EdTech Leaders™ OnlineProject-Based Learning (PBL) Template

Part I: Designing a Standards-Based Project

  1. Title:

Germs? I don’t see any germs! Created by Susan Brooks, Internet4classrooms

  1. Curriculum Standards:

Personal Health and Wellness: Standard 1 – The student will understand the role of personal hygiene practice as it relates to healthful living.

English-

Standard 2 – derive literal, personal, implied meaning from different kinds of text.

Poetry interpretation – sickby Shel Silverstein.

Standard 3- access, organize, evaluate and use information obtained by listening, reading, and viewing text.

3.1-identify stated main idea of a reading selection.

3.1 recognize how illustrations support the text.

3.2- 1- complete simple graphic organizer to group ideas for writing.

Science-

Content Standard1.1 – recognize living things are made up of smaller parts.

Content Standard 2.0 investigate how living things interact with one another and with non-living elements of their environment.

TCAP Skills

Lang Mechanics Obj 38 and 39 Writing Conventions

Reading Obj 03 Analyze Text 07 Sentence Structure 08- Writing Strategies 09 Editing Skills

Soc Studies Obj 26 Geographical Perspectives Obj 28 Civics and Gov’t Perspectives

Science Obj- 24 Personal and Social Perspectives in Science

Math Obj 11 Commutations and Numerical Estimation

  1. Goals

Important for students to be aware of:

Germs are everywhere, even though you cannot see them. Some are helpful and some will make you sick. A microscope is a tool that lets us see things we cannot see by ourselves because they are too small. Germs are tiny living things called microorganisms.

Essential for students to know and to do:

There are two main types of germs, bacteria and viruses. There are things you can do to rid yourself of germs, such as hand washing, cleansing areas where germs live, and not touching places where germs live. It is important to know where the germs live so you can avoid them. Students will learn the proper way to wash hands and cleanse areas to remove germs. Some germs are helpful. Students will recognize how bacteria are helpful.

Critical for long-lasting understanding and comprehension:

There are many types of germs in the world, some helpful and some dangerous. By knowing how to keep harmful germs from entering your body, you can stay healthy and be responsible for your own personal health.

  1. Essential Questions:

Can you do anything to prevent yourself from becoming ill? When you cannot see something, does that always mean it’s not there?

  1. Learning Activities:

Pre-Activity

Create an Excel Spreadsheet with all the links that will be used in this project. Directed Teacher Activity – Do this as a class in the Computer Lab.

Alternative- Teach could create the worksheet in Excel and have it available at each student station.

Lesson One: What are Germs? –

Read online the story of how Lou caught the flu to the whole class.

Discuss the story with the class. Discuss germs.

Art Activity- What do you think germs look like under a microscope? Create an imaginary germ.

Lesson Two: Ask if they can see the wind. How do they know it’s there? We can’t see germs with only our eyes but with the help of a toolwe can see them. What is this tool called? If no microscope is available, pull up examples of them on internet.

The most common types of germs are bacteria and viruses. Show microscopic pictures of what they look like, what shapes they are. Bacteria are like round balls, twisted spirals and straight rods. Viruses are balls with spikes sticking out on all sides, rectangle like loafs of bread and look like tadpoles.

Color sheet of bacteria – - click on Germ Character – pdf file.

Lesson Three: Read Dirt and Grime – Vicki Cobb. Let students research the following sites that have bacteria and viruses on their own.

Draw a picture of one type of virus/bacteria.

Lesson Four: Are all germs bad? No, some are helpful. Discuss the helpful germs.

Write a report on how some germs help us.

Lesson Five: Students reread Lou and the flu online. Write down the ways the flu was passed on from animal to person.

Have students start thinking of a story they can tell about how someone in their family got sick by germs being passed around. Alternate product: How the teacher got sick in class. Write down ideas in a web format.

Lesson Six: Read Germie the Germ Jumps Rope – how germs spread. – Use instead of basal.

For homework write a story about how someone in your family got sick and how you think they caught the germs.

Lesson Seven: Read Germs make me sick by Melvin Berger.

Thinkquest about germs

Think about the places where germs could be.

the hunt for germs – in the newspaper – Create a collage on where germs hide.

Lesson Eight:

Your invisible neighbors.

Teacher makes a template while class is brainstorming on places that germs hide.

Visit website below. Students expand on the template with places germs hide.

Product: Fill out an inspiration chart of where to find germs in various places in a house and in a school.

Using the information on the Inspiration graphic chart, create an Excel spreadsheet on the places where germs hide in the house Write down the number of places in each room and then see which room is more likely to house germs.

Lesson Nine: How do you get rid of the bad germs? By wiping off areas and the process of washing ones’ hands. The process of hand washing : Brochure

Sequencing activity on washing hands:

Product : PowerPoint Presentation on ways to catch germsand solutions as to the prevention of this.

