power curriculum - pure edge

K—2 CurriculumPOWER

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PALM BEACH, FL. All rights reserved, including the right to reproduce, republish, or reprint any portion of this book.

PrintingPrinted in the United States of America.

WritersEddie Stern

Courtney McDowellMelanie Jane Parker

Christina Reich Barbara Verrochi

With Special Thanks toDr. Deepak Chopra

Dr. Murali DoriaswamyDr. Marshall Hagins

Dr. Jan MageeSharon Salzberg

Design and Illustration

Kristen Copham Reflection Journal Design

and Original Artwork

Courtney McDowell Reflection Journal Concept


Cam Vokey Textbook Design, Layout


Betsy Bell Textbook Design, Layout


PhotographyMichael Halsband

Dana MeilijsonRobert MosesPicture Farm

Barbara Verrochi

With Thanks to the following Creative Asset Producers

Denise Bentulan Brainflower and Moonflower fonts

Caleb Kimbrough textures from Lost & Taken

Unsplash photography

Freeimages.com photography

Franz Jeitz textures and brushes from fudgegraphics

Folkert Gorter photography from Superfamous

Vecteezy general vectors and graphics

K—2 Power Curriculum

2K—2 POWER CURRICULUM

Orientation

Our philosophical orientation is put into practice through the application of our Five Principles of Health and Wellness.

1. Body: Through wellness exercises, we teach the abilities to energize, strengthen, and stretch the body.

2. Breath: Through regulated breathing exercises, we teach the ability to calm the nervous system through impulse control, ways to identify stressful situations, and coping mechanisms.

3. Mind: By observing the mind, we teach the skill of “slowing down” so that students are able to reduce stress, identify habits, and navigate strong emotions.

4. Attention: Through the use of coordinated practices of body, breath, and mind, we teach the ability to focus in a coherent direction. We often ask students to “pay attention,” but they don’t know what attention is, or where to pay it. Attention is not a thing; attention is a state. In an active state of attention, students can steer their actions in the direction of their

choosing. Teachers can also use these tools in order to help focus their students, for classroom management, and for effectively imparting instruction.

5. Engagement: Through the achievement of relaxation and attention, we teach students how to engage with their own decision-making processes and improve their aptitude for perceiving the most beneficial choices with regard to the demands of education, as well as the demands of life at home and in social situations. Full engagement may allow improvement in handling stressful experiences, such as test-taking or peer pressure.

The Five Principles of Health and Wellness

3 K—2 POWER CURRICULUM

Program ObjectiveTo provide students with skills that

have been shown to help them · Minimize stress · Self-soothe · Improve focus · Become more attentive, confident learners · Actively participate in their own physical,

emotional, social, psychological, and environmental wellness

· Lower incidence of bullying and violence · Increase school attendance and academic

performance


Orientation

Course Description

A typical health and wellness course will emphasize

· Movement and Rest · Breath · Relaxation · Attention · Engagement · Discussion

—Character development —Values —Self-care —Self-awareness —Emotional regulation

Unit 5Power To Lead With Kindness


Unit Description and Outline Power To Lead With Kindness reflects on the practice of mindfulness toward classmates and oneself to enhance students’ well-being, as well as their ability to lead with kindness and compassion. This unit integrates students’ understanding of the four previously explored superpowers. The principal focus is to integrate several new mindfulness strategies with the tools taught throughout the curriculum to foster personal leadership skills.

Essential QuestionsWhat is mindfulness?

How can being mindful shape our experiences?

How can developing mindfulness influence our decision-making?

Enduring UnderstandingsMindfulness can help us make healthier decisions.

Learning ObjectivesStudents will be able to do the following…


5.1 Defining Kindness · Contribute one page to a Class Kindness

Memory Book to present to their classroom teacher as an expression of their gratitude.

· Articulate the qualities and actions of kindness.

5.2 Defining Leadership · Identify and describe the traits of

strong, kind leadership. · Apply leadership practices to daily

responsibilities and experiences.

5.3 Conflict Triggers and Escalation · Identify triggers that cause and escalate

conflict. · Discuss how conflict can lead to positive

change and growth.

5.4 Active Listening · Practice the three basic rules of active

listening to de-escalate conflict and strengthen relationships.

· Demonstrate whole body listening.

5.5 Kind Communication · De-escalate conflict by turning “you”

statements into “I” statements. · Play Walk, Stop, Jump, Clap to review and

apply active listening skills.

5.6 The Hero’s Journey · Identify ways to be a responsible

“everyday hero” at home, in school, and in the community.

· Connect the traits of everyday heroes to those of strong, kind leaders.

5.7 Altruism · Identify examples of altruistic behavior

and its importance for developing into a strong, kind leader.

· Explain the connection between empathy and altruism.

5.8 Cooperative Games · Collaboratively design and teach

a posture sequence to classmates consisting of a standing pose, seated pose, backbend, inversion, and mindfulness breathing exercise, using the Mindfulness Game Cards.

Read–Aloud BooksLacy Walker, Nonstop Talker by Christianne C. Jones

Interrupting Chicken by David Ezra Stein

My Mouth Is a Volcano by Julia Cook

The Berenstain Bears: Kindness Counts by Jan and Mike Berenstain

If You Plant a Seed by Kadir Nelson

Kindness to Share from A to Z by Todd and Peggy Snow

Heartprints by P. K. Hallinan

One Smile by Cindy McKinley

We Can Get Along: A Child’s Book of Choices by Lauren Murphy Payne

Bucket Filling from A to Z: The Key to Being Happy by Carol McCloud and Caryn Butzke

Being a Leader by Cassie Mayer

The Rainbow Fish by Marcus Pfister

Swimmy by Leo Lionni

Whole Body Listening Larry at School! by Elizabeth Sautter and Kristen Wilson

Howard B. Wigglebottom Learns to Listen by Howard Binkow

Jamaica Louise James by Amy Hest

The Lorax by Dr. Seuss

The Butter Battle Book by Dr. Seuss

A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant

Wangari’s Trees of Peace: A True Story from Africa by Jeanette Winter

Bring Me Some Apples and I’ll Make You a Pie: A Story About Edna Lewis by Robbin Gourley

Little Melba and Her Big Trombone by Katheryn Russell-Brown

She Loved Baseball: The Effa Manley Story by Audrey Vernick


Notes to Teachers Regarding the Unit 5 Deck

1. Decks may be edited to a smaller size to reduce printing needs and reflect the most appropriate, or most popular, activities from each group. Additionally, teachers may want to make copies of some postures for the classroom deck to offer counter-pose opportunities.

2. Focus Point Cards: These are to be pinned up in classrooms to aid students with directionality during standing postures and to give a focal point for balances.

3. Kind Communication Card: If this card is drawn, give students sample scenarios (see the Teach section in Lesson 5 of this unit for ideas). Ask students to create an “I” statement to resolve the conflict.

4. Hero’s Journey Card: Use this card mainly as a visual during lesson 5.6, but it can also be included in your classroom deck to guide students in creating their own movement stories.

