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Can plants adapt to the novelty of climate change? Researchers seeking to answer this question have sent genetically engineered plants to the ISS.

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Can plants adapt to the novelty of climate change? Researchers seeking to answer this question have sent genetically engineered plants to the ISS for exposure to extreme conditions. To report their condition, the plants have learned to glow in the dark.

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Can plants adapt to the novelty of climate change? Researchers seeking to answer this question have sent genetically engineered plants to the ISS for exposure to extreme conditions. To report their condition, the plants have learned to glow in the dark.

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Observe a group of children using light to communicate over a distance.

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Communicating with Light | PBS LearningMedia

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Observe a group of children using light to communicate over a distance in this live-action video produced by WGBH. Use the video to observe strategies for using light to communicate across a distance as well as to design a light signal code to help you communicate to solve a problem from different locations.

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Using the engineering design process, students research solutions for stopping the spread of germs, discuss barriers to these solutions, and consider how to overcome these problems.

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Directions Objectives Preparation Background & Vocabulary

Students learn the first step of the engineering design process. They simulate the spread of germs to identify what germ-related problem this poses. Students use a storyboard to record five instances in which they may be contributing to the spread of germs.

DIRECTIONS

This activity is part of the Germ Problem-Solvers: Using Engineering to Develop Solutions unit.

Introduce the activity by connecting the engineering design process to the final product of the unit project.

Remind students that even though we can't see germs with our naked eyes (without a microscope), they are all around us (microbes can be found in the air, water, soil, trees, animals, humans, etc).

Tell students: Today we will be considering problems that we face as we try to stop the invisible villains (or germs) from spreading, so we can stay healthy. Remind students of the final product of the unit project.

Tell students they will be using a process called the engineering design process to do this work. Show them the full process using the Engineering Design Process Cycle Graphic.

Introduce the first part of the engineering design process-ask to identify the need. Read the description from the Engineering Design Process Cycle Graphic aloud to the class. Let students know that before we can design a way to stop the "big problem" of slowing the spread of germs that make us sick, we have to ask questions to figure out the smaller problems we are trying to solve.

Ask students to work in small groups to brainstorm ways that they think germs spread. Have them share their ideas with the whole class. Record students' ideas publicly on the whiteboard or chart paper.

(Students may say: sharing food, utensils, or drinks; coughing or sneezing; not washing hands before eating; touching germy surfaces; or just by being around someone who is sick.)

Lead students in a simulation that will help them see how sneezing spreads germs.

Building on their ideas from the previous step, tell students that you will show them one way to see how germs travel if we don't cover our coughs and sneezes.

Simulate a sneeze with spray bottles filled with water and food coloring. Students should know that this is a modelof what happens when we sneeze. Students should pretend that the spray bottle represents our mouths and nose, and the water represents germ-filled droplets that get forced out in a sneeze.

Have students predict how far they think the droplets will fly before they land.

Before spraying, put down white butcher paper or other light-colored surface so students can see how far those water droplets travel.

Ask for a volunteer to help you measure the length the droplets travel.

Simulate a sneeze with the spray bottle, repeating a few different times. See how close students were in their predictions.

Ask students what problem this presents with the spreading of germs (as engineers always have to figure out what problem they are solving first), guiding them to the idea that sneezes and coughs cause germs to travel a long distance around us.

Support students as they identify conditions that increase the spread of germs, and ask questions that help clarify the unit problem.

Reinforce the idea that germs, both good and bad, are everywhere on various surfaces (including our skin and bodies). Fun fact - microbes can also be found in trees/wood and this is why campsites prefer one buys wood from their area instead of bringing wood from other locations to avoid the spread of foreign germs that may be harmful to the local flora. Ask students to think of times when they might be spreading germs or picking up germs and not even know it.

Distribute the Spreading Germs Snapshots handout. Explain that students will use it to represent moments throughout the school day when germs might spread. After students have considered three moments throughout the day when germs may have spread, have them share their thoughts with a partner, then record their pictures and labels on the handout.

Next, remind students that in this activity, they are working on the first step of the engineering design process-ask to identify the need-so their focus is on what specific problems we need to solve that will help stop bad germs from spreading. The big problem is slowing the spread of germs that make us sick, but what are smaller problems that contribute to the spread of germs?

Guide students through the next step on the Spreading Germs Snapshots handout: "Review your three snapshots. Now think about the problem that needs to be solved for each one. Write the problems in the spaces below."

