DRIVING QUESTION:

How can we design and share a set of activities for kids to do at home while their parents are working?

Day 2: Build Knowledge

Overview

It is essential for children to understand the reason for this challenging problem - the “why” behind this project. Today’s lesson is about getting a baseline of what children know about the coronavirus. To start this conversation, you might ask, What do you already know about the Coronavirus? Kids can share their ideas. Take time to listen to what they have to say. It is important that their ideas, whether they are fully accurate or not, are heard and their feelings validated.

Key Questions

• What is the Coronavirus?

• Why are we staying home from school?

Project Work Time: Reading, Speaking and Listening

Just For Kids: A Comic Exploring the New Coronavirus

Read the following materials with your child and have children share what they notice about the comic.

• What are the different elements of the comic? (i.e. speech bubbles, pictures, words, color)

• How might they make their own?

(These materials were originally printed on NPR’s website HERE. )

You can listen to a short piece from Cory Turner, NPR’s education reporter on Morning Edition here:

MALAKA GHARIB writes:

“It's based on a radio story that NPR education reporter Cory Turner did. He asked some experts what kids might want to know about the new coronavirus discovered in China.

To make this comic, we've used his interviews with Tara Powell at the University of Illinois School of Social Work, Joy Osofsky at the LSU Health Sciences Center in New Orleans and Krystal Lewis at the National Institute of Mental Health.

Print and fold a zine version of this comic here. Here are directions on how to fold it. To read this comic in Chinese, click here."

Project Work Time: Writing

Checking for Understanding

Read over the social story or comic children created. Check for any misconceptions or misunderstandings and try to help clarify them.

Share Your Progress

Remember to share your photos, ideas, and questions on our Facebook page and to check out what everyone else is doing. You can take a photo of your child’s comic or social story and post it!

Day 3: Building Knowledge

Overview

Today children are  investigating how germs spread.  There are plenty of options for teaching children about spreading germs so they understand the importance of prevention.  They could make a poster for the bathroom about steps to wash hands, or a “How-To Book” about the same topic. Or, they might write an informational text about how germs spread.

Key Questions

• How do germs spread? 

• How does washing our hands prevent illness?

• How can we remind others about keeping our hands clean?

Project Work Time: Science

Video: Glow Soap and Black Light

Article: 4 Types of Germs

See the original article HERE.

Our bodies are pretty amazing. Day after day, they work hard — digesting food, pumping blood and oxygen, sending signals from our brains and much more.

But there is a group of tiny invaders that can make our bodies sick — they're called germs.

Some kids may think that germs are bugs or cooties or other gross stuff. Actually, germs are tiny organisms, or living things, that can cause disease. Germs are so small and sneaky that they creep into our bodies without being noticed. In fact, germs are so tiny that you need to use a microscope to see them. When they get in our bodies, we don't know what hit us until we have symptoms that say we've been attacked!

What Types of Germs Are There?

Germs are found all over the world, in all kinds of places. The four major types of germs are bacteria, viruses, fungi, and protozoa. They can invade plants, animals, and people, and sometimes they can make us sick.

Bacteria (say: BAK-teer-ee-uh) are tiny, one-celled creatures that get nutrients from their environments in order to live. In some cases that environment is a human body. Bacteria can reproduce outside of the body or within the body as they cause infections. Some infections that bacteria can cause include ear infections, sore throats (tonsillitis or strep throat), cavities, and pneumonia (say: new-MO-nyuh).

But not all bacteria are bad. Some bacteria are good for our bodies — they help keep things in balance. Good bacteria live in our intestines and help us use the nutrients in the food we eat and make waste from what's left over. We couldn't make the most of a healthy meal without these important helper germs! Some bacteria are also used by scientists in labs to produce medicines and vaccines (say: VAK-seens).

