Lower School

First to Third Grade

Building Foundations for Curiosity and Purpose

The Lower School years are an exciting time when children continue to solidify academic skills and are provided with rich opportunities to engage in hands-on, integrated, experiential learning. Early elementary students are immersed in thoughtful studies that engage their minds and hearts to cultivate active citizens focused on the world around them.

Grade Level Curriculum Overview

First Grade Curriculum

Two Far Brook students posing for a photo in Far Brook's garden with their arms around each other.

Environment and Community: What Creates an Impact?

First Grade’s yearlong investigation of Environment and Community encourages students to consider the impact, both positive and negative, that people have on the natural environment. Students develop a deep appreciation for forest ecosystems and an understanding of the vital role that forests play in our well-being– that the air we breathe, the water we drink, and the food we consume are all supported by forests. Throughout the year, First Graders collect information and present findings through block-building projects, art, and writing about real-life issues related to the protection of forest land close to home and across the globe. Through dialogue, debate, and consideration of multiple perspectives about an issue, the students better understand their relationship to the people, places, and resources in their community and beyond. Through video, story, interviews, books, internet research, the study of changemakers, as well as art and cultural experiences, students come to deeply appreciate the environment, people, history, and culture of a faraway place. The class examines an issue that impacts not only the environment of this place but also the communities of people who depend on trees and forests for their livelihood. Equipped with their understanding of interdependence and a sense of responsibility, First Graders at Far Brook finish the year inspired and empowered–connected to fellow citizens across the globe and ready to make choices that will positively impact the environment, and their homes, school, and community.

Second Grade Curriculum

Students standing in a classroom looking at a smart board during an activity.

Child and Universe: What Makes A Home?

Through the Second Grade’s core curriculum, “Child and Universe,” students place themselves in their families, in the wider community, and in the universe to better understand their roles in the world and beyond. Second Graders are learning what it means to be a student and to use their skills in order to further their learning and independence.

The Second Grade study begins with a focus on the children themselves—their interests, joys, and connections to family, friends, school, and the rest of the community. Students explore the larger global community by studying the Earth and its physical features— specifically water: its uses, states, and sanctity. They learn about how to help others gain access to safe water, connecting the focus to themselves and their families. The child’s world is related to the greater universe through experiences with nature, as well as through observations and research about the sun and shadows, stars and constellations, and planets and our solar system. In addition to the strong emphasis on science, children are exposed to myths and legends from diverse cultures that relate to the sun, moon, and stars. Throughout the year, individual families are celebrated with family shares and collections of family stories, highlighting the diversity of our collective experience.

Third Grade Curriculum

A young girl with long brown hair is intently working on a woodworking project, surrounded by shelves and tools in what appears to be a workshop or classroom setting.

The History and Culture of the Indigenous People Of The Americas: Whose Stories Are Told?

Third Grade is the culmination of the Lower School experience. Students learn to question and to consider multiple perspectives as they immerse themselves in the study of the culture and history of the Indigenous People of the Americas.

This yearlong core study creates opportunities for ideas, skills, and relationships to be developed slowly, thoroughly, and with the aim of fostering intellectual curiosity. Two overarching themes set the framework for exploration and reflection: Indigenous People’s view that humans are at one with, and exist in harmony with, all living things; and the ability of Indigenous People to successfully adapt their culture to widely diverse environments. Our core study of the Indigenous People of the Americas provides a natural forum for discussions about stereotyping, assumptions, discrimination, equity and social justice. As we move through the curriculum, we consider these essential questions: How did geography and environment impact the development of the people? How is culture preserved through storytelling? What contributions are honored and preserved? What is gained and lost? How does the past shape the present?

Lower School Highlights

Dogwood Town

A Journey Through Block Play and Community Building

by Amy Striem

As a longtime educator and current First Grade teacher at a small progressive elementary school, I know (and continue to be amazed) that every corner of the classroom holds the potential to foster growth, from counting blocks to sharing stories, negotiating conflicts, and engineering block structures. Block play is a versatile tool, offering a canvas for creativity and social learning.

Curriculum Guide

First Grade

Literacy

Literacy in First Grade introduces the routines and expectations that support students in developing their identity as a community of independent readers and writers. Students are encouraged to take risks, find joy in reading and writing every day, cooperate in creating a safe and productive learning environment, and value one another’s efforts. In First Grade, every child is encouraged to think of themselves as readers and writers.

