Grade 3 Health Missouri standards Standards

Recognize that there are laws and regulations designed to promote and protect community and environmental health (e.g., littering, illegal dumping, noise ordinances).

Describe what an individual can do to help preserve the environment and promote environmental health (e.g., recycle, reduce, reuse).

Individual Responsibility

Recognize different types of pollution and how they affect one's health (noise, water, air, land).

Effects of Pollution on Health

Environmental Health

Identify healthy alternatives instead of using or abusing substances (e.g., clubs, physical activity, sports).

Recognize the factors (e.g., media, peers, self-concept) that influence decisions to use or abuse substances.

Describe how TAOD affects the way a person thinks, feels, and acts.

Substance Use vs. Non-Use

Recognize the role of medication in treating an illness.

Purpose and Guidelines for Prescription, OTC Drugs and Natural Substances

Substance Education

Apply safe practices and procedures in and around water.

Water-Related Emergencies

Create a plan that recognizes an emergency or non-emergency situation and how to respond (should I call 911?).

First Aid Procedures

Construct a plan of what to do when home alone (e.g., emergency phone list, not answering door, not using stove).

Safety for Home, School, and Communities

Injury Prevention and Safety

Define HIV/AIDS and recognize that HIV is transmitted through blood and other bodily fluids.

HIV/AIDS Prevention Education

Define pathogen and identify three major types (i.e., bacteria, virus, fungi).

Types of Pathogens and Transmission

Identify the body's basic lines of defense (e.g., skin, hair in nasal passages, white blood cells).

Body Defenses and Recovery

Classify communicable and non-communicable diseases into the appropriate category.

Communicable vs. Non-Communicable Diseases

Disease Prevention and Control

Risk Assessment and Reduction

Define violence and identify the causes (e.g., anger, prejudice, child abuse, socio-economic status).

Define bullying and harassment and list acts of each (e.g., excluding from group, teasing, inflicting physical harm).

Harassment/Bullying and Violence Prevention

Differentiate positive and negative stress and how they can affect a person.

Describe healthy activities and coping strategies to deal with uncomfortable feelings and emotions(e.g., ask a trusted adult, make a plan of action, exercise, speak up).

Stress Management and Coping Skills

Define refusal skills (strategies that help you say no) and assertive skills (skills that allow you to behave with confidence).

Refusal/Assertive Skills and Conflict Resolution

Identify the five steps of the decision making process: 1. What is the problem? 2. What are my choices? 3. What are the pros and cons of each choice? 4. How important are the consequences of each choice? 5. Which is the best choice?.

Decision Making and Problem Solving

Life Management Skills

Recognize that essential nutrients provide different amounts of energy (e.g., carbohydrates, protein, fats).

Food Energy and Physical Activity

Explain the importance of nutrition facts on food labels in making healthy selections (e.g., serving size, calories, nutrients, ingredients).

Food Labels

Compare and contrast the relationship between body image and personal health (e.g., self-esteem, disease prevention).

Balance, Variety and Moderation

Identify the six essential nutrients and their functions (carbohydrates, protein, fats, vitamins, minerals, water).

Essential Nutrients and Food Groupings

Nutrition

Identify components of health related fitness.

Health and Skill Related Fitness

Sequence the stages of the human life cycle (e.g., infant, toddler, preschool, school-age).

Growth and Development

Summarize how preventive health care enhances one's health (e.g., immunizations, regular health and dental care).

Preventive Care

Describe how personal health is enhanced by behaviors (include care of skin, teeth, gums, hair, eyes, nose, ears, nails).

Personal Health

Personal and Family Health

Health Maintenance and Enhancement

Evaluate the importance of effective listening skills in building and maintaining relationships.

Communication Skills

Analyze the duties and responsibilities needed to be a contributing member of a social community (e.g., school, church, neighborhood, Girl/Boy Scouts, service).

Responsibilities in Society

Social, Emotional and Mental Health

Identify the major components (e.g., mouth, esophagus, stomach, small intestine, large intestine) and functions of the digestive system.

Digestive System

Identify the major components and functions of the nervous system (i.e., brain, spinal cord, nerves).

Nervous System

Identify the cause and effect of lifestyle choices on the respiratory system (e.g., inactivity, tobacco).

Identify common problems, symptoms, and treatment of breathing disorders (e.g., asthma, bronchitis).

Respiratory System

Identify the cause and effect of an active vs. inactive lifestyle on the cardio-respiratory system (e.g., healthy vs. unhealthy heart and lungs).

Identify the cause and effect of lifestyles choices (e.g., activity, diet, tobacco use) on the cardio-respiratory system (e.g., healthy heart vs. unhealthy heart, blocked blood vessels, lung capacity).

Cardio-respiratory/Circulatory System

Identify the major components and functions of the integumentary system (i.e., skin, hair, nails).

Integumentary System (skin)

Categorize and label different bones by body parts (e.g., leg-tibia, arms-humerus, head-skull, torso-spine.

Skeletal System

Recognize the major muscles of the muscular system (e.g., deltoid, tricep, abdominal, quadricep).

Muscular System

Name the major parts, functions and disorders of the sensory organs (e.g., near-sightedness, far-sightedness, hearing loss).

Classify the five sense organs and their parts (e.g., iris, ear canal, olfactory bulb, taste buds, nasal cavity) and explain how the five senses are used in personal and social environment (e.g., gathering information, making observations, drawing conclusions).

Sensory System

Structure and Functions of the Body

Functions and Interrelationships of Systems

Students will demonstrate the ability to advocate for personal, family, and community health.

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Students will demonstrate the ability to use goal-setting skills to enhance health.

Students will demonstrate the ability to use decision-making skills to enhance health.

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Students will demonstrate the ability to access valid information and products and services to enhance health.

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Students will comprehend concepts related to health promotion and disease prevention to enhance health.