Pre-Kindergarten

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					                     Plymouth Public Schools
                  Comprehensive Health Curriculum
                             Grade 3




Grade 3                                             229
Performance Reflection
                                           Scope and Sequence
                                                  Grade 3


                     Physical Health Strand                                Social and Emotional Health Strand

 Standard 1        Standard 2         Standard 3      Standard 4      Standard 5        Standard 6     Standard 7

Growth and          Physical          Nutrition      Reproduction       Mental         Family Life    Interpersonal
Development        Activity and                         Human           Health                        Relationships
                     Fitness                           Sexuality

 Respiratory        Apparatus         Nutrition      Found in grade    Identifying       Types /           Why
  System            Climbing          guidelines           5               and         Functions of    communica-
                     Project                                           expressing        families         tion is
                    Adventure                                            feelings                        essential

 Circulatory        Tumbling         Importance of                       Anger          Who to talk   Who can teach
  System           Hula Hoops          diet and                         triggers          to about      communica-
                    Bean bags          exercise                                        problems and   tion skills to a
                  Track and field                                                        successes         child

 Appropriate        Ball skills      Hygiene and                      Ways to calm                      Verbal and
accommodatio        Basketball          safety                        down when                         non verbal
ns and aids for      Kickball         measures                          angry                          communica-
 people with        Whiffleball         when                                                            tion skills
  disabilities       Football         preparing                                                         Friendship
                     Hockey              food

                     Lacrosse                                          Character                      Able to cope
                     Bowling                                              traits                       with anger
                      Bocce                                            Leadership                     Able to listen
                    Horseshoes                                             and                        Able to make
                      Soccer                                           teamwork                       conversation

                      Tennis                                            Problem                       Resisting the
                     Distance                                         solving skills                  temptation to
                     running                                          Dealing with                        steal
                    Volleyball                                         disappoint-                    Resisting the
                                                                          ment                        impulse to lie

                    Locomotor
                      skills
                    Jump ropes
                  Rhythms/Dance

                   Changes that
                    result from
                     physical
                      activity

                     Fitness                                          Dealing with                      Accepting
                    Benefits of                                        accusation                       differences
                  physical fitness


       Grade 3                                                                                              230
       Performance Reflection
                 Behaviors that                                      Making a                        Dangers of
                  contribute to                                      complaint                      stereotyping
                     fitness

                  Responsible
                  personal and
                 social conduct




                 Safety and Prevention Strand                         Personal and Community Health Strand

 Standard 8       Standard 9       Standard 10     Standard 11      Standard 12      Standard 13    Standard 14

Disease           Safety and         Tobacco         Violence        Consumer        Ecological     Community
Prevention          Injury         Alcohol and      Prevention      Health and        Health        and Public
and Control       Prevention          other                          Resource                         Health
                                    Substance                       Management
                                       Use
                                   Prevention

   Bacteria       Fire/Candle        Alcohol       Coping with a     Identify and    Found in the    School and
                     safety                           bully            describe        Science       community
   Viruses       Weapon safety        Drugs                         health careers   Curriculum     health helpers
                  Bus safety
How germs are
   passed

Communicable    Seat Belt safety   Prescription       Helping                                       Practices and
  diseases       Bicycle safety       drugs         resources in                                    products that
                  Train safety                     the school and                                   make living
    AIDS         In line skating                     community                                          safer
                      safety
                  Water safety

    Non            Ice safety        Over the
communicable                       counter drugs
  diseases        Calling 911

   Chronic       Safe, Unsafe,     How tobacco
   diseases      Confusing and      effects the
    Use of        Unwanted             body
  medicines         Touch

Importance of    Assertiveness        Poison
immunization        skills          prevention

   Common         Dealing with
 symptoms of      peer pressure
    illness




       Grade 3                                                                                           231
       Performance Reflection
 Skills to    Personal safety
prevent the   rule
 spread of    Dealing with
  disease     harassment

                 Universal
                Precautions

                First aid for
              cuts and bruises




     Grade 3                     232
     Performance Reflection
                                     Physical Health Strand


Physical Health includes those aspects of health that are often the most salient in our immediate lives and
related closely to the natural progression inherent in human development. The knowledge and skills
presented are the foundation for individual control over many of the factors related to a healthy lifestyle.
The areas covered share common goals in their emphasis and focus on building and maintaining healthy
habits.


Growth and Development
Growth and Development addresses the study of the structure and function of body systems, including how
human body systems function as a whole and their interdependence, throughout the human life cycle.

The study of Growth and Development provides understanding of the complex process of natural
progression through the life cycle as heredity and the environment influence it. By recognizing that growth
and development have a reciprocal relationship and each of the body systems contributes to the survival
and health of the total system, students can better see the influence that behavior has on health and overall
well being. Growth and Development are fostered by responsible actions and conduct related to health
needs and health concerns. The concepts learned in Growth and Development can contribute to decisions
about caring for oneself and others. Topics generally covered in Growth and Development include: Body
Systems and Life Cycle.

PreK-12 Standard 1: Growth and Development
Students will learn the basic characteristics of physical growth and development, including body functions
and systems throughout the life cycle, and will acquire skills to promote and maintain positive growth and
development.

Learning Standards: Growth and Development




Grade 3                                                                                                    233
Performance Reflection
PreK-5 Body Systems

1.1 Name the external and internal parts of the body and the body systems (nervous, muscular, skeletal,
    circulatory, respiratory, endocrine, and excretory systems).

Heart Power Kit, K-5
Getting to Know Your Heart, Lower Elementary
Lungs for Life, 3-4

The external and internal parts of the body and body
systems
     Internal

         Respiratory System                            Heart Power, Investigation 2, What does the heart do?
             Respiration                                Divide students into three groups (heart, lungs, blood)
                  Breathe in oxygen                        Each group makes a presentation to the class to try and
                  Breathe out carbon dioxide               prove that their organ is the most important part of the
                  Gases are exchanged in the lungs         human body.
                      through the capillaries.

             Blood returns to the heart from the       Heart Power, Investigation 2, What does the heart do?
                 lungs with a fresh supply of           Students create a cartoon strip about the heart and/or
                 oxygen.                                   the lungs. In the cartoon, students explain how the
             Heart pumps the oxygen rich blood             body parts function.
                 through the body.
             Diaphragm-a strong muscle under our       Heart Power, Follow up activity #2, Circulation
                 lungs that pumps air in and out of     Students trace the flow of blood through the body by
                 the lungs.                                using the worksheet, “Can You Trace Where the Blood
                                                           Flows?”

             Blood picks up carbon dioxide in the      Heart Power, Additional Learning Activity, Circulation
                 body and brings it back to the        Simulation Game
                 heart.                                 Students learn how the blood flows through the body
             Heart pumps CO2 rich blood to the             by playing the Circulation Simulation Game.
                 lungs to release the gas in our
                 exhaled breath.

Lungs are for Life

             Energy                                    Lungs are for Life, #2, How I Breathe
                 Our body gets energy from food         Demonstrate how the diaphragm works by squeezing a
                 Oxygen turns food into energy.           plastic bottle and having the air cause a candle to
                                                          flicker. The squeeze bottle has the same action as the
                                                          diaphragm, pushing air in and out of the lungs.




Grade 3                                                                                                234
Performance Reflection
         Circulatory System                         Heart Power, Investigation 1, Literature
             Heart                                   Students learn to feel their heart beat by taking their
                  Involuntary muscle                    pulse at their wrist and neck (carotid artery).
                  In the middle of the chest
                  A pump                               Demonstrate the use of a stethoscope then allow the
                  Size of a fist                        students to listen to their hearts by using a stethoscope.
                  Pointed bottom, rounded top
                  Hollow and fills up with blood       Demonstrate involuntary muscles by first asking
                                                        students to use their voluntary muscles (run, jump) then
                                                        ask students to use their heart muscle.

             Blood vessels                          Heart Power, Investigation 2, What does the heart do?
                 Arteries-Carry blood away from      Students draw a picture of their heart then color it.
                     the heart.
                 Veins-Carry blood to the heart        Demonstrate the pumping action of the heart by placing
                 Capillaries-The tiniest blood          your hands in water then use your hands to pump water
                    vessels                             out the top. Explain that blood does not escape the top
                 Aorta                                  of the heart because blood vessels are connected to it
                     Largest artery in the              and direct the blood to all parts of the body.
                         body.
                     One inch thick                    Students record pulse for one minute at rest and after
                                                        exercise. Compare and investigate the different rates.


1.2 Identify behaviors and environmental factors that influence functioning of body systems.


Found in Standard 10.3.


1.3 Identify appropriate accommodations and aids for people with physical disabilities.

Learning About Family Life
ELA Frameworks

Appropriate accommodations and aids for people      Learning About Family Life, Lesson 28, “Why Are Your
with physical disabilities                          Legs Different?”
     Adaptive foot ware                              Students cut out different types of shoes and protective
     Leg braces                                         foot ware. Use a catalogue for adaptive foot ware to
     Wheel chairs                                       include these special shoes in the collage. Discuss they
     Ramps                                              types of shoes and their purpose.
     Elevators
     Slopes in the sidewalk at the crossing areas      Students discuss how a ramp would assist someone
                                                        with a physical disability.

     Causes of disability                           Learning About Family Life, Lesson 29, “Learning About
        Polio                                       Mrs. Saunder’s Disability”
            Immunization                             Students walk around school to determine how
                                                        “accessible” their building is to someone who may be
                                                        disabled.