If time allows, ask students to share with the class some of the problems they identified. Explain that in the next activity, Getting Rid of Gross Germs, they will be researching solutions that will help solve the big problem: slowing the spread of germs that make us sick.

Informal Assessment

Class Discussion: Use class discussions to assess students' ability to identify ways that germs can spread, as well as their ability to participate in collaborative conversations.

Students' Handouts: Use students' Spreading Germs Snapshots handouts to assess their ability to identify situations when germs spread and identify problems that need to be solved.

Extending the Learning

Show the video How Germs Spread (2:04) from Cincinnati Children's Hospital Medical Center.

Students read a book and discuss how germs infect us and model how soap kills germs. Students learn about the second part of the engineering cycle-research the problem. They research solutions for stopping the spread of germs, discuss barriers to these solutions, and consider how to overcome these problems.

DIRECTIONS

This activity is part of the Germ Problem-Solvers: Using Engineering to Develop Solutions unit.

Lead a discussion about how we keep germs from spreading and read a text called Germs vs. Soap to help students understand how handwashing slows the spread of germs.

Remind students of the specific problem(s) they are trying to solve in the unit, leveraging their ideas from the Spreading Germs Snapshots handout from the Invisible Villains activity. Relate their work to the driving question of the lesson (How do germs spread, and how can we keep them from spreading?) and the final product for the unit project (to design a tool or product that helps keep germs from spreading so that they can keep themselves and others healthy).

Ask students to brainstorm ways to keep germs from spreading. Keep track of their ideas in a place the class can see. (Students may respond: washing hands, using hand sanitizer, covering coughs and sneezes, giving other people personal space, washing hands if we share items, staying home when we are sick, wearing masks, and not touching our faces.)

Read a children's book that explains how soap gets rid of germs to the class, such as Germs vs. Soap by Didi Dragon. Or show the video, Germs vs. Soap - Read Aloud (8:10), of the book being read aloud. Discuss how germs get into our bodies and how soap helps get rid of germs. Write the questions below on the whiteboard or chart paper, to guide students as they listen:

How do germs get into our bodies? (Germs enter through the eyes, noses, and mouths - especially when we have open cuts through which they can get directly into the bloodstream)

What do germs want from people? (Germs want "energy cupcakes" or a safe place to make more of themselves or an easy way to spread around so they can reproduce more easily.)

Where can germs "hide" on our hands? (Germs hide between fingers and under fingernails.)

What does soap do to germs? (Handwashing works by binding to the oils on our hands, and then mixing with the water to suspend and wash the germs away.)

2. Model how soap works through a hands-on simulation so students can understand how soap works and begin to make connections to the project.

Ask students why they think soap gets rid of germs. Some students may say that soap kills germs, but soap just binds to the oils on our hands, and then mixes with the water to wash the germs away.

Model how soap works to get germs off our hands. You can do this as a demonstration yourself or with a student volunteer, or it can be a hands-on activity for students.

For each pair or small group, provide a bowl or tub with oil, big enough for hands to fit into. They should also have a sink available for washing their hands.

Add 2-3 tablespoons of cocoa powder, cinnamon, chalk dust, or pepper to each container of oil. Ask: What do you think the material in the oil represents? (Germs.) Have students place their hands in the oil and mix the two together. Ask: What do you think the oil represents? (The oil represents the natural oils from our hands.) Make sure they rub lots of the cocoa powder, cinnamon, chalk dust, or pepper into their hands.

Have students attempt to wash their hands in the water without soap. Ask: What do you notice about your hands? (The oil and spices or chalk are still on our hands.)

Ask students to use soap to wash their hands for at least 20 seconds. Then have them rinse with the water. Ask: Are there any "germs" left? (They should have been able to wash all or most of the "germs" off their hands.)

You might say: What would happen with the spread of germs if you had germs on your hands-like the spices or chalk dust-and didn't wash with soap?

Ensure that students understand how soap works. How germs get into our bodies, where they can "hide," and what they want from people may be somewhat clear from the text, but ensure that students understand the importance of using soap and how soap gets rid of germs.

Ask: How does this activity help you think about solving a problem or finding a solution to a real-world problem about the spread of germs? (Students may make connections to problems with hand washing in their context. They may report a lack of soap in restrooms, a lack of time to wash thoroughly, or a lack of knowledge in themselves, their classroom, or community about how to wash thoroughly. This may bring up other questions about when or how often to wash their hands.)

