Talking About Health

Activity Goals

This lesson begins with learners practicing how to fill out forms, discussing the places where we often do this and what kind of information is included on such forms. They will then share with the class and discuss data and issues around this that exist. Through these activities students will practice speaking data, understanding data, and displaying curiosity and courage in talking about health.

Key Objectives

UD.1 Identify types of data

SD.1 Ask questions

PD.3 Gather information

DS.3 Promote data storytelling in your community

CC.1 Dialogue respectfully

CC.7 Ask difficult questions

Steps

1. Begin by reviewing the idea of filling out forms. Discuss the different places you might fill out a form and what kind of information we’re often asked for on forms.

2. Fill out the health questionnaire (example here; this can be done in multiple languages). The teacher should explain that this is for classroom purposes only.

3. Once you’ve completed the health questionnaire, have a discussion (in pairs, small groups, or with the whole class). What do you notice? Are your answers similar to one another or not? Why might this be?

4. Then, fill out the health interview. Practice using language about how likely you are to get healthcare for particular issues (e.g., flu shot, mammogram, diabetes, etc.). Spend some time discussing each procedure and reviewing terms ranging from “very likely” to “very unlikely” in English and other languages.  

5. Once you’ve completed the health interview, discuss why or why not people might get healthcare for these issues (e.g., lack of time, resources, beliefs, misconceptions, etc.).

6. Discuss: What can we do about this in our communities? How can we educate our family, friends, and communities about the benefits of preventative healthcare?

7. How can we take action? Brainstorm together.

Ideas for Action

Learners can generate ideas for class projects related to stress, data, and social support. How can learners take what they’ve learned and share it with their communities?

• Learners can do data work on different things that affect stress levels (e.g., health status, sleep quality, etc.).

• Learners can do data work on social support: who do you talk to when you’re stressed? Who can you talk to when you need help? Consider different sources of stress, and who/where you might receive help from. (e.g., When I need help getting food, I can go to my relative or a food bank; When I need help with my health, I can go to the doctor.)

Resources:

• Learner Health Questionnaire

• Learner Health Interview