Lesson Ten: Create poem about germs. Read Shel Silverstein’s poem “Sick” –

Use the following activity

Lesson Eleven – Germs Germs Germs – Bobbie Katz

Keeping areas clean from germs in your house.

With a partner, create a classroom environment free from germs. Discuss the upkeep of this environment.

Conclusion – How does your health affect others around you? How does your health affect the world?

Product: With a partner, create a presentation (oral with visuals or multimedia) discussing how your health affects the world.

Certificate of a germ fighter.

Materials and Resources:

Books:

Dirt and Grime – Vicki Cobb

Germs! Germs! Germs!- Bobbie Katz

Germs make me Sick! – Melvin Berger

Pencil, Paper, Crayons, Markers

Part II: The Role of Technology

  1. Technology tools and resources used in the project and how they will be used:

Handouts, stories, color sheets, and lesson plans all come from Internet resources. Tools include: computer access, Internet access, printer.

Software: Inspiration, PowerPoint, Word

  1. How the use of technology helps meet the learning goals:

If there is no microscope to view a germ, a picture of a microscopic germ can be found on the internet. Examples of various types of germs can be seen on the internet.

The use of inspiration can help students visualize all the places germs can be found during a brainstorming activity to name where germs are.

Using a chart made in excel, students can visualize which area of the home is more likely to contain germs so they can be more likely to avoid contact and/or cleanse the area frequently.

By using Paint to draw a germ, students will compare and contrast the shape of the most common types of germs.

Part III: Assessment

  1. Final project description and assessment strategy and/or rubric:

Presentation/Essay on How does your health affect others in the world? How can you be responsible for your own personal health?

  1. Intermediate goals and assessment strategies and/or rubrics:

How do you rid yourself of germs? Create a classroom environment as germ free as possible and share ideas on the upkeep of this. By presenting this concept to the class, the teacher can evaluate concept understandings by the number of factual evidences supplied. Presentation Rubric used to evaluate this product.

  1. Overall assessment rubric:

The rubric is at the bottom of this document

Part IV: Implementing Your PBL Project

  1. Project description for students:

Germs are everywhere, even if you don’t see them. Should you be worried about them? What can they do to you? How does your illness affect others around you? How does your health affect the world? By learning about germs, you can stay healthy and be responsible for your own personal health.

  1. Project planning table for students:

The reading skills of this period will be incorporated into the stories read online.

Student Tasks:

Create imaginary germ

Color germs

Draw a bacteria or virus germ from an illustration

Write a report on how germs help us

Create a story about how someone in your family got sick

Hunt for germy areas in the newspaper. Make a collage on hiding places of germs

Create inspiration organizational graphic on where to find germs

Create a plan to keep the classroom environment as germ free as possible and on its upkeep of this.

Sequence story of how to wash hands correctly

Create poem on germs using “Sick” as a model

Ppt show on ways to catch germs and problem solve ways to prevent this.

Final Project- Presentation (oral or multimedia)on how knowing what to do about germs affects not only you but the world

Optional idea: Imovie- play on passing germs around to others

Tasks / Description / Resources / Timeline
Create An Imaginary Germ / In Kidpix or Paint, create what you think a germ looks like / Computer, Paint program / 1 day
Can also be drawn first on paper
Draw a bacteria or virus germ from an illustration / After viewing actual germs, choose a germ to reproduce in a drawing program / Computer, Paint program / 1 day
Can also be drawn first on paper
Write a report on how germs help us / After learning about helpful germs, write a report using this information / Computer, word processing program / 3 days (this is also a homework assignment so they are expected to do some work at home)
Fictional Story with story elements How the teacher got sick or how someone in your family became sick. / After learning facts about germs and the spread of them, create a story using the information you have learned, along with story elements. / Computer,
Word processing program / 3 days
(this is also a homework assignment so they are expected to do some work at home
Create inspiration organizational graphic on where to find germs / Make a graphic organizer about household places germs hide. / Computer, Inspiration / 2 days
Collage- where germs hide / Create a collage from pictures found in the newspaper or magazines showing places germs hide. / Newspaper, Glue, paper, magazines, markers / 3 days
(this is also a homework assignment so they are expected to do some work at home)
Sequence story of how to wash hands correctly / After learning the proper way to wash hands, put this brochure in sequence / Brochure for each child, glue, paper, pencil, markers. / 1 day
Presentation on ways to catch germs and solutions to prevent this. / Analyze the knowledge learned about germs and create a presentation showing specific facts and solutions to the spread of germs / Computer, word processor, Inspiration for brainstorming ideas, multimedia software, internet pictures / 5 days
Create a poem about germs / Create an original poem about germs incorporating knowledge about germs in the poem / Computer, Word processing program / 2 days
(this is also a homework assignment so they are expected to do some work at home)
Essay: how do your germs affect the world? / With a partner, create an essay describing how your germs affect others in the world. / Computer,
Word processing program,
Inspiration for brainstorming / 4 days
Create a classroom environment as germ free as possible and present ideas on the upkeep of this / With a partner, create a plan for a germ free classroom environment / Computer, word processing program, Inspiration for brainstorming / 5 days
Optional: Imovie- play on passing germs around to others