Grade 3                                                                                               235
Performance Reflection
Life Cycle

1.4 Distinguish the characteristics of living and non-living organisms.


Found in the Science Curriculum.


1.5 List the stages in the basic growth process of living organisms (fertilization, growth, reproduction, and
    death).


Found in the Science Curriculum.




Grade 3                                                                                            236
Performance Reflection
Physical Activity and Fitness
Physical Activity and Fitness addresses physical development and wellness. Physical Activity and Fitness
focuses on individual competence and versatility in movement skills, understanding movement concepts
and body dynamics, and relating physical activity to lifelong health. Wellness captures the combination of
activity and fitness and a healthy lifestyle.

Students can increase their awareness of the benefits of physical activity and fitness through knowledge
about how the body functions. By identifying and experiencing the relationship of exercise to overall
health, applying important social skills and safety in physical activity, integrating learning movement with
other modes of learning, and practicing strategies to respond to stress, students can enhance their overall
health and wellness. Topics generally covered in Physical Activity and Fitness include: Motor Skill
Development, Fitness, and Personal and Social Competency.

PreK-12 Standard 2: Physical Activity and Fitness
Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-
locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics
and exercise physiology, and will apply the concept of wellness to their lives.

Learning Standards: Physical Activity and Fitness
PreK-5 Motor Skill Development

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve,
zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and
improve physical performance.

Teaching for Outcomes
Games to Keep Kids Moving, Parker Publishing
Moving and Learning, Mosby and Yearbody, Inc.
Activities for Elementary Physical Education
Movement Experiences

Direction, balance and level                                Students experiment with the concept of dynamic
   Apparatus                                                 (moving) balance by balancing on such objects as
                                                             balancing boards, stilts, skateboards and roller skates.

         Equipment                                          While using available apparatus equipment, students
             Beams                                           practice elementary skills.
             Bars
             Rings
             Springboard

         Dynamic-moving-balance                             To track improvement, chart the success of each
         Center of gravity is kept over the base of          landing and compare over time.
             support.
         Dismounting
             Bent knees
             Solid feet




Grade 3                                                                                                    237
Performance Reflection
    Climbing                          Using the elevated bar, students develop arm strength
        Ropes                          by hanging from the bar.
        Bars
                                      Using the apparatus in the gym, students practice
                                       swinging and climbing activities.

     Project Adventure
         Physical abilities           Practice skills by playing games such as Pipeline and
         Problem solving               Spider Web and Skin the Snake.

     Tumbling                         Students practice the tumbling skills.
        Rolls
            Dive roll                 In pairs, students develop a routine in which two to
            Back straddle roll         three skills are combined and demonstrated.
        Inverted balance
            Frog stand                Students make up stories using the different gymnastic
            Head stand                 skills as part of the story. As the story is told, students
        Cartwheel                      perform the skills. (Connects to ELA)

Range                                 Direct students to move over, through, around a hoop
    Hoops                              using different shapes.
       Movement education
          Symmetrical                 Direct students to make a specified shape while they
          Asymmetrical                 touch a hula hoop with some part of the body. Do the
       Coordination                    same exercise with a partner.
       Endurance
                                      Students use hula hoops around various body parts to
                                       develop endurance and rhythm.

     Bean bags                        Students perform different movements to the bean bag
       Body identification             tapes, following the directions.
       Right-left discrimination

Force absorption                      Students participate in the different jumping events.
    Track and Field                    Measure progress over time.
         Jumping events
             Standing
             Running
             Triple jump
             High jump




Grade 3                                                                               238
Performance Reflection
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping,
hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as
individuals and in teams.

Teaching for Outcomes
Games to Keep Kids Moving, Parker Publishing
Moving and Learning, Mosby and Yearbody, Inc.
Activities for Elementary Physical Education
Movement Experiences

Manipulative skills                                    In pairs, students practice throwing a ball at a target.
Locomotor skills                                        After five attempts, they give their partner a turn.
    Basic skills                                        Students observe their partner and use movement
      Throwing                                          concepts to provide feedback about critical elements of
           Overhead                                     throwing. (Connects with Science and Math)

     Ball skills                                       Expanding their repertoire of movement skills, students
         Dribbling                                      vary and combine skills in response to changing
                                                        conditions and expectations; tossing a ball to a moving
                                                        partner, throwing or balancing an object while dodging,
                                                        or moving to different rhythms. (Connects with Arts
                                                        and Math)

                                                       Students dribble a ball with either hand, both while
                                                        stationary or moving.

     Basketball                                        Students practice the footwork to perform the "lay up"
         Shooting lay ups                               shot.

                                                       Students compete in shooting contests such as 21 or
                                                        Around the World.

         Rebounding                                    Students work in groups of two, trying to put the
         Dribbling                                      basketball back in the hoop when the other partner
                                                        misses.

                                                       Students practice dribbling at full speed, maintaining
                                                        control over the ball.

   Kickball                                            Students work in stations to improve kicking, rolling,
       Kicking                                          throwing and catching skills.
       Rolling
       Catching
       Throwing




Grade 3                                                                                              239
Performance Reflection
   Whiffleball                   Students practice playing the different positions in a
      Fly balls                   baseball type of game.
      Swinging the bat
      Positions                  With a partner, students practice catching fly balls with
                                  two hands.

                                 Students learn to play as a member of a team by
                                  practicing skills and playing a game. (Ex: Batting
                                  practice, playing a game)

   Football                      Students spend time trying to master the technique of
       Punting                    punting a football out of one's hands while working in
       Kicking                    pairs.

                                 Practice kicking a football off a tee.

                                 Review throwing and catching skills with Nerf balls

Games to Keep Kids Moving
Moving and Learning              In pairs, students practice throwing and catching
                                  different objects, then hitting a target. Observe partner
   Hockey                         and use movement concepts to provide feedback.
      Stick handling              (Framework)
      Back hand shot
                                 Students review basic stick handling skills.

                                 Students play a game of Four Times the Fun.

                                 Students review hockey skills by practicing the
                                  backhand shot. Students turn the stick to the other side
                                  of their body and shoot at targets on the wall.

     Lacrosse                    To improve and practice throwing and catching skills,
         Scoops                   use the scoops to practice tossing, catching and
              Throwing            throwing to a target.
              Catching
                                 Use Styx sticks and execute overhead throws.

     Bowling                     Students attempt to roll the bowling ball into the
        Rolling the ball          pocket.

     Bocce                       Students progress in learning Bocce throwing and game
        Rolling the ball          skills by playing and scoring.
        Aiming for a target

     Horseshoes                  Students accurately play horseshoes. Rules apply.
        Pitching




Grade 3                                                                          240
Performance Reflection
     Soccer                                         Students work in stations on throwing legal soccer
        Throw ins                                    throw ins with both feet on the ground and two hands
        Goal kicks                                   over the head, goal kicks and corner kicks.
        Corner kicks
        Passing                                     Students develop soccer skills by playing Knock'em
        Trapping                                     Over and Trees in the Forest.
        Shooting
        Rules                                       Play games of Line Soccer.

                                                    Discuss basic soccer rules.

   Tennis/Racquet Sports                            Students develop and practice racquet skills by playing
      Underhand                                      wall handball.
      Forehand
      Backhand

    Track and field                                 Students increase endurance by participating in the
         Distance                                    distance events.
             Half mile run
             Mile run

   Volleyball                                       Practice serving.
       Newcomb
           Volleyball rules                         Students play a game of Newcomb Ball using
           Serve to score points                     volleyball rules, serving for points except students
                                                     throw and catch the ball to return it.

Moving and Learning

Locomotor skills                                    Students develop and perform a movement sequence
   Walk                                               using props such as scarves, sheets, rubber bands,
   Run                                                balls.
   Skip
   Gallop                                           Students run relay races to improve locomotor skills.
   Hop
   Jump                                             Students design then pass through an obstacle course
                                                     that designates specific locomotor movements to be
                                                     done in relation to objects-around, over, between, jump-
                                                     rope hurdles, cones, crates, etc.
                                                 
Non-locomotor skills                                Students practice jumping then develop a jumping
    Jump Ropes                                       routine to music. Demonstrate to the class. At the end
        Coordination                                 of the demonstration, students explain how to be a
        Review skills                                successful jumper.


2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills.

Rhythm routines                                     Students use "sticks" to develop patterns to music
  Ribbon sticks                                      while performing different exercises.
  Lummi sticks
  Tinikling sticks                                  Students use locomotor skills while manipulating sticks




Grade 3                                                                                           241
Performance Reflection
Dance                                                     Students, singly and in pairs, use motor skills to
  Creative                                                 explore movement possibilities.
  Square
                                                          Students develop dance skills b learning and
                                                           demonstrating square, international and line dances.

   Folk                                                   Students develop dance skills b learning and
   Line                                                    demonstrating square, international and line dances.

                                                          Students learn line dancing to increase locomotor and
                                                           rhythm skills.

Fitness

2.4 Identify physical and psychological changes that result from participation in a variety of physical
activities.

Physical changes and feelings that result from
participation in a variety of physical activities
   Builds strong muscles                                 In small groups, students make a poster or create a
   Assists in the development of coordination.            dramatic presentation about a favorite sport of physical
                                                          activity relating its fitness benefits with both immediate
                                                          and short term physical changes and feeling about
                                                          participation. (Connects with the Arts)

   Strengthens the heart and lungs.                      Students select from a variety of activities an activity to
   Improves self esteem                                   participate in for at least fifteen minutes four to five
   Feel good about accomplishing a physical task.         times per week for one month. Keep a log of the date,
                                                          the activity selected, the health related objective and
                                                          comments on how you felt during the activity. At the
                                                          end of the month, write a letter to your parents
                                                          describing how you felt after having completed the
                                                          activity.

