Program
Lower School

Grade 3

List of 9 items.

  • Art

    Collage, Drawing, Installation, Painting, Sculpting, Sketchbook, Video

    LEARNING GOALS FOR ART:

    • Study classical and contemporary artists
    • Creatively respond to the study of historical and cultural traditions of the world
    • Demonstrate problem-solving skills within the working span of an art project (knowing how to finish a piece)
    • Draw from imagination and observation
    • Begin to understand how to refine art projects
    • Embrace mistakes and create something new from them
    • Understand and explore composition within an image
    • Strengthen papier-mâché skills
    • Study and understand proportions and one point perspective
  • Health and Wellness

    BODY HEALTH
    • Make colorful choices at lunch and try something new
    • Manage and understand the importance of self-care routines, hand washing, and bathing
    • Understand the importance of movement

    SOCIAL HEALTH
    • Develop the 12 Toolbox Project Tools
    • Develop language for creating positive friendships and healthy conflict resolution
    • Develop self-advocacy skills such as asking for help and requesting personal space

    EMOTIONAL HEALTH
    • Develop the concept of personal Identity
    • Name and share feelings
    • Name and understand values of the Hamlin Creed
    • Develop skills to manage uncomfortable feelings
  • Language Arts

    CORE RESOURCES:

    Teachers College Reading & Writing Project by Lucy Calkins
    Units of Study for Teaching Writing, Grades 3-5 by Lucy Calkins and Marjorie Martinelli
    Guided Reading by Irene C. Fountas & Gay Su Pinnell
    Variety of spelling resources
    Literature

    LEARNING GOALS FOR READING:

    • Read from a variety of genres
    • Ask generative questions and maintain curiosity and stamina during independent reading
    • Employ strategies to decode accurately
    • Actively make meaning through connections
    • Use context clues to infer, comprehend, and predict
    • Recognize characteristics of characters and understand how they contribute to story and plot
    • Envision clear images based on content and descriptions of the setting
    • Retell stories in written and oral form
    • Infer meaning from dialog
    • Use figurative language, dialect, wording, and author’s voice to infer deeper meaning
    • Develop empathy for characters
    • Engage in class discussions which allow students to deepen their understanding (e.g., articulate clear meaning, state opinions, interject, build on one another’s ideas, justify a disagreement, ask provoking questions)
    • Build and develop vocabulary

    LEARNING GOALS FOR WRITING:

    FORMS OF WRITING: Fiction; Narrative; Non-Fiction; Poetry
    • Use writing process: plan; write; revise; edit; publish
    • Begin to write paragraphs
    • Use indentations, quotation marks, commas, and ending punctuation to give meaning to dialogue
    • Write with a beginning, middle, and end and construct effective leads and conclusions
    • Distill a memorable life experience down to a short poem
    • Play with syllable and word order to achieve desired effect
    • Use rhyme, rhythm, repetition, alliteration, and figurative language for a desired effect
    • Use stanzas and line breaks with a purpose
    • Paraphrase information
    • Sequence ideas in a meaningful order
    • Choose appropriate words and phrases to convey correct meaning
    • Create believable main characters
    • Give characters motivations and struggles whose issues and interactions drive the plot
    • Create and use settings that compliment the plot
    • Give and receive constructive feedback with a partner
    • Apply conventions of spelling, mechanics, and grammar

    LEARNING GOALS FOR HANDWRITING:

    CORE RESOURCE: Zaner-Bloser Handwriting, Zaner-Bloser, Inc.
    • Write in manuscript throughout the year
    • Continue practice and use of lower case cursive alphabet
    • Compose a few end-of-year assignments in cursive

    LEARNING GOALS FOR LISTENING AND SPEAKING:

    • Follow multi-step directions
    • Actively participate in class discussions
    • Speak clearly and with confidence
    • Articulate ideas effectively
    • Respond to questions with a complete thought
    • Explain thinking
    • Deliver oral presentations

