Content Area: Comprehensive Health


Grade Level Expectations: Third Grade


Standard: 2. Physical and Personal Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Demonstrate the ability to make and communicate appropriate food choices
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Describe a variety of nutritious breakfast foods (DOK 1)
  2. Plan a meal based on the food groups (DOK 1-2)
  3. Explain the concepts of eating in moderation (DOK 1-2)
  4. Demonstrate refusal skills in dealing with unhealthy eating situations (DOK 1-3)
  5. Identify how family, peers, and media influence healthy eating (DOK 1-3)
Inquiry Questions:
  1. What is a healthy portion size?
  2. What kinds of foods would be best for you to eat for breakfast? Why?
  3. How can students eat a balanced diet if food choices are limited at school and home?
  4. How can you keep a friend if you disagree about food choices?
  5. How can the things that you see on television or in magazines influence your feelings and choices about food?
Relevance & Application:
  1. Eating healthy portions when you are hungry and stopping when you are full can help you meet your energy needs and avoid overeating.
Nature Of:
  1. Messages about healthy eating are abundant and require accurate information to discern them.
  2. Making responsible food choices is dependent on personal responsibility and decision making skills.

Content Area: Comprehensive Health


Grade Level Expectations: Third Grade


Standard: 3. Emotional and Social Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Utilize knowledge and skills to treat self and others with care and respect
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify the characteristics of someone who has self-respect and positive self-esteem (DOK 1-4)
  2. Acknowledge the value of personal and others' talents and strengths (DOK 1-3)
  3. Summarize the importance of respecting the personal space and boundaries of others (DOK 1-3)
  4. Discuss the importance of thinking about the effects of one's actions on other people (DOK 1-3)
  5. Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration, and self-control (DOK 1)
  6. Describe the importance of being aware of one's own feelings and of being sensitive to the feelings of others (DOK 1-3)
  7. Express intentions to treat self and others with care and respect (DOK 1-2)
Inquiry Questions:
  1. What does self respect and self esteem look like?
  2. What if no one respected other peoples' space, property or feelings?
Relevance & Application:
  1. Being a contributor to the neighborhood is an actionable way to show care
  2. Individual actions can impact a school and community
Nature Of:
  1. Care and respect has benefits for both the person giving it and the ones receiving it.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Demonstrate interpersonal communication skills to support positive interactions with families, peers, and others
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate effective interpersonal communication skills necessary to express emotions, personal needs, and wants in a healthy way (DOK 1-3)
  2. Describe positive ways to show care, consideration, and concern for others (DOK 1)
  3. Identify how to show respect for individual differences (DOK 1-2)
  4. Demonstrate how to communicate about personal boundaries directly, respectfully, and assertively (DOK 1-3)
Inquiry Questions:
  1. How can a shy person show how they are feeling?
  2. What if I am embarrassed to show how I am feeling?
  3. What do I say if someone makes me feel bad?
Relevance & Application:
  1. Feelings can be expressed in verbal and non verbal ways
  2. Online groups can provide support and care for others.
Nature Of:
  1. Positive communication that enhances mental and emotional well being is a lifelong skill

Content Area: Comprehensive Health


Grade Level Expectations: Third Grade


Standard: 4. Prevention and Risk Management in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Examine the dangers of using tobacco products or being exposed to second-hand smoke
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Summarize the dangers of experimenting with tobacco (DOK 1-2)
  2. Describe how tobacco and prolonged exposure to cigarette smoke affects the body (DOK 1-2)
  3. Understand that tobacco and other drugs can be addicting, but can be treated (DOK 1)
  4. Describe the benefits of abstaining from or discontinuing tobacco use (DOK 1-2)
Inquiry Questions:
  1. How does tobacco affect the body?
  2. What are some of the things that could happen if I just "tried" to smoke a cigarette, or chew tobacco?
Relevance & Application:
  1. From a historical perspective tobacco was used for medicinal purposes.
  2. Medical technology has identified the dangers of tobacco use.
Nature Of:
  1. Research has clearly established that tobacco has a variety of harmful effects on the body.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Describe pro-social behaviors that enhance healthy interactions with others
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration, and not teasing others (DOK 1)
  2. Describe some of the ways that young children can be helpful intentionally (DOK 1-2)
  3. Describe the importance of self-control and ways to manage anger (DOK 1-3)
Inquiry Questions:
  1. How would it feel if you were teased for having a certain eye color?
  2. How do you feel when you are helpful to others?
  3. Why do people get angry?
  4. How can you tell if someone is angry?
Relevance & Application:
  1. Helping others in school and the community is a pro-social behavior.
  2. Self-control can be used to manage anger.
Nature Of:
  1. Anger management is a lifelong skill.
  2. Tolerance, appreciation, and understanding of diversity are important to learn and practice.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Identify ways to prevent injuries at home, in school, and in the community
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Define how injuries can occur at home, in school, and in the community (DOK 1-2)
  2. Identify rules and practices for fire safety (DOK 1-2)
  3. Demonstrate the ability to understand a safety plan (DOK 1-2)
  4. Demonstrate safe pedestrian and bicycle behaviors (DOK 1-2)
Inquiry Questions:
  1. Is it important to pre-plan for safety?
Relevance & Application:
  1. Safety is the responsibility of all members of a community.
  2. Safety plans save lives and prevent injury.
Nature Of:
  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.