3. Introduce the second part of the engineering cycle, research, so that students can begin researching solutions to the spread of germs.

Show students the Engineering Design Process Cycle Graphic again. Point them to the research step. Let students know that the research component can include talking to people who can share solutions that exist or what solutions could be adapted to fit their needs. Explain for the purposes of this unit, solutions include promoting behaviors that can stop or slow the spread of germs, as well as designed objects, such as masks, face shields, gloves, or other devices.

Introduce the Getting Rid of Gross Germs Research Notes handout to collect their research and review the directions with students. Have students choose a solution they want to learn more about. Organize the groups based on students' preferences.

Distribute the Getting Rid of Gross Germs Resources handout. Have students complete their research in like-groups reading about the same topics.

Come back together as a class and discuss barriers to these solutions in your context and how these problems could be overcome. You might ask:

What could keep people from using that solution?

How could we make it work?

If ____ is hard to do, how could we fix that problem?

Ensure that students document other groups' findings and barriers so they can reference these in the next activity as they brainstorm solutions.

Let students know that in the next activity, Sick Solutions, they will be working on developing solutions.

Informal Assessment

Class Discussion: Use class discussions to assess students' ability to explain why washing with soap is necessary to get rid of germs and dirt, as well as their ability to participate in collaborative conversations.

Class Discussion: Use a class discussion to assess students' ability todiscuss barriers to solutions in your context and how these problems could be overcome.

Research Notes: Use the Getting Rid of Gross Germs Research Notes handout to evaluate students' ability to gather information from provided sources to answer a question.

Extending the Learning

Take a "brain break" at some point in the activity and have students learn the song Wash Your Hands (0:47) from the World Health Organization and Disney Junior's Doc McStuffins.

You may decide to have the school nurse or a medical professional talk to the class about ways to keep germs from spreading.

Some teachers prefer using Glo Germ gel and UV light for a visualization of germs' persistence on our hands and to show the importance of proper handwashing. You can learn more about Glo Germ procedures by viewing the resource, Handwashing Training.

Students make observations of high-touch areas, and then learn about the next step of the engineering design process-imagine possible solutions. Students pick a context or specific problem to solve. Students explore existing examples of designs or products. They brainstorm and record as many solutions as possible in their groups.

DIRECTIONS

This activity is part of the Germ Problem-Solvers: Using Engineering to Develop Solutions unit.

1. Lead students in observing high-touch areas so they can use data to inform their solutions.

Provide students with a list of the contexts and problems discussed in the Invisible Villains activity, compiled from their Spreading Germs Snapshots handout. Have students pick a context or specific problem to solve. Organize students in project groups of three or four based on the problem or context they are interested in working on. Students will work in these teams to design a collaborative solution as the final product for the unit project.

Contexts could include: times of day, situations, or locations when germs are spread (e.g., riding the bus, lunchtime, recess, etc.)

Problems could be specific issues in their context that need to be solved (i.e., the restrooms are out of soap, friends don't cover their coughs, friends share drinks at lunch, some people come to school when they are sick, etc.).

Point students to the preliminary predictions they made about high-touch, germy areas after watching the video Growing Bacteria (2:11) by Sick Science!, in the activity Getting to Know Germs.

Let students know that in this lesson, they will carry out some observations of those high-touch areas to see if their predictions are correct.

Using their list of high-touch areas as a starting point, narrow the areas down to three or four locations that could be observed easily in five to ten minutes.

For example, a water fountain, the doorknob to the restroom, a highly-trafficked railing on the way to lunch or activity, your desk, etc.

Distribute the Observing Germy Places handout and model for students how to use tally marks to keep track of how often a surface is touched in the determined time frame.

Observe each location as a class or, if you have other adults to help, divide the class into three or four groups to carry out the observations. Regroup to share and discuss the class findings; direct students to record the findings from other groups on their data table and determine which location was touched the most.

Assist students as they write a claim on their handout. Explain to students that a claim is a statement you make based on evidence that answers a question. Share the question we are answering with this activity: Which area in our school is the most germy?

Have students work in their project groups to use evidence from their observation to make a claim about which location is the most "germy" and what behaviors cause that location to have a lot of germs. (Sample student response: For our solution, we will focus on the walls along the hallway to the lunchroom. We observed 11 out of 19 children running their hands along the walls. They were on their way to lunch. This makes this location very germy. Now they are eating with germy hands! They could get sick!)

