Unit Title

Introduction to Yoga; Basic Yoga Poses 

Timeframe 

1st MP

Unit Summary

This course is designed to safely introduce students, to the basic postures, breathing techniques, and relaxation methods of yoga. Students will begin to experience the benefits of stretching, moving, and breathing freely as they relieve built up stress, learn to relax, and ultimately get more out of dayto-day life. The aim of this course is to promote vibrant health.

Learning Targets

Essential Questions

          How can Yoga help me maintain a healthy level of fitness?

         

Enduring Understandings

Students will understand:

  • It is important to maintain a healthy level of fitness so that you can lead a productive life and have the ability to deal with life’s challenges as well as have energy to enjoy activities.
  • Fitness activities can help to increase heart health, cardio endurance, and body composition

Know

By the end of this unit, students will know

  • A brief history about yoga
  • Class expectations and grading procedures
  • Basic relaxation tips
  • Basic poses
  • Basic breathing techniques

Do

By the end of this unit, students will be able to

  • Participate in class, demonstrating the class expectations
  • Demonstrate relaxation methods
  • Demonstrate basic yoga poses
  • Demonstrate basic breathing techniques

Evidence of Learning

Formative

  • Journal entries

Alternative Assessments

Peer coaching

Peer evaluation

Learning Activities

  • Research the basic history of yoga:  what are the positive benefits to practicing yoga;  what are the different types of yoga
  • Record all basic poses in journal.
  • One day a week a “nature” walk, followed by breathing and journaling.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Yoga journal (1 year subscription)?  Yoga app.;  

Equipment

Yoga mats; warm, comfortable environment; ipod (yoga apps); DVD; LCD projector

Supplemental Resources

Chromebooks for research (only when needed)

Standards

Content Statement

Indicator

Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.

B. Decision-Making and Goal Setting

2.2.12.B.2

Evaluate the impact of individual and family needs on the development of a personal

wellness plan and address identified barriers

Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance). 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

21st Century Skills and Themes

Global Awareness: Review yoga around the world

Creativity and Innovation: Analyze one’s needs and create plan

Communication and Collaboration:  Articulate the life choices as positive and negative as well as heredity

Life and Career Skills:  Incorporate knowledge of yoga in a possible career.  –Deal positively with praise, setbacks, and criticism.

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

English Language Arts:  Reading and writing informational text on the history, etiquette, and careers of yoga.

Social Studies:  Informational articles on  the history of yoga.

Biology:  Understand the muscles and body’s reaction to yoga as an exercise.

Art:  Choreography of various yoga flows.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

Technology Standards - 8.1

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

  • Exhibit leadership for digital citizenship.

8.1.12.D.4 Research and understand the positive and negative impact of one’s digital footprint.

8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

G/T

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment


END OF UNIT

Unit Title

Yoga & Mindfulness; Anatomy

Timeframe 

2nd MP

Unit Summary

This unit will focus on Mindfulness which is the basic human ability to be fully present, aware of where we are and what we are doing and not overly reactive or overwhelmed by what’s going on around us.

This unit will focus on Anatomy of the body to better understand safe and stable physical alignment in yoga poses.

Learning Targets

Essential Questions

What are the consequences (especially unforeseen) of our choices in terms of wellness?

Enduring Understandings

Students will understand:

  • Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors.

Know

By the end of this unit, students will know

  • How everyday mindfulness will help with becoming fully present.
  • How understanding the anatomy of the body will assist with safe and stable physical alignment with yoga poses
  • And understand the eight limbs of yoga
  • Various yoga terminology
  • More poses and be able continue demonstrating yoga flows.

Do

By the end of this unit, students will be able to

  • Complete beginner yoga flows
  • Identify parts of the body that particular yoga move focuses on.
  • Practice mindfulness on their yoga mats during class
  • Continue to research the various types of yoga
  • Begin intermediate yoga flows

Evidence of Learning

Formative

  • Students will spend one day a week consisting of:  breathing; walking; journaling

Summative/ Benchmark

Benchmark assessment on beginning poses

Alternative Assessments

Handouts to complete

Learning Activities

  • Vocabulary terms
  • In small groups or partners engage in your own yoga flow
  • Begin discussing Yama & Niyamas

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Yoga journal (monthly subscription)

Equipment

Yoga mats; warm, comfortable environment; ipod (yoga apps); DVD; LCD projector

Supplemental Resources

Handouts; chromebooks or research only

Standards

Content Statement

Indicator

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance). 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance). 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

21st Century Skills and Themes

Global Awareness: Review yoga worldwide

Creativity and Innovation:  Analyze one’s needs and create plan

Critical Thinking and Problem Solving: Use data and solve problems

Communication and Collaboration:  Articulate the life choices as positive and negative as well as heredity

Life and Career Skills:  Incorporate knowledge of yoga in a possible career.  Deal positively with praise, setbacks, and criticism.

Initiative and Self-Direction:  Using data for yoga practices, monitor, define, prioritize and complete tasks without direct oversight –Demonstrate commitment to learning as a lifelong process

Interdisciplinary Connections

Language Arts – Students will develop plans and respond to various fitness products in writing and presentation.

Science – Students will explore the body’s anatomy in terms of muscle movement and cardio and respiratory endurance

Math – Students will gather and calculate data.

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Technology Standards - 8.1

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

                                                                               Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

G/T

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

Unit Title

Intermediate Yoga

Timeframe 

3rd MP

Unit Summary

Mastered the basics and now students will move to the next level where they will learn challenging poses and variations.