Germs Presentation Rubric

Evaluating Student Presentations
Developed by Information Technology Evaluation Services, NC Department of Public Instruction
1 / 2 / 3 / 4 / Total
Organization / Audience cannot understand presentation because there is no sequence of information. / Audience has difficulty following presentation because student jumps around. / Student presents information in logical sequence which audience can follow. / Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge / Student does not have grasp of information; student cannot answer questions about subject. / Student is uncomfortable with information and is able to answer only rudimentary questions. / Student is at ease with expected answers to all questions, but fails to elaborate. / Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics / Student uses superfluous graphics or no graphics / Student occasionally uses graphics that rarely support text and presentation. / Student's graphics relate to text and presentation. / Student's graphics explain and reinforce screen text and presentation.
Mechanics / Student's presentation has four or more spelling errors and/or grammatical errors. / Presentation has three misspellings and/or grammatical errors. / Presentation has no more than two misspellings and/or grammatical errors. / Presentation has no misspellings or grammatical errors.
Eye Contact / Student reads all of report with no eye contact. / Student occasionally uses eye contact, but still reads most of report. / Student maintains eye contact most of the time but frequently returns to notes. / Student maintains eye contact with audience, seldom returning to notes.
Elocution / Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. / Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. / Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. / Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
Cooperative Group Work / Cannot work with others in most situations. Cannot share decisions or responsibilities. / Works with others, but has difficulty sharing decisions and responsibilities. / Works well with others. Takes part in most decisions and contributes fair share to group. / Works well with others. Assumes a clear role and related responsibilities. Motivates others to do their best.
Total Points:

Name: Caroline McCullen

Email:

Germ Story Rubric

Germ Story / Accomplished / Proficient / Developing / Beginning
Writing Effectiveness / Story has all four parts of story element; holds reader’s attention / Story has 3 parts of story element; setting, problem and solution centered on germs. / Story includes at least 2 story elements / Retells a story changing one or no story elements.
Organization / Ideas are presented clearly and in logical sequence. / Ideas presented in orderly fashion and mostly logical. / Ideas are overall incoherent. / Little or no organizational pattern. Difficult to follow
Language Usage / Lively and descriptive language. Sentences varied in length and structure / Some descriptive language used. Some sentence variety. / Simple sentences and word choice. / Sentences unclear, word usage incorrect and hard to understand.
Conventions / Capitalization, punctuation and spelling correctly used in all instances / Capitalization, punctuation and spelling correctly used in 80% of story / Capitalization, punctuation and spelling correctly used in 40% of story / Many errors in language conventions.
Content / Uses 3 facts about germs to support story / Uses 2 facts about germs to support story / Uses 1 fact about germs to support story / Uses no facts about germs to support story
Inspiration Rubric
Attributes / Above Standard / At Standard / Still a Goal / Attribute Points Earned
(5-4.5) / (4-3.5) / (3-0)
Model Synthesis / Students make meaning of the information and incorporate it into their own mental world model by generating diagrams (created by the group). / Students make partial meaning of the information and incorporate it into their own mental world model by generating diagrams (created by the group). / Students make little or no meaning of the information and do not incorporate it into their own mental world model by generating diagrams (created by the group). / /5
(10-9) / (8.5-7) / (6.5-0)
Depth of Study / Gathered information includes the basics of the topic and an in-depth study of the topic. / Gathered information includes the basics of the topic and an in-depth study has begun. / Gathered information is incomplete and does not include the basics of the topic. / /10
(5-4.5) / (4-3.5) / (3-0)
Applicaton of Information / Gathered information enables the students to understand the topic and incorporate it into 3 concrete elements / Gathered information enables the students to understand the topic and incorporate it into 2 concrete elements. / Much research is needed before the topic is understood and incorporated into concrete elements / /5
(5-4.5) / (4-3.5) / (3-0)
Diagrams / More than three diagrams (referenced if necessary) are included that aid in the communication of gathered information. / A minimum of three diagrams (referenced if necessary) are included that aid in the communication of gathered information. / Diagrams are missing or do not aid in communication of gathered information. / /5
(5-4.5) / (4-3.5) / (3-0)
Conventions / There are no errors in capitalization, usage, punctuation, or spelling. (C-U-P-S). / There are 3 errors in capitalization, usage, punctuation, or spelling. (C-U-P-S). / There are 4 or more errors in capitalization, usage, punctuation, or spelling. (C-U-P-S).
Presentation / The graphic organizer is neat and clearly understood. / The graphic organizer is somewhat untidy and not clearly understandable / The graphic organizer is untidy and hard to understand. / /5
Total Information Summary Points Earned

Overall Assessment Rubric