2. Introduce the next step of the engineering design process- imagine possible solutions- as well as example solutions to prepare students for brainstorming.

Remind students of the driving question of the lesson (How do we keep germs from spreading?), the final product of the unit project (to design a tool or product that helps keep germs from spreading), and the problem(s) they are trying to solve.

Introduce the next step of the engineering design process using the Engineering Design Process Cycle Graphic-imagine possible solutions.

Before students begin brainstorming, show existing examples of designs or products that are intended to slow the spread of germs that make us sick. Some examples include:

3. Lead students in brainstorming solutions to germ-spreading problems they identified in previous activities so that they can make progress on their final product.

Introduce guidelines for collaborative brainstorming, such as:

Everyone gets a turn to share

Record all ideas

Build off of each other's ideas

Encourage wild ideas and spontaneity

There are no wrong ideas

No talking over each other

Respect each other's ideas

Stay focused on the topic and keep the problem in mind

Develop as many ideas as you can

Distribute and introduce the Brainstorming Solutions handout they will use to collect their ideas.

Be sure that students also have access to their Getting Rid of Gross Germs Research Notes handout and Spreading Germs Snapshots handout.

Remind students of the driving question for the unit and of the limits to solutions they discussed in the Getting Rid of Gross Germs activity and recorded in the Getting Rid of Gross Germs Research Notes handout.

Ask students to identify the specifics about the problem they are solving (who/what/where/when/why) on their Brainstorming Solutions handout.

Ask students to brainstorm and record as many solutions as possible in their small group for their assigned/chosen context or problem.

Explain that the purpose of this step is to come up with solutions to the limits students described in the last question of the Getting Rid of Gross Germs Research Notes handout and solutions to the problems pinpointed in the Spreading Germs Snapshots handout.

Remind students where they are headed in the unit. They are brainstorming ideas today, and they will choose one of these solutions and design it later. Therefore, they should not get too bogged down in considering materials or constraints in this brainstorming session.

After 10-15 minutes, come back together as a whole class to discuss the process. Prompt students to reflect on the challenges and benefits of their group's brainstorming process.

If time allows, prompt students to share some of their initial ideas with the whole class.

Let students know that in the next activity, Developing Our Germ-Stopping Solution, they will be working on selecting promising solutions.

Informal Assessment

Class Discussion: Use class discussions to assess students' ability to participate in collaborative conversations and understanding of how to identify specific problems and solutions.

Brainstorming Solutions: Use the brainstorming solutions handout/brainstorming discussions in small groups to evaluate students' ability to follow agreed-upon rules for discussions and build on others' talk in conversations as part of the engineering process.

Extending the Learning

If you want to spend more time discussing and modeling the brainstorming process, use this PBS Kids resource, Brainstorm.

Objectives

Students will:

Use the engineering design process to ask questions to identify problems that need to be solved.

Use a model to understand why they should cover coughs and sneezes.

Identify and represent ways that germs spread during the school day.

Use the engineering design process to research solutions that stop the spread of germs.

Explain how using soap in handwashing gets rid of germs.

Consider obstacles to using common solutions that slow or stop the spread of germs.

Use the engineering design process to imagine possible solutions.

Know what guidelines to use when brainstorming solutions and how to brainstorm collaboratively.

Teaching Methods

Brainstorming

Demonstrations

Discussions

Inquiry

Reading

Research

Simulations and games

Skills Summary

This lesson targets the following skills:

21st Century Student Outcomes

Learning and Innovation Skills

Life and Career Skills

21st Century Themes

Critical Thinking Skills

Analyzing

Applying

Creating

Evaluating

Understanding

Science and Engineering Practices

Asking questions (for science) and defining problems (for engineering)

Constructing explanations (for science) and designing solutions (for engineering)

Developing and using models

Obtaining, evaluating, and communicating information

Planning and carrying out investigations

Connections to National Standards, Principles, and Practices

Common Core State Standards for English Language Arts & Literacy CCSS.ELA-LITERACY.SL.1.1.A: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.2.1.A: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-LITERACY.SL.2.1.B: Build on others' talk in conversations by linking their comments to the remarks of other's. CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. Speaking and Listening Standards K-5: Comprehension and Collaboration, SL.1.1 Speaking and Listening Standards K-5: Presentation of Knowledge and Ideas, SL.1.6 Speaking and Listening Standards K-5: Comprehension and Collaboration, SL.2.1 Speaking and Listening Standards K-5: Presentation of Knowledge and Ideas, SL.2.6Next Generation Science Standards Crosscutting Concept 2: Cause and effect: Mechanism and prediction Crosscutting Concept 3: Scale, proportion, and quantity Engineering Design: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Science and Engineering Practice 1: Asking questions and defining problems

