Access Health Grade 3 (#7708030) 


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Course Standards

The following standards focus on yearly instruction to ensure that students gain adequate exposure to health information and practices.  Students advancing through the grades are expected to meet each year's grade specific benchmarks and retain or further develop skills and understandings mastered in preceding grades.
Name Description
HE.3.B.3.1 (Archived Standard): Locate resources from home, school, and community that provide valid health information.
Related Access Points
Name Description
HE.3.B.3.In.a: Identify a resource from home, school, and the community that provides valid health information, such as a website, brochure, or book.
HE.3.B.3.Su.a: Recognize a resource from home, school, or the community that provides valid health information, such as a website, brochure, or book.
HE.3.B.3.Pa.a: Recognize trusted adults in the home and school as a resource for health information, such as parents, teachers, paraprofessionals, and the school nurse.
HE.3.B.3.2 (Archived Standard): Describe criteria for selecting health information, resources, products, and services.
Related Access Points
Name Description
HE.3.B.3.In.b: Recognize criteria for selecting health resources, products, and services, such as the intended purpose and use.
HE.3.B.3.Su.b: Recognize criteria for selecting a common health product or service, such as the intended purpose.
HE.3.B.3.Pa.b: Associate a health product with a health activity, such as soap or wet wipes to cleaning hands or toothpaste to brushing teeth.
HE.3.B.3.3 (Archived Standard): Describe how the media influences the selection of health information, products, and services.
Related Access Points
Name Description
HE.3.B.3.In.c: Identify ways media messages influence the selection of health information, products, and services, such as infomercials, cereal boxes, billboards, and medicine advertisements.
HE.3.B.3.Su.c: Recognize ways media messages influence the selection of health information, products, and services, such as infomercials, cereal boxes, billboards, and medicine advertisements.
HE.3.B.3.Pa.c: Recognize a media message that influences the selection of a health product, such as cereal boxes and medicine advertisements.
HE.3.B.4.1 (Archived Standard): Identify effective verbal and nonverbal communication skills to enhance health.
Related Access Points
Name Description
HE.3.B.4.In.a: Recognize effective verbal and nonverbal communication skills to enhance health, such as using effective facial expressions, body language, and verbal cues.
HE.3.B.4.Su.a: Recognize an effective technique for verbal or nonverbal communication to enhance health, such as using effective facial expressions, body language, or verbal cues.
HE.3.B.4.Pa.a: Recognize ways to express wants and needs to enhance health in the classroom, such as indicating a choice, verbalizing, or using pictures.
HE.3.B.4.2 (Archived Standard): Demonstrate refusal skills that avoid or reduce health risks.
Related Access Points
Name Description
HE.3.B.4.In.b: Demonstrate basic refusal skills to avoid or reduce health risks at school, such as making clear statements, expressing feelings, and asking for help.
HE.3.B.4.Su.b: Demonstrate a basic refusal skill to avoid or reduce health risks in the classroom, such as using conflict resolution, mediation, or assertive communication skills.
HE.3.B.4.Pa.b: Demonstrate refusal communication skills to reduce health risks in the classroom.
HE.3.B.4.3 (Archived Standard): Demonstrate nonviolent strategies to manage or resolve conflict.
Related Access Points
Name Description
HE.3.B.4.In.c: Demonstrate selected nonviolent strategies to manage or resolve a conflict at school, such as using conflict resolution, mediation, or assertive-communication skills.
HE.3.B.4.Su.c: Demonstrate a selected nonviolent strategy to manage or resolve conflict in the classroom, such as using conflict resolution, mediation, or assertive-communication skills.
HE.3.B.4.Pa.c: Demonstrate refusal communication skills to reduce health risks in the classroom.
HE.3.B.4.4 (Archived Standard): Explain ways to ask for assistance to enhance personal health.
Related Access Points
Name Description
HE.3.B.4.In.d: Identify ways to ask for assistance to enhance personal health, such as through group discussion, verbalizing, and writing.
HE.3.B.4.Su.d: Recognize ways to ask for assistance to enhance personal health, such as group discussion, verbalizing, and writing.
HE.3.B.4.Pa.d: Recognize a way to ask for assistance to enhance personal health.
HE.3.B.5.1 (Archived Standard): Recognize circumstances that can help or hinder healthy decision making.
Related Access Points
Name Description
HE.3.B.5.In.a: Recognize common circumstances that can help or hinder healthy decision making, such as media health messages, peer and family advice, or lack of knowledge.
HE.3.B.5.Su.a: Recognize a selected circumstance that can help healthy decision making, such as media health messages or peer and family advice.
HE.3.B.5.Pa.a: Recognize a choice related to health.
HE.3.B.5.2 (Archived Standard): List healthy options to health-related issues or problems.
Related Access Points
Name Description
HE.3.B.5.In.b: Identify healthy options to health-related issues or problems, such as healthy alternatives to unhealthy messages in the media, using precautions for personal safety, and good nutrition choices.
HE.3.B.5.Su.b: Recognize healthy options to health-related issues or problems, such as healthy alternatives to unhealthy messages in the media, using precautions for personal safety, and good nutrition choices.
