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Grade 3 Health Curriculum

Scope and Sequence: There are a total of eight concepts that make up the health curriculum for grades 1-5. Below is an outline of the sequence in which these units are to be taught at each grade level. Please note that the recently revised state standards are written in grade level bands and thus allow us the opportunity to spend more time each year on specific core concepts as opposed to teaching each core concept every year. The number of times students will be exposed to a core concept during their elementary years is indicated by the number 2 or 3 following the core concept within each grade level and quarter.

Unit 1 / Unit 2 / Unit 3 / Unit 4
Grade 1 / Mental, Emotional & Social Health
3 / Growth, Development & Family Life
2 / Consumer & Community Health
2 / Injury Prevention & Safety
3
Grade 2 / Nutrition & Physical Activity
3 / Prevention & Control of Disease
2 / Alcohol, Tobacco & Other Drugs
3 / Environmental Health
2
Grade 3 / Nutrition & Physical Activity
(page 2) 3 times / Mental, Emotional & Social Health
(page 6) 3 times / Consumer & Community Health
(page 10) 2 times / Injury Prevention & Safety
(page 14) 3 times
Grade 4 / Environmental Health
2 / Prevention & Control of Disease
2 / Alcohol, Tobacco & Other Drugs
3 / Injury Prevention & Safety
3
Grade 5 / Nutrition & Physical Activity
3 / Mental, Emotional & Social Health
3 / Alcohol, Tobacco & Other Drugs
3 / Growth, Development & Family Life
2

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: 3
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Choices

Enduring Understandings

/

Guiding Questions

  1. Awareness of food groups, nutrients, serving sizes and food labels can impact healthy food choices.
  1. Balancing nutrition and physical activity promotes a healthy lifestyle.
/
  1. Why are specific foods categorized according to the current food pyramid?
  2. What are the primary nutrients in each food group?
  3. Why is it important to know about food labels and serving sizes?
  1. What are the benefits of physical activity on the body?
  2. What are some positive outcomes of balancing nutrition and physical activity?

Grade: 3
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Choices
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. Why foods are categorized into food groups.
  2. The effectsnutrients have on the body.(1.1.1, 1.1.6)
  3. Which foods provide specific nutrients.
  4. Recommended serving sizes using the current food pyramid. (1.1.1)
  5. The importance of eating a balanced diet - correct amounts from each of the food groups (1.1.1)
  6. The value of balancing caloric input and output (nutrition and physical activity). (1.1.1)
  7. How to make healthy choices when planning snacks and meals. (1.1.1)
  8. How to analyze nutrition facts on a food label.
  9. The benefits of physical activity on the body. (1.1.1, 1.1.6)
/ Accessing Information
  1. Identify characteristics of valid health information, products, and services.3.1.1
Decision Making
  1. Identify health-related situations that might require a thoughtful decision.5.1.1
  2. Choose a healthy option when making a decision.5.1.5
Practice Healthy Behaviors
  1. Identify responsible personal health behaviors.7.1.1
  2. Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.7.1.2
  3. Demonstrate a variety of behaviors that avoid or reduce health risks.7.1.3

Grade: 3
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Choices
Suggested Instructional Plan/Activities
(Correlations) / / /
  1. An activity that allows students to find their balance between food and fun. (Caloric input and output)
/ 1,2 / 5,6,9 / 2,3,4,5,6
  1. Analyze nutrition facts on food labels.
/ 1 / 3,4,8 / 1
  1. Create scenarios that allow students to make choices regarding healthful meals, snacks and physical activity (role play, paper/pencil, cut and paste, etc.)
/ 1,2 / 5,7 / 2,3,4,5,6

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: 3
Subject: Health
Unit: Mental, Emotional & Social
Lens: Communication

Enduring Understandings

/

Guiding Questions

  1. Goal setting can enhance a healthy lifestyle.
  1. Communication skills impact relationships.
/
  1. What is a goal?
  2. Why do we set goals?
  3. How do we set goals?
  4. What are the steps of goal setting?
  5. What are some road blocks and how can they be overcome?
  1. What are communication skills?
  2. How can we communicate effectively?
  3. What are ways we communicate both verbally and non-verbally?

