Elementary School
HEALTH EDUCATION
CURRICULUM GUIDE
Grade 3
THE SCHOOL DISTRICT OF VOLUSIA COUNTY
Vision Statement of Volusia County Schools: Through the individual commitment of all, out students will
graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic
society.
Elementary Health Curriculum – Grade 3 – Page 1 of 14
The School Board of Volusia County
Dr. Jeffrey Timko, Chairman
Ms. Judy Conte, Vice Chairman
Mr. Earl C. McCrary
Mrs. Judy L. Andersen
Mrs. Vicki Bumpus
Superintendent of Schools
Mr. William E. Hall
Assistant Superintendent for Curriculum and School Improvement Services
Dr. Chris J. Colwell
Director, K-12 Curriculum and Program Accountability
Mrs. Nicolene R. Junkins
Coordinator of Elementary School Services
Mrs. Cookie Grafton
Specialist
George Woodring
April 2000
Elementary Health Curriculum – Grade 3 – Page 2 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
A. Health Literacy
1. The student comprehends concepts related to health promotion and disease prevention
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark
The student:
Growth and
Development
HE.A.1.2.1
Personal Health
and Hygiene
HE.A.1.2.2
Physical
Activity
HE.A.1.2.2
Personal Health
and Hygiene
HE.A.1.2.3
Mental and
Emotional
Health
HE.A.1.2.3
Family Life
HE.A.1.2.4
EBDZ001Z
Works cooperatively with other students to create a diagram
Understands and describe the function of the
of the human body and to trace the blood through the heart,
sensory organs, major internal body organs,
lungs, and body. The group presents to the class.
and the types of teeth.
EBDZ002Z
Creates a poster advertising the benefits of using a sun screen.
Demonstrates good grooming practices with
emphasis on skin care (i.e., weather
protection); relationship between hygiene,
relaxation.
EBDZ003Z
Identifies warm up exercises for common strenuous physical
Identifies potential risks associated with
activity.
physical activities.
EBDZ004Z
Works cooperatively with other students to create a mini skit
Demonstrates good grooming practices with
showing behaviors, which will help prevent the spread of a
emphasis on skin care (i.e., weather
cold.
protection) and relationship between hygiene,
relaxation.
EBDZ005Z
Writes and illustrates an essay about a time they helped a
Understands personal responsibilities for
friend.
results of his/her decisions and actions;
recognizes and demonstrates characteristics of
friendship.
EBDZ006Z
Lists ways in which family members influence physical
Recognizes family roles and responsibilities
activity.
including parents’ responsibility to respect
and protect family members (sexual, physical,
and mental abuse awareness).
Assessment
Goal 3
Standards
1,2,4,8
FW - E
1,2,4
FCAT - R
1,4
FW - E
FCAT - R
1,2,5,8
FW -N
2,5
FW - E
1
Elementary Health Curriculum – Grade 3 – Page 3 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
A. Health Literacy
Strand/
Content ID/Content Statement
Benchmark The student:
Environmental
Health
HE.A.1.2.5
Disease
Prevention and
Control
HE.A.1.2.6
Disease
Prevention and
Control
HE.A.1.2.8
Safety
HE.A.1.2.8
Substance
Abuse
Prevention
HE.A.1.2.9
EBDZ007Z
Describes types of air, water, and land
pollution caused by humans; describe and
demonstrate the 3 Rs - reduce, reuse, recycle;
understands relationship between human
actions and the health of the environment.
EBDZ008Z
Identifies illnesses of the sensory organs,
major internal body organs, and of the oral
cavity; understand and practice ways to avoid
illnesses, including HIV/AIDS.
EBDZ009Z
Identifies illnesses of the sensory organs,
major internal body organs, and of the oral
cavity; understand and practice ways to avoid
illnesses, including HIV/AIDS.
EBDZ010Z
Demonstrates appropriate actions in fire,
bicycle, stranger, water, weapon and
emergency situations explain and demonstrate
bicycle safety including maintenance,
recognizing road signs, hand signals, and
using protective devices.
EBDZ011Z
Emphasis Area - Tobacco: Knows factual
information, harmful effects, addiction
process, school, legal and social
consequences for possession, use, and sale,
ATOD: healthy alternatives to ATOD use;
recognizes environmental, media, and
advertising messages promoting tobacco
products; identifies positive role models; safe
choices about OTC and prescription drugs.
Sample Performance Descriptions
Assessment
Creates a collage depicting water pollution and explains how
water pollution affects health and the ecosystem.
FW-E
Goal 3
Standards
1,2,5
Makes a class presentation with other students about different
viral infections.
FCAT -R
1,2,4,6,9
Gathers information from local health agencies and
physicians, then uses this information to create posters on
how to avoid illness.
FCAT - R
FW - P
1,2,4,5
Works with other students to create a poster campaign for
seat belt usage and displays posters in local stores.
FW - E
FCAT - R
2,8,9
Develops warning labels that indicate how smoking is bad for
your health.
FW - E
FCAT - R
2,3,5
Elementary Health Curriculum – Grade 3 – Page 4 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
A. Health Literacy
Strand/
Content ID/Content Statement
Benchmark
The student:
Nutrition
HE.A.1.2.1
EBDZ012Z
Understands the relationships between
nutrition and health; classifies and describes
functions of major nutrients in food; classify
and describe processed and natural foods;
relationship between healthy, regular meals,
healthy snacks, and wellness.
Sample Performance Descriptions
Lists healthy choices available at fast-food restaurants and
explains why these choices are healthy.
Assessment
FW - E
FCAT -R
2. The student knows how to access valid health information and health-promoting products and services.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Assessment
Benchmark
The student:
Consumer
Health
HE.A.2.2.2
EBDZ013Z
Identifies ways to locate health resource from
home, school, and community that provide
valid health information
Works with others to create a mural that depicts community
health helpers.
Consumer
Health
HE.A.2.2.4
EBDZ014Z
Knows criteria for selecting health resources,
products, and services.
Identifies the characteristics that distinguish a medical doctor
from a quack.
FW - E
Goal 3
Standards
1,2,4
Goal 3
Standards
1,2,4,6,8
1,4,5
Elementary Health Curriculum – Grade 3 – Page 5 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
B. Responsible Health Behavior
1. The student knows health-enhancing behaviors and how to reduce health risks.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark
The student:
Personal Health
and Hygiene
HE.B.1.2.1
EBDZ015Z
Demonstrates good grooming practices with
emphasis on skin care (i.e., weather
protection); relationship between hygiene,
relaxation.
EBDZ016
Regularly participates in physical activity to
improve physical fitness.
EBDZ017Z
Defines internal and interpersonal conflict
and begin to learn appropriate responses.
Trust gut instincts regarding touching, and be
able to locate resources for help
EBDZ018Z
Demonstrates appropriate actions in fire,
bicycle, stranger, water, weapon and
emergency situations.
Develops a personal hygiene plan that includes care of hair,
skin, nails and teeth and uses a chart to track when these
habits are done.
Injury
Prevention
HE.B.1.2.5
EBDZ019Z
Defines internal and interpersonal conflict
and begin to learn appropriate responses.
Trust gut instincts regarding touching, and be
able to locate resources for help.
Identifies local helplines
Emergency Care
HE.B.1.2.6
EBDZ020Z
Explains and demonstrate how to obtain help
in any emergency situation, Including
maintenance, recognizing road signs, hand
signals, and using protective devices.
Responds appropriately to variety of emergency scenarios
Personal Fitness
HE.B.1.2.4
Injury
Prevention
HE.B.1.2.4
Safety
HE.B.1.2.5
Assessment
Goal 3
Standards
FCAT-M
1,5,6
Role-plays the steps to use in solving conflict with others.
FW-E
2,4
Assists in the development of a bicycle-safety rodeo and
participates in one at school.
FW-E
1,4,5,8
FCAT-R
2,5
Creates a fitness goal and implements a workout plan to
attain it
Elementary Health Curriculum – Grade 3 – Page 6 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
B. Responsible Health Behavior
1. The student knows health-enhancing behaviors and how to reduce health risks.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark
The student:
Safety
HE.B.1.2.6
EBDZ021Z
Recognizes road signs, hand signals, and
using protective devices.
Assists in setting up a “safety town” and appropriately
responds to stop and turns
2. The student analyzes the influence of culture, media, technology, and other factors on health.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark The student:
Consumer
Health
HE.B.2.2.1
Substance
Abuse
Prevention
HE.B.2.2.1
Consumer
Health
HE.B.2.2.1
EBDZ022Z
Evaluates advertising messages; and
packaging information for bicycles, bicycle
maintenance, and supplies bicycle and
tobacco products.
Identifies ways to locate resources from
home, school, and community that provide
valid health information
EBDZ023Z
Emphasis Area - Tobacco: Knows factual
information, harmful effects, addiction
process, school, legal and social
consequences for possession, use, and sale,
ATOD: healthy alternatives to ATOD use;
recognize environmental, media, and
advertising messages promoting tobacco
products; Identify positive role models; safe
choices about OTC and prescription drugs.
EBDZ024Z
Identifies ways to locate resources from
home, school, and community that provide
valid health information.
Assessment
Goal 3
Standards
2,4,5,6,8
Assessment
Goal 3
Standards
Analyzes videos of commercials and relates the information
their product knowledge.
FW-E
1,2
Identifies conditions under which they should accept
medicine and when they should not.
FCAT-R
5,6
Researches the phone book and identifies local help numbers.
