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Archived Information

Health Curriculum Framework
Building Resilience Through Comprehensive Health

January 1996

Learning Standard 8:

Students will communicate health information clearly and accurately.

Students communicate health information through a variety of means. They create resources for their schools and communities from posters to community bulletin boards on cable television. They help set up and run health fairs, fitness and sports events, parent and student forums, and access centers in schools. Students disseminate health information through newsletters, school announcements, presentations, and telecommunications.

  • Is this health information worth sharing? With whom?
  • How can one avoid communicating misinformation?
  • How can one help others interpret conflicting health research and opinions
  • How can media and technology be used to make health information more available?

Grades PreK-4 Standards

1. Identify and practice communication skills.

2. Locate and use health information in the school library.

3. Identify and disseminate useful health and safety information .


1. PreK-2: In a game of "telephone," the teacher whispers "always wash your hands before eating" to the student sitting next to her in the circle. The message is passed around the circle until it returns to the teacher. The class discusses ways that information can get distorted. (connects with English Language Arts)

3-4: When the school nurse visits the classroom, students ask questions about health topics of interest. Afterwards, they discuss language and ways of asking questions that can help them to get clear answers. (connects with English Language Arts)

2. PreK-2: Working with the school librarian, a small group helps to organize a book display and bulletin board about concerns such as loosing teeth, sports injuries, and medical and dental checkups. (connects with Arts)

3-4: In a unit on environmental studies, students research relationships between asthma and household pets using books, articles, and on-line resources, if available. (connects with Science and Technology, English Language Arts)

3. PreK-2: Writing a booklet on their school, learners identify and explain school policies, safety procedures, and rules about running in the hall, following fire drill instructions, and/or using gym equipment. (connects with English Language Arts, Arts)

3-4: Students design posters for classroom rules such as "use words instead of hitting" and for other procedures useful in resolving conflict without violence.

Grades 5-8 Standards

Continue the PreK-4 Standards and:

4. Identify diseases, health conditions, and injuries that can be prevented and demonstrate ways of clarifying and sharing preventive health and safety information in school.

5. Distinguish between health facts and misinformation and present findings to others.


4. As a class, students research and produce a theatrical presentation on tobacco use and answer their audience's questions. (connects with Arts)

5. Studying a Science and Technology unit on diseases and the immune system, learners make a list of myths and facts about HIV/AIDS and review it for accuracy with a guest expert and persons with the disease.

Grades 9-10 Standards

Continue the PreK-8 Standards and:

6. Identify and share sources of valid, up-to-date health and safety information .

7. Demonstrate ways to obtain and disseminate information used in analyzing differing viewpoints on a health issue and/or conflicting claims about a health product.


6. As a class project, students compile a resource and referral booklet describing community health services and opportunities for volunteering. (connects with English Language Arts)

7. In teams, students prepare a classroom debate on the safety of a local waste disposal site. (connects with English Language Arts)

Grades 11-12 Standards

Continue the PreK-10 Standards and:

8. Inform the community and/or student families about student health concerns.

9. Use technology to disseminate current health information.

10. Identify and demonstrate ways to use media in promoting health.

11. Identify and share current information on health careers and health-related occupations, helping others relate it to plans for college support and financial independence.


8. Working with the health coordinator, a student group plans a community-wide forum with workshops on adolescent health concerns for students, their families, school staff, and community leaders.

9. Using their local cable TV station, students create and maintain a community health bulletin board listing free screenings, lectures, and clinics.

10. In order to help design a public health campaign, students participate in focus groups discussing ways to reach young men about the potential risks and responsibilities associated with teenage fatherhood.

11. In small groups, students interview practicing professionals and college students to explore the market and licensing requirements for careers such as psychologist, physical therapist, emergency medical technician, dental technician, childcare provider, and home health aide. They note how some health-related careers can help pay college bills and provide stepping stones to others.

What this looks like in the classroom/laboratory/physical activity setting:

  • Elementary students working with the Health Coordinator, physical education teachers, and parents help to publicize a family night on physical fitness. The thirty exhibits include gymnastics, orienteering, and local sports and health club facilities.

Learning Standard 9:

Students will promote health and collaborate to build safe and supportive social environments.

Students promote the health of others by caring appropriately for their health needs and showing others how to maintain and improve health habits. They promote awareness of healthy behaviors and sources of support for others maintaining and improving personal health. They work with others to improve the physical safety and social environment of their schools and communities. Students also prepare to respond to emergencies by learning first aid techniques.

  • How can I use my health knowledge to help others?
  • What changes would make our school friendlier and more welcoming?
  • What kinds of activities build trust and community?
  • How can we raise awareness of support services in our school and community?

Grades PreK-4 Standards

1. Identify and apply appropriate ways of showing care and concern for persons who are sick, have health problems, or are living with a disability.

