Illinois Learning Standards

Stage G - Health



Descriptors



22A —

Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
  1. Compare and contrast bacteria and viruses.
  2. Show awareness of rules, regulations, and safety procedures to be followed while engaged in physical activity.
  3. Describe safety rules to be followed when engaged in physical activity.
  4. Talk about various careers that promote health and safety or prevent illness.
  5. Apply basic first aid procedures (e.g., bleeding).
  6. Describe behaviors/choices that reduce health risks (sleep, nutrition, activity, stress management, hygiene).
  7. Recognize that prolonged exposure to stress can be detrimental to health.
  8. Predict the consequences of not being immunized.

22B —

Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
  1. Recognize emergency situations that can impact health and well-being (e.g., tornado, flood, fire).
  2. Recall actions and procedures that need to be taken in order to lessen the impact of emergencies on a person's health.
  3. Evaluate the reliability of health-related information.
  4. Discuss how peers affect health-related choices.
  5. Recognize the seriousness of signs and symptoms of illnesses.

22C—

Students who meet the standard can explain how the environment can affect health.
  1. Research waste disposal and how it may affect future generations and the environment.
  2. Identify specific agencies within the community that are responsible for specific environmental concerns/problems.
  3. Name organisms that cause food borne illnesses.
  4. Recognize food borne illnesses and diseases caused by environmental factors.
  5. List chemicals found in cigarette smoke that pollute the body and the environment.

23A—

Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
  1. Discover how oxygen travels throughout the body.
  2. Analyze what happens to food once it has been digested.
  3. Describe how blood circulates throughout the body.
  4. List ways that the body's systems work together.
  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. Recognize the importance of establishing an ongoing exercise plan in order to sustain the health of the body's systems.
  2. Identify the components of a healthy lifestyle.
  3. Evaluate a personal daily diet.
  4. List choices that have a positive influence on health.
  5. List choices that have a negative influence on health.
  6. Describe the short-term effects of tobacco use on the body's systems.

23C —

Students who meet the standard can describe factors that affect growth and development.
  1. Describe situations and/or choices affecting the use, misuse, or abuse of substances that will affect physical, mental, emotional, and social growth and development.
  2. Investigate options for healthy weight loss and gain.
  3. Discuss physical, mental, emotional, and social changes that occur during puberty.
  4. Recognize the relationships between diet (excesses and deficiencies) and the body's systems.
  5. Describe the principles of energy balance (calorie intake and expenditure).
  6. Describe how peers influence one's life.
  7. Discuss dating as one way of exploring friendships and learning new social skills.
  8. Identify criteria for acceptable dating behavior.
  9. Identify and develop effective coping skills.
  10. Investigate the impact that significant people have on the health choices/lifestyles of others.

24A —

Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
  1. Examine how positive communication skills help to build and maintain relationships.
  2. Handle disagreements by using conflict mediation skills.
  3. Formulate strategies to promote a safe school environment.
  4. Analyze how emotions are communicated.
  5. Evaluate positive and negative communication skills in peer relationships.
  6. Critique different types of communications skills.
  7. Infer consequences of bullying.
  8. List possible causes of violence and consequences.
  9. Discover acceptable methods of asserting yourself in peer group situations.
  10. Analyze the media's influence on specific behaviors.
  11. Interpret the methods for addressing interpersonal differences without harm.

24B —

Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
  1. Discuss how emotional and social changes that occur during puberty affect decision-making.
  2. Apply the decision-making model to solve a health problem.

24C —

Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
  1. Find school and community health-related resources available for assistance when in need.
  2. Analyze the possible outcomes of being in dangerous situations (e.g., riding without a helmet, riding in a car with someone who is intoxicated) and suggest different options that could have been chosen.
  3. Apply refusal skills to potentially harmful situations (e.g., substance use, gangs, peer pressure).

Return to Physical Development & Health Classroom Assessments and Performance Descriptors