Healthy habits at home and school
Students start the year learning what keeps a body and mind well. They look at sleep, food, handwashing, and exercise, and notice which daily habits help them feel their best.
What does a student learn in
These are the years health class shifts from simple rules like washing hands to thinking through real choices. Students learn how friends, family, and media shape what they eat, watch, and do. They practice walking through a decision step by step instead of just reacting, and they learn where to find trustworthy answers when something feels off. By spring, students can set a small health goal, like drinking more water or getting to bed earlier, and explain how they plan to stick with it.
- Healthy habits
- Decision making
- Goal setting
- Trusted sources
- Peer and media influence
- Speaking 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
Spotting what shapes our choices
Students think about what nudges them toward certain choices, from friends and family to ads and screens. They start to notice when an outside message is pushing a habit that may not be good for them.
- 3
Finding trustworthy help
Students learn who and what to turn to when they have a health question. They practice picking a reliable adult, website, or service instead of guessing or believing the first thing they see.
- 4
Talking it out with others
Students work on how they speak and listen during everyday moments, including disagreements. They practice saying no, asking for help, and being kind when a friend or classmate is struggling.
- 5
Making decisions and setting goals
Students walk through simple steps for making a choice and sticking with a goal. They pick something they want to improve, like drinking more water or being kinder, and track how it goes.
- 6
Speaking up for healthy lives
Students put it all together by sharing what they have learned with family, classmates, or the school. They practice standing up for healthy choices and helping others feel safe and included.
Mastery Learning Standards
The required skills a student should display by the end of Grade 4.
Health Education
Health Education
- Grades 3-5
Use functional knowledge of health concepts to support health and well-being of…
Students take basic health facts they've learned, like how sleep or handwashing affects the body, and use them to make better 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, family, ads, and habits, and think about whether those influences push them toward healthier or less healthy decisions.
- Grades 3-5
Access valid and reliable resources to support health and well-being of self…
Students learn to find trustworthy sources of health information, like a school nurse, a doctor, or a reliable website. They practice choosing sources they can count on when they have a question about staying healthy.
- Grades 3-5
Use interpersonal communication skills to support health and well-being of self…
Students practice how to speak up, ask for help, and listen well in situations that affect their health or someone else's. That means knowing what to say when a friend is hurt, upset, or needs support.
- 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 are good for themselves and the people around them.
- Grades 3-5
Use a goal-setting process to support health and well-being of self and others
Students pick a health goal (like drinking more water or getting to bed earlier) and map out the steps to reach it. They practice thinking ahead about what might get in the way and how to stay on track.
- Grades 3-5
Demonstrate practices and behaviors to support health and well-being of self…
Students practice real habits that protect their own health and the health of people around them, like washing hands, getting enough sleep, or speaking up when something feels unsafe.
- Grades 3-5
Advocate to promote health and well-being of self and others
Students speak up for healthy choices, for themselves and the people around them. That might mean encouraging a friend to drink water instead of soda, or asking an 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 take basic health facts they've learned, like how sleep or handwashing affects the body, and use them to make better choices for themselves and the people around them. | MD-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 habits, and think about whether those influences push them toward healthier or less healthy decisions. | MD-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 of health information, like a school nurse, a doctor, or a reliable website. They practice choosing sources they can count on when they have a question about staying healthy. | MD-HE.3.3-5 |
| Use interpersonal communication skills to support health and well-being of self… Grades 3-5 | Students practice how to speak up, ask for help, and listen well in situations that affect their health or someone else's. That means knowing what to say when a friend is hurt, upset, or needs support. | MD-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 are good for themselves and the people around them. | MD-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 drinking more water or getting to bed earlier) and map out the steps to reach it. They practice thinking ahead about what might get in the way and how to stay on track. | MD-HE.6.3-5 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades 3-5 | Students practice real habits that protect their own health and the health of people around them, like washing hands, getting enough sleep, or speaking up when something feels unsafe. | MD-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 the people around them. That might mean encouraging a friend to drink water instead of soda, or asking an adult for help when something feels unsafe. | MD-HE.8.3-5 |
Common Questions
What does health class actually cover at this age?
Students learn the basics of taking care of their bodies and minds: food, sleep, exercise, hygiene, feelings, friendships, and safety. They also start learning how to ask for help, make good choices, and tell when information is trustworthy.
How can families support health learning at home?
Talk through small daily choices out loud: why a snack, why a bedtime, why a helmet. Let students help plan a meal or a walk. Five minutes of real conversation at dinner builds more health sense than a worksheet.
What does mastery look like by the end of fifth grade?
Students can explain basic health habits, name a few trusted adults or sources for health questions, walk through a simple decision step by step, and set a small goal and track it. They can also speak up kindly when something feels unsafe or unfair.
How should the eight skills be sequenced across the year?
Build content knowledge first in each unit, then layer in the skill of the week: analyzing influences, finding good sources, communicating, deciding, goal-setting, practicing, and advocating. Revisit each skill in multiple topics rather than teaching it once and moving on.
Which topics usually need the most reteaching?
Spotting unreliable health information online, refusal and assertive communication, and breaking a goal into small steps tend to need repeated practice. Students often need several rounds before they can do these without a prompt.
What if my child asks a hard question about bodies, drugs, or feelings?
Answer plainly, in age-appropriate words, and keep the door open for more questions later. It is fine to say students will cover this in class, then follow up after. Honest, calm answers build trust faster than perfect ones.
How can health skills be assessed without a big test?
Use short performance tasks: a role-play of a refusal, a one-page plan for a personal goal, a quick check of two websites for trustworthy information. Look for the skill in action, not just a definition on a quiz.
How do I know my child is ready for middle school health?
Look for a student who can name healthy habits, knows which adults to go to with a problem, can talk through a choice instead of just reacting, and can set a small goal like drinking more water for a week and stick with it.