Grade: 3
Subject: Health
Unit: Mental, Emotional & Social
Lens: Communication
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. How to set goals.
  2. How to apply character traits. (1.1.2)
  3. A positive attitude can impact emotional health. (1.1.2)
  4. The importance of managing emotions. (1.1.2)
  5. The types of health (Physical, Social, Intellectual, Emotional). (1.1.2)
  6. Effective communication skills.
  7. Empathy is the act of understanding how someone else may feel.
  8. Feeling angry is normal.
  9. A bully is someone who wants power over another person.
  10. A victim is someone who is a target of the bully.
  11. A bystander is someone who is not a bully or a victim.
  12. There are many ways to solve problems.
/ Interpersonal Communication
  1. Demonstrate effective verbal and nonverbal communication skills to enhance health.4.1.1
  2. Demonstrate nonviolent strategies to manage or resolve conflict.4.1.3
Goal Setting
  1. Set a personal health goal and track progress toward its achievement.6.1.1
Practice Health Behaviors
  1. Identify responsible personal health behaviors.7.1.1

Grade: 3
Subject: Health
Unit: Mental, Emotional & Social
Lens: Communication
Instructional Plan/Activities
(Correlations) / / /
  1. Teach students the steps to goal setting. Have students set SMART goals. (Specific, Measurable, Attainable, Realistic, Timely).
/ 1 / 1 / 3
  1. Role-play effective communication skills (verbal and nonverbal).
/ 2 / 6 / 1,2
  1. Place a piece of paper on the back of each student. Instruct students to write a positive trait about each of their classmates. Discussion to follow.
/ n/a / 2,3 / n/a
  1. Role-play a potential bully situation. Be sure to have the roles of bully, victim and bystander. What are some things that can be done to resolve the situation?
/ 2 / 7-12 / 1,2

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: 3
Subject: Health
Unit: Consumer and Community Health
Lens: Influences

Enduring Understandings

/

Guiding Questions

  1. The ability to recognize valid and reliable product and service information can develop better consumers.
  1. Advertising can influence the choices we make.
/ a.Why do you need reliable information about health products and services?
b.Where can I locate product and service information?
c.How can I determine whether the information is accurate?
  1. What advertisements influence you?
  2. Where do you see advertisements?
  3. Are they always truthful and accurate?
  4. Why can’t you always depend on an advertisement for reliable and accurate information about a product or service?

Grade: 3
Subject: Health
Unit: Consumer and Community Health
Lens: Influences
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and SkillsO – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to do… / AC
  1. How advertising influences their purchases.
  2. The difference between want and need.
  3. How to identify ways of accessing consumer and health-related information.
  4. How to analyze the information gathered about consumer products and health. (1.1.5)
  5. About community opportunities to enhance a healthy lifestyle. (i.e. greenbelt, foothills, parks and recreation and health fairs etc.)
/ Analyzing Influences
  1. Describe ways that technology can influences personal health.2.1.5
Accessing Information
  1. Identify characteristics of valid health information, products, and services. 3.1.1
  2. Locate resources from home, school, and community that provide valid health information.3.1.2

Grade: 3
Subject: Health
Unit: Consumer and Community Health
Lens: Influences
Suggested Instructional Plan/Activities
(Correlations) / / /
  1. Create a commercial or advertisement on health products.
/ 1,2 / 1-4 / 1-3
  1. Assign an advertisement for a health product to each student (i.e. toothpaste, shampoo, vitamins, exercise equipment, lotions and energy drinks etc.). Students will analyze the advertisement and present to the class.
/ 1,2 / 1-4 / 1-3

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:


Grade: 3
Subject: Health
Unit: Injury Prevention & Safety
Lens: Choices

Enduring Understandings

/

Guiding Questions

  1. Appropriate and safe behaviors will reduce the risk of injury.
  1. Proper skills in basic first-aid with 911 procedures may save a life.
/
  1. How do following safety rules and procedures help keep you safe?
  2. Why is it important to never pick up a gun?
  1. Why is it important to be aware of your surroundings?
  2. Why is it important to stay calm when calling 911?

