Common Planner
K–12 Standards

Grades 3, 4, 5

Other Wisconsin Health Education sets

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

  •  

    Develop age-appropriate cognitive understanding of health promotion concepts to improve health behaviors and prevent disease.

    1. A.

      Describe basic concepts related to health promotion and disease prevention.

      1. 1:2:A1.

        Describe ways to prevent common childhood accidents, injuries, and communicable and chronic diseases. These may include but are not limited to: refraining from alcohol, tobacco, and other drug use; engaging in physical activity; demonstrating healthy eating; applying social behaviors to prevent or reduce violence; safety and related behaviors.1:2:A1

      2. 1:2:A2.

        Describe the relationships among the environment, healthy behaviors, and personal health.1:2:A2

      3. 1:2:A3.

        Explain ways to prevent the spread of communicable diseases.1:2:A3

    2. B.

      Apply health knowledge to health-related situations.

      1. 1:2:B1.

        Describe when it is important to seek health care.1:2:B1

      2. 1:2:B2.

        Describe personal and environmental barriers to practicing healthy behaviors.1:2:B2

      3. 1:2:B3.

        Compare various dimensions of health (e.g., emotional, mental, physical, social, environmental, and occupational).1:2:B3

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

  •  

    Identify how influences can impact health behaviors.

    1. A.

      Identify influences.

      1. 2:2:A1.

        Describe external factors, including family, peers, culture, media, technology, school environments, physical environments, and health care, which can influence health behaviors.2:2:A1

      2. 2:2:A2.

        Give examples of messages from external factors that can influence health behaviors.2:2:A2

      3. 2:2:A3.

        Describe internal factors, such as personal values, beliefs, and emotions, which can influence health behaviors.2:2:A3

    2. B.

      Explore possible impacts of influences.

      1. 2:2:B1.

        Describe how internal and external factors interact to influence health behaviors.2:2:B1

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

  •  

    Identify valid sources of health information.

    1. A.

      List sources of valid health information.

      1. 3:2:A1.

        Identify characteristics of valid health information, products, and services.3:2:A1

      2. 3:2:A2.

        Discuss ways to locate valid health information.3:2:A2

    2. B.

      Identify valid health information to promote health.

      1. 3:2:B1.

        Identify valid sources of health information.3:2:B1

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

  •  

    Demonstrate interpersonal communication skills.

    1. A.

      Demonstrate communication skills that can improve health.

      1. 4:2:A1.

        Demonstrate effective verbal and nonverbal communication skills to enhance health.4:2:A1

      2. 4:2:A2.

        Describe how to ask for assistance.4:2:A2

    2. B.

      Demonstrate communication skills that prevent, resolve, or reduce health risks.

      1. 4:2:B1.

        Demonstrate ways to prevent health risks and conflict through communications.4:2:B1

      2. 4:2:B2.

        Identify refusal skills that avoid or reduce health risks.4:2:B2

      3. 4:2:B3.

        Discuss nonviolent strategies to reduce, manage, or resolve conflict.4:2:B3

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

  •  

    Apply a decision-making process to evaluate health options.

    1. A.

      Continue to identify health-related situations that require a decision.

      1. 5:2:A1.

        Identify situations that require a thoughtful decision.5:2:A1

      2. 5:2:A2.

        List healthy options to health-related issues or problems.5:2:A2

      3. 5:2:A3.

        Choose the healthiest option when making a decision.5:2:A3

    2. B.

      Examine and apply how a decision-making process can enhance health.

      1. 5:2:B1.

        Determine when assistance is needed in making a health-related decision.5:2:B1

      2. 5:2:B2.

        Examine the potential outcomes of each option when making a health-related decision.5:2:B2

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

  •  

    Apply goal-setting skills to improve health.

    1. A.

      Identify ways to achieve a personal health goal.

      1. 6:2:A1.

        Identify resources to assist in achieving a personal health goal.6:2:A1

      2. 6:2:A2.

        Identify key family, school, and community members that can assist in achieving a personal health goal.6:2:A2

    2. B.

      Practice appropriate goal-setting skills to achieve a personal health goal.

      1. 6:2:B1.

        Choose a clear and realistic personal health goal.6:2:B1

      2. 6:2:B2.

        Develop a plan for reaching the goal.6:2:B2

      3. 6:2:B3.

        Track progress toward goal achievement.6:2:B3

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

  •  

    Demonstrate a variety of health-enhancing behaviors.

    1. A.

      Identify health-enhancing behaviors.

      1. 7:2:A1.

        Identify responsible personal health behaviors. These may include but are not limited to: proper hygiene, physical activity, healthy eating, and safety-related behaviors.7:2:A1

    2. B.

      Demonstrate health-enhancing behaviors.

      1. 7:2:B1.

        Demonstrate behaviors that will maintain or improve personal health. These may include but are not limited to: engaging in regular, age-appropriate physical activity; making complex food choices that constitute healthy eating; and following medical instructions during illness.7:2:B1

      2. 7:2:B2.

        Demonstrate behaviors that avoid or reduce health risks. These may include but are not limited to: looking both ways before crossing the street; wearing a seat belt; wearing a bike helmet; and refraining from alcohol, tobacco, and other drug use.7:2:B2

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

  •  

    Describe advocacy and health-related situations for which it is appropriate.

    1. A.

      Define advocacy.

      1. 8:2:A1.

        State opinions about health issues.8:2:A1

      2. 8:2:A2.

        Discuss factual information about health issues with family members or trusted adults.8:2:A2

      3. 8:2:A3.

        Define advocacy.8:2:A3

    2. B.

      Describe situations where advocacy is appropriate.

      1. 8:2:B1.

        Discuss situations where advocacy may be used.8:2:B1

      2. 8:2:B2.

        List types of situations in which one could model health-enhancing behaviors.8:2:B2

      3. 8:2:B3.

        Encourage family members to engage in health-enhancing behaviors through actions or suggestions.8:2:B3

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
When were these standards adopted?
2011
Where can I read the official document?
Wisconsin Standards for Health Education

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