOVE


RELAX


10

min

10

min



DIGGING DEEPER

DISCUSSION – RESPECT: WHAT IS IT? 1) What does it feel like to be respected? 2) How can we show respect? 3) What does it feel like to be disrespected? 4) Does everyone deserve respect? Why or why not? 5) What are some respectful behaviors? 6) Is respect something that needs to be earned?

Standards


� Late Elementary � 2C.2b. Analyze ways to work effectively in groups. � 2C.2a. Describe approaches for making and keeping


self and others.



exercises for particular physical activities. � 4.1 Identify the correct body alignment for performing

lower body stretches. � 5th Grade

� 3.6 Perform flexibility exercises that will stretch particular muscle areas for given physical activities.

� 6th Grade

5-10

min

� 1.11 Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight.


PHYSICAL OBJECTIVE

Introducing elements of the Opening Sequence A

QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats

BUILDING BACKGROUND

The purpose of Opening Sequences is to warm-up the body. This helps the muscles to get ready for physical activity and reduces the risk of injuries. Through movement, the body’s temperature increases, muscles become supple and more ready for stretching, heart and respiratory rate increase, and blood flow to the joints and muscles improves.

FOCUS CHARACTER CONNECTION How do my actions affect myself and others? GOAL = Learning to respect others in the yoga classroom Becoming aware of personal space Listening to the teacher Doing the best I can to inspire others Review Proper Breathing Take a few deep breaths and remember how it felt last time to

breathe with sound. Connect breath with movement (inhale – arm up, exhale –

arms down)

ON THE MAT

Let the Yoga Begin

5-10

min

MOVE

1. Introduce and demonstrate Opening Sequence A 2. Explain to students that Opening Sequence A is a warm-up

activity and the benefits of warming up the body. 3. Invite students to stand up on their mats and lead them into

Mountain Pose. “Did you ever wonder what it feels like to be strong and still like a mountain? This pose is the most important pose because we do it more than any other pose. It’s the one we come back to in between all the other poses.” Hold this pose for a few breaths.

4. Instruct students to inhale and reach their arms way up high

towards the sun and clap their palms together. 5. Show students how to exhale and fold forward at their hips. 6. Tell students to inhale as they look up 7. Instruct students to step their feet back and lower their body to

the floor. 8. Invite students into the Up Dog pose. “Press into your palms,

lift your head, and stretch way back just as dogs do when they wake up from a nap”. Hold this pose for a few breaths.

9. From Up Dog, the students will come up on their hands and

knees, roll their toes under, and come into Down Dog. Hold for a few breaths.

10. On an inhale, students will step their feet forward, look up,

and then exhale and gently let their body fold forward into their legs.

11. Ask students to very slowly come back to standing on an

inhale and reach their arms way up, then exhale back into Mountain Pose.

12. Bring students back to seated positions and discuss how it

felt. Were they able to connect their breath to the movements? Were any of the poses harder than others? Do they feel warmed up?

RELAX

*Each session will end with all 3 Lotus positions and guided rest. If time is short, do 5-10 breaths of #2 Lotus position only and then move into guided rest. #1 Folded Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Improves Digestion

5-10

min

15

min

#2 Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Quiets the Mind #3 Up-Rooted Lotus (5-10 Breaths Builds Arm Strength Builds Core Strength Prepares Body for Rest Rest Calms the Brain Relieves Stress Relaxes the Body Lowers Blood Pressure


DIGGING DEEPER

ACTIVITY – RESPECT: WHAT DOES IT LOOK LIKE? 1. Compliment Circle - Have students sit in a large circle. Go

around the circle and have each student take a turn giving a compliment about the person sitting next to them until each student has heard something positive about themselves.

5-10

min

Standards



behavior.







PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats Chart Paper Marker

BUILDING BACKGROUND




arms down)

ON THE MAT

Let the Yoga Begin

5-10

min

MOVE


activity and the benefits of warming up the body. 3. Invite students to stand up on their mats and lead them into

Mountain Pose. “Did you ever wonder what it feels like to be strong and still like a mountain? This pose is the most important pose because we do it more than any other pose. It’s the one we come back to in between all the other poses.” Hold this pose for a few breaths.

