Illinois Learning Standards
Stage D - Health
Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
- Discuss the importance of using one's own utensils (eating
utensils, toothbrush, comb/brush).
- State the potential causes of accidents at school, at
home, and in the community.
- Choose and follow proper procedures in a variety of traffic
- State ways and places that dangerous chemicals can be
- Explain what can happen if dangerous chemicals are ingested.
- Recognize when symptoms of illness require attention from
an adult or a health care provider.
- Compare and contrast the feelings of being well and being
- Describe the symptoms of common childhood illnesses (fever,
Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
- Observe family members and record hygiene behaviors seen.
- Encourage proper hygiene among family members and classmates.
- Recognize potential dangers within the school and community.
- Discuss how to avoid dangers within the school and community.
- Describe the roles of community personnel responsible
for health-related services.
- Recognize when to use health-related services within the
- Describe how to access health-related services within
- Give examples of how the media influences health-related
- Investigate what job responsibilities different health
care personnel have.
Students who meet the standard can explain how the environment can affect health.
- Describe the benefits of using sunscreens.
- Investigate specific ways that individuals and communities
can reduce pollution.
- Discuss ways individuals and communities reduce pollution.
- Know the difference between pollutants and sources of
- Identify sources of noise pollution.
- Investigate the cleanliness of the water within the community.
- Describe the physical effects that air pollution can have
on the body.
- Explain how recycling can reduce health risks.
- Compare and contrast health risks related to known pollutants.
- Recognize that air pollution affects the ozone layer.
- Explain the relationship between prolonged exposure to
the sun and cancer.
Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
- Locate the brain, heart, lungs, and stomach.
- Recognize muscles of the body.
- Locate bones in the body.
Students who meet the standard can explain the effects of health related actions on the body systems.
- Discuss the effects of drug abuse on physical, mental,
emotional, and social well-being.
- Distinguish between drug use, drug misuse, and drug abuse.
- List the effects that caffeine and nicotine have on the
- Describe positive health behaviors and choices that may
prevent common injuries, diseases, and illnesses.
- Choose healthy foods.
- Explain how health choices affect the performance of the
- Explain the functions of major nutrients.
- Explore the relationship between eating habits and the
- List choices that have a positive influence on health.
- List choices that have a negative influence on health.
Students who meet the standard can describe factors that affect growth and development.
- Explain the relationship between behaviors and environment
(weather/ appropriate dress; pollen/ allergies; pollution/
- Classify health choices that are learned from parents,
peers, or the media as being healthy or unhealthy.
- Recognize characteristics of an individual that allow
for a unique rate of growth and development.
- Describe how a family's health history can be passed from
parent to child.
- Examine factors and behaviors that affect growth.
- List types of prejudice and discrimination.
- Recognize ingredients listed on food labels.
- Describe how family, friends, and peers affect food choices.
- Identify how emotions/feelings affect eating behaviors.
- List characteristics that help maintain friendships.
- Use communication effectively to promote better interpersonal
- Demonstrate respect for other's feelings, rights, and
Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
- Compare and contrast healthy and non-healthy relationships.
- Examine emotional responses in different situations.
- Identify consequences of conflict.
- Describe the procedure in reporting unsafe behaviors.
- Describe the procedures in reporting safety hazards.
- Demonstrate the ability to communicate in a group situation.
- Identify behaviors that reflect cooperation.
- Describe the effects of negative or unsafe behaviors on
- Tell how a person avoids conflict in a non-violent way.
Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
- Describe how basic cleanliness protects your health.
- Recommend safe choices to positively affect health.
- Conclude that good choices make a difference to your health
and the health of others.
- List possible positive and negative consequences of health-related
Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
- Practice what to do if someone touches you inappropriately.
- Practice how to tell a trusted adult when you feel uncomfortable
- Identify when you may need emergency medical assistance.
Return to Physical Development & Health Classroom
Assessments and Performance Descriptors