Healthy Schools
Main Content

Grades 3 - 5

 

Content Area

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5

 

The student will . . .

 

 

 

 

 

 

 

 

 

 

Health Promotion and Disease Prevention

(HE. S.1)

 

 

HE.3.1.  identify and describe the major functions of the sensory organs (e.g., eyes, ears, nose, tongue, skin).

 

HE.3.1.2  list ways to prevent the spread of germs.

 

HE.3.1.3  describe the   basic emotions.

 

HE.3.1.4  describe the major parts and functions of the digestive system.

 

HE.3.1.5  describe the food pyramid and its value to personal health, understanding that food provides energy and nut-rients for growth and development.

 

HE.3.1.6  explain the value of different kinds of fitness (e.g., flexibility, endurance, strength) and demonstrate exercises for each.

 

HE.4.1.1  describe how people have a variety of feelings and ways of expressing those feelings.

 

HE.4.1.2  identify responsible health behaviors to avoid the spread of contagious diseases.

 

HE.4.1.3  identify health problems that are common in his/her school setting.

 

HE.4.1.4  describe the major parts of the muscu-lar and skeletal systems of the human body.

 

HE.4.1.5  describe the harmful effects of too much sun exposure and what steps can be used to reduce exposure.

 

HE.4.1.6  explain rules for the safe use of drugs; cite ways to keep from misusing and abusing drugs.

 

 

HE.5.1.1  identify the five aspects of total wellness (e.g., physical, emotional, social, intellectual, spiritual) and typical changes that occur during adolescence.

 

HE.5.1.2  describe the relationship between nutrition and health risk factors.

 

HE.5.1.3  explain potentially dangerous situations (e.g., bullying) and know how to obtain help appropriately.

 

HE.5.1.4  describe different organisms (e.g., viruses, bacteria, protozoa, worms, fungi) that cause diseases.

 

HE.5.1.5  explain the basic physiology and functions of the body systems.

 

HE.5.1.6  identify environmental dangers (e.g., poisonous plants) and describe precautions and treatments for exposure to the elements (e.g., sun, cold, insects, animals).

 

 

 

Content Area

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The student will . . .

 

 

 

 

 

 

Health Information and Services

(HE. S.2)

 

 

HE.3.2.1  list places where health information is available.

 

HE.3.2.2  list people who promote community health.

 

HE.3.2.3  list information needed to place an accurate and efficient call to 9-1-1.

 

HE.3.2.4  demonstrate basic first aid procedures.

 

HE.3.2.5  name different kinds of medicines and their appropriate and inappropriate uses.

 

HE.4.2.1  identify specific places in the community from which to seek health care, health information, and health enhancing activities.

 

HE.4.2.2  identify health related products advertised on TV (or through other media) and explain whom the media is trying to influence.

 

HE.4.2.3  identify ways a person with drug dependence can get help.

 

 

HE.5.2.1  list activities that community agencies do to promote safety.

 

HE.5.2.2  compare legal and illegal drugs (considering access, purpose, cost, effects on the body).

 

 

Content Area

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The student will . . .

 

 

 

 

 

 

 

 

 

Health Behaviors  (HE.S.3)

 

 

HE.3.3.1  explain the value of different kinds of fitness (e.g., flexibility, endurance, strength)

 

HE.3.3.2  use protective gear  (e.g., seat belts, helmets, goggles, gloves, sunscreen).

 

HE.3.3.3  describe personal responsibility for one’s own hygiene.

 

HE.3.3.4  describe possible risky health situations at home, in school, and in the community.

 

HE.3.3.5  list ways to  reduce stress.

 

HE.3.3.6  differentiate be-tween healthy and unhealthy behaviors or comments.

 

HE.3.3.7  explain how personal choices and behaviors can reduce accidents.

 

HE.4.3.1  state reasons why people do or do not misuse drugs (e.g., alcohol, tobacco, caffeine, over-the-counter and prescription drugs).

 

HE.4.3.2  define risk tak-ing behaviors (e.g., ATOD, nonuse of protective equipment) and their present and future consequences.

 

HE.4.3.3  develop and practice a personal hygiene plan.

 

HE.4.3.4  give examples  of managing stress.

 

HE.5.3.1  distinguish between safe and risky or harmful behaviors in relationships and list strategies (e.g., anger management, peer pressure reversal, self-protective strategies) to reduce threatening situations.

 

HE.5.3.2  identify hygiene practices related to puberty and diet practices for improved personal/family health.

 

HE.5.3.3  apply techniques for managing stress.

 

HE.5.3.4  compare and contrast the nutritional value of foods when making personal food choices (e.g., food labels).

 

 

Content Area

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The student will . . .

 

 

 

 

 

 

 

 

 

Media, Culture, and Technology

(HE. S.4)

 

 

HE.3.4.1  explore menus from fast food restaurants for nutritional value.

