Empowering Global Citizens

in personal health that is of interest to them (this is important because this
information sheet will be shared). Students should gather in groups of four
or five to share their information sheets. They should read the sheets and
provide feedback to one another. Students should use their drafts and the
feedback to refine their sheets and to create a short presentation for the class.

Activity SHP1.3

Health Mapping: How Healthy Are You?

There are a multitude of self—quizzes on the Internet that evaluate personal
health. Students should explore them, take two or three of them, and make
notes on the questions that are asked. Students then get into groups of four
or five to share the questions that are asked (not their responses) to generate
a long list of components of health. Students should also discuss What com—
ponents of health are left out (usually vaccination and maternal/ prenatal
care and sometimes mental health).

(Note that the students don’t report their own personal health. Rather, they
report the types of questions that are asked in the questionnaires and what
questions are left out, and then they move on to the linkages. Students
should not report their own health, particularly if they aren’t healthy and
wish to keep that information private. That said, this unit builds from per—
sonal health to public health, and the students’ levels of health may come
up. The teacher should be ready to handle potentially sensitive situations.)

Students use mental—mapping software to brainstorm on the linkages be—
tween multiple components of health, such as access to prenatal care, eco—
nomic resources, natural resources, vitamins, clean water, sanitation, and
hygiene. Students should report on the linkages they mapped, and when
the students present, others should add linkages mentioned by their fellow

students to their own work.

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