Reading: Our approach to reading supports student’s reading development. This approach includes a variety of instructional methods– read-aloud and discussion, shared texts for whole-group reading to build fluency, phonics, word study, as well as individualized and small group instruction. Some primary goals for first-grade readers are solidifying good reading habits, developing phonemic awareness, phonics, fluency, vocabulary, and honing strategies for making meaning. Through daily lessons, students learn who they are as readers, how to thoughtfully select books, build their stamina, and find joy in books.

Writing: First Graders come to see writing as a way to express their thoughts, beliefs, feelings, and hopes. They begin the year learning habits and routines for writing independently, ways to maintain a productive writing environment, and how to take risks and share ideas within a community of writers. As students study different writing genres, they move through the stages of the writing process: planning, drafting, revising, editing, publishing, and finally celebrating their work with peers and family. By the end of the year, First Grade writers develop respect, understanding, and value for everyone’s work, use and care for writing materials and resources independently, and choose and write topics they care about.

Library: First graders continue to develop their understanding of genre, exploring the different kinds of fiction highlighted in the library’s selection of beginning chapter books: adventure, animal, fantasy, historical, humor, mystery, realistic, scary, and sports. Through an in-depth study of one author/illustrator (such as Leo Lionni or Ezra Jack Keats), students begin to appreciate the elements of the writing and artistic craft that help to give this author/illustrator’s work its unique style. As they become experts in reading a book’s spine label, first graders are given the opportunity to browse the library independently and to learn how the shelving and spine labeling systems correspond with one another.

Math

Students in First Grade gain an understanding of number sense and operations, geometry, fractions, measurement, and data. Math instruction is provided using the “workshop model” – students are first introduced to a problem-solving situation, game, or concept through a whole group mini-lesson. Students then break into smaller groups for partnership work and independent practice. Big mathematical ideas are uncovered during whole group shares, or math congresses. Students are encouraged to develop their own math strategies at their own pace, while teachers individually guide them toward greater accuracy and efficiency. First Grade mathematicians learn how to show their solutions using mathematical models and explain their thinking to their peers.

Science

First Graders begin the year by studying plants and trees, identifying and observing the patterns and functions of roots, trunks, stems, leaves, seeds, and fruits. Students develop their ability to identify the different trees found on Far Brook’s campus, and create an individual field guide. Throughout the year, students also consider the broad concept of change through different lenses, including seasonal change, life cycles, physical change, and chemical change. The children have the opportunity to observe change over time in a practical and exciting way as they raise ladybugs, caterpillars, worms, and praying mantises in the science lab. Students begin to move through the scientific process as we engage in hands-on experiments and observe the results. We also explore environmental topics such as endangered species, and resources from plants, including wood, paper, and especially food. Together, we think deeply about where food comes from, the many steps involved in food production, and the ways we are connected to food through identity. Children continue to develop in their ability to ask questions, to make careful observations, and to share their thinking through drawing, discussion, and collaboration.

World Languages

French and Spanish classes are designed to follow as closely as possible the process by which children acquire their first language. The children are immersed in a language-rich environment made comprehensible through the use of body language, visual aids and abundant repetition in a variety of contexts. The teacher uses mainly story-based activities to bring the language to life. Through careful scaffolding of new and familiar words the children acquire a foundation of basic vocabulary, and simple useful phrases. A typical lesson might include meaningful and personalized conversations, storytelling, music, movement, and a variety of hands-on activities. The instruction is based on topics of interest to the students, as we work in an atmosphere of “comprehended” immersion to promote and accelerate the acquisition of the language.

Performing Arts

Music: The First Grade study of patterns is a wonderful launch pad for pattern recognition in music literacy, movement, and aural/visual discernment of form. Students practice simple melodic patterns using the Feierabend system of solfège (do, re, mi), corresponding hand signs and notation, rhythmic patterns using du, du-de, rest (quarter notes, eighth notes, rests), and patterns of meter and phrasing. Students also explore patterns in movement: with partners and individually, in circles, spirals, double circles, standing or sitting, hand clapping, and incorporating movements such as skipping, galloping, floating and marching. We continue to lay more groundwork for healthy vocal technique, critical aural skills, and music literacy via an assortment of American folk songs and games, Far Brook songs, folk songs in foreign languages (such as Spanish, French, Japanese, Maori and Chinese), and formal classical repertoire. A unit on folk tales, including Stravinsky’s Firebird, offers opportunities to explore how stories are expressed through music, dance, and cultural interpretation—highlighting how both traditional communities and performance arts like ballet retell these tales in unique and meaningful ways.

