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Create a Health Club

Grade 3, ELA & Reading

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Description of Unit

In this task, third grade students will demonstrate the difference between being healthy and unhealthy, mentally, physically, and emotionally. Students will work in small groups to present information on healthy choices. Students will then select and research a mental, physical, or emotional behavior that can enhance and maintain well-being, as well as a behavior that can negatively influence all areas of wellbeing. Students will create a multimedia presentation to share what they have learned about these behaviors in a school health fair setting. The students will plan, organize, and present the student health fair.

This guide links the Create a Health Club unit to the Texas Essential Knowledge and Skills (TEKS) for third graders. Create a Health Club is a Health and ELA unit that allows students to discover healthier behaviors that enhance and maintain well-being throughout life. Students will investigate positive and negative factors that influence individual and community health, including, but not limited to exercise, nutrition, drugs, and bullying. The following document includes the applicable TEKS and the details of the Create a Health Club unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) in 2008.

Phase I. Learning Experiences

  1. Introduce the unit by defining and discussing what being healthy versus being unhealthy means (physically, mentally and emotionally). Facilitate a conversation about the differences between physical health, mental health, and emotional health (self-worth, relationships, etc.) and how each can affect the other. Use a three-column chart to list the characteristics of physical health, mental health, and emotional health, using accurate academic vocabulary terms as students are verbalizing their perceptions of each type of health. [Whole group activity]
  2. In pairs, have the students use computers or tablets, and with the three-column chart as a reference, investigate the following websites: After exploring the websites, have students create a Venn diagram on poster board to demonstrate how physical, mental, and emotional health are similar and different. They should incorporate items from the three-column chart, as well as characteristics they discovered in their own research. [Paired activity]
  3. Invite the school counselor or a child psychologist to speak to the students about mental and emotional health. They should discuss warning signs of anxiety, depression, and other mental health issues, how to get help, and how to maintain a healthy lifestyle.
  4. Invite the physical education teacher, a dietician, or a pediatrician to speak to the students about physical health. They should discuss the effects of poor eating habits and a sedentary lifestyle, and present information about healthy eating and physical activity.
  5. Facilitate a sorting activity where, in small groups, students sort index cards with various healthy and unhealthy habits on them. Once students have sorted the habits, have them categorize the habits as physical, mental or emotional within the healthy/unhealthy habit groups. The students should demonstrate the healthy/unhealthy habit groups and their respective emotional, mental, and physical categories on posters using pictures from magazines or from online clip art or picture resources. [Small group activity]
  6. Break students into small groups, and have them brainstorm a list of ways to get healthy and maintain emotional, mental, and physical wellness. Students can use the list of videos below to find ideas:
  7. After discussing healthy/unhealthy habits, have each student independently select one unhealthy activity. The students should determine how the unhealthy activity starts, what its effects are, its healthy activity counterpart, and how one would mitigate health risks by abandoning the risky activity and replacing it with healthy habits. Each student will complete a K-W-L chart for what they know, what they want to know, and later, what they learned about the health habit they chose. This process will lay the foundation for the independent research activity. [Independent activity]
  8. Students should present their chosen activity, as well as the K and W parts of their K-W-L charts to the class. Students should explain the unhealthy topic they chose, what they already know, and what they want to know about the topic. The class should be allowed to ask questions to the presenters, and the presenters may make modifications to the K-W sections of the chart in response to the feedback from the class. Note: This is a great opportunity to teach students the difference between a surface level question that can be answered with a “yes” or “no” and a deeper thinking question that cannot be answered in just one word. For example, instead of asking “Is exercise good for you?” ask, “Why is exercise good for you?”

Phase II. Independent Research

A. Research process

  1. Using all the charts, class discussions, and internet resources as a guide, each student will further investigate their chosen emotional, mental or physical unhealthy behavior. The student will research how to avoid the unhealthy behavior or replace it with a healthy habit.
  2. Students will create 3–5 guiding questions to steer their research, such as:
    • How does this behavior or habit negatively impact a person’s health?
    • Why is it important to know about this behavior during childhood?
    • Are there any rules, laws, or guidelines related to this behavior?
    • What activities or habits can a person implement to avoid or replace the risky behavior?
    • What are the benefits of this healthy habit?
  3. Creating a research proposal. Students will create a plan to collect data on these two behaviors. Students should include various components in their research proposal, such as:
    • What unhealthy behavior did they choose?
    • Why were they motivated to choose this topic?
    • What are their guiding questions?
    • What answers do they suspect to find to their guiding questions?
    • What resources will they use in their research?
  4. Conducting the research. Students will collect data and keep track of all primary and secondary resources they use to give proper credit in their final product.

B. The product

All students will create a persuasive, professional product on healthy and unhealthy behaviors. Students will choose one of the following:

  1. Create a 1 to 3 minute infomercial on their topic, perform the infomercial, and record it on a tablet so that it can be presented to peers.
  2. Prepare and participate in a health fair in the school where students create a small display booth informing others of their healthy and unhealthy behavior.
  3. Create a multi-media presentation with slides, graphics, and sound to share their research with an authentic audience such as health and mental care professionals, administrators, or other faculty members.

Students will be required to submit a references page to document all sources used in the creation of the presentation.

