TEKS /
Student Expectations |
(a) Introduction.
(1) In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health.
(2) In Health 1, students develop skills that will make them health-literate adults. Students gain a deeper understanding of the knowledge and behaviors they use to safeguard their health, particularly pertaining to health risks. Students are taught how to access accurate information that they can use to promote health for themselves and others. Students use problem-solving, research, goal-setting and communication skills to protect their health and that of the community.
(4) Health information. The student investigates and evaluates the impact of media and technology on individual, family, community, and world health. The student is expected to:
(A) analyze the health messages delivered through media and technology; and
(B) explain how technology has impacted the health status of individuals, families, communities, and the world.
8) Influencing factors. The student analyzes the effect of relationships on health behaviors. The student is expected to:
(A) evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends; and
(16) Personal/interpersonal skills. The student synthesizes information and applies critical-thinking, decision-making, and problem-solving skills for making health-promoting decisions throughout the life span. The student is expected to:
(A) identify decision-making skills that promote individual, family, and community health;
(B) summarize the advantages of seeking advice and feedback regarding the use of decision-making and problem-solving skills;
(C) classify forms of communication such as passive, aggressive, or assertive; and
(D) associate risk-taking with consequences such as drinking and driving.
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Targeted TAKS /
Department Objectives |
a) Introduction.
(1) In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health.
(2) In Health 1, students develop skills that will make them health-literate adults. Students gain a deeper understanding of the knowledge and behaviors they use to safeguard their health, particularly pertaining to health risks. Students are taught how to access accurate information that they can use to promote health for themselves and others. Students use problem-solving, research, goal-setting and communication skills to protect their health and that of the community.
(4) Health information. The student investigates and evaluates the impact of media and technology on individual, family, community, and world health. The student is expected to:
(A) analyze the health messages delivered through media and technology; and
(B) explain how technology has impacted the health status of individuals, families, communities, and the world.
8) Influencing factors. The student analyzes the effect of relationships on health behaviors. The student is expected to:
(A) evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends; and
(16) Personal/interpersonal skills. The student synthesizes information and applies critical-thinking, decision-making, and problem-solving skills for making health-promoting decisions throughout the life span. The student is expected to:
(A) identify decision-making skills that promote individual, family, and community health;
(B) summarize the advantages of seeking advice and feedback regarding the use of decision-making and problem-solving skills;
(C) classify forms of communication such as passive, aggressive, or assertive; and
(D) associate risk-taking with consequences such as drinking and driving.
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