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Grades 3-5 Health Standards

Page history last edited by Virginia Mitchell 3 months ago

Grades 3-5 Health Framework

 

In 3rd-5th grades, students continue to build upon their knowledge and application of the health skills: analyze influence, access valid and reliable information, interpersonal communication, goal-setting, decision making, self-management, and advocacy for self and others. Students explore these skills through the lens of health topics (e.g., nutrition, physical activity, mental health, substance use and abuse, healthy relationships, and responsible decision making) and begin to understand the skills to develop healthy habits.

 

Teachers may find their students are below grade level depending on the number of class meetings per week, amount of time per class meeting, consistency of previous instruction, etc. Teachers should evaluate their student's knowledge and abilities and use the standards that best fit their learning needs, while working to move the students to the appropriate grade level standards. 

 

The order of the standards at any grade level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course.

 

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Grades 3-5 Health Education Standards & Objective Analysis

 

Welcome to the Grades 3-5 Health Education standards! To see the objective analysis for any objective below, click on the blue text or use the navigator bar on the right side of the screen to move to an objective analysis.

 

Standard 1 Abbreviation Key

NU: Nutrition   SU: Substance Use and Abuse
PA: Physical Activity  HR: Healthy Relationships
MH: Mental Health and Wellness IP: Injury Prevention and Personal Health

 

Standard 1: Comprehend concepts related to health promotion and disease prevention to enhance health. 

1.NU.5.1 Describe the benefits of eating a healthy breakfast every day.
1.NU.5.2 Explain the importance of eating a variety of foods from multiple food groups (e.g., fruits, vegetables, dairy, protein, and whole grains).
1.NU.5.3 Compare nutritious and non-nutritious beverages.

1.PA.5.1 Identify different types of physical activities.
1.PA.5.2 Describe the importance of choosing a variety of ways to physically active.
1.PA.5.3 Identify short-term and long-term benefits of moderate and vigorous physical activity (e.g., improving mood, self-esteem, attention, cognitive performance, cardiovascular health, strength, endurance, flexibility, and reducing risks for chronic diseases).

1.MH.5.1 Describe healthy ways to express and cope with needs, wants, feelings, and/or difficult experiences.
1.MH.5.2 Identify and explain characteristics of a mentally and emotionally healthy person.
1.MH.5.3 Identify feelings of worry, sadness, and hopelessness and determine when and how to seek help with coping skills.

1.SU.5.1 Describe potential risks associated with inappropriate use of medicines, prescriptions, alcohol, and drugs. 
1.SU.5.2 Identify school rules about alcohol-use.
1.SU.5.3 Identify short-term and long-term negative physical effects of using tobacco products (e.g., cigarettes, cigars, electronic cigarettes [e-cigarettes], vaping products, hookah, heated tobacco products, smokeless tobacco).

1.HR.5.1 Describe examples of what and when to report to a trusted adult (e.g., parent, guardian, health professional).
1.HR.5.2 Describe the benefits of healthy family and peer relationships. 
1.HR.5.3 Explain why everyone has the right to consent to being touched (e.g., high-five, handshake, hug).

1.IP.5.1 Describe the benefits of personal health care practices (e.g., brush and floss teeth, wash hair, regularly bathe, sleep adequately, and wear sunscreen).
1.IP.5.2 Explain safe and responsible behaviors that prevent injuries at home, school, and in the community (e.g., pedestrian, motor/recreational vehicles, playground, fire, firearms, bike, all bodies of water).
1.IP.5.3 Explain what to do if someone is injured or suddenly ill and needs medical assistance in various situations (e.g., at home, school, or in the community).

Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. 

2.AN.5.1 Describe how family influences personal health practices and behaviors.

2.AN.5.2 Identify the influence of school and family culture on health practices and behaviors.
2.AN.5.3 Examine how peers can influence healthy and unhealthy behaviors.
2.AN.5.4 Describe how media and technology (e.g., television/film, video games, advertisements, social media, and other screen time) influence health practices and behaviors. 

2.AN.5.5 Determine how the school and community can influence personal health practices and behaviors (e.g., tobacco-free environment, healthy food access, safe bike routes, walking school buses, etc).

Standard 3: Demonstrate the ability to access valid information, products, and serves to enhance health. 
3.AC.5.1 Identify characteristics of valid health information, products, and services based on self-identified need (e.g., reliable, appropriate, accurate, or trustworthy).
3.AC.5.2 Locate resources from home, school, and the community that provide valid health information.

Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 
4.IC.5.1 Demonstrate effective verbal and nonverbal communication skills.
4.IC.5.2 Demonstrate effective peer resistance skills to avoid or reduce health risks.
4.IC.5.3 Demonstrate healthy ways to manage or resolve conflict.
4.IC.5.4 Explain how and when to effectively ask for help to improve personal health.
4.IC.5.5 Identify how to effectively communicate support for others.

Standard 5: Demonstrate the ability to use decision-making skills to enhance health.
5.DM.5.1 Explain situations that require a health-related decision (e.g., managing conflict, emotions, nutrition, hygiene, or safety) and determine when help is needed or not needed to make a healthy choice.
5.DM.5.2 Explain how family, culture, peers, technology, and/or media influence a health-related decision.
5.DM.5.3 Identify healthy options and their potential outcomes when making a health-related decision.
5.DM.5.4 Choose a healthy option and explain the outcomes and benefits of that health-related choice. 

Standard 6: Demonstrate the ability to use goal-setting skills to enhance health. 
6.GS.5.1 Set a personal health goal and track progress toward achieving that personal health goal.
6.GS.5.2 Identify potential barriers and resources that can help achieve a personal health goal.

Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
7.SM.5.1 Describe practices and behaviors that reduce or prevent health risks.
7.SM.5.2 Apply a variety of healthy practices and behaviors to maintain or improve personal health.
7.SM.5.3 Identify and practice healthy behaviors.

Standard 8: Demonstrate the ability to advocate for personal, family, and community health. 
8.AD.5.1 Demonstrate different ways to express opinions and give accurate information about health issues.
8.AD.5.2 Demonstrate strategies to encourage others to make positive health choices.

 

 

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