Jin Xie
Lesson to be taught: Monday, November 14th
4 students
Pedagogical Focus
My pedagogical focus is to use multimodal strategies in order to appeal to different
types of learners as well as to engage the learner holistically.
What
Students will investigate how virus-borne diseases as well as how germs (bacteria)
spread through the process of modeling how a germ would spread from person to
person. Additionally, they will explore best preventative techniques in stopping the
contamination of a virus-borne illness and germs. Right now the fifth graders are
conducting their own research projects on different diseases. I thought that this
science project lesson fit in well with the unit they are exploring in class by allowing
students to model the progression of how diseases spread as well as test out which
preventative method is most effective.
How
I will incorporate a short kinesthetic activity in the beginning in which I will be
infected and put glo germ on my hands. As they enter the classroom, I will shake
all of their hands and hand out pencils and paper. I will enforce the norms of group
work respectful engagement with their peers, listening while other people are
talking, and respecting the materials.
I will debrief about glo-germ and what the material consists of.
We will begin with generating a list of what causes germs to spread. Then, we will
watch two short videos on how pandemics spread to hook the students into why this
is important.
After watching the videos, I will debrief group work and set up the conditions for the
lesson. I will have them rub their hands with glo-germ. In pairs of two, the students
will test out which method works best (hand washing with soap or hand sanitizer).
Then, I will shine a blacklight on the group to show that because I had germs and
shook their hands, they now all have germs. In pairs, each of them will test out
different methods (hand sanitizer, plain water, regular soap, and antibacterial soap).
Why
I chose to carry out this activity and exploration in how germs spread because the
students are currently reading Fever by Laurie Halse Anderson in literacy and are
researching different diseases as well. This helps them better understand the
interconnectedness between how diseases/germs spread and the importance of
implementing best methods in preventing this spread. Additionally, this lesson
integrates nicely into other interdisciplinary focuses in which the students are delving
into the different aspects of diseases and germs. The video component, kinesthetic
modeling, pair work, written work with graphic organizers, and whole group sharing
allow for students to access multimodal forms of learning, which allows the lesson to
serve different learning styles. Additionally, the exploratory and investigative nature
of the experiment allows for differentiation in the degree to which students can
pursue their understanding of different concepts.
Goals/Objectives
Explore how germs spread and which preventative methods are the most
effective; in this way, the lesson will look at integrative concepts by testing how
everyday practices relate to the broader spread of disease and germs. Students will
hypothesize which will be the most effective and then later in the closure explore
why their observations aligned or did not align with their hypotheses.
Standards
Scientific and Engineering Practices
3. Planning and carrying out investigations
4. Analyzing and interpreting data
6. Constructing explanations (for science) and designing solutions (for
engineering)
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
Disciplinary Core Ideas
(Life Sciences) LS2. Ecosystems: Interactions, energy, and dynamics
Materials and preparation
Glo-germ & blacklight
Video TED-Ed: https://www.youtube.com/watch?v=yxonJTWhBJQ (how germs
spread)
Video TED-Ed: https://www.youtube.com/watch?v=UG8YbNbdaco (how
pandemics begin)
Hand sanitizer
Antibacterial soap
Regular non-antibacterial soap
Water
Paper towels
Graphic organizer to record notes on each method.
o Hypothesis/predictions
o Observations with each method
o Why do you think the outcome/results differed from what you thought was
going to happen? Or, if your predictions were the same as the results, why
do you think this is the case?
Closure: sample paragraphs on effectiveness of different materials (after they
respond to which method they thought was effective)
Videos
Hook:
o I will welcome students into the classroom, while shaking their hands. I
will have put glo-germ on my hands before hand without their knowledge.
o Establish norms of group work and the time we have together (respectful
listening to peers, treating materials well, etc.).
o As a group: generate what a germ is and what causes it to spread.
o Video on how epidemics spread to show the importance of this activity.
o Explain glo-germ. Shine a blacklight on them to show how quickly germs
can spread.
Before lesson:
o Outline what our time together will look like. In pairs, they will test out
different preventative methods (hand sanitizer, plain water, and regular
soap) to see which is most successful at effectively preventing germs from
spreading.
o Reinforce norms: respect materials and listen while others are speaking.
Make notes after each method.
o Pair off students.
During lesson:
o Each pair will test out a preventative method in daylight, then once
everyone has completed their method, we will shine the blacklight to see if
their method was effective. They will all test out the same method at the
same time to see if there are any discrepancies in how effective each pairs
method was.
o After we shine the blacklight, for each method, the students will talk with
their partners and record any notes on their graphic organizers. I will ask
them to note any differences or surprising things that came up and think
about why that may have happened.
Closure:
o Group discussion: students will discuss which strategies they thought were
the most effective. Why do they think these are the most effective?
o What things were surprising?
o Any interesting methods in applying these methods?
In addition to listening in on partner work and the group discussion, I will also
collect their graphic organizer with their notes to gain more insight into their
process.
I will look for their scientific reasoning as to why their observations may have
differed from their actual results.
Bacteria are tiny, one-celled living organisms that can only be seen with a
microscope. They live and breed in warm, moist environments in the body
and elsewhere, growing quickly and causing infection. Bacterial infections
can usually be treated with an antibiotic.
Viruses are much! smaller than bacteria and cannot be seen with a
microscope. They grow inside the body and produce toxins (poisons) that can
cause rashes, aches, and fevers. Viruses cannot be killed with antibiotics.
Accommodations
For students who finish early, I will have them combine different methods (hand
sanitizer + regular water, etc.)
Having higher alcohol concentrations of hand sanitizer for students to test out.
Additionally, I will have them think about which method requires the least
amount of material to be effective and test that out.
I would want to include sentence starters for some students who may need more
scaffolding when explaining their scientific reasoning.