La. Admin. Code tit. 28 § LIX-509

Current through Register Vol. 50, No. 3, March 20, 2024

Section LIX-509 - Grade 3 Grade-Level Expectations

A. Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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

a. 1-E-1.1-define physical, emotional and social health.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

B. Standard 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

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

a. 2-E-1.1-list different cultural traditions in the community.

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

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

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

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

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

a. 2-E-3.1-define peer pressure.

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

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

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

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

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

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

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

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

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

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

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

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

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

C. Standard 3. Students will demonstrate the ability to access valid information and products and services to enhance health.

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

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

b. 3-E-1.2-identify health websites.

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

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

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

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

D. Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

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

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

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

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

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

b. 4-E-2.2-create a list of risky health behaviors.

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

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

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

a. 4-E-3.1-discuss different kinds of conflict.

b. 4-E-3.2-list violent and non-violent responses to conflict.

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

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

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

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

E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

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

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

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

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

F. Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

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

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

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

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

G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

1. Benchmark 7-E-1-examine personal health behaviors.

a. 7-E-1.1-list actions or habits that are healthy.

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

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

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

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

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

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

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

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

H. Standard 8. Students will demonstrate the ability to advocate for personal, family, and community health.

1. Benchmark 8-E-1-encourage others to make positive health choices.

a. 8-E-2.1-demonstrate being a role-model who practices healthy behaviors.

b. 8-E-2.2-explain the importance of practicing positive health behaviors with your peers.

La. Admin. Code tit. 28, § LIX-509

Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 37:2105 (July 2011).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.