Psychological changes that result from participation     At the conclusion of an activity, the students are asked
in a variety of physical activities                       to identify changes they feel in their bodies and the
    Makes you feel more energetic.                        feelings that result from participating: What did we do?
    Helps relieve stress.                                 How did you feel? What could we have done to make
    Gain confidence in social situations as a result of   the activity better? What did you like? What did you
         working together in groups and teams.            not like?


2.5 Explain the benefits of physical fitness to good health and increased active lifestyle.

Fitness                                                  Students participate in the components of the test.
    Presidential Fitness Test
         Sit ups
                                                         Students examine the results of the fitness test,
         Sit and reach
         Shuttle run
                                                          establish goals for improvement and work toward
         Pull ups                                         improving fitness.
         One mile run




Grade 3                                                                                                 242
Performance Reflection
Health, McGraw Hill

Benefits of physical fitness                                Students keep a log of physical fitness activities. Draw
    Strengthens the body                                     a picture of a favorite fitness activity and explain it to
    Helps you to think clearly                               the class.
    Increases self esteem
    Improves self concept
    Helps to keep you at your right weight.
    Improves sleep
    Improves social health


2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and
recreation, refraining from using tobacco, alcohol, and other substances).

Major behaviors that contribute to wellness                Students discuss why teachers advise them tog et
    Exercise                                                adequate rest and eat breakfast before a test.
    Nutrition
    Hygiene                                                Students create a "Health and Physical Education Book"
    Rest                                                    for their classroom. Each child is to draw activities that
    Recreation                                              represent physical education and good health habits.
    Refraining from using tobacco, alcohol and              With assistance from the classroom teacher, sentences
        other substances.                                   can be added to describe how to maintain the activity
    Safety                                                  with good health habits.1
    Enjoyment

Personal and Social Competency

2.7 Demonstrate responsible personal and social conduct used in physical activity settings.

Responsible personal behavior                              When given the opportunity, the student arranges
   Keeping the body healthy through exercise.               equipment safely in a manner appropriate to the task.
   Individual problem solving
   Cooperation                                             Students work productively with a partner to improve
   Improve listening skills                                 skills by using the appropriate critical elements of the
   Following directions                                     process.
   Participation
   Appropriate dress for different occasions

   Respect for individuals                                 Students assess their own performance problems without
        Manners                                             blaming others.
        Speaking at appropriate times
        Share equipment with partners                      Students demonstrate a high percentage of on task
   Sharing space                                            activity.
        Maintain personal space
   Understanding and demonstrating safety
        procedures.




Grade 3                                                                                                    243
Performance Reflection
Responsible social behavior                     Students examine and identify fitness skills that need to
    Concern for others                           be re-mediated.
    Developing a sense of interdependence
    Safety in a group                           Students select an appropriate way to work on a skill or
    Caring for others                            fitness component.
    Getting along with others
    Solve movement problems with a partner
    Team player




Grade 3                                                                                        244
Performance Reflection
Nutrition
Nutrition addresses the development of a healthy body composition through the balance of food intake and
physical activity. Nutrition includes many concepts, such as the relationships among food choices and
growth, nutrition guidelines, food insecurity, current health needs, chronic disease, and a healthy lifestyle.

An adequate and healthy intake of food and nutrients is essential for students to take full advantage of the
learning environment in school. Thus, students of all ages need the knowledge and skills to make wise
food choices in the contemporary food environment and throughout their lives. Instruction in Nutrition
includes evaluation of food promotion and media messages regarding realistic body size and shape, and
consumer and nutrition skills needed to select appropriate foods in varied settings. Topics generally
covered in Nutrition include: Improving Nutrition, Safe and Adequate Food Supply, and Social Influences.

PreK-12 Standard 3: Nutrition
Students will gain the knowledge and skills to select a diet that supports health and reduces the risk if
illness and future chronic diseases.

Learning Standards: Nutrition

PK-5 Improving Nutrition

3.1 Identify the key nutrients in food that support healthy body systems (skeletal, circulatory and
recognize that the amount of food needed changes as the body grows.


Found in Grade 2


3.2 Use the USDA Food Guide Pyramid and its three major concepts of balance, variety, and
moderation to plan healthy meals and snacks.

Snack Stars, National Dairy Council
Food in America Kit, New England Dairy Council

Food Pyramid (Ages 6-10)                                     Using a food pyramid diagram, students learn
     Milk-3 servings                                          the amount of food they should eat each day.

                                                         Food Keeps Me Healthy, Activity #1
                                                          Play the Memory Game. This game reviews
                                                            and reinforces the four food groups.




Grade 3                                                                                                     245
Performance Reflection
     Meat-2-3 servings                                   Make a “Picture of Health” collage
     Vegetables-3-4 servings
     Fruit-2-3 servings                                  Using including the USDA food pyramid, a
     Grain-6-9 servings                                   student team plans for and prepares healthy
                                                          snacks for the week. (Connects with Science
                                                          and Technology)

                                                         Students write and recite a poem about food
                                                          and healthy snacking. (Connects with English
                                                          Language Arts)


3.3 Recognize hunger and satiety cues and how to make food decisions based upon these cues.


Found in Grade 5.


3.4 Identify heredity, diet, and physical activity as key factors in body shape and size.

Heart Power, 3-5 Kit, Who Invented Running
    Booklet
Video Game Show, VHS

Key factors in body shape and size                    Heart Power, “Why Should I Exercise?”
    Heredity                                           Students draw exercise posters showing the
    Diet                                                  benefits of exercise. Post them in the
                                                          classroom and in the gymnasium.

    Exercise benefits                                     View the Video Game Show
        Body looks good
        Breathe more easily
        Blood circulates better
        Body is firm, not flabby
        Heart becomes stronger

Safe and Adequate Food Supply

3.5 Identify the connection between food served in the home with regional food production.


This Standard is not addressed.




Grade 3                                                                                              246
Performance Reflection
3.6 Describe personal hygiene and safety measures used in preparing foods.

Food Keeps Me Healthy, National Dairy Council

Personal hygiene and safety measures used in         Activity #8, Make me a Smiley Face Sandwich
preparing food                                        Students prepare a healthy lunch (Smiley Face
    Wash hands                                           Sandwich) using a combination of foods.
    Knife safety
         Don’t run while holding a knife
         Watch what you are doing
         Don’t point the knife at anyone

Social Influence

3.7 Describe how food choices are influenced by availability, individual and family preferences,
media, and background, and identify healthy foods within various social groups.


This Standard is not addressed.




Grade 3                                                                                            247
Performance Reflection
Reproduction/Sexuality
Reproduction/Sexuality involves physical development, emotions, and social elements. Instruction
incorporates aspects of biology, psychology, sociology, literature, the arts, and philosophy.

The study of Reproduction/Sexuality provides young people with the knowledge and skills necessary to
make informed choices. It addresses decisions about abstaining from and postponing sexual intercourse.
Knowledge about how to avoid sexually transmitted infections that endanger one's health and well being as
well as that of a partner is an important component of instruction. Communication skills can support such
decisions. Addressing Reproduction/Sexuality in an appropriate and factual fashion leads to informed
young people, increasing the likelihood of students making healthy decisions. It is particularly important in
Reproduction/Sexuality to consider developmental appropriateness. Topics generally covered in
Reproduction/Sexuality include: Development and Wellness.
Note: Please see parental notification law in Appendix B, p. 69.



PreK-12 Standard 4: Reproduction/Sexuality
Students will acquire the knowledge and skills necessary to make effective personal decisions that promote
their emotional, sexual, and reproductive health.


Learning Standards: Reproduction/Sexuality
PreK-5 Development

4.1 Identify the components, functions, and processes of the reproductive system.


Found in Grade 5.


4.2 Identify the physical changes as related to the reproductive system during puberty.


Found in Grade 5.


4.3 Define sexual orientation using the correct terminology (such as heterosexual, and gay and lesbian).


Found in Grade 5.

Wellness

4.4 Recognize that diet, exercise, rest, and avoidance of risk behaviors such as smoking, drinking, and other
substance use contribute to the health of a mother and fetus.


Found in Grade 5.




Grade 3                                                                                                   248
Performance Reflection
                         Social and Emotional Health Strand


Social and Emotional Health includes those aspects of health that are particularly unique to human beings,
namely being aware of ourselves, both as individuals and as members of social groups. The knowledge and
skills presented in this Strand address and support our ability to interact with others in positive and socially
acceptable ways.



Mental Health
Mental Health includes information to increase the development of knowledge and skills specific to one's
inner life, as well as social awareness as it relates to attitudes and conduct. Mental Health is a
multidimensional area involving all aspects of living, and is manifested in terms of emotional and social
well being. Personality, character, heredity and environmental factors, self-esteem, and decision-making
influence mental health.

Being able to identify feelings and emotions felt by all people and to explore how human beings are
affected physically and psychologically by these feelings are important aspects of instruction in Mental
Health. Skills development around the decision-making process, coping, resolving conflicts, and self-
actualization can improve mental and emotional well being. Topics generally covered in Mental Health
include: Feelings and Emotions, Identity, and Decision Making.



PreK-12 Standard 5: Mental Health
Students will acquire knowledge about emotions and physical health, the management of emotions,
personality and character development, and social awareness; and will learn skills to promote self-
acceptance, make decisions, and cope with stress, including suicide prevention.




