12. Health (External)
Ice Breaker: Duck, Duck, Goose – no materials (4 or more) ~15 minutes
Have the girls sit in a circle facing inward, a volunteer can also join. One girl will be ‘it’ and walk around the outside of the circle tapping the tops of the sitting girl’s heads as she passes. Each time she taps, she says ‘duck’ aloud. Eventually, she’ll pick one person to be the ‘goose’ (which she indicates by tapping their head and saying ‘goose’ instead of ‘duck’) at which point the ‘goose’ stands up and chances ‘it’ around the circle. ‘It’ runs away from the ‘goose’ on the outside of the circle trying to sit in the spot just vacated by the ‘goose’ before the ‘goose’ has a chance to tag ‘it’. If the ‘goose’ fails to tag ‘it’ before ‘it’ fills the open spot in the circle, then the ‘goose’ becomes ‘it’ and repeats the process of selecting a new ‘goose’. If the ‘goose’ succeeds in tagging ‘it’ before ‘it’ has a chance to sit in the open space in the circle, then the ‘goose’ is allowed back to their spot in the circle and ‘it’ retains the ‘it’ title and begins tapping heads as the process repeats itself. If the girls break from this outline and run several times around the circle, away from the circle, or through the circle, that is okay! They are expressing their creativity with the game and expressing themselves and molding the game to their preferences.
Exercise 1: Glitter Germsl – glitter (any size group) ~3 minutes
Retrieve the glitter from the Kit and sprinkle just a little bit (a lot goes a long way) on the hands of the girls, but not yourself. Tell them to be careful, because for the remainder of the meeting the glitter will stand for ‘germs’! Have them pay attention throughout the rest of the meeting to the spread of the glitter as you continue your next Exercise and Reflection.
Exercise 2: What’s Your Town’s Prognosis? – white board, markers; any materials for the skit (any size group) ~45 minutes
Ask the girls to brainstorm what factors contribute to a thriving community. What kinds of things do citizens in a community need to live well? On a whiteboard, write the word “needs.” Ask the girls to think about things that all people need and call them out as they come to mind. Replicate this with the term “public health.” Make sure the girls think about the type of role that a government plays in the health and welfare of its people and how public health affects the overall well being of a community. Write the girls responses on the whiteboard, grouping them as you write. Keeping the white board in sight and transitioning into the second phase of this exercise, ask the girls how the well being of individuals is affected by the overall economic health of a community. How can a community keep itself economically healthy? What other factors determine whether a community is “healthy”? Talk about jobs, good public services, a clean environment, affordable health care, etc. How do these factors connect to one another? How do the girls rank their importance? Have each girl or groups of girls present their ideas to the club. This could be in the form of a skit, a song, a dance, or a poem and encourage them to use contents from the Ketiko Kit.
Reflection: Discussion Topic Suggestions: Before discussion, have the girls wash their hands of the glitter. How did the glitter (or ‘germs’) spread from themselves to others? Did it spread to things other than just people? Was it surprising? Debate what kinds of economic activity make a community healthy from the perspectives of its residents, its business leaders, and its government officials. Discuss how the interests of these three groups differ. What goals do they share? Discuss with the girls how individuals can make an impact on the economic health of their community. Journal Prompt Suggestions: How do you view the health status of your community? What would you like to see differently in regards to the health of your community? If you could change it, how would you?
Notes:
Keti Club 