Illinois K–6 health standards

Demonstrate control when performing fundamental locomotor, nonlocomotor, and manipulative skills.

Participate daily in moderate to vigorous physical activity while performing basic movement patterns.

Understand spatial awareness and relationships to objects and people.

Understand how to execute basic movement patterns.

Demonstrate safe movement in physical activities.

Identify characteristics of health-related and skill-related fitness (e.g., flexibility, muscular strength, balance).

Engage in sustained physical activity that causes increased heart rate, muscle strength and range of movement.

Describe immediate effects of physical activity on the body (e.g., faster heartbeat, increased rate of breathing).

Identify a realistic health-related goal.

Follow directions and class procedures while participating in physical activities.

Use identified procedures and safe practices with little or no reinforcement during group physical activities.

Work independently on tasks for short periods of time.

Work cooperatively with another to accomplish an assigned task.

Identify general signs and symptoms of illness (e.g., fever, rashes, coughs, congestion).

Identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing, and flossing teeth, eating practices, sleep, cleanliness).

Identify dangerous situations and safety methods to reduce risks (e.g., traffic, improper use of medicine and poisons, strangers).

Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices).

Identify sources and causes of environmental health risks (e.g., air, soil, sun, water, noise, food, chemicals).

Identify positive health choices and demonstrate ways to communicate individual choices.

Identify basic parts of body systems and their functions (e.g., heart, lungs, eyes).

Identify healthy actions that influence the functions of the body (e.g., cleanliness, proper diet, exercise).

Identify individual differences in growth and development among people.

Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying).

Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening).

Recognize how choices can affect health (e.g., not brushing/tooth decay, smoking/risk of cancer and heart disease).

Demonstrate basic refusal skills (e.g., “Just Say No,” “Stranger Danger”).

Demonstrate control when performing combinations and sequences in locomotor, nonlocomotor, and manipulative motor patterns.

Participate daily in moderate to vigorous physical activity while performing multiple basic movement patterns with additional combination movement patterns.

Identify the principles of movement (e.g., absorption and application of force, equilibrium).

Develop a basic understanding of multiple basic movement patterns with additional combination movement patterns.

Identify and apply rules and safety procedures in physical activities.

Identify offensive, defensive, and cooperative strategies in selected activities and games.

Describe the benefits of maintaining a health-enhancing level of fitness.

Regularly participate in physical activity for the purpose of sustaining or improving individual levels of health-related and skill-related fitness.

Monitor individual heart rate before, during, and after physical activity, with and without the use of technology.

Match recognized assessments of healthrelated fitness (e.g., FitnessGram) to corresponding components of fitness.

Set a personal health-related fitness goal.

Demonstrate the relationship between movement and health-related and skill-related fitness components (e.g., running/cardiorespirato ry, tug-ofwar/strength).

Accept responsibility for one’s own actions in group physical activities.

Use identified procedures and safe practices without reminders during group physical activities.

Work independently on task until completed.

Work cooperatively with a partner or small group to reach a shared goal during physical activity.

Describe benefits of early detection and treatment of illness.

Demonstrate strategies for the prevention and reduction of communicable and non-communicable disease (e.g., practicing cleanliness, making healthy food choices, understanding the importance of immunizations, and regular health screenings).

Describe and compare health and safety methods that reduce the risks associated with dangerous situations (e.g., wearing seat belts and helmets, using sunscreen).

Describe how individuals and groups influence the health of individuals (e.g., peer pressure, media and advertising).

Explain interrelationships between the environment and individual health (e.g., pollution and respiratory problems, sun and skin cancer).

Express opinions about health issues and communicate individual health needs.

Identify basic body systems and their functions (e.g., circulatory, respiratory, nervous).

Differentiate between positive and negative effects of health-related actions on body systems (e.g., drug use, exercise, diet).

Identify physical, mental, social and cultural factors affecting growth and development of children (e.g., nutrition, self-esteem, family, and illness).

Identify stages in growth and development (e.g., stages in the life cycle from infancy to old age).

Identify causes and consequences of conflict among youth.

Demonstrate positive verbal and nonverbal communication skills (e.g., polite conversation, attentive listening, body language).

Describe key elements of a decision-making process.

Describe situations where refusal skills are necessary (e.g., cyber bullying, pressure to smoke, use alcohol, and other drugs; join gangs; physical abuse; and exploitation).

Demonstrate control when performing combinations and sequences of locomotor, nonlocomotor, and manipulative motor patterns in selected activities, games, and sports.

Participate daily in moderate to vigorous physical activity while performing multiple movement patterns consistently with additional combination movement patterns.

Compare and contrast efficient and inefficient movement patterns.

Understand multiple movement patterns and their effects on the brain.

Apply rules and safety procedures in physical activities.

Apply basic offensive, defensive, and cooperative strategies in selected activities, games, and sports.

Identify the principles of training: frequency, intensity, time and type (FITT).

Identify and participate in activities associated with the components of healthrelated and skillrelated fitness.

Monitor intensity of exercise through a variety of methods (e.g., perceived exertion, pulse, heart rate monitors), with and without the use of technology.

Evaluate the strengths and weaknesses contained in a personal fitness profile.

Discuss and understand the importance of fitness as it relates to academic performance.

Set realistic short-term and longterm goals for a healthrelated fitness component.

Identify opportunities within the community for regular participation in physical activities.

Apply the principles of training to the health-related fitness goals.

Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders).

Participate in establishing procedures for group physical activities.

Remain on task independent of distraction (e.g., peer pressure, environmental stressors).

Work cooperatively with others to accomplish a set goal in both competitive and noncompetitive situations (e.g., baseball, choreographing a dance).

Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

Explain routine safety precautions in practical situations (e.g., in motor vehicles, on bicycles, in and near water, as a pedestrian).

Identify various careers in health promotion, health care and injury prevention.

Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

Identify potential environmental conditions that may affect the health of the local community (e.g., pollution, land fill, leadbased paint).

Develop potential solutions to address environmental problems that affect the local community’s health.

Identify and communicate with others within your school, family, and community regarding health issues.

Explain how body systems interact with each other (e.g., blood transporting nutrients from the digestive system and oxygen from the respiratory system, muscular/skeletal systems [movement] and structure of the brain).

Explain the effects of healthrelated actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

Describe possible causes and consequences of conflict and violence among youth in schools and communities.

Demonstrate methods for addressing interpersonal differences without harm (e.g., avoidance, compromise, cooperation).

Explain how positive communication helps to build and maintain relationships at school, at home and in the workplace.

Apply a decision-making process to an individual health concern.

Apply refusal and negotiation skills to potentially harmful situations.