4. Instruct students to inhale and reach their arms way up high

towards the sun and clap their palms together. 5. Show students how to exhale and fold forward at their hips. 6. Tell students to inhale as they look up 7. Instruct students to step their feet back and lower their body to

the floor. 8. Invite students into the Up Dog pose. “Press into your palms,

lift your head, and stretch way back just as dogs do when they wake up from a nap”. Hold this pose for a few breaths.

9. From Up Dog, the students will come up on their hands and

knees, roll their toes under, and come into Down Dog. Hold for a few breaths.

10. On an inhale, students will step their feet forward, look up,

and then exhale and gently let their body fold forward into their legs.

11. Ask students to very slowly come back to standing on an

inhale and reach their arms way up, then exhale back into Mountain Pose.

12. Bring students back to seated positions and discuss how it


RELAX

*Each session will end with all 3 Lotus positions and guided rest. If time is short, do 5-10 breaths of #2 Lotus position only and then move into guided rest. #1 Folded Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath

5-10

min

15

min

Improves Digestion #2 Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Quiets the Mind #3 Up-Rooted Lotus (5-10 Breaths Builds Arm Strength Builds Core Strength Prepares Body for Rest Rest Calms the Brain Relieves Stress Relaxes the Body Lowers Blood Pressure


DIGGING DEEPER

ACTIVITY – RESPECT: WHAT DOES IT LOOK LIKE? 1. Respect Recipe - As a group, create a recipe for respect.

What are the ingredients that you would need? 3 scoops of thank you’s? 2 Tablespoons of compliments?

2. Write responses on chart paper and post on the wall.

5-10

min

Standards




� 2C.2b. Analyze ways to work effectively in groups. � 2C.2a. Describe approaches for making and keeping


self and others.




using bases of support other than both feet. � 2.3 Explain the importance of a wide rather than a narrow

base of support in balance activities. � 5.5 Demonstrate respect for self, others, and equipment


� 3.1 Demonstrate warm-up and cool-down exercises. � 3.6 Hold for an increasing period of time basic stretches

for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck.



PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS Yoga Mats

BUILDING BACKGROUND




arms down)

ON THE MAT Let the Yoga Begin

5-10

min

MOVE


activity and the benefits of warming up the body. 3. Invite students to stand up on their mats and lead them

through Opening Sequence A. 4. Repeat 2-3 times. 5. Bring students back to seated positions and discuss how it


RELAX

*Each session will end with all 3 Lotus positions and guided rest. If time is short, do 5-10 breaths of #2 Lotus position only and then move into guided rest. #1 Folded Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Improves Digestion #2 Lotus (5-10 Breaths) Hip Opener Shoulder Opener Regulates Breath Quiets the Mind #3 Up-Rooted Lotus (5-10 Breaths Builds Arm Strength Builds Core Strength Prepares Body for Rest Rest Calms the Brain Relieves Stress Relaxes the Body Lowers Blood Pressure

Guide the students as follows: Lie down on your back. Gently allow your legs to relax and your arms to relax with your palms face up. Make sure you’re as comfortable as possible and gently close your eyes. Allow your

5-10

min

15

min

eyes to sink to the back of your head and begin to let the muscles in your face relax. Gently rock your head side to side and allow the muscles in your neck to relax. Begin to breathe as if you were about to fall asleep. Let the muscles in your shoulder relax and notice your chest and belly rising and falling with your breath. Relax your belly, relax your legs, and let your body melt into the floor. Let go of the thoughts in your mind and we will stay here resting in stillness and silence for a few more moments. Bring your attention back to your body, begin to wiggle your fingers and toes. Now take a nice big stretch. Roll over to one side, be careful of your neighbors, and slowly come back to a cross leg position. How do you feel right now? Does your body feel different than when you entered the class today?

DIGGING DEEPER

ACTIVITY – RESPECT: WHAT DOES IT LOOK LIKE? 1. Same, Same, but Different - Split class into groups of 5 and

have each group think of 3 similarities and 3 differences among each other.

