WITC Activity Plan

Your Name: Jessica Colbert

Learning Experience Title: Yoga Ages of Children: 3-5
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies X Social
 Sensory Play
 Literacy & Language X Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
X Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

X Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same time the children participating
at the same time
Number of children participating at the same time: 23 children
Skills (what children will do): The children will do different yoga poses and breathing exercises. They will gain body
awareness and understand different ways to move.

Concepts (what children will learn/know): The children will learn about different yoga positions and stretches they
can do on their own time. Also, they will learn about breathing to help them calm themselves down when they get
frustrated or mad. We can control and relax our bodies.

This learning experience has been planned to feature the following WMELS performance standards

B.EL.1b Moves with strength, control, balance, coordination, locomotion, and endurance
C.EL.1 Uses senses to take in experience, integrate, and regulate responses to the environment
A.EL. 3 Demostrates a healthy lifestyle
B.EL. 2 Exhibits eye-hand coordination, strength, control, and object manipulation

Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?

I have chosen this experience because I think it will be good for the children to move and stretch. This group that
I’m working with this semester is a pretty active group. It is lifelong activity that they could do in their free time to
stay fit in mind and body.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.

Open floor space

Yoga book and cards
Breathing ball

Source of materials:
O All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
X I am providing the following: Yoga pretzel cards and My Daddy is a Pretzel book
Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
To prepare and practice yoga positions.
 Teaching Sequence of the Learning Experience
Set-up and arrangement of materials and equipment
Yoga book and cards on the floor. The children can be spaced out on the floor.

Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).

I will tell the children that we are going to do some exercises and they are named after animals. Since we will be
learning about a downward dog and cat yoga positions, I will ask them to act like a dog or a cat while they come to
the circle time rug.

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and conclusion.

1. Gather the children using the transition listed above.

2. I will have the book and the cards set up on the floor already.
3. I will ask the children if they know anyone that does yoga. I will tell them a little bit about how yoga is good
for your mind and body, and explain how we can do some animal poses, including what they did coming
over to the circle time rug.
4. As I am going through the book or the cards, I will demonstrate the poses, and then we will do them
together.
5. I will pick five yoga pose cards and hold one card up at a time. I will tell the children to stretch their hands
to the sky if that card was their favorite. If it was, they will go to free play. Then I will go to the next card.
Questions to support inquiry and discussion. Vocabulary words to introduce.

Have you ever heard of yoga? Have you ever tried yoga before? What do you do to relax?

Vocabulary: yoga, stretch, pose, balance, reach, and breathe

How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)

I will gather up my materials, but I will leave some yoga cards out for the children to look at.

Transition Planning: Describe how the children will transition out of the learning experience.
I will ask the children to demonstrate their favorite pose and then they will go to free play.

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

Give the children enough time to do each pose and remember not to rush them. Take time to show the pictures in the
book and on the cards. I will help move the children into the correct pose if needed, or use language to guide them.
ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out

Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?

What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.

What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.

Would you do this learning experience again? Why or why not?

TOTAL SCORE FOR THIS ACTIVITY: /5 points

Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.

Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?

TOTAL SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)