🐣
Kindergarten – Grade 1
Short, playful, and movement-based. Animal poses, breathing buddies, sensory grounding. 2–5 minutes each. Do at desks or in a circle β€” regular clothes, no equipment.
🦁
Animal Pose Adventure
⏱ 3–5 min 🏫 At desks or circle
  1. Ask students to stand beside their chairs and find their own space (arms' length from neighbors).
  2. Say: "We're going on an animal adventure! When I name an animal, show me your best pose and make the sound."
  3. Lead each pose for 5–10 seconds with a slow breath cue:
    🦁 Lion: Kneel, hands on thighs, wide eyes, stick out tongue and roar β€” releases tension in face and jaw.
    🐒 Turtle: Hunch shoulders up to ears, tuck chin, hold 3 counts, then release slowly β€” shoulder tension drop.
    🐍 Snake: Sit tall, hands on knees, take a big breath in, then hiss out slowly "ssssss" β€” long exhale calms the nervous system.
    πŸ¦‹ Butterfly: Sit, press soles of feet together, knees out like wings β€” gentle flutter for 5 counts.
    🌳 Tree: Stand, one foot lifts slightly, arms rise like branches β€” balance and focus.
  4. Finish by returning to seated, taking one slow belly breath together.
Teacher tip: Narrate a mini story β€” "The lion woke up in the jungle…" β€” keeps attention locked and adds imaginative engagement for this age group.
HPE: A1.1 Emotional Awareness HPE: B1.1 Active Living CASEL: Self-Awareness CASEL: Self-Management
🧸
Breathing Buddy Body Scan
⏱ 4–5 min 🏫 At desks (seated)

Students use a small stuffed animal or book as a "breathing buddy." If unavailable, they place both hands on their belly.

  1. Ask students to put their buddy on their belly and sit back in their chair.
  2. Say: "Let's help our buddy go for a ride. When you breathe in, your buddy goes UP. When you breathe out, your buddy goes DOWN."
  3. Lead 5 slow breaths, counting aloud: "Breathe in 1, 2, 3 β€” buddy goes up! Breathe out 1, 2, 3 β€” buddy goes down."
  4. Then do a gentle body scan: "Notice your feet on the floor. Notice your back against the chair. Notice your hands. Notice how your whole body feels right now."
  5. End with: "Give your buddy a squeeze to say thank you. Now you're ready."
Teacher tip: The stuffed animal is a prop, not a distraction β€” it gives young students a concrete anchor for abstract belly breathing. Works beautifully after recess when energy is high.
HPE: A1.2 Stress Management HPE: A1.3 Body Awareness CASEL: Self-Awareness
🌈
Rainbow Stretch & Reach
⏱ 2–3 min 🏫 Standing beside chairs
  1. Have students stand beside their chairs with space to reach wide.
  2. Say: "We're going to paint a giant rainbow with our whole bodies!"
  3. Guide the sequence:
    πŸ”΄ Start with feet together, arms at sides. "Take a big breath in."
    🟠 Reach both arms up high overhead β€” "We're starting at the top of the rainbow!"
    🟑 Lean gently to the right β€” "Here comes the yellow arc!"
    🟒 Return to center, then lean gently left β€” "And the other side!"
    πŸ”΅ Arms sweep down and wide open β€” "All the way down to the ground."
    🟣 Slow exhale as arms return to sides.
  4. Repeat 2 times, then shake out hands and wiggle fingers.
Teacher tip: Name the colors as you go β€” it layers literacy and color recognition. Great for a Monday morning or after a long sitting period.
HPE: B1.1 Active Living HPE: A1.1 Emotional Awareness CASEL: Self-Management
🌍
5-4-3-2-1 Sensory Grounding
⏱ 2–3 min 🏫 Seated at desks
  1. Ask everyone to sit comfortably and take one slow breath.
  2. Guide through sensory awareness, simplified for this age:
    πŸ‘€ "Find 5 things you can SEE." Point to each one quietly. (10 seconds)
    πŸ‘‚ "Find 4 things you can HEAR." Eyes closed if comfortable. (10 seconds)
    βœ‹ "Touch 3 things around you and notice how they FEEL." Desk, chair, clothing. (10 seconds)
    πŸ‘ƒ "Take a big sniff β€” what can you SMELL?" (5 seconds)
    πŸ‘„ "What can you TASTE right now?" (5 seconds)
  3. End: "You just used your superpowers β€” your senses β€” to feel calm and safe."
Teacher tip: This is an evidence-based grounding technique (5-4-3-2-1) adapted for young children. Use it when the room is overstimulated, or for individual students who are dysregulated.
HPE: A1.2 Stress Management HPE: A1.3 Body Awareness CASEL: Self-Awareness CASEL: Self-Management
🌿
Grades 2–3
Slightly longer sequences, partner poses, classroom-friendly yoga flows, mindful listening, and body awareness. 5–10 minutes each. Can be done at desks or in a circle β€” regular clothes, no mats.
🧘
Classroom Yoga Flow: Sun & Moon
⏱ 7–10 min 🏫 Standing at desks