2. Come back together as a group and discuss findings. 3. Point out that respect is created as everyone realizes their

common traits, learn something new about each other, and focus on their uniqueness.

Standards




self and others.



exercises for particular physical activities. � 3.6 Demonstrate basic stretches using proper alignment

for hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves.

� 4.1 Identify the correct body alignment for performing lower body stretches.

� 4.16 Explain the value of increased flexibility when participating in physical activity.

� 5th Grade � 3.6 Perform flexibility exercises that will stretch particular

muscle areas for given physical activities. � 6th Grade


� 5.1 Participate productively in group physical activity.

5-10

min


PHYSICAL OBJECTIVE

Continuing to learn the elements of the Opening Sequence A

QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats

BUILDING BACKGROUND

Beyond the physical benefits of using Opening Sequences as a warm-up, there are mental benefits as well. The repetitive nature of the Opening Sequence helps to focus the mind and bring mastery to the individual poses, which creates self-confidence.

FOCUS CHARACTER CONNECTION How do my actions affect myself and others? GOAL = Learning to respect the practice element of yoga Yoga takes time to learn It’s okay to be a learner Nobody is perfect We are all different and our poses will look different too Practice and repetition helps us become stronger in all skills

… on and off the mat Yoga Breathing Take a few deep breaths. Connect breath with movement

(inhale – arm up, exhale – arms down)

ON THE MAT

Building the Foundation

5-10

min

MOVE

1. Practice Opening Sequence A 2. Break down the core poses (steps 4-6) to ensure that all

students are aware of proper alignment and safe variations. 3. Practice and repeat. 4. Teach students how to transition to seated using the Opening

Sequence. 5. Did you feel an improvement from last session? Is it getting

easier? Were there any difficult parts? How does your body feel?

RELAX

*Each session will end with all 3 Lotus positions and guided rest. If time is short, do 5-10 breaths of #2 Lotus position only and then move into guided rest. #1 Folded Lotus (5-10 Breaths) #2 Lotus (5-10 Breaths)

#3 Up-Rooted Lotus (5-10 Breaths Rest

5-10

min

15

min

DIGGING DEEPER

RECAP – RESPECT: “How did I show it?” 1. Who remembers what respect means? 2. How did the Compliment Circle from last session make you

feel? How do you think your compliments made others feel? 3. After learning about respect in the yoga classroom, were you

able to use respect in your regular classroom? On the playground? At home with your families? Share some examples.

Standards



behavior.


� Kindergarten � 1.5 Create shapes using non-locomotor movements. � 1.6 Balance on one, two, three, four, and five body parts � 3.5 Stretch shoulders, arms, and back without bouncing � 4.8 Identify the body part involved when stretching � 5.1 Identify the feelings that result from participation in

physical activity. � 1st Grade

� 1.6 Balance oneself, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than feet as a base of support.


5-10

min


PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats

BUILDING BACKGROUND





ON THE MAT


5-10

min

MOVE





RELAX



15

min

5-10

min

DIGGING DEEPER

RECAP – RESPECT: “How did I show it?” 1. Who remembers what respect means? 2. Did the Respect Recipe from last session make you more

aware of what respect is? 3. After learning about respect in the yoga classroom, were you

able to use respect in your regular classroom? On the playground? At home with your families? In the community? Share some examples.

4. Did you notice anyone making an effort to be respectful to you this week? How did it make you feel?

Standards

Social Emotional Learning (Illinois) Early Elementary

2C.1a. Identify ways to work and play well with others. 2C.1b. Demonstrate appropriate social and classroom

behavior.


