| A | B | C | D | E | F | G | |
|---|---|---|---|---|---|---|---|
1 | CATCH Health Ed Journeys, Grades K-2 Alignment to Texas Essential Knowlede and Skills for Health Education (TEKS), 2020 | ||||||
2 | KINDERGARTEN | ||||||
3 | Physical Health and Hygiene Education | ||||||
4 | 3(A) Physical health and hygiene education helps to prepare students for improved lifelong health outcomes. Learning about body systems lays the foundation for personal health and hygiene. Health literacy and preventative behaviors empower students to make informed choices to support self, family, and community. | ||||||
5 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
6 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
7 | (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 the five senses. | 1.5 | PHW | ||||
8 | (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: | ||||||
9 | (A) name people who can provide health care guidance such as parents, family members, other trusted adults, teachers, and health care professionals; | 1.2, 3.3, 3.6, 3.7 | PHW | ||||
10 | (B) identify personal hygiene and health habits that help individuals stay healthy such as hand washing and brushing teeth; | 1.1, 1.5, 3.3, 3.4, 3.5, 3.7 | PHW FN | ||||
11 | (C) discuss ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization; and | 1.5, 3.4, 3.5, 3.7 | PHW FN | ||||
12 | (D) identify head lice and biting insects that may cause illness and their proper removal and care. | 1.6, 6.6 | PHW | ||||
13 | Mental Health and Wellness | ||||||
14 | 3(B) The mental health and wellness strand recognizes that the knowledge and skills necessary to manage emotions, reactions, and relationships are essential to reaching one's full potential. Students gain knowledge about social and emotional health, including developing a healthy self-concept, understanding risk and protective factors, and identifying and managing mental health and wellness concerns. In the early grades, students develop fluency around emotions and self-regulation and understand the relationship between feelings, thoughts, and behavior. In subsequent grades, students learn and practice appropriate ways to solve interpersonal conflicts, work to develop a positive self-image, and develop healthy self-management skills. | ||||||
15 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
16 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
17 | (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: | ||||||
18 | (A) identify their own feelings and emotions; | 4.1, 4.2 | MEH | ||||
19 | (B) describe and practice calming and self-management strategies; | 4.2 | MEH | ||||
20 | (C) discuss how friends can influence a person's behavior; | 4.3 | MEH | ||||
21 | (D) demonstrate skills for making new acquaintances; | 4.3 | MEH | ||||
22 | (E) demonstrate respect and communicate appropriately with individuals; and | 1.1, 1.2, 4.2, 4.3 | PHW MEH | ||||
23 | (F) identify and practice ways to solve conflicts with a friend. | 4.3 | MEH | ||||
24 | (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: | ||||||
25 | (A) describe positive social skills and personal qualities such as truth, kindness, reliability, and respectfulness; and (B) discuss the meaning of goals and identify at least one health-related goal. | 4.3 | MEH | ||||
26 | (B) discuss the meaning of goals and identify at least one health-related goal. | My Health Journeys | PHW MEH | ||||
27 | (5) 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 discuss how to treat peers with different learning needs with dignity. | 4.2 | MEH | ||||
28 | Healthy Eating and Physical Activity | ||||||
29 | 3(C) The healthy eating and physical activity strand addresses the importance of nutrition and physical activity to support a healthy lifestyle. Students apply critical-thinking and decision-making skills to make positive health choices. Students learn about essential nutrients, food groups, portion control, government nutritional recommendations, and the health benefits of being physically active. Students evaluate the connection between physical activity and nutrition and the prevention of chronic diseases. | ||||||
30 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
31 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
32 | (6) Healthy eating and physical activity--food and beverage daily recommendations. The student identifies and explains healthy eating strategies for enhancing and maintaining personal health throughout the lifespan. The student is expected to: | ||||||
33 | (A) demonstrate an understanding that the human body is composed mostly of water and explain the importance of drinking water daily; | 2.3, 3.7, 6.6 | FN PHW | ||||
