Health - Grade 5 (#5008070) 

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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.5.B.3.1: Discuss characteristics of valid health information, products, and services.
Reliable source, current information, and medically accurate information.
HE.5.B.3.2: Evaluate criteria for selecting health resources, products, and services.
Function, directions for use, competence of the provider, and costs.
HE.5.B.3.3: Compile resources from home, school, and community, technologies that provide valid health information.
Library, brochures, books, Internet, radio, television, telephone, scale, pedometer, local pharmacy, health department, and hospitals.
HE.5.B.4.1: Illustrate techniques of effective verbal and nonverbal communication skills to enhance health.
Written or verbal communication, body language, and conflict- resolution skills.
HE.5.B.4.2: Discuss refusal skills and negotiation skills that avoid or reduce health risks.
States desires clearly, offer alternative, use “I” messages, and role play.
HE.5.B.4.3: Illustrate effective conflict resolution strategies.
Expressing emotions, listening, and using body language.
HE.5.B.4.4: Determine ways to ask for assistance to enhance the health of self and others.
Verbalize, write, and draw.
HE.5.B.5.1: Describe circumstances that can help or hinder healthy decision making.
Peer pressure, bullying, substance abuse, and stress.
HE.5.B.5.2: Summarize healthy options to health-related issues or problems.
Teachers, guidance counselors, peers, or parents can address concerns over bullying and concerns over body changes/image, or anger management.
HE.5.B.5.3: Compare the potential short-term impact of each option on self and others when making a health-related decision.
Bullying intervention, practicing positive character traits, and substance abuse.
HE.5.B.5.4: Select a healthy option when making decisions for yourself and/or others.
Report bullying, resolve conflicts, and use safety equipment.
HE.5.B.5.5: Analyze when assistance is needed when making a health-related decision.
Bullying intervention, access to appropriate safety equipment, media influences, and peer relationships.
HE.5.B.6.1: Specify a personal health goal and track progress toward achievement.
Work in class/group/individual, physical activity, eating habits, safety habits, computer use/safety, anger management, disease prevention, relationships with family and friends, substance abuse, dental hygiene, and pollution control.
HE.5.B.6.2: Select reliable resources that would assist in achieving a small group personal health goal.
Reliable members from family, school, community, and media.
HE.5.C.1.1: Describe the relationship between healthy behaviors and personal health.
Non-smoking and disease prevention, expressing feelings and promoting healthy relationships, use of sunscreen, and cancer prevention.
HE.5.C.1.2: Explain the physical, mental/emotional, social, and intellectual dimensions of health.
Problems demonstrating teamwork, immunizations, and critical thinking.
HE.5.C.1.3: Explain ways a safe, healthy home and school environment promote personal health.
Smoke-free environment, clean/orderly environment, behavior rules, and availability of fresh produce.
HE.5.C.1.4: Compare ways to prevent common childhood injuries and health problems.
Wearing appropriate restraints, avoiding food with no nutritional value, and pursuing yearly health check-ups.
HE.5.C.1.5: Explain how human body parts and organs work together in healthy body systems, including the endocrine and reproductive systems.
Digestive and circulatory systems receiving and distributing nutrients to provide energy, endocrine glands influencing the reproductive system and respiratory system providing oxygen to other body systems.
HE.5.C.1.6: Recognize how appropriate health care can promote personal health.
Having immunizations, using medication appropriately, and seeking grief/loss counseling.
HE.5.C.2.1: Predict how families may influence various health practices of children.
Involvement in youth sports, cultural and religious practices, family hygiene practices, dining patterns, and sleeping.
HE.5.C.2.2: Predict how friends/peers may influence various health practices of children.
Peer pressure to smoke, pressure to cheat, and decision to stand up for someone being bullied.
HE.5.C.2.3: Predict how the school and community influence various health practices of children.
After-school activities, community safety-education programs, variety and nutrition of school lunch, recycling, and positive and negative community norms.
HE.5.C.2.4: Give examples of school and public health policies that influence health promotion and disease prevention.
Head-lice guidelines, seat-belt and child-restraint laws, helmet laws, fire/severe weather/lockdown drills, school-bus rules, and immunization requirements.
HE.5.C.2.5: Determine how media influences family health behaviors and the selection of health information, products, and services.
Severe-weather alerts, health- product commercials, television cooking shows, and public service announcements.
HE.5.C.2.6: Describe ways that technology can influence family health behaviors.
Seat belt alarms, carbon-monoxide detectors, microwave ovens, and clever advertising.
HE.5.C.2.7: Discuss how various cultures can influence personal health beliefs.
Food that is healthy and unhealthy for you, health risks from tobacco/alcohol use, and healthy skin care.
HE.5.C.2.8: Investigate influences that change health beliefs and behaviors.
Tobacco/alcohol use, prevention education in school, firearm safety, and use of seat-belts/child restraints.
HE.5.P.7.1: Model responsible personal health behaviors.
Respect others, limit television time, choose healthy foods, and pick up litter.
HE.5.P.7.2: Illustrate a variety of healthy practices and behaviors to maintain or improve personal health and reduce health risks.
Examining nutritionally dense foods, bathing daily, practice using conflict-resolution skills, and choosing the safer option in social situations.
HE.5.P.8.1: Persuade others to make positive health choices.
Practice negotiation skills, advocate for a smoke-free environment, and encourage use of safety equipment.
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.


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.
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. 
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. 
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. 
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. 
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. 
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.
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.
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
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.
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.
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.
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


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 the relationships between a healthy behavior, environment and personal health to prevent injuries and health problems.

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

  • Accessing Information (family health, following rules, friends, trusted adults in school and community)
  • Internal and External Influences (warning labels and community helpers)
  • Interpersonal Communication (conflict resolution, verbal and non-verbal, reporting, active listening and refusal skills)
  • Decision Making (positive/negative healthy options and decisions)
  • Goal Setting (short and long term health targets, personal health and small groups)
  • Self Management (personal health choices)
  • Advocacy (positive promotion and modeling healthy choices)

Instructional Practices

Teaching from a 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 student 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).

Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption.

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit and select the appropriate B.E.S.T. Standards package.

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 for social and instructional purposes within the school setting. 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:

General Information

Course Number: 5008070 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Health Education > SubSubject: General >
Abbreviated Title: HEALTH - GRADE 5
Course Attributes:
  • Florida Standards Course
Course Status: State Board Approved
Grade Level(s): 5

Educator Certifications

Elementary Education (Elementary Grades 1-6)
Health (Elementary and Secondary Grades K-12)
Elementary Education (Grades K-6)
Physical Education (Grades K-8)
Physical Education (Elementary and Secondary Grades K-12)

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