Illinois Learning Standards
Stage H - Health
Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
- Apply basic first aid procedures (e.g., weather-related
- Follow rules, regulations, and safety procedures while
engaged in physical activity and encourage others to do
- Explain routine safety precautions (e.g., in motor vehicles,
on a bicycle, in and near water, as a pedestrian).
- Indicate behaviors/choices that may increase risks to
- Compare and contrast personal health-related behaviors/choices
made now and in the past.
- Demonstrate behaviors/choices that reduce health risks.
- Explain the possible consequences that prolonged exposure
to stress may have on the body.
- Describe and name STDs.
- Identify the signs and symptoms of common STDs.
- Demonstrate basic knowledge of H.I.V. and A.I.D.S.
Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
- Demonstrate actions to be taken during emergency situations
(tornadoes, fire, lightning).
- Distinguish between reliable and unreliable health information
- Analyze teen trends and their relationship to health (diet,
skin products, body piercing, tattoos).
- Explain when it is appropriate to stay at home because
of an illness.
- Investigate the history and treatment of disease and its
influences on the way we deal with diseases today.
Students who meet the standard can explain how the environment can affect health.
- Debate ways that communities can get rid of waste more
efficiently and effectively.
- Research and report on possible solutions to local community
and school environmental problems.
- Explain the difference between e-coli, salmonella, and
- Research the effects on the body and the environment of
substances found in cigarette smoke.
Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
- Describe how the circulatory and respiratory systems work
- List substances from other systems that are carried by
- Explain what happens to the brain when it does not get
- Discuss ways that systems impact one another either in
a positive or negative way.
Students who meet the standard can explain the effects of health related actions on the body systems.
- Analyze the effects of drug use, misuse, and abuse on
- Identify factors affecting basic nutrient and energy requirements.
- Recognize the impact of diets on health.
- Discuss the health risks of fad diets and eating disorders
(anorexia, bulimia, overeating).
- Explain the possible dangers of tattooing and body piercing.
- List choices that have a positive influence on health.
- List choices that have a negative influence on health.
- Describe the long-term effects of tobacco, alcohol, and
drug abuse on the body's systems.
Students who meet the standard can describe factors that affect growth and development.
- Discuss the influences and behaviors that may lead to
eating disorders. Identify situations that cause stress.
- Recognize stress management techniques.
- Identify the possible
impact of death, loss, and/or divorce on the family and
- Investigate the relationships of, and the disparities
among, physical, mental, emotional, and social changes occurring
- Use the principles of energy balance to
plan a diet and activity routine that will result in healthy
body weight and composition.
- Use knowledgeable consumer
skills to purchase healthy foods.
- Recognize social forces
and norms that exert positive or negative influences on
health practices, including fitness and diet.
- Practice effective
methods of communication (written, verbal, non-verbal).
- Practice conflict resolution skills.
- Identify health-related
choices which, if made today, can affect a person's physical,
mental, emotional and social growth and development in the
- Discuss how making healthy choices and knowing family
health history can help a person live a more healthy life.
Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
- Elaborate on how positive communication can help build
and maintain a healthy relationship.
- Demonstrate conflict mediation and conflict resolution
- Recommend ways to promote a safe school environment.
- Hypothesize how emotions could be communicated in different
situations (e.g., winning the lottery, death, divorce).
- Explain how positive communication helps to build and
maintain relationships at school, at home, and in the workplace.
- Decide what actions to take when bullying occurs.
- Identify passive, aggressive, passive-aggressive, and
assertive forms of communication.
- Examine possible causes of violence.
- Apply acceptable methods of asserting yourself in peer
- Compare and contrast methods for addressing interpersonal
differences (e.g., avoidance, confrontation, compromise).
Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
- List health-related problems that affect adolescents.
- Explain how choices one makes now can affect one's health
in the future.
- Formulate a plan to solve a health-related problem.
- Identify barriers that can affect the decision making
Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
- Discover the services available from school or community
health-related resource agencies.
- Predict the outcomes of being in dangerous situations.
- Employ refusal skills and negotiating skills to avoid
becoming involved in potentially harmful situations.
- Discuss long- and short-term goal setting and the importance
- Describe the components of a well-written goal (is specific,
is measurable, has an action plan, is realistic, has a timeframe).
Return to Physical Development & Health Classroom
Assessments and Performance Descriptors