2nd Grade 1.2 Transfer weight from feet to hands and from hands to

feet, landing with control. 1.3 Demonstrate balance on the ground and on objects,

using bases of support other than both feet. 2.3 Explain the importance of a wide rather than a narrow

base of support in balance activities. 5.5 Demonstrate respect for self, others, and equipment

during physical activities. 3rd Grade

3.1 Demonstrate warm-up and cool-down exercises. 3.6 Hold for an increasing period of time basic stretches


4.13 Identify the muscles being stretched during the performance of a particular physical activity.

5.5 Demonstrate respect for individual differences in physical abilities.

5-10

min


PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



RESPECT

MATERIALS

Yoga Mats

BUILDING BACKGROUND





ON THE MAT


5-10

min

MOVE





RELAX



15

min

5-10

min

DIGGING DEEPER

RECAP – RESPECT: “How did I show it?” 1. Did the Same, Same, but Different activity from last session

make you more aware of the uniqueness of yourself and others? Did you become more aware of the similarities? How did it make you feel about yourself?

2. How were you able to apply this with your friends? Family? Community? Share examples.

Standards




self and others.



exercises for particular physical activities. � 3.6 Demonstrate basic stretches using proper alignment


� 4.1 Identify the correct body alignment for performing lower body stretches.

� 4.16 Explain the value of increased flexibility when participating in physical activity.

� 5th Grade � 3.6 Perform flexibility exercises that will stretch particular

muscle areas for given physical activities. � 6th Grade


� 5.1 Participate productively in group physical activity.

5-10

min

Grades K-1 Session #5 SELF AWARENESS

PHYSICAL OBJECTIVE

Learning to connect focused gaze to posture

QUESTION OF INQUIRY

How can I show value for myself and those around me?


APPRECIATION

MATERIALS

Yoga Mats Gratitude Soup, by Olivia Rosewood (optional)

BUILDING BACKGROUND

The core components of Yoga are three-fold: Breath, Focused Gaze, and the posture itself. Focused Gaze is a means for increasing concentration, physical stability, and a more balanced state of mind. Placement of the gaze on a single point controls the wandering tendency of the mind.

FOCUS CHARACTER CONNECTION How can I show value for myself and those around me? GOAL = Learning to appreciate the comfort we have found in poses. Through repetition of the sequences, the muscles in the body

become familiar with and gain stability and comfort in the poses.

As we gain more ease in the poses, and continue to hone our abilities, appreciation for our skills will increase.

Yoga Breathing Take a few deep breaths. Connect breath with movement


ON THE MAT

Looking Out / Looking In

5-10

min

MOVE

1. Introduce the idea of Focused Gaze, where to look, in conjunction with breath and posture. (Example: “When you are in Downward Facing Dog you should be looking at your belly button, but if that’s too hard you can always look at your toes”)

2. Eye Stretches – Imagine looking at a clock and move eyes to each position.

Up and Down = 12:00 to 6:00, 6:00 to 12:00 Side to Side = 9:00 to 3:00, 3:00 to 9:00

3. Introduce the 9 gazing points (see variation for K-1). 4. Practice Opening Sequence A (see variations for K-1). 5. Repeat Opening Sequence A and instruct the correct place to

look in each pose. Step 1 – Look to the thumbs Step 2 – Look to the tip of your nose Step 3 – Head up, look to the tip of your nose Step 4 – Look to the tip of your nose Step 5 – Take your head back and look to the tip of your

nose Step 6 – Look to your belly button Step 7 – Head up, look to the tip of your nose Step 8 – Look to the tip of your nose Step 9 – Look to the thumbs

6. Practice Opening Sequence A using proper focused gaze. 7. Introduce Kangaroo Pose and Warrior Pose. Practice and

play with poses.

RELAX

*Each session will end with all three Lotus positions and guided rest. If time is short, do 5-10 breaths of #2 Lotus position only and then move into guided rest. #1 Folded Lotus (5-10 Breaths) #2 Lotus (5-10 Breaths) #3 Up-Rooted Lotus (5-10 Breaths) Rest

DIGGING DEEPER

LITERATURE & DISCUSSION – APPRECIATION: “What is it?” Gratitude Soup, by Olivia Rosewood

1. What was Violet the Purple Fairy making? Why? 2. What did she put in her soup? 3. By putting these items in her soup, how was she showing that

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min

5-10

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15

min

she appreciates these parts of her life? 4. What is the difference between “need” and “want”. 5. What are the parts of your life that you appreciate? 6. What are other ways to show appreciation? 7. If you were to make Gratitude Soup, what would your

ingredients be?