Viruses (say: VY-rus-iz) need to be inside living cells to grow and reproduce. Most viruses can't survive very long if they're not inside a living thing like a plant, animal, or person. Whatever a virus lives in is called its host. When viruses get inside people's bodies, they can spread and make people sick. Viruses cause chickenpox, measles, flu, and many other diseases. Because some viruses can live for a short time on something like a doorknob or countertop, be sure to wash your hands regularly!

Fungi (say: FUN-guy) are multi-celled (made of many cells), plant-like organisms. Unlike other plants, fungi cannot make their own food from soil, water, and air. Instead, fungi get their nutrition from plants, people, and animals. They love to live in damp, warm places, and many fungi are not dangerous in healthy people. An example of something caused by fungi is athlete's foot, that itchy rash that teens and adults sometimes get between their toes.

Protozoa (say: pro-toh-ZOH-uh) are one-cell organisms that love moisture and often spread diseases through water. Some protozoa cause intestinal infections that lead to diarrhea, nausea, and belly pain.

What Do Germs Do?

Once germs invade our bodies, they snuggle in for a long stay. They gobble up nutrients and energy, and can produce toxins (say: TOK-sinz), which are proteins that act like poisons. Those toxins can cause symptoms of common infections, like fevers, sniffles, rashes, coughing, vomiting, and diarrhea.

How do doctors figure out what germs are doing? They take a closer look. By looking at samples of blood, pee, and other fluids under a microscope or sending these samples to a laboratory for more tests, doctors can tell which germs are living in your body and how they are making you sick.

How Can You Protect Yourself From Germs?

Most germs are spread through the air in sneezes, coughs, or even breaths. Germs can also spread in sweat, saliva, and blood. Some pass from person to person by touching something that is contaminated, like shaking hands with someone who has a cold and then touching your own nose.

Steering clear of the things that can spread germs is the best way to protect yourself. And that means . . .

Hand washing! Remember the words that germs fear — soap and water. Washing your hands well and often is the best way to beat these tiny warriors. Wash your hands every time you cough or sneeze, before you eat or prepare foods, after you use the bathroom, after you touch animals and pets, after you play outside, and after you visit a sick relative or friend.

There is a right way to wash your hands. Use warm water and soap and rub your hands together for at least 15 seconds, which is about how long it takes to sing "Happy Birthday."

Cover your nose and mouth when you sneeze and cover your mouth when you cough to keep from spreading germs. So if you have to cough, it is best to do it in your elbow so you are not contaminating your hands.

Using tissues for your sneezes and sniffles is another great weapon against germs. But don't just throw tissues on the floor to pick up later. Toss them in the trash and, again, wash your hands!

Another way to fight and prevent infections is to make sure you get all the routine immunizations from your doctor. No one likes to get shots but these help keep your immune system strong and prepared to battle germs. You can also keep your immune system strong and healthy by eating well, exercising regularly, and getting good sleep. All this will help you to be prepared to fight germs that cause illness.

Now that you know the facts about germs, you may still pick up a cough or a cold once in a while, but you'll be ready to keep most of those invading germs from moving in.

Video: What is Coronavirus

Article: Teaching about Germs for Kids: Making it fun, Making it real, Making it Stick

by Karen Peles
(View original article HERE at Care.com)

"But my hands are clean," your 4-year-old insists after he sneezes right into them. "Look at them — I don't see any germs on them."

How do you explain the concept of germs for kids to understand? Should you just focus on the actions behind hygiene — washing your hands, catching your sneeze with your elbow and not sharing utensils or food — without dwelling on the explanations?

According to health experts, giving kids explanations or even educational activities behind these basic hygiene practices can go a long way toward helping them become more germ-conscious.

Know the nuts and bolts of germ education

Even young children can understand the basic concept of germs, according to Dr. Dina Kulik, M.D., a pediatric emergency medicine physician. She describes germs as tiny "bugs" that live on all things and explains to kids that sometimes these bugs can make you sick. When you're sick, you miss out on having fun, going to school and going to friends' homes. You can explain to older kids that these germs are called bacteria, she advises, and they're so small they can only be seen with a microscope. While they're not actually insects, they are living organisms that can grow and multiply quickly.