Read instructions slowly. Pause 5–8 seconds between each cue.

  1. Mountain Pose (30s): Stand tall, feet hip-width, arms at sides. "Feel like a mountain β€” strong, still, unmoving. Take two slow breaths here."
  2. Sun Reach (4x): Breathe in β€” arms rise overhead. Breathe out β€” arms float down. "You're a sunflower turning toward the light."
  3. Forward Fold (30s): Soften knees, let the top of your body hang forward like a ragdoll. Head heavy. Hands may touch legs or dangle. "Shake out your head gently."
  4. Standing Star (30s): Step feet wider, arms stretch out into a star shape. "Feel how much space your body can take up."
  5. Moon Side Bend (2x each side): Raise right arm, lean left. Hold 15s. Switch sides. "You're a crescent moon."
  6. Chair Pose (20s): Sit back like there's an invisible chair, arms forward. Hold and breathe. "Strong legs, calm breath."
  7. Return to Mountain: Stand tall. One final breath in, arms rising. Breathe out, arms lowering. "You did that."
Teacher tip: No yoga experience needed β€” follow the cue cards. Students can modify any pose (Chair is just a slight bend for those with balance concerns). Never push range of motion.
HPE: A1.3 Body Awareness HPE: B1.1 Active Living HPE: A1.2 Stress Management CASEL: Self-Management CASEL: Self-Awareness
πŸ‘«
Partner Mirror Poses
⏱ 6–8 min 🏫 Desk pairs or circle
  1. Pair students. Assign Partner A and Partner B.
  2. Explain: "Partner A moves slowly β€” any shape, any pose. Partner B is the mirror: copy the exact same shape at the same time, as smoothly as you can. No talking. Focus."
  3. Partner A leads for 2 minutes (slow motion encouraged). Then switch.
  4. Final round: no designated leader β€” both try to move together without words. This requires intense mutual attention.
  5. Debrief: "What did you notice? What was harder β€” leading or following? What helped you stay in sync?"
Teacher tip: The debrief question builds social-emotional vocabulary. Pair students strategically β€” this works well with peers who have conflict, creating a safe cooperative moment.
HPE: A1.4 Healthy Relationships HPE: A1.3 Body Awareness CASEL: Social Awareness CASEL: Relationship Skills
πŸ‘‚
Mindful Listening Walk
⏱ 5–7 min 🏫 Seated at desks
  1. Have students close eyes or look at their hands. Say: "We're going on a listening walk β€” but we're not moving. Our ears are doing the walking."
  2. Guide attention in expanding circles:
    πŸ“ Near: "What sounds can you hear right in this room? Your own breathing. The chair. Anyone shifting." (30s)
    πŸ“ Middle: "Now listen to the hallway. The building. Anything just outside." (30s)
    πŸ“ Far: "Reach your ears as far as they'll go. Outside the school. What might you hear out there?" (30s)
  3. Bring focus back: "Come back to this room. Notice you. Open your eyes when ready."
  4. Share: students name one thing they heard at each level.
Teacher tip: This is a formal mindfulness technique (focused attention meditation) without the clinical framing. Works for students who find stillness hard β€” the task gives them something active to do with their mind.
HPE: A1.2 Stress Management HPE: A1.1 Emotional Awareness CASEL: Self-Awareness
🌊
Body Awareness Wave
⏱ 5–6 min 🏫 Seated at desks
  1. Ask students to sit comfortably and close their eyes if comfortable.
  2. Guide attention slowly from feet to head, pausing 10–15 seconds at each location:
    "Notice your feet and toes. Can you wiggle them? Are they warm or cool?"
    "Now your legs β€” are they tense or relaxed? Let them be heavy."
    "Your belly β€” does it move when you breathe? Let it be soft."
    "Your hands and fingers β€” open them, then let them relax."
    "Your shoulders β€” shrug them up to your ears… and let them drop."
    "Your face β€” is your jaw tight? Let your teeth part a little."
  3. End: "Notice your whole body at once. You just did a body scan."
Teacher tip: The slow pace is intentional β€” 10–15 seconds per body part feels long but that's what it takes to shift attention. Rushing defeats the purpose.
HPE: A1.3 Body Awareness HPE: A1.2 Stress Management CASEL: Self-Awareness CASEL: Self-Management
🌱
Grades 4–6
Structured yoga sequences, progressive muscle relaxation, visualization, mindful movement breaks. Focus on self-regulation and stress management. 5–15 minutes. Regular clothes, desks or a cleared circle.
πŸ”₯
Structured Yoga Flow: Warrior Sequence
⏱ 10–12 min 🏫 Desk space (standing) or cleared area