1
Elementary Health Curriculum – Grade 3 – Page 7 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
B. Responsible Health Behavior
3. The student knows how to use effective interpersonal communication skills that enhance health.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark
The student:
Family Life
HE.B.3.2.2
Mental and
Emotional
Health
HE.B.3.2.5
Injury
Prevention
HE.B.3.3.6
EBDZ025Z
Recognizes family roles and responsibilities
including parents responsibility to respect and
protect family members (sexual, physical, and
mental abuse awareness); demonstrate
cooperative and considerate behaviors.
EBDZ026Z
Demonstrates self worth - exhibit
cooperative/considerate behaviors;
positive/negative peer pressure & effects on
group relationships; demonstrate self-control,
positive methods Of communicating feelings,
solving conflicts; define decision
making/problem solving process; personal
responsibilities for results of his/her decisions
and actions; recognize and demonstrate
characteristics of friendship.
EBDZ027Z
Defines internal and interpersonal conflict
and begins to learn appropriate responses.
Trust gut instincts regarding touching, and be
able to locate resources for help.
Assessment
Works in a cooperative group to create and carry out a survey
about the ways in which family members handle personal
health issues. Results will be shared.
Goal 3
Standards
1,2,8
List the various messages one can communicate through body
language.
FW-E
2
Defines anger, feelings created by it, actions considered
because of it, and appropriate management techniques.
FW-E
2,5
Elementary Health Curriculum – Grade 3 – Page 8 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
C. Advocate and Promote Healthy Living
1. The student knows how to use goal-setting and decision-making skills that enhance health.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark
The student:
Consumer
Health
HE.C.1.2.2
Injury
Prevention
HE.C.1.2.3
EBDZ028Z
Identifies ways to locate health resources
from home, school, and community that
provide valid health information.
EBDZ029Z
Defines internal and interpersonal conflict
and begin to learn appropriate responses.
Trust gut instincts regarding touching, and be
able to locate resources for help.
Discusses why the family is an essential source of
information on health issues
Identifies inappropriate touches.
2. The student knows how to advocate for personal, family and community health.
Strand/
Content ID/Content Statement
Sample Performance Descriptions
Benchmark
The student:
Safety
HE.C.2.2.4
Family Life
HE.C.2.2.6
EBDZ030Z
Demonstrates appropriate actions in fire,
bicycle, stranger, water, weapon and
emergency situations explain and demonstrate
bicycle safety including maintenance,
recognizing road signs, hand signals, and
using protective devices.
EBDZ031Z
Recognizes family roles and responsibilities
including parents responsibility to respect and
protect family members (sexual, physical, and
mental abuse awareness); demonstrate
cooperative and considerate behaviors.
Assessment
Goal 3
Standards
2,5,11
FCAT-R
Assessment
2,5
Goal 3
Standards
Role-plays a situation in which he or she convinces a friend
to wear a helmet when riding a bicycle.
FW-P
2,5,9
With family identifies a fire prevention plan and escape route.
FW-E
2,11
Elementary Health Curriculum – Grade 3 – Page 9 of 14
SUNSHINE STATE STANDARDS ALIGNMENT
Health – Grade 3
C. Advocate and Promote Healthy Living
Strand/
Benchmark
Content ID/Content Statement
Sample Performance Descriptions
Assessment
Goal 3
Standards
The student:
Mental and
Emotional
Health
HE.C.3.2.7
EBDZ032Z
Demonstrates self worth - exhibit
cooperative/considerate behaviors;
positive/negative peer pressure & effects on
group relationships; demonstrate self-control,
Positive methods of communicating feelings,
solving conflicts; define decision
making/problem solving process; personal
responsibilities for results, of his/her
decisions and actions; recognize and
demonstrate characteristics of friendship.
Define five characteristics of a friend.
FW-E
2,5
Elementary Health Curriculum – Grade 3 – Page 10 of 14
APPENDIX
•
User’s Guide
•
Goal 3 Standards
•
Assessment Alignment Key
Elementary Health Curriculum – Grade 3 – Page 11 of 14
USERS’ GUIDE
FOR ALL USERS:
A coding system is used in all curriculum guides to identify Sunshine State Standard Benchmarks and course Content Statements.
Benchmarks:
For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example:
LA.A.1.1.1
Subject Area
Strand
Benchmark
Standard Level
The first two letters of the code identify the subject area (e.g., LA for language arts). The third letter identifies the strand. The number in the fourth position identifies the
general standard under the strand. The number in the fifth position identifies the developmental level (1=PreK-2, 2=grades 3-5, 3=grades 6-8, 4=grades 9-12). The last
number identifies the benchmark under the grade cluster within the standard.
Content Statements:
A. The first three letters from left to right will be the course’s Volusia County three-letter code group. The fourth letter will be an “X” as a default.
