WVCCRS for Wellness Education promote wellness concepts that build the foundation for health literacy and an appreciation for lifelong physical fitness.  Students will learn to adopt healthy behaviors.  This is a life-long process of enhancing the components of health education (physical, intellectual, emotional, social, spiritual and environmental), physical education (movement forms, motor skill development and fitness) and physical activity, an important factor in brain development and learning.  The WVCCRS for Wellness Education identify what students should know, understand, and be able to do in practicing skills and behaviors that apply to healthy lifestyles.  College- and career-readiness is supported in wellness education as students acquire and further develop self-responsibility, motivation, and excellence in learning as well as life-long commitment to wellness.

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology.  Third grade health education standards will explore the effects of health habits on wellness through decision making and problem-solving techniques.  Hands-on health activities provide experiences that are easily integrated with other third grade subject matter.

Health Education


Identify the major organs of the body systems.


Explain the importance of preventing the spread of germs, bacteria, and diseases.


Demonstrate good dental hygiene and discuss potential consequences of poor oral health.


Identify the food groups and recognize food provides energy and nutrients for growth and development.


Define and demonstrate basic first aid procedures.


Distinguish between situations that warrant contacting emergency services and situations that do not.


Explain the importance of using appropriate protective gear for self and others (e.g., helmets, goggles, sunscreen, seatbelts and other safety protocols in various modes of transportation including seat positioning).


Discuss and practice personal responsibility for hygiene.


Demonstrate decision-making skills to avoid unhealthy risk-taking behaviors (e.g., swimming alone, talking with strangers, taking medicines without adult supervision).


Model and practice ways to reduce stress (e.g., deep breathing, mindfulness).


Discuss appropriate and inappropriate uses of over the counter (OTC) and prescription medication.


Compare food choices based on nutritional value, recommended portion, and serving size.


Demonstrate appropriate refusal skills (e.g., clear “no” statement, walk away, repeat refusal).


Assess factors that contribute to achieving and maintaining a healthy body (e.g., food choices, physical activity).


Understand how overall health is affected by different levels of passive technology use (e.g., minimal, moderate, or excessive screen time, video games).

  • In accordance with WV Code §18-2-7(a) in grades K-5, not less than 30 minutes of physical education, including physical exercise and age appropriate physical activities, for not less than three days a week shall be provided.  Schools that do not currently have the number of certified physical education teachers or required physical setting may develop alternate programs to enable current staff and physical settings to be used to meet this requirement.  Alternate programs shall be submitted to the WVDE for approval.
  • In accordance with Policy 2510 at least 50 percent of class time for physical education will be spent in moderate to vigorous-intensity physical activity.
  • In accordance with WV Code §18-2-7(a), the FitnessGram® shall be administered to all students in grades four through eight and the required high school course.

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology.   Third grade physical education standards stress the application of motor skills, movement forms, and physical fitness which will lead to enjoyment in more complex skills and activities.  Social skills and lifetime wellness principles promote continued participation in regular physical activity.

Physical Education


Throw an object in an underhand and overhand method.


Catch a moving object.


Dribble a ball with hands from a stationary and a moving position.


Direct an object to a target (e.g., kick, roll, throw, and strike).


Jump to an established rhythm continuously.


Perform simple sequences in time to music.


Continuously strike an object (e.g., balloon with hand, ball with foot).


Demonstrate strategies for chasing, fleeing, and evading.


Practice proper form when performing the following muscular strength and endurance exercises (e.g., curl up, sit up, plank, push up).


Practice proper form when developing flexibility (e.g., trunk lift, sit and reach, shoulder stretch).


Practice proper pacing technique when running for various periods of time or distance (e.g., sprint, jog, mile-run).


Demonstrate a procedure for monitoring heart rate.


Distinguish between physical activities that are moderate-to-vigorous in intensity.


Identify personally enjoyable physical activities.


Explain the benefits of different kinds of fitness (e.g., cardiovascular endurance, muscular strength and endurance, flexibility, and body composition) and demonstrate exercises/activities for each.


Explore the components of the F.I.T.T. Principle:  Frequency, Intensity, Time, and Type.


Work cooperatively, productively, and safely with a partner or small group.


Use specific feedback to improve performance.


Explain the importance of rules and etiquette in physical activities.