Classroom Yoga Club. K-6 grade curriculum

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Students ask these questions as they problem solve, measure time, discover the classroom community, and look to leaders in the world community. Listening and discussion skills, cooperation, and participation are emphasized. Students draw and write personal interpretations and make connections to new ideas. GRADE 1 Students make personal connections and historical interpretations when exploring how traditions and cultures influence our communities.

They also investigate our national community and the historical significance of national symbols and historical figures. They begin to develop an understanding of their responsibilities as global citizens. Each student learns comparing and contrasting skills and participates in public speaking. GRADE 2 While researching their family genealogy and understanding how it is connected to the past, students learn about historical American figures and the impact they have had on America. Their explorations lead them to a richer understanding of those people who have overcome difficulties.

Researching, summarizing, and writing reports are essential skills gained from their work. GRADE 3 Students are guided in an exploration of the multicultural landscape of Los Angeles and significant landmarks as they learn about connections to the past and how the past has influenced the local community. In-depth study of the American Indian nations and of the structure of the U. Government lead to discussions about resources and basic economic principles.

GRADE 4 After studying California history with an emphasis on geography, diversity and immigration, students embark on their first overnight experiential trip to Sacramento. They make connections by delving into cause and effect, natural resources, and colonization. Note taking, outlining and working with maps and symbols leads to creative projects and interpretation of historical information. They determine how economics and geography influence political choice. Wearing clothing they make in art class, they participate in Colonial Immersion Week with role-playing, costumes, candle making, woodworking, and storytelling.

They take a class field trip for a full day of Revolutionary War reenactment. Why did they become dominant? Why did they decline? Students write and perform Greek Mythology plays as part of an Ancient Mesopotamia unit. By comparing primary and secondary sources, they refine their research skills, distinguish fact from opinion, and analyze points of view. Working in both realistic and abstract styles, projects include landscapes, portraits, still lifes, and abstraction. Artists introduced include Matisse, Cezanne, and Charles Demuth. Concepts such as the color wheel, symbolism in art, composition, and visual perspective are explored.

GRADE 1 historical interpretations when exploring how traditions and cultures influence our communities. The first grade program is a review and refinement of all of the art skills and concepts introduced in K, with a strong emphasis on color relationships and composition. Three-dimensional modeling is introduced in mammal models, and monoprints introduce the idea of print making. An underlying theme in second grade, explored through a variety of drawings and collages, is the study of the human face and body at rest and in motion.

Three-dimensional dinosaurs and their habitats are a highlight in the spring. Native American cultures and artifacts are further explored through detailed drawings and collage. Asian and western calligraphy and book binding are examined through the creation of two journals. Colonial Immersion Week includes calligraphy, paper marbling, and the creation of costumes. A formal self-portrait using a mirror and a surrealistic collage a la Magritte and Dali complete the year. GRADE 6 Students create a reproduction of a masterpiece of 19th or 20th century art and become that artist for a Masterpiece Show and presentation.

Creative, expressive masks are a highlight of midyear, and a culminating show of independent student work takes place in the spring. They explore digital art by creating images for their class projects. In the lab, they discover the home row of keys for keyboarding. Kindergarten students learn to embrace mistakes and explore technology bravely.

Using professional tools, they create digital art for class projects. Continuing their training in keyboarding, they begin researching online. Art projects for class are created digitally. While learning how to search for information safely, students learn how to research using online sources. Their keyboarding skills improve as they expand their understanding of technology. GRADE 3 Practice creating work and collaborating with peers and teachers in the cloud is part of the technology program for third graders. As they study communities and the development of cities, digital citizenship becomes a focus.

The students continue to adapt code for the web and create digital art to highlight curricular units. Their projects gain depth and detail as their ability to research and cite online sources grows. GRADE 4 By fourth grade, the students have a strong foundation in technology that allows them the privilege of using Google accounts and email while creating, sharing and submitting assignments in the cloud. They type and submit some assignments digitally and begin writing their own code. Creating digital art, using and citing online sources, and the responsibility of digital citizenship are ongoing threads throughout the elementary technology program.

