K-5 Health Topics
Pacing for Trimesters
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Grade Level: 3rd
From Macmillan/McGraw-Hill Health and Wellness, 2008 edition
By the end of September—Emotional Health/Feelings:
NHE Standards: 1.1, 1.2, 1.3, 2.1, 2.3, 3.2, 4.1, 4.2, 4.4, 5.1-5.6, 6.1, 6.2, 7.1-7.3
Unit A—Mental, Emotional, Family, and Social Health
Chapter 1—Mental and Emotional Health
Lesson 1—Health Is Well-Being
Lesson 2—Your Self- Concept
Lesson 5—Making Responsible Decisions
Lesson 6— Manage Stress
Assessments: Chapter 1 Assessment Book pages 9 & 10
By the end of October—Relationships with Family/Friends:
NHE Standards: 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.1, 3.2, 4.1, 4.2,4.3, 4.4, 5.1-5.5, 6.2, 7.1-7.3, 8.2
Unit A— Mental, Emotional, Family, and Social Health
Chapter 2—Family and Social Health
Lesson 1—Healthful Relationships
Lesson 2—Resolving Conflict
Lesson 3—My Family
Lesson 4—My Friends
Assessments: Chapter 2 Assessment Book Lesson Quizzes pages 16 & 17
By the end of November—Your Body/Growth and Development/Human Sexuality:
NHE Standards: 1.1, 1.2, 1.3, 2.4, 3.1, 3.2, 4.1, 4.4, 5.1-5.6, 6.1, 6.2, 7.2, 7.3, 8.1, 8.2
Unit B—Growth and Nutrition
Chapter 3—Growth and Development
Lesson 1—Growing and Changing
Lesson 1A—Human Sexuality
Lesson 2—Your Muscles and Bones
Lesson 3—Your Heart and Lungs
Lesson 4—Your Digestive System
Lesson 5—Your Senses and Nervous System
Assessments: Chapter 3 Assessment Book Chapter test pages 30 & 31
Human Sexuality
Grade Level: 3
Lesson 1: “The Story of Me” –Reproduction, Self Esteem
Primary Focus
Standard 8 – Advocacy
Students will demonstrate the ability to advocate for personal, family and community health.
Secondary Focus
Standard 1 –Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Learning Targets – Students will:
The human sexuality lessons begin with the students’ own development from conception and introducing the concepts of fertilization and reproduction as “their life” story.
Materials
Procedure
Penis
Vagina
Testicles
Breasts
Ovaries
Sperm
Uterus
Egg
Navel
Anus
Buttocks
Chest
The Story of Me by
One day, a sperm and an egg joined. They became one cell. This cell grew and grew into a baby, me! I lived inside my mother’s uterus for about 9 months. Then on _ (birthday) I was born. I was a boy / girl (circle one) and weighed about _lbs.
I looked
.
I was named_.
I grew and grew. When I was 3 years old, I was taller and could do many more things like
.
Now I’m_ years old. I am able to do many, many things like
.
Text Box: Picture of me today
Today, I am _ years old and in the grade. I have changed a lot since I was a baby. In fact, I have changed a lot since last year. Here are some things that have changed
_.
I am really good at some things, but there are some other things I need to learn and work on.
Text Box: Me at 16
This is what I am good at _
.
These are the things I need to learn and work on _
.
As I get older, I will keep changing and learning how to do more things. This is how I think I will look and what I will be doing when I am 16 years old.
Text Box: Me at 25
When I am 25, I will be an adult. There will be many things that are different from my life today. This is what I think I will look like and this is what I will know and be able to do_
_.
Human Growth and Development Assessment
Third Grade-
Uterus-the place the baby develops in the mother
Ovaries-the eggs are stored
Sperm-a male reproductive cell
Egg-a female reproductive cell
Breasts-in mammals they feed the babies
Chest-the chest protects internal organs
Vagina area-this is where urine comes out of in a girl
Penis-this is where urine comes out of in a boy
Navel-this connected the baby to the mother
Anus-the food that can’t be used by the body comes out here
Buttocks-muscle you sit on, helps you to sit and walk
Human Sexuality
Grade Level: 3
Lesson 2: “I am Cool” – Body Image
Primary Focus
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Learning Targets – Students will:
What You Need to Know
Students will:
Materials
Procedures
Optional Activity—To make your point, get 95 non-blue Connecting Cubes and 5 blue Connecting Cubes.