What You'll Need

Required Technology

Internet Access: Required

Internet access: Optional

Tech Setup: 1 computer per classroom

Physical Space

Setup

You may want to have students choose their problem or context during the previous activity, Getting Rid of Gross Germs, so that you can organize students into their project groups before this activity begins.

Students will work in these groups of three or four for the rest of the unit to collaborate on a solution to their chosen problem.

Grouping

Heterogeneous grouping

Large-group instruction

Small-group work

Accessibility Notes

Pair students with each other for the research step. Ensure that at least one student per pair is able to read the text independently.

Step 2: Provide students with three to four minutes to brainstorm individually before working in groups to provide all students a chance to bring ideas to the group.

Background Information

Recommended Prior Lessons

Vocabulary

engineering design process

For Further Exploration

Articles & Profiles

Video

Tip

Step 1: Ask other adults to volunteer to assist you as students observe the "germy locations." You may decide to confine the choices to within the classroom (or just outside) for ease of supervision and classroom management.

Step 1: You may decide to choose "germy" locations based on their students' initial brainstorming session list from the Getting to Know Germs activity and the Spreading Germs Snapshots document from the Invisible Villains activity.

Step 3: To support the organization of documents for your students, you may decide to compile the Brainstorming Solutions handout with the Selecting a Solution handout (from the D eveloping Our Germ-Stopping Solutions activity) and Final Product handout (from the Designing our Products activity) to have as a project packet.

Modification

Step 3: Students could generate the brainstorming guidelines rather than being provided with a list.

Step 3: Provide students with 3-4 minutes to brainstorm individually before working in their project groups to provide all students a chance to bring ideas to the table.

Credits

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Using the engineering design process, students research solutions for stopping the spread of germs, discuss barriers to these solutions, and consider how to overcome these problems. They simulate the spread of germs, model how soap kills germs, and observe high-touch areas. In groups, students pick a problem to solve, explore existing solutions, and brainstorm solutions.

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Students can explore and identify the parts of a cell.

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Plant Cell - Game - Science - Sheppard Software

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Plant Cell Game - learn about the fascinating organelles in a plant cell.

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An exploration and discovery of unique plant adaptations.

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Clip: Ep1 | 2m 39s

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Take an in-depth look at the intriguing behavior of orchids and carnivorous plants. More More

Two groups of plants exhibit such intriguing behavior that a century and a half ago they attracted the attention of Charles Darwin. These same plants, the orchids and the carnivorous plants, still fascinate scientists today. In two one-hour films, Plants Behaving Badly reveals a world of deceit and treachery worthy of any fictional thriller.

Photos from Plants Behaving Badly

About the Show

Two groups of plants exhibit such intriguing behavior that a century and a half ago they attracted the attention of Charles Darwin. These same plants, the orchids and the carnivorous plants, still fascinate scientists today. In two one-hour films, "Plants Behaving Badly" reveals a world of deceit and treachery worthy of any fictional thriller.

Episode 1 | Murder and Mayhem
Charles Darwin was fascinated by the extraordinary behavior of carnivorous plants, and we now know that he barely knew the half of it. Recently scientists have shown that many more plants are carnivorous than we ever thought. Welcome to the world of killer tomatoes and murderous potatoes.

But even the more obvious carnivorous plants - sundews, flytraps and pitchers - are revealing new behavior. Carnivorous plants have featured in many sci-fi films over the years, but the reality turns out to be far stranger than the fiction.
Episode 2 | Sex and Lies
Darwin's book "On the Origin of Species" shook the scientific world and far beyond. Yet it was his next book, devoted entirely to orchids, which filled in gaps and firmed up his revolutionary ideas. Orchids have an ethereal beauty, whether growing hundreds of feet up in a misty rainforest or along the verges of busy suburban roads. But their exotic flowers are shaped for just one purpose: to draw in pollinators.

