What does health class look like in grades 3 to 5?

Students learn how the body works, how feelings affect choices, and how to take care of themselves and the people around them. They practice things like washing hands, eating a mix of foods, getting enough sleep, and asking for help when something feels off.

How can families support healthy habits at home?

Talk about everyday choices out loud. When packing lunch, picking a bedtime, or putting on a bike helmet, explain why. Five minutes of real conversation about a real choice does more than a lecture.

What should students be able to do by the end of fifth grade?

Students should name basic health habits, walk through a simple decision before acting, set a small goal and stick with it for a week or two, and find a trusted adult or reliable source when they have a question.

How should the year be sequenced across the eight standards?

Start with the knowledge standard so students share a common vocabulary. Layer in influences and decision-making in the middle of the year, then move to goal-setting, communication, and advocacy once students have something concrete to practice with.

Which skills usually need the most reteaching?

Decision-making and goal-setting take the most practice. Students can list the steps but skip them under pressure. Short, repeated role-plays with realistic situations work better than one long unit.

What if a child asks a hard question about bodies, feelings, or safety?

Answer plainly and briefly. Use the real word for the body part or feeling, say what is true, and ask what made them wonder. Short, honest answers build trust and keep the door open for the next question.

How is advocacy taught at this age?

Advocacy starts small. Students might write a note to the cafeteria about a food they liked, remind a friend to wear a seatbelt, or make a poster about handwashing. The point is speaking up for a healthy choice, not running a campaign.

How do I know if a child is ready for middle school health?

Students are ready when they can describe a healthy habit, explain why it matters, and walk through what they would do in a tricky situation without an adult prompting each step. Comfort asking questions about their own body and feelings is a good sign too.

What does a student learn in ?

These are the years health class shifts from simple rules like washing hands to thinking about choices. Students learn how friends, family, and ads can sway what they eat, watch, and do. They practice speaking up, asking a trusted adult for help, and walking through a decision before making it. By spring, students can set a small health goal, name who influenced a choice, and explain the steps they took to reach it.

Healthy choices
Peer and media influence
Decision making
Goal setting
Asking trusted adults
Speaking up for yourself

Source: Vermont Common Core State Standards

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
Healthy habits and the body
Students learn what keeps a growing body well. They practice daily habits like sleep, handwashing, brushing teeth, eating a mix of foods, and moving their bodies every day.
2
Feelings and friendships
Students put words to big feelings and practice working through them. They learn how to be a good friend, ask for help, and handle disagreements without making things worse.
3
What shapes our choices
Students notice how ads, screens, friends, and family shape what they eat, buy, and do. They start telling the difference between a trustworthy source and one that is trying to sell them something.
4
Making smart decisions
Students walk through real choices step by step. They weigh options around food, safety, screens, and getting along with others, and they set small goals like drinking more water or going to bed earlier.
5
Safety and staying well
Students learn how to keep themselves and others safe at home, at school, online, and outside. They practice what to do in an emergency and how to avoid harmful substances.
6
Speaking up for health
Students learn to stand up for healthy choices and kind treatment. They practice encouraging a friend, telling an adult when something is wrong, and sharing what they know with classmates and family.

Mastery Learning Standards

The required skills a student should display by the end of Grade 4.

Health Education

Use functional knowledge of health concepts to support health and well-being of…

VT-HE.1.3-5

Grades 3-5

Students use what they know about staying healthy to make real decisions, like choosing how much sleep to get or how to help a friend who feels sick.
Analyze influences that affect health and well-being of self and others

VT-HE.2.3-5

Grades 3-5

Students look at what shapes their health choices, like friends, family, ads, and their own feelings, and think about how those same forces affect the people around them.
Access valid and reliable resources to support health and well-being of self…

VT-HE.3.3-5

Grades 3-5

Students practice finding trustworthy sources of health information, like a school nurse, a doctor, or a reliable website. They learn to tell the difference between helpful information and information that can't be trusted.
Use interpersonal communication skills to support health and well-being of self…

VT-HE.4.3-5

Grades 3-5

Students practice skills like asking for help, saying no to pressure, and listening to a friend who is upset. The goal is learning to handle everyday situations in ways that keep them and the people around them healthier and safer.
Use a decision-making process to support health and well-being of self and…

VT-HE.5.3-5

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 making decisions that protect their own well-being and the people around them.
Use a goal-setting process to support health and well-being of self and others

VT-HE.6.3-5

Grades 3-5

Students pick a health goal, like eating more vegetables or getting more sleep, and map out steps to reach it. They also think about how those steps can help a friend or classmate, not just themselves.
Demonstrate practices and behaviors to support health and well-being of self…

VT-HE.7.3-5

Grades 3-5

Students practice habits that keep themselves and the people around them healthy, like washing hands, getting enough sleep, or speaking up when something feels wrong.
Advocate to promote health and well-being of self and others

VT-HE.8.3-5

Grades 3-5

Students practice speaking up for healthy choices, for themselves and the people around them. That might mean making a case for a school water break or explaining to a friend why sleep matters.

