Illinois Learning Standards

Stage I - Health



Descriptors



22A —

Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
  1. Explore ways that technology can be used to impact health and safety.
  2. Discuss ways that the media has influenced health and safety issues.
  3. Apply basic first aid procedures (e.g., CPR, Heimlich maneuver).
  4. Recognize the differences between communicable and non-communicable diseases.
  5. Define the terms 'chronic' and 'acute'.
  6. Describe the differences among chronic and acute diseases.
  7. Know the differences among diseases that are communicable, on-communicable, acute, chronic, and degenerative.
  8. Determine the signs and symptoms of the top three chronic diseases (cancer, heart disease, and diabetes).
  9. Identify organisms that cause STDs.
  10. Investigate ways that effective health promotion and illness prevention can maintain and/or improve health.

22B —

Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
  1. Discuss laws that have been written to govern the production and dissemination of health information and products (e.g., food labels).
  2. Identify the steps to follow to become an informed and intelligent health consumer.
  3. Explain what it means to be health literate.
  4. Discuss how peoples' productivity (at school, at work, at home) is affected by health.
  5. Know the differences between personnel and agencies whose job it is to prevent, control, and maintain health.
  6. Discuss the role that the media has had and should have in the dissemination of health information and in the promotion of health-related products.
  7. Investigate the socio-economic effects of health-related issues (prevention, productivity, insurance, health care).
  8. Explain the need for appropriate health care throughout life for the prevention and maintenance of health.

22C—

Students who meet the standard can explain how the environment can affect health.
  1. Discuss global environmental problems and how they affect people.
  2. Analyze the history and progress of environmental problems.
  3. Investigate food preparation and its effect on food borne illnesses.
  4. Discover ways that an individual can reduce the risks of being afflicted with a food borne illness.
  5. Recognize the relationship between the environment, disease, and health (e.g., genetic altering of food supply, use of pesticides).

23A—

Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
  1. Recognize that all of the body's systems interrelate and impact each other.
  2. Describe the effects of nutrition, stress, substances, and disease on the body's systems.
  3. Analyze the effects of different forms of exercise on the body's systems.
  4. Investigate ways and behaviors that can improve or maintain the functioning of the body's systems.
  5. Recognize personal health behaviors and choices that help or hinder the functioning of the body's systems.

23B —

Students who meet the standard can explain the effects of health related actions on the body systems.
  1. Analyze the effects of drug use on vehicle operation.
  2. Analyze how behaviors can impact the maintenance of health and/or the prevention of disease.
  3. Discuss the effects of sleep deprivation on the body.
  4. Describe the short-term and long-term effects of stress on the body.
  5. Know the effects that disease can have on the body's systems (e.g., diabetes, cancer).
  6. Compare nutritional value of supplements and additives.
  7. Evaluate a diet in terms of sugar, sodium, fats, and fiber.
  8. List choices that have a positive influence on health.
  9. List choices that have a negative influence on health.

23C —

Students who meet the standard can describe factors that affect growth and development.
  1. Identify the responsibilities and consequences in relationships.
  2. Demonstrate stress management techniques.
  3. Explain the long-term effects of stress on physical, mental, emotional, and social health.
  4. List interventions and strategies that can be utilized in a variety on health-related situations.
  5. Discuss the characteristics and development needs related to the stages of the life cycle.
  6. Identify the different stages of the life cycle.
  7. Explain the relationship between conception and the fertility cycle.
  8. Apply the principles of energy balance, calorie intake, and expenditure to plan a diet and activity routine that will result in healthy body weight and composition.
  9. Incorporate effective methods of communication (verbal, non-verbal, and written) into daily activities.
  10. Analyze food choices and activity practices used to maintain weight and body composition.
  11. Discuss how health-related choices made today can affect a person's physical, mental, emotional, and social growth and development in the future.

24A —

Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
  1. Practice negotiation, mediation, and conflict resolution skills.
  2. Describe the effect of conflict and violence upon the health of the individual.
  3. Describe the effect of conflict and violence upon the health of a family.
  4. Describe the effect of conflict and violence upon the health of the community and school.
  5. Discuss strategies for maintaining a safe school environment.
  6. Advocate ways to promote a safe school environment.
  7. Predict how emotions may be communicated in different situations.
  8. Analyze good communication skills in relationships.
  9. Analyze causes and effects of violence.
  10. Critique the media's influence on behavior.
  11. Identify positive methods for addressing interpersonal differences.

24B —

Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
  1. Explain how adolescent health problems can affect others.
  2. Explain the value of identifying options to solve a health-related problem.
  3. Analyze the options to solve a health-related problem.
  4. Determine which option best solves the health-related problem.
  5. Analyze option choices and determine the impact each could have on successfully solving a health-related problem or making a health-related decision.

24C —

Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
  1. Identify short-term personal life goals.
  2. Identify long-term personal life goals.
  3. Monitor achievement and revise short-term personal life goals.
  4. Identify personal health goals (i.e., avoiding substances, dating limits, nutrition, and fitness).
  5. Use decision-making skills to determine personal health goals (e.g., determining whether or not to smoke).
  6. Identify barriers that could limit achievement of personal health goals.

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