HE.3.B.5.Pa.b: Recognize a healthy option to a health-related issue or problem.
HE.3.B.5.3 (Archived Standard): Discuss the potential short-term personal impact of each option when making a health-related decision.
Related Access Points
Name Description
HE.3.B.5.In.c: Recognize potential short-term impact of each option when making a health-related decision, such as the benefits of eating healthy foods, maintaining personal hygiene, preventing diseases, or preventing pollution.
HE.3.B.5.Su.c: Recognize that choices in personal health-related decisions can have a positive (healthy) or negative (unhealthy) impact, such as eating healthy foods, maintaining personal hygiene, preventing diseases, or preventing pollution.
HE.3.B.5.Pa.c: Recognize a healthy option to a health-related issue or problem.
HE.3.B.5.4 (Archived Standard): Find a healthy option when making a decision for yourself.
Related Access Points
Name Description
HE.3.B.5.In.d: Recognize a healthy option when making a decision for yourself, such as eating healthy food, participating in physical activity, or limiting television viewing.
HE.3.B.5.Su.d: Recognize an outcome of a health-related decision made at school, such as avoiding illness by not sharing cups.
HE.3.B.5.Pa.d: Recognize a healthy option to a health-related issue or problem.
HE.3.B.5.5 (Archived Standard): Explain when assistance is needed when making a health-related decision.
Related Access Points
Name Description
HE.3.B.5.In.e: Identify situations when assistance is needed when making a health-related decision, such as knowing when to call 911, how to handle grief and loss, and having fears for personal safety.
HE.3.B.5.Su.e: Recognize a situation when assistance is needed when making a health-related decision, such as knowing when to call 911, or when having fears for personal safety.
HE.3.B.5.Pa.e: Associate a situation when assistance is needed with making a choice related to health in the classroom.
HE.3.B.6.1 (Archived Standard): Select a personal health goal and track progress toward achievement.
Related Access Points
Name Description
HE.3.B.6.In.0: Recognize a short-term personal health goal and track progress toward achieving the goal, such as participating in daily physical activity, wearing seat belts and helmets consistently, limiting media time, learning about the dangers of drugs/tobacco, or developing conflict- resolution skills.
HE.3.B.6.Su.0: Recognize a short-term personal health goal and identify actions taken to achieve the goal, such as participating in daily physical activity, wearing seat belts and helmets consistently, or limiting media time.
HE.3.B.6.Pa.0: Recognize a healthy behavior that relates to achieving a personal health goal, such as participating in daily physical activity.
HE.3.B.6.2 (Archived Standard): Examine resources that could assist in achieving a small group personal health goal.
Related Access Points
Name Description
HE.3.B.6.In.1: Identify resources that could assist in achieving a small-group personal-health goal, such as family members; school personnel; and community resources like police, fire and rescue workers.
HE.3.B.6.Su.1: Recognize resources that could assist in achieving a small-group personal-health goal, such as family members; school personnel; and community resources like police, fire and rescue workers.
HE.3.B.6.Pa.1: Recognize an adult who could assist with achieving a healthy behavior (goal), such as a parent or teacher.
HE.3.C.1.1 (Archived Standard): Describe healthy behaviors that affect personal health.
Related Access Points
Name Description
HE.3.C.1.In.a: Identify healthy behaviors that affect personal health, such as washing hands to prevent spread of disease, avoiding junk foods, getting regular exercise, and avoiding tobacco products.
HE.3.C.1.Su.a: Recognize healthy behaviors that affect personal health, such as washing hands to prevent spread of diseases, choosing healthy foods to eat, and getting regular exercise.
HE.3.C.1.Pa.a: Recognize a selected healthy behavior that affects personal health, such as washing hands before eating.
HE.3.C.1.3 (Archived Standard): Describe ways a safe, healthy classroom can promote personal health.
Related Access Points
Name Description
HE.3.C.1.In.c: Identify ways a safe, healthy classroom can promote personal health, such as providing a water fountain and hand-sanitation supplies, and having respect for others.
HE.3.C.1.Su.c: Recognize ways a safe, healthy classroom can promote personal health, such as providing a water fountain and hand-sanitation supplies, and having respect for others.
HE.3.C.1.Pa.c: Recognize a way a safe, healthy classroom promotes personal health, such as having sanitized surfaces.
HE.3.C.1.4 (Archived Standard): Recognize common childhood health conditions.
Related Access Points
Name Description
HE.3.C.1.In.d: Identify common childhood health conditions, such as asthma, diabetes, food allergies, and dental cavities.
HE.3.C.1.Su.d: Identify a common childhood health condition, such as asthma, diabetes, food allergies, and dental cavities.
HE.3.C.1.Pa.d: Recognize symptoms of common childhood illnesses, such as a runny nose or sore throat.
HE.3.C.1.5 (Archived Standard): Recognize that body parts and organs work together to form human body systems.
Related Access Points
Name Description
HE.3.C.1.In.e: Recognize that human body parts work together (systems) to maintain physical health.
HE.3.C.1.Su.e: Recognize that selected body parts work together to maintain physical health.
HE.3.C.1.Pa.e: Recognize that there are parts inside of the body, such as the heart and stomach.
HE.3.C.1.6 (Archived Standard): Describe why it is important to seek health care.
Related Access Points
Name Description