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Skip to Main Content Clip: Ep1 | 2m 39s Now Streaming Take an in-depth look at the intriguing behavior of orchids and carnivorous plants. More More Two groups of plants exhibit such intriguing behavior that a century and a half ago they attracted the attention of Charles Darwin.

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Students discover bioluminescent organisms in the shallow and deep oceans.

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Phytoplankton are the primary producer for the ocean food web. Though they are tiny they have a huge impact on the ecosystem. Notice where different sized phytoplankton occupy different waters-mostly based on temperature.

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The Ocean is Glowing with Microorganisms - Science On a Sphere

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Phytoplankton are the primary producer for the ocean food web. Though they are tiny they have a huge impact on the ecosystem. Notice where different sized phytoplankton occupy different waters-mostly based on temperature.

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Students explore the properties of light.

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Let’s Explore Light | Lesson Plan | PBS LearningMedia

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Learn about sources of light and explore how objects are visible only when they are illuminated by light. This lesson includes an interactive lesson in which students observe and analyze images and a video showing settings with different sources of light as evidence that light is necessary to see ob…

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Students make observations and analyze data to investigate how the duration of daylight changes throughout a year.

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Daylight Throughout a Year | Interactive Lesson | PBS LearningMedia

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Students make observations and analyze data to investigate how the duration of daylight changes throughout a year. They consider their own experiences in addition to evidence gathered from videos, data tables, and a line graph to describe the pattern in the changing duration of daylight from January to December.

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Students examine the common cold and analyze the seasonal patterns of people getting sick.

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1. Engage students in the unit's driving question by having them share experiences related to the common cold.

Ask students to think back to when they last had a cold, flu, or stomach bug. Use a Think-Pair-Share strategy to have students share responses to some or all of these follow-up questions:

What were your symptoms?

Did you have to miss school or other events?

How did you feel, either in your body or your emotions?

What time of year were you sick?

On the board or as a digital resource, tally students' responses to the final question, with the four seasons as column headers.

Have students determine which season had the highest number (or proportion) of incidents of illness. This can be done individually, in partners, or as a class. Options, depending on the math standards that you are working with, include:

Adding up the tally marks for each category

Dividing up the tally marks for each category by the total number to calculate the fraction or decimal represented by each category

Creating a bar or line graph

Lead the class in making sense of their data, to determine which seasons had the highest number of incidences of the common cold. Typical responses should indicate more students were sick in fall and winter.

2. Lead students through analyzing an authentic data representation to understand that people get sick more often in the winter.

Project the Flu Trendswebsite and select the "Current Flu Season" option to display a line graph of the percentage of people in the United States experiencing flu-like symptoms.

You may need to use the slider at the bottom of the graph to show a full year that includes the summer months.

Support data literacy as you walk the class through the line graph, making sense of what it shows. For example, identify:

The units on the x-axis-Time/Years

The units on the y-axis-Percentage of people in the United States experiencing flu-like symptoms

What the lines represent-The changes in the percentage of people in the United States experiencing flu-like symptoms over time

The data sources-

Have students practice interpreting trends by selecting two to three of the previous flu season year options.

For most years, the fall and winter months will show a higher percentage of people in the United States experiencing flu-like symptoms in comparison to the spring and summer months.

Compare the results from the findings on the class' data table or graph to their findings from the Flu Trends graph.

Ask students if this is the same or different finding than what they found for their class.

If the trends are different, invite students' ideas about why this could be the case. Build on their ideas to emphasize the concept that it could be related to the small number of data points represented by each student in the class versus the Flu Trends graph, which draws from two different data sources of nationwide data: the U.S. Centers for Disease Control and self-reported data from the Flu Near You website.

3. Elicit students' initial hypotheses related to the unit's driving question of why germs make us sick more often in the winter.

Introduce the unit's driving question: Why do germs make us sick more often during the winter?

Explain that students will investigate this question during the unit, applying what they learn about germs, our immune systems, and environmental factors.

Distribute the Question Quadrant handout and use the Think-Pair-Share strategy to have students record and share their ideas in response to the unit's driving question.

The Question Quadrant helps scaffold and organize students' thinking about the unit's driving question by separating their ideas into possible factors: Germs, People, Environment, or Something Else.

For the Something Else category, direct students to identify additional factors that they think may also play a role. At this point, do not dispel any misconceptions that students may have.

Next, direct students to draw on the ideas they recorded for each factor to write an initial hypothesis that responds to the unit's driving question. Hypotheses could relate to just one factor or more factors.

