Hempfield Area School District
Health Curriculum
Unit 1: Safety at Home, Safe Away
Subject
Unit
Grade Three
Health
Safety at Home, Safe Away
Grade Level
Time Frame
3
4 Class Sessions
Content Standards
10.2.3.D: Identify the steps in a decision-making process.
10.3.3.A: Recognize safe/unsafe practices in the home, school and community.
● General (e.g., fire, electrical, animals)
● Modes of transportation (e.g., pedestrian, bicycle, vehicular)
● Outdoor (e.g., play, weather, water)
● Safe around people (e.g., safe/ unsafe touch, abuse, stranger, bully)
10.3.3.B: Recognize emergency situations and explain appropriate responses.
● Importance of remaining calm
● How to call for help
● Simple assistance procedures
● How to protect self
10.3.3.C: Recognize conflict situations and identify strategies to avoid or resolve.
● Walk away
● I-statements
● Refusal skills
● Adult intervention
Understandings/Big Idea
●
Safety is achieved through proactive safe practices and appropriate
emergency responses.
Essential Question(s)
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In what ways can you keep yourself and others safe?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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Making good decisions promotes safety.
Keep calm during an emergency situation.
Risk is reduced with good judgment.
Refusal skills help people cope with unsafe situations.
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Compare and contrast safe and unsafe practices and
situations.
Identify and plan for true emergency situations.
Demonstrate good judgment while role playing risky
situations.
Define and apply refusal skills.
Unit 2: Let’s Eat
Subject
Unit
Health
Let’s Eat
Grade Level
Time Frame
3
4 class sessions
Content Standards
10.1.3.B: Identify and know the location and function of the major body organs and systems.
● Circulatory
● Respiratory
● Muscular
● Skeletal
● Digestive
10.1.3.C: Explain the role of the food guide pyramid in helping people eat a healthy diet.
● Food groups
● Number of servings
● Variety of food
● Nutrients
Understandings/Big Idea
Essential Question(s)
Overarching Understanding
●
The foods we eat affect our health and well-being.
Overarching
●
How does food affect my body?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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Proper nutrients support good digestion.
There are healthy and unhealthy foods.
Food labels help us make healthy choices.
You are responsible for what you eat.
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Identify foods with healthy nutrients that promote good
digestion.
Sort foods as healthy or unhealthy
Read and interpret food labels.
Create a healthy meal plan using the MyPlate model.
Unit 3: Community Health
Subject
Unit
Health
Community Health
Grade Level
Time Frame
3
4 Class Sessions
Content Standards
10.2.3.A: Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.
10.1.3.D: Know age appropriate drug information.
● Definition of drugs
● Effects of drugs
● Proper use of medicine
● Healthy/unhealthy risk-taking (e.g. Inhalant use, smoking)
● Skills to avoid drug
10.2.3.E: Identify environmental factors that affect health.
● Pollution (e.g., air, water, noise, soil)
● Waste disposal
● Temperature extremes
● Insects/animals
Understandings/Big Idea
●
Rules and laws are necessary to keep our community healthy and
safe.
Essential Question(s)
●
How can we keep our community healthy and safe?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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Communities need laws.
Healthy behaviors affect communities.
Pollution causes problems in an environment.
Drugs and violence hurt a community.
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Compare and contrast a community with and without laws.
Analyze behaviors that make a healthy community.
Set goals to become involved in keeping a community clean.
List different ways people can help prevent violence in the
community.
Unit 4: I Like Your Attitude
Subject
Unit
Health
I like Your Attitude
Grade Level
Time Frame
3
4 class sessions
Content Standards
10.3.3.C: Recognize conflict situations and identify strategies to avoid or resolve.
● Walk away
● I-statements
● Refusal skills
● Adult intervention
10.2.3.D: Identify the steps in a decision-making process.
Understandings/Big Idea
Attitude affects health choices.
Essential Question(s)
●
How can attitude affect health?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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Attitudes are positive and negative.
Attitude can affect the choices you make and the goals you achieve.
Negative attitudes can be improved.
Working together can promote a positive community.
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Compare and contrast positive and negative attitudes and
values.
Use decision making steps to reach healthy goals.
Demonstrate conflict resolution in various scenarios.
Identify positive attitudes in communities.
Unit 5: My Family, Your Family
Subject
Unit
Health
Diversity
Grade Level
Time Frame
3
4 class session
Content Standards
10.1.3.A: Identify and describe the stages of growth and development.