Dr. Danelle Fisher, M.D., a pediatrician at Providence Saint John's Health Center, agrees on the importance of teaching even very young children about germs. In her opinion, it's important to explain to kids, as they get older, that some germs are good — for example, probiotics — and that others are bad, such as cold viruses. When they get even older, you can explain the difference between viruses and bacteria to them, so they understand why antibiotics can help with some illnesses but not others.

Point out several examples of ways that your child can avoid becoming sick from germs, such as coughing into her sleeve or washing her hands after blowing her nose. And there's one important step of teaching about germs for kids that many parents miss: having your child repeat back to you what you said so that you know that they understand it. Fisher believes that this step can help you clear up any misunderstandings before they take root.

Having a hard time figuring out how to explain such an abstract concept to your child? Consider using outside sources. "As pediatricians, we're always happy to help parents explain complex ideas to their children," says Fisher. If parents aren't sure what to say, they can ask their pediatrician for advice or even ask their pediatrician to broach the topic with the child.

Play games and activities about germs

Try one of these fun, interactive activities to teach your child about germs and how to stop them from spreading. 

1. Glitter Germs  In this activity from the Columbus Public Health website, sprinkle a little glitter on your child's hands. Then have them wash with just water. Repeat the experiment, washing with soap and water the second time. Have your child observe which method removes more glitter. You can also put glitter on your hand and touch your child's shoulder, hands and hair. Show them how the glitter (like germs) can spread by touch.

2. Everything You Touch This activity, also from Columbus Public Health, has children make and color their own germs and then tape them to anything they touch to see how widely germs spread by touch.

3. Connect the Dots Check out these lesson plans and activities at the website of the Centers for Disease Control and Prevention (CDC).

4.  Happy Handwashing Song  Teach your kids this simple song from the CDC. Sing it twice through to reach the recommended time for handwashing.

5. Scrub Club  Go online and check out the songs and activities from NSF International.

6. Germs! Video Let kids learn about germs along with Sid the Science Kid and his parents in this short, animated video.

7. "Wash, Wash, Wash Your Hands" Song Wash hands along with Little John in this sing-a-long video from Little Angel.

Watch out for hygiene overkill

While it's important to teach our kids about basic hygiene, some kids are prone to going overboard. In general, parents should have a relaxed, matter-of-fact attitude towards germs and cleanliness. While washing your hands after using the bathroom should be sacrosanct, keeping your hands completely clean at all times is not only unreasonable, it also may be unhealthy.

"The reason we're seeing more food allergies in children, according to one theory, is that we're doing too good for a job with hygiene," says Fisher. So if your child drops a raisin on the floor and wants to eat it, it probably isn't worth the battle. Just think of it as building up his immune system.

Kulik believes that the way you introduce germs for kids can affect whether they become overzealous about hygiene. "I try not to instill fear, as this can lead to over-washing," she says. "If kids think of them as cute little things, like a cartoon, they can understand we need to stay clear of them, but not be fearful." In addition, if your child seems to be obsessing a bit over hygiene, make sure you're modeling normal germ control and not going overboard yourself.

* This article is for general informational purposes only. It is not intended nor implied to be providing medical advice and is not a substitute for such advice. The reader should always consult a health care provider concerning any medical condition or treatment plan.  Neither Care.com nor the author assumes any responsibility or liability with respect to use of any information contained herein

More Activities

Select age appropriate activities from Care.com, like putting flour on kids' hands and having them touch things and shake hands to see how germs spread.

Create a free Brainpop Jr account or access the free Washing Hands video by clicking here.

Project Work Time: Writing

After learning more about the importance of washing their hands, children can create an informational text or simple poster with pictures that teach others how to wash their hands, how to keep germs from spreading, or how germs do spread. Break down the steps, have kids draw pictures, and dictate/write words.

