Simplified Scope & Sequence/Correlation of STAARTEKS

Health EducationSixth Grade

Simplified Scope & Sequence/Correlation of STAARTEKS

Days / Chapter / Title / TEKS/STAAR / Health TEKS
ELA Math Social Studies Science
2 / 3 / Self-Esteem / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F, (4)B, (6)A
3 / Unit 1 / Entering the Teen Years: The Journey of Adolescence / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F, (4)B,(6)A,(b)(9)A, (7)E,(11)A,B,C, D,E
3 / Unit 2 / Building Self-Confidence and Communication Skills / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F, (4)B, (6)A
2 / Service Learning / Service Learning / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F, (4)B, (6)A
3 / Unit 3 / Managing Emotions in Positive Ways / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F, (4)B, (6)A,(7)C
(10)B,C
3 / Unit 4 / Improving Peer Relationships / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F, (4)B, (5)G,(6)A, (7)B,E,(10)B,C
3 / Unit 5 / Strengthening Family Relationships / 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)F,H, (4)B, (6)A, (10)A,E,F,G(7)E,(11)A
2 / 4 / Body Image / 2(A) 10(A,B) 12(A,B)
13(A,B,C) 17(C) 18(A) / (6.1)B,C / 2(B),15(A,B),22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22(b)(1)B,D,F,(4)B,(6)A,B, (8)A
3 / 9 / Growth
and
Development / 2(A) 10(A,B) 12(A,B) 17(A,C) / (6.1)B,C,(6.8)B,(6.11)A / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(B) 5(D) 8(B)12(A,C) / 115.22(b)(1)B,D, E,F,G(2)A,B,C,D, (4)B,(5)I,(7)E,(10)A,D
3 / 7 / Caring for Your Body / 2(A) 10(A,B) 12(A,B) 17(C) 18(A) / (6.1)B,C,(6.8)B / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 5(D) 8(A) / 115.22(b)(1)C,E,G,(3)A,(4)A,B
5 / 12 / Nutrition / 2(A) 10(A,B) 12(A,B)13(A,C) 17(C) 18(A) 23(A) 25(A) / (6.1)B,C, (6.2)A,B,C,D,(6.4)A,(6.8)B, (6.11)A / 2(B),8(B),22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(A,B) 5(C) / 115.22(b)(1)A,B,H,(4)B,(6)B
4 / 2 / Making Good Decisions / 2(A),6(B), 10(A,B) 12(A,B) 16(A) 17(B,C) 18(A) 22(A) 25(A) 25(B,C) / (6.1)B,C / 2(B),13(A),15(D),22(D,E),23(A,B) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b)(4)B,(5)H,(6)A,(7)A, C,E,(10)B,C,E,(11)A,B,C,E
4 / Unit 7 / Setting Goals for Healthy Living / 2(A),6(B), 10(A,B) 12(A,B) 16(A) 17(B,C) 18(A) 22(A) 25(A) 25(B,C) / (6.1)B,C / 2(B),13(A),15(D),22(D,E),23(A,B) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b) (1)C ,(4)A,B,(5)H,(6)A,(7)A,C,E,(10)B,C,E,(11)A,B,C,E
4 / 13 / Understanding Drugs / 2(A) 10(A,B) 12(A,B) 18(A)17(C) / (6.1)B,C,(6.11)A / 16(A),17(A),22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 5(D) / 115.22,(b)(1)H,(3)A,(4)B,(5)B,C,D,E,H,I,(7)A,E, (9)B,(11)B
5 / Unit 6 / Making Healthy Choices, Year 1 / 2(A),6(B), 10(A,B) 12(A,B) 16(A) 17(B,C) 18(A) 22(A) 25(A) 25(B,C) 2(A) 10(A,B) / (6.1)B,C,(6.11)A / 2(B),13(A),15(D),(16)A,(17)A,22(D,E),23(A,B) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) / 115.22,(b)(4)B,(5)H,(6)A,(7)A, C,E,(10)B,C,E,(11)A,B,C,E
4 / 14 / Tobacco and
Alcohol / 2(A) 10(A,B) 12(A,B) 13(A,C) 17(C) 18(A) / (6.1)B,C,(6.11)A / 21(D),22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 5(D) 8(B) / 115.22(b)1A,H,(4)B,(5)B,C,D,E,H,I, (6)B,(7)A, E,(9)B,(11)B,D
3 / 10 / Controlling
Disease / 2(A),3(A) 10(A,B) 12(A,B) 17(C) 18(A) / (6.1)B,C,(6.3)A / 2(B),3(D),20(A),
22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(A,B) 7(A) 8(E) 9(A) / 115.22(b)(1)B,G,H,(3)A,B,C, (4)A,B, (5)D,I,(7)D, (8)B
3 / 15 / Health and Your Safety / 2(A) 10(A,B) 12(A,B) 17(C) 18(A) / (6.1)B,C,(6.4)B, (6.8)A(6.8)B,(6.11)A,B,C,D / 4(A,C),7(B),22(D,E) / 112.B (b) 1(A,B)2(A,B,C,D,E) 3(A,B,C,D) 4(B) 5(D) 7(A,B) 8(B) 9(A) 10(D) / 115.22(b)(4)B, (5)F,G, (7)A,B,E, (11)B
10 / Teacher’s
Edition
pp. T58-64 / Teaching Sensitive Issues / 2(A) 10(A,B) 12(A,B) 17(C) 18(A) 22(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(B) / 115.22(b) (3)A,B,C (4)B,(5)A,D,H,I(6)A,B(7)A,B,C,D,E(8)A,(9)A,B,(10)A,C,D,E, (11)A,B,C(b)(7)D
15 / P.A.P.A. / P.A.P.A. / 2(A) 10(A,B) 12(A,B) 17(C) 18(A) / (6.1)B,C / 22(D,E) / 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(B) / 115.22,(b)(4)B,(5)D,I,(6)A,(7)A,B,C,D,E(9)A,B,(10)C,D,E,F, (11)A,B,E