Learning Targets

*Daily breathing and basic flows

*Begin intermediate yoga poses

*Yamas & Niyamas

Essential Questions

Why do I have to understand concepts of movement when I can already perform the movement?

Enduring Understandings

Students will understand:

  • Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities.

Know

By the end of this unit, students will know

  • How to work independently or in a small group on breathing techniques and basic yoga flows.
  • How to create and lead a small group in a class yoga flow.
  • Choose poses from their journal that they would like to focus on that day
  • What intermediate yoga looks like and begin demonstrating poses/flows

Do

By the end of this unit, students will be able to

  • Work independently or in a small group on breathing techniques and basic yoga flows.
  • Create and lead a small group in a yoga flow
  • Given their own time choose poses from their journal and practice
  • Add to their basic poses some more challenging poses

Evidence of Learning

Formative

  • Students will 1 day a week:  journaling day

Summative/ Benchmark

Rubric will used for creation of yoga flow

Alternative Assessments

Video a yoga flow and share with the class

Learning Activities

  • Journaling:  creative thoughts; vocabulary; poses
  • Creating a yoga flow for class demonstration
  • Independent practice

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Yoga Journal? (monthly subscription)

Equipment

Yoga mats; warm, comfortable environment; ipod (yoga apps); DVD; LCD projector

Supplemental Resources

Chromebooks for research only

Content Statement

Indicator

Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort

2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.2 Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and modify movement to impact performance. 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance). 2.5.12.A.4 Critique a movement skill/performance and discuss how each part can be made more interesting, creative, efficient, and effective.

Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.

21st Century Skills and Themes

Global Awareness: Review yoga worldwide

Creativity and Innovation:  Analyze one’s needs and create plan

Critical Thinking and Problem Solving: Use data and solve problems

Communication and Collaboration:  Articulate the life choices as positive and negative as well as heredity

Life and Career Skills:  Incorporate knowledge of yoga in a possible career.  Deal positively with praise, setbacks, and criticism.

Initiative and Self-Direction:  Using data for yoga practices, monitor, define, prioritize and complete tasks without direct oversight –Demonstrate commitment to learning as a lifelong process

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts – Students will develop plans and respond to various fitness products in writing and presentation.

Science – Students will explore the body’s anatomy in terms of muscle movement and cardio and respiratory endurance

Math – Students will gather and calculate data.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.

Technology Standards - 8.1

DELETE OUT ROWS NOT APPLICABLE TO THIS UNIT

9-12th Grade

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

                                                                               Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

G/T

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

Unit Title

Yoga

Timeframe 

4th MP

Unit Summary

In this unit students will be focus on teaching yoga to others, maybe the class or in the community.  We will also research career opportunities in yoga.  Committing to yoga as a lifelong practice.

Learning Targets

Essential Questions

How do I develop an appropriate personal fitness program and find the motivation to commit to it?

Enduring Understandings

Students will understand:

  • Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness.

Know

By the end of this unit, students will know

  • Beginner poses
  • Intermediate poses
  • Breathing techniques
  • Relaxation techniques
  • Career opportunities in yoga

Do

By the end of this unit, students will be able to

  • Create/teach beginner and intermediate yoga flows
  • Lead a small group in breathing exercises
  • Apply relaxation techniques to the class
  • Investigate career opportunities in yoga

Evidence of Learning

Formative

Journaling

Summative/ Benchmark

Benchmark assessment

Alternative Assessments

Teach a yoga flow to the community

Learning Activities

  • Journaling:  creative thoughts; vocabulary; poses
  • Creating a yoga flow for class demonstration
  • Independent practice

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Yoga journal?  Monthly subscriptions

Equipment

Yoga mats; warm, comfortable environment; ipod (yoga apps); DVD; LCD projector

Supplemental Resources

Handouts; chromebooks for research only

Standards

Content Statement

Indicator

Developing and implementing an effective personal wellness plan contributes to healthy decision-making over one’s lifetime.

2.2.12.B.1 Predict the short- and long-term consequences of good and poor decision-making on oneself, friends, family, and others. 2.2.12.B.2 Evaluate the impact of individual and family needs on the development of a personal wellness plan and address identified barriers.

21st Century Skills and Themes

Global Awareness: Review yoga worldwide

Creativity and Innovation:  Analyze one’s needs and create plan

Critical Thinking and Problem Solving: Use data and solve problems

Communication and Collaboration:  Articulate the life choices as positive and negative as well as heredity

Life and Career Skills:  Incorporate knowledge of yoga in a possible career.  Deal positively with praise, setbacks, and criticism.

Initiative and Self-Direction:  Using data for yoga practices, monitor, define, prioritize and complete tasks without direct oversight –Demonstrate commitment to learning as a lifelong process

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Language Arts – Students will develop plans and respond to various fitness products in writing and presentation.

Science – Students will explore the body’s anatomy in terms of muscle movement and cardio and respiratory endurance

Math – Students will gather and calculate data

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT

By the end of 12th grade,

  • 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
  • 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
  • 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
  • 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse cultures.
  • 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the knowledge, skills, abilities, and resources required for owning and managing a business.

Technology Standards - 8.1  

9-12th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

  • Select and use applications effectively and productively.

8.1.12.A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue.

8.1.12.A.4 Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and use mathematical or logical functions, charts and data from all worksheets to convey the results.

8.1.12.A.5 Create a report from a relational database consisting of at least two tables and describe the process, and explain the report results.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

G/T

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment