Grade 3 Health New Mexico Standards

Demonstrate the differences between verbal and non-verbal communication;

Recognize how media influences feelings, thoughts and health choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., abstain from sexual behavior, use drugs, be aggressive, eat healthy foods, participate in physical activity).

Identify when food is safe to eat (e.g., recognize expiration dates);

Explain when it is appropriate to ask for help in making health-related decisions (e.g., when you are lost, when being bullied); and

Identify the different changes in body that occur during puberty.

Recognize and demonstrate safety rules at home, in school and in the community.

Describe how technology affects how we live.

Demonstrate stress management skills.

Know how to access help (e.g., dial 911 in an emergency, trusted adult); and

Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. Students will:

Demonstrate attentive listening skills to build and maintain health-enhancing relationships:

Demonstrate how to express feelings in a positive way; and

Describe how physical, social and emotional environments influence personal health:

Describe different forms of technology (e.g., computers, video games, microwaves, cell phones);

Demonstrate how people communicate in different ways; and

Students will analyze the influence of culture, media, technology and other factors on health. Students will:

Describe the basic structure and functions of the human body systems:

Describe how decisions affect health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., saying no to sex prevents pregnancy and sexually transmitted infections, saying no to drugs positively affects your thinking).

Explain the role of safety officials (e.g., police, fire, security, crossing guard); and

Understand different emotions;

Set health-related goals (e.g., wear seat belts, be active every day, wash hands).

Apply skills to manage stress:

Identify and describe characteristics of healthy and unhealthy relationships (e.g., describe the unique differences of self and others);

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Discuss what is meant by good personal hygiene (e.g., describe the importance of hand washing in disease prevention); and

Identify common health issues of children:

Identify personal health needs:

Understand the importance of taking personal responsibility for actions.

Students will comprehend concepts related to health promotion and disease prevention. Students will:

Describe and demonstrate listening skills as a tool to enhance relationships;

Predict consequences of safe and risky behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well being; and

Recognize that there are multiple messages about health, based on values and beliefs.

Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health. Students will:

Describe how to communicate with others about making healthy choices.

Understand the behaviors that could affect other people (e.g., smoking, drinking, physical activity, nutrition);

Distinguish between verbal and non-verbal communication:

Demonstrate ways to communicate care, consideration and respect of self and others:

Demonstrate responsible health behaviors (e.g., proper personal hygiene, participating in daily physical activity, eating fruits and vegetables, wearing seat belts, abstinence);

Demonstrate the ability to influence and support others in making health-enhancing choices:

Identify the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination, poisonous substances);

List individuals that can help with detecting and treating childhood injuries and illnesses and explain what role the individuals play (e.g., parent, grandparent, teacher, counselor, nurse, doctor);

Demonstrate healthy choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., avoiding a fight, participating in physical activity, choosing healthier foods from a list of foods, abstinence).

Identify ways in which diseases are transmitted or are not transmitted (e.g., HIV, common cold, measles).

Demonstrate refusal skills in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Recognize when someone is telling you to do something that is wrong.

Identify where to seek valid health information (e.g., doctor, dentist, nurse, counselor, appropriate adult); and

Differentiate between negative and positive behaviors used in conflict situations:

Demonstrate the ability to locate school and community health helpers:

Demonstrate actions to make healthy decisions in the areas related to sexuality (e.g., good touch/bad touch); nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Demonstrate positive ways to express needs, wants and feelings:

Recognize unsafe environments/situations;

Recognize symptoms of illness (e.g., runny nose, coughing, fever, stomach ache, sadness);

Identify health problems that should be detected and treated early and explain how childhood injuries and illnesses can be prevented or treated:

Describe the purposes for media (e.g., entertain, sell products, promote services);

Identify media messages that may contain both healthy and unhealthy messages in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Identify and understand how personal choices relate to health and how the consequences of those choices affect self and others (e.g., smoking, lack of physical activity, nutrition, personal hygiene, abstinence, personal safety);

Understand the influences of media and peer pressure on health.

Recognize when to ask for help in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being;

Identify behaviors that promote healthy relationships (e.g., sharing, supporting, caring, listening).

Identify media messages that may be misleading;

Express information and opinions about health issues:

Explain the role(s) of safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult).

Demonstrate non-violent strategies to resolve conflicts:

Identify/describe/understand the relationships between personal health behaviors and individual well-being:

Set a personal health goal and track progress toward achievement:

Demonstrate conflict mediation and conflict resolution skills.

Demonstrate refusal skills in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Demonstrate ways to improve or maintain personal health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., eat fruits and vegetables, exercise, don't smoke, abstinence);

Recognize common physical health issues of children in same age group (e.g., intentional and unintentional injury, personal hygiene);

Explain how the media influences the selection of health information, products and services:

Describe ways technology can influence personal health:

Role play conflict resolution skills; and

Identify characteristics of valid health information and health promoting products and services:

Demonstrate ways to avoid and reduce threatening situations:

Demonstrate refusal skills and explain why they are important to enhance health:

Identify location of first aid kit/station.