Junior Strings Orchestra: Students in Grades 1-4 are invited to join the Far Brook Junior Strings Orchestra once they reach a certain level of proficiency in their musical skills with violin or cello. The Orchestra plays in Morning Meeting. Many students who participate in Orchestra also perform in the annual Recital Night in the spring and progress to the more advanced Orchestra for Grades 4-8 which incorporates more students, a wider range of instruments, and more challenging repertoire.

Dance: The First Graders begin to gain an awareness of technique and form within their dancing, and learn the process of choreographing work independently within a group of peers. Focusing on patterns and sequencing and considering the classroom curriculum, the fall semester culminates in an informal sharing of student-created work, using different pathways (circles, zigzags, direct & indirect lines) and working with an introduction to movement canons. Focusing on small group work, listening to others and refining choreography through a series of work-in-progress shadings and reflections, students begin to develop a strong sense of personal artistry and the strength of an ensemble.

Fine Arts

Art: First Grade students continue their development and understanding of color and color relationships while building on their understanding of dimension and space. Portraiture is a central theme to the art curriculum in First Grade. Students are introduced to a diverse array of artists through their self-portraits. In their first mixed-media experience, First Grade students realize a double portrait of themselves titled “The Inside Me, Outside Me.” Inspired by artists like Frida Kahlo and Kehinde Wiley, students create a two separate self-portraits; One, a simple contour line drawing on transparent acetate, representing the hopes, dreams and aspirations for their “future selves”; and the other is an inner portrait, which is rendered on canvas board, represents the artist as they see themselves in the present. This project invites students to actively develop critical thinking and critical feeling skills, while at the same time offers them opportunities to be introspective and imaginative in their art-making.

Design Thinking and Woodshop: Continuing to build upon the skills gained in Kindergarten, the First Grade students gain more confidence and refine their skills. The First Graders begin the year by exploring simple shapes to create branching patterns and trees from these simple shapes. Throughout the first grade year, students continue to create projects of their own designs, gaining skills and confidence while using the tools.

Social & Emotional

In order to cultivate students who take action to make the world a more just place, children must first feel good about who they are, take pride in all aspects of their identity, and explore the uniqueness that they bring to the world. The students share and explore aspects of their identity that they share with others and those that make them unique. Lessons that emphasize commonalities and parts of the human experience that are shared by all. Teachers work with the students to create an environment that fosters kindness and compassion toward all, as well as an interest and curiosity toward people who believe different things or live their daily lives in different ways.

First Graders are also introduced to mindfulness practices that help them cultivate greater self-awareness, attention, and self-regulation capacities. Additionally, each week the class learns new tools and strategies from Open Circle, a social-emotional curriculum that proactively teaches students listening and speaking skills, as well as ways to strengthen friendships and problem-solve issues in the classroom and on the playground. Students build a repertoire of strategies for creating a safe, caring classroom community. Use of this program throughout the school gives the whole community a common language and set of skills.

Sports

First Graders are also introduced to mindfulness practices that help them cultivate greater self-awareness, attention, and self-regulation capacities. Students practice collaboration and communication skills, as well as ways to strengthen friendships and problem-solve issues in the classroom and on the playground. Students build a repertoire of strategies for creating a safe, caring classroom community.

Second Grade

Literacy

Reading: The Second Grade reading program emphasizes the development of essential reading skills, including strategies for decoding, vocabulary building, and reading with purpose and understanding. Students are encouraged to find joy, gain knowledge, and spark imagination through the books they read. Second graders explore the different purposes of reading and are challenged to grow in their independence, stamina, fluency, and comprehension through both small and large group instruction.

Writing: Second Grade builds upon the foundational skills taught in First Grade to engage students in purposeful writing units throughout the year, including informational writing, opinion and persuasive pieces, and personal narratives. Poetry is integrated throughout the curriculum and is often related to the core curriculum, as students read, listen to, and write poetry all year long. Students are guided to revise and edit their work by identifying the audience and purpose, and by focusing on skills such as spelling, capitalization, punctuation, handwriting, and grammar.

