Health Education - 3rd Grade
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In third grade, Health Education builds on the knowledge and skill of students by learning and practicing behaviors in each strand:
- Health Foundations and Protective Factors of Healthy Self (HF) is intended to be the foundation of the Health Education Core. Protective factors are attributes such as skills, strengths, or coping strategies which increase the health and well-being of children. These attributes help people deal more effectively with stress, peer-pressure, and other potentially harmful situations. Students with strong protective factors are less likely to develop mental illness or substance use disorders. Students will practice goal-setting, communication, and relationship skills that support strong protective factors.
- Mental and Emotional Health (MEH) teaches students how to advocate for the mental and emotional health of self and others. Students will learn and adopt behaviors which will also maintain and enhance physical and social health. Strategies to help students manage their thoughts, feelings, and behaviors are key components of this strand. Students will learn strategies to cope with different emotions and stress management techniques.
- Safety and Disease Prevention (SDP) helps students understand their role in protecting themselves and others from unintentional danger, risk, injury, or disease. Students will learn and adopt behaviors which will maintain and enhance health. Students will practice safety procedures for various environments.
- Substance Abuse Prevention (SAP) improves health by teaching students the knowledge and skills to make choices to avoid substance abuse. Students will learn how to resist peer pressure using healthy alternatives and understand the negative consequences substances have on the body.
- Nutrition (N) helps students understand the vital role food preparation and consumption will have on their health throughout their life. A healthy diet supports the immune system and reduces the occurrence of many diseases. Proper nutrition is linked to learning readiness, academic achievement, and decreased discipline and emotional problems. Students will demonstrate healthy food choices at meals and recognize social influences on eating behavior.
- Human Development (HD) teaches students how their body changes throughout their lifespan, how to care for and protect their bodies in a way that is developmentally and age appropriate, and characteristics of a healthy relationship. Students will learn the building blocks of the human body and the importance of good hygiene.
Core Standards of the Course
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will be introduced to conflict resolution, coping strategies, and resiliency.
Set a measurable short-term goal and identify people who can help achieve that goal.
Define verbal and nonverbal communication and demonstrate how people communicate in both ways and explain how effective communication resolves conflict.
Describe how to interact with those who are different from oneself and demonstrate ways to treat others with dignity and respect.
Describe the qualities of a healthy relationship.
Explain how trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) are resources for advice and guidance when making decisions.
Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will learn how to cope with emotions and stress.
Identify healthy strategies individuals may use to cope with disappointment, grief, sadness, and loss, including talking with a trusted adult.
Define positive and negative stress and identify how each type feels. Identify behaviors or ways to alleviate stress.
Describe how various sources (for example, media, internet, social media, other people) can influence mental and emotional health and identify appropriate ways to respond.
Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will practice procedures and methods that contribute to safety.
Explain and practice procedures to follow in case of emergency which may include fire, earthquake, lock down, lock out, evacuate, and shelter in place for school, home, and community settings. Describe how to react and promptly report to a trusted adult or emergency services.
Identify personal behaviors that contribute to a safe or unsafe environments and discuss safety rules at home, school, and in the community.
Describe safety guidelines for internet and social media and describe various ways the media can influence thoughts and feelings that may lead one to take unnecessary risks (for example, dangerous activities, unsafe challenges, purchasing choices, eating behaviors).
Describe procedures to follow when encountering another personís blood or other bodily fluids.
Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Students will explore the benefits of refusing to use harmful substances.
Demonstrate how to respond when approached by an individual and asked to make a poor choice.
Identify healthy alternatives (for example, physical activity, healthy eating, reading, recreation) to alcohol, tobacco, nicotine, and other harmful substances.
Examine the consequences to the brain, body and lungs when oxygen is limited through inhaling substances (for example, smoking, vaping, inhalants, candy, dust, pollutants).
Examine the consequences to the brain and body when harmful substances are ingested (for example, intoxicants, energy drinks, chemicals, poisons).
Strand 5 : NUTRITION (N)
Students will learn to make healthy nutritional choices and identify factors that influence food choices.
Demonstrate healthy behaviors to maintain or improve personal nutrition, fitness, and oral health including encouraging healthy food behavior and physical activity.
Identify healthy foods, including snacks, in appropriate portion sizes.
Describe the benefits of eating a nutritious breakfast.
Discuss how family, peers, culture, and media influence eating habits.
Strand 6: HUMAN DEVELOPMENT (HD)
Students will learn basic anatomy, universal precautions, and skills to report abuse. Utah Code requires parental notification for instruction on child sexual abuse prevention.
Define hygiene and discuss its importance for health and well-being.
Identify the building blocks of the human body (for example, cells, tissues, organs, organ systems, organisms).
Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe.
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