In the context of the current COVID-19 pandemic, we deem of importance the identification of what content is privileged in secondary schools around health and disease. From our point of view, a relevant task is to accompany science teachers in their transit from teaching information to be evoked to teaching knowledge on that content that enables students' action. Accordingly, our aims in this article are (a) to move away from the extended biomedical approach to teaching topics around public health which some authors consider reductive and (b) to explore instead a multi-causal and multi-referential approach, conveyed through narratives. We examine the potential of the narrative format to provide context, information and relations that we think are useful for students to explain, through adequate scientific models, some aspects of pandemics.