Emphasize that students are not meant to identify the "right" answer at this point, but to share their initial thinking, just like scientists do.

Prompt students to also add one or two questions that they have about each factor.

Create a shared class Question Quadrant chart to record class trends of students' initial hypotheses and questions, either on chart paper or digitally, that can be revisited over the course of the unit.

Be sure not to reveal the explanation to students at this point but ask probing questions as you elicit their initial hypotheses and questions.

4. Introduce the unit's final product: The Germology Game Show.

Explain that students will create a Germology Game Show to communicate what they learn about germs and to challenge community members to think about why we get sick more often in the winter.

Determine in advance the format that students will present their trivia questions, whether a game show or otherwise (see Tips for suggestions). Share those details with students to foster excitement and engagement.

Explain that the class will work collaboratively to create the game show as small groups develop questions and answers about each of the factors on the Question Quadrant.

All the learning activities in the unit will support students in creating their game show questions and evidence-based answers that they will use to teach their community about germs and how to stay healthy during the winter.

Create a class Know and Need to Know chart (See Tips for more details) to provide students a road map of guiding questions that will lead them to a successful unit project. Document students' ideas and questions in a public document, either on chart paper or digitally, so that the chart can be revisited throughout the unit.

Have students discuss the following questions with a partner and then share their thoughts with the class:

What do we already know about why germs make us sick more often in the winter?

What do we need to know about why germs make us sick more often in the winter, in order to create a Germology Game Show to share what we learn with our community?

Students will:

Connections to National Standards, Principles, and Practices

Common Core State Standards for Mathematics

Next Generation Science Standards

The College, Career & Civic Life (C3) Framework for Social Studies State Standards

What You'll Need

This unit focuses students' learning about germs, the environment, and the human immune system through the everyday phenomenon of why we get sick more often in the winter. By the end of the unit, students will be able to fully explain the phenomenon by discussing the following contributing factors. In the winter, there are environmental factors (i.e.,decreased humidity so droplet particles remain in the air for longer, dry air drying up the mucus in our noses) and stressors on our bodies (such as lack of natural vitamin D from the decreased levels of sunlight during the winter, less exercise, and constriction of airways) that decrease our immune systems' ability to fight off germs. Additionally, there are more indoor gatherings between people from different households in the winter, decreasing the levels of ventilation and forcing face-to-face contact for longer periods of time without a barrier of protection (i.e. mask) which increases the likelihood of spreading germs. Another factor is that viruses (which cause the common cold, influenza, and coronavirus) have been found to be more stable (cold temperatures make the virus coating tougher and more resilient) and stay in the air longer in cold and dry conditions. This is because the low amounts of moisture present in the air quickly evaporate, allowing the virus to stay in the air for longer times when the weather is cold and dry. It is important to note that we typically only get sick if exposed to the disease-causing germs and not from cold temperatures alone (unlike popular myths).

In Project-Based Learning (PBL) and the related approach of leveraging an anchoring phenomenon to engage and support students' science learning, teachers should understand the explanation for the phenomenon in order to anticipate and guide students' content learning. However, it is crucial to not reveal key aspects of the explanation or correct students' original hypotheses or misconceptions. Instead, throughout the unit, students will continually return to the unit driving question why germs make us sick more often during winter, revising their initial hypotheses as they learn more and deepen their understanding. Importantly, the goal of this PBL unit is for students to share their understanding of this everyday, compelling, and relevant phenomenon with their community, through creating a Germology Game Show or similar type of product, which students are introduced to in this activity.

Credits

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Writer

Elaine Klein, Ph.D., STEM Education Manager at Educurious

Educator Reviewer

Suzanne Simons, National Geographic Society

Expert Reviewer

National Geographic Explorer Rosa Vasquez Espinoza

Director

Tyson Brown, National Geographic Society

Producer

André Gabrielli, National Geographic Society

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Students launch into the unit by making personal connections to the common cold and analyzing data related to seasonal patterns of people getting sick. They are introduced to the driving question and final product for the unit and share their initial hypotheses about why germs make people sick more often during the winter.

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Students examine how our bodies protect us from germs.

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Students consider what our bodies do to help protect us from germs and create a body map to show how the different parts of the immune system work together to fight off germs. They then consider how different activities, such as diet, exercise, sleep, and being in the sunshine, affect the immune system, and how those activities vary between summer and winter.