Lead each pose, holding 20–30 seconds. Invite slow nasal breathing throughout. Remind students there's no perfect pose β€” explore what their body can do.

  1. Mountain (30s): Stand feet hip-width, arms at sides. Eyes soft-focused. Breathe 3 full cycles here.
  2. Warrior I (30s each side): Step one foot back, back foot turned out 45Β°. Bend front knee over ankle. Arms rise overhead. "Strong and rooted."
  3. Warrior II (30s each side): Open hips to face side, arms stretch parallel to floor β€” front arm leads, back arm extends behind. Gaze over front hand. "Steady gaze, steady breath."
  4. Triangle (20s each side): Straighten front leg, reach front hand toward shin or the air, back arm rises. "You're making a triangle β€” can you feel every point?"
  5. Standing Forward Fold (30s): Feet together, hinge forward. Let head hang. Bend knees as needed. "Let gravity do the work."
  6. Chair Pose (20s): Sit back into an imaginary chair, arms forward or overhead. Engage core. Breathe here β€” don't hold your breath.
  7. Return to Mountain: One full inhale, arms rise. Full exhale, arms float down. "Notice how your body feels different from when we started."
Teacher tip: The debrief prompt at the end ("how does your body feel different") builds interoceptive awareness β€” the ability to notice internal states. That's the skill underlying emotional regulation.
HPE: A1.3 Body Awareness HPE: B1.1 Active Living HPE: A1.2 Stress Management CASEL: Self-Management CASEL: Self-Awareness
πŸ’ͺ
Progressive Muscle Relaxation
⏱ 8–10 min 🏫 Seated at desks

Guide each muscle group: tense on the inhale (5 counts), hold (2 counts), release completely on the exhale (5 counts). Pause 10 seconds between groups.

