Unit Title Yoga Exploration

MYP unit planner

Unit title Yoga Exploration

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Yoga Exploration

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Teacher(s) A. Carmon / Ms. Carmon
Subject and grade level Health/High School / Health/High School
Time frame and duration 90 minutes/ 1 month
“Snap Shot”
Daily: (M-TH)
Journal Reflection
Yoga Practice
Group Collaboration
Meditation Journal Article Review One 90 Minute Block (Friday)
Yoga Instructor One 90 Minute Block (TBA)
Outcome: Group Collaboration Yoga Project (M-TH)
Outcome: Group Asana Video (TBA)
Outcome: Individual Breathing Practice Journal Reflection (Daily)
Outcome: Individual Essay: What elements of yoga can you apply to your life now, in the near future, and when you are
an adult? (Friday) / 90 Minutes/One Month

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus

Which area of interaction will be our focus?
Why have we chosen this? / /

Significant concept(s)

What are the big ideas? What do we want our students to retain for years into the future?
Human Ingenuity
We have chosen this AoI will be used in duality. First, the students retrace the origins of yoga, and the evolution of the art. Secondly, the students will create original asana (poses) routines. / Inner peace can be obtained even when outer conflict and turmoil are present. We are connected with our heart, souls, bodes, nature, and others.

MYP unit question

What elements of yoga can you apply to your life now, in the near future, and when you are an adult?

Assessment

What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
See attached
Which specific MYP objectives will be addressed during this unit?
See below
Which MYP assessment criteria will be used?
Criteria A: Use of knowledge At the end of the course students should be able to: use physical education terminology in context demonstrate an understanding of concepts, strategies, techniques and rules related to a variety of physical activities, and apply them in various contexts demonstrate an understanding of the various principles that contribute to fitness, and their importance in various contexts use their knowledge to analyse situations and solve problems.
Criteria B: Movement composition At the end of the course students should be able to: explore movement possibilities and variations in accordance with the principles of a particular aesthetic activity compose aesthetic movements link movements in order to compose aesthetic sequences, taking into account the concepts of space, time, level, force and flow. For assessment of this objective, the student must perform the sequence.
Criteria D: Social skills and personal engagement At the end of the course students should be able to: communicate effectively, including verbal and non-verbal forms of communication demonstrate attitudes and strategies that enhance their relationships with others show respect and sensitivity to their own and different cultures take responsibility for their own learning process and demonstrate engagement with the activity reflect critically upon their own achievements set goals to enhance learning and take action towards achieving them.
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
Internet
Media Center
Books
Yogi Instructor

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachersWhat did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Assessment
Were students able to demonstrate their learning? Students will keep a journal create a group project, and a group video to demonstrate knowledge.
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? The students were given individual, as well as, collaborative opportunities to demonstrate objectives.
Are we prepared for the next stage?
Data collection
Self-reflection journals, weekly class video, group projects, group asana video.

Figure 12

MYP unit planner