Standards Social Emotional Learning (Illinois)

Early Elementary 1B.1a. Identify one’s likes and dislikes, needs and wants,

strengths and challenges


Kindergarten 1.5 Create shapes using non-locomotor movements. 1.6 Balance on one, two, three, four, and five body parts 3.5 Stretch shoulders, arms, and back without bouncing 4.8 Identify the body part involved when stretching

1st Grade 1.6 Balance oneself, demonstrating momentary stillness,


3.6 Stretch arms, shoulders, back, and legs without hyperflexing or hyperextending the joints.

Grades 2-3 Session #5 SELF AWARENESS

PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



APPRECIATION

MATERIALS

Yoga Mats The Giving Tree, by Shel Silverstein (optional)

BUILDING BACKGROUND







ON THE MAT


5-10

min

MOVE




3. Introduce the 9 gazing points (see variation for 2-3). 4. Practice Opening Sequence A (see variations for 2-3). 5. Repeat Opening Sequence A and instruct the correct place to



6. Practice Opening Sequence A using proper focused gaze. 7. Introduce Fierce Pose and Warrior Pose. Practice and play

with poses.

RELAX


DIGGING DEEPER

LITERATURE & DISCUSSION – APPRECIATION: “What is it?” The Giving Tree, by Shel Silverstein

1. The tree does not say “I love you” to the boy. How do you know you are loved? How do people show you they care?

2. The tree shows love for the boy by always trying to make him happy. How does the boy show love for the tree?

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min

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15

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3. Does the boy ever thank the tree? If so, how? 4. Is it possible to show appreciation without words? 5. When you receive a gift for your birthday, how can you show

the person that you appreciate the gift?


Early Elementary 1B.1a. Identify one’s likes and dislikes, needs and

wants, strengths and challenges


2nd Grade 1.2 Transfer weight from feet to hands and from hands to

feet, landing with control. 1.3 Demonstrate balance on the ground and on objects,

using bases of support other than both feet. 2.3 Explain the importance of a wide rather than a narrow

base of support in balance activities. 5.5 Demonstrate respect for self, others, and equipment

during physical activities. 3rd Grade

3.1 Demonstrate warm-up and cool-down exercises. 3.6 Hold for an increasing period of time basic stretches


4.13 Identify the muscles being stretched during the performance of a particular physical activity.

Grades 4-6 Session #5 SELF AWARENESS

PHYSICAL OBJECTIVE


QUESTION OF INQUIRY



APPRECIATION

MATERIALS

Yoga Mats

BUILDING BACKGROUND







ON THE MAT


5-10

min

MOVE




3. Introduce the 9 gazing points (see variation for 4-6). 4. Practice Opening Sequence A (see variations 4-6). 5. Repeat Opening Sequence A and instruct the correct place to



6. Practice Opening Sequence A using proper focused gaze. 7. Introduce Fierce Pose and Warrior Pose. Practice and play

with poses.

RELAX


DIGGING DEEPER

DISCUSSION – APPRECIATION: “What is it?”

1. What does appreciation mean? 2. Who do you appreciate? 3. How are you fortunate? 4. What abilities do you have that you appreciate? 5. What experiences have you had that you appreciate? 6. What opportunities have you had that you appreciate? 7. What have others done that I am benefiting from in my life

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min

(even if I don’t know who they are)? 8. What am I taking for granted that, if I stop to think about it, I

am grateful for? 9. What is different in my life today, opposed to a year ago, that

I’m thankful for?


Late Elementary 1B.2b. Describe personal skills and interests one wants

to develop.


4th Grade 3.1 Participate in appropriate warm-up and cool-down

exercises for particular physical activities. 3.6 Demonstrate basic stretches using proper alignment


4.1 Identify the correct body alignment for performing lower body stretches.

4.16 Explain the value of increased flexibility when participating in physical activity.

5th Grade 3.6 Perform flexibility exercises that will stretch particular

muscle areas for given physical activities. 6th Grade

1.11 Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight.

5.1 Participate productively in group physical activity.

yoga curriculum 1-5

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