Habits that keep bodies healthy
Students learn the basics of staying well. They practice everyday habits like washing hands, getting enough sleep, eating a mix of foods, and moving their bodies.
What does a student learn in
These are the years health class shifts from simple rules like washing hands to actually thinking through choices. Students learn how friends, family, and screens shape what they eat, how they sleep, and how they feel. They practice talking through a problem, setting a small goal, and finding a trustworthy adult or website when something feels off. By spring, a student can walk through a real decision out loud and name one healthy habit they are working on.
- Healthy habits
- Decision making
- Goal setting
- Trusted resources
- Talking it out
- Influences on health
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Spotting what shapes choices
Students start to notice how family, friends, ads, and screens influence what they eat, watch, and do. They learn to question messages instead of just going along with them.
- 3
Finding trustworthy help
Students learn where to turn when they have a question or a worry. They practice picking a reliable adult, a school nurse, or a trusted website over a random source online.
- 4
Talking through tough moments
Students practice the words for saying no, asking for help, and working out a disagreement. They learn to listen, take turns, and speak up when something feels off.
- 5
Making decisions and setting goals
Students walk through a simple process for thinking before acting and for choosing a small goal to work toward. They track progress and notice what gets in the way.
- 6
Speaking up for health
Students put it all together by sharing what they have learned with classmates, family, or the school. They practice standing up for safer, kinder choices for themselves and others.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Health Education
Health Education
- Grades 3-5
Use functional knowledge of health concepts to support health and well-being of…
Students take what they know about staying healthy and use it to make real choices, like washing hands to avoid spreading germs or recognizing when a friend needs help.
- Grades 3-5
Analyze influences that affect health and well-being of self and others
Students look at what shapes health choices, like friends, ads, and family habits, and think about how those influences affect themselves and people around them.
- Grades 3-5
Access valid and reliable resources to support health and well-being of self…
Students learn to find trustworthy sources of health information, like a school nurse, a doctor, or a reliable website, and use what they find to take care of themselves and help others.
- Grades 3-5
Use interpersonal communication skills to support health and well-being of self…
Students practice the everyday conversation skills that help them ask for help, express feelings, and look out for a friend's health and safety.
- Grades 3-5
Use a decision-making process to support health and well-being of self and…
Students practice a step-by-step thinking process for making choices that protect their health and the health of people around them, like deciding what to do when a friend is hurt or pressured into something unsafe.
- Grades 3-5
Use a goal-setting process to support health and well-being of self and others
Students pick a health goal, like drinking more water or getting to bed on time, and map out steps to reach it. They also think about how their choices can help the people around them.
- Grades 3-5
Demonstrate practices and behaviors to support health and well-being of self…
Students practice everyday habits that keep themselves and the people around them healthy. That means things like washing hands, getting enough sleep, and knowing when to ask an adult for help.
- Grades 3-5
Advocate to promote health and well-being of self and others
Students practice speaking up for healthy choices, for themselves and the people around them. That might mean encouraging a friend to drink water instead of soda, or asking an adult for help when something feels unsafe.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… Grades 3-5 | Students take what they know about staying healthy and use it to make real choices, like washing hands to avoid spreading germs or recognizing when a friend needs help. | IL-HE.1.3-5 |
| Analyze influences that affect health and well-being of self and others Grades 3-5 | Students look at what shapes health choices, like friends, ads, and family habits, and think about how those influences affect themselves and people around them. | IL-HE.2.3-5 |
| Access valid and reliable resources to support health and well-being of self… Grades 3-5 | Students learn to find trustworthy sources of health information, like a school nurse, a doctor, or a reliable website, and use what they find to take care of themselves and help others. | IL-HE.3.3-5 |
| Use interpersonal communication skills to support health and well-being of self… Grades 3-5 | Students practice the everyday conversation skills that help them ask for help, express feelings, and look out for a friend's health and safety. | IL-HE.4.3-5 |
| Use a decision-making process to support health and well-being of self and… Grades 3-5 | Students practice a step-by-step thinking process for making choices that protect their health and the health of people around them, like deciding what to do when a friend is hurt or pressured into something unsafe. | IL-HE.5.3-5 |
| Use a goal-setting process to support health and well-being of self and others Grades 3-5 | Students pick a health goal, like drinking more water or getting to bed on time, and map out steps to reach it. They also think about how their choices can help the people around them. | IL-HE.6.3-5 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades 3-5 | Students practice everyday habits that keep themselves and the people around them healthy. That means things like washing hands, getting enough sleep, and knowing when to ask an adult for help. | IL-HE.7.3-5 |
| Advocate to promote health and well-being of self and others Grades 3-5 | Students practice speaking up for healthy choices, for themselves and the people around them. That might mean encouraging a friend to drink water instead of soda, or asking an adult for help when something feels unsafe. | IL-HE.8.3-5 |
Common Questions
What does health class actually cover in these grades?
Students learn about taking care of their bodies, feelings, and friendships. That includes food and sleep habits, safety, handling big emotions, getting along with others, and making choices when something feels off. The focus is on real situations students face at home, at school, and online.
How can families support what students learn at home?
Talk about the small daily choices: what is for breakfast, when to put the screen down, how to handle a fight with a friend. When students see adults thinking out loud about these choices, they start doing it too. Short kitchen-table conversations matter more than a formal lesson.
How should the units be sequenced across the year?
Start with personal habits like sleep, food, hygiene, and feelings, since those show up every day. Move into relationships and communication once the class knows each other. Save decision-making, goal-setting, and advocacy for later in the year, when students can apply them to topics they already understand.
What if students ask hard questions about bodies, drugs, or safety?
Answer the question that was asked, in plain words, and stop there. Students at this age want honest, short answers, not a speech. If a question goes past what is appropriate for class or for home, it is fine to say a grown-up can talk more about it later.
What does mastery look like by the end of fifth grade?
Students can name habits that keep them healthy, spot influences like ads or peer pressure, and walk through a simple decision step by step. They can set a small goal, ask a trusted adult for help, and speak up for a friend. The thinking should feel routine, not rehearsed.
How can a parent help with goal-setting at home?
Pick one small goal together, like drinking water at lunch or reading before bed for a week. Write it where students can see it and check in every couple of days. Small, finished goals teach more than big ones that never get followed up.
Which skills usually need the most reteaching?
Decision-making and analyzing influences. Students can list steps on a worksheet but freeze when a real situation comes up, like a friend asking them to keep a secret. Build in short role-plays and quick scenarios throughout the year so the steps become automatic.
How can students practice speaking up for themselves and friends?
Practice the words out loud at home. Try phrases like no thanks, I need a break, or that is not okay. Saying it once in the kitchen makes it much easier to say in the hallway when it counts.
How do teachers know students are ready for middle school health?
Students should be able to find a trusted adult or reliable source when they have a health question, instead of guessing or asking a classmate. They should also be able to explain why a choice is healthy or risky in their own words. Middle school builds straight on top of that.