Project Work Time: Music/Writing

Listen to songs and write down the lyrics to songs that last for 20 seconds to help with hand-washing.  Children could make up their own songs, find a favorite poem, or develop a list of favorite people’s names or words to say. Write The goal is to have the text be equivalent to the recommended 20 seconds of scrubbing.

Checking for Understanding

Read over your child’s poster of steps to washing hands. Is it clear? Are there pictures and words?

Share Your Progress

Share photos of your child’s posters, or post song lyrics they chose to help with hand-washing.

Overview

After discovering how germs spread and why it is important to stay home (or keep our distance from others), your children will be ready to answer some of their other need-know-questions about what we can do when we aren’t in school. Children will revisit the driving question and their need-to-know list. They will brainstorm and sort a list of fun, engaging activities that they themselves can do independently.

Key Questions

• What kinds of activities do I most like to do at home?

• What kinds of activities do other kids like to do when they are at home?  

• What kinds of activities can kids do independently (i.e. without too much help from a grown-up or older sibling)? 

Project Work Time: Writing/Critical Thinking

Kids make a list of all their favorite activities and draw pictures/label  them (adults may help label the cards to make sure it is clear what they are)  individual index cards or individual sheets of paper. They consider their favorite things to do.  (I.e. what’s already out there - coloring books, online games, board games, make your own game, building a zoo for stuffed animals, making inventions out of cardboard).

Project Work Time: Math/Critical Thinking

Consider how the ideas can be sorted/organized. Ask your child/ren to think about whether or not the activities fall into the following categories:

1. Activities I can do this with an adult or sibling helping me 

2. Activities I can do this with some help

3. Activities I can do myself 

*Help children see that while their parents are working, the activities they create really need to fall into categories 2 and 3. Remove all of the activities that need significant adult or sibling help. For example, if a child made a card for “baking cookies,” ask: is this something you can do without help from an adult or older sibling? If the answer is “No,” remove it from the list of possible options. 

See if children can revise/add to their selection of cards to come up with more ideas of things kids can do independently or with minimal help. 

If you are a teacher, your students may be able to survey one another to find out what types of activities they’ve done at home and could graph the results.

Checking for Understanding

Look at the final collection of index cards. Are there a minimum of ten total cards that are able to be done with minimal or no help?

Share Your Progress

Share a photo of children’s sorted cards. Or share a few of the cards close-up so we can see a few of their ideas!

Overview

Today children engage in all of the activities they generated in the previous day’s lesson.  Allow children the space to play, build, or try new ideas. The goal here is to “test” the activities to make sure they are ideas that children can engage in independently. You will also introduce two other criteria: the activities need to be fun, and need to last for longer than 30 minutes. 

Consider taking some pictures of the students engaging in independent work time for inclusion in their public product or to document the project process. If you are a teacher, you can use a platform like Flipgrid or Seesaw to help children document their ideas

Key Questions

• What are the best activities for kids to do at home? 

• Are these activities fun? 

• Do they last longer than 30 minutes?

Project Work Time: Investigation/Critical Thinking

Children look through the cards they created and begin to test them out. They go through each activity, using this checklist as a guide to “assess” each activity for level of fun, duration, and level of independence.

Project Work Time: Math

Help children to time themselves and if needed, support them in how to write numbers to record time needed per activity. Review whether or not time is greater than or less than 30 (minutes).

Checking for Understanding

By the end of the day, children should have one final list of approved activities. If you would like, you could include approximate timing for each. For example, “Building in Blocks” may have lasted 45 minutes. “Painting Rocks” for 32 minutes. Both are still good options. This information may be helpful later in the project when children describe the ideas for others.

Share Your Progress

Take a photo of children’s final list of suggested activities. If you want, children write down the number of minutes each activity takes.

Overview

Today, children will review the selected activities from the day before and see if they need to add or make any changes to their list. Then, they will come up with a brand new activity or game to add to their list. They will design that activity and draw it. 

