Tara Peasley
PED 212
Instructor: Thad Walker Comprehensive Lesson Plan Final Project 3-27-16

Lesson Information: Animal Yoga
Grade level: Pre-K
Estimated level of developmental stage for this age/grade: Control
Number of students: 12
Fundamental skill to be taught: Animal Yoga
State standard: Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Provide a brief description of the lesson: Children will make different yoga poses that represents different animals. It is called Animal Yoga
Create a student learning objective: As result of this lesson, students will be able to demonstrate balancing, stretching, calming techniques, and different animal poses while counting how long they will hold each pose.
Describe your system for classroom management and student grouping: Children will be instructed to form a circle, put down their mats and teacher will hold up cards and instruct and demonstrate each pose while the children do the pose as well. The poses are Down Dog, Cat, Cow, Cobra, and Butterfly. Children that are not participating in the activity will be asked to leave the circle to a different space in the classroom until they are ready to participate. If they consistently choose to not participate every day then the teacher will start a behavior chart for those children and they will have to change their smiley faces to frown faces. This will be shared with parents as well.
Describe the equipment needed and the environment: Classroom, yoga mats, yoga cards with pictures for instruction, music if needed.
Lesson Procedure: Teacher: “We are going to exercise and stretch today by doing some animal yoga poses. We have done trees and waterfall poses before but now I will teach you some animal ones”. “The first thing you will do is look up here at my animal yoga chart and pick which animal you want to start with first and then we will all do the pose together” “You can choose how long you want to hold the pose for” Child chooses the cat pose so teacher and children get down on all fours like the picture of the cat pose. Teacher: “All right” “So we will arch our backs up high and tuck our chins to our chests” “What number should we count too?” Child chooses 5 so they hold that pose for 5 seconds. The next child chooses the Cow pose. Teacher and children stay on all fours and this time Teacher says” Now we sag our bellies down low like a cow and say Moo!.” How long should we hold this pose for”?. Child chooses 7 so they count to 7 while holding the cow pose. Teacher: “Who would like to choose our next pose” Another child chooses the butterfly pose. “Great choice’ let’s put the bottoms of our feet together and flap oy legs like butterflies” “Where should we fly to today and how long”? Child says “Let’s fly to Disneyland”! Teacher: “Ok let’s fly to Disneyland. How long shall we fly there for”? Child says 10 so they all flap their butterfly wings for ten seconds. They choose one more pose which is the Cobra pose. Teacher” Ok we are cobras crouched down in the rainforest. All children and the teacher crouch down to the ground. Teacher: “I’m a hungry cobra what animals do I see”? One child says a lion! Teacher: A Lion hiss1 and they all hiss and pounce up to get the lion. They choose a few more animals while repeating pouncing and hissing for the animals that they chose.
Safety Concerns, Rules, and Protocols: Teacher will make sure to remind the children to be watching where their arms and legs are moving to so they do not bump or hit any of the other children at circle. Teacher will also to remind the children to stretch slowly so they do not hurt themselves by stretching to fast. If there are children that are choosing not to participate due to not wanting to do the activity then they will be asked to leave the group and come back when they are ready to participate. Behavior charts will also be implemented to motivate those children to participate.
Teaching the skill and the Method of Assessment: To attain mastery of the skills in this lesson plan I will practice this activity 2-3 times a week with the children as well as using an assessment chart to see where they are at in their skills. I will observe the children weekly and categorize them in to groups based on the needs or skills of the children. I will use a Rubric that states whether a child is average, above average or has mastered the skills in the lesson plan. I will check next to the category that each child is in and that will give me a better idea as to which children I need to spend more time helping master the skills.
Home School Connection: To connect this lesson with a child’s home and family I would send home a letter stating that we have been exercising by using a fun way to get the children involved in staying healthy. I will explain that the children have been learning about ways they can move their bodies and how to stretch. I will also explain Animal Yoga to them and tell them what a fun way it is get the children to exercise because they love to pick which animals they will pretend to be. As a way they can teach these fun poses at home and spend quality time with their children I am sending home a poster of all of the poses with the instructions so they can also change from animals to shapes. There are many resources available on the internet as well. I will also send home a list of internet resources.

Lesson Accommodations:
Inclusion of a child that is in a wheelchair: Due to the amount of time spent in a seated position, people in wheelchairs are in need of activities they can perform out of their chair, and can benefit from modifying traditional yoga styles. It is possible that they could have another child or adult be their “yoga buddy” to support the yoga positions. With the use of various props, supports and, a person in a wheelchair can participate in most of the floor postures in yoga. Depending on their level of impairment, some people in wheelchairs are able to perform standing postures too as long as they have a stable surface to hold onto (http://physicaltherapy.advanceweb.com). All children, irrespective of their disability, physical condition, race, religion, or academic skills have the right to (and should) enjoy the pleasures available from participating in physical education (Hastie 2012).
The event of inclement weather or an altered schedule that forces you to change your location:
In the event that I would have to change my activity to a smaller location such as a smaller classroom or area from using a bigger gym where there is more space to spread out I still think we could make do with this activity. To implement my activity called Animal Yoga in a smaller space besides the gym I would split the class in to 2 groups so each group had 6 children in it. I would have one group on one side of the room and my assistant teacher would have the other group on the other side of the room.
Several children from a different grade are temporarily joining this class for this particular lesson: If there are going to be children coming from another classroom to join our activity I will pair tem each up with a buddy to stand next to help them and so the new students can watch them. I would also at the beginning of the lesson demonstrate each pose and explain it so they know what type of activity we are doing. According to the website yogainternational.com that talks about tips on teaching yoga to preschoolers, if there are a lot of children that are not participating or seem bored maybe that is the cue to move on to a different activity.

Reference Page:
Hastie, P. (2012). Foundations of moving and learning. San Diego: Bridgepoint Education, Inc http://www.braingym.org http://physical-therapy.advanceweb.com/Article/Advantages-of-Adaptive-Yoga.aspx https://www.pinterest.com/pin/484207397409013497/ Animal Yoga picture. https://yogainternational.com/article/view/4-tips-for-teaching-yoga-to-preschoolers