Library: Second Graders dive more deeply into the genre of contemporary realism, reading and analyzing multiple books about a common childhood experience such as welcoming a new baby to the family or moving to a new home. Students continue to develop their visual literacy skills as they expand from analysis of a picture book’s illustrations to analysis of a graphic novel’s artwork. Second Graders learn how graphic novelists make specific choices about how to use panels, gutters, lettering, angles and framing, and speech/thought balloons to effectively tell their story. Second graders continue to learn how to think like a researcher as they use non-fiction books to check the accuracy of a picture book’s depiction of a particular biome. By the end of second grade, students use their strong stamina to read longer texts to enter the world of chapter books. Students become quite proficient at reading the library’s shelves and spine labels and comfortable to independently browse the collection to find their “just-right” books.

Math

Second Grade uses the Bridges curriculum in mathematics, which focuses on developing students’ deep understanding of mathematical concepts, proficiency with key skills and ability to solve complex and novel problems. Bridges blends direct instruction, structured investigation, and open exploration. It taps into the intelligence and strengths of all students by presenting material that is linguistically, visually, kinesthetically rich as it is mathematically powerful.

Science

Science in Second Grade focuses on the basic components of the universe – rocks, air, water, and light. Topics covered include light reflection and refraction, sound, optical illusions, properties of water and other liquids, magnetism, air pressure, friction, geologic processes, plate tectonics, and properties of rocks. We also explore the ways in which people have changed the Earth through a unit on bridges, considering principles of design, engineering, materials and forces. All topics are explored through simple experiments, investigations, and hands-on activities with a partner, with a small group, or individually. Emphasis is placed on observational skills, asking questions, drawing conclusions based on data, and recording scientific thinking in different ways. Communication, exploration, and collaboration are at the heart of Second Grade Science as we nurture and encourage a sense of wonder about our world!

Technology

Second grade students meet weekly for STEAM (Science, Technology, Engineering, Art, Mathematics) class. During this class, students are introduced to various computational thinking concepts, such as sequences, decomposition, Booleans, loops, and functions. STEAM explores these concepts first through a storybook, Hello Ruby: Adventures in Coding, and related (non-device-based) activities. Next, students develop their understanding of these concepts in a game-based environment that uses manipulable coding blocks in conjunction with an iPad app (Osmo’s Coding with Awbie). At the end of the year, second graders apply their understanding of computational thinking concepts to coding a robot (Dash, using the Blockly visual programming language).

World Languages

French and Spanish classes are designed to follow as closely as possible the process by which children acquire their first language. The children are immersed in a language-rich environment made comprehensible through the use of body language, visual aids and abundant repetition in a variety of contexts. The teacher uses mainly story-based activities to bring the language to life. Through careful scaffolding of new and recycled words the children acquire a foundation of basic vocabulary, and simple useful phrases. The underlying teaching philosophy continues to be based on Comprehensible Input. The emphasis is on actively listening, understanding, and responding, as the children engage in simple conversations within the familiar contexts of their immediate environment. A typical lesson may include a variety of story-based and hands-on activities, music, and movement.

Performing Arts

Music: Singing is at the heart of the Far Brook music program, starting with Morning Meeting when the entire community gathers to sing from the school’s rich and constantly adapting collection of unique “Far Brook songs”, American traditional songs, and music from many traditions around the world. The musical experience at Far Brook is multi-sensory, rooted in music literacy, and aspires to awaken each child’s musical instincts and bring them to the highest level of potential. In Second Grade, students build upon the skills gained in First Grade. They learn to read and sing pentatonic melodic patterns, and practice speaking and clapping rhythmic patterns found in the songs that they sing. Students learn to notate these patterns on the staff, to recreate them on body percussion and on pitched and unpitched percussion instruments, and to create increasingly complex layers of ostinatos. They also explore tonal color through “soundscape” creations, and engage in critical listening and creative movement through Holst’s The Planets, Tchaikovsky’s The Nutcracker, and other works. These skills are put on display in the spring in culminating debut performances for families and for the entire school by the Lower School Philharmonic (an ensemble of Second and Third Graders combined.)

Dance: Second Graders work to develop skills already gained in previous years, working to develop original choreography in collaboration with others, and taking direction and critiques from the dance teaching artists. Working closely with the classroom curriculum, students explore planets, stars and the solar system, creating movement based on improvisations that imagine the environments in each surrounding. The work created in the Second Grade continues to build upon themes of cooperation, collaboration, self-reflection and personal artistry, while challenging the students with the use of spatial patterning, unison and canon, and the creation of group tableaus.