Grade: 3
Subject: Health
Unit: Injury Prevention & Safety
Lens: Choices
AC = Assessment Code:Q – QuizzesP - Prompts

Critical Content and Skills O – ObservationsWS – Work Samples

D – DialoguesSA – Student Self-Assessment
T - Tests
Students will Know… / AC / Students will be able to… / AC
  1. The importance of sport vehicle (bike, scooters, roller blades etc.) and pedestrian safety. (1.1.4)
  2. The steps for helping others i.e 911 call and basic first aid (cuts, bruises, burns, stings and nose bleeds).
  3. The importance of being prepared for changes in weather and their surroundings. (1.1.4)
  4. Rules for gun safety. (1.1.4)
  5. How to identify unsafe situations in the home (i.e. answering telephone, cooking, answering the door). (1.1.4)
Counselor Presentation with classroom teacher present (parent permission required)
  1. Personal Safety (safe touch/unsafe touch), the Touching Rule and protection from abuse. This will consist of 2-3 lessons in the general education classroom with classroom teacher present.
/ Analyzing Influences
  1. Identify how peers can influence healthy and unhealthy behaviors.2.1.3
Decision Making
  1. List healthy options to health related issues or problems. 5.1.3
  2. Describe the outcomes of a health related decisions.5.1.6
Practice Health Behaviors
  1. Identify responsible personal health behaviors. 7.1.1
  2. Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health. 7.1.2
  3. Demonstrate a variety of behaviors that avoid or reduce health risks. 7.1.3
Interpersonal Communication
  1. Demonstrate effective verbal and nonverbal communication skills to enhance health.4.1.1
  2. Demonstrate how to ask for assistance to enhance personal health.4.1.4

Grade: 3
Subject: Health
Unit: Injury Prevention & Safety
Lens: Choices
Suggested Instructional Plan/Activities
(Correlations) / / /
Make scenario cards for first-aid situations working with partners. / 1,2 / 2 / 2,3,5
Make safety signs or posters showing how to be safe. / 1,2 / 1-5 / 1-5

IDAHO CONTENT STANDARDS

HEALTH EDUCATION

Grades 3-5

Standard 1: Comprehend Core Concepts

Core Concepts of Health Education for Grades 3-5 are defined below:

Alcohol, Tobacco & Other Drugs

The use of alcohol, tobacco, and other drugs has major implications in the lifelong health of individuals. Implications include the effects, influences, prevention and treatment of the use of alcohol, tobacco products, and other types of drugs on the body.

Nutrition & Physical Activity

To be ready to learn and to achieve their fullest potential, children need to be well nourished and physically active. In order to enhance physical, mental, emotional, and social health, students need to acquire the knowledge and skills to make healthy food choices and engage in lifelong physical activity.

Injury Prevention & Safety

Unintentional and intentional injuries rank among the greatest threats to the health of children and young adults. Knowledge of prevention through safe living habits, healthy decisions, violence prevention, emergency response and an awareness of the consequences of ones decisions, will help to prevent many injuries.

Mental, Emotional & Social Health

Mental, emotional and social wellbeing is a foundation for building good health which includes a sense of security, identity, belonging, purpose and competence in order to strive toward a healthy and productive life.

Prevention & Control of Disease

Individuals can have a considerable measure of control over their own health, including the risks of contracting most illnesses. Health-related choices and decisions regarding prevention of communicable and non-communicable diseases can include recognizing risk factors, identifying methods of contraction and transmission, as well as the prevention and treatment of disease including HIV. Information should be factual, medically accurate, objective and developmentally appropriate.

Consumer & Community Health

Consumers need to understand how health care services are provided and how individuals can take an active role in determining the use of health related services and products. Community health includes providing valid and appropriate health information, education, services, and products.

