Illinois Learning Standards

Stage F - Health



Descriptors



22A —

Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
  1. Discuss the differences between bacteria and viruses.
  2. Apply basic first aid to injuries (burns).
  3. Describe common emergency procedures (e.g. fire, weather).
  4. List stressors.
  5. Describe different types of stress.
  6. Describe the signs and symptoms of illness that indicate a person should seek medical treatment (e.g., conscious and unconscious).
  7. Describe signs and symptoms of common childhood illnesses.
  8. List early detection methods of diagnosing illnesses.
  9. Distinguish the difference between communicable and non-communicable diseases.
  10. Recognize abusive behaviors.
  11. Practice methods to be followed when abusive behavior is suspected or discovered.
  12. Identify the types of vaccinations used to maintain health.

22B —

Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
  1. Compare and contrast safety and hygiene of other people and/or cultures.
  2. Formulate a plan for making the school a safer place.
  3. Use a decision-making process to make a healthy choice in a peer pressure situation.
  4. Know where to go for health care and medicines.
  5. Discuss how peers influence health-related choices/behaviors.
  6. Discuss how to evaluate health-related information.

22C—

Students who meet the standard can explain how the environment can affect health.
  1. Name community and national groups responsible for regulating pollution.
  2. Research laws and/or community ordinances that pertain to pollution.
  3. Analyze the amount of noise produced by common products and sources and list possible health effects of noise.
  4. Research ways to reduce noise pollution in one's environment.
  5. Analyze tanning products and their effectiveness in preventing health-related problems.
  6. Collect and analyze water from a variety of sources (tap, rain, river).
  7. Describe the effects of cigarette smoking on the environment.
  8. Investigate the possible health problems caused by inappropriate waste disposal.

23A—

Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
  1. Explain how nerves and the brain work together.
  2. Discover how blood travels throughout the body.
  3. Analyze how oxygen gets to the lungs.
  4. Illustrate how food is processed and moves through the digestive system.
  5. Explain the basic functions of the reproductive system.

23B —

Students who meet the standard can explain the effects of health related actions on the body systems.
  1. Identify the benefits of both aerobic and anaerobic activities on the body's systems.
  2. Predict what will happen if someone eats too many high calorie foods.
  3. List choices that have a positive influence on health.
  4. List choices that have a negative influence on health.

23C —

Students who meet the standard can describe factors that affect growth and development.
  1. Explain why each individual is primarily responsible for his or her own decisions regarding the use, misuse, or abuse of substances.
  2. Describe the rate of growth change during puberty.
  3. Explain the effects of diet and exercise on body weight and composition.
  4. Identify portion size and number of servings suggested to fulfill basic nutritional needs.
  5. Identify the roles significant people in an individual's life play in providing a mental, emotional, and social support system.
  6. Define the phase 'peer pressure'.
  7. Describe the process of group decision-making.
  8. List ways to counteract negative risk factors (delay factor, refusal skills).
  9. Recognize the effects of personal health practices/choices on physical, mental, emotional, and social well-being.

24A —

Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
  1. Model good relationship skills.
  2. Determine consequences of conflict among peers and parents.
  3. Use negotiation, mediation, and conflict resolution skills.
  4. Examine how negative/unsafe behavior affects others in the school environment.
  5. Demonstrate ways that emotions are communicated.
  6. Give examples of positive communication.
  7. Role play situations where positive communication skills are used to avoid conflict.
  8. Predict the consequences of bullying.
  9. Appraise communication skills in relation to peer behavior.
  10. Demonstrate how peers can help one another avoid and cope with potentially dangerous situations.
  11. Cite examples of how violence is portrayed by the media.
  12. Define methods for addressing interpersonal differences in a positive manner.

24B —

Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
  1. Discover how personal hygiene affects the process of an individual going through puberty.
  2. Use the decision-making process to assess and solve an individual health problem.
  3. Discuss how individuals can control their responses to other people's choices.
  4. Compare and contrast consequences for good and bad health choices.

24C —

Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
  1. Identify ways to seek assistance when uncomfortable.
  2. Establish a plan of action for avoiding dangerous situations.
  3. Demonstrate refusal skills within the context of dangerous situations (e.g., drugs, alcohol, tobacco, inappropriate touches).
  4. Discuss peer pressure in terms of needing to use refusal skills.

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