C. Communication

The student will present their research in the form of an infomercial, Health Fair booth presentation, or another multimedia format to classmates and/or an authentic audience. Audiences might include administrators, faculty members, or professionals from the mental and health care field. Students should be allowed some Q & A time at the end for the audience to ask questions.

D. A completed project consists of:

  1. Final product presentation
  2. Works cited page

This unit may address the following TEKS.

110.5., English Language Arts and Reading, Grade 3, Adopted 2017

110.5(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.5(b)(1)(D)
work collaboratively with others by following agreed-upon rules, norms, and protocols
110.5(b)(1)(E)
develop social communication such as conversing politely in all situations.
110.5(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
110.5(b)(6)
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
110.5(b)(6)(G)
evaluate details read to determine key ideas;
110.5(b)(6)(H)
synthesize information to create new understanding
110.5(b)(7)(F)
respond using newly acquired vocabulary as appropriate
110.5(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
110.5(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.5(b)(11)(B)(ii)
developing an engaging idea with relevant details;
110.5(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.5(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

112.14, Science, Grade 3

112.14(b)(1)
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices.
112.14(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations.
112.14(b)(3)
Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions.
112.14(b)(4)
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry.
112.14(b)(8)
Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky.

113.14, Social Studies, Grade 3

113.14(b)(3)
History. The student understands the concepts of time and chronology.
113.14(b)(16)
Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in various communities, past and present.
113.14(b)(17)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.14(b)(18)
Social studies skills. The student communicates in written, oral, and visual forms.
113.14(b)(19)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

115.15., Health Education, Grade 3, Adopted 2020

115.15(b)(1)
Physical health and hygiene--body systems. The student examines the structure, function, and relationships of body systems and their relevance to personal health. The student is expected to name, locate, and describe the primary functions and major components of body systems, including the skeletal, muscular, circulatory, and respiratory systems.
115.15(b)(2)
Physical health and hygiene--personal health and hygiene. The student understands health literacy, preventative health behaviors, and how to access and evaluate health care information to make informed decisions. The student is expected to:
115.15(b)(2)(B)
describe methods of accessing information about health;
115.15(b)(3)
Mental health and wellness--social and emotional health. The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to:
115.15(b)(3)(A)
communicate needs, wants, and emotions in healthy ways;
115.15(b)(3)(F)
describe the value of respectful communication;
115.15(b)(4)
Mental health and wellness--developing a healthy self-concept. The student develops the capacity for self-assessment and evaluation, goal setting, and decision making in order to develop a healthy self-concept. The student is expected to:
115.15(b)(8)
Healthy eating and physical activity--risk and protective factors. The student identifies and explains risk and protective factors related to healthy eating and physical activity. The student is expected to:
115.15(b)(11)
Injury and violence prevention and safety--healthy home, school, and community climate. The student understands that individual actions and awareness can impact safety, community, and environment. The student is expected to:
115.15(b)(12)
Injury and violence prevention and safety--digital citizenship and media. The student understands how to be a safe and responsible citizen in digital and online environments. The student is expected to:

116.15., Physical Education, Grade 3, Adopted 2020

116.15(b)(8)
Health, physical activity, and fitness--fitness principles. The physically literate student demonstrates and recognizes a health-enhancing, physically active lifestyle. The student is expected to:
116.15(b)(8)(A)
describe the benefits of regular physical activity, including stress management;
116.15(b)(12)
Social and emotional health--personal responsibility and self-management. The physically literate student demonstrates competency in personal responsibility. The student is expected to:
116.15(b)(12)(A)
explain that personal actions have consequences for self and others;

128.5., Spanish Language Arts and Reading, Grade 3, Adopted 2017

128.5(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.5(b)(1)(C)
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
128.5(b)(1)(D)
work collaboratively with others by following agreed-upon rules, norms, and protocols
128.5(b)(1)(E)
develop social communication such as conversing politely in all situations.
128.5(b)(2)(B)
demonstrate and apply spelling knowledge by:
128.5(b)(6)(A)
establish purpose for reading assigned and self-selected texts;
128.5(b)(6)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
128.5(b)(6)(G)
evaluate details read to determine key ideas;
128.5(b)(6)(H)
synthesize information to create new understanding
128.5(b)(6)(I)
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
128.5(b)(7)(F)
respond using newly acquired vocabulary as appropriate
128.5(b)(7)(G)
discuss specific ideas in the text that are important to the meaning.
128.5(b)(9)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.5(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
128.5(b)(11)(B)(ii)
developing an engaging idea with relevant details;
128.5(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.5(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement;
128.5(b)(11)(D)(ii)
simple past, present, and future verb tense and imperfect past, perfect, and conditional verb tenses, including the difference between ser and estar;
128.5(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.5(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.5(b)(11)(D)(v)
adverbs that convey time and adverbs that convey manner;
128.5(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.5(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, and reflexive pronouns;
128.5(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.5(b)(11)(D)(ix)
capitalization of proper nouns, geographical names and places, historical periods, and official titles of people;
128.5(b)(11)(D)(x)
punctuation marks, including commas in a series and dates, and correct mechanics, including indentations
128.5(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.5(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.5(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.5(b)(13)(B)
develop and follow a research plan with adult assistance;
128.5(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.5(b)(13)(E)
demonstrate understanding of information gathered;
128.5(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.5(b)(13)(H)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.E.1
Understand descriptive statistics.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1
 Evaluate different governmental systems and functions.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.1
 Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.4
Justify the solution.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
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