5. Way To Go! Card: Encourage students to synchronize a small sequence with a positive “I am ________!” statement.

6. Your Five Superpowers Game: This card offers students a way to reflect on their learning and keep past units alive. Teachers may supply any feelings/emotions in addition to those listed on the card.

7. Wild Card: Allows students to choose any activity from the deck or to invent any movement they want to share for 30 seconds (e.g., jump around on the mat like monkeys, howl like dogs, bounce in place like popcorn, act like a basketball player and shoot as many free-throws as possible, act like a professional skier and sail down a mountain, act like a football player and run as if hopping through tires, act like tennis player and practice your serve). Ask students to share more ideas.


Unit 5 Deck Contents Standing · Octopus · Mountain, Sunrise, and Sunset · Half Opening A · Opening A · Surfer, Reverse Wave, Half Wave · Eagle · Star · Banana · High Lunge, Low Lunge · Chair · Triangle · Tree · Bird · Brain Balance Hop · Mindful Walking

Mindful Breathing Exercises · Smell the Rose, Blow out the Candle · Balloon Breathing · Animal Arms · Countdown Calm Down · Ocean · Dragon Breathing · Castle Breathing · Lion’s Breathing

Floor Postures · Seated Mountain · Cat/Cow · Dog · Three-Legged Dog · Plank/Side Plank · Sit Tall/Sandwich · Pretzel · Boat · Peacock · Butterfly/Humble Butterfly · Flower · Dolphin Dive · Crow · Candle · Rolling Rock

Backbends · Cobra · Seal 1 · SuperHero · Rock · Bow/Side Bow · Super Bow · Bridge

Teamwork · Double Boats · Forest · Partner Half Wave · Partner Peacock · Mirror Me

Chair Postures · Seated Mountain · Sandwich · Cat/Cow · Chair Pretzel · Baby Eagle · Chair Figure Four · Seated Banana · Chair Sunrise Twist · Body Scan: Head, Shoulders, Knees,

and Toes

Mindfulness Games and Tools · Your Five Superpowers · Mind Jar · Focus Points (North, South, East, West) · Kind Communication · Mindful Telephone · Hero’s Journey · Taking In the Good · Way To Go! · Statue · Mindful Breathing · Whole Body Listening · Wild Card

Opening and Closing Routines · Mindful Listening · Rest · Sleeping Crocodile · Closing Sequence · Attitude of Gratitude


Unit 5 Standards

SEL

· 1A.1a.: Recognize and accurately label emotions and how they are linked to behavior.

· 1A.1b.: Demonstrate control of impulsive behavior.

· 2A.1a.: Recognize that others mat experience situations differently from oneself.

· 2A.1b.: Use listening skills to identify the feelings and perspectives of others.

· 2B.1a.: Describe the ways that people are similar and different.

· 2C.1b.: Demonstrate appropriate social and classroom behavior.

· 3B.1b.: Make positive choices when interacting with classmates.

· 3C.1a.: Identify and perform roles that contribute to one’s classroom.

· 3C.1b.: Identify and perform roles that contribute to one’s family.

NHES · 1.2.2: Recognize that there are multiple

dimensions of health.

· 4.2.1: Demonstrate healthy ways to express needs, wants, and feelings.

· 4.2.2: Demonstrate listening skills to enhance health.

· 8.2.2: Encourage peers to make positive health choices.

National PE · Standard 1: The physically literate

individual demonstrates competency in a variety of motor skills and movement patterns.

· Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

· Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

· Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

· Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.


Lesson 1 Defining Kindness5.1 Overarching Learning ObjectiveStudents will be able to contribute one page to a Class Kindness Memory Book to present to their classroom teacher as an expression of their gratitude.

5.1 Materials · Breathing ball

· Paper (one piece per student)

· Crayons or markers (for students)

· Pencils (one per student)

· Unit 5 Reflection Journal

5.1 VocabularyRecall

5.1 Guiding Questions · How do you feel when you receive an act of

kindness?

· How do you feel when you are showing an act of kindness?

· Where in your body do you feel kindness?

· How much time does it take to be kind?

· Does kindness take a lot of effort? Explain.

· How has the activation of your superpowers helped you to become a better student? Friend?

· How does being a kind leader grow a better world?

· Is kindness contagious? If so, how?


5.1 Connect

This year we have learned how to activate four superpowers: power to be calm, power to tame your temper, power to laser focus, and power to grow and stretch. Activating these four superpowers has prepared you to develop your final superpower: the power to lead with kindness.

5.1 Teach

Today we are going to reflect on all the powers we have learned so far this year.

Review the significance of each of the four powers and their respective mindfulness strategies.


Invite students to share one kind moment they experienced while learning how to activate their superpowers. Have students focus on one memory of giving or receiving an act of kindness. Guide them to recall all the details of that memory by activating their power to laser focus.

What did that moment feel like? Look like? Sound like?

Have students either sit or stand in a circle holding hands. Explain that they are going to create a Kindness Circuit. Start by squeezing the hand of the student to your right. That person passes on your squeeze of kindness by squeezing the hand of the person to his/her right. After the pulse has traveled through each member of the circle, go around a second time in the opposite direction with a more difficult squeezing pattern (e.g., three short squeezes, or a short squeeze followed by two long squeezes). See how quickly students can complete the Kindness Circuit with the more challenging squeezing pattern.

5.1 Active Engagement

Students will create an image of their kindness moment to create a Class Kindness Memory Book. Kindergarteners may label their drawings, whereas first and second graders may include a paragraph describing their act of kindness illustrations.

Create a sample act of kindness illustration, with its corresponding text, to model the expectation for this project.

Distribute paper, pencils, and crayons (or markers) to students.

After students have completed their individual pages, have a whole-class share. Collect and collate the sheets to create a Class Kindness Memory Book, which will be presented next session as a gift of gratitude to the classroom teacher.

Movement Lab: Community-Building and Assessment ActivitiesIndependent PracticePartner PosesStudent Sequencing: individual and group —Restorative —Strength —Shoulders —Backbends —Hamstrings —HipsGames


If students finish early, have them create a list of daily acts of kindness in their Reflection Journals.

5.1 Link

Today we reviewed the importance of each of our four superpowers: power to be calm, power to tame your temper, power to laser focus, and power to grow and stretch. For the rest of our time together this year, we will use these four superpowers to activate and strengthen our power to lead with kindness. By recalling acts of kindness, we remind ourselves of how simple actions, such as a kind smile or thumbs-up to show friends that you think they did a great job, can really brighten their day. Continue our Kindness Challenge by performing one act of kindness each day. Write the days of the week in your Reflection Journal and draw a star next to each day that you perform an act of kindness. Give yourself a star for every kind act you perform. Challenge your family to work together to grow your list of kind acts. By spreading kindness, you begin to activate your power to lead with kindness.

5.1 Closing RoutineHave students sit in a circle to lead the closing sequence with the breathing ball. Whoever is holding the breathing ball invents his/her own mindfulness breath, which s/he names and has the class try out. The ball is then passed to another student, who compliments the previous classmate’s mindfulness breath and creates one of his/her own for the class to practice.


Lesson 2 Defining Leadership5.2 Overarching Learning ObjectiveStudents will be able to identify and describe traits of strong, kind leadership.