GRADE 5 The one-to-one iPad program in fifth grade gives the students the ability to type and submit many of assignments digitally. Students continue to create digital art and learn to apply digital tools to showcase creative work. Inter-curricular projects present the opportunity to learn and apply the design process. Growing mastery in research, coding, using Google accounts, and creating, sharing and submitting assignments in the cloud prepares them for secondary school. GRADE 6 At this stage, technology is completely integrated throughout the curriculum with the one-to-one iPad program.

Sixth grade students type and submit the majority of assignments digitally. Digital art expands to include film during this final year of elementary school. Meanwhile, students conduct elaborate research online using advanced search tools. Appropriate and responsible behavior is emphasized as students explore the complexities of digital citizenship. As they engage with books, they learn about the library and library skills. Students study various picture book authors and illustrators and contrast and compare their styles.

GRADE 1 Students develop an appreciation for a wide variety of literature and find pleasure in reading and hearing stories across genres. Librarians introduce library organization and the skills necessary to locate a book on the shelf. Students begin to utilize research skills including the need to create an ageappropriate bibliography. They independently locate age-appropriate fiction for pleasure reading.

Students continue to develop research skills by actively and independently using books and databases, and learn basic bibliographic skills. More books are available to them as they receive an introduction to using the online catalog and locating books on the shelf.

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They continue developing research skills by delving deeper into skills acquired in previous grades. GRADE 4 Fourth grade continues to nurture excitement for books and reading in each child and encourages a reading culture. An in-depth introduction to the Dewey Decimal Classification System and further development of research skills builds on skills acquired in previous grades. The focus is on inquiry over fact-finding. Librarians offer the opportunity to participate in an organized book club. Students gain competence navigating the online catalog and independently locating books on the shelf.

They continue developing research skills and complete MLA-style bibliographies.

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GRADE 6 Sixth grade students engage deeply with a wide range of genres and continue to have the opportunity to participate in an organized book club. While they master use of the online catalog to locate books, they also refine the research process to seek information and generate new knowledge. Physical Education.

Kindergarten students practice motor skills, rhythms, spacial awareness, yoga, dance, balance, eye-hand and eye-foot skills. They work in groups to learn cooperation and sharing, and individually to gain confidence and self esteem. GRADE 1 First graders discover playground games and start learning introductory skills for sports including volleyball, baseball, soccer, and basketball.

Students build on skills introduced the previous year. They practice motor skills, such as skipping, hopping, and galloping and learn rhythms with the hula hoop and jump rope. Eye, hand, and foot coordination continues to be sharpened. GRADE 2 Second grade students refine their skills for sports and games while building on the concepts from the previous years.

Added to their program is a unit on circuit training, cooperative games with balls, jump ropes, and scooters. Students continue practicing cooperative games and dance. They begin learning the rules and fundamentals of the after school sports program: basketball, baseball, volleyball, soccer, and flag football. Each student gains confidence, learns sportsmanship, and how to win and lose with dignity.

The Presidential Challenge, which measures strength, flexibility, endurance, and agility, is also introduced. GRADE 5 By the fifth grade, the students learn leadership, and their roles are more defined on their teams. The San Fernando Valley Private School League and Campbell Hall provide a safe atmosphere to take risks and to succeed and fail in a supportive environment.

Students receive recognition if they achieve National or Presidential levels in the Presidential Challenge. These innovative programs dive deeper into essential topics that impact 21st century students and educators, and use creative learning strategies to build capacity and support diverse needs.

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Both courses include a wide variety of video and audio practices for yourself and your students to help you establish a sustainable and consistent practice. My colleagues, fellow teachers, and administrators have been amazed by Little Flower Yoga's services. Recently, a long-time mindfulness teacher and our curriculum director observed a session led by a staff member from Little Flower Yoga and they were incredibly pleased with the outcome. I am confident that the staff at Little Flower Yoga is capable of meeting the needs of students in order to help them learn tools to manage their stress, become more mindful, and learn self-care skills.