By the end of December--Nutrition:
NHE Standards: 1.1, 1.2, 1.3, 2.1-2.5, 3.1, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 7.1, 7.2, 7.3
Unit B—Growth and Nutrition
Chapter 4—Nutrition
(Use My Plate poster)
Lesson 1—Why You Need Food
Lesson 2—The Dietary Guidelines
Lesson 3—Choosing Healthful Meals and Snacks
Lesson 4—Food Safety
Assessments: Chapter 4 Assessment Book Chapter test pages 39-41
By the end of January—Personal Health/Physical Activity/Hygiene/Healthy Goals:
NHE Standards: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 4.1, 4.3, 4.4, 5.1-5.6, 6.1, 7.1, 7.2, 7.3, 8.1, 8.2
Unit C—Personal Health and Safety
Chapter 5—Personal Health and Physical Activitiy
Lesson 1—Checkups and Dental Health
Lesson 3—Good Grooming
Lesson 4—Physical Activity
Lesson 5—A Good Workout
Lesson 6—Safety and Physical Activity
Assessments: Chapter 5 Assessment Book Chapter test pages 50-52
By the end of February--Safety:
NHE Standards: 1.1-1.5, 2.1, 2.3, 2.4, 2.6, 3.2, 4.2, 4.3, 4.4, 5.1-5.7, 6.1, 6.2, 7.1-7.3
Unit C— Personal Health and Safety
Chapter 6—Violence and Injury Prevention
Lesson 1—Indoor Safety
Lesson 2—Safety on the Go
Lesson 3—Safe in Wind and Weather
Lesson 4—Staying Safe Around People
Lesson 5—Staying Safe From Violence
Lesson 6—Emergencies
Assessments: Chapter 6 Assessment Book Chapter test pages 62 & 63
By the end of March—Substance Use/Misuse:
NHE Standards: 1.1-1.5, 2.2, 2.3, 3.1, 3.2, 4.1, 4.4, 5.1-5.6, 7.1-7.3, 8.1
Unit D—Drugs and Disease Prevention
Chapter 7—Alcohol, Tobacco and Other Drugs
Lesson 1—Using Medicines Safety
Lesson 2— Alcohol
Lesson 3— Tobacco
Lesson 4— Other Drugs
Assessments: Chapter 7 Assessment Book Chapter test pages 71-73
By the end of April—Communicable/Non-communicable Diseases :
NHE Standards: 1.1-1.5, 4.1, 4.3, 4.4, 5.1-5.6, 7.1-7.3
Unit D— Drugs and Disease Prevention
Chapter 8—Communicable and Chronic Diseases
Lesson 1—Diseases That Spread
Lesson 2—Fighting Disease
Lesson 3—Chronic Diseases
Assessments: Chapter 8 Assessment Book Chapter test pages 79-81
By the end of May—Environmental/Consumer/Community Health:
NHE Standards: 1.1, 1.2, 2.4, 2.5, 2.6, 3.1, 3.2, 4.1, 4.2, 5.1-5.6, 7.1, 7.3
Unit E—Community and Environmental Health
Chapter 9—Consumer and Community Health
Lesson 1—Be a Health-Wise Consumer
Lesson 2—Community Health Helpers
Assessments: Chapter 9 Assessment Book Lesson Quizzes pages 84 & 85
Chapter 10—Environmental Health
Lesson 2—Protecting the Environment
Assessments: Chapter 10 Assessment Book Lesson Quiz page 93
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- By the end of September—Emotional Health/Feelings
- By the end of October— Relationships with Family/Friends
- By the end of November--Your Body/Growth and Development/Human Sexuality
- By the end of December—Nutrition
- By the end of January—Personal Health/Physical Activity/Hygiene/Healthy Goals
- By the end of February—Safety
- By the end of March— Substance Use/Misuse
- By the end of April— Communicable Diseases/ Non-communicable Diseases
- By the end of May-- Environmental/Consumer/Community Health
Pacing for Trimesters
- First Trimester: September and October Lessons/Assessments
- Second Trimester: November, December, January, and February Lessons/Assessments
- Third Trimester: March, April and May Lessons/Assessments
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Grade Level: 3rd
From Macmillan/McGraw-Hill Health and Wellness, 2008 edition
By the end of September—Emotional Health/Feelings:
NHE Standards: 1.1, 1.2, 1.3, 2.1, 2.3, 3.2, 4.1, 4.2, 4.4, 5.1-5.6, 6.1, 6.2, 7.1-7.3
Unit A—Mental, Emotional, Family, and Social Health
Chapter 1—Mental and Emotional Health
Lesson 1—Health Is Well-Being
Lesson 2—Your Self- Concept
Lesson 5—Making Responsible Decisions
Lesson 6— Manage Stress
Assessments: Chapter 1 Assessment Book pages 9 & 10
By the end of October—Relationships with Family/Friends:
