Grade 3 Health South Carolina standards Standards

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

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

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

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

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

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

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

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

Identify the basic parts of the respiratory system (e.g., lungs, bronchioles, diaphragm).

Discuss ways that alcohol, tobacco, and other drugs (ATOD) can harm an individual's physical, mental, and social health.

Define over-the-counter (OTC) and prescription drugs.

Explain the difference between the use, misuse, and abuse of drugs.

Define the term refusal skills.

Explain how family, peers, and the media can influence an individual's ATOD use.

Explain to family members and peers the harmful effects of ATOD use.

Identify physical signs of growth and change that occur during childhood.

Identify the four stages of the life cycle (e.g., infancy, childhood, adolescence, adulthood).

Identify major parts of the muscular system (e.g., heart, biceps, triceps, quadriceps).

Identify the major parts of the digestive system (e.g., esophagus, intestine, mouth, stomach).

Demonstrate behaviors that promote healthy growth and development.

Identify ways to prevent poisoning.

Describe the characteristics of violent and unsafe behaviors.

Examine media messages that are related to violence and risk behaviors.

Explain how peers can influence the way an individual handles conflict.

Identify school and community resources as well as services that contribute to a safe and healthy environment.

Demonstrate nonviolent strategies to manage or resolve conflicts.

Define consent (e.g., by sharing a personal object; by engaging in personal contact such as a hug or a handshake).

Identify steps to take when making a decision about a safety issue.

Develop plans for dealing with emergencies that could result in injuries in the home, school, or community.

Explain safety rules at home, school and the community (e.g., identify dangers associated with hot objects; identify locations and function of working smoke alarms; plan an escape route for family members in case of fire; never open the door to a stranger while at home; never touch an unknown substance; follow directions of a safe adult during a storm; dial 911 for assistance in an emergency).

Identify safety rules at school and the community (e.g., do not fight on the school bus; tell a safe adult if a peer brings a gun or weapon to school or when someone is being bullied; do not throw rocks on the playground; never tell a stranger on the Internet a personal detail like a school name or home address).

Describe safety rules in various environmental situations (avoid listening to loud music when walking down the street; tell a safe adult if a person tries to hurt someone, hurt you, makes you feel unsafe, or threatens you; do not approach an unknown animal; learn to swim).

Demonstrate appropriate responses to emergency situations, including basic first aid.

Define cyberbullying.

Describe ways to deal with bullying, cyberbullying, and violence.

Identify examples of mental, emotional, social, and physical health.

Define the term peer pressure.

Identify healthy ways to communicate (e.g., verbal, nonverbal, written).

Explain grief and discuss ways to deal with loss.

Identify sources that both positively and negatively influence an individual's mental, emotional, and social health behaviors.

Identify ways that the media influences an individual's self-concept and health behaviors.

Identify appropriate verbal and nonverbal communication to enhance healthy behaviors.

Practice ways to ask for assistance in harmful situations or relationships.

Identify appropriate electronic communication to enhance health.

Demonstrate behaviors that promote healthy relationships with families and peers.

Demonstrate coping strategies for dealing with changes within the family.

Explain to family members and peers the characteristics of an active bystander.

Define the six essential nutrients and calories.

Use the current federal Dietary Guidelines for Americans to identify the number of servings from each food group that children need daily.

Categorize food choices by food group.

Identify ways to handle and store foods safely.

Explain ways to be physically active daily and limit screen time.

Explain health-related fitness and skill-related fitness.

Identify the various strategies used by the media to influence food choices and physical activity.

Identify places to access accurate information on healthy eating and physical activity.

Describe the nutrition information that is found on food labels.

Identify recommended serving size from each food group that children need daily.

Create a goal to eat a healthy breakfast daily.

Develop a goal to choose healthy foods and beverages, reduce screen time, and be physically active.

Explain to others why healthy eating and physical activity are important.

Define the term wellness.

Examine types of chronic and communicable diseases.

Discuss wellness practices that keep the body healthy.

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

Discuss ways that media messages influence personal health.

Discuss ways that the environment influences personal and community health.

Use technology to find reliable health information.

Demonstrate the ability to apply a decision-making process regarding a personal or community health issue.

Set a goal to brush teeth for at least two minutes before school and before bedtime.

Demonstrate ways to keep the eyes, ears, hair, teeth, and body healthy.

Discuss ways to help others be healthy.

Describe ways to promote personal, school, community, and environmental health.