  1. Hands and forearms: Make tight fists. Squeeze hard. Release and notice the difference.
  2. Upper arms: Curl biceps tight, like a flex. Hold. Release.
  3. Shoulders: Shrug up to your ears as high as possible. Hold. Drop everything.
  4. Face: Scrunch all facial muscles β€” forehead, eyes, nose, jaw. Hold. Let it all smooth out.
  5. Chest and belly: Take a full breath in, expand chest and belly. Hold. Long slow exhale β€” let the chest sink.
  6. Legs: Press feet into the floor, tense thighs and calves. Hold. Let go.
  7. Full body (optional): Tense everything at once for 5 counts. Release completely. Sit in the quiet for 30 seconds.

End: "This is called progressive muscle relaxation. You can do this anytime β€” before a test, when you're anxious, or when you can't sleep."

Teacher tip: PMR is one of the most researched stress-reduction techniques. Naming it gives students ownership. Many will start using it independently once they know what it is.
HPE: A1.2 Stress Management HPE: A1.3 Body Awareness CASEL: Self-Management CASEL: Responsible Decision-Making
πŸŒ„
Guided Visualization: Safe Place
⏱ 7–10 min 🏫 Seated at desks

Read slowly. Pause at each ellipsis (3–5 seconds). Adjust pace to the room β€” if students are very settled, go slower.

  1. Begin: "Close your eyes or let your gaze soften downward. Take two slow breaths to arrive."
  2. "Imagine a place where you feel completely safe and calm. It could be real β€” somewhere you've been β€” or somewhere you invented. It belongs to you." (15s)
  3. "Notice what you see there… the colors, shapes, and light…" (15s)
  4. "What sounds are there? Or is it quiet?…" (10s)
  5. "What does the air feel like? Temperature, breeze, stillness…" (10s)
  6. "Notice your body in this place. How do your shoulders feel? Your face? Let yourself be completely at ease." (20s)
  7. "Know that you can return to this place anytime you need it. It's yours." (10s)
  8. Slowly: "Take a deeper breath… gently bring your awareness back to this room… when you're ready, open your eyes."
Teacher tip: Some students will say they can't visualize β€” that's fine. The invitation to imagine is enough. After the exercise, students can optionally draw or write about their safe place. Do not ask for sharing β€” this is private.
HPE: A1.2 Stress Management HPE: A1.1 Emotional Awareness CASEL: Self-Awareness CASEL: Self-Management
πŸ”„
Mindful Movement Break: Transition Reset
⏱ 4–5 min 🏫 Standing at desks

Use between subjects, after assessments, or any moment you sense the room needs a reset.

  1. Neck rolls (30s): Drop chin to chest, slowly roll right ear to right shoulder, back, left ear to left, and return. Reverse. "Move slow enough to feel every vertebra."
  2. Shoulder circles (30s each direction): Roll shoulders forward 5x, then backward 5x. "Let the tension fall off."
  3. Seated spinal twist (30s each side): Sit tall, place right hand on left knee, look over left shoulder. Breathe and hold. Switch.
  4. Eagle arms (30s): Extend both arms, cross right arm under left at the elbows, wrap forearms, lift elbows. Feel upper-back stretch.
  5. Standing forward fold (30s): Stand, hinge forward from hips, let arms hang. Nod head yes and no gently. Slowly rise back up, stacking vertebrae.
  6. Shake out hands, take one breath. Sit down. "Ready to learn."
Teacher tip: Physical transitions matter as much as cognitive ones. This break physically signals a chapter change in the body, which accelerates mental readiness for new content.
HPE: B1.1 Active Living HPE: A1.3 Body Awareness CASEL: Self-Management
Ontario alignment: All activities reference HPE expectations from the Ontario Health and Physical Education Curriculum, Grades 1–8 (2019), strand A (Social-Emotional Learning) and strand B (Active Living). CASEL competencies are the Collaborative for Academic, Social, and Emotional Learning five core domains. All activities are classroom-ready β€” no mats, no specialized training, regular clothes only.