Grade 3                                                                                                     249
Performance Reflection
Learning Standards: Mental Health
PreK-5 Feelings and Emotions

5.1 Identify the various feelings that most people experience and describe the physical and emotional
reactions of the body to intense positive and negative feelings.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Physical and emotional reactions of the body to      Second Step Unit I, Lessons 1-3
intense positive and negative feelings.               Students role play identifying and expressing feelings. The
    Happy-When we are happy, we show that we             class identifies the feeling and how knowing that cue can
        feel good about something or someone.            manage stress and reduce conflict.
    Sad-When we are sad, we are unhappy about
         something or someone
    Mad-When we are mad, we are angry about
        something or someone.

   Surprised-When we are surprised, we show     Second Step Unit I, Lessons 1-3
        that we didn’t know something was going  Students role play expressing emotions. The class identifies the
        to happen.                                  type of cue and how knowing that cue can manage stress and
   Afraid-When we are afraid, we are scared of      reduce conflict..
       something or someone.
   Disgusted-When we are feeling disgusted, we
        really don't like something.
Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Physical and emotional reactions of the body to      Second Step, Unit III, Lesson 2
intense positive and negative feelings                Students identify physical and emotional triggers.
     Triggers-things which cause us to feel angry.


5.2 Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well
being.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Ways to clam down when angry                         Second Step, Unit III, Lesson 3
  Take three deep breaths.                            Students role play situations which might cause you to
  Count backwards slowly.                                feel angry. Students follow the steps to deal with angry
  Think nice thoughts.                                   feelings,
  Talk to yourself.




Grade 3                                                                                                     250
Performance Reflection
Identity
5.3 Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness and
     describe their contribution to identity, self-concept, decision-making, and interpersonal relationships.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Character traits that contribute to identity, self         Students talk about how having positive character traits
concept, decision-making, interpersonal                     can contribute to identity, self-concept, decision making
relationships                                               and interpersonal relationships.
      Honesty
      Trustworthiness
      Self discipline
      Respectfulness
      Kindness


5.4 Describe the effects of leadership skills on the promotion of teamwork.

Houghlin-Mifflin, Share Our World, Level 3
Project Adventure

Effects of leadership skills on the promotion of   Unit 6, Governing Ourselves, Theme: Cooperation
teamwork                                            Compare how conflicts are resolved on a local
     Inspiration                                       governmental level with how conflicts are resolved
     Vision                                            between friends.
     Making people feel important
     Making people feel they can make a difference Project Adventure
                                                    Using any of the Adventure activities, involve students
                                                       in using leadership skills to promote teamwork.

Decision Making

5.5 Explain and practice a model for decision-making that includes gathering information, predicting
outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Solve the problem using the problem solving skills.       Second Step, Unit II, Lesson 3,4
   What is the problem?                                    Students use the problem solving skills to deal with
   What are some solutions?                                   angry feelings.
        Is it safe?
        How might people feel?                            Second Step, Unit II, Lesson 15
        Is it fair?                                        After watching a videotape of students trying to
        Will it work?                                         resolve a conflict, learners identify the skills that were
                                                              used.

   Choose a solution.                                     Second Step, Unit II
   Is the solution working?                                   Students complete role plays in which they practice
   Reflect on the problem after it has been solved.           using the problem solving skills.




Grade 3                                                                                                     251
Performance Reflection
5.6 Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control
where possible) positively influence self-concept.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Coping skills that influence self concept
  Perceiving situations as opportunities
        Dealing with disappointment                    Second Step, Unit III, Lesson 13
              Calm down                                 Students practice dealing with disappointment.
              Think about why you didn’t make your
              goal.
              Make a new plan

    Taking action/exerting control                     Second Step, Unit III, Lesson 14
         Dealing with an accusation                     Students practice dealing with accusation.
             Calm down
             Decide if what the person said is true
             Explain or apologize

         Making a complaint                            Second Step, Unit III, Lesson 15
            Stay calm                                   Students practice making a complaint.
            Choose a time and place
            Think about what you want to say
            Stand tall, look the person in the eyes,
                 and make your complaint in a
            friendly, straightforward way.




Grade 3                                                                                               252
Performance Reflection
Family Life
Family Life focuses on the importance of the family as a basic unit of society and the many responsibilities
within a family. Family Life highlights the diverse perspectives, needs, and characteristics of families and
the internal and external supports that families rely on throughout the family life cycle. Family Life
addresses parenting in a world where technology and research provide new information and options on a
regular basis.

A critical focus of Family Life is helping students understand that while families differ, there are many
similarities within all families. Through the study of Family Life, students can gain an understanding that a
family, regardless of its composition, fulfills certain critical needs. Resilience can be fostered by the
recognition that many factors may affect the stability and health of a family, but that many supports are
available to help families. Family Life focuses on parenting as a choice and as a major responsibility. Both
emotional maturity and parenting skills are necessary for child rearing. The development of good character
in children is one important responsibility for parents and families. Understanding the stages of child
development will make parenting more successful for both the child and the parent. Topics generally
covered in the study of Family Life include: Functions and Purposes, Supports, and Parenting.



PreK-12 Standard 6: Family Life
Students will gain knowledge about the significance of the family on individuals and society, and will learn
skills to support the family, balance work and family life, be an effective parent, and nurture the
development of children.

Learning Standards: Family Life
PreK-5 Functions and Purpose

6.1 Describe different types of families, addressing membership and social influences, and the functions of
family members.


Found in Grade 2


6.2 Describe factors, such as character traits of individuals and life events, that can strengthen families.


Found in Grade 2




Grade 3                                                                                                   253
Performance Reflection
Supports

6.3 Identify whom to talk with about family problems and successes.

Talking About Touching, 1-3

Whom to talk with about family problems and           TAT, Unit III, Lessons 10-12
successes                                              Students brainstorm all the people they could go to
    Family members                                       for help with a problem.
    Teacher
    School nurse                                          Students practice approaching an adult about a
    School counselor                                       personal problem.
    Grownup friend
    Police
    Friends

Parenting

6.4 Identify what parents do to provide a safe, healthy environment for their children.


Found in Grade 2 and Grade 4.




Grade 3                                                                                            254
Performance Reflection
Interpersonal Relationships
Interpersonal Relationships focuses on the importance of sound and stable relationships with other people
with whom individuals share their lives, such as family, friends, co-workers, and community members.
Communication skills are an essential component to help build safe and long-lasting relationships
throughout the life cycle. Equally important are character attributes such as respect and responsibility,
which are essential for healthy personal development, caring interpersonal relationships, and a humane and
democratic society.

Instruction in Interpersonal Relationships facilitates students' understanding that very few events in life
occur in isolation from other people, so the ability to achieve healthy relationships is critical for well being.
This is especially true for major life events such as starting school, going away to college, entering the
workforce, marriage, or child rearing. Students learn about the different kinds of relationships that people
can have, such as neighborly relationships, family relationships, peer and friend relationships, and romantic
relationships. Instruction in Interpersonal Relationships highlights the recognition that each person has
internal personal choices and decisions to make regarding relationships, as well as providing the knowledge
about the many external factors that can affect those relationships. Skills and strategies to relate to others as
well as the recognition of the contribution of personality and good character to relationships can be learned
through health education programs that address Interpersonal Relationships. Topics generally covered in
Interpersonal Relationships include: Communication, Peer Relationships, and Romantic Relationships.
Note: Please see parental notification law in Appendix B, p. 69.


PreK-12 Standard 7: Interpersonal Relationships
Students will learn that relationships with others are an integral part of the human life experience and the
factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make
many of these relationships more fulfilling through commitment and communication.

Learning Standards: Interpersonal Relationships
PreK-5 Communication

7.1 Explain why communication is essential in human relationships and identify people from whom children
can learn how to communicate, such as family members, friends, community members, and members of
faith-based groups.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Why communication is essential                            Second Step, Unit I, Lesson 13
   Understand feelings                                     Students role play a situation in which a certain feeling
   Avoid misunderstandings                                    is being expressed. The other students will try to guess
                                                              the feeling.

People who can teach communication skills                 Second Step, Unit I, Lesson 13
    Family members                                         Students demonstrate using “I” messages to
    Friends                                                   communicate.
    Community members
    Members of the faith community                           Students develop a scenario dealing with fairness. Role
                                                              play to demonstrate skills to cope with this problem.




Grade 3                                                                                                      255
Performance Reflection
7.2 Apply both verbal and non-verbal communication skills to develop positive relationships and improve
the social environment of the school.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Developing positive relationships and improving the    Second Step, video part I
social environment of the school                        Students view and discuss the Second Step video
     Verbal communication skills
     Non verbal communication skills

Peer Relationships

7.3 Describe the concept of friendship and contrast qualities that strengthen or weaken a friendship,
including the importance of sound character in interacting with others.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit

Friendship                                             Second Step, Unit I, Lessons 13-14
    Qualities that strengthen                           Students practice using “I” messages to communicate.
         Able to empathize
         Able to express feelings
         Able to communicate

         Able to cope with anger                       Second Step, Unit III, Lesson 12
             Take three deep breaths                    Students practice coping with angry feelings
             Count backwards slowly
             Think nice thoughts
             Talk to yourself

         Able to listen                                Second Step, Unit I, Lessons 15
             Look at the speaker                        Students practice active listening skills
             Listen to the speaker
             Be able to repeat what the speaker said   Second Step, Unit I, Lessons 16
         Able to accept differences                     Students will practice expressing concern for others
         Understand that feelings change
         Understand that have conflicting feelings

         Able to make conversation                     Second Step, Unit II, Lesson 16
             Decide on something to talk about          Students pair up and practice their conversation skills
             Ask the other person questions
             Be a good listener
             Change topics if you need to

    Qualities that weaken                                 Indicate to students that not using the qualities that
                                                           strengthen a friendship will result in a weakening of the
                                                           friendship.