NHE Standards: 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 3.1, 3.2, 4.1, 4.2,4.3, 4.4, 5.1-5.5, 6.2, 7.1-7.3, 8.2
Unit A— Mental, Emotional, Family, and Social Health
Chapter 2—Family and Social Health
Lesson 1—Healthful Relationships
Lesson 2—Resolving Conflict
Lesson 3—My Family
Lesson 4—My Friends
Assessments: Chapter 2 Assessment Book Lesson Quizzes pages 16 & 17
By the end of November—Your Body/Growth and Development/Human Sexuality:
NHE Standards: 1.1, 1.2, 1.3, 2.4, 3.1, 3.2, 4.1, 4.4, 5.1-5.6, 6.1, 6.2, 7.2, 7.3, 8.1, 8.2
Unit B—Growth and Nutrition
Chapter 3—Growth and Development
Lesson 1—Growing and Changing
Lesson 1A—Human Sexuality
Lesson 2—Your Muscles and Bones
Lesson 3—Your Heart and Lungs
Lesson 4—Your Digestive System
Lesson 5—Your Senses and Nervous System
Assessments: Chapter 3 Assessment Book Chapter test pages 30 & 31
Human Sexuality
Grade Level: 3
Lesson 1: “The Story of Me” –Reproduction, Self Esteem
Primary Focus
Standard 8 – Advocacy
Students will demonstrate the ability to advocate for personal, family and community health.
Secondary Focus
Standard 1 –Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Learning Targets – Students will:
- Review each reproductive body part. The body parts are: breasts, penis, vagina, and testicles.
- Learn and define reproductive terms and function. The terms are: ovaries, sperm, egg, and uterus.
- Describe the introduction to reproduction.
The human sexuality lessons begin with the students’ own development from conception and introducing the concepts of fertilization and reproduction as “their life” story.
Materials
- Labels of individual body parts
- One copy of Boy and Girl Body Parts Worksheet for the teacher to project/label (for step #1 in procedures)
- “The Story of Me” – 2-page worksheet
- Pencil or pen
Procedure
- 1. Review the reproductive body parts: breasts, vagina, testicles, and penis. Use the Boy and Girl Body Parts Worksheet and project it for the students. As teacher, model placing a label next to a body part.
- 2. Tell students that all mammals, including humans, start their lives inside the female’s uterus, after a sperm cell from a male joins with an egg cell from a female. In humans, dogs, cats and others, the sperm is produced inside the male testicles. The egg is produced inside the female’s ovaries.
- 3. The baby develops inside the female until it is ready to be born. Human babies usually stay inside the uterus for nine months.
- 4. Tell students – this is how you started your life, too. Since you were born, you have grown and developed into the person you are today. You look much different now than you did when you were born. What are some of the ways that you look different?
- 5. Tell students – You can also do many more things now. Let’s make a list of all the things you can do now that you couldn’t do when you were little. (Write answers on the board)
- 6. Distribute one copy of the “Story of Me” worksheet to each student. Tell students – “Today we are going to start a story about you, but you may not know all the answers. Write the story about you, and in the boxes you can draw or paste pictures of yourself.”
Penis
Vagina
Testicles
Breasts
Ovaries
Sperm
Uterus
Egg
Navel
Anus
Buttocks
Chest
The Story of Me by
One day, a sperm and an egg joined. They became one cell. This cell grew and grew into a baby, me! I lived inside my mother’s uterus for about 9 months. Then on _ (birthday) I was born. I was a boy / girl (circle one) and weighed about _lbs.
I looked
.
I was named_.
I grew and grew. When I was 3 years old, I was taller and could do many more things like
.
Now I’m_ years old. I am able to do many, many things like
.
Text Box: Picture of me today
Today, I am _ years old and in the grade. I have changed a lot since I was a baby. In fact, I have changed a lot since last year. Here are some things that have changed
_.