HE.3.C.1.In.f: Identify why it is important to seek health care, such as dental exams to maintain dental health, hearing exams to check hearing, eye exams to assess vision, or physical exams to monitor health.
HE.3.C.1.Su.f: Recognize why it is important to seek health care, such as a dental exams to maintain dental health, hearing exams to check hearing, eye exams to assess vision, or physical exams to monitor health.
HE.3.C.1.Pa.f: Associate a medical doctor with health care.
HE.3.C.2.1 (Archived Standard): Explore how family and friend's traditions and customs may influence health behaviors.
Related Access Points
Name Description
HE.3.C.2.In.a: Identify ways different family and friend’s traditions or customs may influence health behaviors, such as the family’s diet and eating meals together.
HE.3.C.2.Su.a: Recognize ways different family and friend’s traditions or customs may influence health behaviors, such as the family’s diet and eating meals together.
HE.3.C.2.Pa.a: Associate a family tradition or custom with a health behavior, such as eating meals with family members.
HE.3.C.2.2 (Archived Standard): Explore how the traditions and customs of the school and community influence health behavior of children.
Related Access Points
Name Description
HE.3.C.2.In.c: Identify ways the traditions and customs of the school and community influence health behaviors of children, such as health fairs, fundraisers, and special celebrations.
HE.3.C.2.Su.c: Recognize a way the traditions and customs of the school or community influence health behaviors of children, such as health fairs, fundraisers, and special celebrations.
HE.3.C.2.Pa.c: Recognize a selected tradition or custom of the school that influences health behavior, such as health fairs, fundraisers, or special celebrations.
HE.3.C.2.3 (Archived Standard): Identify classroom and school rules that promote health and disease prevention.
Related Access Points
Name Description
HE.3.C.2.In.d: Identify selected classroom and school rules that promote health and disease prevention, such as walk/don’t run, wash hands, and keep personal areas clean, and listen to crossing guards.
HE.3.C.2.Su.d: Recognize classroom rules that promote health and disease prevention, such as walk/don’t run, wash hands, keep personal areas clean, and listen to school-crossing guards.
HE.3.C.2.Pa.d: Recognize a classroom rule that promotes health and disease prevention, such as wash hands, keep personal areas clean, or practice appropriate hygiene.
HE.3.C.2.4 (Archived Standard): Discuss the positive and negative impacts media may have on health.
Related Access Points
Name Description
HE.3.C.2.In.e: Identify positive and negative impacts media and technology may have on health, such as a positive impact—choosing healthy foods or exercising and a negative impact—inactivity or violence.
HE.3.C.2.Su.e: Recognize a positive and a negative impact media and technology may have on health, such as a positive impact—choosing healthy foods or exercising, and a negative impact—inactivity or violence.
HE.3.C.2.Pa.e: Recognize a positive impact media or technology may have on health, such as promoting healthy food choices.
HE.3.C.2.5 (Archived Standard): Discuss the positive and negative impacts technology may have on health.
Related Access Points
Name Description
HE.3.C.2.In.f: Identify positive and negative impacts media and technology may have on health, such as a positive impact—choosing healthy foods or exercising; and a negative impact—inactivity or violence.
HE.3.C.2.Su.f: Recognize a positive and a negative impact media and technology may have on health, such as a positive impact—choosing healthy foods or exercising; and a negative impact—inactivity or violence.
HE.3.C.2.Pa.f: Recognize a positive impact media or technology may have on health, such as promoting healthy food choices.
HE.3.P.7.1 (Archived Standard): Practice responsible personal health behaviors.
Related Access Points
Name Description
HE.3.P.7.In.0: Practice selected responsible personal-health behaviors, such as following pedestrian-safety rules, and avoiding unsafe places.
HE.3.P.7.Su.0: Practice a responsible personal-health behavior, such as following safety rules, and avoiding unsafe places.
HE.3.P.7.Pa.0: Practice a selected responsible personal health behavior in school, such as following safety rules, and avoiding unsafe places.
HE.3.P.7.2 (Archived Standard): Investigate a variety of behaviors that avoid or reduce health risks.
Related Access Points
Name Description
HE.3.P.7.In.1: Identify behaviors that avoid or reduce common health risks, such as having regular check-ups, receiving immunizations, and participating in daily physical activity.
HE.3.P.7.Su.1: Identify a behavior that avoids or reduces common health risks, such as having regular check-ups, receiving immunizations, or participating in daily physical activity.
HE.3.P.7.Pa.1: Recognize a selected behavior that avoids or reduces common health risks, such as having regular check-ups, receiving immunizations, or participating in daily physical activity.
HE.3.P.8.1 (Archived Standard): Promote positive behaviors to others.
Related Access Points
Name Description
HE.3.P.8.In.0: Remind others to make a positive health choice at school, such as selecting healthy foods, following playground rules, or sharing items respectfully.
HE.3.P.8.Su.0: Remind others to make positive health choices in the classroom, such as selecting healthy foods, following playground rules, or sharing items respectfully.
HE.3.P.8.Pa.0: Communicate a positive health choice to others, such as selecting healthy foods, or sharing items respectfully.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