Grade 3                                                                                                 256
Performance Reflection
                                                     Second Step, Unit III, Lessons 12-15

    Importance of sound character                    Second Step, Unit II, Lesson 18
        Resisting the temptation to steal             Students practice skills by role playing situations where
             Stop and think about the consequences       they would be tempted to steal.
             Tell yourself, “I am honest, I will not
                 steal.”
             Think of another way to get what you
                 want.

         Resisting the impulse to lie                Second Step, Unit II, Lesson 19
             Think about the consequences of lying  Students practice skills by role playing situations where
             Tell yourself, “I am honest, I will not     they would be tempted to lie.
                  lie.”
             Say what really happened and
                  apologize


7.4 Describe the concepts of prejudice and discrimination.

Second Step, A Violence Prevention Curriculum
   (1-3)Kit
English Language Arts curriculum

Effects of prejudice and social stereotypes          Second Step, Unit I, Lessons 17
   Accepting differences                              Students plan how they will engage a student who may
        Similarities                                     be different from them.
        Differences
                                                         Students pair up. Using newsprint, students draw and
                                                          label the similarities and differences between
                                                          themselves and their partner. Discuss how these
                                                          similarities and differences effect how we relate to one
                                                          another.

Kylie’s Song, Marsh Media Kit

   Dangers of stereotyping                               View and discuss Kylie’s Song.
      Loss of self esteem and pride
      Loss of uniqueness of others                       Students complete and discuss the worksheet that
      Fear of taking risks                                accompanies the video, Kylie’s Song.




Grade 3                                                                                               257
Performance Reflection
                              Safety and Prevention Strand



Safety and Prevention includes those aspects of health most often related to risky and dangerous behaviors
and conduct that can have negative life-long consequences on health. The topics are of particular
importance for young people who are at the age when many of these behaviors are being contemplated. The
knowledge and skills presented in the Personal Safety Strand provide a means for young people to avoid
risky behavior, now and in the future, so that they can lead healthier lives.


Disease Prevention and Control
Disease Prevention and Control focuses on factors contributing to the development of chronic,
degenerative, and communicable diseases, including genetic and environmental factors. Disease Prevention
and Control addresses methods for detection and strategies for prevention of chronic and communicable
diseases. Maintaining good health is a topic of importance in Disease Prevention and Control. Because
disease prevention and control is integral to health, these elements are also addressed in other specific areas
of the Framework.

Study in Disease Prevention and Control conveys the important message that students have a considerable
measure of control over their health. The contribution of science and technology/engineering has added
greatly to disease prevention and control. Chances of contracting most illnesses can be greatly influenced
by students' health-related choices and decisions. While the effects of heredity must be considered,
behaviors and decisions also affect the development of such chronic diseases as cardiovascular disease,
cancer, hypertension, strokes, diabetes, and osteoporosis. The risk factors for these diseases can be detected
early in life and are heavily influenced by health-related choices. Instruction in Disease Prevention and
Control also includes the skills necessary to act in a supportive yet safe manner toward people with
diseases. Topics generally covered in Disease Prevention and Control include: Signs, Causes, and
Treatment; Prevention; and Health Maintenance.



PreK-12 Standard 8: Disease Prevention and Control
Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain
skills related to health promotion, disease prevention, and health maintenance.




Grade 3                                                                                                    258
Performance Reflection
Learning Standards: Disease Prevention and Control
PreK-5 Prevention

8.1 Describe how the body fights germs and disease naturally and with medicines and immunization.

Scrubby Bear                                             Students draw and label different types of bacteria and
Building Blocks, An AIDS Curriculum for Early             viruses.
   Elementary Educators

Germs                                               Scrubby Bear
    Bacteria                                         How to make a culture dish.
        Causes strep throat, earaches, or pink eye.
        Medicine makes these illnesses go awa        Students explain how they were treated for a cold or
    Virus                                               virus
        Causes a cold, flue, chicken pox, AIDS.
        Medicine makes us feel better but does not
             make the virus go away.
        The body fights off a virus all by itself.

   How germs are passed                               Building Blocks
      Air                                              A. Students draw a picture of what they think a germ
      Cough                                               looks like. Compare those pictures to actual pictures of
      Sneeze                                              germs.
          A person is in the most danger when
               they are three feet from the cough        Students draw a picture showing how to prevent germs
               or sneeze.                                 from spreading.
      Unclean hands
          Enter the body through the eyes and/or
              mouth.

        Touching dead animals, animal waste,             Students draw a picture showing how to prevent germs
            garbage, blood                                from spreading.
        Open sores
        Food that is not cooked long enough
         Food that has spoiled

Communicable disease-a disease that can be            Building Blocks, Lesson 1
  passed from one person to another through            Students list the types of communicable diseases they
  germs being passed.                                     think they have

Scrubby Bear
AIDS, A Video Primer for Children
AIDS, A Primer for Children

   AIDS                                               Scrubby Bear, Lesson 5
      Acquired Immune Deficiency Syndrome              Read Scrubby’s story about Tulip
      Caused by a virus (HIV) found in body
          fluids.                                        Students view and discuss the AIDS Primer video
      There is a blood test for HIV, the virus that
          causes AIDS.




Grade 3                                                                                                259
Performance Reflection
        HIV kills white blood cells.                 Scrubby Bear
        AIDS is hard to get                           Yes/No germ tag
        HIV not transmitted by playing with a friend
           who has the virus.

        Protection                                  AIDS, A Primer
            Do not touch blood.                      Read the Primer to the students to further explain AIDS.
            Wash hands if blood is touched.
            In your body, helper cells destroy
                  germs.
                   When a person has AIDS, the
                      helper cells do not work.

Building Blocks, An AIDS Curriculum for Early
   Elementary Educators

Non-communicable disease-cannot be passed from Building Blocks
  one person to another.                        Students make a list of the diseases that are
  Examples                                         communicable or non-communicable.
      Heart disease
      Multiple sclerosis
      Diabetes

        Asthma                                      Building Blocks
        Cancer                                       B. Students make a list of the diseases that are
        Allergies                                       communicable or non-communicable.
        Muscular dystrophy
        Alcoholism

Chronic health conditions-non-communicable             Ask how many students have asthma or allergies. Use
  illnesses that worsen over time.                      these common chronic conditions as examples of
                                                        chronic diseases.


Fighting germs and disease naturally
    Keep warm
    Get enough rest
    Drink liquids                                      Students brainstorm how they could help a friend feel
    Eat healthy foods                                   better when he/she is sick.

Fighting disease through medicines
   Medicine-a drug that helps a person’s body get
        better.                                        Prepare cards with prescription and/or non medical
   Who should give medicine                             ways of treating illness. Students identify whether the
        Doctor                                          treatment is prescription or non-medical.
        Nurse
        Pharmacist                                     Students brainstorm all the people they should/should
         Parent/Caregiver                               not take medicine from




Grade 3                                                                                              260
Performance Reflection
Building Blocks, An AIDS Curriculum for Early
    Elementary Educators

Fighting disease through immunizations                Building Blocks
   Immunization-cause our bodies to make               Students place a tissue over the picture of a person
         antibodies which make it easier for us to        sneezing to reinforce the concept of covering the mouth
         fight off certain germs.                         and nose when sneezing.

Signs, Causes, and Treatment

8.2 Identify the common symptoms of illness and recognize that being responsible for individual health
means alerting caretakers to any symptoms of illness.

Common symptoms of illness                               Invite the school nurse to class to speak to the children
   Cold                                                   about symptoms of common illnesses and what they
   Flu                                                    should do when they feel sick.
   Asthma

Health Maintenance

8.3 Apply skills to prevent and control the spread of disease, including those that help promote cleanliness
(such as correct hand washing, regular bathing, and washing clothes).

AIDS-A Primer for Children G3
AIDS-A Video Primer for Children

Skills to prevent and control the spread of disease      Students wash hands, utensils, and surfaces when
   Cover mouth and nose when sneezing and                 preparing, serving and cleaning up after a classroom
         coughing.                                        snack.

   Dispose of tissue                                  Scrubby Bear, Lesson 2
   Cut food before sharing                             #9. Role play how to respond to a friend that asks you to
   Safely sharing a drink                                 share your food or offered you their food or cup.

                                                          Students teach kindergarten students how to wash their
                                                          hands.

Scrubby Bear, Lesson 2
AIDS-A Video Primer for Children Grade 3

   Hand washing                                       Scrubby Bear, Lesson 2
      Wet hands with water.                            #6. Washing hands experiment
      Use one squirt of liquid soap.
      Scrub ten seconds.

       Rinse well.                                       #8. Besides washing hands before and after eating,
       Dry hands with a paper towel,                      students discuss other ways they can stop the spread of
       Use the towel to shut off the water.               germs.
       Use the towel to shut off the water.
       Throw the paper in the trash

     Regular bathing                                     Students explain why it is important to bathe/shower
        Bathe/shower every day                            every day.




Grade 3                                                                                                  261
Performance Reflection
     Washing clothes                                  Students explain why it is important to wear clean
        Wear clean clothes                             clothes every day.


8.4 Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills
(such as choosing healthy tooth snacks, brushing, flossing).


