Illinois Learning Standards

Stage H - Health


22A —

Students who meet the standard can explain the basic principles of health promotion, illness prevention, and safety.
  1. Apply basic first aid procedures (e.g., weather-related injuries).
  2. Follow rules, regulations, and safety procedures while engaged in physical activity and encourage others to do so.
  3. Explain routine safety precautions (e.g., in motor vehicles, on a bicycle, in and near water, as a pedestrian).
  4. Indicate behaviors/choices that may increase risks to one's health.
  5. Compare and contrast personal health-related behaviors/choices made now and in the past.
  6. Demonstrate behaviors/choices that reduce health risks.
  7. Explain the possible consequences that prolonged exposure to stress may have on the body.
  8. Describe and name STDs.
  9. Identify the signs and symptoms of common STDs.
  10. Demonstrate basic knowledge of H.I.V. and A.I.D.S.

22B —

Students who meet the standard can describe and explain the factors that influence health among individuals, groups, and communities.
  1. Demonstrate actions to be taken during emergency situations (tornadoes, fire, lightning).
  2. Distinguish between reliable and unreliable health information and advertising.
  3. Analyze teen trends and their relationship to health (diet, skin products, body piercing, tattoos).
  4. Explain when it is appropriate to stay at home because of an illness.
  5. Investigate the history and treatment of disease and its influences on the way we deal with diseases today.


Students who meet the standard can explain how the environment can affect health.
  1. Debate ways that communities can get rid of waste more efficiently and effectively.
  2. Research and report on possible solutions to local community and school environmental problems.
  3. Explain the difference between e-coli, salmonella, and botulism.
  4. Research the effects on the body and the environment of substances found in cigarette smoke.


Students who meet the standard can describe and explain the structure and functions of the human body systems and how they interrelate.
  1. Describe how the circulatory and respiratory systems work together.
  2. List substances from other systems that are carried by blood.
  3. Explain what happens to the brain when it does not get oxygen.
  4. Discuss ways that systems impact one another either in a positive or negative way.

23B —

Students who meet the standard can explain the effects of health related actions on the body systems.
  1. Analyze the effects of drug use, misuse, and abuse on health status.
  2. Identify factors affecting basic nutrient and energy requirements.
  3. Recognize the impact of diets on health.
  4. Discuss the health risks of fad diets and eating disorders (anorexia, bulimia, overeating).
  5. Explain the possible dangers of tattooing and body piercing.
  6. List choices that have a positive influence on health.
  7. List choices that have a negative influence on health.
  8. Describe the long-term effects of tobacco, alcohol, and drug abuse on the body's systems.

23C —

Students who meet the standard can describe factors that affect growth and development.
  1. Discuss the influences and behaviors that may lead to eating disorders. Identify situations that cause stress.
  2. Recognize stress management techniques.
  3. Identify the possible impact of death, loss, and/or divorce on the family and friends.
  4. Investigate the relationships of, and the disparities among, physical, mental, emotional, and social changes occurring during puberty.
  5. Use the principles of energy balance to plan a diet and activity routine that will result in healthy body weight and composition.
  6. Use knowledgeable consumer skills to purchase healthy foods.
  7. Recognize social forces and norms that exert positive or negative influences on health practices, including fitness and diet.
  8. Practice effective methods of communication (written, verbal, non-verbal).
  9. Practice conflict resolution skills.
  10. Identify health-related choices which, if made today, can affect a person's physical, mental, emotional and social growth and development in the future.
  11. Discuss how making healthy choices and knowing family health history can help a person live a more healthy life.

24A —

Students who meet the standard can demonstrate procedures for communicating in positive ways, resolving differences, and preventing conflict.
  1. Elaborate on how positive communication can help build and maintain a healthy relationship.
  2. Demonstrate conflict mediation and conflict resolution skills.
  3. Recommend ways to promote a safe school environment.
  4. Hypothesize how emotions could be communicated in different situations (e.g., winning the lottery, death, divorce).
  5. Explain how positive communication helps to build and maintain relationships at school, at home, and in the workplace.
  6. Decide what actions to take when bullying occurs.
  7. Identify passive, aggressive, passive-aggressive, and assertive forms of communication.
  8. Examine possible causes of violence.
  9. Apply acceptable methods of asserting yourself in peer group situations.
  10. Compare and contrast methods for addressing interpersonal differences (e.g., avoidance, confrontation, compromise).

24B —

Students who meet the standard can apply decision-making skills related to the promotion and protection of individual health.
  1. List health-related problems that affect adolescents.
  2. Explain how choices one makes now can affect one's health in the future.
  3. Formulate a plan to solve a health-related problem.
  4. Identify barriers that can affect the decision making process.

24C —

Students who meet the standard can demonstrate skills essential to enhancing health and avoiding dangerous situations.
  1. Discover the services available from school or community health-related resource agencies.
  2. Predict the outcomes of being in dangerous situations.
  3. Employ refusal skills and negotiating skills to avoid becoming involved in potentially harmful situations.
  4. Discuss long- and short-term goal setting and the importance of each.
  5. Describe the components of a well-written goal (is specific, is measurable, has an action plan, is realistic, has a timeframe).

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