Healthy habits at home and school
Students start the year learning how everyday choices like sleep, food, handwashing, and exercise keep their bodies working well. They practice routines they can do on their own.
What does a student learn in
These are the years health class shifts from simple rules like washing hands to thinking through choices on their own. Students learn what keeps a body and mind healthy, and they start noticing how friends, family, and ads shape their habits. They practice talking through tough moments, like turning down something unsafe or asking a trusted adult for help. By spring, students can walk through a real decision, set a small health goal, and explain one step they will take to reach it.
- Healthy habits
- Making decisions
- Setting goals
- Trusted adults
- Peer and media influence
- Standing up for 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
What shapes our choices
Students look at how family, friends, ads, and screen time can pull them toward or away from healthy choices. They start noticing when something is trying to influence them.
- 3
Finding trusted help and information
Students learn who to turn to when they have a question or feel unwell, from a parent or school nurse to a doctor. They also practice telling a reliable source from a shaky one.
- 4
Talking through tough moments
Students practice speaking up, listening, and working out small conflicts with classmates and family. They learn how to say no, ask for help, and share feelings with respect.
- 5
Making decisions and setting goals
Students walk through the steps of a decision and try setting a small health goal, like drinking more water or getting to bed earlier. They check their progress along the way.
- 6
Standing up for healthy choices
Students put it all together by encouraging friends, family, and classmates to make healthy choices. They practice speaking up for safety, kindness, and well-being at school and at home.
Mastery Learning Standards
The required skills a student should display by the end of Grade 5.
Health Education
Health Education
- Grades 3-5
Use functional knowledge of health concepts to support health and well-being of…
Students use basic health facts, like how germs spread or why sleep matters, to make smart choices for themselves and the people around them.
- Grades 3-5
Analyze influences that affect health and well-being of self and others
Students look at what shapes their health choices, like friends, ads, and family habits, and think about how those same forces affect the 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, like a school nurse, a doctor, or a reliable website, when they have a health question. They practice choosing sources that give accurate information for themselves and the people around them.
- Grades 3-5
Use interpersonal communication skills to support health and well-being of self…
Students practice talking, listening, and asking for help in ways that keep themselves and the people around them healthier and safer.
- Grades 3-5
Use a decision-making process to support health and well-being of self and…
Students learn a step-by-step way to make choices that protect their own health and the health of people around them. They practice thinking through what might happen before they decide.
- Grades 3-5
Use a goal-setting process to support health and well-being of self and others
Students practice setting a health goal step by step, such as sleeping more or eating better, then make a plan to follow through. The process also considers how their choices affect the people around them.
- Grades 3-5
Demonstrate practices and behaviors to support health and well-being of self…
Students practice everyday habits, like handwashing, staying active, and getting enough sleep, that keep themselves and the people around them healthy. The focus is on actions students can actually do, not just facts they can recite.
- Grades 3-5
Advocate to promote health and well-being of self and others
Students speak up for healthy choices, for themselves and for the people around them. That might mean encouraging a friend to drink water instead of soda or asking a trusted 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 use basic health facts, like how germs spread or why sleep matters, to make smart choices for themselves and the people around them. | NH-HE.1.3-5 |
| Analyze influences that affect health and well-being of self and others Grades 3-5 | Students look at what shapes their health choices, like friends, ads, and family habits, and think about how those same forces affect the people around them. | NH-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, like a school nurse, a doctor, or a reliable website, when they have a health question. They practice choosing sources that give accurate information for themselves and the people around them. | NH-HE.3.3-5 |
| Use interpersonal communication skills to support health and well-being of self… Grades 3-5 | Students practice talking, listening, and asking for help in ways that keep themselves and the people around them healthier and safer. | NH-HE.4.3-5 |
| Use a decision-making process to support health and well-being of self and… Grades 3-5 | Students learn a step-by-step way to make choices that protect their own health and the health of people around them. They practice thinking through what might happen before they decide. | NH-HE.5.3-5 |
| Use a goal-setting process to support health and well-being of self and others Grades 3-5 | Students practice setting a health goal step by step, such as sleeping more or eating better, then make a plan to follow through. The process also considers how their choices affect the people around them. | NH-HE.6.3-5 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades 3-5 | Students practice everyday habits, like handwashing, staying active, and getting enough sleep, that keep themselves and the people around them healthy. The focus is on actions students can actually do, not just facts they can recite. | NH-HE.7.3-5 |
| Advocate to promote health and well-being of self and others Grades 3-5 | Students speak up for healthy choices, for themselves and for the people around them. That might mean encouraging a friend to drink water instead of soda or asking a trusted adult for help when something feels unsafe. | NH-HE.8.3-5 |
Common Questions
What does health class look like in grades 3 to 5?
Students learn how their choices affect their body, mind, and relationships. They practice things like washing hands, getting enough sleep, eating a range of foods, handling big feelings, and being kind online and in person. The work shifts from following rules to understanding why those habits matter.
How can families reinforce healthy habits at home?
Pick one habit and talk about it for a week. At breakfast, ask what a balanced plate looks like. At bedtime, ask how the body feels after a busy day. Short, regular conversations do more than one long lecture.
What should students be able to do by the end of fifth grade?
Students should name basic health habits, explain why those habits matter, and set a small goal like drinking more water or getting to bed earlier. They should also know who to ask for help, whether that is a parent, a school nurse, or a trusted adult.
How do I sequence the eight skills across a school year?
Start with functional knowledge so students share a common vocabulary for the body, food, feelings, and safety. Build in decision-making and goal-setting by midyear once students have content to apply them to. Save advocacy projects for spring, when students can speak with some authority.
My child gets anxious. Does health class cover that?
Yes. Students learn to name feelings, notice what is happening in the body, and try simple strategies like slow breathing or talking to a trusted adult. At home, naming the feeling out loud and asking what might help is a strong first step.
Which topics tend to need the most reteaching?
Decision-making and analyzing influences come back again and again. Students can list steps on a worksheet but freeze when a real situation involves friends, screens, or strong feelings. Plan short role-plays across the year, not just one unit.
How do I talk about media and peer pressure with a fourth grader?
Ask what they saw or heard today and who was telling them what to think. Treat ads, videos, and friends as sources with a point of view. The goal is not to ban anything, just to build the habit of pausing and asking who benefits.
What does a goal-setting unit look like at this age?
Students pick one small, personal goal, write the steps, track progress for a week or two, and reflect on what got in the way. Keep goals concrete, like reading before bed four nights this week. Abstract goals like being healthier do not give students anything to practice.