Lower School Curriculum

In Kindergarten, students learn about parts of their identity. Through read-aloud books, teachers introduce different aspects of identity including names, skin color, pronouns, and gender, among many other factors. After each read aloud, students learn about themselves and their classmates. For example, students explore the power of names and how their classmates, teachers, and people in the world are named. They share their name stories with each other and practice advocating for correct pronunciation of their names.

First Grade readers are not only honing their decoding skills, but building their background knowledge about the world and its people. Through many read aloud books, students explore traditions and celebrations throughout the world. This ties closely to the study of families in social studies. An example of this work occurs near the winter solstice. Students learn about the many ways people all over the planet mark this time of year, what makes each of these celebrations unique, and how they all connect through the use of light.

Second Grade reads many picture books aloud as an important part of building background knowledge and vocabulary. A value of our teachers is that students see themselves reflected in stories as well as exposing students to the experiences of others. Students come to understand the terms “identity” and “diversity” through the rich discussions these stories prompt. Some read aloud books second grade uses are: I Am Brown, Looking Like Me, The Day you Begin, My Fantastic Elastic Brain, Children Around the World, Eyes That Kiss In The Corner, and Sparkle Boy. Through these read aloud books students form personal connections to characters and learn about cultures that may differ from their own.

Fourth Grade students hone their research skills by investigating social and environmental issues in our world, both today and in the past. As they read different perspectives on issues and historical events, they come to learn that an author’s bias can affect how they present facts to support their argument. Fourth Grade students learn to question the author’s intent when they look at primary and secondary sources, looking for clues that signal a text is meant to persuade rather than inform.

Fifth Grade readers are learning to discuss sophisticated elements of books such as themes, figurative language, stylistic choices, and comparing and contrasting characters. Readers learn to build on and debate each others’ ideas about texts through structured conversations and understand there often isn’t just one way to interpret a book. They learn to appreciate that background knowledge and life experience shape a reader’s view of the text. In literature circles and book clubs, students are given authentic forums to unpack these multiple understandings and support their point of view with relevant evidence from the text.

Kindergarten students read the book Science of Skin together and learn all about this special organ. They discover the effect of melanin in our skin, how where our ancestors came from affects the pigment in our skin, and what happens when skin is exposed to sun. They then investigate their own skin color and mix paint to create their own unique shade. Kindergarten students also develop language to talk about their own skin color and positively acknowledge differences.

In First Grade science, students use their observational skills to learn about how animals adapt to their environments. They begin the year by focusing on the five senses and how they help us make observations. From there students learn about animal adaptations, what they are, and how they help animals survive. Students create their own special animals adapted for imagined habitats and consider what could happen to these special animals if their habitat was threatened. The seed of conservation is planted early!

In the spring, Second Grade students learn about the states of matter. They learn how to prove when a gas is created, talk about properties of each state, changes that occur from one state to another, ways to separate the different states, and what happens in chemical reactions. Students work collaboratively with their classmates and teachers to develop questions, foster research and communication skills, and develop a deeper understanding of content knowledge. This learning leads to students seeing their world in an entirely new way. The simple act of mixing a cup of hot cocoa is actually a complex interaction of solids, liquids, and heat.  

Throughout a yearlong study of the ocean, Third Grade students learn to appreciate the importance of the ocean for the health and well-being of all life on our planet. They also learn how human-caused climate change and pollution are affecting the ocean, with a particular focus on our local Puget Sound. Third Grade students take action through a service-learning project in which they visit a local beach and help clean up the shoreline. As they pick up marine debris, students act as citizen scientists and record the type and amount collected on each visit. This data is then shared with various non-profit organizations to help them track the problem of marine debris at this particular beach over the many years Third Grade students have been participating in this project.

Fourth Grade students become citizen scientists who practice as scientists do: asking questions, defining problems, carrying out investigations, analyzing/interpreting data, applying mathematical thinking, constructing explanations, designing solutions, providing evidence, and communicating findings. Fourth Grade students put these practices to work in an investigation of energy. One aspect of this study is to learn about the energy they use to fuel their bodies. Students engage in data collection by studying the nutrition labels on snacks available for purchase in the lunchroom. They analyze how these snacks will affect their health, considering aspects such as sugar content and protein. Advocacy from Fourth Grade students for a greater variety of healthy snack options has led to real life changes in what is for sale!

In Fifth Grade, science students learn core science content while also working on important practices that will help them thrive as future scientists--asking scientific questions, observing and recording data effectively, researching established answers to questions, and presenting scientific ideas clearly and concisely. Salmon rearing from January-June gives students an opportunity to build core scientific skills as they learn about the ecology of the PNW and the ocean through the lens of salmon and their environmental and cultural importance to the region.