Health Education - 3rd Grade
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Health Education offers students an opportunity to
acquire knowledge, practice skills, and develop attitudes
that can benefit them throughout life. Building a solid
foundation of good decision-making skills can contribute to
a variety of healthy choices for self and others. Although
the knowledge components are addressed through seven
different content sections, the development of skills and
attitudes has been woven throughout each of the seven
Phrases in bold lettering: Refers to content
concepts embedded in the objective that are also printed on
the Scope and Sequence poster.
Phrases in italicized lettering: Refers to the
Process Skill development that should be addressed, and are
printed on the Scope and Sequence poster.
Phrases in bold and italics: Refers to
those skills that are also content.
(Abbreviations in Parentheses): Refers to other Core
Curriculum in which the objective is similar, identical, or
refers to a common concept. A key for integration.
(FA) Fine Arts
(LA) Language Arts
(LM) Library Media
(PE) Physical Education
(SS) Social Studies
*Abbreviations with an *asterisk: Refers to resources
that are available to help implement, teach, or enrich the
*MP Maturation Program
*PD Prevention Dimensions
Core Standards of the Course
The students will learn ways to improve mental health and manage stress.
Demonstrate responsibility for self and actions.
Identify personal responsibilities.
Predict the consequences of neglecting responsibilities; e. g., increased stress, poor grades, punishment, no sense of accomplishment, impact on other people.
Report the outcomes of completing responsibilities; e. g., sense of accomplishment, feeling good, contribution to cause, less stress.
Determine how good decision making can help complete responsibilities.
Recognize why acceptance of self and others is important for the development of positive attitudes. *PD
Determine the benefits of accepting self and others.
Determine the benefits of having positive attitudes.
Describe the relation between acceptance and attitude.
Substance Abuse Prevention
The students will adopt health-promoting and risk-reducing behaviors to prevent substance abuse.
Recognize the health implications of alcohol and tobacco use. *PD
Identify both the short- and long-term effects of alcohol and tobacco use.
Describe the effects of passive smoke.
Determine the financial impact of alcohol and tobacco use.
Determine how building relationships with helpful people can be beneficial. (SS)
List and classify helpful people; e. g., within family, neighborhood, community.
Identify the benefits of building relationships with caring adults.
Human Development and Relationships
The students will understand and respect self and others related to human development and relationships.
Summarize the functions of the skeletal and muscular systems.
Name the major body systems and their basic functions.
Describe the skeletal and muscular systems.
Demonstrate ways to strengthen the skeletal and muscular systems. (PE)
Model behaviors that foster healthy interpersonal relationships. (SS) *PD
Examine the benefits of healthy relationships among peers, family, and community members.
Recognize ways in which peers, families, and communities may change over time.
Model ways to contribute to healthy relationships among peers, family, and community members.
Model strategies for preventing abuse.
Maintain personal boundaries.
Identify situations that may put one at risk for abuse.
Demonstrate ways to avoid, manage, or escape risk.
Disease Prevention and HIV/AIDS Education
The students will understand concepts related to health promotion and disease prevention.
Tell why HIV is difficult to contract and usually does not affect children.
List ways that people cannot contract HIV.
Identify ways people can avoid coming in contact with blood.
Demonstrate decision-making and Refusal Skills( for HIV prevention. *PD
List reasons to avoid contact with blood.
Identify, avoid, manage, or escape situations involving blood-to-blood contact.
Demonstrate proper personal hygiene and universal precautions.
Demonstrate proper hand washing.
Recognize importance of never touching another person's blood and other body fluids.
Describe procedure to follow in the event of a blood spill.
Safety and Injury/Violence Prevention
The students will adopt behaviors to maintain personal health and safety and develop appropriate strategies to resolve conflict.
Match safety procedures to potential hazards. (SC)
Describe procedures to follow in case of fire, flood, earthquakes, and electrical shock.
Predict problems of using and being around machines.
Explain how carelessness, hurrying, anger, and upset feelings may increase the chance of having an accident.
List reasons for treating animals with respect and kindness.
Nutrition and Fitness
The students will understand how a healthy diet and exercise can increase the likelihood of physical and mental wellness.
Compare personal eating habits with a balanced diet. *NU
Record daily food intake.
Determine a balanced diet based on the Food Guide Pyramid.
Identify nutrient groups and the key functions of each. *NU
Identify nutrient groups; i. e. , proteins, fats, water, carbohydrates, vitamins, minerals.
Name foods rich in key nutrients.
Define the functions of basic nutrient groups.
Examine the dangers of dysfunctional eating.
Identify common reasons for dieting; e. g., health, peer pressure, unhappy with looks and/or size, weight loss.
Predict the effect fad diets may have on health.
Assess personal fitness level. (PE)
Measure heart rate.
Record the results of participation in aerobic, strength, endurance, and flexibility testing.
Consumer and Community Health
The students will understand the value of service and effective consumer practices.
Participate in service-learning that assists the community. (SS)
Identify the needs of a community.
Examine situations when people or groups assist communities.
Plan, implement, and report on community service.
Describe the influence of media on making healthy choices. (LA)(LM)
Find health-related messages in media.
Determine the reliability of health messages in the media, including Internet.
Report the effect of media on decision making.
Summarize the role of health services in the community.
List various health services.
Define the role of each service.
Identify situations in which the health services can or should be accessed.
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Health Education website. For
general questions about Utah's Core Standards contact the Director
- DIANA SUDDRETH .
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
materials may not be published, in whole or part, or in any other
format, without the written permission of the Utah State Board of
Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah