1
Grade 5 Health Curriculum
Scope and Sequence: There are a total of eight concepts that make up the health curriculum for grades 1-5. Below is an
outline of the sequence in which these units are to be taught at each grade level. Please note that the recently revised
state standards are written in grade level bands and thus allow us the opportunity to spend more time each year on
specific core concepts as opposed to teaching each core concept every year. The number of times students will be
exposed to a core concept during their elementary years is indicated by the number 2 or 3 following the core concept
within each grade level and quarter.
Unit 1
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Mental, Emotional &
Social Health
3
Nutrition & Physical
Activity
3
Nutrition & Physical
Activity
3
Environmental Health
2
Nutrition & Physical
Activity
(page 2) 3 times
Unit 2
Unit 3
Growth, Development &
Family Life
2
Prevention & Control of
Disease
2
Mental, Emotional &
Social Health
3
Prevention & Control of
Disease
2
Mental, Emotional &
Social Health
(page 6) 3 times
Consumer & Community
Health
2
Alcohol, Tobacco &
Other Drugs
3
Consumer & Community
Health
2
Alcohol, Tobacco &
Other Drugs
3
Alcohol, Tobacco &
Other Drugs
(page 10) 3 times
Unit 4
Injury Prevention &
Safety
3
Environmental Health
2
Injury Prevention &
Safety
3
Injury Prevention &
Safety
3
Growth, Development
& Family Life
(page 14) 2 times
2
Critical Content/Concept Web
Unit Topic:
Nutrition and Physical Activity
Conceptual Lens:
Grade:
Unit Overview
Balance
5
Benefits of Physical Activity
Health Food Decisions
To be ready to learn and to achieve their
fullest potential, children need to be well
nourished and physically active. In order
to enhance physical, mental, emotional,
and social health, students need to
acquire the knowledge and skills to make
healthy food choices and engage in
lifelong physical activity.
Suggested Time Frame: 9 weeks
Vocabulary
Unit Topic:
Nutrition and Physical
Activity
Nutritional Facts
Goal Setting/
Accessing Information
Calories
Nutrients
Ingredients
Aerobic
Anaerobic
Lifelong
Short-term
Long-term
Fad
3
Grade: 5
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Balance
Enduring Understandings
1. The use of dietary guidelines when making choices can affect long
term wellness.
2.
Goal setting can enhance proper nutrition and physical activity.
Guiding Questions
a. What are some examples of serving sizes? Meat=deck of cards,
large apple=2 servings, etc
b. What is whole food? What is the difference between whole food and
processed food? Give some examples of each.
c. What type of food has more nutritional value?
a. What is the difference between aerobic and anaerobic exercise?
b. What exercise burns more calories baseball or basketball, soccer or
tennis, golf or dance?
c. What are some of the long term risks associated with unhealthy
eating?
d. What are some of the short term risks associated with unhealthy
eating?
4
Grade: 5
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Balance
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The relationship between calories, energy and
nutrients. (1.1.1)
2. How portions and serving sizes are related to caloric
need and nutritional values.
3. How to compare serving sizes, % daily value and
ingredients using nutrition fact labels.
4. Techniques for safe food preparation, serving and
storage.
5. Options for healthy food preparation (fry v. bake, trim
fat, moderating sugar, fat salt, etc.). (1.1.1)
6. How family, culture, media and peers influence food
choices.
7. The difference between a fad diet and a balanced diet.
8. Benefits of healthy eating and risks associated with
unhealthy eating (short-term and long-term benefits
and risks).
9. The importance of having a positive body image.
10. Body systems are strengthened by proper nutrition and
physical activity. (1.1.6)
11. The importance of goal setting as it pertains to proper
nutrition and physical activity. (1.1.1)
AC
Q – Quizzes
P - Prompts
O – Observations
WS – Work Samples
D – Dialogues
SA – Student Self-Assessment
T - Tests
Students will be able to…
AC
Analyzing Influences
1. Describe how the family influences personal health
practices and behaviors. 2.1.1
2. Identify the influences of culture on health practices and
behaviors. 2.1.2
3. Identify how peers can influence healthy and unhealthy
behaviors. 2.1.3
Accessing Information
4. Identify characteristics of valid health information,
products, and services. 3.1.1
Decision Making
5. Identify health-related situations that might require a
thoughtful decision. 5.1.1
6. List healthy options to health related issues or problems.
5.1.3
7. Predict the potential outcomes of each option when
making a health-related decision. 5.1.4
8. Describe the outcomes of a health related decision.
5.1.6
Goal Setting
9. Set a personal health goal and track progress toward its
achievement. 6.1.1
5
Grade: 5
Subject: Health
Unit: Nutrition and Physical Activity
Lens: Balance
Instructional Plan/Suggested Activities
(Correlations)
Keep a physical activity and food log for 3 days. The log will have the calories of the food and the
exercise will have how many calories were burned each day. This information should be on-hand
so the student can look up the information during class if necessary. Some of these will be
shared in class.
Tell students to use the student page to interview a family member in the Health Teacher
resource. After the interview, students should complete the remainder of the handout, and
discuss and share the interviews. Have the students write down how they can improve the family
member’s health.
1,2,3
1,2,3
4-9
1,2,3
6,7,8,11
1-9
6
Critical Content/Concept Web
Unit Topic:
Mental, Emotional & Social Health
Conceptual Lens:
Grade:
Unit Overview
Management
Mental, emotional and social wellbeing is
a foundation for building good health
which includes a sense of security,
identity, belonging, purpose and
competence in order to strive toward a
healthy and productive life.
5
Resources
Stress
Suggested Time Frame: 9 weeks
Vocabulary
Unit Topic:
Mental, Emotional and
Social Health
Balance
Stress
Distress
Eustress
Balance
Self-esteem
Resource
7
Grade: 5
Subject: Health
Unit: Mental, Emotional & Social
Lens: Management
Enduring Understandings
Guiding Questions
1. A balance of social, emotional and physical health promotes
wellness.
a. What is balance?
b. How can you balance your overall health?
2. Properly managing stress and expressing emotions can benefit
overall health.
a. What is the difference between positive and negative stress
(distress and eustress)?
b. What are some potential benefits and disadvantages of stress?
c. What are some proper ways to express your emotions?
d. Why is it important to manage stress and emotions?
3. Bullying is a type of violence that cannot be tolerated but is too
often overlooked.
a.
b.
c.
d.
e.
f.
g.
How can you tell what someone else is feeling?
What are the “triggers” that cause angry feelings?
What do bullies want?
What is a victim?
How can a bystander help a victim?
What are the steps to solve a problem?
What can you do to help stop bullying?
8
Grade: 5
Subject: Health
Unit: Mental, Emotional & Social
Lens: Management
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. How stress affects social and emotional health. (1.1.1)
2. How sleep can affect your overall health. (1.1.1)
3. The importance of self-esteem.
4. Why it is important to know their individual strengths
and weakness.
5. The importance of maintaining healthy relationships.
6. Available resources in the area of mental, emotional
and social health (school counselor, teacher, principal,
trusted adult, counselors within the community,
physicians, etc.) (1.1.3, 1.1.5)
7. Importance of applying effective communication skills.
8. Empathy is the act of understanding how someone else
may feel.
9. Feeling angry is normal.
10. A bully is someone who wants power over another
person.
11. A victim is someone who is a target of the bully.
12. A bystander is someone who is not a bully or a victim.
13. There are many ways to solve problems.
AC
Q – Quizzes
P - Prompts
O – Observations
WS – Work Samples
D – Dialogues
SA – Student Self-Assessment
T - Tests
Students will be able to…
AC
Analyzing Influences
1. Describe how the school and community can support
personal health practices and behaviors. 2.1.4
Interpersonal Communication
2. Demonstrate effective verbal and nonverbal
communication skills to enhance health. 4.1.1
3. Demonstrate how to ask for assistance to enhance
personal health. 4.1.4
4. Demonstrate refusal skills that avoid or reduce health
risks. 4.1.2
5. Demonstrate nonviolent strategies to manage or resolve
conflict. 4.1.3
Goal Setting
6. Identify resources to assist in achieving a personal
health goal. 6.1.2
9
Grade: 5
Subject: Health
Unit: Mental, Emotional & Social
Lens: Management
Instructional Plan/Activities
(Correlations)
1. Lead up activity to Stress: give students a pretend pop quiz. Follow up with a
discussion about how that activity made them feel both physically and
emotionally.
