LEVEL 3 Health Curriculum
- Students will understand the term germs with specificity to viruses, bacteria and fungus.
- Students will comprehend how germs are spread.
- Reinforcement of proper hand washing takes place through discussion.
- Students will understand how germs enter the body through the eyes, ears, nose, mouth and cuts.
- The terms, immune, immune system, acquired and deficiency are introduced and defined.
- The terms communicable and non-communicable and examples of each category are discussed.
- Students are taught what HIV/AIDS stands for.
- In 3rd grade, two ways are reviewed on how a human acquires HIV/AIDS: 1. Blood to blood 2. Dirty drug needles.
- The importance of never touching a stranger's blood or picking up a dirty drug needle if found outside the home is discussed.
- Discussion of ways a human CANNOT acquire HIV - bugs, hugging, sitting next to someone, etc.
- A quiz is given regarding the learned information.
I never put a name to this type of abuse because they were too young in Kindergarten, 1st or 2nd grades. But now, in 3rd grade, we put a name to it as "sexual abuse." When someone bigger, older and stronger than the child touches the private parts of their bodies, it is against the law. Students learn that people who do this to children tend to be mostly people they know and they're mostly friendly. They use all kinds of lies or threats to keep the child from telling. Students are taught to say no, get away and tell a trusted adult. If they tell one adult and are not believed, keep telling until someone does believe them.
- A sheet is handed out to students with terms that we fill in together as a class.
- The word "abuse" means to be hurt by someone who is bigger, older and stronger that the child.*
- A small quiz will be given after the instruction.
- Students are asked to raise their hands if they are ever left home alone. It could be 5 minutes, half hour, etc.
- What are the rules their parents have given them when they are home alone?
- Home alone rules are discussed and talked about.
- Different safety scenarios are given to students on how they would handle the situation if they are ever home alone.
- Those students who are not allowed to be home alone are asked to help solve the situations given.
- A Home Alone Check List is given to the students for their parents to fill out with the student of what they can and cannot do when home alone.
- The story, All Alone After School, is read and discussed.
- A phone is placed on the student's desk and we discuss how to answer the phone in a correct and safe way if a parent is not home.
- More safety scenarios are given and solved.
- The video, What Ever Happened to Linda, is a safety video that gives tips on how to stay safe.
- A word search is given to students to follow up on the unit.
- The nutrients that were taught in 2nd grade are reviewed, with the importance and specific jobs of each.
- Why food is important to our bodies and the importance of having breakfast is discussed.
- What moderation means and what foods fall under moderation, such as junk food, is discussed.
- The food plate is discussed. The students write a list of foods they ate the day before to visually see if they are meeting their nutritional needs.
- Food facts, how to read them and what they consist of are reviewed.
- Together as a class we do a silly syllable food scramble.
This curriculum is subject to change.
- Students will learn what the skeleton is and what are the purposes of the skeletal system.
- How many bones are babies vs. adults.
- The five types of bones.
- The four types of joints.
- X-rays will be used for demonstration purposes along with the skeleton.