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Self-Esteem / TEKS/STAAR
1
2 / The student is expected to: / HEALTH TEKS: 115.22,(b) (1)F, (4)B, (6)A
ELA: 2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH: (6.1)B,C
SOCIAL STUDIES: 22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Chapter 3: Decisions For Health (Green) – lessons 1-3, pgs. 44-59

explain how self-esteem affects your life
identify the characteristics of high self-esteem and low self-esteem
identify five influences on self-esteem
describe how self-concept and self-esteem are different
identify three areas of self-concept
identify three keys to healthy self-esteem
identify seven ways to build healthy self-esteem

DAYS / OBJECTIVES:
Entering the Teen Years: The Journey of Adolescence / TEKS/STAAR
3
4
5 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)F, (4)B,(6)A,(b)(9)A, (7)E,(11)A,B,C, D,E
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE:112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 1: Lions Quest: Skills for Adolescence–Lesson 1-6

creating a supportive classroom learning community
identify the normal changes that occur during adolescence
Accept increased responsibility for healthy living
Identify character traits for healthy development
respect on one’s person and others, commitment to family, healthy life-style, service to others, self-discipline, responsibility, courage, kindness, honesty.FLHS
recognize the influence of peers/others on the decision making process. FLHS
develop an awareness of our personal rights and responsibilitiesFLHS
apply the decision making process to realistic situationsFLHS

DAYS / OBJECTIVES:
Building Self-Confidence and Communication Skills / TEKS/STAAR
6 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)F, (4)B, (6)A
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 2: Lions Quest: Skills for Adolescence –Lesson 1-6

identify factors that strengthen self-confidence
practice listening and responding effectively
identify ways to act responsibly

(continued on next page)

6thGrade –page 1

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Building Self-Confidence and Communication Skills / TEKS/STAAR
7
8 / The student is expected to: / HEALTH TEKS: 115.22,(b) (1)F, (4)B, (6)A
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 2: Lions Quest: Skills for Adolescence –Lesson 1-6

understand the importance of respecting yourself and others
learn and practice a six-step approach for making positive decisions
describe self-traits the learner is proudFLHS
recognize and comment upon positive traits of group members.FLHS

DAYS / OBJECTIVES:
Service-Learning / TEKS/STAAR
9
10 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)F, (4)B, (6)A
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Service-Learning: Lions Quest: Skills for Adolescence

apply academic knowledge and interactive skills to address important school and community needs.
discover new interests and abilities
work cooperatively and take leadership roles
reinforce the value of caring about and helping others

DAYS / OBJECTIVES:
Managing Emotions in Positive Ways / TEKS/STAAR
11
12
13 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)F, (4)B, (6)A,(7)C
(10)B,C
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 3: Lions Quest: Skills for Adolescence–Lesson 1-6

understand that young adolescents experience a wide range of emotions and tat these emotions are normal
become more aware of the range of emotions different people may experience in response to the same situations
better understand how others’ words and actions can influence our emotions and how our works and actions can affect others
learn how emotions, thoughts, and actions are related and how positive thoughts can lead to more positive outcomes
to practice making positive decisions in situations that decisions in situations that involve strong emotions
discuss concepts of tolerance and respect for different political and religious beliefs.FLHS
describe behaviors that illustrate different beliefs.FLHS

6thGrade –page 2

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Improving Peer Relationships / TEKS/STAAR
14
15
16 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)F, (4)B, (5)G,(6)A, (7)B,E,(10)B,C
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 4: Lions Quest: Skills for Adolescence -Lesson 1-7

learn ways to establish and strengthen healthy, mutually respectful friendships
recognize and practice resisting peer pressure
identify different ways of responding to intimidating and bullying behaviors
learn ways to handle conflict in peer relationships
discuss how to be a friend. FLHS
discuss values related to how to treat a friend.FLHS
assess a problem situation and suggest possible alternativesFLHS
recognize when peers pressure the individual in positive and negative ways. FLHS
demonstrate and role play how to say no without losing his/her friends and know its ok if you do lose your friend.FLHS

DAYS / OBJECTIVES:
Strengthening Family Relationships / TEKS/STAAR
17
18
19 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)F,H, (4)B, (6)A, (10)A,E,F,G(7)E,(11)A
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 5: Lions Quest: Skills for Adolescence–Lesson 1-5

better understand the family’s role in the nurturing and development of its members
increase our appreciation of the heritage and background of our own families and other families
learn how families have changed over the years
find more ways to use positive skills from the Skills for Adolescence program at home
focus on ways family members can enjoy time together
identify various family traditionsFLHS
research and discuss traditions of another familyFLHS
describe how family members are affected when one person is disabled, ill or under stress.FLHS
list ways a family can help or get help from others. FLHS

6thGrade –page 3

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Body Image / TEKS/STAAR
20
21 / The student is expected to: / HEALTH TEKS: 115.22(b)(1)B,D,F,(4)B,(6)A,B, (8)A
ELA: 2(A) 10(A,B) 12(A,B)13(A,B,C) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES: 2(B),15(A,B),22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Chapter 4: Decisions For Health (Green)-lessons 1-4 pgs. 60-78

explain why body image is important
compare healthy body image with unhealthy body image.
identify four factors that influence body image
explain how people in your life can be both positive and negative influences on your body image
describe two factors that affect the size and shape of your body
explain how being realistic can help you build a healthy body image
explain how eating well and staying active can affect your body image
explain how unhealthy eating behaviors may affect a person’s health
describe a fad diet
give three examples of eating disorders
summarize two strategies for giving and getting help for an eating disorder

DAYS / OBJECTIVES:
Growth and Development / TEKS/STAAR
22
23 / The student is expected to: / HEALTH TEKS:115.22(b)(1)B,D,(2)A,B,C,D, (4)B,(5)I,(7)E,(10)A
ELA: 2(A) 10(A,B) 12(A,B) 17(A,C)
MATH: (6.1)B,C,(6.8)B,(6.11)A
SOCIAL STUDIES: 22(D,E)
SCIENCE112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(B) 5(D) 8(B)12(A,C)
Chapter 9: Decisions For Health (Green) – lessons 1-5 pgs. 190-211

describe the structure and function of the male and female reproductive systems
identify four ways to protect your reproductive health
summarize the growth and development of humans before birth
describe three factors that affect the health of both the mother and fetus
summarize development during infancy and childhood
explain how hormones affect growth and development
describe physical development during adolescence
summarize the emotional, physical, mental , and social changes that happen during adolescence
describe development during adulthood
explain how technology has affected life expectancy in the United States

