Healthy habits at home and school
Students learn the daily basics that keep bodies and minds working well, like sleep, food, movement, handwashing, and dental care. Expect kids to start naming what helps them feel their best.
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 move, and how they treat their bodies. They practice talking through a problem with a friend, finding a trusted adult or website when they need real answers, and setting a small goal they can actually track. By spring, students can walk through a simple decision, like what to do when a friend is left out, and explain why they picked that choice.
- Healthy habits
- Making decisions
- Setting goals
- Trusted sources
- Friendship skills
- Influences on 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
What shapes our choices
Students look at how family, friends, ads, and screen time pull on the choices they make about food, activity, and feelings. They start to notice when something is trying to sell them an idea.
- 3
Finding trustworthy help
Students practice where to turn when something feels off, from a parent or school nurse to a doctor or trusted website. They learn that not every source online is a good one.
- 4
Talking it out and getting along
Students work on listening, speaking up calmly, saying no, and solving small conflicts with classmates and family. Parents may hear more I statements and clearer requests at home.
- 5
Making decisions and setting goals
Students walk through simple steps for thinking before acting and for setting a goal they can actually reach, like drinking more water or reading before bed. They check their own progress along the way.
- 6
Speaking up for health
Students put it all together by sharing healthy ideas with classmates, family, or the wider school. This might look like a poster, a short talk, or a kind reminder to a friend.
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 learn practical health facts, like how sleep, food, and exercise affect the body, and practice using that knowledge 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 social media, and think about whether those influences push them toward healthy habits or away from them.
- 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 doctor, a school nurse, or a reliable website, and use what they find to help themselves and the people around them.
- Grades 3-5
Use interpersonal communication skills to support health and well-being of self…
Students practice saying no, asking for help, and listening carefully in situations that affect their health. These skills help them handle peer pressure, talk to trusted adults, and support friends who need help.
- Grades 3-5
Use a decision-making process to support health and well-being of self and…
Students practice a step-by-step method for making choices that affect their own health and the health of people around them, like deciding what to eat, how to handle stress, or how to respond when a friend needs help.
- 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 also think about how their choices can help the people around them.
- 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 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 a water break or encouraging a friend to get more sleep. The focus is on using words and actions to support health for themselves and the people around them.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… Grades 3-5 | Students learn practical health facts, like how sleep, food, and exercise affect the body, and practice using that knowledge to make better choices for themselves and the people around them. | MA-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 social media, and think about whether those influences push them toward healthy habits or away from them. | MA-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 doctor, a school nurse, or a reliable website, and use what they find to help themselves and the people around them. | MA-HE.3.3-5 |
| Use interpersonal communication skills to support health and well-being of self… Grades 3-5 | Students practice saying no, asking for help, and listening carefully in situations that affect their health. These skills help them handle peer pressure, talk to trusted adults, and support friends who need help. | MA-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 method for making choices that affect their own health and the health of people around them, like deciding what to eat, how to handle stress, or how to respond when a friend needs help. | MA-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 also think about how their choices can help the people around them. | MA-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 someone needs help. | MA-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 a water break or encouraging a friend to get more sleep. The focus is on using words and actions to support health for themselves and the people around them. | MA-HE.8.3-5 |
Common Questions
What does health class actually cover in these grades?
Students learn habits that keep their bodies and minds well, like sleep, food, exercise, hygiene, and feelings. They also practice skills like making good choices, setting small goals, asking for help, and speaking up for themselves and friends.
How can families support healthy habits at home?
Pick one habit at a time and make it part of the daily routine. A regular bedtime, water with meals, a short walk after school, or a few minutes of quiet before homework all count. Talking about why the habit helps matters as much as doing it.
How should the year be sequenced across these eight skill areas?
Start with core health content in the fall so students share a common vocabulary. Layer in influences, resources, and communication by winter. Spend spring on decision-making, goal-setting, and advocacy projects that pull the earlier content together.
What does mastery look like by the end of fifth grade?
Students can explain a healthy habit, name something that influences their choices, find a trustworthy adult or source for help, and set a small goal with steps. They can also speak up kindly when a friend needs support.
What if a question at home feels too grown-up to answer?
Give a short, honest answer at the level of the question and offer to talk more later. Children this age mostly want to know they can ask. The school nurse or counselor is also a good resource for tricky topics.
Which skills usually need the most reteaching?
Decision-making and goal-setting take the longest because students want to jump to the answer. Build in time for naming options, weighing them, and breaking goals into small steps. Short, repeated practice across the year works better than one long unit.
How can students practice spotting influences on their choices?
At home, watch a few ads together and ask what the ad wants people to buy or believe. In class, sort examples of influence by source: family, friends, screens, school. Naming the source is the first step to thinking past it.
How do I know a student is ready for middle school health?
Ready students can describe a few healthy habits in their own words, find help when they need it, and use a simple goal or decision process without prompting. They also listen to peers and disagree without putting someone down.