34 | (B) identify healthy portion sizes for common food items; | 2.5 | FN | ||||
35 | (C) identify types of foods that help the body grow, including fruits and vegetables, dairy, and protein; and | 1.1, 2.1, 2.2, 3.3, 3.7 | PHW FN | ||||
36 | (D) identify healthy and unhealthy snack choices. | 2.1, 2.3 | FN | ||||
37 | (7) 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: | ||||||
38 | (A) describe basic facts of food allergy safety such as not sharing food and explain the importance of respecting others who have allergies; and | 2.6 | FN | ||||
39 | (B) identify habits that help individuals stay healthy such as getting the proper amount of sleep and daily physical activity. | 1.1, 1.3, 2.4, 2.5 | PHW | ||||
40 | Injury and Violence Prevention and Safety | ||||||
41 | 3(D) By focusing on injury and violence prevention and safety, the standards promote student well-being and awareness of dangerous situations. Supporting student well-being and providing instruction in digital citizenship, bullying prevention, first aid, and identification of safe and unsafe situations creates empowered and educated students who are able to make decisions that keep themselves and others safe. Beginning in Kindergarten and continuing through high school, students gain knowledge and skills to support safety and wellness at school, at home, online, and in the community. | ||||||
42 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
43 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
44 | (8) 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: | ||||||
45 | (A) discuss and demonstrate procedures for responding to emergencies, including reporting to a parent or another trusted adult or contacting 911; and | 6.5 | S | ||||
46 | (B) identify the purpose and demonstrate the proper use of protective equipment such as seat belts, booster seats, and bicycle helmets. | 1.1, 6.2, 6.6 | S PHW | ||||
47 | (9) Injury and violence prevention and safety--healthy relationships and conflict-resolution skills. The student differentiates between healthy and unhealthy relationships and demonstrates effective strategies to address conflict. The student is expected to: | ||||||
48 | (A) identify roles and characteristics of a trusted adult; | 6.1, 6.5 | S | ||||
49 | (B) identify and role play refusal skills such as saying "no" to protect personal space and to avoid unsafe situations; and | 6.1, 6.2, 6.5 | S | ||||
50 | (C) identify personal space and appropriate boundaries. | 6.1 | S | ||||
51 | (10) 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: | ||||||
52 | (A) name safe play environments; | 6.2 | S | ||||
53 | (B) name objects that may be dangerous such as knives, scissors, and screwdrivers and explain how they can be harmful; and | 6.2 | S | ||||
54 | (C) recall personal home address as part of a personal safety plan. | 6.5 | S | ||||
55 | (11) 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 identify situations when one should get help from a teacher, parent, or other trusted adult when made to feel bullied, uncomfortable, or unsafe in a digital or online environment. | 6.4 | S | ||||
56 | (12) 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: | ||||||
57 | (A) identify bullying behaviors and the role of the bystander; | 1.2, 4.3, 6.3 | PHW MEH S | ||||
58 | (B) identify ways to discourage bullying; | 4.3, 6.3 | MEH S | ||||
59 | (C) describe appropriate actions to take in response to bullying such as telling a parent or another trusted adult; and | 4.3, 6.4 | MEH S | ||||
60 | (D) explain and practice how to get help from a parent or another trusted adult when made to feel uncomfortable or unsafe by another person. | 6.3 | S | ||||
61 | Alcohol, Tobacco, and Other Drugs | ||||||
62 | 3(E) The standards under the alcohol, tobacco, and other drugs strand focus on a number of protective factors that develop empowered students who are able to make better-informed decisions, including understanding the impact of substance use on physical, mental, and social health. Through this strand, students learn key concepts about alcohol, tobacco, and other drugs, including the use, misuse, and physiological effects; short- and long-term impacts on health; treatment; risk and protective factors; and prevention. These concepts introduce healthy alternatives and ways for students to ask for and seek out help from parents and other trusted adults. | ||||||
63 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
64 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
65 | (13) Alcohol, tobacco, and other drugs--use, misuse, and physiological effects. The student understands the difference between the use and misuse of different substances and how the use and misuse of substances impacts health. The student is expected to: | ||||||