(continued on next page)

6thGrade –page 4

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Growth and Development / TEKS/STAAR
24 / The student is expected to: / HEALTH TEKS:115.22(b)(1)B,D, (2)A,B,C,D, (4)B,(5)I,(7)E,(10)A
ELA: 2(A) 10(A,B) 12(A,B) 17(A,C)
MATH: (6.1)B,C,(6.8)B,(6.11)A
SOCIAL STUDIES: 22(D,E)
SCIENCE112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(B) 5(D) 8(B)12(A,C)
Chapter 9: Decisions For Health (Green) – lessons 1-5 pgs. 190-211

explain how to care for his/her body.FLHS
relate care of the reproductive system to total careFLHS
identify structure, function, and care of the male/female reproductive system. FLHS
discuss physical, emotional and social change during puberty. FLHS
describe the fertilization process. FLHS
relate the consequences of sexual feelings and why they should be controlledFLHS

DAYS / OBJECTIVES:
Caring for Your Body / TEKS/STAAR
25
26
27 / The student is expected to: / HEALTH TEKS: 115.22(b)(1)C,E,G,(3)A,(4)A,B
ELA: 2(A) 10(A,B) 12(A,B) 17(C) 18(A)
MATH: (6.1)B,C,(6.8)B
SOCIAL STUDIES: 22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 5(D) 8(A)
Chapter 7: Decisions For Health(Green)-lessons 1-6 pgs. 142-162

describe the structure and function of skin
explain how to care for your skin
describe two functions of hair
explain how to care for your hair and nails
describe two functions of fingernails
describe the structure and function of teeth

identify two minor problems of teeth

DAYS / OBJECTIVES:
Nutrition / TEKS/STAAR
28 / The student is expected to: / HEALTH TEKS: 115.22(b)(1)A,B,H,(4)B,(6)B
ELA: 2(A) 10(A,B) 12(A,B)13(A,C) 17(C) 18(A) 23(A) 25(A)
MATH: (6.1)B,C, (6.2)A,B,C,D, (6.4)A,(6.8)B,(6.11)A
SOCIAL STUDIES: 2(B),8(B),22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(A,B) 5(C)
Chapter 12: Decisions For Health (Green)-lessons 1-3 pgs. 264-278

describe how nutrition affects your overall health
explain how your body uses food
describe each of the six classes of essential nutrients
identify foods that are good sources of each nutrient
identify the food groups shown on the Food Guide Pyramid

(continued on next page)

6thGrade –page 5

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Nutrition / TEKS/STAAR
29
30
31
32 / The student is expected to: / HEALTH TEKS: 115.22(b)(1)A,B,H,(4)B,(6)B
ELA: 2(A) 10(A,B) 12(A,B)13(A,C) 17(C) 18(A) 23(A) 25(A)
MATH: (6.1)B,C, (6.2)A,B,C,D, (6.4)A,(6.8)B,(6.11)A
SOCIAL STUDIES: 2(B),8(B),22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(A,B) 5(C)
Chapter 12: Decisions For Health (Green)-lessons 1-3 pgs. 264-278

explain how to read a Nutrition Facts label
describe the Dietary Guidelines for Americans
identify important GO-SLOW-WHOA concepts ♥L-1
identify important nutrition information of food labels ♥L-1
identify the relationship between nutrition information on food labels and how healthy foods are♥L-1
compare GO-SLOW-WHOA foods in terms of calories, sodium and saturated fat♥L-2
identify the relationship between food choices and their consumption of calories, sodium and saturated fat ♥L-2
identify important nutrition information on beverages labels ♥L-3
perform calculations using nutrition information on beverages labels ♥L-3
identify alternatives to sugar-sweetened beverages ♥L-3
compare menu options at fast food restaurants based on nutrition information ♥L-4
identify healthier menu options at fast food restaurants ♥L-4
recognize the importance of energy balance and moderation ♥L-4
calculate their target heart rate ♥L-5
identify the relationship between target heart rate and physical activity ♥L-5
identify the food groups and other features of MyPyramid,as well as foods within each group ♥L-6
recognize the importance of energy balance and moderation ♥L-6
create posters that illustrate MyPyramid concepts ♥L-6
identify reasons not to skip breakfast ♥L-7
identify healthier breakfast food choices ♥L-7