Fine Arts

Art: The Second Grade art curriculum is a visual outgrowth of the “Child and Universe” theme. Second Grade students are encouraged to find and celebrate the artistry of the natural world around them here on Earth. Inspired by the works of Andy Goldworthy, a sculptor and environmentalist, students create ethereal sculptures and 3-dimensional nature-installations around campus made from materials such as stones, branches, leaves, and other nature-made objects. In an effort to raise awareness and be more eco-conscious, students design and create a three-dimensional flower sculpture made entirely out of up-cycled materials; which along with other ‘Earthwork’ installations, brings perennial and sustainable beauty to our outdoor campus.

Design Thinking and Woodshop: Students in Second Grade begin to start thinking more deeply about design and how it can solve problems. Students explore the form and function of furniture and tools – designing objects to fit a certain use. In addition, students create open-ended projects throughout the year.

Social & Emotional

Through weekly classroom meetings, Second Graders continue building upon and practicing the social/emotional skills and strategies they learned in First Grade. The essential skills that are developed relate to five key areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Children further develop skills needed to be good learners and to form healthy positive relationships.

Sports

Second Grade students continue to refine their motor skills built upon previous years. Team play is introduced and students learn the importance of being a part of a team. A cognitive awareness of sportsmanship is taught and fair play becomes paramount. The teaching of Character development begins and students understand why it is so important in sports as well as life. Second Grade students rotate through units of soccer, floor hockey, team handball, basketball, and kickball/wiffle ball. Every month the students are introduced to a Sports Changemaker — an athlete who makes a difference in the world through fighting for social justice, fairness and equality.

Third Grade

Literacy

Reading: Our curriculum utilizes an in depth phonics program to support comprehension, analysis and deep thinking about books. The program is designed to continue to develop independent reading skills, to increase comprehension, word recognition, and vocabulary usage, and to promote critical and analytical higher-level thinking. Book Clubs are a favorite experience in Third Grade. They allow for students to share their love of reading with their classmates and encourage leadership opportunities as they take on various roles for their meetings. Read alouds continue in Third Grade and are often connected to the core curriculum. Reading in Third Grade encourages students to find joy, knowledge, and excitement in the books they read.

Writing: In Third Grade, students learn to write independently for longer periods of time. With the guidance of their teacher through a conferencing method, Third Graders spend time elaborating, expanding, and editing their written work. The Core Curriculum is integrated in their writing through working on poetry, research, opinion, fiction and nonfiction. Cursive writing is continued and touch typing is introduced through our technology program.

Library: In Third Grade, students explore informational books in greater depth. While students have already developed a strong understanding of nonfiction text features such as captions, headings, glossary, and index, in Third Grade they are challenged to look more deeply at the underlying text structures most often used in nonfiction: problem/ solution, compare/contrast, and cause/effect. They continue to use non-fiction books as research tools as they investigate the accuracy of the historical events depicted in picture books. Third Graders have become expert library users and are welcome to start exploring the upper school shelves of the library in addition to the lower school shelves they have gotten to know so well in previous years.

Math

In Third Grade mathematics, students are encouraged to link past experiences to new concepts, become flexible, creative problem solvers, work cooperatively and discuss possible solutions, and apply mathematics to their everyday lives. The Third Grade math curriculum focuses on developing students’ deep understanding of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. The Third Grade math curriculum aims to develop an understanding of multiplication and division and strategies for multiplication and division within 100; develop understanding of fractions, especially unit fractions; develop an understanding of the structure of rectangular arrays and of area; describe and analyze two-dimensional shapes. Students employ all work with increasing independence, focusing in particular on improving their mathematical communication skills, modeling with mathematics, and reasoning both quantitatively and abstractly. The greatest change for students is the move to more abstract thinking, attending to precision and persevering at problem solving.

Science

Third Graders have science class twice every week, and we focus on a variety of science topics throughout the year. Exploration of estuaries and ocean ecology, simple machines, force and motion, food chains and food webs, plant and animal adaptations, and climate change allow for a diverse experience in many domains of science. The students continue to develop their observation and communication skills, through research projects, observational drawings, written reflection, and simple lab reports. As they did in Second Grade, the students work with a partner, a small group, or individually in active, hands-on exploration. Our yearlong goal is to hone an understanding of the Earth as a complex and delicate system, made from many interconnected and interdependent parts.

