Implementation Strategies
Journaling will be used extensively in this unit as a way for the students to analyze germs. For my own students, journaling in the beginning will just be drawing pictures and labeling. This form of developmental writing is great for students at the beginning of the year. As they become more familiar with the process, their labels will turn into short sentences about what is happening and what they are observing. Journaling is a great way for my students to record scientific data. They will do this by also drawing pictures and labeling, viruses and bacteria. This allows them to learn at their own pace and be allowed to express what is unique to them and thus create individualized learning.
Listening Comprehension is a strategy I use often in my classroom. Due to the age of my students they are not quite reading text on their own at this point. This makes listening comprehension critical especially for nonfiction texts. There are several things one can do while reading to engage the students and increase their comprehension of the story or concept. I use turn and talks during my read alouds to give the students a chance to discuss key concepts with a partner and then report back to the group. I also use think alouds to bring up a problem to use in prompting a class discussion.
Class discussions are essential to all early learning. They provide the students with a chance to ask questions and explore ideas in a safe environment. In my classroom, I use class discussion following a story or main idea. I usually reinforce this with the making of anchor charts of visual aids. I hang these in the class for the students to refer back to in context. This strategy, coupled with journaling, allows independent and group learning in the classroom.
Due to the nature of this unit covering a topic such as germs that cannot be seen without the use of a microscope, and the audience being so young, it is ever important to use videos in this unit. This provides students the opportunity to conceptually understand the content that they could not otherwise see. Videos and animations provide visual references to newly learned content. This is the first time the students will be introduced to such a topic and videos help drive home the content.
Science theatre is when students act out functions of structures, theories, or disciplinary core ideas of science principals. Students often work together in groups to preform mini skits. It can sometimes be used to by educators to identify misconceptions in students thinking. This strategy increases student interest, confidence, and understanding of scientific concepts. Science theater is especially helpful for kids that our auditory, visual and kinesthetic learners.
Essential topics and questions
These questions are for general discussion as we read, but they are also intended to guide imaginations as my students explore hands-on within the unit. They may provide framework for introductions or conclusions.
What does it mean to stay healthy?
What does it mean to be healthy?
How do germs spread?
How do viruses and bacteria spread and take over the cells?
How do we stop the spread of germs?
What do viruses and bacteria look like?
Can we measure what it means to be healthy?
Student Resources
Berger. Germs Make Me Sick! N.p.: Turtleback , 2015. Print.
This classic picture book is all about germs, how they can make you sick, and how your body works to fight them off. This book has rich vocabulary and simple diagrams to explain why you feel poorly when you’re sick and how your body keeps you healthy by producing antibodies.
Hutton, John, and Maria Montag. Sherm the Germ. Cincinnati, OH: Blue Manatee Press, 2014. Print.
Sherm the Germ is the story of play interrupted by an unwelcome, microbial visitor – Sherm the germ. This rhyming book describes the stages of becoming sick and then getting better. This story uses a loveable character to teach readers on the basics of what it means to catch a cold or virus and how the healing process works.
Rooke, Thom W., and Tony Trimmer. A germ's journey. Mankato, MN: Picture Window, 2011. Print.
A Germs Journey is a great fiction book following a character who is a germ and his journey willed with snuffles, sniffles, and sneezes. This text is great to show students a characterized germ and how easily they can spread.
Verdick, Elizabeth, and Marieka Heinlen. Germs are not for sharing Minneapolis, MN: Free Spirit Pub., 2011. Print.
Germs are not for Sharing is not a story of what germs are, but rather focusing on the basics of not sharing them. Kid friendly and beautiful illustrations help keep students clean and healthy.
Teacher Resources
Genetic Science Learning Center. "Learn.Genetics." Learn.Genetics.January 7, 2015. Accessed July 13, 2017. http://learn.genetics.utah.edu/.
The Great Courses, 2015.
[San Francisco, California, USA] : Kanopy Streaming, 2016.
Avissar, Yael, Jung Choi, Jean DeSaix, Vladimia Jurukovski, and Connie Rye. Biology. Houston, TX: OpenStax College, Rice University, 2016.
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