Common Planner
K–12 Standards

Grade 3

Other Louisiana Health Education sets

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

  • 1-E-1.

    Explain relationships among physical, emotional and social health.1-E-1

    1. 1.

      Define physical, emotional and social health.1-E-1.1

    2. 2.

      Describe the influence of the components of health on each other.1-E-1.2

  • 1-E-2.

    Discuss the relationship between healthy behaviors and personal health.1-E-2

    1. 1.

      Identify personal health behaviors (e.g., good nutrition, brushing teeth, washing hands, exercise).1-E-2.1

    2. 2.

      Explain how personal health behaviors affect individual well being.1-E-2.2

    3. 3.

      Identify serving sizes and their relationship to healthy eating.1-E-2.3

    4. 4.

      Describe the connection between food consumption and energy expenditure.1-E-2.4

  • 1-E-3.

    Describe ways to prevent common childhood injuries and health problems.1-E-3

    1. 1.

      List ways to prevent injuries at home, school, and in the community.1-E-3.1

    2. 2.

      Identify methods of personal hygiene to prevent common health problems (e.g., washing hands, covering mouth when coughing).1-E-3.2

  • 1-E-4.

    Describe ways in which a safe and healthy school and community environment can promote personal health.1-E-4

    1. 1.

      Identify safe pedestrian behaviors and how they promote health.1-E-4.1

    2. 2.

      List school safety rules (e.g., playground, halls, lunch room, etc.) and how they promote health.1-E-4.2

    3. 3.

      Describe public transportation safety rules (e.g., seatbelts, child car seats, road signs and how they promote health).1-E-4.3

  • 1-E-5.

    Identify when it is important to seek health care.1-E-5

    1. 1.

      Recognize when and how to seek help from a trusted adult.1-E-5.1

    2. 2.

      Demonstrate the ability to access important phone numbers to get help in emergencies.1-E-5.2

    3. 3.

      Illustrate through role play the ability to seek help when sick or hurt.1-E-5.3

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

  • 2-E-1.

    Identify the influence of culture on health practices and behaviors.2-E-1

    1. 1.

      List different cultural traditions in the community.2-E-1.1

    2. 2.

      Identify cultural influences on nutrition and physical activity.2-E-1.2

  • 2-E-2.

    Describe how the family influences personal health practices and behaviors.2-E-2

    1. 1.

      Identify healthy and unhealthy practices and behaviors in families (e.g., tobacco use, alcohol use, overeating).2-E-2.1

    2. 2.

      Discuss the ability to make healthy choices based on personal preferences.2-E-2.2

  • 2-E-3.

    Identify how peers can influence healthy and unhealthy behaviors.2-E-3

    1. 1.

      Define peer pressure.2-E-3.1

    2. 2.

      Describe how peers can influence one's health choices (e.g., food, tobacco, alcohol, drugs).2-E-3.2

  • 2-E-4.

    Describe how the school and community can support personal health practices and behaviors.2-E-4

    1. 1.

      Identify school and community support staff (e.g., school nurse, counselor, social worker, nutritionist).2-E-4.1

    2. 2.

      Explain the role of school and community support staff.2-E-4.2

    3. 3.

      Identify health care facilities in the community and their functions.2-E-4.3

  • 2-E-5.

    Explain how media influence thoughts, feeling, and health behaviors.2-E-5

    1. 1.

      List different media types (e.g., TV, newspaper, billboards).2-E-5.1

    2. 2.

      Discuss how and why media attempt to influence personal thoughts, feelings, and health choices.2-E-5.2

    3. 3.

      Identify strategies to make positive health choices despite the influence of media.2-E-5.3

  • 2-E-6.

    Discuss ways that technology can influence personal health.2-E-6

    1. 1.

      Identify different types of technology (e.g., TV, computer, video games).2-E-6.1

    2. 2.

      Discuss how these technology sources positively and negatively impact personal health.2-E-6.2

    3. 3.

      List ways to make positive health choices when using technology.2-E-6.3

Students will demonstrate the ability to access valid information, products and services to enhance health.

  • 3-E-1.

    Identify characteristics of valid health information, products, and services.3-E-1

    1. 1.

      Recognize what makes something valid and invalid as it relates to health.3-E-1.1

    2. 2.

