Healthy habits at home and school
Students start the year learning what keeps their bodies and minds in good shape. They look at sleep, food, handwashing, screen time, and exercise, and connect daily choices to how they feel.
What does a student learn in
These are the years health class shifts from following rules to making choices. Students learn how friends, ads, and family habits shape what they eat, how they sleep, and how they handle big feelings. They practice spotting trustworthy information, talking through problems, and setting a small goal they can actually reach. By spring, students can walk through a real decision, like what to do when a friend pressures them, and explain why they chose what they chose.
- Healthy choices
- Peer pressure
- Feelings and emotions
- Trusted sources
- Goal setting
- Standing up for others
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 the choices we make
Students notice the things that nudge their choices, like family, friends, ads, and shows. They start to spot when a message is trying to sell something or push them toward a habit.
- 3
Finding trustworthy health information
Students practice where to go for real answers about their bodies and feelings. They learn to tell a reliable source from a random website and who the safe adults are when something feels off.
- 4
Talking through tough moments
Students work on how to say what they need, listen to a friend, and handle disagreements without making things worse. They practice saying no, asking for help, and being kind online.
- 5
Thinking before deciding
Students walk through how to make a decision step by step. They look at the choice, the options, what could happen next, and who it affects, then check how the choice turned out.
- 6
Setting goals and speaking up
Students close the year by picking a small health goal, tracking their progress, and noticing what helps or gets in the way. They also practice speaking up for healthy choices at home and school.
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've learned about staying healthy and use it to make real decisions, like washing hands, getting enough sleep, or helping a friend who feels sick.
- Grades 3-5
Analyze influences that affect health and well-being of self and others
Students look at what shapes their health choices, like family habits, ads, and friend pressure, and think about how those same forces affect 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 using those sources to get help for themselves or someone else.
- Grades 3-5
Use interpersonal communication skills to support health and well-being of self…
Students practice real conversations: asking for help, saying no to pressure, and listening when a friend is upset. These skills help students stay healthy and support the people around them.
- Grades 3-5
Use a decision-making process to support health and well-being of self and…
Students practice a step-by-step process for making choices about their health, like deciding what to eat or how to handle peer pressure. The goal is to make decisions that protect their own well-being and consider how those choices affect others.
- Grades 3-5
Use a goal-setting process to support health and well-being of self and others
Students pick a health goal, such as drinking more water or getting to bed on time, then map out the steps to reach it. The focus is on making a real plan, not just a wish.
- Grades 3-5
Demonstrate practices and behaviors to support health and well-being of self…
Students practice habits that keep themselves and the people around them healthy. That includes things like washing hands, getting enough sleep, and speaking up when someone needs help.
- Grades 3-5
Advocate to promote health and well-being of self and others
Students practice speaking up for healthy choices, like asking for more recess time or explaining to a friend why washing hands matters. The goal is to use words and actions to support their own health and the health of people around them.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… Grades 3-5 | Students take what they've learned about staying healthy and use it to make real decisions, like washing hands, getting enough sleep, or helping a friend who feels sick. | OH-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 family habits, ads, and friend pressure, and think about how those same forces affect people around them. | OH-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 using those sources to get help for themselves or someone else. | OH-HE.3.3-5 |
| Use interpersonal communication skills to support health and well-being of self… Grades 3-5 | Students practice real conversations: asking for help, saying no to pressure, and listening when a friend is upset. These skills help students stay healthy and support the people around them. | OH-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 process for making choices about their health, like deciding what to eat or how to handle peer pressure. The goal is to make decisions that protect their own well-being and consider how those choices affect others. | OH-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, such as drinking more water or getting to bed on time, then map out the steps to reach it. The focus is on making a real plan, not just a wish. | OH-HE.6.3-5 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades 3-5 | Students practice habits that keep themselves and the people around them healthy. That includes things like washing hands, getting enough sleep, and speaking up when someone needs help. | OH-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, like asking for more recess time or explaining to a friend why washing hands matters. The goal is to use words and actions to support their own health and the health of people around them. | OH-HE.8.3-5 |
Common Questions
What does health class look like in these grades?
Students learn how to take care of their bodies and minds, get along with others, and make safer choices. Topics include food, sleep, exercise, feelings, friendships, and asking trusted adults for help. The work shifts from naming healthy habits to actually practicing them.
How can I help my child build healthy habits at home?
Pick one habit at a time and practice it together for a couple of weeks. Sleep, water, screen breaks, and moving around after school are good starting points. Talking through small choices out loud helps more than lectures.
My child gets big feelings. What should I do?
Name the feeling first, then help them slow down before solving anything. A few deep breaths, a glass of water, or a short walk often resets the moment. Once they are calm, ask what they want to try next time.
How do I sequence health topics across the year?
Start with personal habits like sleep, food, hygiene, and safety, since those skills support everything else. Move into feelings and friendships in the middle of the year, then finish with decision-making and goal-setting tied back to earlier topics. Revisit each strand more than once.
What does mastery look like by the end of fifth grade?
Students can explain why a habit matters, spot influences like ads or peer pressure, and walk through a simple decision out loud. They can also set a small goal, track it for a week or two, and ask a trusted adult for help when something feels off.
How do I teach decision-making without it feeling scripted?
Use short, real situations students actually face: a friend asking them to keep a secret, a snack choice, a tough message online. Walk through the steps the first few times, then let students try one on their own and share what they picked and why.
How do I talk to my child about peer pressure and online stuff?
Ask open questions about what they see and hear, and listen more than you correct. Share what you would do and why, then let them practice saying no or asking an adult. Keep the door open so they come back next time.
Which skills usually need the most reteaching?
Accessing reliable information and analyzing influences tend to lag behind. Students can list healthy habits but struggle to spot when an ad, a video, or a friend is steering them. Short, repeated practice with real examples helps more than a single unit.
How do I know my child is ready for middle school health?
They should be able to describe a few habits that keep them healthy, name an adult they trust for different problems, and talk through a choice without jumping to the first idea. Comfort asking questions matters as much as knowing the answers.