2. Have students find related resources within their community using books,
phonebooks, internet, people, etc.
3. Students create a family or individual crest/coat of arms that shows their
identity and strengths.
4. Students create a poster or pamphlet to highlight refusal skills and nonviolent
strategies to manage and resolve conflict.
2
1,2
N/A
N/A
6
1,3,6
N/A
3,4
N/A
3
8-13
3-5
10
Critical Content/Concept Web
Unit Topic:
Alcohol, Tobacco and Other Drugs
Conceptual Lens:
Grade:
Unit Overview
Advocacy
5
Background Information
Decision Making
Goal Setting / Advocacy
The use of alcohol, tobacco, and other
drugs has major implications in the
lifelong health of individuals.
Implications include the effects,
influences, prevention and treatment of
the use of alcohol, tobacco products,
and other types of drugs on the body.
Suggested Time Frame: 9 weeks
Vocabulary
Refusal Skills
Advocacy
Treatment
Short term and
Long term
Effects
Overdose
Withdrawal
Unit Topic:
Alcohol, Tobacco and
Other Drugs
Treatment / Prevention
Influences
11
Grade: 5
Subject: Health
Unit: Alcohol, Tobacco and Other Drugs
Lens: Advocacy
Enduring Understandings
1. Advocacy leads to effective use of refusal skills lowering the
risk of substance abuse.
Guiding Questions
a. What are different ways to say no to drugs?
b. Why are refusal skills important? Why should you practice
using them?
c. How can you be an advocate in your school, home and
community?
2. Personal responsibility, goal setting and influences can impact a. Why do we need to take responsibility for our own choices?
healthy choices.
b. Why is goal setting important? How can it help you say no to
substance abuse?
c. How can your peers and family influence your choices?
12
Grade: 5
Subject: Health
Unit: Alcohol, Tobacco and Other Drugs
Lens: Advocacy
AC = Assessment Code:
Critical Content and Skills
Students will Know…
1. Different types of illegal drugs.
2. Short and long term effects of drug use. (1.1.1,
1.1.6)
3. Steps of decision making.
4. The role drug abuse can play in a person’s life and
the lives of their family and friends.
5. Types of help/community resources available for
treatment for substance abuse. (1.1.5)
6. How to use refusal skills to avoid substance
abuse.
7. How family, peers, school and community can
influence positive choices. (1.1.3)
8. The steps of goal setting.
9. The importance of goal setting to reduce
substance abuse.
10. The four steps of Advocacy
a. Choose a healthful action to communicate
b. Collect information about the action
c. Decide how to communicate the
information
d. Communicate your message to others
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
Students will be able to…
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Accessing Information
1. Locate resources from home, school, and
community that provide valid health information.
3.1.2
Interpersonal Communication
2. Demonstrate refusal skills that avoid or reduce
health risks. 4.1.2
Decision making
3. Describe the outcomes of a health related
decisions. 5.1.6
Advocacy
4. Express opinions and give accurate information
about health issues. 8.1.1
5. Encourage others to make positive health choices.
8.1.2
AC
13
Grade: 5
Subject: Health
Unit: Alcohol, Tobacco and Other Drugs
Lens: Advocacy
Instructional Plan/Activities
(Correlations)
1. Students create advocacy posters, public service announcements or
pamphlets.
2. Role-play using skits or commercials.
3. Read and discuss the “Forever Secret”
(Here’s Looking at You)
1
4-10
1-5
1,2
1-10
1-5
1,2
4,7
1,3,4,5
14
Critical Content/Concept Web
Unit Topic:
Growth, Development and Family Life
Conceptual Lens:
Grade:
Unit Overview
Changes
5
Social Changes
Families
A healthy family unit is vital to the
wellbeing and successful development of
children and youth. Growth and
development includes the stages of life,
and changes in relationships with others
that accompany social development and
the aging process. Information should
be factual, medically accurate, objective,
and developmentally appropriate.