B. The first three numbers from left to right will uniquely identify the content statement within the course. The last place will be an “X” as a default.
Example for Eastern and Western Heritage -- NNF
NNFX005X
Volusia County’s
Course Code
For future use,
default is X.
Content
Statement #
Original edition guides will use an
“X.” First revisions will use “A,”
second editions will use “B,” etc.
Note that the fourth place is used for district default purposes. Original curriculum guides will end with “X,” which will be replaced by “A,” “B,” etc., as we add
revisions. Only district-assigned letters may be used in the default locations.
Elementary Health Curriculum – Grade 3 – Page 12 of 14
GOAL 3 STANDARDS
Standard 1
Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts,
symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Standard 2
Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video
recordings, speeches, graphic displays, and computer-based programs.
Standard 3
Florida students use numeric operations and concepts to describe, analyze, desegregate, communicate, and synthesize numeric data, and to
identify and solve problems.
Standard 4
Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning,
interpret symbolic data, and develop efficient techniques for lifelong learning.
Standard 5
Florida students display responsibility, self-esteem, sociability, self-management, integrity, and honesty
Standard 6
Florida students will appropriately allocate time, money, materials, and other resources.
Standard 7
Florida students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work
with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology.
Standard 8
Florida students work cooperatively to successfully complete a project or activity.
Standard 9
Florida students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by
communicating their feelings and ideas to justify or successfully negotiate a position that advances goal attainment.
Standard 10
Florida students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic
and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social,
and educational backgrounds, while completing individual and group projects.
Standard 11
Families will share the responsibility for accomplishing the standards set in Goal 3 throughout a student’s education from preschool through
12th grade.
Elementary Health Curriculum – Grade 3 – Page 13 of 14
FLORIDA COMPREHENSIVE ASSESSMENT TEST ALIGNMENT
Reading Content Tested I Grade 4
Mathematics Content Tested Grade 5
FCAT Reading is an assessment of the Sunshine State
Standards In reading. The literature content area contains
fictional stories, poems, and folk tales. The Information content
area contains magazine and newspaper articles related to
science, history or other topics. F CAT Reading assesses
content from the following areas:
FCAT Mathematics is an assessment of the Sunshine State
Standards in mathematics. FCAT Mathematics assess content
from the following areas:
R1
determining the meaning of words, phrases, and
sentences in the context of a passage
R2
determining stated or implied main Idea or essential
message
R3
Identifying the author's purpose
R4
recognizing the difference between fact and
R5
recognizing the use of comparison and contrast
R6
recognizing cause-and-effect relationships
R7
understanding plot development and conflict
resolution
R8
knowing similarities and differences among
characters, settings, and events
R9
R10
reading and organizing Information from different
sources for a variety of purposes
selecting and using a variety of reference materials,
including maps, charts, and photo graphs, to gather
Information for a variety of purposes
Number Sense, Concepts, and Operations
M1
Identifying operations (+, -,x, +) and effects of
operations
M2
determining estimates
M3
knowing how numbers are represented and used
Measurement
M4
recognizing measurements and units of measurement
MS
comparing, contrasting, and converting measurements
Geometry and Spatial Sense
M6
describing, drawing, Identifying, and analyzing two
and three-dimensional shapes
M7
visualizing and illustrating changes In shapes
M8
using coordinate geometry
Algebraic Thinking
M9
describing, analyzing, and generalizing patterns,
relations, and functions
M10
writing and using expressions, equations, inequalities,
graphs, and formulas
Data Analysis and Probability
M11
analyzing, organizing, and interpreting data
M12
identifying patterns and making predictions,
inferences, and valid conclusions
M13
using probability and statistics
Writing Content Tested / Grade 4
FCAT Writing is an assessment of the Sunshine State Standards
In writing. For this assessment, the student produces, In a
45-minute time period, a focused, organized, supported draft Is
response to a given prompt. In fourth grade, students will be
given either a narrative or expository prompt. FCAT Writing
assesses content from the following areas:
W1
maintains clear focus of main Ideas, theme or topic In
one or more paragraphs
W2
demonstrates organization and development of topic
(beginning, middle, end) In one or more paragraphs
W3
develops supporting Ideas through examples,
Illustrations, precise vocabulary, and elaboration.
W4
utilizes correct writing conventions (punctuation,
capitalization, spelling) and varied sentence structure
Indicate whether writing form Is specifically narrative or
expository by adding N or E to the codes above.
Examples:
Write W2-N if the lesson specifically deals with narrative story
structure.
Write W2-E if the lesson deals with organizing expository
writing.
Other writing forms not specifically tested, but supporting
FCAT writing
W5
W6
writes for a variety of Informal purposes such as
journals, learning logs, lab reports, letters, or class
notes
writes poetry and other literary forms
Elementary Health Curriculum – Grade 3 – Page 14 of 14