    Found in Grade 1 and 4.




Grade 3                                                                                            262
Performance Reflection
Safety and Injury Prevention
Safety and Injury Prevention includes information to promote knowledge and skills for personal safety for
the prevention and treatment of intentional or unintentional injury.

Through the study of Safety and Injury Prevention, students identify, learn, and reinforce the use of rules
and procedures for safe living at home, in school, and within the community to help reduce the incidence of
hazardous situations. Safety and Injury Prevention teaches students strategies to reduce their risk of
personal danger. Training students in first aid and emergency procedures to assist with accidents and
injuries promotes potentially life-saving intervention. Topics generally covered in Safety and Injury
Prevention include: Hazard Prevention, Self Protection, and Emergency Intervention.



PreK-12 Standard 9: Safety and Injury Prevention
Students will gain the knowledge and skills to administer first aid and carry out emergency procedures,
including cardiopulmonary resuscitation, will avoid, recognize, and report verbal, physical, and emotional
abuse situations, and will assess the factors that contribute to intentional and unintentional injury, including
motor vehicle accidents, fire safety, and weapons safety.

Learning Standards: Safety and Injury Prevention
PreK-5 Hazard Prevention

9.1 List rules for fire safety, weapons safety, bus safety, and seat belt use where applicable, such as at home,
school, community, and play, and explain why the rules are important.

Talking About Touching, Revised 1996

Fire safety                                              TAT Unit I, Lesson 2
     Never play with fire                                 Students practice dropping and rolling to extinguish a
     If clothes catch on fire                               fire on their clothing.
          Drop
          Roll                                              Invite a fireman to class to discuss fire safety.




Grade 3                                                                                                      263
Performance Reflection
Plymouth Fire Department
Learn Not to Burn, Level I

     Fire drill procedures                            Learn Not To Burn, Lesson 9
          Follow the direction of the teacher.         Students participate in a fire drill, being mindful of two
     Home fire exit procedures (EDITH)                    ways to exit the building.
          Exit
          Drill                                          Students design a home exit procedure and drill with the
          In                                              family.
          The
          Home

    Candle safety                                            Demonstrate candle safety using a candle, holder
       Never leave a burning candle in a room                 and snuffer.
             alone.
       Burn candles in candle holders and only on
             heat resistant surfaces.
       Keep young children, pets and objects that
             catch fire easily, such as curtains or
             drapes, away from burning candles.

        Place candles away from drafts, fans, air            Students pretend to extinguish a candle flame using
            conditioners or heating vents.                    the candle snuffer.
        Trim candle wicks to 1/4 inch before
            lighting.
        Use a candle snuffer to extinguish flames
            and prevent hot wax from spraying.
        Extinguish flames when they burn down to
            within 2 inches of a decoration.
        Remove any wax, burned wicks or matches
            from holders before lighting a new
            candle.

Plymouth Public Schools Student Handbook
Talking About Touching, Revised 1996

Weapon safety                                         Talking About Touching, Unit I, Lesson 3
  It is not safe to play with guns                     Students practice responding to a friend who wants
  If a friend wants you to play with a gun, say           him/her to play with a gun.
        “No!, It is not safe.”
  Do not possess any dangerous object or their           Invite the safety officer to class to discuss the dangers of
        facsimiles                                        weapons and weapon safety.




Grade 3                                                                                                  264
Performance Reflection
Laidlaw Bus Company

Bus safety                                               Students practice the bus safety and evacuation
   Bus stop                                               procedures per Massachusetts Law.
   Entering and exiting.
   Passenger behavior                                    Create a bus safety bulletin board.
   Respect for the driver
  Emergency exits

Plymouth Police Department
Passenger Safety Law
VHS-Safety Belts, For Dummies or People

Seat belt safety                                         Students prepare a seat belt and helmet safety
   Mandatory for all                                      presentation for another class.
   Use keeps the occupant in the car rather than
        being thrown from the car.                       View the video and discuss the importance of wearing a
                                                          seat belt.

Bicycle safety                                           Organize a bicycle safety rodeo.
   Bicycle Helmets
         Mandatory for age 12 and below.                 Distribute current State Laws to caregivers.

Operation Lifesaver K-3

Train safety                                          Operation Lifesaver
    Dangerous activities                               Students role play the rail safety rules.
          Objects placed on the tracks can injure
              people and damage the train.
          Throwing objects at the train injure people
              and damage the train.
          Playing on rail cars and tracks.

          Crawling between rail cars is dangerous        Students explain the hazards of throwing objects at a
              because the train could start at any        train.
              time.
          Hiking on RR tracks.
          Entering a RR tunnel could cause you to
              be trapped.

      Crossings bridges                                  Students explain why the listed “dangerous activities”
          Signs                                           are very dangerous.
              Railroad crossing
              Flashing red lights
          Safety procedures                              Students make rail safety signs and hang them in the
              Stop, look, listen for the train.           classroom.
            Exit a stalled car and run to safety.

In line skating safety                                   Produce and show a video about different activities and
                                                          their safety equipment.




Grade 3                                                                                                  265
Performance Reflection
9.2 Name persons and community helpers (such as police officers, fire fighters, and emergency medical
personnel) who can be contacted to help with health, safety, and injury prevention and describe the
appropriate procedures for contacting healthcare personnel in an emergency.

Plymouth Police Department, Safety Officer

Persons and community helpers who can be                 Invite the safety officer to speak to the children about
contacted to help with safety                             how to get help in an emergency.
     Police
     Fire
     Emergency Medical Service

Appropriate procedures for contacting healthcare         Role play calling 911 for an emergency.
personnel in an emergency.
     Dial 911


9.3 Describe personal responsibility for reducing hazards and avoiding accidents.


Found in Standard 9.1

Self Protection

9.4 Distinguish among safe, unsafe, and inappropriate touch.

Talking About Touching

Personal safety
    Private body parts- those parts of the body       TAT Unit II, Lesson 12
         covered by a bathing suit. (Breast, penis,    #2. Using the flannel board, students enact stories in
         vagina, anus)                                   which one character wants to fight another. Discuss
                                                         how the situation can be resolved.

                                                       # 6. Use the puppets, focus on stories where the
                                                         character asks for help.

   Types of touches                                    Talking About Touching, Unit III, Lesson 9
      Safe touch-Caring touch                          Demonstrate assertive training techniques to prevent
      Unsafe touch-A touch that hurts our bodies          exploitation. Students practice.
           or our feelings such as hitting or
           touching private body parts.
      Confusing touch-A touch that makes you f
           feel mixed up.
      Unwanted-A touch you do not want




Grade 3                                                                                                 266
Performance Reflection
9.5 Demonstrate the use of assertive behavior, refusal skills, and actions intended for personal safety.

Talking About Touching, Kit 1-3

Assertive behavior
    Assertiveness-Standing up for your own rights    TAT, Unit III, Lessons 1,3,6,7
         and opinions without violating someone       Students role different situations where they can
         else’s rights and opinions.                    practice their assertiveness skills.

    Assertiveness skills                             Talking About Touching, Unit III, Lesson 9
       Speak in a firm voice.                         Students pick one of the role plays listed on the card
       Use the word “NO”.                                and practice their assertiveness skills.
       Use positive body language
            Hold your head high                         Students role different situations where they can
            Hold your shoulders back                     practice their assertiveness skills.
       Look the person in the eye.
       Avoid giving reasons for behavior.

Second Step, A Violence Prevention Curriculum

Refusal skills                                       Second Step, Unit II, Lesson 17
   Dealing with peer pressure                         Teacher models the skills then the students practice
        Decide if what your friends want you to          using the peer pressure resisting skills.
             do is safe or against a rule.
        Stand tall, look them in the eyes, and say
             “NO” like you mean it.
        Tell them why not.
        Think of something else to do instead.

Talking About Touching, Revised 1996

Actions intended for personal safety                 TAT, Unit I, Lesson 4
    Saying “No” to strangers                          Present students with different scenarios then let them
         Say “NO” to strangers who ask you to go        practice their refusal skills.
              with them.
         Run away if the stranger persists
         Tell and adult

Talking About Touching, 1-3 Kit, (1996)

     Dealing with harassment                         Talking About Touching, Unit III, Lesson 12
         Harassment                                   Students listen to lists of possible harassment situations.
             Unwanted touch                              They walk to one side of the room if they think the
             Rude comments                               situation is harassment and to another if they do not.
             Rude actions                                Discuss
         Coping
             Ask the person to stop                     Students use their skills to practice dealing with
             Think of what else you can do to            harassment.
                      get them to stop.
             Tell a grownup




Grade 3                                                                                                267
Performance Reflection
Emergency Intervention

9.6 Follow universal precautions for all first aid involving any blood and other body fluids.

Casualty Kid, On the Road to First Aid, CD Rom
Scrubby Bear

Universal precautions                               Scrubby Bear, Lesson 4, Story About Tulip
   Do not touch body fluids                          #5 Students listen to Tulip to reinforce the importance
  Wash hands after contacting body fluids               of not touching fluids and washing hands.

                                                       #8 Students practice saying “NO” to the various
                                                        scenarios listed in the student activities worksheet.


