Students collect data, make predictions and record results of the data collection showing where germs live.
Why is this an important concept?
Making predictions aids readers' comprehension of text as they form questions about texts, monitor their reading and understanding, think about the main idea of the text, and recall events. Recording data helps learners organize and reflect on their thoughts.
- Invalid resource code: vtl07.la.ws.research.germhunt
- Invalid resource code: vtl07.ws.research.bacteria
- Bacteria Prediction chart
- Germ Prediction rubric
- Blank White Paper
- Board or Chart Paper
- Coloring Materials
Part I: Learning Activity
1. Photocopy the Bacteria Prediction chart for each student.
2. Tell students they are going to see a video in which two kids, Willie and Michael, are sent on a challenge to find germs.
3. Ask students to turn and talk with one another about what they already know about germs. Ask students where they think Willie and Michael might find germs and why. Gather oral responses.
4. Play the Invalid resource code: vtl07.la.ws.research.germhunt and pause after Dr. Thompson summarizes germs in order to review relevant science content.
5. Distribute the Bacteria Prediction Chart. Explain to students that after they watch the rest of the video segment, they are going to predict which of the places the kids visit on their germ hunt will have the most bacteria. Play the remainder of the video.
6. The segment ends after the Fetch! kids make their own predictions. Mike says he thinks the refrigerator handle will have more than the toilet bowl because his mom cleans the toilet bowl every week and hardly ever cleans the refrigerator handle.
7. Ask students to do the same: Predict which of the places the kids sampled will have the most bacteria. Have students use the second column on their Bacteria Prediction Chart to rank each location according to which place will have the most bacteria (1 having most, 6having least).
8. Then, have students write why they chose their #1 place to have the most bacteria.
10. After students have made their predictions, play the Invalid resource code: vtl07.la.ws.research.bacteria to see the results of the sampling. Have students record the results the video shows in the third column of the Bacteria Prediction Chart.
For Students Who Need Additional Teacher Guidance:
Follow the procedures listed above, but when you pause the first video, be sure to record Dr. Thompson's comments on the board. (Germsare: bacteria, viruses, fungi..)
2. Spend additional time reviewing science content. Then gather examples of students' prior knowledge of germs and brainstorm the conditions in which germs might survive and grow.
3. After the first video, ask students to turn and talk to a partner before they make their predictions. Encourage students to use Mike's prediction as a model for their own.
4. During assessment, instead of asking students to self-generate additional places they might find bacteria, provide a sampling of locations for them to use. For example: door knob, kitchen counter, computer keyboard, subway pole, kitchen chair, etc.
Part II: Assessment
1. After completing their Bacteria Prediction Charts, ask students to talk to one another about their predictions from the video.
- If their predictions matched with the kids' results: What information did they use to predict?
- If their predictions did not match with their results: What information did they learn in the last clip that might help them make a better prediction?
2. Then, ask students to individually identify three places, in either their home or school, where they would test for bacteria. Ask students to write three sentences stating why they predict those places.
3. Have students draw each of these places and write once sentence underneath each drawing explaining why they think it would or would not have a lot of bacteria.
Portfolio: Completed prediction charts and diagrams with sentences can be placed in students' portfolios to demonstrate mastery of this standard.