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Infancy
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childhood
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adolescence
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adulthood
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late adulthood
10.3.3.A: Recognize safe/unsafe practices in the home, school and community.
● General (e.g., fire, electrical, animals)
● Modes of transportation (e.g., pedestrian, bicycle, vehicular)
● Outdoor (e.g., play, weather, water)
● Safe around people (e.g., safe/ unsafe touch, abuse, stranger, bully)
Understandings/Big Ideas
●
Everyone is different.
Essential Question(s)
●
What makes people different from one another?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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All families are different.
Individual differences should be embraced.
You are special.
There are strategies that protect your personal safety.
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Compare and contrast two families with different family
traditions.
Discover reasons to feel pride in individual differences.
Name things that make you special.
Demonstrate ways to say “No!” to things that threaten your
safety.
Unit 6: Say NO to Smoking, Drinking and Drugs
Subject
Unit
Health
So NO to Smoking, Drinking and Drugs
Grade Level
Time Frame
3
4 class sessions
Content Standards
10.1.3.D: Know age appropriate drug information.
● Definition of drugs
● Effects of drugs
● Proper use of medicine
● Healthy/unhealthy risk-taking (e.g. Inhalant use, smoking)
● Skills to avoid drug
10.2.3.D: Identify the steps in a decision-making process.
Understandings/Big Idea
Essential Question(s)
Overarching Understanding
●
Smoking, drinking, and drugs are against the law.
Overarching
●
How can smoking, drinking, and drugs be dangerous?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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Do not be persuaded by peers to engage in risky behavior.
There are rules and laws regarding smoking, drinking, and illegal
drug use.
Addiction can interfere with values.
There are differences between short-term and long-term goals.
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Predict the consequences and health risks of giving into
pressure to smoke, drink, or do drugs.
Establish a set of rules for you to keep protecting yourself
from drugs.
Describe how addiction interferes with your values.
Set goals.
Unit 7: Things You Might Catch
Subject
Unit
Health
Things You Might Catch
Grade Level
Time Frame
3
4 classes
Content Standards
10.1.3 D. Know age appropriate drug information.
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Definition of drugs
Effects of drugs
Proper use of medicine
Healthy/unhealthy risk-taking (e.g. Inhalant use, smoking)
Skills to avoid drugs
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Infectious diseases (e.g. , colds, flu, chickenpox, asthma, hay fever, allergies, lyme disease)
Germs
Pathogens
Heredity
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Healthful practices and medications help prevent the spread of
germs.
10.1.3 E. Identify types and causes of common health problems of children.
10.2.3 A. Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.
Understandings/Big Idea
Essential Question(s)
●
How can we stay healthy and prevent the spread of germs?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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Germs spread communicable and non-communicable diseases.
The body’s defense system fights germs.
Proper hygiene skills.
Identify how medicines help to prevent or cure illnesses.
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Compare and contrast communicable and non-communicable
diseases.
Establish a health plan regarding the care of your defense
system.
Practice proper hygiene skills.
Role-play medicine safety rules.
Unit 8: When Bodies Have Problems
Subject
Unit
Health
When Bodies Have Problems
Grade Level
Time Frame
3
4 lessons
Content Standards
10.1.3 A. Identify and describe the stages of growth and development.
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Infancy
Childhood
Adolescence
Adulthood
Late adulthood
Understandings/Big Idea
●
People learn and develop differently.
Essential Question(s)
●
How can we be sensitive to people with special needs?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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About different kinds of body problems.
How physical impairments can affect a person.
People learn in different ways.
The community can be sensitive to people with special needs.
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Compare and contrast major and minor body problems.
Discover what it is like to do everyday things with a physical
impairment.
Compare and contrast learning styles.
Research special needs adaptations in your community.
Unit 9: Finding Out About Bones
Subject
Unit
Health
Finding Out About Bones
Grade Level
Time Frame
3
4 lessons
Content Standards
10.1.3 B. Identify and know the location and function of the major body organs and systems.
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Circulatory
Respiratory
Muscular
Skeletal
Digestive
Understandings/Big Idea
●
Exercise keeps your skeletal system healthy.
Essential Question(s)
●
How do you maintain the health of your skeletal system?
Knowledge/Concepts
Skills/Competencies
Students will know…
Students will be able to…
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The functions of the skeleton.
How joints help us move.
The value of different kinds of exercise.
Exercise is enjoyable.
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Explain the functions of a skeleton.
Describe how joints help us to move.
Set goals for keeping your body healthy.
Practice exercises with a new twist.