5.2 Materials · Prep ahead of time a “Recipe for Leadership” T-chart

· Chart paper

· Marker

5.2 VocabularyAmbitiousDeterminedEnthusiasticInspirationalLeaderLeadership

5.2 Guiding Questions · What words would you use to describe a good

leader?

· What are the responsibilities of a leader?

· How can mindfulness help strengthen your leadership qualities?

· What are some differences between a leader and a boss? (second grade)


5.2 Connect

This year we have learned how to activate four superpowers so far: power to be calm, power to tame your temper, power to laser focus, and power to grow and stretch. Activating these four superpowers has prepared you to develop your final superpower: the power to lead with kindness.

5.2 Teach

What are the first words that come to mind when you hear the word “leader”? One way to define a leader is as a person who influences the behavior of others and helps them reach their goals. Discuss different leadership roles (e.g., team captain, class president, student council, teacher, coach, head of a company).

As a class, brainstorm ideal attributes of leaders. Chart student responses. Responses could include: ambitious, caring, communicates well with others, cooperative, dependable, enthusiastic, fair, problem-solver, and unselfish. Have students order the attributes based on what they feel are most to least important.

Explain to students that we are not born with leadership traits. These attributes need to be continually developed and require mindful reflection of our words and actions. Provide hypothetical examples of kind and unkind leaders, stressing the importance of positively using one’s leadership powers.

Note: One of the most effective ways to help students realize their leadership potential is to provide them with a role that allows them to lead, such as the Opening and Closing Routines.


5.2 Active EngagementDisplay the “Recipe for Leadership” chart, which should include two sections. Model how to interpret and respond to both questions before students contribute.

1. Ingredient List

If you could cook up a strong leader, which ingredients would you use?

· Ingredients may include qualities such as these: ambitious, compassionate, determined, fair, follows rules, good judgment, honest, inspirational, leads without being bossy, open-minded, optimistic, resourceful, respectful, and role model.

· Demonstrate by providing one example of an ingredient, and then invite students to contribute.



2. How to Combine the Ingredients

Which ingredients do you think are most important to create an effective, yet kind and compassionate, leader? How much of each ingredient would you use to create your ideal leader? Why? (second grade)

5.2 Closing Routine

Today we learned how to identify and describe the traits of a strong, kind leader. Above all, it is important that a leader is compassionate, fair, and kind. And of course, don’t forget that leaders always need to be a CEO: Chief Example for Others!

5.2 Home Practice

Until we meet again, try paying attention to a person in your life (friend, teacher, family member) who demonstrates kind, fair leadership. What qualities or behaviors make that person a leader?


Lesson 3 Conflict Triggers and Escalation5.3 Overarching Learning ObjectiveStudents will be able to identify triggers that cause and escalate conflict.

5.3 Materials · Chart paper

· Markers

5.3 VocabularyConflictEscalateOutcomeResolution

5.3 Guiding Questions · What is conflict?

· Is a conflict always bad? Why or why not?

· What mindfulness strategies could you use to resolve a conflict?

· How can your attitude affect whether a conflict has a negative or a positive result?

· How can you recognize when a conflict is becoming worse?

· What are some words that trigger conflict? What are some actions (or behaviors) that trigger conflict?

· What is one thing that escalates, or worsens, conflict that you will try to avoid in the future when having a disagreement with someone?

· How are your feelings and behavior affected when you are in a conflict?


5.3 Connect

Last time we worked together, we learned how to identify and describe the traits of a good leader. Above all, it is important that a leader is compassionate, fair, and kind. And of course, don’t forget that leaders always need to be a CEO: Chief Example for Others!

5.3 Teach

Today we are going to investigate conflict and what causes conflict. What words or images come to mind when you hear the word “conflict” (e.g., anger, shouting matches, icy stares, stressful confrontation, hurt feelings)?

Discuss the idea that although conflict is often viewed as something negative and upsetting, it can often lead to positive change and growth.

Conflict itself is neither good nor bad. It is how we address conflict that determines whether it is negative or positive. Conflict is negative when:

• Individuals involved in or affected by the conflict don’t want to be part of the solution.

• Individuals do not listen to or respect one another’s feelings and opinions. Conflict is positive when:

• Individuals’ differences are respected.

• Individuals’ points of view are respectfully expressed.

• Individuals compromise and grow.


• Opportunities for better solutions are adopted.

• Relationships are improved. Certain triggers can negatively escalate a conflict. How would you describe an escalator (a set of stairs that either moves up or down)?

Draw a staircase with several stairs.

When a conflict becomes worse, we say that the conflict “escalates.” Conflict usually gets worse, or escalates, step-by-step (point to the staircase diagram). For example, someone may say something that makes you upset (point to the first step). Then, since you are upset, you may impulsively react by saying something hurtful to that person, making him/her even more upset (point to the second step). Before you know it, you both feel angry. Being in a conflict can feel like riding an escalator—once it starts, you find yourself riding it all the way to the top. The good news is that by having a better understanding of conflict resolution, you have the power to choose to stop the escalator and positively resolve conflict.1

Share common conflict escalators:

· Name-calling or teasing

· Finger-pointing or blaming

1: Laura Parker Roerden, “Don’t Laugh at Me: Teachers Guide,” Operation Respect. http://www.operationrespect.org/pdf/guide.pdf


5.3 Active Engagement

Double Boats1

Use interactive modeling to demonstrate how students can use mindfulness to physically link together to become Double Boats.

Use interactive modeling by selecting two students to demonstrate Double Boats. Both students face each other, sitting as if to prepare for Rolling Rock, with toes lightly touching one another. Next, partners greet each other silently and acknowledge with eyes alone if they are ready. Partners link hands and smile to signal they are ready to lift first one foot, then the other. Partners attempt first with bent knees, then move on to straight legs pending readiness. Without speaking, partners communicate with their eyes and body language to coordinate balance and create a comfortable stretch.

1: Baron Baptiste, Yoga Pretzels: 50 Fun Yoga Activities for Kids & Grownups.



Was it difficult to coordinate this balance in Double Boats and to lift your legs with your partner? Why or why not? Is there anything you and your partner could have done differently to work more effectively together? Why is it important to focus as you communicate with your eyes to coordinate movements with your partner? Did you demonstrate helpful leadership? If so, how?

5.3 Link

Today we discovered that conflict can quickly escalate, or become worse, depending on the words we choose and our behavior. We identified a couple of common conflict triggers and escalators, including name-calling (or teasing) and finger-pointing (or blaming). Next time we meet, we will practice active listening, our first strategy to de-escalate, or ride down the conflict escalator.

5.3 Closing RoutineContinue leading students through the Closing Routine as established in Unit 1, replacing “power to be calm” with “power to lead with kindness.”


Lesson 4 Active Listening5.4 Overarching Learning ObjectiveStudents will be able to practice the three basic rules of active listening to de-escalate conflict and strengthen relationships.