9.7 Apply appropriate first aid for cuts and bruises, including observing universal precautions

Scrubby Bear
Casualty Kid, On the Road to First Aid, CD Rom

First aid for cuts                                  Scrubby Bear, Lesson 4, Story About Tulip
      Do not touch another person’s blood            Students practice giving first aid for cuts
      Wash the cut
      Bandage the cut

First aid for bruises                               Scrubby Bear, Lesson 4, Story About Tulip
    Do not touch body fluids                         Students practice giving first aid for bruises
    Wash the bruise
    Bandage, if the skin is broken




Grade 3                                                                                                268
Performance Reflection
Tobacco, Alcohol, and Other Substance Use/Abuse
Prevention
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention addresses safe and unsafe substances,
effects on the body and health, and drug dependence. This area deals with critical thinking to incorporate
accurate, relevant information into health-enhancing decisions and taking responsibility for one's health.
This includes skills such as how to negotiate, refusal skills, and how to seek assistance for abuse and
addiction. Tobacco, Alcohol, and Other Substance Use/Abuse Prevention provides information and skills
training to promote good health for self, peers, family members, the school, and the larger community.

The use of tobacco, alcohol, and other substances is quite prevalent among young people and has major
implications for the health of individuals and society. Tobacco use continues to be the leading preventable
cause of death in the United States, while alcohol and other drug use also cause significant morbidity and
exact a high social cost.

Appropriate use of medications and avoidance of dangerous substances require an understanding about the
benefits and risks of these substances, responsible personal conduct, and enhanced health decision-making
that address the influence of peers, the family, and society. Health education provides appropriate
information about behaviors related to substance use and abuse. Topics generally covered in Tobacco,
Alcohol, and Other Substance Use/Abuse Prevention include: Effects on the Body and Healthy Decisions.



PreK-12 Standard 10: Tobacco, Alcohol, & Substance Use/Abuse
Prevention
Students will acquire the knowledge and skills to be competent in making health-enhancing decisions
regarding the use of medications and avoidance of substances, and in communicating about substance
use/abuse prevention for healthier homes, schools, and communities.

Learning Standards: Tobacco, Alcohol, & Other Substance Use/Abuse
PreK-5 Effects on the Body

10.1 Identify and distinguish between substances that are safe and unsafe to be taken by mouth.

CASPAR Learning About Alcohol K-3
  Happy Hill Farm,

Substances unsafe to be taken by mouth
   Alcohol-A drug that changes the way the mind       CASPAR, Lesson 7a
       and body work.                                  Students discuss the reasons people drink and do not
       Examples                                          drink.
            Beer
            Wine                                          Students brainstorm sources of alcoholic beverages.
            Distilled liquor
            Wine coolers

        Effect on the body                                Students read and discuss , Happy Hill Farm which
            Slows down the body                            explains the effects of alcoholism.
            Alcoholism-a progressive disease in
                 which a person has lost control
                 over his or her drinking.




Grade 3                                                                                                  269
Performance Reflection
   Drug-A substance that changes how the mind        Students brainstorm the names of drugs. Discuss why
      and body works.                                 some people use drugs and the harmful effects of using
                                                      the drug.

                                                     Students make “I am drug free!” posters. On the poster,
                                                      students list all the reasons why they would not use
                                                      drugs.


10.2 Describe the purpose of medicines (prescription and over-the-counter) and how they can be used or
misused in the treatment of common medical problems.

CASPAR, Learning About Drugs, K-6
Weekly Reader, Robbie Says No to Drugs

Purpose of prescription medicine                     Students read “Robbie Says NO To Drugs”. Review and
    Use                                               discuss the use and misuse of prescription drugs.
        Treat an illness
    Misuse
        Do not follow the directions for use.
        Use when not sick
         Use someone else’s medicine out of
            curiosity

Purpose of over-the-counter medicine                 Students read “Robbie Says NO To Drugs”. Review and
    Use                                               discuss the use and misuse of over the counter drugs.
        Treat an illness
    Misuse
        Do not follow the directions for use.
        Use when not sick


10.3 Describe how tobacco and prolonged exposure to cigarette smoke affects the body.

Getting to Know Your Heart, Lower Elementary,
Module 2 Smoking and Your Body
VHS-Dusty Dragon

How tobacco effects the body                         View and discuss the Dusty Dragon video.
   Nicotine-A drug found in tobacco that speeds
       up the heart.

   Examples                                          Students brainstorm all the sources of tobacco that they
      Cigarettes                                      know.
      Cigars
      Pipes
      Chewing tobacco
      Snuff




Grade 3                                                                                            270
Performance Reflection
    Effect on the body                               Getting to Know Your Heart Activity #2
       Smoking causes the heart to work harder        Students learn and sing the “Smoke is No Joke” song.
            and beat faster.
       Tobacco is made up of harmful substances.        Students complete “Smoke is no Joke Crossword
       Nicotine in tobacco is a substance that           Puzzle”.
            causes the heart to beat faster.
       Tar is a sticky substance, produced by           Students fill in “My Personal Contract Not to Smoke.”
            burning tobacco, that stains teeth and
            fingers.
       Smoking can become addictive.

Healthy Decisions

10.4 Identify whom to seek help from for a possible poisoning or overdose.

Massachusetts Poison Control

Help for poisoning                                      Students role play calling the Poison Control number
    Dial 1-800-682-9211 for Poison Control               and 911.
    Dial 911 for police




Grade 3                                                                                             271
Performance Reflection
                               Safety and Prevention Strand



Violence Prevention
Violence Prevention addresses actions that bring harm to a person's body, feelings, or possessions.
Violence Prevention acknowledges that violence can affect everyone and that the interaction among a
complex set of factors internal and external to individuals influences violence-related attitudes and
behaviors. The foundation of Violence Prevention involves skills for teaching students methods to prevent
and avoid violence while recognizing the contribution that individuals can make to violence prevention
through having good character, acknowledging the rights of others, and living peacefully.

As violence has often been recognized as a major problem that affects not only the health of students in
schools, but inhibits schools from accomplishing their primary mission of education, schools have both an
obligation and an opportunity to become involved in violence prevention. Students explore personal
attitudes and attributes and learn skills for violence prevention. Learning alternatives to violence, such as
how to manage anger and resolve conflicts without violence, should be taught at early ages to counteract
violence as an accepted way of life. Topics generally covered in Violence Prevention include: Awareness,
Contributing Factors, and Alternatives. Self protection is addressed in Violence Prevention and in Safety
and Injury Prevention as well.



PreK-12 Standard 11: Violence Prevention
Students will learn how their actions affect others, will understand the power that positive character traits
can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to
adults in the school and community, will avoid engaging in violence, and will identify constructive
alternatives to violence, including how to discourage others from engaging in violence.




Grade 3                                                                                                     272
Performance Reflection
Learning Standards: Violence Prevention
PreK-5 Awareness

11.1 Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to
one another.

Talking About Touching

Ways young children can be intentionally hurtful to Talking About Touching, Unit III, Lesson 11
each other                                           In groups of four, students role play a common bully
     Coping with a bully                                scenario and use the assertiveness skills to cope with the
         You have a right to be safe from bullies       bully.
         Ignore the bully
         Tell the bully to stop                      Review the school policy regarding harassment and role
         Get away from the bully                        play how to tell a teacher about the problem.
         Ask a grown up for help

Contributing Factors

11.2 Identify factors (such as internal character and personality attributes and forces external to
individuals, such as the media or society) related to both violent and nonviolent attitudes.


Found in Grade 5.

Alternatives

11.3 Differentiate between one's personal rights and those of others and use communication and problem-
solving to set personal boundaries, resolve conflicts, and develop positive relationships.


Found in Standards 5.5, 5.6, 7.1, 7.2


11.4 Identify helping resources regarding violence in the school and community, such as counselors,
neighbors, law enforcement, and members of faith-based groups.

 Talking About Touching, revised 1996

 Helping resources in the school and community        Unit III, Lesson 10 and 12
     Counselors                                       Unit II, Lesson 7
     Neighbors                                         Students practice how they would talk to a grownup
     Law enforcement                                      about a problem.
     Faith based groups




Grade 3                                                                                               273
Performance Reflection
                   Personal and Community Health Strand



Personal and Community Health includes those aspects of health most often related to our larger
community and world. The knowledge and skills presented in this Strand lay the groundwork for
participation in preserving and improving our surroundings and for dealing with future health-related
events. The contribution of Public Health is addressed in this Strand.



Consumer Health and Resource Management
Consumer Health and Resource Management addresses obtaining and evaluating health-related
information, services, and products. Information on the management of the home, the workplace, and
resources is included in Consumer Health and Resource Management.

A major focus of Consumer Health and Resource Management is the concept that students have choices, as
well as rights and responsibilities, in the management of their personal and health resources. Although laws
protect the consumer, individuals must still take personal responsibility for decisions about purchases of
goods and services. Money is not the only resource over which students have control. Effective time
management can have a substantial influence on physical and mental health and well being. Consumer
Health and Resource Management recognizes the contribution made by science and technology and
business and industry to both health care as well as consumer products and choices. The information
contained in Consumer Health and Resource Management can help students become wise consumers.
Topics generally covered in Consumer Health and Resource Management include: Health Care and
Resource Management Practices.



PreK-12 Standard 12: Consumer Health and Resource Management
Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to
maintain physical and mental health and well being for themselves, their family, and the community.




Grade 3                                                                                                 274
Performance Reflection
Learning Standards: Consumer Health and Resource Management
PreK-5 Health Care

12.1 Identify and describe health careers.

Jordan Hospital

Identify and describe health careers                  Invite a heath professional to class to speak to the
                                                       children about careers in the health field.


12.2 Interpret the symbols and information provided on labels for health care products and food products.


Found in Grade 4.

Resource Management Practices

12.3 Identify advertising techniques.


Found in Grade 4.