Identify safe adults (e.g., parent, teacher, doctor, dentist, nurse, counselor, appropriate adult);

Identify how to determine if media messages are true; and

Describe how the media and culture portray gender roles (e.g., pink=girls, blue=boys, short hair vs. long hair, different toys).

Understand the benefits of following the directions of health care providers;

Demonstrate conflict resolution skills.

Understand the consequences of risky behaviors in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Demonstrate feelings associated with different situations (e.g., conflict - frustration/satisfaction; birthday - happy/excited);

Demonstrate strategies to improve or maintain personal health:

Develop injury prevention and management strategies for personal health:

Recognize how stress and emotions affect the body systems;

Compare behaviors that are safe to those that are risky or harmful:

Describe characteristics needed to be a responsible friend and family member:

Describe different types of family units and their relationship to health (e.g., single, grandparent, same sex parents).

Recognize compassionate behavior and its relationship to diversity (e.g., bullying, disabilities, other special needs);

Identify health-promoting products and services (e.g., food choices, community services, physical activity);

Identify where to seek valid health information; and

Describe qualities of different cultures in the school and community, and how they contribute to health, safety and personal choices in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

Identify the body's reaction to stressful situations (e.g., fight or flight, increased heart rate); and

Describe how to help others make healthy choices.

Understand the effects of lifestyle choices on body systems (e.g., alcohol, tobacco, other drugs, second-hand smoke, food, physical activity, abstinence);

Describe health messages that families give in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being (e.g., what types of snacks you eat at home, stranger danger, family activities);

Students will demonstrate the ability to use interpersonal communication skills to enhance health. Students will:

Identify examples of mental, emotional, social and physical health during childhood:

Recognize how peer pressure can lead to dangerous or risky situations; and

Demonstrate how to respond appropriately to other people's needs, wants and feelings.

Demonstrate the ability to apply a decision-making process to health issues and problems:

Identify responsible health behaviors:

Analyze health information that may be confusing or contradictory (e.g., from media, peers, siblings).

Identify the relationship between physical activity and nutrition as related to healthy development; and

Explain the importance of assuming personal responsibility for health behaviors.

Understand positive health choices and activities that promote health and help prevent diseases; and

Describe different types of families and how the structure influences health in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being. (e.g., vegetarian vs. non-vegetarian, working parents and time for family activities and proper nutrition, smoking parents and second-hand smoke); and

Describe a variety of methods to convey accurate health information and ideas:

Identify the goals of media (e.g., sell, entertain); and

Demonstrate the ability to appropriately use "I" statements in communication.

Explain when to ask for assistance in making health-related decisions and setting health goals:

Students will demonstrate the ability to advocate for personal, family, peer and community health. Students will:

Utilize correct terminology for the human body; and

Identify safe and unsafe products in the home and community (e.g., bleach vs. milk, used needles);

Demonstrate the ability to locate resources from home, school and community that provide valid health information:

List and understand safety rules for different situations (e.g., playground safety, bus safety, classroom rules); and

Recognize common social health issues of children in same age group (e.g., peer pressure, relationships);

Students will demonstrate the ability to access valid health information and health promoting products and services. Students will:

Identify and track progress of a personal health goal in one of the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Explain how information from school and family influences health:

Predict outcomes of positive health decisions:

Recognize common emotional health issues of children in same age group (e.g., effects of bullying, when family member is sick, sadness, domestic violence); and

Demonstrate conflict mediation and conflict resolution skills.

Recognize and describe different feelings and the verbal and non-verbal forms of communication associated with them.

Identify community agencies/resources that advocate for healthy individuals, families, peers and communities:

Identify respectful and caring acts of self and others; and

Demonstrate universal precautions in handling unsafe/contaminated products and materials (e.g., blood-borne pathogens);

Describe how cultures within the local community influence personal health behaviors:

Explain how media influences thoughts, feelings and health behaviors:

Demonstrate when it is appropriate to interrupt for health needs; and

Identify and understand the differences between safe and unsafe situations (e.g., bullying, good touch/bad touch, alcohol, tobacco, other drugs, food contamination);

Recognize common environmental health issues that affect children in same age group (e.g., second-hand smoke, litter, noise).

List the steps associated with refusal skills and their relationship to the decision-making process.

Describe information and opinions about health issues in the areas related to sexuality; nutrition; alcohol, tobacco and other drug use; physical activity; personal safety; mental, social and emotional well-being.

Demonstrate ability to use emergency phone numbers (e.g., 911, poison control);

List places, resources and people in the school and community you can go to for health information (e.g., school nurse, doctor's office, books).