Standards-aligned learning objectives focused on building health skill proficiency and strengthening students’ health literacy through real-world application.

✅ Students can understand that advocacy means speaking up for themselves and others in kind, respectful ways.

✅ Students can identify situations when someone (including themselves) may need help or support.

✅ Students can practice using simple, respectful language to ask for what they need and to stand up for others.

Hands-on, engaging teaching activities that give students opportunities to practice each health skill in realistic, relevant ways.

🔎 Who Needs Help? Picture Sort: Students look at images or simple scenarios (e.g., someone being left out, someone crying, someone falling) and decide if someone needs help and what kind of support could be offered.

🔎 Ask for Help Role-Play: Practice using kind and clear language to ask for help from a teacher, friend, or family member.

🔎 Helping Hands Circle: In small groups, students share one way they’ve helped someone or been helped recently, building awareness of real-life advocacy moments.

• Standards-based assessment measures students' health literacy and their ability to apply the health skills in a real-life scenario, demonstrating both their understanding of the health skill and their capacity to use it to manage their health.

📚 Self-Advocacy Poster:
Students create a simple poster teaching their classmates how to ask for help or stand up for themselves in a respectful way. Posters should include:

A common situation where someone might need to speak up (e.g., needing help, someone being unkind)

A sentence or phrase they could say

A drawing showing what self-advocacy looks like
These posters can be displayed in the classroom or hallway to reinforce the message school-wide.

Standards-aligned learning objectives focused on building health skill proficiency and strengthening students’ health literacy through real-world application.

✅ Students can define advocacy and explain why it matters in school, community, and personal health settings.

✅ Students can identify who advocates for them (e.g., trusted adults, friends) and how they can be advocates for others.

✅ Students can begin using the ASK (Assess, Speak up, Keep advocating) and VOICE (Validate, Organize, Identify, Champion, Evaluate) skill cues to understand and practice advocacy in different contexts.

Hands-on, engaging teaching activities that give students opportunities to practice each health skill in realistic, relevant ways.

🔎 ASK & VOICE Skill Cue Matching: Introduce both cues and have students match each step with examples or real-life applications.

🔎 Advocate Spotlight: Students research or explore real-life examples of advocates (e.g., Greta Thunberg, Malala Yousafzai) and identify which skill cue steps they see in action.

🔎 Mini Advocacy Moments: Provide small, relatable scenarios (e.g., a broken vending machine, an unfair rule, a classmate being teased). Students use the ASK or VOICE cue to draft a short response or advocacy message.

🔎 Who Advocates for Me? Web: Students create a visual web of the people who advocate for their needs (teachers, parents, friends) and reflect on how that makes them feel.

Standards-based assessment measures students' health literacy and their ability to apply the health skills in a real-life scenario, demonstrating both their understanding of the health skill and their capacity to use it to manage their health.

📚 School-Based Advocacy Campaign:
Students identify a school issue they care about (e.g., recess rules, bathroom passes, school spirit, healthier snacks) and design an advocacy campaign to encourage change.

Use the ASK or VOICE skill cue to guide planning

Campaign elements may include posters, a video, a speech, a petition, or presentation to administration

Must clearly show understanding of the problem, proposed solution, and a respectful plan to take action

Standards-aligned learning objectives focused on building health skill proficiency and strengthening students’ health literacy through real-world application.

✅ Self-Advocacy Real Talk: Students brainstorm real situations in which they’ve needed (or wished they had) to advocate for themselves. Then they walk through the ASK cue to plan out how they could navigate that moment now.

✅ VOICE Planning Template: Students choose a topic that matters to them (school lunch quality, mental health days, community safety, etc.) and use the VOICE cue to begin mapping out an advocacy plan.

✅ Active Listening Lab: Students practice listening to others’ advocacy stories (classmates or curated videos) and reflect on the values, emotions, and needs being communicated, building empathy, and understanding.

✅ Advocacy Audit Walk: Students walk through the school (or scroll through media) and make note of advocacy in action, posters, announcements, student clubs, or social posts. They reflect on what messages are being shared and how effectively.

Hands-on, engaging teaching activities that give students opportunities to practice each health skill in realistic, relevant ways.

🔎 Character Analysis with IDEA: Choose a fictional character (from a novel, film, or show) and analyze a health-related situation they face. Use the IDEA skill cue (Identify, Discover, Explore, Apply) to uncover what the character knew, what they didn’t, and how having better functional knowledge could have changed their choices or outcomes.

🔎 Functional Knowledge Scavenger Hunt: Send students on a “real life” scavenger hunt, either around the school, through media, or their own lives, to spot where functional health knowledge shows up. Have them document where it was used well, where it was missing, and what impact it had.

🔎 Scenario Deep Dive: Use complex, realistic scenarios (e.g., navigating nutrition misinformation, making a health care decision, supporting a friend in crisis) where students identify knowledge gaps, research trustworthy information, and decide how to apply what they’ve learned to the situation.

Standards-based assessment measures students' health literacy and their ability to apply the health skills in a real-life scenario, demonstrating both their understanding of the health skill and their capacity to use it to manage their health.

📚 VOICE Project – Advocacy for a Community Issue:
Students select a meaningful local or global issue (e.g., mental health access, racial equity, climate change, community safety) and use the VOICE skill cue to design a full advocacy project.

Must include a clear message, identified audience, action plan, and method of evaluating impact

Students may present their project as a campaign plan, speech, video pitch, social media strategy, or outreach proposal
This project encourages students to use their voice and apply advocacy in real-world, values-driven ways.