66 | (A) discuss the proper usage of medications; and | 5.1 | AOD | ||||
67 | (B) discuss the harmful effects of alcohol, tobacco, and drugs on physical health. | 5.1 | AOD | ||||
68 | (14) Alcohol, tobacco, and other drugs--risk and protective factors. The student understands how various factors can influence decisions regarding substance use and the resources available for help. The student is expected to identify refusal skills and how to get help from a parent or another trusted adult in unsafe situations involving the use or misuse of alcohol, tobacco, and other drugs. | 5.2 | AOD | ||||
69 | FIRST GRADE | ||||||
70 | Physical Health and Hygiene Education | ||||||
71 | 3(A) Physical health and hygiene education helps to prepare students for improved lifelong health outcomes. Learning about body systems lays the foundation for personal health and hygiene. Health literacy and preventative behaviors empower students to make informed choices to support self, family, and community. | ||||||
72 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
73 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
74 | (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 demonstrate use of the five senses. | 3.1, 3.2 | PHW | ||||
75 | (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: | ||||||
76 | (A) identify types of health care professionals and describe the services they provide such as medical checkups, dental exams, and vision and hearing screenings; | 1.4, 3.3, 3.6 | PHW | ||||
77 | (B) describe personal hygiene and health habits that enhance individual health such as personal hygiene, oral hygiene, and getting enough sleep; | 1.1, 1.3, 1.5, 3.3, 3.4, 3.5, 3.6 | PHW | ||||
78 | (C) describe ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization; and | 1.5, 3.3, 3.4, 3.6, 3.7 | PHW | ||||
79 | (D) describe where head lice and biting insects that may cause illness, including ticks and mosquitos, are commonly encountered and how to avoid them. | 1.6, 6.6 | PHW S | ||||
80 | Mental Health and Wellness | ||||||
81 | 3(B) The mental health and wellness strand recognizes that the knowledge and skills necessary to manage emotions, reactions, and relationships are essential to reaching one's full potential. Students gain knowledge about social and emotional health, including developing a healthy self-concept, understanding risk and protective factors, and identifying and managing mental health and wellness concerns. In the early grades, students develop fluency around emotions and self-regulation and understand the relationship between feelings, thoughts, and behavior. In subsequent grades, students learn and practice appropriate ways to solve interpersonal conflicts, work to develop a positive self-image, and develop healthy self-management skills. | ||||||
82 | Knowledge and skills | Unit, Lesson, or Activity (*See Units) | Method (**See Key) | Functional Health Information HECAT Topic (***See Key) | |||
83 | Addressed/ Taught/ Discussed | Practiced/ Activity | Partial or Potential Alignment | ||||
84 | (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: | ||||||
85 | (A) identify their own feelings and emotions; | 4.1, 4.2 | MEH | ||||
86 | (B) discuss and explain how emotions can interrupt thinking and the self-management process; | 4.1, 4.2, 4.3 | MEH | ||||
87 | (C) describe and practice calming and self-management strategies; | 4.2 | MEH | ||||
88 | (D) describe ways in which peers and families can work together to build healthy relationships; | 4.3 | MEH | ||||
89 | (E) describe ways to build and maintain friendships; | 4.3 | MEH | ||||
90 | (F) identify ways to respectfully communicate verbally and nonverbally; | 1.1, 4.2, 4.3 | PHW MEH | ||||
91 | (G) identify feelings and emotions expressed by others; and | 4.1 | MEH | ||||
92 | (H) identify and practice ways to solve conflicts with friends and peers. | 4.3 | MEH | ||||
93 | (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: | ||||||
94 | (A) discuss ways to be kind to self and how to identify areas for growth; and | My Health Journeys | PHW | ||||
95 | (B) explain the importance of goal setting and task completion. | My Health Journeys | PHW | ||||
96 | (5) 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: | ||||||
97 | (A) discuss and demonstrate how to treat peers with different learning needs with dignity and respect; | 1.1 | PHW | ||||
98 | (B) identify situations that can create positive stress and positive emotions; and | 4.1, 4.3 | MEH | ||||
99 | (C) discuss the signs and symptoms associated with negative stress such as loss or grief. | 4.1, 4.3 | MEH | ||||
100 | Healthy Eating and Physical Activity | ||||||