When you engage families, students learning opportunities are magnified and relationships are strengthened. Schools take their rightful place in the center of the community, and everyone benefits. Our family engagement programming builds the same life skills as our student and educator content, delivered with love by our leadership team who are all parents themselves. Little Flower Yoga has provided and is continuing to provide large scale trainings to faculty and staff at the Pelham Schools. The participants of the training were very engaged throughout the entire experience and were clearly motivated by what they learned as they were observed to implement their new tools immediately in their own classrooms.

These trainings have really spring-boarded a change in the culture throughout our schools. Mindfulness and yoga-based techniques have been shown to increase attention; improve self-regulation and self-esteem; increase coping; decrease levels of depressive symptoms, stress, and anxiety; and create a sense of calm in children of all ages.

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My students love our visits from Little Flower Yoga. My colleagues have learned powerful practices that have become part of daily classroom life. Students, teachers, and families have learned tools for self-regulation, kindness, and focus. Teacher: Meena Srinivasan. Teacher: Mayuri Gonzalez. All of our teachers are certified yoga instructors and have additionally completed our hour Little Flower Yoga teacher training, giving them the skills to make all yoga practices safe and engaging for children and teens.

Some are certified classroom teachers or adult yoga teachers as well. We would love to connect with you.

Please email SYP littlefloweryoga. Additionally, our training team travels out of this area for professional development programs and training. We also provide a number of our trainings as online courses that can be scheduled privately with our team or schools can opt to purchase group licenses for our online courses for teachers to move through at their own pace. How can this program support schools outside of the NYC area?

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How does this work? There are several ways we support schools outside of the NY area. Options are available for minutes for mat-based classes and as little as 15 minutes for desk-based classes. We require a minimum booking of two hours, and you can use that time for groups. For longer days, we can work with up to 14 groups per day. Five minutes of transition time is needed between classes and a minimum minute lunch break for site bookings of 4 or more hours.

For mat-based classes, we need one set of mats for the largest class that we will be serving. Mats can be shared between classes, and we recommend purchasing extra mats in the event of damage. Our office can assist you in ordering high-quality, affordable mats for your schools at an additional price which can be built into your program fee. We also need a space that is large enough to spread our the mats for each student. Common choices for space include a gymnasium or dance studio, multipurpose room, and auditorium stage.

We offer a comprehensive professional development program taught over eight minute workshops. Though this program, teachers will learn over 35 mindfulness, movement, and breath-based tools that can easily be integrated into the classroom in a simple, effective way. Each workshop includes:.

Workshops can be taught live in-person or virtually, over our interactive web-based learning platform. All schools, teachers, and clinicians are eligible to receive our free program, Mindful Mondays. You receive an email each week on Sunday night for six weeks with simple and practical mindfulness practices to use with your students each week, resource articles, suggested reading, downloadable worksheets to use in your classroom and video practices to support self-care.

You can sign up here. Assemblies and special events may be booked at any time subject to availability. Our teachers are available for school day or after-school classes. We also offer a staff development program that will train your faculty to implement this program in an infusion style that incorporates yoga and mindfulness activities throughout the school day.

Many of our teachers have experience working with students with a variety of physical, developmental and emotional challenges. We recommend a max of 15 students in mat based classes; however, we will gladly accommodate larger groups with an assistant either provided by you or by us. There are a few ways that schools opt to provide training to their teachers and clinical staff.

We are a NYC vendor, and many schools opt to pay for the program through their schools budget for professional development, materials, family engagement, mental health, social-emotional learning, or student services. We provide ongoing yoga and mindfulness programs for parents, parents educational workshops and family yoga events.

A more peaceful path of teaching and learning is right around the corner! Get Started.

Classroom Yoga Club. K-6 grade curriculum Classroom Yoga Club. K-6 grade curriculum
Classroom Yoga Club. K-6 grade curriculum Classroom Yoga Club. K-6 grade curriculum
Classroom Yoga Club. K-6 grade curriculum Classroom Yoga Club. K-6 grade curriculum
Classroom Yoga Club. K-6 grade curriculum Classroom Yoga Club. K-6 grade curriculum
Classroom Yoga Club. K-6 grade curriculum Classroom Yoga Club. K-6 grade curriculum

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