Suggested Time: 9 Weeks
Vocabulary
Puberty
Stages
Relationships
Aging Process
Adoption
Divorce
Foster Care
Life Cycle
Unit Topic:
Growth, Development
& Family Life
Physical and Emotional
Changes
Relationships
15
Grade: 5
Subject: Health
Unit: Growth, Development & Family Life
Lens: Changes
Enduring Understandings
1.
Physical, emotional and social health changes occur as individuals
progress through the different stages of life.
2. Effective communication can enhance relationships with family,
friends and others.
Guiding Questions
a. What are the stages of life?
b. What changes occur as we age?
a. Do you communicate the same way with your friends and family?
b. What is effective communication?
c. What is the difference between verbal and nonverbal
communication?
16
Grade: 5
Subject: Health
Unit: Growth, Development & Family Life
Lens: Changes
Critical Content and Skills
AC = Assessment Code:
Students will Know…
1. The Life Cycle consists of stages from birth to death.
2. Signs of physical, emotional, and social changes related
to puberty and aging. (1.1.2)
3. Habits for healthy growth and aging.
4. Ways to communicate respect for self, family and
others.
5. Changes in families affect everyone.
Nurses Presentation in the regular classroom
(parent permission required)
6. Physical changes as it relates to puberty.
AC
Q – Quizzes
O – Observations
D – Dialogues
T - Tests
P - Prompts
WS – Work Samples
SA – Student Self-Assessment
Students will be able to…
Analyzing Influences
1. Describe how the family influences personal health
practices and behaviors. 2.1.1
2. Describe how the family influences personal health
practices and behaviors. 2.1.4
Practice Health Behaviors
3. Identify responsible personal health behaviors.7.1.1
AC
17
Grade: 5
Subject: Health
Unit: Growth, Development & Family Life
Lens: Changes
Suggested Instructional Plan/Activities
(Correlations)
1. Conduct interviews with family regarding family health history.
2. Create a timeline of your family history to show the aging process.
3. Nurse shows growth and development video
1,2
1,2
1
1,3
1,2,3
1,2,6
1,2
1,2
2
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IDAHO CONTENT STANDARDS
HEALTH EDUCATION
Grades 3-5
Standard 1: Comprehend Core Concepts
Core Concepts of Health Education for Grades 3-5 are defined below:
Alcohol, Tobacco & Other Drugs
The use of alcohol, tobacco, and other drugs has major implications in the lifelong health of individuals.
Implications include the effects, influences, prevention and treatment of the use of alcohol, tobacco products, and
other types of drugs on the body.
Nutrition & Physical Activity
To be ready to learn and to achieve their fullest potential, children need to be well nourished and physically active.
In order to enhance physical, mental, emotional, and social health, students need to acquire the knowledge and
skills to make healthy food choices and engage in lifelong physical activity.
Injury Prevention & Safety
Unintentional and intentional injuries rank among the greatest threats to the health of children and young adults.
Knowledge of prevention through safe living habits, healthy decisions, violence prevention, emergency response
and an awareness of the consequences of ones decisions, will help to prevent many injuries.
Mental, Emotional & Social Health
Mental, emotional and social wellbeing is a foundation for building good health which includes a sense of security,
identity, belonging, purpose and competence in order to strive toward a healthy and productive life.
Prevention & Control of Disease
Individuals can have a considerable measure of control over their own health, including the risks of contracting
most illnesses. Health-related choices and decisions regarding prevention of communicable and non-communicable
diseases can include recognizing risk factors, identifying methods of contraction and transmission, as well as the
prevention and treatment of disease including HIV. Information should be factual, medically accurate, objective
and developmentally appropriate.
19
Consumer & Community Health
Consumers need to understand how health care services are provided and how individuals can take an active role
in determining the use of health related services and products. Community health includes providing valid and
appropriate health information, education, services, and products.
Growth, Development & Family Life
A healthy family unit is vital to the well-being and successful development of children and youth. Growth and
development includes the stages of life, changes that occur during puberty, and changes in relationships with
others that accompany social development and the aging process. Family living includes healthy relationships,
information regarding growth and development, and disease including HIV and their prevention. Information
should be factual, medically accurate, objective and developmentally appropriate.