I am really good at some things, but there are some other things I need to learn and work on.
Text Box: Me at 16
This is what I am good at _
.
These are the things I need to learn and work on _
.
As I get older, I will keep changing and learning how to do more things. This is how I think I will look and what I will be doing when I am 16 years old.
Text Box: Me at 25
When I am 25, I will be an adult. There will be many things that are different from my life today. This is what I think I will look like and this is what I will know and be able to do_
_.
Human Growth and Development Assessment
Third Grade-
- The students will identify the function of the body parts for boys and girls. They will draw a line from the body part to the matching function.
Uterus-the place the baby develops in the mother
Ovaries-the eggs are stored
Sperm-a male reproductive cell
Egg-a female reproductive cell
Breasts-in mammals they feed the babies
Chest-the chest protects internal organs
Vagina area-this is where urine comes out of in a girl
Penis-this is where urine comes out of in a boy
Navel-this connected the baby to the mother
Anus-the food that can’t be used by the body comes out here
Buttocks-muscle you sit on, helps you to sit and walk
- The students will complete The Story of Me worksheet.
Human Sexuality
Grade Level: 3
Lesson 2: “I am Cool” – Body Image
Primary Focus
Standard 4 – Interpersonal Communication
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Secondary Focus
Standard 1 – Core Concepts
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Learning Targets – Students will:
- Tell how healthy habits keep systems of the body healthy; for example, connect eating fatty foods with the risk of heart disease.
- Examine the influence of the media and advertisers on the health of the community; for example, collect magazine ads that promote healthy living.
- Demonstrate good listening skills with their peers.
What You Need to Know
Students will:
- Understand the influences of the media in defining society's standards regarding who is successful and what is desirable.
- Understand the transience and superficiality of media images and messages regarding who and what is cool.
- Understand how they themselves are influenced by these media images and messages.
- Name what makes them cool.
Materials
- 100 Connecting cubes (optional activity)
- “What is Cool?” – Worksheet
- “What is Cool About Me” – Worksheet
- Teacher Resource – Analyzing Internal and External Influences
Procedures
- 1. Ask kids what is the latest terminology for the word “cool” as it might apply to things such as clothing or toys. Write their suggestions on the board. Next, ask students to identify what makes a person “cool”. Is it external – the way they look, or the way they dress; or is it internal – the way they act? As a class, come up with a list of traits that define “cool”making sure to include personality traits like independence, strength of character, being a good friend, along with the more obvious external traits such as “wears the latest fashions” or “looks good.”
- 2. Reinforce the idea that we tend to think of “cool” as an external thing, but the best kind of “cool” comes from inside.
- 3. Ask students to think of their friends. Without naming their friend, have students write a description of their “coolest friend”, explaining what makes them “cool”.
- 4. Remind students that they are looking for “internal cool”, not just how a person looks.
- 5. Have students share what they have written with the rest of the class.
- 6. Explain to students that there can be two different types of “cool” people – those who are “cool” because they are famous or fashionable, and those who are “cool” because of how they act.
- 7. Say, “The truth is that very few people look like those you see in the media. In fact, some of the people we see in the media don't look anything like their media images in real life, because their photographs are touched up to make them look more attractive, or they are filmed using lots of make-up and special lighting. There are even software programs that can take a picture of someone and give him or her longer legs, or make them thinner! Yet despite knowing this, many of us are still influenced by images we see in magazines and on television. Statistically, the people that we see in the media represent only 5% of the population. That means that 95% of us are being told that we should look the same way as a very small percentage of people.”
Optional Activity—To make your point, get 95 non-blue Connecting Cubes and 5 blue Connecting Cubes.
- Explain that the 95 non-blue cubes represent regular/average people, and the 5 blue cubes represent the types of people who the media say we should be.
- Ask students: “What is wrong with this picture? Is it possible for the other colors to turn blue? (You might point out that the colors that are closer to blue, like green, might be able to pass for blue, but what about the yellows, and reds? It is just as impossible for them to become blue as it is for many of us to conform to the standards of beauty and “cool” that we see in the media.) How will the cubes feel, not being able to live up to the image dictated by the media? How important is "coolness" to people trying to sell things? Companies who want to attract kids and teens will hire people to find out what is “cool”. They will watch kids and see who/what is “cool”. They also do things like use the Internet to have kids fill out surveys on line. (They do this to grown-ups too when they ask grown-ups to sign up for grocery store cards. They watch what people buy to see what is popular and create coupons just for that person so they will buy more.)”