5.4 Materials · Index cards (one per student) · Choose one of the following books:

—Lacy Walker, Nonstop Talker by Christianne C. Jones — Interrupting Chicken by David Ezra Stein —My Mouth Is a Volcano by Julia Cook

· Chart paper · Unit 5 Reflection Journal: Mindful Telephone · Markers · “Whole Body Listening” chart; use symbols to

represent the following1

—Eyes look at speaker —Ears ready to hear —Mouth quiet —Hands quiet in your lap or by your side —Feet quiet on the floor —Body faces speaker —Brain thinks about what the speaker is saying —Heart cares about what the speaker is saying

1: Elizabeth Sautter and Kristen Warren, Whole Body Listening Larry at School!; 2011.

5.4 VocabularyDe-escalateRestate

5.4 Guiding Questions · What parts of your body do you use to listen?

· How can being an active listener help you better manage conflict?

· How does active listening show respect for the person who is speaking to you?

· How can you make good listening a habit?

· How can developing your active listening skills help you become a more effective learner?

· Who in your life is a great listener? What makes him/her a great listener?

· Explain the following quotes: — “Every good conversation starts with good listening.” (Mike Arauz) — “One of the most sincere forms of respect is actually listening to what another has to say.” (Bryant McGill) — “The word ‘listen’ has the same letters as the word ‘silent.’” (Alfred Brendel)


5.4 Connect

Last time we worked together, we discovered that conflict can quickly escalate, or become worse, depending on the words we choose and our behavior. We identified a couple of common conflict triggers and escalators, including name-calling (or teasing) and finger-pointing (or blaming).

5.4 Teach

Today we will practice active listening, which is our first strategy to de-escalate, or come down the conflict escalator.

Display the “Whole Body Listening” chart:


1. Practice whole body listening to give your full attention to the speaker.

· Review the concept of whole body listening:

—Eyes look at speaker

—Ears ready to hear

—Mouth quiet

—Hands quiet in your lap or by your side

—Feet quiet on the floor

—Body faces speaker

—Brain thinks about what the speaker is saying

—Heart cares about what the speaker is saying

2. Restate the speaker’s most important thoughts,

feelings, and concerns.

In your own words, summarize what you were told by the speaker, including their feelings and needs. Calmly restating what you heard while making eye contact with the speaker shows that you have listened and understood him/her. It also helps to clarify any misunderstandings.

3. Don’t interrupt.

Give the person time to speak without correcting their mistakes, giving advice, or telling your side of the story. You will get a chance to express yourself after s/he finishes speaking.

Model one active listening scenario with a student volunteer in which the student is the speaker and you are the listener.

Ask students the following:

· How did I demonstrate to [name] that I was listening?

· How did I respond to what [name] was telling me?


5.4 Active EngagementThe following Active Engagement is comprised of two parts, which may be taught over two lessons.

Part I: Read Aloud

Choose one of the three books listed below to read aloud:

· Lacey Walker, Nonstop Talker by Christianne C. Jones

· Interrupting Chicken by David Ezra Stein

· My Mouth Is a Volcano by Julia Cook

Animate whichever story you choose with movement and gestures.

Create a T-chart with the column headings “When to Speak” and “When to Listen.” Have students come up with three examples under each column. Lead a discussion on the important things students may miss in school when they do not practice active listening.

Have students sit tall in Seated Mountain. Explain to students that today’s Mindfulness Challenge is to use whole body listening while balancing index cards placed on their heads. The super challenge is to use their silent “agree” or “disagree” hand gestures to respond to a series of questions about the read aloud, but without allowing the card to fall off of their heads. Use interactive modeling to demonstrate. Distribute one index card to each student.

Practice mindful listening with a bell or chime to close the class.



Part II: Mindful Telephone

How To Play:

1. Students sit in a circle in Seated Mountain. Use interactive modeling to demonstrate how to play the game. Explain that the purpose of the game is to improve active listening skills.

2. You will start the message. Begin with a message that inspires students to be their best selves or a message that serves as a class motto (e.g., “Kindness is free” or “No act of kindness, no matter how small, is ever wasted”). Alternatively, your message could list a short sequence of yoga-based movements.

Note: For kindergarteners, themes may be shortened to one word or one pose.

5.4 Link

Today we learned the importance of de-escalating, or reducing the intensity, of conflict through active listening. We (choose the appropriate option) Read the book __________. Played the game __________ to practice active listening.

Briefly review the three steps of active listening (refer to the chart).

Next time we work together, we will learn a second strategy to de-escalate conflict, in which we will turn “you” statements into “I” statements to better communicate strong emotions.

5.4 Closing Routine Continue leading students through the Closing Routine as established in Unit 1, replacing “power to be calm” with “power to lead with kindness.”


Lesson 5 Kind Communication5.5 Overarching Learning ObjectiveStudents will be able to de-escalate conflict by turning “you” statements into “I” statements.

5.5 Materials · Chart paper

· Markers

· Prep “Kind Communication” chart in advance (I feel ____________ when you ____________ because ____________. I need/want you to ____________.) — from Unit 5 Reflection Journal

5.5 VocabularyAccusationDefensiveReword

5.5 Guiding Questions · Why do statements that start with “you always”

and “you never” often make conflict worse?

· How could you reword a “you” statement to de-escalate a conflict?

· How do you effectively communicate strong emotions when you express yourself using kind communication?

· What escalates a conflict? What de-escalates a conflict?

· Why is it easier to stop escalation earlier in a conflict, rather than later?


5.5 Connect

Last time we worked together, we learned the importance of de-escalating, or reducing, the intensity of conflict through active listening. We also played Mindful Telephone to practice active listening.

Briefly review the three steps of active listening (refer to the chart).

5.5 Teach

Today we are going to continue to learn how to de-escalate conflict by turning “you” statements into “I” statements to better communicate strong emotions. “You” messages often sound like accusations. The person we are speaking to may become defensive because s/he feels like s/he is being verbally attacked. Using kind communication to express yourself is often more productive because then you can clearly explain how you feel, why you feel that way, and what you would like to change.

Display the “Kind Communication” chart. Teach students how to use “I” statements to clearly and effectively communicate their strong emotions.

I feel ____________ [be specific] when you ____________ [describe the behavior or circumstance] because ____________. I need/want you to ____________.

Model how to use kind communication with the first sample scenario below. First, demonstrate the scenario as a “you” message. Ask students to notice how it feels to receive a “you” message. Next, demonstrate the same scenario as an “I” statement. Invite students to close their eyes and notice how each version of the same message feels in their bodies. With their turn-and-talk partners, students then discuss how each version felt. Invite two students to share with the class.


Sample scenarios:

1. You are trying to share an important comment during circle time, but students keep talking over you.

2. You are standing in line, following the teacher’s instructions, but another student pushes in front of you.

3. You are reading your favorite book and another student comes along and pulls it away from you, ripping the page.

5.5 Active EngagementIf time permits, Walk, Stop, Jump, Clap may be played again to underscore active listening skills. Use the same interactive modeling from the previous lesson (when the game was introduced). This time, include more students to demonstrate each example.

How To Play:

1. Students remain in Seated Mountain while you demonstrate the game using interactive modeling with one student. As the listening challenge is increased, invite a second and then a third student to join the interactive modeling.

When I say, “Walk!” you walk. When I say, “Stop!” you stop. When I say, “Jump!” you jump. When I say, “Clap!” you clap.

