Common Planner
K–12 Standards

Grade 3

Other South Carolina Health and Safety Education sets

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

  • 1.

    Identify the basic parts of the respiratory system (e.g., lungs, bronchioles, diaphragm).D-3.1.1

  • 2.

    Discuss ways that alcohol, tobacco, and other drugs (ATOD) can harm an individual's physical, mental, and social health.D-3.1.2

  • 3.

    Define over-the-counter (OTC) and prescription drugs.D-3.1.3

  • 4.

    Explain the difference between the use, misuse, and abuse of drugs.D-3.1.4

  • 5.

    Define the term refusal skills.D-3.1.5

  • 1.

    Identify physical signs of growth and change that occur during childhood.G-3.1.1

  • 2.

    Identify the four stages of the life cycle (e.g., infancy, childhood, adolescence, adulthood).G-3.1.2

  • 3.

    Identify major parts of the muscular system (e.g., heart, biceps, triceps, quadriceps).G-3.1.3

  • 4.

    Identify the major parts of the digestive system (e.g., esophagus, intestine, mouth, stomach).G-3.1.4

  • 1.

    Identify ways to prevent poisoning.I-3.1.1

  • 2.

    Describe the characteristics of violent and unsafe behaviors.I-3.1.2

  • 1.

    Identify examples of mental, emotional, social, and physical health.M-3.1.1

  • 2.

    Define the term peer pressure.M-3.1.2

  • 3.

    Identify healthy ways to communicate (e.g., verbal, nonverbal, written).M-3.1.3

  • 4.

    Explain grief and discuss ways to deal with loss.M-3.1.4

  • 1.

    Define the six essential nutrients and calories.N-3.1.1

  • 2.

    Use the current federal Dietary Guidelines for Americans to identify the number of servings from each food group that children need daily.N-3.1.2

  • 3.

    Categorize food choices by food group.N-3.1.3

  • 4.

    Identify ways to handle and store foods safely.N-3.1.4

  • 5.

    Explain ways to be physically active daily and limit screen time.N-3.1.5

  • 6.

    Explain health-related fitness and skill-related fitness.N-3.1.6

  • 1.

    Define the term wellness.P-3.1.1

  • 2.

    Examine types of chronic and communicable diseases.P-3.1.2

  • 3.

    Discuss wellness practices that keep the body healthy.P-3.1.3

  • 4.

    Describe ways in which a safe and healthy school and community environment can promote personal health.P-3.1.4

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

  • 1.

    Explain how family, peers, and the media can influence an individual's ATOD use.D-3.2.1

  • 1.

    Examine media messages that are related to violence and risk behaviors.I-3.2.1

  • 2.

    Explain how peers can influence the way an individual handles conflict.I-3.2.2

  • 1.

    Identify sources that both positively and negatively influence an individual's mental, emotional, and social health behaviors.M-3.2.1

  • 2.

    Identify ways that the media influences an individual's self-concept and health behaviors.M-3.2.2

  • 1.

    Identify the various strategies used by the media to influence food choices and physical activity.N-3.2.1

  • 1.

    Discuss ways that media messages influence personal health.P-3.2.1

  • 2.

    Discuss ways that the environment influences personal and community health.P-3.2.2

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

  • 1.

    Identify school and community resources as well as services that contribute to a safe and healthy environment.I-3.3.1

  • 1.

    Identify places to access accurate information on healthy eating and physical activity.N-3.3.1

  • 2.

    Describe the nutrition information that is found on food labels.N-3.3.2

  • 1.

    Use technology to find reliable health information.P-3.3.1

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

  • 1.

    Demonstrate nonviolent strategies to manage or resolve conflicts.I-3.4.1

  • 2.

    Define consent (e.g., by sharing a personal object; by engaging in personal contact such as a hug or a handshake).I-3.4.2

  • 1.

    Identify appropriate verbal and nonverbal communication to enhance healthy behaviors.M-3.4.1

  • 2.

    Practice ways to ask for assistance in harmful situations or relationships.M-3.4.2

  • 3.

    Identify appropriate electronic communication to enhance health.M-3.4.3

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

  • 1.

    Identify steps to take when making a decision about a safety issue.I-3.5.1

  • 1.

    Identify recommended serving size from each food group that children need daily.N-3.5.1

  • 1.

    Demonstrate the ability to apply a decision-making process regarding a personal or community health issue.P-3.5.1

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

  • 1.

    Develop plans for dealing with emergencies that could result in injuries in the home, school, or community.I-3.6.1

  • 1.

    Create a goal to eat a healthy breakfast daily.N-3.6.1

  • 2.

    Develop a goal to choose healthy foods and beverages, reduce screen time, and be physically active.N-3.6.2

  • 1.

    Set a goal to brush teeth for at least two minutes before school and before bedtime.P-3.6.1

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

  • 1.

    Demonstrate behaviors that promote healthy growth and development.G-3.7.1

  • 1.

    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).I-3.7.1

  • 2.

    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).I-3.7.2

  • 3.

    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).I-3.7.3

  • 4.

    Demonstrate appropriate responses to emergency situations, including basic first aid.I-3.7.4

  • 5.

    Define cyberbullying.I-3.7.5

  • 6.

    Describe ways to deal with bullying, cyberbullying, and violence.I-3.7.6

  • 1.

    Demonstrate behaviors that promote healthy relationships with families and peers.M-3.7.1

  • 2.

    Demonstrate coping strategies for dealing with changes within the family.M-3.7.2

  • 1.

    Demonstrate ways to keep the eyes, ears, hair, teeth, and body healthy.P-3.7.1

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

  • 1.

    Explain to family members and peers the harmful effects of ATOD use.D-3.8.1

  • 1.

    Explain to family members and peers the characteristics of an active bystander.M-3.8.1

  • 1.

    Explain to others why healthy eating and physical activity are important.N-3.8.1

  • 1.

    Discuss ways to help others be healthy.P-3.8.1

  • 2.

    Describe ways to promote personal, school, community, and environmental health.P-3.8.2

Frequently asked questions

What grade levels do these standards cover?
Grade 3
When were these standards adopted?
2017

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