*Reference to Idaho Education Code Title 33, Chapter 16, Sections 1608-1611
Environmental Health
Individuals need to be aware of the impact of environmental issues and hazards on personal health. Environmental
health may include precautions and behaviors to safeguard personal health, and practices that will reverse or slow
down environmental pollution and related problems.
Goal 1.1: Students will comprehend core concepts related to health promotion and disease prevention to
enhance health including: Alcohol, Tobacco and Other Drugs; Nutrition and Physical Activity,
Injury Prevention and Safety; Mental, Emotional and Social Health; Prevention and Control of
Disease; Consumer and Community Health; Growth, Development and Family Life; and
Environmental Health..
Grade 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.1.1.1. Describe the relationship between healthy behaviors and personal health.
3-5.H.1.1.2 Identify examples of emotional, intellectual, physical, and social health.
3-5.H.1.1.3 Describe ways in which a safe and healthy school and community environment can promote personal
health.
3-5.H.1.1.4 Describe ways to prevent common childhood injuries and health problems.
3-5.H.1.1.5. Describe when it is important to seek health care.
3-5.H.1.1.6. Describe the impact of health behaviors on body systems.
20
Standard 2: Analyzing Influences
Goal 1.1: Students will analyze the influence of family, peers, culture, media, technology, and other
factors on health behavior.
Grade 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.2.1.1 Describe how the family influences personal health practices and behaviors.
3-5.H.2.1.2 Identify the influences of culture on health practices and behaviors.
3-5.H.2.1.3 Identify how peers can influence healthy and unhealthy behaviors.
3-5.H.2.1.4 Describe how the school and community can support personal health practices and behaviors.
3-5.H.2.1.5 Describe ways that technology can influences personal health.
Standard 3: Accessing Information
Goal 1.1.
Students will demonstrate the ability to access valid information and products and services to
enhance health.
Grade 3-5 Grade Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.3.1.1 Identify characteristics of valid health information, products, and services.
3-5.H.3.1.2 Locate resources from home, school, and community that provide valid health information.
Standard 4: Interpersonal Communication
Goal 1.1: Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
Grade 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.4.1.1 Demonstrate effective verbal and nonverbal communication skills to enhance health.
3-5.H.4.1.2 Demonstrate refusal skills that avoid or reduce health risks.
3-5.H.4.1.3 Demonstrate nonviolent strategies to manage or resolve conflict.
3-5.H.4.1.4 Demonstrate how to ask for assistance to enhance personal health.
Standard 5: Decision Making
Goal 1.1: Students will demonstrate the ability to use decision-making skills to enhance health.
21
Grade 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.5.1.1 Identify health-related situations that might require a thoughtful decision.
3-5.H.5.1.2 Analyze when assistance is needed when making a health-related decision.
3-5.H.5.1.3 List healthy options to health related issues or problems.
3-5.H.5.1.4 Predict the potential outcomes of each option when making a health-related decision.
3-5.H.5.1.5 Choose a healthy option when making a decision.
3-5.H.5.1.6 Describe the outcomes of a health related decisions.
Standard 6: Goal Setting
Goal 1.1
Students will demonstrate the ability to use goal-setting skills to enhance health.
Grades 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.6.1.1 Set a personal health goal and track progress toward its achievement.
3-5.H.6.1.2 Identify resources to assist in achieving a personal health goal.
Standard 7: Practice Healthy Behavior
Goal 1.1. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
Grades 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.7.1.1 Identify responsible personal health behaviors.
3-5.H.7.1.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.
3-5.H.7.1.3 Demonstrate a variety of behaviors that avoid or reduce health risks.
Standard 8: Advocacy
Goal 1.1. Students will demonstrate the ability to advocate for personal, family, and community health.
Grades 3-5 Objectives
Objective(s): By the end of Fifth Grade, the student will be able to:
3-5.H.8.1.1 Express opinions and give accurate information about health issues.
3-5.H.8.1.2 Encourage others to make positive health choices.