Growth, Development Family Life

A healthy family unit is vital to the well-being and successful development of children and youth. Growth and development includes the stages of life, changes that occur during puberty, and changes in relationships with others that accompany social development and the aging process. Family living includes healthy relationships, information regarding growth and development, and disease including HIV and their prevention. Information should be factual, medically accurate, objective and developmentally appropriate.

*Reference to Idaho Education Code Title 33, Chapter 16, Sections 1608-1611

Environmental Health

Individuals need to be aware of the impact of environmental issues and hazards on personal health. Environmental health may include precautions and behaviors to safeguard personal health, and practices that will reverse or slow down environmental pollution and related problems.

Goal 1.1: Students will comprehend core concepts related to health promotion and disease prevention to enhance health including: Alcohol, Tobacco and Other Drugs; Nutrition and Physical Activity, Injury Prevention and Safety; Mental, Emotional and Social Health; Prevention and Control of Disease; Consumer and Community Health; Growth, Development and Family Life; and Environmental Health..

Grade 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.1.1.1. Describe the relationship between healthy behaviors and personal health.

3-5.H.1.1.2 Identify examples of emotional, intellectual, physical, and social health.

3-5.H.1.1.3 Describe ways in which a safe and healthy school and community environment can promote personal health.

3-5.H.1.1.4 Describe ways to prevent common childhood injuries and health problems.

3-5.H.1.1.5. Describe when it is important to seek health care.

3-5.H.1.1.6. Describe the impact of health behaviors on body systems.

Standard 2: Analyzing Influences

Goal 1.1: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Grade 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.2.1.1 Describe how the family influences personal health practices and behaviors.

3-5.H.2.1.2 Identify the influences of culture on health practices and behaviors.

3-5.H.2.1.3 Identify how peers can influence healthy and unhealthy behaviors.

3-5.H.2.1.4 Describe how the school and community can support personal health practices and behaviors.

3-5.H.2.1.5 Describe ways that technology can influences personal health.

Standard 3: Accessing Information

Goal 1.1. Students will demonstrate the ability to access valid information and products and services to enhance health.

Grade 3-5 Grade Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.3.1.1 Identify characteristics of valid health information, products, and services.

3-5.H.3.1.2 Locate resources from home, school, and community that provide valid health information.

Standard 4: Interpersonal Communication

Goal 1.1: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Grade 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.4.1.1 Demonstrate effective verbal and nonverbal communication skills to enhance health.

3-5.H.4.1.2 Demonstrate refusal skills that avoid or reduce health risks.

3-5.H.4.1.3 Demonstrate nonviolent strategies to manage or resolve conflict.

3-5.H.4.1.4 Demonstrate how to ask for assistance to enhance personal health.

Standard 5: Decision Making

Goal 1.1: Students will demonstrate the ability to use decision-making skills to enhance health.

Grade 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.5.1.1 Identify health-related situations that might require a thoughtful decision.

3-5.H.5.1.2 Analyze when assistance is needed when making a health-related decision.

3-5.H.5.1.3 List healthy options to health related issues or problems.

3-5.H.5.1.4 Predict the potential outcomes of each option when making a health-related decision.

3-5.H.5.1.5 Choose a healthy option when making a decision.

3-5.H.5.1.6 Describe the outcomes of a health related decisions.

Standard 6: Goal Setting

Goal 1.1 Students will demonstrate the ability to use goal-setting skills to enhance health.

Grades 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.6.1.1 Set a personal health goal and track progress toward its achievement.

3-5.H.6.1.2 Identify resources to assist in achieving a personal health goal.

Standard 7: Practice Healthy Behavior

Goal 1.1. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Grades 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.7.1.1 Identify responsible personal health behaviors.

3-5.H.7.1.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.

3-5.H.7.1.3 Demonstrate a variety of behaviors that avoid or reduce health risks.

Standard 8: Advocacy

Goal 1.1. Students will demonstrate the ability to advocate for personal, family, and community health.

Grades 3-5 Objectives

Objective(s): By the end of Fifth Grade, the student will be able to:

3-5.H.8.1.1 Express opinions and give accurate information about health issues.

3-5.H.8.1.2 Encourage others to make positive health choices.