To increase the challenge:

When I say, “Walk!” you stop. When I say, “Stop!” you walk. When I say, “Jump!” you jump. When I say, “Clap!” you clap.



To further increase the challenge:

When I say, “Walk!” you stop. When I say, “Stop!” you walk. When I say, “Jump!” you clap. When I say, “Clap!” you jump.

2. Ask:

What did you notice about how your classmates modeled active listening? What did you notice about how to safely play the game?

3. Depending on the space, form one large circle, several

smaller circles, or two concentric circles, or simply instruct students to move in place by their seats. Challenge students to walk quietly, yet energetically, while maintaining a space of one arm’s length between themselves and the students directly in front and in back of them. To start the game, ring the bell, or say, “Go.” Play a few rounds as you gradually increase the listening challenge.

4. Debrief with students. Ask:

How does it feel in your body to listen and respond to changes in instructions?

The following question is an addition and is the focus of today’s game:

If someone walked when you stopped and ended up bumping into you, did you use an “I” statement or a “you” statement to express your feelings?


5.5 Link

Today we continued our investigation of de-escalating conflict by turning “you” statements into statements made with kind communication that clearly identify your feelings about a problem and your needs without making the person you are speaking to feel accused or blamed. Kind communication often makes the listener more open to peacefully solving the problem instead of immediately becoming defensive and escalating the situation. What escalates a conflict for one person may not escalate a conflict for another person. What sets someone off is often an individual response. This week, start to become aware of and observe your own personal conflict escalator triggers and the conflict escalator triggers of others in order to learn how to avoid and better manage conflict.



Lesson 6 The Hero’s Journey5.6 Overarching Learning ObjectiveStudents will be able to identify ways to be a responsible “everyday hero” at home, in school, and in the community.

5.6 Materials · Unit 5 Reflection Journal: “Hero’s Journey” template1

· Marker

1: Joseph Campbell, The Hero with a Thousand Faces, 1949.

5.6 VocabularyAdmireConsequenceDutyHeroJourneyPrivilegeVolunteer

5.6 Guiding Questions · What does it mean to be a hero?

· What does it mean to be a hero in everyday situations?

· What are the traits of a hero?

· Why is it important to have these traits?

· What are the consequences of not having these traits?

· What do you admire most about heroes? Why?

· Do you have the power to make a positive difference in your community? Give an example.

· What do you think our school community would be like if there were no everyday heroes?

· How does being an everyday hero help you develop into a strong, kind leader? (second grade)


5.6 Connect

Last time we worked together, we continued our investigation of de-escalating conflict by turning “you” statements into “I” statements, which clearly identify your feelings about a problem and your needs without making the person you are speaking to feel accused or blamed. “I” statements often make the listener more open to peacefully solving the problem instead of immediately becoming defensive and escalating the situation. Remember that what escalates a conflict for one person may not escalate a conflict for another person. What sets someone off or escalates a conflict is often an individual response.

5.6 Teach

Today we are going to discuss what it means to be a hero and why a hero and a strong, kind leader share many traits. We will also explore what it means to be on a hero’s journey.


Heroes are not just characters in comic books and movies saving the day. There are many everyday, real-life heroes who make brave decisions when faced with a difficult situation. Heroes stand up for what’s right, even when no one else does. Some heroes become famous, while others may perform heroic acts without recognition or praise from others. Some heroes help many people, whereas others may better the world for a single person.

5.6 Active EngagementShare the graphic organizer of the Hero’s Journey and compare the quest and circular pattern to our Movement Stories.

Ask students to name the traits of some of their favorite heroes. For example, the Teenage Mutant Ninja Turtles are kind, have courage, support one other, and take care of their community.

Chart student responses (e.g., compassion, courage, growth mindset, kindness, patience).

Ask students how they can be heroes in everyday life:

· Could being an everyday hero simply mean that you help your mom and dad by putting away the groceries or that you stand up for a friend who is being bullied on the playground?

· What are some ways you could be helpful at home? At school? On the playground?

· What are some ways you can show kindness to yourself?



What does a lemon taste like (e.g., very sour, acidic, gross)? How would you describe the taste of lemonade (e.g., sweet, refreshing, delicious)? Although eating a plain lemon tastes extremely sour, if you make the effort to squeeze a bunch of lemons and add water and sugar, it turns into sweet, delicious lemonade. The same can be said for improving your community. If no one works toward making the community a sweeter place to live, it will not change for the better on its own. Improving the community is the duty of its everyday heroes.

5.6 Link

Today we learned the importance of creating and maintaining a thriving community in addition to developing into strong, kind leaders.

Briefly review the chart of traits that everyday heroes and kind leaders share.


5.6 Home Practice

This week, keep an eye out for situations where you can be a helpful, everyday hero and exhibit kind leadership traits. I look forward to hearing about your hero’s journeys next time we meet.


Lesson 7 Altruism5.7 Overarching Learning ObjectiveStudents will be able to identify examples of altruistic behavior and its importance for developing into a strong, kind leader.

5.7 Materials · Chart Paper

· Marker

5.7 VocabularyAltruism

5.7 Guiding Questions · What is altruism?

· What is an example of an altruistic act?

· Why is altruism a trait of a strong, kind leader?

· How do altruistic acts improve a community and the happiness of its members?

· How does leading by example through performing altruistic acts motivate others to behave more altruistically? (second grade)


5.7 Connect

Last time we worked together, we discussed the common traits of everyday heroes and kind leaders. We spoke of their importance in creating and maintaining a strong, thriving community. Would anybody like to share something they did on their personal hero’s journey?

Briefly review the chart of traits that everyday heroes and kind leaders share.

5.7 Teach

Today we are going to learn about altruism, which is an important trait of both heroes and strong, kind leaders. Altruism is the unselfish concern and actions taken for the well-being of others without the hope of getting something in return for your good deeds.

Further unpack the definition of altruism and the importance of acting in ways that promote the well-being of others in order to become a strong, kind leader. Explain how when you feel empathy for a person, you are more likely to attempt to help him/her for purely altruistic reasons, regardless of what you have to gain in return. Seeing yourself in others or trying to find a thread of similarity, even if the other person may appear very different from you, can motivate altruistic behavior. Both empathy and altruism often require that we make the effort to see things from another’s perspective, which may be different from our own. Highlight how altruism is contagious. When you give, you spur a ripple effect of generosity throughout your community.

Provide several examples of altruism. Have one or two students share an example in which they demonstrated altruism or observed someone else acting altruistically.


Examples of altruism:

· A firefighter who risks his/her life to save another’s life.

· A mom who gives up her free time to drive her child to soccer practice.

· A student volunteering in a soup kitchen or a nursing home out of a genuine desire to help others.

· A student volunteering to tutor another student.

5.7 Active EngagementThe following Active Engagement is comprised of two games, which may be taught over two or more lessons to deepen students’ understanding of altruism, empathy, and trust.

Part I: Mirroring GameChoose one student to demonstrate using interactive modeling.

· Smile with your eyes to greet your partner.

· Sit in Seated Mountain with knees almost touching

· Choose which partner will lead. The other partner will act as the mirror.