12.4 Identify resources used by individuals to manage their daily lives (such as time and money).


This Standard is not addressed.


12.5 Name and weigh criteria for selecting a consumer product and evaluate the product's safety and health
aspects.


Found in Grade 2.




Grade 3                                                                                               275
Performance Reflection
Ecological Health
Ecological Health addresses the interdependence between the ecological environment and human physical
health.

The ecological environment affects individual, community, and global health through the condition of the
Earth's natural resources, which in turn is influenced by the behavior of humans on the environment.
Ecological Health highlights understanding the relationships among energy use, water use, waste disposal,
food production, and physical and social health in the areas of disease, hunger, and well being. Economic
and social attitudes and practices influence the state of the environment. Responsible behavior and the
contribution of business and industry and science and technology/engineering related to the care and
improvement of the ecological environment can improve current ecological health and help facilitate good
ecological health in the future. Topics generally covered in Ecological Health include: Interdependence and
Improvement.



PreK-12 Standard 13: Ecological Health
Students will gain knowledge of the interdependence between the environment and physical health, and
will acquire skills to care for the environment.

Learning Standards: Ecological Health
PreK-5 Interdependence

13.1 Describe types of natural resources and their connection with health.


Found in the Science Curriculum.

Improvement

13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological health
problems, such as conserving natural resources and decreasing pollution.


Found in the Science Curriculum.




Grade 3                                                                                                276
Performance Reflection
Community and Public Health
Community and Public Health focuses on characteristics of a healthy community, the contribution of public
health, the functions and purposes of community and public health agencies, and skills for health promotion
and collaboration.

In Community and Public Health, students are introduced to the connections between all aspects of their
community, both in and out of school, and the health of themselves and others. Students gain an
understanding of why rules about health exist at home and at school and why those rules should be
followed by themselves, their peers, and their family members. Opportunities to examine how laws,
policies, and practices influence health locally, nationally, and internationally are an important part of
Community and Public Health. The recognition of the contribution of public health to the quality of life is a
key component of Community and Public Health. By learning how the actions of people affect the
community as a whole, students understand how participating in school and community efforts supports
positive health behaviors on many levels. Instruction in Community and Public Health also teaches students
how to access community health services as well as information about agencies and organizations that
support health. Topics generally covered in Community and Public Health include: School and Community
Efforts, Social Factors, and Public Health.



PreK-12 Standard 14: Community and Public Health
Students will learn the influence of social factors on health, the contribution of public health, and will gain
skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive
communities.

Learning Standards: Community and Public Health
PreK-5 School and Community Efforts

14.1 List the jobs carried out by people at school and in the community that support health and success in
school.


Found in Grade 1.

Social Factors

14.2 Identify ways the physical environment is related to individual and community health.


Found in the Science Curriculum.

Public Health

14.3 List practices and products that make living safer.

Practices that make living safer                             Review safe practices with children
   Assertive behavior
   Using the safety rule
   Following family rules
   Following school rules
   Following safety rules



Grade 3                                                                                                     277
Performance Reflection
Products that make living safer.      Demonstrate safety products.
    Seat belts
    Helmets
    Knee pads
    Life preservers




Grade 3                                                               278
Performance Reflection
                                              Grade 3
                                            Reflection
Teachers will utilize the reflection column to comment on the extent students have achieved
the standard:

                Proficient        Satisfactory      Needs Improvement          Failure

                         At the completion of the course, my students are now:                   Reflection
 Standard 1      1.1 Able to name the external and internal parts of the body and body
                 systems.
 Growth and
 Development

                 1.2 Able to identify behaviors and environmental factors that influence
                 functioning of body systems.

 Standard 2      2.1 Able to apply the movement concept of direction to extend versatility and
                 improve physical performance.
 Physical
 Activity and
 Fitness

                 2.1 Able to apply the movement concept of balance to extend versatility and
                 improve physical performance.

                 2.1 Able to apply the movement concept of high and low levels to extend
                 versatility and improve physical performance.

                 2.1 Able to apply the movement concept of straight, curve and zigzag
                 pathways to extend versatility and improve physical performance.

                 2.1 Able to apply the movement concept of expansive and narrow range to
                 extend versatility and improve physical performance.

                 2.1 Able to apply the movement concept of rigid and bent knee force
                 absorption to extend versatility and improve physical performance.

                 2.2 Able to use manipulative skills as an individual and team member.

                 2.2 Able to use locomotor skills as an individual and team member.

                 2.2 Able to use non-locomotor skills as an individual and team member.

                  2.3 Able to perform rhythm routines, including dancing, to demonstrate
                 fundamental movement skills.

                 2.4 Able to identify physical and psychological changes that result from
                 participation in a variety of physical activities.

                 2.5 Able to explain the benefits of physical fitness to good health and
                 increased active lifestyle.



Grade 3                                                                                            279
Performance Reflection
                 2.6 Able to identify major behaviors that contribute to wellness.

                 2.7 Able to demonstrate responsible personal and social conduct used in
                 physical activity settings.

 Standard 3      3.1 Able to identify the key nutrients in food that support healthy body
                 systems.
 Nutrition

                 3.2 Able to use the USDA Food Guide Pyramid and its three major concepts
                 of balance, variety, and moderation to plan healthy meals and snacks.

                 3.4 Able to identify heredity, diet, and physical activity as key factors in
                 body shape and size.

                 3.6 Able to describe personal hygiene and safety measures used in preparing
                 foods.
                 5.1 Able to identify the various feelings that most people experience and
 Standard 5
                 describe the physical and emotional reactions of the body to intense positive
 Mental          and negative feelings.
 Health
                 5.2 Able to apply methods to accommodate a variety of feelings in a
                 constructive manner in order to promote well being.

                 5.3 Able to define character traits such as honesty, trustworthiness, self-
                 discipline, respectfulness, and kindness and describe their contribution to
                 identity, self-concept, decision-making, and interpersonal relationships.


                 5.4 Able to describe the effects of leadership skills on the promotion of
                 teamwork.

                 5.5 Able to explain and practice a model for decision-making that includes
                 gathering information, predicting outcomes, listing advantages and
                 disadvantages, identifying moral implications, and evaluating decisions.

                 5.6 Able to explain how coping skills (such as perceiving situations as
                 opportunities, taking action/exerting control where possible) positively
                 influence self-concept.

                 6.1 Able to describe different types of families, addressing membership and
 Standard 6
                 social influences, and the functions of family members.
 Family Life

                 6.3 Able to identify whom to talk with about family problems and successes.

                 7.1Able to explain why communication is essential in human relationships
 Standard 7
                 and identify people from whom children can learn how to communicate, such
 Interpersonal   as family members, friends, community members, and members of faith-
 Relationships   based groups.


                 7.2 Able to apply both verbal and non-verbal communication skills to
                 develop positive relationships and improve the social environment of the
                 school.


Grade 3                                                                                          280
Performance Reflection
                 7.3 Able to describe the concept of friendship and contrast qualities that
                 strengthen or weaken a friendship, including the importance of sound
                 character in interacting with others.

                 7.4 Able to describe the concepts of prejudice and discrimination.

 Standard 8
                 8.1 Able to describe how the body fights germs and disease naturally and
 Disease         with medicines and immunization.
 Prevention
 and Control

                 8.2 Able to identify the common symptoms of illness and recognize that
                 being responsible for individual health means alerting caretakers to any
                 symptoms of illness.

                 8.3 Able to apply skills to prevent and control the spread of disease,
                 including those that help promote cleanliness (such as correct hand washing,
                 regular bathing, and washing clothes).

                 9.1 Able to list rules for fire safety, weapons safety, bus safety, and seat belt
 Standard 9
                 use where applicable, such as at home, school, community, and play, and
 Safety and      explain why the rules are important.
 Injury
 Prevention
                 9.2 Able to name persons and community helpers (such as police officers,
                 fire fighters, and emergency medical personnel) who can be contacted to help
                 with health, safety, and injury prevention and describe the appropriate
                 procedures for contacting healthcare personnel in an emergency.
                 9.4 Able to distinguish among safe, unsafe, and inappropriate touch.

                 9.5 Able to demonstrate the use of assertive behavior, refusal skills, and
                 actions intended for personal safety.

                 9.6 Able to follow universal precautions for all first aid involving any blood
                 and other body fluids.

                 9.7 Apply appropriate first aid for cuts and bruises, including observing
                 universal precautions.

 Standard 10     10.1 Able to identify and distinguish between substances that are safe and
                 unsafe to be taken by mouth.
 Tobacco,
 Alcohol, and
 Substance
 Use
 Prevention

                 10.2 Able to describe the purpose of medicines (prescription and over-the-
                 counter) and how they can be used or misused in the treatment of common
                 medical problems.
                 10.3 Able to describe how tobacco and prolonged exposure to cigarette
                 smoke affects the body.




Grade 3                                                                                              281
Performance Reflection
                 10.4 Able to identify whom to seek help from for a possible poisoning or
                 overdose.

 Standard 11
                 11.1Able to describe some of the ways that young children can be
 Violence        intentionally helpful and intentionally hurtful to one another.
 Prevention

                 11.4 Able to identify helping resources regarding violence in the school and
                 community, such as counselors, neighbors, law enforcement, and members of
                 faith-based groups.
 Standard 12     12.1 Able to identify and describe health careers.
 Consumer
 Health and
 Resource
 Management

 Standard 14     14.3 Able to list practices and products that make living safer.
 Community
 and Public
 Health




Grade 3                                                                                         282
Performance Reflection

				
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