      Identify health websites.3-E-1.2

  • 3-E-2.

    Locate resources from home, school, and community that provide valid health information.3-E-2

    1. 1.

      Examine sources of valid health information from the home, such as parents.3-E-2.1

    2. 2.

      Examine health information that can be obtained from school personnel (e.g., school nurse, teacher).3-E-2.2

    3. 3.

      Research sources of valid health information from the community (e.g., library, family health care provider).3-E-2.3

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

  • 4-E-1.

    Compare effective verbal and non-verbal communication skills to enhance health.4-E-1

    1. 1.

      Identify verbal and non-verbal communication skills that enhance health.4-E-1.1

    2. 2.

      Demonstrate how verbal and non-verbal communication skills are used to enhance health.4-E-1.2

  • 4-E-2.

    Demonstrate refusal skills to avoid or reduce health risks.4-E-2

    1. 1.

      Identify examples of dangerous or risky behaviors that might lead to injuries.4-E-2.1

    2. 2.

      Create a list of risky health behaviors.4-E-2.2

    3. 3.

      Identify ways to say "no" to risky health behaviors.4-E-2.3

    4. 4.

      Apply refusal skills to given situations through activities such as role play.4-E-2.4

  • 4-E-3.

    Adopt non-violent strategies to manage or resolve conflict.4-E-3

    1. 1.

      Discuss different kinds of conflict.4-E-3.1

    2. 2.

      List violent and non-violent responses to conflict.4-E-3.2

    3. 3.

      Explain benefits of using non-violence to resolve conflicts.4-E-3.3

  • 4-E-4.

    Demonstrate how to ask for assistance to enhance personal health.4-E-4

    1. 1.

      List ways to ask for help in uncomfortable situations.4-E-4.1

    2. 2.

      Identify adults in the school and community who can provide personal health guidance.4-E-4.2

Students will demonstrate the ability to use decision-making skills to enhance health.

  • 5-E-1.

    Illustrate the outcomes of a health-related decision.5-E-1

    1. 1.

      Identify health-related situations that require a thoughtful decision.5-E-1.1

    2. 2.

      Recognize when assistance is needed when making health-related decisions.5-E-1.2

    3. 3.

      List options in dealing with health-related issues or problems.5-E-1.3

Students will demonstrate the ability to use goal setting skills to enhance health.

  • 6-E-1.

    Establish personal health goals and track progress towards achievement.6-E-1

    1. 1.

      Create a personal goal to improve a personal health practice (e.g., exercise daily, eat fruits/veggies daily).6-E-1.1

    2. 2.

      Examine the steps completed in reaching a personal health goal (journal listing of steps over time).6-E-1.2

    3. 3.

      Report to the class a personal health goal and progress toward achieving that goal.6-E-1.3

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

  • 7-E-1.

    Examine personal health behaviors.7-E-1

    1. 1.

      List actions or habits that are healthy.7-E-1.1

    2. 2.

      List actions or habits that are harmful or unhealthy.7-E-1.2

    3. 3.

      Demonstrate ways to avoid engaging in risky behaviors associated with childhood injuries and health problems.7-E-1.3

  • 7-E-2.

    Demonstrate a variety of healthy practices and behaviors to maintain or improve personal health.7-E-2

    1. 1.

      Describe how a healthy behavior can be maintained.7-E-2.1

  • 7-E-3.

    Demonstrate a variety of behaviors that avoid or reduce health risks.7-E-3

    1. 1.

      Describe how an unhealthy behavior could be avoided or eliminated.7-E-3.1

    2. 2.

      Practice and log the selection of healthful foods and being physically active.7-E-3.2

    3. 3.

      Demonstrate how to prepare a meal or snack using sanitary food preparation.7-E-3.3

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

  • 8-E-1.

    Encourage others to make positive health choices.8-E-1

    1. 1.

      Demonstrate being a role-model who practices healthy behaviors.8-E-1.1

    2. 2.

      Explain the importance of practicing positive health behaviors with your peers.8-E-1.2

Frequently asked questions

What grade levels do these standards cover?
Grade 3
When were these standards adopted?
2011
Where can I read the official document?
Louisiana Health Education Grade-Level Expectations

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