Technology

Third Grade is the first year that Far Brook students are each assigned their own Chromebook laptop computers. We begin the year discussing responsible use of and appropriate care for these devices. This discussion is followed by several lessons devoted to digital citizenship.

Early in the year third graders also begin developing their keyboarding skills, which they continue to work on throughout the year via typing.com. As the year progresses, students explore various productivity applications, such as Google Docs and Google Slides, which they will use more and more in various classes at the school as they advance from grade to grade.

Using a digital/physical educational game system that second graders at Far Brook students learn with, Osmo, third graders expand their understanding of computational thinking concepts to create short musical compositions with Osmo’s Coding Jam. The class then moves from physical blocks to block-based, visual programming with ScratchJr. Towards the end of the school year students further explore concepts in computational thinking by working in small groups to code and interact with Dash robots.

World Languages

French and Spanish classes follow as closely as possible the process by which children acquire their first language. The children are immersed in a language-rich environment made comprehensible through the use of body language, visual aids and abundant repetition in a variety of contexts. The teacher uses mainly story-based activities to bring the language to life. Through careful scaffolding of new and familiar words the children acquire a foundation of basic vocabulary, and simple useful phrases. In a typical lesson, the children engage in conversations on topics related to their immediate environment or interests. It may also include a variety of story-based and hands-on activities, music, and movement. Students are given multiple opportunities to use their language skills.

Performing Arts

Music: In Third Grade, students embark on a practical application of their music literacy to an instrument: the recorder. Evidence of recorder type instruments have been found in almost all native cultures as far back as the prehistoric ages. The recorder’s appeal for this age group lies in its gratifying accessibility (it’s fairly easy to play and to apply concepts) and in a sound that children can relate to (the recorder possesses a timbre and range similar to children’s voices.) Native-American, early American, and African-American folk songs and games, many of them pentatonic, lend themselves nicely to the recorder and tie in well to the Third Grade core curriculum. The recorder ensemble performs in Morning Meeting and at Instrumental Night with the Second Grade as part of the Lower School Philharmonic. Students learn how to work independently towards common long-term goals, by establishing good practice routines at home. Students continue expanding their solfège, rhythmic, structural and vocal understanding through Far Brook songs, songs of diverse world cultures, classical repertoire, and jazz.

Dance: The Third Graders create dances based on Native American customs and culture, considering the ceremonial and social aspects of dance and how to re-interpret this in a modern setting. Using the knowledge of classroom study and their previous dance knowledge, students work collaboratively in small groups to create original work to reflect upon the history and culture of the Indigenous People, and present their work in performance as a part of a larger group work. Considering rhythms and creating their own music using claps, snaps and other body percussion as well as voice, the Third Graders continue to develop a sense of personal artistry and performance.

Fine Arts

Art: The Third Grade art curriculum focuses on the iconography and applied arts of the indigenous people of North America. In Third Grade, students are introduced to the visual beauty and importance of Native American art and design. From basket design to architecture and engineering, Third Grade students are exposed to the master craftsmanship of Native American men and women. Inspired by the work of textile artisans, students design and create unique hand-woven tapestries, honoring the sacred 4 elements: Earth, Water, Air, and Fire. Students are introduced to traditional techniques of loom weaving, while learning about the cultural and historical significance of weaving.

Design Thinking and Woodshop: Third Grade students continue to think deeper about design as it applies to the Far Brook community. They are tasked with re-thinking an area of the school that they are familiar with, like the playground or the woodshop classroom. They then build a model or a prototype of the product they think would improve these areas of campus. Additionally, an integrated project is created to go along with the core curriculum of the indigenous people at the close of the year.

Social & Emotional

Through weekly classroom meetings, Third Graders continue building upon and practicing the social/emotional skills and strategies they learned in Second Grade. The essential skills that are developed relate to five key areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Children further develop skills needed to be good learners and to form healthy positive relationships.

Sports

Third Grade students continue to develop basic motor skills and sport-specific skills through participating in games and activities in Sports class. Sportsmanship, team play, and fair play are an emphasis throughout the year. The importance of character development is refined and becomes an expectation. Third Grade students rotate through units of soccer, floor hockey, team handball, basketball, and kickball/wiffle ball. Every month the students are introduced to a Sports Changemaker which is an athlete that makes a difference in the world through fighting for social justice, fairness, and equality.

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