 

HE.3.4.2  identify changes to school and other public facilities that accommodate people with various kinds   of challenges and/or cultural differences.

 

HE.3.4.3  compare and contrast what advertise-ments infer about smoking to what students have learned in school.

 

HE.4.4.1  analyze menus from culturally different restaurants for nutritional value.

 

HE.4.4.2  discuss exam-ples of food advertising, identifying the purposes  and the relationship to personal health.

 

HE.4.4.3  list TV pro-grams that exemplify healthy family relationships and explain their selection.

 

HE.4.4.4  explain why healthy human bodies can be various shapes and sizes.

 

HE.4.4.5  explain how humans depend on their natural and constructed environments and that new ideas and inventions continue to influence their environments.

 

HE.4.4.6  use technology to examine/explore risks involved in not using ap-propriate safety skills and equipment for recreational purposes (e.g., bike riding, helmet use).

HE.5.4.1  explain how risk behaviors as seen on TV and movies may influence a student’s future behaviors.

 

HE.5.4.2  explain peer and media impact upon common eating disorders and how to prevent them.

 

HE.5.4.3  analyze the cultural differences of health practices.

 

HE.5.4.4  recognize and respect people’s differences.

 

Content Area

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The student will . . .

 

 

 

 

 

 

 

 

 

Communication

(HE. S.5)

 

 

HE.3.5.1  express needs and wants by communicat-ing in positive and proactive ways.

 

HE.3.5.2  practice effective ways to say “No” (refusal skills) to those things that threaten safety.

 

HE.3.5.3  describe the steps involved in conflict resolution.

 

HE.3.5.4  discuss aggressive, passive and assertive ways to respond  to conflict.

 

HE.4.5.1  express answers, both verbally and non-verbally, to “How do you feel today?”

 

HE.4.5.2  identify positive personal qualities that one has and state the qualities that one would like to see  in their friends.

 

HE.4.5.3demonstrate communication skills necessary for making, being, and keeping friends.

 

HE.4.5.4  practice assertiveness and refusal skills.

 

HE.5.5.1  describe or demon-strate non-verbal expressions other than facial expressions (e.g., body language).

 

HE.5.5.2  use a variety of positive coping mechan isms/conflict resolution skills  (e.g., negotiation through peer mediation) to deal with upset feelings and difficult situations.

 

HE.5.5.3  practice active listen ing skills (e.g., restating, individual and group conversation).

 

HE.5.5.4  show three acceptable ways to say “No” in a demonstration with peers.

 

HE.5.5.5  explain the value of assertive strategies when asking for help in an emergency.

 

HE.5.5.6  practice assertiveness and refusal skills.

 

 

Content Area

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The student will . . .

 

 

 

 

 

 

 

 

 

Goal Setting and Decision Making

(HE. S.6)

 

 

HE.3.6.1  set a goal to become involved in keeping the community clean.

 

HE.3.6.2  assess factors (e.g., food choices, physical activity, genetic factors)   that contribute to achieving and maintaining a healthy body.

 

HE.3.6.3  list health related personal decisions and who might assist in making a positive decision.

 

HE.3.6.4  record food choices; with an adult, compare them to the recommended food chart to decide whether the choices were good.

 

HE.3.6.5  practice making good judgments in risky situations.

 

HE.4.6.1  record his/her own health-promoting habits and describe which activities/foods were good, health-promoting decisions.

 

HE.4.6.2  evaluate some dangerous situations, consider alternatives and identify the consequences of various choices.

 

HE.5.6.1  analyze disease prevention plans (e.g., diet and exercise).

 

HE.5.6.2  identify strategies to change an unhealthy behavior (e.g., smoking, overeating).

 

 

Content Area

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The student will . . .

 

 

 

 

 

  

 

Advocacy

(HE. S.7)

 

 

HE.3.7.1  describe appropriate self-care procedures for colds, sore throats, and flu.

 

HE.3.7.2  use safety equipment and explain how one would encourage family members and friends to do so as well.

 

HE.3.7.3  name agencies in the community that will assist in making healthy choices.

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HE.4.7.1  examine their personal vaccination and disease record.

 

HE.4.7.2  propose family menus that meet dietary guidelines.

 

HE.4.7.3  explain how to recognize and avoid risky situations involving person-al safety (e.g., helmet use, safety equipment).

 

HE.5.7.1  verify their personal vaccination and disease record.

 

HE.5.7.2  propose family menus that meet dietary guidelines.

 

HE.5.7.3  generate a convincing argument that nutritional value of foods should be a factor when making personal food choices (e.g., food labels).

 

HE.5.7.4  discuss her/his role in helping community efforts to prevent and control disease, protect natural resources, reduce injuries and prevent pollution through services, regulations and laws.