Key Questions

• Are my recommended choices still right? 

• Are there any activities that are missing?

• Do I have all the activities I want? 

• What type of activity can I make up to suggest to kids? 

• How should I describe or teach that activity? 

Project Work Time: Science/Design and Engineering

Ask children to spend some time thinking about what else they like to do and add those activity cards to the collection.  Now it’s time to make up a whole new activity. For inspiration, consider these ideas: 

Large motor movement activities. 

More large motor activities

Fine motor skill activities

Design Challenge:  Making a cup tower

Design Challenge:  Making a catapult

Design Challenge:  Making a boat

Lego Challenge cards

Project Work Time: Reading

Children might enjoy investigating or exploring materials or resources on their own--looking at approved websites, pre-planned websites, craft and activity books, etc. Remember that for children who are not decoding yet, there is still an opportunity to “read the pictures” of books or websites. 

Project Work Time: Writing and Drawing/Engineering Design

Children begin to design one brand new idea that they want to develop over the next few days and add to their resource list. They can draw it on a large sheet of paper and add labels and/or descriptions when necessary.  Children might create a new game, an activity, or a model toy. They might also use a game they already have and invent new rules or come up with some type of adaptation. Remember that their new idea must also fit into the approved criteria - it must be fun, be able to be sustained for 30 minutes, and be done mostly independently.

Checking for Understanding

Look at the design for the child’s newly created activity. Is it clear? Does it meet all three criteria? Use this checklist to find out! If not, take note for the following day in order to provide feedback and revision opportunities. 

If a teacher is facilitating, kids could work on this via zoom meeting so drafts could be shared with peers 

Share Your Progress

Take a photo of your child’s original activity and post on Facebook.

Day 7: Develop and Critique Products

Overview 

Today children will work on refining their one original idea and developing it. They might start creating the materials they need for their activity and then test it out to make sure this is the activity or game they want to teach others. Through these experiences, they will work to define and explain how to play, or use, their activity. 
For example, if a child’s idea is “Building a Robot,” he may experiment with a variety of materials that might work: cardboard, tin foil, Legos, or a combination of many materials. 

Key Questions

• What is my original idea?

• How will I make it? 

• How will I teach someone how to do it, use it or play with it? 

Project Work Time: Design

Children draw and revise their final idea for their new game or activity. 

This might lead to the creation of a list of materials to round up from home, looking through the recycling bin, watching a tutorial or YouTube video online. Encourage your children to think about the parts/supplies they will need. Here is where the agency really comes into play. Your children can make plans and follow through with them as long as we give them the space. They can identify what they want to do and design a plan for that idea.  They may create a model (prototype) or a simple sketch. They might also write out or dictate the directions for how to play. Children may use the checklist to guide their planning, even if all three criteria are not complete yet.

Share Your Progress

Take a picture of your child’s chosen activity and any descriptions of it and post on Facebook.

Day 8: Critique and Revise the Final Product

Overview

Children create a draft of the final product - a resource of all of their proposed ideas (including their one original idea). For example, if children are creating a STEM challenge made up of many different activities, they should create a draft. If they are creating a Flipbook they should start designing the pages. If they are creating a simple google folder with photos and descriptions, they should begin taking photos. Again, these activities will need some guidance and scaffolding from adults, but the more children can do on their own, the better.  They will write out/dictate directions on how to use the resource and make sure the activities have listed steps. 

Key Questions

• How can I put all my ideas together? 

• How will I share my ideas? 

• Who will I share my ideas with?

