Illinois Learning Standards
Stage F - Health
Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
- Discuss the differences between bacteria and viruses.
- Apply basic first aid to injuries (burns).
- Describe common emergency procedures (e.g. fire, weather).
- List stressors.
- Describe different types of stress.
- Describe the signs and symptoms of illness that indicate
a person should seek medical treatment (e.g., conscious
- Describe signs and symptoms of common childhood illnesses.
- List early detection methods of diagnosing illnesses.
- Distinguish the difference between communicable and non-communicable
- Recognize abusive behaviors.
- Practice methods to be followed when abusive behavior
is suspected or discovered.
- Identify the types of vaccinations used to maintain health.
Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
- Compare and contrast safety and hygiene of other people
- Formulate a plan for making the school a safer place.
- Use a decision-making process to make a healthy choice
in a peer pressure situation.
- Know where to go for health care and medicines.
- Discuss how peers influence health-related choices/behaviors.
- Discuss how to evaluate health-related information.
Students who meet the standard can explain how the environment can affect health.
- Name community and national groups responsible for regulating
- Research laws and/or community ordinances that pertain
- Analyze the amount of noise produced by common products
and sources and list possible health effects of noise.
- Research ways to reduce noise pollution in one's environment.
- Analyze tanning products and their effectiveness in preventing
- Collect and analyze water from a variety of sources (tap,
- Describe the effects of cigarette smoking on the environment.
- Investigate the possible health problems caused by inappropriate
Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
- Explain how nerves and the brain work together.
- Discover how blood travels throughout the body.
- Analyze how oxygen gets to the lungs.
- Illustrate how food is processed and moves through the
- Explain the basic functions of the reproductive system.
Students who meet the standard can explain the effects of health related actions on the body systems.
- Identify the benefits of both aerobic and anaerobic activities
on the body's systems.
- Predict what will happen if someone eats too many high
- 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 why each individual is primarily responsible for
his or her own decisions regarding the use, misuse, or abuse
- Describe the rate of growth change during puberty.
- Explain the effects of diet and exercise on body weight
- Identify portion size and number of servings suggested
to fulfill basic nutritional needs.
- Identify the roles significant people in an individual's
life play in providing a mental, emotional, and social support
- Define the phase 'peer pressure'.
- Describe the process of group decision-making.
- List ways to counteract negative risk factors (delay factor,
- Recognize the effects of personal health practices/choices
on physical, mental, emotional, and social well-being.
Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
- Model good relationship skills.
- Determine consequences of conflict among peers and parents.
- Use negotiation, mediation, and conflict resolution skills.
- Examine how negative/unsafe behavior affects others in
the school environment.
- Demonstrate ways that emotions are communicated.
- Give examples of positive communication.
- Role play situations where positive communication skills
are used to avoid conflict.
- Predict the consequences of bullying.
- Appraise communication skills in relation to peer behavior.
- Demonstrate how peers can help one another avoid and cope
with potentially dangerous situations.
- Cite examples of how violence is portrayed by the media.
- Define methods for addressing interpersonal differences
in a positive manner.
Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
- Discover how personal hygiene affects the process of an
individual going through puberty.
- Use the decision-making process to assess and solve an
individual health problem.
- Discuss how individuals can control their responses to
other people's choices.
- Compare and contrast consequences for good and bad health
Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
- Identify ways to seek assistance when uncomfortable.
- Establish a plan of action for avoiding dangerous situations.
- Demonstrate refusal skills within the context of dangerous
situations (e.g., drugs, alcohol, tobacco, inappropriate
- Discuss peer pressure in terms of needing to use refusal
Return to Physical Development & Health Classroom
Assessments and Performance Descriptors