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Lesson Plan Title: Yoga Fitness

Subject: Physical Education Grade: 10
Topic: Yoga Essential Question: How can we make yoga feel and
viewed as an exercise

- 3 Skipping ropes
- 26 Yoga mats

Management Strategies:
- Have one set location where equipment will be set out prior to the lesson and returned by
students when finished with the equipment. I.e. Outside the equipment room
- When giving instructions, students will either be in a semi-circle or in facing you

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
- Psychomotor: Students will need to be able to perform the skills to the best of their ability
- Cognitive: Students will need to be able to understand to engage their core and understanding cues of
each skill. Students will need to know how to breathe properly (in through the nose, out through the
- Affective: Students will be able to feel comfortable and relaxed to explore movements. Students will
be supportive of one another as everyone will have varying degrees of experience

Broad Areas of Learning:

- Building Lifelong learners: Students will have the opportunity to explore and construct knowledge
from the basic skills of yoga. Students are curious, observant, and reflective as they imagine, explore,
and construct knowledge. Building their confidence, competence, and sustainability in yoga will allow
for deeper inquiry of this skill and promote a positive lifestyle. This, in turn, will also promote more
engagement and planning for not just yoga, but other alternative environment activities.
- Building a Sense of Self, community, and place: Students will strive to balance their intellectual,
emotional, physical, and spiritual dimensions, students’ sense of self, community, and place is
strengthened (students should be in touch physically, mentally, emotionally, intellectually and
spiritually during yoga).
- Building Engaged Citizens: Students will experience opportunities to initiate, plan for, and lead
positive change that will enhance the personal well-being of self and others. Yoga promotes an active
and healthy lifestyle and provides the opportunity to develop a skill that promotes a lifetime of health
and fitness. It is also a physical activity that is physically, mentally, and emotionally beneficial.
Cross-Curricular Competencies:

- Develop Thinking: Students will have the opportunity to apply prior knowledge, experiences, and
ideas of self before trying yoga. The knowledge, experiences, and ideas of self will allow for
engagement in movement activity and to create activities.
- Develop Identity and Interdependence: Students will understand how to keep themselves and their
peers safe while performing yoga . This, in turn, will develop trust and teamwork.
- Develop Literacy: This lesson will help students develop their physical literacy by improving their
competence, confidence, and sustainability in a wide variety of skillful physical movements. Students
will learn the skills needed to succeed in yoga through diverse strands of communication. Visual
demonstrations, auditory directions, speaking by communicating to their classmates, kinesthetic
maneuvering, and other literacies can be applied to teach the same skillful physical movement.
- Develop Social Responsibility: Students will work on positively interacting and being respectful toward
their peers in order to create a safe and trustworthy environment.


W3 - Plan for and engage in movement activity to increase confidence, competence, and sustainability in self-selected
individual and/or partner movement activities from each of the following categories:
● Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
● Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking, skating,
canoeing, trapping, weight lifting/going to a fitness centre)
● Target games (e.g., bowling, golf, archery, bocce ball )
Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

PGP Goals:
1.1- The ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities

2.6 ability to strive for/pursue new knowledge

3.2- the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual, physical,
spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

• Are students engaged and focused on the activity?

• Are students focused on their own movements or are they watching what others are doing?

• Are the students focusing on their breathing?

• Students will be assessed of skills through feedback from teacher

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

• Can students recall some of the poses and cues that were learned today?

• Were the students able to comprehend and perform all of the movements while remembering to
breathe deeply?

• Students will be asked questions that reflect their final assessment

• Students will self-assess through journaling at the end of each lesson (their experiences)

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

• Who here has tried yoga before?

• Yoga is a group of physical, mental, and spiritual practices or disciplines which originated in ancient

• Today, we will be going over basic poses that will allow you to feel relaxed and well stretched. We will
start with a sun salutation and finish with a core workout

Safety Considerations:

No sock feet. Bare feet are acceptable.

· Wear gym clothing that allows unrestricted movement.

· Wear no jewelry.

· Tie back long hair and remove barrettes.

· Secure or remove glasses.

*After workout, each person cleans their mat with disinfectant


- Fitness circuit: 30 seconds of each exercise (8) with 2 rest stations *Students will go through circuit

Skill or Concept Duration

Burpee 30 seconds

Skipping rope 30 seconds

Wall sit 30 seconds

Jumping jacks 30 seconds

REST 30 seconds

Bridge 30 seconds

Calf raises 30 seconds

Squats 30 seconds

Mountain climbers 30 seconds

REST 30 seconds

- Note* Demonstrate each skill to class

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation Points

• Standing tall
Sun Salutation *Diagram the formation you want • Hands together at chest
(Hold each pose • Suck in belly button
for 20 seconds) X • Even weight distribution
on feet
Mountain pose X X X X X X


• Raise both hands up with
Back Bend palms facing the ceiling
• Pull your chest up high
• Reach back with your

• Straight legs
Forward Bend • Head to knees
• Fold forward
• Wrap hands around the
back of your ankles

• Straighten back leg

Left/Right foot • Make sure the knee
forward lunge doesn’t go past the foot
• Eyes straight ahead

• Suck in bellybutton to
Plank-Stomach- spine
Cobra • Tuck in tailbone
• Arms squared
• Lower to ground
• Chest rises
• Arms straighten

• Arms forward
Downward Facing • Head drops between
Dog shoulders
• Tailbone up
• Legs straighten
Core sequence Core exercise is great for building core strength Chair pose- knees together,
(30 secs each) leads to better balance and stability which can help palms together, pull
make everyday activities easier and improve sport shoulders down
Chair pose performance
Planks- keep core engaged,
Planks front, both keep hips and spine
sides and back aligned

Bicycle crunches Bicycle crunches- opposite

arm opposite leg, fully
Navasana extend the legs

Navasana- press through the

Lay there for heels, look at your toes,
remainder of lift your chest towards
class (savasana) the roof

End with namaste

Child’s pose Use as an option for students

who are struggling and
need a break


• If the poses are too difficult for the students teacher will give modifying cues to adapt, such as when
doing the forward bend instead of keeping your legs straight you can bend a little at the knee to make
it more comfortable.
• If students are restricted in upper body/lower body movements, student(s) can (to the best of their
ability) demonstrate the pose to the best of their ability.

• If student(s) are frustrated or are not understanding how to demonstrate the pose, they will be
instructed to go into child’s pose.
Closing of lesson:

• What part of the body needs to be engaged when doing most poses?
• What is one thing that is important to focus on while doing the poses
• Name three different poses that we did today. (e.g. Downward facing dog, crow, savasana)

• What is the word we say at the end of a yoga routine?

Personal Reflection:

I feel that the lesson went well. At the end of the lesson, I asked the students what they liked and what they
would change about the lesson. Most students really enjoyed the physical exertion of the fitness circuit and
would like to see this in the future. They wish there would have been more poses in the yoga routine, as the sun
salutation I had planned went a lot faster than I thought it would go. At the end, my co-op teacher also jumped
in and added more poses for the students to try. Because she added more poses, we didn’t have a chance to go
through our ab workout. I also took that as an indication that I did not have enough criteria for the students in
the yoga routine. The students also enjoyed the savasana at the end of the class (laying on the matt for 5
minutes) and liked that they got to relax, breathe, and ‘turn off’ their brain for the 5 minutes. I believe more
poses could have been added to the yoga routine. In the future, I will add more complexity/balance skills in the
yoga routine. As for the warm-up, I would stress technique more than speed and/or more repetitions.