· Raise hands so your palms face each other and are close but not touching.

· Without speaking, the mirror must precisely imitate, or mirror, what the leader does with his/her hands and facial expressions.

· When the bell rings, partners bow and thank each other.

· Partners switch roles.

· Challenge: Students practice the same hand mirroring exercise, but add the element of simultaneously rising to Standing Mountain. Emphasize the importance of practicing this breath-coordinated movement in silence.



Ask students if it was challenging to mirror their partners’ facial expressions. Discuss the importance of reading others’ expressions and emotions.

How can understanding the feelings of others help you to develop into a kind leader?

Part II: Trust Lean (with optional Elevator Challenge)Choose one student to demonstrate using interactive modeling.

· Smile with your eyes to greet your partner.

· Stand in Mountain pose, toe-to-toe with your partner. Firmly hold your partner by both wrists.

· Partners gradually move away from each other until they feel the equal and opposite pull of their counterpart, which supports their weight and holds them upright.

· Challenge: Add the Elevator component by instructing students to remain leaning back as they bend their knees and lower down into a squat. Continuing to lean away from each other, students straighten their legs to return to standing.

· When the bell rings, partners bow and thank each other.


Discuss the importance of trust in a community and why building trust within a community is critical to being an everyday hero and a strong, kind leader.

How does it feel when you hold yourself up on your own? How does it feel when your partner holds you up? What happens when we lose trust? Can trust be rebuilt, or earned again, if it is broken? If so, how?

5.7 Link

Today we learned about altruistic actions and their importance for developing into both a hero and a strong, kind leader. We also discussed how feeling empathy for someone makes it more likely that we will perform an altruistic act to help that person without the hope of receiving something in return for our good deeds. Small, simple altruistic acts can have a large and lasting impact on someone’s life. This week, consider how you could help someone. Perhaps you could help a family member with chores around the house, a classmate who is struggling with homework, or a neighbor who could use another set of hands to plant a garden.



Lesson 8 Cooperative Collaboration5.8 Overarching Learning ObjectiveStudents will be able to collaboratively design and teach a movement sequence to their classmates consisting of a standing pose, floor pose, backbend, breathing exercise, and mindfulness tool using the Mindfulness Game Cards.

5.8 Materials · Mindfulness Game Cards from Unit 5 Reflection Journal

— Color in the borders of the deck: Standing/red, Floor/green, Breathing/blue, Backbends/ yellow, Chair/orange, Teamwork/purple, Opening and Closing Routines/leave white, Mindfulness/magenta.

— Note: Mindfulness activities drawn from the preceding units can be used to review and underscore prior learning, support students in their creative sequencing work, and/or provide opportunities for more members of the school community (teachers, administrators, parents) to join in health and wellness activities toward the end of the school year.

· Chart

· Marker

5.8 VocabularyCollaborationContributionCooperation

5.8 Guiding Questions · What is collaboration?

· What does collaboration look like? Sound like? Feel like?

· What does it mean to be committed to achieving a common goal?

· What are the benefits of working cooperatively with others?

· Why is active listening an important part of collaboration?

· Why is commitment an important part of collaboration?

· What makes working in groups enjoyable?

· What makes working in groups not fun?

· What are things you do at school that require cooperation? On the playground? At home?

· What traits describe an effective group member?

· How does a leader work in a group?

· Describe a time you had difficulty cooperating. What made it difficult to cooperate? What could you have done differently to make it easier to cooperate?

· Think of a time someone was uncooperative with you. How did it make you feel? What would you have wanted the person to do differently?


5.8 Connect

Last time we worked together, we learned about altruistic actions and their importance for developing into everyday heroes and strong, kind leaders. We also discussed how feeling empathy for someone makes it more likely that we will perform an altruistic act to help that person without the hope of receiving something in return for our good deed. Small, simple altruistic acts can have a large and lasting impact on someone’s life.

5.8 Teach

Today we are going to learn one of the most important skills to strengthen our power to lead with kindness: cooperative collaboration. Cooperative collaboration is the act of working together to achieve a common goal, which requires commitment. Collaboration is important because we are able to both learn and achieve more by supporting one another when we work together as a team. You can remember this key benefit to working as a team with the acronym TEAM: Together Everyone Achieves More.

Create a chart with students entitled “How to Be a Cooperative Team Member.”1 The following could be included on the list:

· Use active listening

· Respect

· Share

· Take turns

· Compromise

· Stay calm

· Be responsible

· Show appreciation for others’ contributions

· Encourage team members

· Include everyone on the team

· Use less “me” and more “we”

1: David Elkind and Freddy Sweet, “Teaching Guide: Cooperation,” http://www.goodcharacter.com/YCC/Cooperation.html.


5.8 Active EngagementDisplay the Mindfulness Game Deck, allowing students to “soak in” and share memories of all the exercises, postures, games, and tools they have learned over the course of the year. Take time to define the different categories as well as point out the logo at the bottom of each card that signifies the category. Let students know that they will receive their own deck to color in and take home for summer recess to create sequences with family and friends and keep their health and wellness plans in action.

Part A: Choose a team of 3–4 students to demonstrate the following activity using interactive modeling. Then invite the entire class to participate in the sequence. Proceed to Closing Routines and Link sections. Let students know that they will break into groups next time and work as a team to create their own sequence.

Movement Lab: Community—Building and Assessment ActivitiesIndependent PracticePartner PosesStudent Sequencing: individual and group —Restorative —Strength —Shoulders —Backbends —Hamstrings —HipsGames


Part B: Repeat condensed version of lesson sections Teach and Connect, moving quickly to Active Engagement. Divide the class into teams of 3–4 students. Distribute five cards, one from each color-coded category (e.g., standing poses, seated poses, backbends, inversions, mindful breathing) to each team. Remind students of the last class and the modeling of how to work as a team to design a movement sequence with five mindfulness game cards, then assign a space in the classroom for each team to work. Distribute five cards to each team. Emphasize how each team member is assigned a specific responsibility, such as card organizer, problem solver, sequence leader, and participant (to try out proposed sequence). Explain that each team will teach their movement sequence to other members of the class, another health and wellness class, or their parents (depending on what works best in your school). If time permits, students may set their movement sequence to music or a poem, or they may create a story that features each pose.

After teams have designed their movement sequences, debrief as a class to discuss their experiences working as a team.

This lesson can be replayed through the last weeks of school, allowing students to work with different community members as well as take time to personalize their own decks.

What enabled your team to cooperate? What were some challenges you faced during this activity? How did your team overcome these challenges? What did you learn from working as a member of a team?


5.8 Link

This year we learned how to activate our five superpowers: power to be calm, power to tame your temper, power to laser focus, power to grow and stretch, and power to lead with kindness. The five powers are related to one another because they all help train your brains. They are invaluable resources to continually learn, grow, and transform. All of the powers live inside each of you. They simply need to be activated through mindfulness. Being mindful of your superpowers guides you to make smarter, healthier choices, even when faced with strong emotions or challenging situations. Never forget that the powers are within! Use them wisely and kindly!



