SKETCHNOTING

Sketchnoting is a visual note-taking method that has not been used so much in school yet. This year, I  decided to give it a try with our HealthEd students. After a short and difficult rehearsal trying to sketchnote a video talking about correlation and causality (sketchnoting in real time is hard!), the students had the time to reflect about the immune system and give this method a new chance to find out what is possible.
The results were awesome! I , as a teacher, was thrilled to see how creative and reflective my students were.
Immune system is probably one of the most difficult topics in biology, but many of these 15-years old managed to represent the main concept in clear, correct and connected ways, using graphic representations, icons, colours, banners and connectors.

Please, take a look and enjoy! There were soooo many great sketchnotes from most of you. I am sorry that I cannot upload all of them!

A great storytelling approach by Camila Moncayo (4B)

A digital sketchnote by Valentín Pastoriza and Nicolás Popken (4C)

Renata Nicolini, from 4D, in black and white and great creativity to symbolize evil germs!

Part I of 3, by Sofi Salinas Rivera (4D): organized, cute, clear

Flopi Burzaco (4D): the second part of her sketchnote talking about specific and innate immunity!

Luci Nicora, 4E: details, compact handwriting and a great overview

Olivia Socin Casas, from 4E: the immune system as a war, with a storytelling format

Clear, elegant, inspired by the "in a nutshell"-series, a beatiful and elegant sketchnote by Catalina Cseh (4E)

Sketchnote is not about arts, it is about connecting ideas, and Fede Werner (4E) managed to do so with a balanced graphic-texted sketchnote

Solana Crespo (4E), enthusiastic, verbose without being annoying, just about enthusiasm, a personal sketchnote. Those who know her, how she is, would immediately recognize this girl in this sketchnote.

An almost monochrome but attractive, clear and complete sketchnote by Agustina Budman (4E)

Delfi Lamm, from 4B, took her time and creativity to represent the different guards of our immune system. 

Juana Casado, 4B, another storytelling approach, connecting processes and functions

Sofi Hempel (4B) and a sketchnote with colours, connectors, font types, summarizing everything you need to know. 

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Addictions Projects 2018

If you haven't seen the health promotion campaigns from last year that our students made, take a look at our blogposts. And get excited, because we are launching our 2018 projects! 
And the first one will be about addictions! Class 4E decided to take this important matter in their hands, to master and to inform. Which is the best way to start a project! Ask what you need! Ask what you always wanted to ask! Students were encouraged to ask their own questions, then they posted them on cardboards according to the focus and this week we are ready to start working in groups organized according to their inquiroes and motivations. Take a look at the list and realize how many things adolescents want and need to know about drugs and addictions!

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What means health?

Defining things are not easy. And it is even more difficult if we try to define health. Each one of us has his own ideas about what it means to be healthy. Trying to find a general concept is a challenge. Specially if you ask teenagers to do it! Adolescence is considered a period of your life without major health complaints. But habits you acquire and decisions you make when you are a teen, are definitely determinants for your health when you become older.
This is why we brainstormed ideas about health.
Using the placemat method, where each student writes its individual ideas and then the group comes to a general and consensual definition, we heard all voices.
The five sections of the Health Ed classes 2018 contributed with the definitions they formulated to our padlet. In this way, we were able to share the views of many groups of students, and not only the ones from one class. We voted for the ones that we liked most, but the great thing about this, is that there is never unanimous agreement. Each one of us values different aspects of health more than others, according to our own subjective experiences, family histories, values, prejudices.
And in the end, the formal definition provided by the WHO:

"Health is a state of complete physical, mental and social well being, and not merely the absence of disease or infirmity"

Who could say that you are in a state of COMPLETE physical, mental and social well being? Is health a STATE?

We loved many definitions of our students, that complete and enrichens the formal one.
Thank for your efforts!

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