6thGrade –page 6

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Making Good Decisions / TEKS/STAAR
33
34
35
36 / The student is expected to: / HEALTH TEKS: 115.22,(b)(4)B,(5)H,(6)A,(7)A, C,E,(10)B,C,E,(11)A,B,C,E
ELA: 2(A),6(B), 10(A,B) 12(A,B) 16(A) 17(B,C) 18(A) 22(A) 25(A) 25(B,C)
MATH: (6.1)B,C
SOCIAL STUDIES: 2(B),13(A),15(D),22(D,E),23(A,B)
SCIENCE:112.B(b)2(A,B,C,D,E) 3(A,B,C,D)
Chapter 2: Decisions For Health (Green) – lessons 1-5 pgs. 20-42

describe what a good decision is
identify three things that influence your decision making
explain the difference between positive , neutral, and negative consequences
identify six steps useful in making good decisions

describe how your values are influences on your decisions

explain the importance of predicting consequences

distinguish between positive and negative peer pressure
list five refusal skills
explain the importance of a support system
distinguish between short-term goals and long-term goals
explain how achieving goals can improve your self-esteem
explain how goals improve your relationships with other people and your community
describe the relationship between goals and success
describe how your interests and values influence your goals
identify four resources available for working toward one’s goal

explain why changing goals is sometimes okay
“Decisions,Decisions,Decisions”Video Segment 1CTBW 1
Making the Best DecisionsCTBW 1
What is a goals?CTBW 1
Building Character: DeterminationCTBW 1

6thGrade –page 7

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Setting Goals for Healthy Living / TEKS/STAAR
37
38
39
40 / The student is expected to: / HEALTH TEKS:115.22,(b) (1)C ,(4)A,B,(5)H,(6)A, (7)A,C,E,(10)B,C,E,(11)A,B,C,E
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 7: Lions Quest: Skills for Adolescence–Lesson 1-5

plan for the future
understand that achieving goals requires a sense of purpose, commitment, and self-discipline
learn and practice a seven-step goal-setting process
identify and seek our positive role models
learn ways to deal with the challenges involved in working toward goals
examine examples of short and long term goals.FLHS
identify emotional, social, and economic consequences of your individual choices.FLHS
list the types of health services available in the community. FLHS
discuss involving parents in a decision-making model to select health services, products, or practitioners that are needed by adolescents. FLHS
identify anticipatory health needs that are recommended during adolescence such as immunizations, physical exams, and nutrition.FLHS

DAYS / OBJECTIVES:
Understanding Drugs / TEKS/STAAR
41
42 / The student is expected to: / HEALTH TEKS: 115.22,(b)(1)H,(3)A,(4)B,(5)B,C,D,E,H,I,(7)A,E, (9)B,(11)B
ELA: 2(A) 10(A,B) 12(A,B) 18(A)17(C)
MATH: (6.1)B,C,(6.11)A
SOCIAL STUDIES: 16(A),17(A),22(D,E)
SCIENCE:112.B(b)2(A,B,C,D,E) 3(A,B,C,D) 5(D)
Chapter 13: Decisions For Health (Green) - lessons 1-6 pgs. 280-299

explain how drugs affect people
describe how reactions to a drug can vary
compare the terms drug and medicine
explain the difference between prescription and over-the-counter medicines
list three things you can do to use medicines safely
describe the dangerous effects of marijuana
list six health problems caused by inhalants