Unit 5 Movement GuideHow To Incorporate Movement Stories into the Push-In Model and H&W Room Model · Instructors may choose to teach movement

sequences (outlined in each individual lesson) with or without a storytelling element. It is important that the movement phase of class achieve the physical objectives stated in the unit description of each lesson plan.

· The movement phase of class may be introduced at the beginning, middle, or end of each lesson, depending on the needs of students and time of day.

· Movement Stories can be used for both the Push-In Model or the Health and Wellness Room Model. Each unit suggests a basic theme to follow and weave together with the lesson’s physical objectives.


Movement GuideUNIT 5

· The story is acted out through the warm-up listed below. Posture sequences listed under “Active Engagement” can be woven into the story.

· The frame story for Unit 5 is loosely based on the pattern of “the hero’s journey” as illustrated by Joseph Campbell in his work The Hero With a Thousand Faces (1949). The basic narrative structure includes

1. The hero’s call to adventure.

2. Refusal of the call (e.g., worry, concern, fear, possibly transformed by breathing exercises).

3. Meeting the mentor/guide who helps our hero stay safe on the adventure.

4. The journey to an unknown, mysterious place.

5. The Ordeal (the adventure itself—what will our hero save or change or achieve?).

6. The Return (coming home to the ordinary world).

· While some teachers may enjoy creating larger-than-life scenarios, it is just as significant to play out the everyday, moment-to-moment choices we all have to make about how to be one’s best self.

· After lesson 5.8, Cooperative Games students may start using the Mindfulness Deck to invent their own sequences and hero adventures.


· Before movement, invite a student to lead the Mindfulness Promises to underscore awareness of safe movement space.

Push-In Model · Room Setup: We advise inviting students to start standing at or seated

behind their assigned desks to quickly define safe movement space.

· Time Allotment: Prepare a 3–5 minute sequence. In this short time frame, movement might include 3–5 of the yoga-based exercises listed in the Active Engagement section as well as a breathing exercise to wind down.

· Meeting Physical Objectives: Standing postures from the Active Engagement can easily be achieved despite the tight confines of the classroom, while seated postures must be converted to chair postures.

Place your chair where all students can see you. Using a chair for seated postures allows all students to see you and remain engaged. Only use the floor if all students can see you.

Health and Wellness Room Model · Room Setup: Each teacher defines their own classroom setup based on the

best flow for entry, shoe removal, line up for dismissal, and exit.

· Time Allotment: For classes in their own Health and Wellness Rooms, it is suggested to divide the time as follows:

— 5 minutes for entry, removal of shoes, transfer to mat, and Opening Routine

—5–10 minutes for the lesson content

—20–25 minutes for movement

— 5 minutes for the Closing Routine, return to shoes, and mindful lineup

· Meeting Physical Objectives: Follow the yoga-based exercise sequence listed in the Active Engagement of each lesson.


Movement Learning ObjectivesStudents will be able to do the following…

5.1—5.8 All Lessons · Demonstrate independently practicing a whole

sequence.

· Create a restorative sequence.

· List the categories of postures.

· Apply principles of cooperation, trust, creativity, and problem solving with other students in partner poses.


Opening Routine and Mindfulness Promises: Be safe, be kind, work together.

Warm-up to activate our Power to Lead:

· Wake Up Brain (Tapping In) · Wake Up Body (Tapping In) · Eye Exercises · Ear Exercises · Check In

Prepare For Your Journey: · Put on your adventurer robes and boots to

prepare for the journey.

· Introduce a hero adventure just right for your students. Follow the basic pattern of the hero’s journey. (Lesson 5.6 teaches the Hero’s Journey specifically; teachers need not wait to play with this movement story before introducing 5.6.)

Brain Balance Hop · We’ve got to climb to the top of this

mountain to travel to a new land to save the villagers of _________ from _________!

· Ten elbow-to-knee jumps

Peak Experience Example · Fear, worry or another difficult emotion sets

in...and we refuse the adventure. A mentor or guide appears to help us believe and activate our power to lead with kindness.

Add Yoga-Based Exercises from Active Engagement of each lesson

· Emphasize standing postures

· Convert floor postures to chair postures if necessary.

The Power To Lead With Kindness Movement Story


Movement GuideUNIT 5

Closing Routine and Thank-Yous · Teacher’s Choice: Send thanks to self with

hug; American Sign Language for “thank you,” or send Sparkle Fingers around to show gratitude and support for self and then the group.

Smile… Meet eyes all around—thank you for traveling and tapping into your power to lead with kindness!


Unit 5 Glossary

A

Accusation: a charge or claim that someone has done something wrong

Admire: to regard with respect or approval

Altruism: the belief in or practice of selfless concern for the well-being of others

Ambitious: having or showing a strong desire and determination to succeed

C

Collaboration: the action of working with another individual or a group of individuals to produce or create something

Conflict: a serious disagreement or argument

Consequence: a result or effect of an action or condition

Contribution: a gift to a common fund or cause

Cooperation: the process of working together, with another individual or a group of individuals, to the same end

D

De-escalate: to reduce the intensity of a conflict

Defensive: anxious to avoid challenge or criticism

Determined: firmly decided or resolved

Duty: a moral or legal responsibility or obligation

E

Escalate: to increase or intensify rapidly

H

Hero: a person admired or idealized for courage, outstanding achievements, or noble qualities

I

Inspirational: providing or showing creative or moral motivation

J

Journey: the process of traveling from one place to another

L

Leader: the person who leads or commands a group, organization, or country

Leadership: the act of leading a group of people or an organization

O

Outcome: the results or consequences of a set of circumstances


GlossaryUNIT 5

P

Privilege: a special right or advantage granted to a particular person or group of people

R

Recall: to bring a fact, event, or situation to mind, especially so as to recount it to others

Resolution: the action of solving a problem or easing a conflict

V

Volunteer: a person who freely offers to undertake a task


Big Toe

Standing/ Forward Fold

Bird

Balance

Boat

Strength

Bow

Backbend

Brain Balance Hop

Balance

Bridge

Backbend

This posture guide provides a basic overview of the postures included in Unit 1 through Unit 5.

Units 1-5Posture Guide


Posture GuideUNITS 1–5

Butterfly

Seated

Camel

Backbend

Cat

Warm-up

Chair

Standing

Kangaroo: Hop up and down in Chair with

hands forward at the chest like a kangaroo.