Standard	Definition	Code
Use functional knowledge of health concepts to support health and well-being of… Grades 3-5	Students use what they know about staying healthy to make real decisions, like choosing how much sleep to get or how to help a friend who feels sick.	VT-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, family, ads, and their own feelings, and think about how those same forces affect the people around them.	VT-HE.2.3-5
Access valid and reliable resources to support health and well-being of self… Grades 3-5	Students practice finding trustworthy sources of health information, like a school nurse, a doctor, or a reliable website. They learn to tell the difference between helpful information and information that can't be trusted.	VT-HE.3.3-5
Use interpersonal communication skills to support health and well-being of self… Grades 3-5	Students practice skills like asking for help, saying no to pressure, and listening to a friend who is upset. The goal is learning to handle everyday situations in ways that keep them and the people around them healthier and safer.	VT-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 making decisions that protect their own well-being and the people around them.	VT-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 eating more vegetables or getting more sleep, and map out steps to reach it. They also think about how those steps can help a friend or classmate, not just themselves.	VT-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, like washing hands, getting enough sleep, or speaking up when something feels wrong.	VT-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 making a case for a school water break or explaining to a friend why sleep matters.	VT-HE.8.3-5

Health Education

Use functional knowledge of health concepts to support health and well-being of…

VT-HE.1.3-5

Grades 3-5

Students use what they know about staying healthy to make real decisions, like choosing how much sleep to get or how to help a friend who feels sick.
Analyze influences that affect health and well-being of self and others

VT-HE.2.3-5

Grades 3-5

Students look at what shapes their health choices, like friends, family, ads, and their own feelings, and think about how those same forces affect the people around them.
Access valid and reliable resources to support health and well-being of self…

VT-HE.3.3-5

Grades 3-5

Students practice finding trustworthy sources of health information, like a school nurse, a doctor, or a reliable website. They learn to tell the difference between helpful information and information that can't be trusted.
Use interpersonal communication skills to support health and well-being of self…

VT-HE.4.3-5

Grades 3-5

Students practice skills like asking for help, saying no to pressure, and listening to a friend who is upset. The goal is learning to handle everyday situations in ways that keep them and the people around them healthier and safer.
Use a decision-making process to support health and well-being of self and…

VT-HE.5.3-5

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 making decisions that protect their own well-being and the people around them.
Use a goal-setting process to support health and well-being of self and others

VT-HE.6.3-5

Grades 3-5

Students pick a health goal, like eating more vegetables or getting more sleep, and map out steps to reach it. They also think about how those steps can help a friend or classmate, not just themselves.
Demonstrate practices and behaviors to support health and well-being of self…

VT-HE.7.3-5

Grades 3-5

Students practice habits that keep themselves and the people around them healthy, like washing hands, getting enough sleep, or speaking up when something feels wrong.
Advocate to promote health and well-being of self and others

VT-HE.8.3-5

Grades 3-5

Students practice speaking up for healthy choices, for themselves and the people around them. That might mean making a case for a school water break or explaining to a friend why sleep matters.

Standard	Definition	Code
Use functional knowledge of health concepts to support health and well-being of… Grades 3-5	Students use what they know about staying healthy to make real decisions, like choosing how much sleep to get or how to help a friend who feels sick.	VT-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, family, ads, and their own feelings, and think about how those same forces affect the people around them.	VT-HE.2.3-5
Access valid and reliable resources to support health and well-being of self… Grades 3-5	Students practice finding trustworthy sources of health information, like a school nurse, a doctor, or a reliable website. They learn to tell the difference between helpful information and information that can't be trusted.	VT-HE.3.3-5
Use interpersonal communication skills to support health and well-being of self… Grades 3-5	Students practice skills like asking for help, saying no to pressure, and listening to a friend who is upset. The goal is learning to handle everyday situations in ways that keep them and the people around them healthier and safer.	VT-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 making decisions that protect their own well-being and the people around them.	VT-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 eating more vegetables or getting more sleep, and map out steps to reach it. They also think about how those steps can help a friend or classmate, not just themselves.	VT-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, like washing hands, getting enough sleep, or speaking up when something feels wrong.	VT-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 making a case for a school water break or explaining to a friend why sleep matters.	VT-HE.8.3-5

Common Questions

What does health class look like in grades 3 to 5?
Students learn how the body works, how feelings affect choices, and how to take care of themselves and the people around them. They practice things like washing hands, eating a mix of foods, getting enough sleep, and asking for help when something feels off.
How can families support healthy habits at home?
Talk about everyday choices out loud. When packing lunch, picking a bedtime, or putting on a bike helmet, explain why. Five minutes of real conversation about a real choice does more than a lecture.
What should students be able to do by the end of fifth grade?
Students should name basic health habits, walk through a simple decision before acting, set a small goal and stick with it for a week or two, and find a trusted adult or reliable source when they have a question.
How should the year be sequenced across the eight standards?
Start with the knowledge standard so students share a common vocabulary. Layer in influences and decision-making in the middle of the year, then move to goal-setting, communication, and advocacy once students have something concrete to practice with.
Which skills usually need the most reteaching?
Decision-making and goal-setting take the most practice. Students can list the steps but skip them under pressure. Short, repeated role-plays with realistic situations work better than one long unit.
What if a child asks a hard question about bodies, feelings, or safety?
Answer plainly and briefly. Use the real word for the body part or feeling, say what is true, and ask what made them wonder. Short, honest answers build trust and keep the door open for the next question.
How is advocacy taught at this age?
Advocacy starts small. Students might write a note to the cafeteria about a food they liked, remind a friend to wear a seatbelt, or make a poster about handwashing. The point is speaking up for a healthy choice, not running a campaign.
How do I know if a child is ready for middle school health?
Students are ready when they can describe a healthy habit, explain why it matters, and walk through what they would do in a tricky situation without an adult prompting each step. Comfort asking questions about their own body and feelings is a good sign too.