Health Education - 5th Grade
Printable Version (pdf)
In fifth grade, Health Education develops knowledge and practical skills of students by learning and practicing healthy 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 learn to set SMART (specific, measurable, attainable, realistic, timely) goals and resiliency skills.
- 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 how to manage stress and recognize when help is needed for self or others.
- 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 learn how to safely respond in different environments to prevent injuries and other potentially harmful situations. Students will also learn the difference between infectious and chronic disease.
- Substance Abuse Prevention (SAP) improves health by teaching students the knowledge and skills to make choices to avoid substance abuse. Students will identify choices and behaviors that support a substance-free lifestyle.
- 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 create a healthy meal based on personal dietary needs. Students will also research food production products in the United States.
- 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 about maturation and adolescent development.
Core Standards of the Course
Strand 1: HEALTH FOUNDATIONS AND PROTECTIVE FACTORS OF HEALTHY SELF (HF)
Students will apply their knowledge to develop social and emotional competence to make healthy and safe choices.
Define SMART goal and identify how SMART criteria improve the effectiveness of a goal.
Describe how the positive and negative consequences of a decision can have short and/or long-term effects.
Define and practice positive self-talk.
Demonstrate ways to express gratitude and treat others with dignity and respect.
Strand 2: MENTAL AND EMOTIONAL HEALTH (MEH)
Students will examine personal traits and lifestyles and how they impact overall wellness.
Practice a variety of stress management techniques.
Demonstrate how to obtain and offer assistance to enhance the health of self and others in harmful situations.
Express positive attitudes about intervention and seeking help to eliminate stigmas regarding mental health.
Strand 3: SAFETY AND DISEASE PREVENTION (SDP)
Students will learn to respond effectively to environments and practice decision-making skills for safety and disease prevention.
Explain strategies on how to help others and demonstrate how to help or contact the appropriate emergency resources (for example, first aid, CPR, poison control, 911, mental health crisis lines, animal control, non-emergency lines) for different situations.
Explain a variety of healthy behaviors (for example, diet, exercise, proper hygiene, helmet use, proper car restraints, firearm safety) that avoid or reduce health risks.
Analyze the influence of media and technology on personal and family health and develop a personal safety plan for technology use.
Compare and contrast infectious and chronic diseases and recognize when others have a chronic disease or disability and practice methods of treating them respectfully.
Identify how to avoid, manage and report situations involving exposure to another personís blood and other bodily fluids.
Strand 4: SUBSTANCE ABUSE PREVENTION (SAP)
Empower students to resist peer pressure and substance use by identifying practices that promote a lifestyle free from alcohol, tobacco, nicotine, and other drugs.
Identify choices, behaviors, and practices that help support a lifestyle free from alcohol, tobacco, nicotine and other substances.
Practice ways to resist negative peer pressure and positively influence relations with peers in a variety of situations.
Evaluate how the use of alcohol, tobacco, nicotine and other substances can cause illness, injury, and complications with body development, overall health, and behavior.
Strand 5: NUTRITION (N)
Students will identify the basics of nutrition, healthy eating habits that support a healthy body, and how to recognize eating behaviors. Students will also recognize nationwide food resources.
Use a food label to calculate how caloric intake can change depending on the number of servings consumed.
Create a healthy meal, including beverage, using current dietary guidelines.
Differentiate between appetite and hunger.
Explain the role of healthy eating and physical activity in maintaining health.
Analyze the influence of media and technology, including social media, on personal and family nutrition and body image.
Explain why different foods are produced in various regions of the United States and how this may affect consumer practices and local diets.
Strand 6: HUMAN DEVELOPMENT (HD)
Students will understand puberty and maturation. Utah Code requires parental consent for instruction on maturation. Utah Code requires parental notification for instruction on child sexual abuse prevention.
Explain how the timing of puberty and adolescent development varies, including that there is a wide range of what is healthy or typical.
Describe the basic structures of the reproductive and endocrine systems and identify their respective functions.
Describe the body changes that accompany puberty and how puberty prepares human bodies for reproduction.
Explain the physical, social, and emotional changes that occur during puberty and adolescence and healthy ways to manage these changes.
Identify trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with about puberty.
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
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