Cobra

Backbend

Cow

Warm-up

Cow-Face

Seated

Note bind detail behind back: “Cow-

Face Arms”


Dancer

Balance

Dolphin Dive

Strength

Downdog

Standing/ Inversion/Rest

Eagle

Balance/Twist

Elephant

Standing

Figure Four

Standing



Floating Lotus

Strength

Flower

Seated

Forest (Partner Tree)

Standing/Balance

Frog

Strength

Guided Rest

Rest

Half Boat

Strength

Half Moon

Balance


Half Split

Warm-up

Handstand

Inversion

Hands Under Feet

Standing

Hero

Seated

High Lunge With Cow-Face Arms

Standing

Horizon

Warm Up

Knees-Into-Chest

Supine



Lion

Seated

Low Lunge

Standing

Mountain

Standing

One-Legged Balance

Balance

One-Legged Bridge

Backbend

One-Legged Downdog

Balance/Inversion


One-Legged Plank

Strength

Partner Figure Four

Balance

Peacock A

Seated

Peacock B

Balance

Pigeon

Rest

Plank

Strength/Warm-up

Pointing Dog

Balance

Pretzel

Seated/Twisting

Pushup

Strength/Warm-up

Quad Stretch

Warm-up



Reverse Wave

Standing

Right Angle Handstand

Inversion

Rock 1

Rest

Rock 2

Rest

Rolling Rock

Warm-up

Rotated Seated Tree

Seated

Rotated Triangle

Standing


Rotated Wave

Standing

Sandwich

Seated/Forward Fold

Seal 1

Backbend

Seal 2

Backbend

Seated Mountain

Cooldown

Seated Sunrise

Cooldown

Seated Sunset

Cooldown



Seated Tree

Seated/Forward Fold

Seated Twist

Seated

Seated Wave

Seated

Side Bow

Backbend

Sleeping Butterfly

Supine/ Cooldown

Sleeping Crocodile

Rest

Sleeping Figure Four

Supine/Rest

Sleeping Split

Supine/Rest


Sleeping Twist

Supine/Rest

Slide

Strength

Snail 1

Seated

Snail 2

Seated/Forward Fold

Sphinx

Backbend

Split

Seated

Sport Stretch

Seated

Standing Split

Balance

Star

Standing



Stork

Standing/Balance

Sunrise

Standing

Sunset

Standing/ Forward Fold

Superbow

Backbend

Superhero 1

Backbend

Superhero 2

Backbend

Supernova

Strength


Explorer: Begin in Warrior 2. Bring one hand to rest on eyebrows like a visor. Look off into the distance, searching for a new adventure.

Surfer Variations

Standing

Table

Strength

Tree

Standing/Balance

Triangle

Standing

Turtle

Seated

Note three variations



Twisted Chair

Standing/Twist

Twisted Frog

Twist

Twisted Low Lunge

Standing/Twist

Twisted Snail 1

Seated/Twist

Twisted Snail 2

Seated/Twist

Updog

Backbend

Upward Lunge

Standing


Volcano 1

Standing

Voclano 2

Standing

Volcano 3

Standing

Volcano 4

Standing

Warrior 1

Standing

Wave (Full)

Standing

Wave (Half)

Standing

Wheel

Backbend

Windmill

Standing/Twist



Sequences

Closing Sequence

Frog


Half Opening Sequence A

Half Opening Sequence B



Opening Sequence A


Opening Sequence B



Plank Sequence

Rocket Sequence


The exercises used within the Pure Edge, Inc. Health and Wellness Program are based on tested practices. Yoga-based exercises have been shown to have many benefits for young people, including reduction of stress and anxiety;1-3 increase in self-regulatory capacities,4 including decreased anger;5,6 increased ability to maintain focus;7 reductions in negative affect,1,3 depression,5

and body dissatisfaction,8 and reduction of negative behaviors.5 Physically, yoga has been shown to enhance cardiovascular fitness,9–11 balance,12,13 and grip strength.14 At least one study has shown that the position we hold our bodies in has a direct correlation to raising levels of confidence, risk-taking, and competence, lowering cortisol levels, and configuring the brain to sensibly cope with stressful situations.15

While participating in this program, children will exercise and connect with their own bodies while increasing their connection to and understanding of the world around them. The simple, regulated breathing exercises help students relax by focusing on their breath and the simplicity of the moment. Each session includes relaxation, which gives students a break from their full, and often stressful, school days and lives.

References

1. West J, Otte C, Geher K, Johnson J, Mohr DC. Effects of Hatha yoga and African dance on perceived stress, affect, and salivary cortisol. Annals of behavioral medicine: a publication of the Society of Behavioral Medicine. 2004;28(2):114-8. Epub 2004/09/30.

2. Platania-Solazzo A, Field TM, Blank J, Seligman F, Kuhn C, Schanberg S, et al. Relaxation therapy reduces anxiety in child and adolescent psychiatric patients. Acta paedopsychiatrica. 1992;55(2):115-20. Epub 1992/01/01.

3. Noggle JJ, Steiner NJ, Minami T, Khalsa SB. Benefits of yoga for psychosocial well-being in a US high school curriculum: a preliminary randomized controlled trial. Journal of developmental and behavioral pediatrics: JDBP. 2012;33(3):193-201. Epub 2012/02/22.

4. Mendelson T, Greenberg MT, Dariotis JK, Gould LF, Rhoades BL, Leaf PJ. Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of abnormal child psychology. 2010;38(7):985-94. Epub 2010/05/05.

5. Berger BG, Owen DR. Mood alteration with yoga and swimming: aerobic exercise may not be necessary. Perceptual and motor skills. 1992;75(3 Pt 2):1,331–1,343. Epub 1992/12/01.


6. Khalsa SB, Hickey-Schultz L, Cohen D, Steiner N, Cope S. Evaluation of the mental health benefits of yoga in a secondary school: a preliminary randomized controlled trial. The journal of behavioral health services and research. 2012;39(1):80-90. Epub 2011/06/08.

7. Peck HL, Kehle TJ, Bray MA, Theodore LA. Yoga as an intervention for children with attention problems. School psychology review. 2005;34:415-424.

8. Scime M, Cook-Cottone C. Primary prevention of eating disorders: a constructivist integration of mind and body strategies. The International journal of eating disorders. 2008;41(2):134-42. Epub 2007/10/25.

9. Bera TK, Rajapurkar MV. Body composition, cardiovascular endurance and anaerobic power of yogic practitioner. Indian journal of physiological pharmacology. 1993;37:225-8.

10. Moorthy AM. Survey of minimum muscular fitness of the school children of age group 6 to 11 years and comparison of the influence of selected yogic exercises and physical exercises on them. Yoga mimamsa. 1982;21:59-64.

11. Bagga OP, Gandhi A. A comparative study of the effect of Transcendental Meditation (T.M.) and Shavasana practice on cardiovascular system. Indian heart journal. 1983;35(1):39-45. Epub 1983/01/01.

12. Berger DL, Silver EJ, Stein RE. Effects of yoga on inner-city children’s well-being: a pilot study. Alternative therapies in health and medicine. 2009;15(5):36-42. Epub 2009/09/24.

13. Dhume RR, Dhume RA. A comparative study of the driving effects of dextroamphetamine and yogic meditation on muscle control for the performance of balance on balance board. Indian journal of physiology and pharmacology. 1991;35(3):191-4. Epub 1991/07/01.

14. Dash M, Telles S. Improvement in hand grip strength in normal volunteers and rheumatoid arthritis patients following yoga training. Indian journal of physiology and pharmacology. 2001;45(355-360).

15. Carney DR, Cuddy AJ, Yap AJ. Power posing: brief nonverbal displays affect neuroendocrine levels and risk tolerance. Psychological science. 2010;21(10):1363-8 Epub 2010/09/22. ion of eating disorders: a constructivist integration of mind and body strategies. The International journal of eating disorders. 2008;41(2):134-42. Epub 2007/10/25.

16.

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