2. Identify and demonstrate ways to help others acquire and maintain good health habits.

3. Identify ways to improve the health and physical safety of the school environment.

4. Demonstrate ways to improve the social environment of the classroom, playground, and gym.

5. Demonstrate active listening and cooperation in small groups.


1. PreK-2: As a class, students organize and participate in a school-wide food drive for the local food pantry.

3-4: Students write and discuss stories about real or fictitious situations in which they care for a sick person. (connects with English Language Arts)

2. PreK-2: Working with the school food service director, learners create nutritional snack recipes for the parent newsletter. (connects with English Language Arts)

3-4: Students work with parents and others to develop and disseminate a list of alternative family activities for a TV-free week. (connects with Social Studies)

3. PreK-2: Working with family volunteers, students clean up school grounds and plant flowers.

3-4: Working with the custodian, students analyze how to improve cafeteria procedures and behaviors to facilitate clean-up and minimize food wastage.

4. PreK-2: Learners explore ways to deal with bullying, teasing, and name calling.

3-4: Students design posters and bulletin boards on the theme of 3Rs--Rights, Responsibilities, and Respect. They draw and write about examples of behavior and policies that reflect the 3Rs throughout the school. (connects with Arts)

5. PreK-2: Students discuss and practice ways to make all students feel welcome and listened to at morning meeting including welcoming rituals and responding to ideas and stories with acknowledgments and/or questions.

3-4: With a partner, students play a listening game, restating in their own words an opinion that their partner has just stated.

Grades 5-8 Standards

Continue the PreK-4 Standards and:

6. Develop caregiving skills under supervision.

7. Identify and promote opportunities for others to develop and practice health-related skills.

8. Identify community health initiatives/observances.

9. Identify and initiate improvements in the school social environment.

10. Identify opportunities to join family members or other adults in school or community health discussions.


6. In a small group, students respond to the developmental and health needs of infants or young children in a childcare setting and discuss together with their supervisor. (connects with Science and Technology)

7. Working with parents and after-school board members, students organize and take part in an after-school course on safety and first-aid procedures used in baby sitting.

8. Students identify community events such as walk-a-thons, fund-raisers, forums, and screenings and write about how they support community health. Where appropriate, students elect to participate with the permission of or accompanied by parents or guardians.

9. Working with the guidance counselor, older students plan and take part in an orientation and mentoring program for incoming students.

10 In class, eighth grade students develop a list of questions and use them to interview parents or adult family members and write about how health issues, needs, and peer pressure are different from and/or similar to those their parents and adult family members faced when they were teens.

Grades 9-10 Standards

Continue the PreK-8 Standards and:

11. Collect and disseminate information on the availability of student health services.

12. Teach about and model healthful behaviors to peers and other students.

13. Identify and evaluate opportunities for service and advocacy in community health organizations.

14. Identify and implement strategies to improve social environments.

15. Analyze difficult relationship situations identifying ways to improve communication and to offer or obtain help.


11. Collaborating with a local health agency, students develop a pocket "Teen Yellow Pages" listing community health services and opportunities for volunteering. They translate the booklet into the various languages used in their community. (connects with World Languages)

12. Under supervision of the school guidance counselor, students staff a drop-in center where they mediate disputes and counsel others about health decisions.

13. Students choose two opportunities for volunteer service and advocacy in community health organizations and write about how each might fit their commitments, personal needs, and plans for careers and further education.

14. Students organize a gay-straight student alliance to promote awareness of state laws and respond to prejudice and/or violence based on sexual orientation.

15. Learners identify ways to help friends express concern about unsafe personal situations.

Grades 11-12 Standards

Continue the PreK-10 Standards and:

16. Design and evaluate an action plan for a community or school organization/group that promotes health, physical fitness, and/or personal safety.

17. Promote community-level responses to health or safety problems identified by students or the school community.

18. Evaluate a coordinated intervention to improve school/community social environment.


16. In small groups, students report periodically on experiences and difficulties encountered in activities such as coaching youth soccer, assisting with a local scout group, or supporting others through group membership in organizations such as Students Against Driving Drunk.

17. Collaborating with town agencies, a class identifies the need for their neighborhood to discuss and respond to developing traffic safety problems. Students write and present research papers for a local forum/teach-in.

18. As a class project, students create and perform in a play to improve community understanding of similarities and differences. They write evaluations of its effectiveness based on a follow-up discussion with the audience, observations, and interviews.

What this looks like in the classroom/laboratory/physical activity setting:

  • Middle school students in an urban neighborhood work with community organizations to identify vacant lots that need to be monitored for the illegal dumping of waste and toxic materials. They write research papers about what these lots could look like and how their community might use them as parks, playgrounds, or gardens. Together with their families, they participate in clean-up, replanting, and beautification efforts. Grants have helped create several environmental education jobs for students.
  • A police officer and two 14-year old students present the results of their tobacco sales compliance check to Mr. Power's sixth grade class. Students discuss the illegal sale of tobacco to minors and the role of local tobacco ordinances and their enforcement in supporting healthy behaviors. The students also put together a summary report of their findings over several months and share it with elected officials in their town government.
  • An 11th grade student team is investigating the relationship between the availability of treatment for drug abuse and the number of incarcerations for drug-related offenses. Working with data analysis software, they are comparing statistics for men and women (with and without children). They interview community service representatives and law enforcement officials to determine the success rates and relative cost of incarceration compared to treatment. They explore how health policies are developed in our society.

Last Updated: January 1, 1996
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