Grade 4 · secular
This is a semester of health for a 4th grader, taught by you, 50 minutes a day, 5 days a week. It's not about grades or gym class — it's about your kid learning to think of their own body as something they run and take care of. They'll figure out why food, sleep, and movement matter (not for looks, but for what those things actually do inside them), how germs spread and why washing hands matters even when no one's watching, the safety rules for fire, streets, bikes, being online, and medicine, and finally how to name feelings, calm down, and be a decent friend when things get hard. Nothing here touches weight, appearance, or sex — it stays squarely in "how do I take care of this body and these relationships" territory.
The whole year, in plain English. Tap any unit to see every skill inside, nothing is hidden.
This unit is about teaching your child that food, sleep, and movement aren't about how they look — they're fuel and maintenance for a body that's growing and playing. Every food, sleep, or movement choice gets tied to a specific job: energy, growth, focus, or repair. You'll use their actual daily routine as the material the whole time.
Students sort food and drink pictures into 'gives me energy now' and 'helps me grow' bins with at least 5 of 6 correct.
Given a short scenario, students identify which body signal (hungry, full, tired, energetic) the character is feeling.
Students explain why a one-day meal plan needs foods from more than one group, using energy and growth as reasons.
Students state the recommended sleep-hour range for a 9-10 year old and name one effect of too little sleep on mood or focus.
Given two same-age children with different stated sleep or food needs, students infer a reason both could still be fine.
Students compare a day with recess-only movement to a day with varied active play and predict which supports growth better and why.
Students build a one-day plan (drawn or written) showing meals, movement, and sleep matched to their own routine.
Students explain, for each part of their one-day plan, what specific body function it supports (energy, focus, growth, or repair).
Given an unfamiliar daily schedule for a child in a different climate or activity level whose plan does NOT look like a standard fuel/rest/movement checklist (extra rest breaks, no separate movement block), students judge whether the plan still meets fuel, rest, and movement needs, using function, not the standard three-category checklist, as the test, and explain why an amount that differs from the class norm can still be fine.
This is where your child learns germs are living things too small to see, that they travel by hands, air, and surfaces, and that habits like handwashing and covering coughs stop that spread — even with nobody watching. They'll also learn to recognize feeling sick and to tell a trusted adult, and connect rest and fluids back to what Unit 1 taught about rest.
Explain that germs are living things too small to see with the naked eye.
Classify a given scenario (sneeze, doorknob, shared cup, cough) by which pathway germs used to spread: hands, air, or surface.
Explain why a habit performed with no one watching still stops germ spread.
Execute the 4-step handwashing routine (wet, soap, scrub 20 seconds, rinse/dry) in correct order.
Execute the cough/sneeze-covering routine (elbow or tissue, dispose, wash hands) correctly.
Compare a scenario requiring handwashing to one requiring cough-covering and identify which routine and why.
Infer, from a description of symptoms in an unfamiliar setting (a school field trip, a sleepover), whether a character is showing signs of being sick.
Explain why telling a trusted adult about feeling sick applies to any adult in that role, not one specific person.
Summarize how rest and fluids help a sick body recover, connecting to Unit 1's rest concept.
Sequence a 4-step hygiene routine and explain in one sentence what happens to germs at each step.
Four safety rule sets — fire, street/bike, online, and medicine — all running on the same mechanism: tell a trusted adult immediately, even if it seems small or you think you'll get in trouble. Your child practices applying each domain's specific rules to new scenarios, and practices naming a backup adult when the first choice isn't around.
State the two-part rule for a home fire: get low and go, then get outside and stay outside.
Identify the family's two ways out of a room on a drawn home floor plan.
Apply the stop-look-listen rule to a street-crossing scenario not shown in instruction.
List the three required pieces of bike safety gear and behavior: helmet, visibility, and riding with traffic direction.
Recall the three steps to do when an online moment feels uncomfortable: stop responding, do not delete the evidence, tell a trusted adult right away.
Distinguish an uncomfortable online moment from a normal online moment using three example chat scenarios.
Explain why medicine is only ever given by a trusted adult, never self-served or shared with a friend.
Identify a trusted adult for a new danger scenario when the student's first-choice adult is unavailable.
Compare the fire, street/bike, online, and medicine rules to identify the one action common to all four.
Classify eight scenario cards into the correct danger domain (fire, street/bike, online, medicine).
This unit treats feelings as information, calming down as something you can actually practice, and friendship as specific repeatable actions rather than a feeling. Your child names feelings, matches them to calming strategies (pulling rest, movement, and trusted-adult straight from Units 1 and 3), then practices listening, including others, apologizing with a real change in behavior, and saying no while staying a friend.
Student names a specific feeling word (e.g., frustrated, lonely, nervous) that matches a short scenario, choosing from a word bank.
Student matches a feeling to an appropriate calming strategy (breathing, movement, rest, or telling a trusted adult) across a new scenario not used in instruction.
Student explains why naming a feeling out loud can change what a person does next, using a specific example.
Student sorts the exact contrasting example pairs modeled in class (e.g., 'she took the blue crayon' vs. 'he won't stop pushing me') into telling or tattling, using the same wording used during instruction.
Student distinguishes 'telling a trusted adult' about a friend problem from 'tattling,' applying the rule to new, unseen example pairs.
Student demonstrates listening and including as specific friend actions during a structured partner role-play.
Student writes a repair action for a friend-conflict scenario that names a specific behavior change, not a generic apology word.
Student identifies when saying no to a friend's request is still consistent with being a good friend, given a scenario involving peer pressure.
Student applies feeling-naming, calming-strategy selection, and repair-action reasoning together to an unfamiliar multi-part scenario involving both an internal feeling and a friend conflict.
From the parent guide
This is a semester of health for a 4th grader, taught by you, 50 minutes a day, 5 days a week. It's not about grades or gym class — it's about your kid learning to think of their own body as something they run and take care of. They'll figure out why food, sleep, and movement matter (not for looks, but for what those things actually do inside them), how germs spread and why washing hands matters even when no one's watching, the safety rules for fire, streets, bikes, being online, and medicine, and finally how to name feelings, calm down, and be a decent friend when things get hard. Nothing here touches weight, appearance, or sex — it stays squarely in "how do I take care of this body and these relationships" territory.
Unit 1 · what to expect
This unit is about teaching your child that food, sleep, and movement aren't about how they look — they're fuel and maintenance for a body that's growing and playing. Every food, sleep, or movement choice gets tied to a specific job: energy, growth, focus, or repair. You'll use their actual daily routine as the material the whole time.
The full guide covers all 4 units: where kids get stuck, what to say, and how to tell it's working. Included with the course.
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