How Germs Spread

Title of Project: How Germs Spread

Schools and Teachers

Stratford/Homestead                             Teachers: Katie Forte and Alyssa Pinto-Abreu

ENL Proficiency Level | ENL Program | Standards | Technology

Emerging, Transitioning, Expanding   |   Stand-Alone   |  1W6, 1SL1, 1L4.  | Nearpod, SeeSaw

Assessments

Formative: Teacher observation, group discussion, open-ended questions (Nearpod), digital discussion boards (Nearpod), completion of Seesaw activity, and experiment worksheet. 

Summative: NYSESLAT

Description

In accordance with Goal 3 of the United Nations 17 Sustainable Goals, Good Health and Well- Being, our lesson centered on how germs spread and how to stop exchanging germs with one another.  Through the Scientific Method, the four modalities of language, an interactive Nearpod, and a hands-on glitter experiment, students expanded their knowledge of the nature of pathogens and how to protect themselves from falling ill.

Content

I can develop questions about how germs spread and participate in a group experiment to answer the questions. 

Language

I can listen, speak, read, and write to participate in individual and group work related to germs and staying healthy. 

Technology

I can use platforms such as Nearpod and SeeSaw to further my understanding of germs, how they spread, and how to prevent them from spreading. 

Procedure

The lesson opens with a vocabulary warm-up in SeeSaw, that will introduce the vocabulary of germs and how to avoid pathogens at school.  The lesson continues with and interactive Nearpod, in which students speak, draw, or write their responses into the animated presentation.  Students then use the scientific method to hypothesize, record, experiment, and conclude what will/ what did happen throughout the glitter experiment. 

Resources and Other Materials

Reflection

Once we completed the activities with our students, we found that the use of Nearpod and Seesaw added immeasurable value to helping our students understand the concept of what a germ is, how they spread, and how we can prevent the spreading of germs. We also loved that they were able to participate in the experiment process. They asked questions before we started the experiment, learned new vocabulary, completed an experiment they had never done before, and worked collaboratively to write about the findings of the experiment. We tried to use the UN Goal 3–Good Health and Wellbeing as the center of our project. We also know that our students are very aware of germs and exposure to germs because of the recent Pandemic that they have lived through. They were able to share their experiences with regard to the pandemic and we were also able to discuss how that experience may have affected their mental health. In the end, we were able to make connections between physical and mental health and ways to stay healthy.