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6thGrade –page 8

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Understanding Drugs / TEKS/STAAR
43
44 / The student is expected to: / HEALTH TEKS: 115.22,(b)(1)H,(3)A,(4)B,(5)B,C,D,E,H,I,(7)A,E, (9)B,(11)B
ELA: 2(A) 10(A,B) 12(A,B) 18(A)17(C)
MATH: (6.1)B,C,(6.11)A
SOCIAL STUDIES: 16(A),17(A),22(D,E)
SCIENCE:112.B(b)2(A,B,C,D,E) 3(A,B,C,D) 5(D)
Chapter 13: Decisions For Health (Green) - lessons 1-6 pgs. 280-299

explain why anabolic steroids are dangerous
explain the difference between misuse and abuse
discuss the costs of abusing drugs
describe how drugs affect one’s ability to make decisions
explain how people can form a drug addiction
describe how difficult it is to quit using drugs once a person is addicted
explain how avoiding drug environments can help you stay drug free
list four ways to deal with problems without using drugs
describe how you could refuse an offer to try drugs

DAYS / OBJECTIVES:
Making Healthy Choices, Year 1 / TEKS/STAAR
45
46
47
48
49 / The student is expected to: / HEALTH TEKS:115.22,(b)(4)B,(5)H,(6)A,(7)A, C,E,(10)B,C,E,(11)A,B,C,E
ELA:2(A),10(A,B)12(A,B),13(D) 17(C) 18(A)
MATH:(6.1)B,C
SOCIAL STUDIES:22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D)
Unit 6: Lions Quest: Skills for Adolescence–Lesson-1-15

recognize that using alcohol, tobacco, marijuana, and other drugs is not the norm among young people and have a personal commitment not to use drugs
recognize the social pressures that influence tobacco, alcohol, marijuana, and other drug use and to build support for non-use
develop the self-management, problem-solving, stress reduction, and assertiveness/refusal skills that help prevent drug use
learn accurate, age-appropriate information about the impact of drug use on the young person’s health, friendships, interests, and future goal
strengthen the connections with friends, family, and community members who support healthy choices and well-being.

6thGrade –page 9

Health Education

Scope & Sequence

Sixth Grade

DAYS / OBJECTIVES:
Tobacco and Alcohol / TEKS/STAAR
50
51
52
53 / The student is expected to: / HEALTH TEKS: 115.22(b)1A,H,(4)B,(5)B,C,D,E,H,I, (6)B,(7)A, E,(9)B,(11)B,D
ELA: 2(A) 10(A,B) 12(A,B) 13(A,C) 17(C) 18(A)
MATH: (6.1)B,C,(6.11)A
SOCIAL STUDIES: 21(D),22(D,E)
SCIENCE:112.B(b)2(A,B,C,D,E) 3(A,B,C,D) 5(D) 8(B)
Chapter 14: Decisions For Health (Green) – lessons 1-6 pgs. 302-321

explain why tobacco and alcohol are drugs
describe early effects of smoking
discuss healthy problems caused by smokeless tobacco
describe two diseases caused by long-term use of tobacco products
discuss the effects of intoxication
name two health problems caused by long-term alcohol abuse
describe how alcohol impairs the ability to drive
explain how alcoholism affects the alcohol user and his or her family
describe how difficult it is to quit using drugs once a person is addicted
describe how friends, family, and role models pressure teens to try tobacco and alcohol
explain how peer pressure can be positive or negative
discuss how the media can influence teens about drugs
discuss ways to refuse tobacco or alcohol
describe drug-free ways to be social

DAYS / OBJECTIVES:
Controlling Disease / TEKS/STAAR
54 / The student is expected to: / HEALTH TEKS: 115.22(b)(1)B,G,H,(3)A,B,C, (4)A,B, (5)D,I,(7)D, (8)B
ELA: 2(A),3(A) 10(A,B) 12(A,B) 17(C) 18(A)
MATH: (6.1)B,C,(6.3)A
SOCIAL STUDIES: 2(B),3(D),20(A),22(D,E)
SCIENCE: 112.B (b) 2(A,B,C,D,E) 3(A,B,C,D) 4(A,B) 7(A) 8(E) 9(A)
Chapter 10: Decisions For Health (Green) – lessons 1-5 pgs. 212-234

describe the difference between infectious and noninfectious diseases
describe how the human body fights diseases
identify four causes of infectious diseases
explain how the spread of common infectious diseases can be prevented

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6thGrade –page 10

Health Education