     

     
  • Library & Information Literacy

    CORE RESOURCES:
    Standards for the 21st century Learner AASL
    Adaptation of California School Library Recommended Library Skills

    • Begin to understand and demonstrate how to use online resources
    • Identify, locate, and evaluate a book that fullfills their informational needs
    • Understand the concept of Digital Citizenship
    • Understand how to cite resources
  • Music

    Philosophy of Zoltán Kodály and Carl Orff

    LEARNING GOALS FOR MUSIC:

    • Gain an appreciation of classical music, world music, and composers through Composition of the Week (COW) program
    • Learn more complex repertoire of folk songs and singing games
    • Continue to explore use of voice and body as musical instrument
    • Read and write musical notes including rhythmic and melodic dictation
    • Start to understand diatonic scale (fa and ti)
    • Learn extended pentatonic scale (includes high do)
    • Continue to play Orff instruments with more complex mallet work (crossover pattern)
    • Experiment with interpretive dance
    • Continue to develop and practice performance skills (e.g., entering stage, singing with expressivefaces, following a conductor, following visual cues, engaging the audience)
    • Improvise 4-beat melodic rhythmic ostinatos to known songs
    • Increase awareness of music terminology (e.g., dynamics, DaCapo, 1st and 2nd endings, rehearsal numbers)
    • Increase facility with absolute names on staff
    • Continue rhythmic work to include identifying “off beats” (syncopation)
  • Physical Education

    LEARNING GOALS FOR PHYSICAL EDUCATION:

    • Demonstrate sportsmanship
    • Develop locomotor skills (e.g., running, hopping, sliding)
    • Develop non-locomotor skills (e.g., bending, twisting, stretching)
    • Develop body awareness
    • Develop hand/eye coordination
    • Develop foot/eye coordination
    • Develop balance
    • Engage in fitness activities
    • Develop ball skills
    • Participate in cooperative games
    • Develop skills for individual and team sports
    • Use pedometer for goal setting
    • Engage in team building activities and challenges
  • Science and Engineering/Computer Science

    THEME: Energy Transformations

    UNITS:
    Ecosystems Electricity - atoms
    Solar Energy - weather and alternative energies
    Nutrition

    LEARNING GOALS FOR SCIENCE:
    • Maintain an organized lab notebook
    • Write independent, open-ended questions/reflections
    • Write more questions after completing experiments
    • Take notes in lab notebooks
    • Deliver oral presentations
    • Practice steps of Engineering Design Process
    -    Identify challenge, brainstorm, design, build, test, evaluate, redesign, share solution
    • Practice Scientific Method
    -    ORHECK (observation, research, question, hypothesis, experiment, conclusion, knowledge)
    • Begin to connect experiments and content
    • Read scientific literature
    • Ask scientific questions
    • Sort scientific questions in curiosity box and understand the difference between “what?” and “why?” questions
    • Discuss “what happened” in experiments and theorize “why”
    • Use and apply technology
    TECHNOLOGY

    EQUIPMENT TYPICALLY USED: 1:1 iPads ; camcorders; desktops; digital cameras; document cameras; headphones; iPods; USB microphones

    APPLICATIONS TYPICALLY USED: Animation software; book publishing applications; Dreambox; graphics editing software; iLife® Suite; Internet browsers; iWork Suite; IXL; Microsoft® Office Suite; typing applications; screencasting applications; RAZ Kids


    CORE RESOURCES: LEGO® WeDo and LEGO® Mindstorms®, LEGO® Education; Hopscotch, Hopscotch Technologies; Scratch, MIT Media Lab

    LEARNING GOALS FOR PROGRAMMING
    • Motion (move, rotate/turn, change x,y, point in direction)
    • Lines (leave a trail, set line width, set line color, clear)
    • Looks (scale by, change costume, show/hide)
    • Sound (play sound, change volume, change tempo)
    • Controls (repeat, wait, forever)
    • Develop understanding of positive/negative numbers, relational symbols, measurement, four quadrants, x,y coordinates, regular polygons

