Evolutionary Medicine

Classroom Activities

Activity 1: During Flu season; strategies: hands-on, exploration, active learning

In science class the children will be introduced to the scientific method of investigating. Rather than have them choose a question and hypothesis I will use the question: "Who in my house usually gets the sickest with the flu or cold?" The children will create their own hypothesis as to who they think is the sickest person. Using a prepared data sheet the children will first list all of the people that live in their homes. Over several months (or until enough data is collected) the children will be required to collect data on the students document type, severity, and length of the illnesses each household member falls victim to. Each Friday I will ask for data from the children and keep track on a classroom data sheet which will show illness by generations; grandparents, adults, older siblings or relatives, the children, and younger siblings or relatives. A second chart will collect classroom data on the type of illness. When enough data is collected I will have the children see if their hypothesis was correct by having them analyze their data. They will write a brief summary to share their results. All data will be collected and kept until National Public Health Week.

Activity 2: Class/pair share discussion and research: strategies: active learning

During this lesson we will start with a whole class discussion. I will ask: Why do you get sick? Talk with the class until you are familiar with their prior knowledge. Then ask: What does sanitizer do? Do not agree or confirm their responses just gather information as to their knowledge. Have partners then discuss together what they think their immune system is used for. After several minutes come back to the whole group and have each group share their responses. Repeat the pair share format to find out what the children know about good and bad germs. And, finally, discuss how a person can get sick (contact, airborne). We will watch the video clip on what is a germ. (http://www.colgate.com/app/LatherUpForGoodHealth/US/EN/Kids-Activities.cvsp) The children may not grasp how tiny a germ really is especially after seeing the above clip. An ideal visual is to log onto http://learn.genetics.utah.edu/content/begin/cells/scale/ Give each child a grain of rice. Using the site show them the picture of the grain of rice and compare the grain of rice in the picture to their grain. Then using the site show how much smaller a germ is than the grain of rice.

Germ research: Here is where the lesson might get tricky if you don't have access to a computer lab. During my research I found a site that will give the children the chance to do research by listening to a person reading the information about germs and hand washing. This site is ideal for differentiated instruction. Those students that are able to read independently can do so but, those that need additional support can click onto the speaker symbol to listen to the article being read to them. If it is impossible to use a lab the document can be printed and read or displayed on a central computer and shown on the screen using a projector if you are lucky enough to have one. This amazing site is: http://kidshealth.org/kid/talk/qa/germs.html# Have the children read/listen to the information and during their reading they should choose three big ideas from the article. Their big ideas can be 3 main ideas or 3 things that was new information to them. Use the think-pair-share strategy by having partners compare their three big ideas. They should then pick the 3 ideas that are most important. Then have two sets of partners (4 students) join together to do the same thing. Continue this method until you have just 2 big groups with 3 big ideas each. Discuss the three big ideas as a whole group. It is very curious each time I do this because usually the two groups will have the same 3 big ideas which then become the class' list that can be posted on the wall. Depending on your time frame for this unit there are several other articles associated with this topic. The links to the other articles are on the bottom of each page of the site.

Activity 3: Analyzing the data: strategies: active learning.

Now it is time to revisit the scientific method project from the first activity. Hang the class charts on the wall and return the individual papers to the students. An opening question can be "Why do you think I saved this experiment?" After a brief discussion show the video clip about the immune system. This clip can be found on the site http://kidshealth.org/kid/htbw/_bfs_ISmoviesource.html. Using the background information I provided have and open discussion about new things we have learned about the immune system. Ask: So we know that the immune system receives virus germs, where do you think the virus comes from (contact, airborne)? The next step will be to introduce the Hygiene Hypothesis. The depth of discussion will depend on the age group you are teaching the two main points that need to be targeted with all age groups are first that family members can share germs and give each other immunity. The immunity can make it possible for a younger sibling not to suffer like an older child. The other point to make is that if your students attended a daycare at an early age they also can be immune from viruses and colds now. Next, direct everyone's attention to the charts. Ask questions about the data that was collected such as: Why do you think that fewer tallies are marked in the adult column? What do you think older siblings do for the younger siblings? Which age group has the most occurrences? Why do you think this happened? Classroom data will differ so questions will change according to what information was gathered.

Activity 4: Staying Healthy: Hand washing and sanitizer: strategies: hands-on activity, exploration, active learning.

The first part of this activity is to understand the difference between hand washing and sanitizing. Two choices of experiments can be done here. First choice was described above with glitter. This might be easier for the younger child because of the immediate results. It can be also used if materials are not available for the second experiment. A small amount of glitter should be placed into the palm of one hand and the children should be directed to rub it into their hands, as if it is dirt. The first experiment is to prove that sanitizer cannot remove dirt and that if you scrub hard enough with soap and water the glitter will be removed. This experiment illustrates how long it should take each time a child washes their hands. Have the children discuss what they found out with this experiment. They should realize that sanitizer should not be used to remove dirt or food left on hands and that if they need to remove dirt or food they should wash with soap and water.

The more elaborate experiment can be with petri dishes containing agar. You can get these dishes from the district but if you have budget restraints a science fair kit can be purchased at http://www.amazon.com/Petri-Dishes-Agar-Swabs-Science/dp/B000NNCI68 for $24.99. This kit will make 20 petri dishes so you will need to make sure you have enough for each child to have 2 dishes. It is suggested that you have children work in pairs to cut cost. Give each child a covered petri dish after several hours of in-school activities. Prior to cleaning their hands have the gently rub their fingers around the dish for several seconds. Place the lid on the dish and mark it with a 'B' for before. Have a third of the students use sanitizer to clean their hands and another third clean their hands with soap and water and then the third group clean with soap and water then sanitizer. Without touching anything else have the children again rub their fingers in a second dish. Close the lid and mark 'A.S.' (after sanitizer), 'ASW' (after soap and water) or 'ASWS' (after soap, water, and sanitizer) . Store the dishes in a warm area for several days, observations can be made each day. It is important that the dishes remain anonymous so that no one is teased about being dirty. As you collect the dishes write a number on each pair to keep the dishes together. Have the children write a response as to what they see when comparing the two dishes. Discuss the results then have the children decide whether it is better to wash with sanitizer, soap and water or both.

The second part of the lesson will be a discussion on proper hand cleaning technique. Brainpop Junior (www.brainpop.com) has a great little movie clip on how to properly wash hands. If the class decides that they should do both soap and water and sanitizer this will need to be addressed separately because the movie clip does not suggest this technique. A classroom poster should be created to describe the steps everyone agrees to follow when cleaning their hands.

Activity 5: Read the poem and discuss

The final activity can incorporate language arts by reading and discussing the poem above. If the children are younger an easier poem is below. As an extension they can practice the poems by creating a rap to perform for the class. The older grades could write their own poems about being clean and staying well.

    Wash the Bugs Away
    Tiny bugs, too small to see,
    Want to get inside of me.
    They will make me sick in bed,
    That is why my mommy said . . .
    After the bathroom, after play,
    I must wash the bugs away.
  

Activity 6: Wrap up

As a class discuss what the children now know about staying healthy. I would like to have my class understand the following points: First they need to know that there are several ways to get come in contact with germs. Next they need to know how their immune system can be different from someone else just by family relationship. They also need to be able to make an educated decision whether it is better to wash their hands with soap and water, sanitizer, or both. The final point they need to understand is the proper washing technique.