The purpose of this course is to provide students with the opportunity to gain knowledge and skills necessary to make healthy choices with the overall goal of improving quality of life, as well as describe personal health and ways that a safe, healthy classroom environment can promote personal health and prevent injuries.

The content should include, but not be limited to, the following:

  • Core Concepts (health promotion, disease prevention, following rules, body parts)
  • Accessing Information (doctors, nurses, hospitals, clinics, basic first aid, germ prevention, emergency drills, community building, reliable resources)
  • Internal and External Influences (family, peers, teachers, other adults/professionals, media, internet, responsibility, personal space)
  • Interpersonal Communication (conflict resolution, verbal and non-verbal, active listening and refusal skills)
  • Decision Making (positive or negative health enhancing influences, healthy options)
  • Goal Setting (short and long term health targets, personal health and safety
  • Self-Management (self-enhancing responsible choices, abstaining from drugs, daily hygiene)
  • Advocacy (positive promotion, impacting family, peers, school, community, following rules and policies)

Instructional Practices

Teaching from well-written, grade-level textbook enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason.  Using the following instructional practices also helps students learning:

  1.      Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2.      Making close reading and rereading of texts central to lessons.
  3.      Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4.      Requiring students to support answers with evidence from the text.
  5.      Providing extensive text-based research and writing opportunities (claims and evidence).

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities. 

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.


General Information

Course Number: 7708030 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HEALTH GR 3
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 3



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)
Health (Elementary and Secondary Grades K-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Primary Education (K-3)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Prekindergarten/Primary Education (Age 3 through Grade 3)


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