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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 115TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR HEALTH EDUCATION
SUBCHAPTER BMIDDLE SCHOOL
RULE §115.26Grade 6, Adopted 2020

    (F) identify strategies for using non-violent conflict resolution skills.

  (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:

    (A) identify how physical and social changes impact self-esteem;

    (B) identify possible health benefits of setting and implementing long-term personal goals;

    (C) create and discuss personal life goals that one wishes to achieve and consider the financial impact of graduating from high school, having a full-time job, and waiting until marriage if one plans to have children; and

    (D) explain the steps in the decision-making process and the importance of following the steps.

  (5) Mental health and wellness--risk and protective factors. The student recognizes the influence of various factors on mental health and wellness. The student is expected to:

    (A) identify and discuss how adolescent brain development influences emotions, decision making, and logic; and

    (B) relate physical environmental factors such as school climate and availability of resources to individual, family, and community health.

  (6) Mental health and wellness--identifying and managing mental health and wellness concerns. The student develops and uses appropriate skills to identify and manage conditions related to mental health and wellness. The student is expected to:

    (A) examine the outcomes of healthy and unhealthy methods for managing challenges related to long-term health conditions of self and others;

    (B) identify and describe lifetime strategies for managing conditions that impact learning such as attention-deficit disorder (ADD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, dysgraphia, and sensory issues;

    (C) identify how to respond positively to develop resiliency;

    (D) describe healthy and unhealthy self-management strategies for stress, anxiety, depression, trauma, loss, and grief;

    (E) identify causes and effects associated with disordered eating and eating disorders such as bulimia, anorexia, and binge eating disorder and the importance of seeking help from a parent or another trusted adult for oneself or others related to disordered eating;

    (F) discuss the suicide risk and suicide protective factors identified by the Centers for Disease Control and Prevention (CDC) and the importance of telling a parent or another trusted adult if one observes the warning signs in self or others;

    (G) explain the role of a healthy self-concept in avoiding self-harming behaviors that can occur when someone is struggling to manage overwhelming emotions; and

    (H) identify suicide prevention resources such as the National Suicide Prevention Hotline.

  (7) Healthy eating and physical activity--food and beverage daily recommendations. The student analyzes and applies healthy eating strategies for enhancing and maintaining personal health throughout the lifespan. The student is expected to:

    (A) define micronutrients, including calcium and iron, and their recommended daily allowances;

    (B) compare and contrast common food labels and menus for nutritional content and calories;

    (C) describe healthy and unhealthy dietary practices;

    (D) explain the importance of a realistic personal dietary plan; and

    (E) evaluate the importance of choosing lower sodium alternatives to foods that have high levels of sodium such as salty snacks and canned vegetables.

  (8) Healthy eating and physical activity--physical activity. The student identifies, analyzes, and applies strategies for enhancing and maintaining optimal personal physical fitness throughout the lifespan. The student is expected to:

    (A) identify the CDC guidelines for daily physical activity throughout the lifespan; and

    (B) analyze the benefits of regular physical activity on mental, physical, and social health.

  (9) Healthy eating and physical activity--nutrition and physical activity literacy. The student obtains, processes, and understands basic physical activity and nutrition information needed to make health-promoting decisions. The student is expected to:

    (A) make a variety of healthy personal food choices and develop short- and long-term goals to achieve appropriate levels of physical activity and improve personal physical fitness levels; and

    (B) explain the role of media and technology in influencing individual and community health related to physical activity and nutritional choices.

  (10) Healthy eating and physical activity--risk and protective factors. The student analyzes and applies risk and protective factors related to healthy eating and physical activity. The student is expected to:

    (A) analyze the impact of moderate physical activity and dietary choices on the prevention of obesity, heart disease, and diabetes;

    (B) identify strategies to adopt healthy behaviors to reduce the likelihood of developing chronic conditions such as obesity, heart disease, or diabetes;

    (C) analyze internal and external factors that influence healthy eating and physical activity behaviors; and

    (D) discuss the nutritional differences between preparing and serving fresh or minimally processed foods and commercially prepared or highly processed foods.

  (11) Injury and violence prevention and safety--safety skills and unintentional injury. The student identifies and demonstrates safety and first aid knowledge to prevent and treat injuries. The student is expected to describe basic first-aid procedures.

  (12) 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:

    (A) discuss and demonstrate strategies for avoiding violence, gangs, weapons, and human trafficking;

    (B) define safe haven and identify dedicated safe haven locations in the community;

    (C) describe the dangers associated with a variety of weapons;

    (D) explain the importance of complying with rules prohibiting possession of weapons; and

    (E) create a personal safety plan.

  (13) 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:

    (A) discuss appropriate personal digital and online communication boundaries;

    (B) develop strategies to resist inappropriate digital and online communication such as social media posts, sending and receiving photos, sexting, and pornography;

    (C) discuss and analyze consequences resulting from inappropriate digital and online communication such as social media posts, sending and receiving photos, sexting, and pornography;

    (D) discuss strategies and techniques for identity protection in digital and online environments;

    (E) identify how technology is used to recruit or manipulate potential victims of sex trafficking; and

    (F) identify the current legal consequences of cyberbullying and inappropriate digital and online communication.

  (14) Injury and violence prevention and safety--interpersonal violence. The student understands the impact of interpersonal violence and the importance of seeking guidance and help to maintain personal safety. The student is expected to:

    (A) identify how exposure to family violence can influence behavior and the importance of reporting suspected abuse;

    (B) assess healthy and appropriate ways of responding to and discouraging bullying and cyberbullying, including behavior that takes place at school;

    (C) analyze the impact that bullying has on both victims and bullies;

    (D) identify strategies for prevention and intervention of all forms of bullying and cyberbullying such as emotional, physical, social, and sexual; and

    (E) discuss ways to seek the input of parents and other trusted adults in problem solving issues relating to violence and bullying.

  (15) Alcohol, tobacco, and other drugs--use, misuse, and physiological effects. The student understands the difference between use and misuse of different substances and how the use and misuse of substances impacts health. The student is expected to:

    (A) describe the misuse and abuse of prescription and over-the-counter drugs, including combining drugs, and the dangers associated with each;

Cont'd...

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