- 8. Distribute “What is Cool?” worksheet to students and ask them to complete. Once they have completed the questionnaires, review their answers and tally class results.
- 9. “Who do students consider to have the greatest influence on their perceptions of “coolness”? We tend to think of “cool” as an external thing, but the best kind of “cool” comes from inside. You are “cool”! Let’s take a look at what makes you “cool”.” Distribute “What is Cool About Me?” worksheet and have students complete.
- 10. Have students share something that is “cool” about themselves.
By the end of December--Nutrition:
NHE Standards: 1.1, 1.2, 1.3, 2.1-2.5, 3.1, 4.4, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 7.1, 7.2, 7.3
Unit B—Growth and Nutrition
Chapter 4—Nutrition
(Use My Plate poster)
Lesson 1—Why You Need Food
Lesson 2—The Dietary Guidelines
Lesson 3—Choosing Healthful Meals and Snacks
Lesson 4—Food Safety
Assessments: Chapter 4 Assessment Book Chapter test pages 39-41
By the end of January—Personal Health/Physical Activity/Hygiene/Healthy Goals:
NHE Standards: 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 4.1, 4.3, 4.4, 5.1-5.6, 6.1, 7.1, 7.2, 7.3, 8.1, 8.2
Unit C—Personal Health and Safety
Chapter 5—Personal Health and Physical Activitiy
Lesson 1—Checkups and Dental Health
Lesson 3—Good Grooming
Lesson 4—Physical Activity
Lesson 5—A Good Workout
Lesson 6—Safety and Physical Activity
Assessments: Chapter 5 Assessment Book Chapter test pages 50-52
By the end of February--Safety:
NHE Standards: 1.1-1.5, 2.1, 2.3, 2.4, 2.6, 3.2, 4.2, 4.3, 4.4, 5.1-5.7, 6.1, 6.2, 7.1-7.3
Unit C— Personal Health and Safety
Chapter 6—Violence and Injury Prevention
Lesson 1—Indoor Safety
Lesson 2—Safety on the Go
Lesson 3—Safe in Wind and Weather
Lesson 4—Staying Safe Around People
Lesson 5—Staying Safe From Violence
Lesson 6—Emergencies
Assessments: Chapter 6 Assessment Book Chapter test pages 62 & 63
By the end of March—Substance Use/Misuse:
NHE Standards: 1.1-1.5, 2.2, 2.3, 3.1, 3.2, 4.1, 4.4, 5.1-5.6, 7.1-7.3, 8.1
Unit D—Drugs and Disease Prevention
Chapter 7—Alcohol, Tobacco and Other Drugs
Lesson 1—Using Medicines Safety
Lesson 2— Alcohol
Lesson 3— Tobacco
Lesson 4— Other Drugs
Assessments: Chapter 7 Assessment Book Chapter test pages 71-73
By the end of April—Communicable/Non-communicable Diseases :
NHE Standards: 1.1-1.5, 4.1, 4.3, 4.4, 5.1-5.6, 7.1-7.3
Unit D— Drugs and Disease Prevention
Chapter 8—Communicable and Chronic Diseases
Lesson 1—Diseases That Spread
Lesson 2—Fighting Disease
Lesson 3—Chronic Diseases
Assessments: Chapter 8 Assessment Book Chapter test pages 79-81
By the end of May—Environmental/Consumer/Community Health:
NHE Standards: 1.1, 1.2, 2.4, 2.5, 2.6, 3.1, 3.2, 4.1, 4.2, 5.1-5.6, 7.1, 7.3
Unit E—Community and Environmental Health
Chapter 9—Consumer and Community Health
Lesson 1—Be a Health-Wise Consumer
Lesson 2—Community Health Helpers
Assessments: Chapter 9 Assessment Book Lesson Quizzes pages 84 & 85
Chapter 10—Environmental Health
Lesson 2—Protecting the Environment
Assessments: Chapter 10 Assessment Book Lesson Quiz page 93
Help · About · Pricing · Privacy · Terms · Support · Upgrade
Portions not contributed by visitors are Copyright 2018 Tangient LLC
TES: The largest network of teachers in the world