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Third Grade
LESSON
Zero
Classroom Community and Safe Space
45 Minutes
This lesson is currently under review with Nest Educational Advisors. Please check back later for updates.
Lesson Overview
This lesson introduces the You Belong Here curriculum, emphasizing the importance of feelings and creating a safe community for sharing. Students will explore how our brains play a crucial role in our emotions and connections with others, learning how neurobiology supports their growth and well-being. They will be introduced to the 3 M’s: Mindfulness, Movement, and Meditation. Finally, students will work together to create and sign Community Agreements, committing to safe community standards where everyone feels valued and connected.
Lesson Objectives
- Explore and understand the Feelings Wheel.
- Discuss the concepts of community and safety.
- Create the Classroom Community Agreements through collaboration.
Materials
Handouts
quicklinks
how to prepare for this lesson
This lesson will establish clear guidelines for respectful communication and appropriate participation in the You Belong Here lessons. Allowing students to contribute their own ideas to the community agreements is a way to encourage students “buy in.”
Students will have opportunities to refer to their Feelings Wheel Handout throughout all lessons of the You Belong Here lessons. Either have students keep their Feelings Wheels in a safe space or collect them at the end of each lesson.
On Slide 17, students will participate in a meditation. You can either have students find a comfortable place in the classroom or ask them to get comfortable in their seats, depending on your classroom limitations and preferences.
On Slide 19, you will share with the class how many people are a part of their school community. If you don’t already have an idea of how many students and teachers are at your school, prepare this number ahead of time.
Please ensure to pre-check videos before class, as internet policies may vary among schools, to ensure accessibility.
Additional Resources
- Kozlowska K, Walker P, McLean L, Carrive P. Fear and the defense cascade: clinical implications and management. Harv Rev Psychiatry. 2015;23(4):263-287. doi:10.1097/HRP.0000000000000065
- Shaver TK, Ozga JE, Zhu B, Anderson KG, Martens KM, Vonder Haar C. Long-term deficits in risky decision-making after traumatic brain injury on a rat analog of the Iowa gambling task. Brain Research. 2019;1704:103-113. doi:10.1016/j.brainres.2018.10.004
- Hwang H, Matsumoto D. Functions of emotions. In: Biswas-Diener R, Diener E, eds. Noba Textbook Series: Psychology. DEF Publishers; 2021.
- Bauer, C.C.C., Caballero, C., Scherer, E., West, M.R., Mrazek, M.D., Phillips, D., Whitfield-Gabrieli, S., & Gabrieli, J.D.E. (2018). Mindfulness meditation reduces amygdala reactivity to fearful faces and self-reported stress in middle school children: A randomized controlled trial.
- Akira S.G, Sara B.K, Ethan S, Martin R. W, John D.E.G. (2019). Mindfulness in the Classroom: Learning from a School-based Mindfulness Intervention through the Boston Charter Research Collaborative. Transforming Education. Harvard University Center for Education Policy Research.