3rd+Grade+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Demonstrate the ability to make and communicate appropriate food choices ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to engage in lifelong healthy eating] ||
 * **Concepts and skills students master:**
 * **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:**
 * 6) What is a healthy portion size?
 * 7) What kinds of foods would be best for you to eat for breakfast? Why?
 * 8) How can students eat a balanced diet if food choices are limited at school and home?
 * 9) How can you keep a friend if you disagree about food choices?
 * 10) 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. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Utilize knowledge and skills to treat self and others with care and respect ||  > 2. Demonstrate interpersonal communication skills to support positive interactions with families, peers, and others ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **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:**
 * 8) What does self respect and self esteem look like?
 * 9) 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)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) How can a shy person show how they are feeling?
 * 6) What if I am embarrassed to show how I am feeling?
 * 7) 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 ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Examine the dangers of using tobacco products or being exposed to second-hand smoke ||  > 2. Describe pro-social behaviors that enhance healthy interactions with others ||  > 3. Identify ways to prevent injuries at home, in school, and in the community ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to make health-enhancing decisions regarding the use of alcohol, tobacco, and other drugs] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) How does tobacco affect the body?
 * 6) 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)//
 * [|Apply knowledge and skills that promote healthy, violence-free relationships] ||
 * **Concepts and skills students master:**
 * **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:**
 * 4) How would it feel if you were teased for having a certain eye color?
 * 5) How do you feel when you are helpful to others?
 * 6) Why do people get angry?
 * 7) 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)//
 * [|Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury] ||
 * **Concepts and skills students master:**
 * **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:**
 * 5) 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. ||