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Eye of the Tiger

(Verse 1)
Wash your hands, get them wet,
Use some soap, don’t forget,
Rub them all, make them foam, wash away.
Scrub the palms, tops, and thumbs,
In between, don’t be done,
Rinse them well, keep them clean, every day!

(Chorus)
It’s the wash of the hands,
Gotta keep the germs away,
Keep them clean with some water and soap, yeah!
You’ve got to rub, rinse, and dry,
Keep your hands fresh and bright,
Do the wash of the hands to stay healthy and strong!

If You're Happy and You Know It

(Verse 1)
If you’re washing and you know it, scrub your hands (scrub, scrub)
If you’re washing and you know it, scrub your hands (scrub, scrub)
Rub the tops and in between, make those bubbles nice and clean,
If you’re washing and you know it, scrub your hands (scrub, scrub)

(Verse 2)
Now you rinse them really well, wash away (wash, wash)
Now you rinse them really well, wash away (wash, wash)
Wash the soap and germs away, keep those bugs out every day,
Now you rinse them really well, wash away (wash, wash)

(Verse 3)
If you’re washing and you know it, dry them too (dry, dry)
If you’re washing and you know it, dry them too (dry, dry)
With a towel or air, it’s true, keep your hands so fresh and new,
If you’re washing and you know it, dry them too (dry, dry)

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INVESTIGATE: Research microbes (bacteria, viruses, fungi) What did you learn?  History  of Pandemics?  What did you learn?

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INVESTIGATE: Research microbes (bacteria, viruses, fungi) What did you learn?  History  of Pandemics?  What did you learn?

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ASK:  Why are Pandemics becoming more common and how can we prevent them both locally and globally?

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ASK:  Why are Pandemics becoming more common and how can we prevent them both locally and globally?

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History of Pandemics Infographic and article. This version and data are from March 15.

See-Think-Wonder protocol to have students analyze the infographic and record their responses in their journals.

Updated data from Johns Hopkins:   Coronavirus home page, the data in motion video update, or the global map.

Update their See-Think-Wonder charts and ask them how the infographic would change based on the updated data.

The current version of the infographic for discussion.

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INQUIRY QUESTION:  How might we classify microbes as harmful or beneficial?

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INQUIRY QUESTION:  How might we classify microbes as harmful or beneficial?

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Learning Target:  I can use scientific evidence to communicate how some microorganisms are harmful and some microorganisms are beneficial.
https://docs.google.com/document/d/1-Qs5QtqoFK41lZPaH7DckjOPIlgaOHPyw-mNAXbREW8/edit
Complete Assignment linked below.
https://classroom.google.com/c/MzM4NzU0NDY4MDla/a/MTgwNDUwMjQxNjgx/details

Population Change. (Bob)

1. Why do you think the bacterial growth became visible to our own eyes once it was allowed to stay on the petri dish medium for a week?

2. Do you have any idea what type of specific bacteria was grown in your petri dish?

3. Do you think the bacteria you grew could be considered a beneficial or harmful bacteria?  Why do you think this?

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IMAGINE:  Imagine a way you can help educate our WJES friends on ways to stay healthy and safe during pandemics.  What are some of the most important rules?  Why?  

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IMAGINE:  Imagine a way you can help educate our WJES friends on ways to stay healthy and safe during pandemics.  What are some of the most important rules?  Why?  

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Imagine what needs to be created to convey your message. What is your message?

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Smokey the Bear.

Native Amercian Pollution PSA

The Washington Post PSAs.

DWI PSA

Take A Bite Outta Crime

Buckle Up

Fatherhood

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https://wonderopolis.org/wonder/how-far-can-a-sneeze-travel
Measure in centimeters.  Convert to meters.

Sneeze Lab.

Click assignment to complete this task.

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Georgia Performance Standards:   Science/Microbes

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Georgia Performance Standards:   Science/Microbes

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S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms. (Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus, Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are not expected to know these specific microorganisms. The list is provided to give teachers examples.)
a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.