Illinois Learning Standards
Stage C - Health
Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
- Explain how good hygiene can prevent illness.
- Discuss the importance of regular dental exams.
- Realize how bacteria grow.
- Describe ways that viruses are transmitted.
- List ways that people can prevent accidents.
- Show proper safety procedures on buses and on playgrounds.
- Follow playground safety rules.
- Simulate proper procedures to follow when dealing with
a variety of traffic situations.
- List places at home where dangerous chemicals can be found,
and explain what should be done to make sure that they do
not cause injury or illness.
- Compare and contrast the feelings of being well and sick.
- List the three types of primary teeth and their function.
- Simulate personal response to fire situations (stop/drop/roll,
don't open doors with hot door knobs, move on knees).
Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
- Record daily personal hygiene behaviors.
- Recite and follow rules for playground safety.
- Demonstrate knowledge of safety rules within the school.
- Explain the roles of school personnel responsible for
- Recognize when to use health-related services within the
- Describe how to access health-related services within
- Cite ways that the media influences health-related behavior.
Students who meet the standard can explain how the environment can affect health.
- Explain how prolonged exposure to the sun can pose a health
- Cite examples of noise pollution.
- Name items that are seen or used daily that pollute the
- Discuss forms of pollution found in the school, community,
- Identify ways that pollution can be a health risk.
- Describe how elements of the environment affect personal
- Discover possible causes of air pollution.
- Discover possible causes of water pollution.
- Describe what the ozone layer is and why it is important.
Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
- Build/construct a human body, consisting of the following
parts: head, neck, shoulders, elbows, arms hands, fingers,
chest, legs, hips, ankles, feet, and toes.
- Explain the function of the ankles, knees, hips, shoulders,
elbows, and neck.
- Understand the basic function of a muscle.
Students who meet the standard can explain the effects of health related actions on the body systems.
- Discuss proper drug use vs. drug abuse.
- Identify consequences (good and bad) of choosing to use
any type of substance.
- Define the word 'nutrient'.
- Identify major nutrients and their food sources.
- Distinguish between 'good' food and 'junk' food.
- Cite ways to build physical activity into daily routines.
- Recognize how feelings/emotions affect physical, mental,
emotional, and social health.
- List choices that have a positive influence on health.
Students who meet the standard can describe factors that affect growth and development.
- Describe factors that promote dental cavities.
- Define the word 'stress'.
- Cite examples of positive and negative stressors.
- Explain the relationship between fitness and physical
- Recognize and accept individual differences.
- Define the words 'prejudice' and 'discrimination'.
- List growth factors that change one's self-image.
- Explain how eating and activity affect growth and development.
- Describe how emotions affect choices, behaviors, and functions
of the body.
- Identify ways that environment affects feelings.
- Describe different kinds of friendships.
- Realize that learning to get along with others is a process
unique to every person.
- Describe the effects healthy and unhealthy lifestyle choices
have on growth and development.
Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
- Name positive and negative components of a healthy relationship.
- Describe how emotions affect choices and behavior.
- Recognize that people have different emotional responses
- Demonstrate the ability to make good choices.
- Identify causes of conflict.
- List types of non-verbal communication (e.g., eyes, facial
- Discuss rules for communicating in a group situation.
- Apply good communication skills to avoid conflict.
- Predict the consequences of behavior choices.
- Compare and contrast possible consequences of behavior
at home, at school, and in the community.
- Identify motives for bullying.
Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
- Recall how brushing and flossing teeth prevents tooth
- Practice brushing teeth with proper technique.
- Explain how basic cleanliness protects your health.
- Explain how unsafe choices negatively affect health.
- Explore ways to make appropriate choices.
- Explain consequences for poor health.
Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
- Discuss how one might feel when experiencing 'good touches'
and 'bad touches'.
- Define and recite 'refusal skills'.
- Describe a situation when you would use a refusal skill.
- Describe a situation when you would need assistance.
- Discover the functions of emergency medical services (911).
Return to Physical Development & Health Classroom
Assessments and Performance Descriptors