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For this unit, students each received an individual germ research activity journal. Together, we defined important vocabulary words such as hygiene, virus, infection, and social distancing. We played true or false facts games and discussed good versus poor hygiene behaviors.
We also practiced our emotional literacy skills and read books about how to identify and express our emotions. Students expressed frustrations over not being able to identify their friend’s emotions and were able to identify the problem was because they had to cover their faces.
To overcome this challenge we created kimochi emotion masks/mask covers. Students now have the ability to switch out their visual emotion using a clear pocket on the front of their reusable face mask in order to better express themselves with their peers.
This Unit's essential questions were:
Why is hand washing important?
How can we stop spreading germs?
Why should we stop the spread of germs?
How can germs be good and bad?
Why is it difficult to interpret each others emotions when we must cover our faces with a mask?
How can we still express our emotions visually while wearing a mask?
This unit focused on themes of gratitude, safety, empathy and responsibility
This unit focused on themes of gratitude, safety, empathy and responsibility
students working on their germ journals
students working on their germ journals
Some additional questions that came out of this unit were how do viruses, specifically covid 19, effect our pets? Students expressed interest in animals, specifically dogs, and wanted to know more about how they might be impacted by the virus, and how they express their emotions since they cant use their words.
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Now we've got our feelings masks ready to go!
Now we've got our feelings masks ready to go!
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