    LEARNING GOALS FOR ROBOTICS
    • Movement (moving straight, turning)
    • Move until (sensors)
    MATHEMATICS

    CORE RESOURCE: Bridges in Mathematics, Math Learning Center
    Context for Learning Mathematics, Catherine Twomey Fosnot

    LEARNING GOALS FOR MATHEMATICS:

    NUMBER SENSE AND OPERATIONS
    • Solve addition and subtraction problems to the ten thousands place using regrouping strategies
    • Understand place value to 100,000 and can conceptualize the value of 10,000
    • Round numbers to the nearest 1,000 to estimate and compare
    • Memorize to automaticity the single digit addition and subtraction facts
    • Understand that multiplication means times and makes the connection between multiplication, arrays, and area
    • Memorize to automaticity the multiplication facts (1-6)
    • Apply multiplication facts beyond the sixes in problem solving
    • Understand and use the inverse relationship between multiplication and division
    • Use estimation strategies to compute, solve, and check problems
    • Develop understanding of fractions as parts of a whole, as parts of a group, as locations on number lines, as divisions of whole numbers, and to represent probability
    • Understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1/2 of dollar, 75 cents is 3/4 of a dollar)

    ALGEBRA AND FUNCTIONS
    • Understand and use relational symbols and parentheses in number sentences (<, >, =)
    • Solve open sentences that use addition, subtraction, multiplication, and division
    • Write number sentences to represent story problems
    GEOMETRY AND MEASUREMENT
    • Describe and sort two and three dimensional shapes according to properties
    • Identify different types of angles and understand lines, line segments, and rays
    • Use U.S. customary units to conceptualize and measure length (inches, feet, and yards)
    • Determine the perimeter and area of polygons
    • Tell time to the nearest minute on an analog clock
    STATISTICS, DATA ANALYSIS, AND PROBABILITY
    • Read, interpret, and analyze data and create charts or graphs
    • Experiment with materials to design and build a beam, arch, or suspension bridge model
    PROBLEM SOLVING
    • Determine the approach, materials, and strategies to be used
    • Use tools, such as manipulatives or sketches, to model problems
    • Represent solutions in alternative ways (e.g., charts, graphs, pictures, arrays)
    • Explain and justify math thinking in oral and written form
  • Social Studies

    TOPIC:
    History and Geography of California

    UNITS:

    Land and Geographic Regions
    Native People and Geographic Adaptations
    Exploration & Colonization
    Newcomers Arrive in California
    The Fight for Independence & the Forming of Government CA’s Growth through the 20th Century and Contemporary 

    LEARNING GOALS FOR SOCIAL STUDIES:

    • Understand how gradual geologic changes have formed the continents and oceans as we know them.
    • Demonstrate an understanding of the physical and human geographic features that define places and regions in California.
    • Describe the American Indian nations in their local region long ago and in the recent past.
    • Draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
    • Explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
    • Understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
    • Explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. 
  • World Language: Spanish

    CULTURAL CONTENT: Spanish Across the Globe

    LEARNING GOALS FOR SPANISH:

    • Geography
    • Traditions
    • Develop global awareness
    • Develop an “ear” for the language
    • Develop sound recognition and pronunciation skills
    • Develop and strengthen listening comprehension
    • Develop speaking skills
    • Understand and use vocabulary words in oral communication
    • Practice reading and writing
Please note: The K-8 Curriculum Guide is an articulation of the core aspects of the academic program at Hamlin; it is not intended to capture every concept and skill that is taught. Moreover, the K-8 Curriculum Guide will not reflect additional topics of study, which are inspired annually by student interests, teacher creativity, and current events.

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2120 Broadway
San Francisco. California 94115
Tel. 415.922.0300 • Fax. 415.674.5409
Tax ID #: 94-1393894

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