Project Work Time: Design

First, children design their ideas in draft form. Remember to allow your children the space and freedom to try their ideas on their own. Perhaps they can take their own pictures today. If they are doing something that is step-by-step, have them record the steps (video, words, pictures). The children could use Flipgrid to make a short video about their idea. The goal for today is to problem solve, trouble shoot, and learn through the design process. Since we want the activity ideas to be fully ready to share on Day 10, today is a step in that process. The children might find it helpful to create:

• Powerpoint-google slides where each slide is an activity with “how to” (if needed)

• Directions/tutorials for the activities they select

• Ask siblings or parents to try their idea/activity and critique the work

  
  

Project Work Time: Writing

Next, help your child to write or dictate the steps for each activity. This may be spread out throughout the day, depending on how many activities your child has. If the child only wants to focus on a few of the suggested activities, that is fine. Here is a template for the needs of informational text:

Title: How to paint rocks

What you need: rocks, paint, water in a cup, and a paintbrush.

Steps: 

1. Collect some rocks

2. Get your paint and water cup

3. Paint the rocks with paint. Don’t forget to dip your brush in the water before changing colors!

4. Dump out the water and wash your brushes. Put everything away and dry the rocks outside. 

Checking for Understanding

Children should have a clear idea, vision and draft of which ideas will be included in their resource and how those ideas will be shared. They will have a draft of the steps to do their created, original activity, and any other steps or helpful information they think kids would need. 

Share Your Progress

Take a photo of your child’s draft resource and post it on Facebook.

Day 9: Critique and Revise the Final Product

Overview

Today, parents/teachers find a way to give children kind, helpful and specific feedback. Watch the video below to gain some insights into how to build a positive culture for giving and receiving feedback. The goal is for children to reflect on their current draft and make a few improvements based on feedback. Remind children that nothing is perfect and everything can be improved upon.

• Key Questions

  • How can I make my work better? 

  • How can I make sure that I clearly explain the directions of how to use it? 

  Project Work Time: Critique and Revision

Provide feedback about your child’s project. If you are a parent and your child has older siblings, they might also be involved. If multiple children are doing this project simultaneously (for example, in a class), they could video chat and describe their work thus far and give one another feedback. Have children talk through their ideas, directions and/or rules to see if they are clear.  Use the checklist below to help children assess their own product and make adjustments as needed.

As children reflect on their work and make changes, consider supporting them by asking these possible questions:

• What might help children to clarify ideas? Perhaps a friend, sibling or a parent can act out the steps as they are described.

  • Are any of the steps confusing?

  • How could you say this in another way to make it really clear for other kids? 

• Review the importance of giving specific directions (Funny youtube video)

• Ask: what might you add? What might you change? 

• Consider using the following sentence frames: “I like…” (something the other person likes about the project.) “I wonder..” (a question the child has about the project) “I have….” (an idea the other child has to share). 

After providing feedback, provide time for children to revise their work. If they are creating something that others might want to see done in stages, consider having your child make their craft or activity to varying degrees of completion.  For example, if they are going to paint a ladybug on a flat rock, they might need 3 rocks. The first rock would be painted red. The second rock red with dots and the third rock red, with dots, and with googly eyes attached. Consider taking photos or making drawings of each step as the project goes on.  If they are making google slides, they should revise per the suggestions.

Checking for Understanding

Check to make sure children incorporate one or two pieces of feedback into their revised product. 

Share Your Progress

Take a photo of your child’s revision (before and after) and post to Facebook.

Day 10: Sharing the Public Product and Answering the Driving Question

Overview

Today children will share their products publicly and reflect on their learning. This will look different depending upon if a teacher is facilitating, a parent is organizing, or perhaps a homeschool cooperative is sharing. You might have every child create an informational video of their products and share the videos (imovie, flipgrid, etc.). If it works to connect through FaceTime, Google Hangout or Zoom, the children could share their products in real time. Digital works could be turned into PDF’s and shared through email.  We encourage you to connect with others in some capacity whether it is within the class or beyond. 

Key Questions

• How can we share our work with others? 

• Who will we share our work with?

Project Work Time

Students complete all of the elements for their shared resource. Then, they decide who to share it with (i.e. is it the school principal, the teacher, a group of friends?) Then: share it! If it is possible, children can share about the process of the project - i.e. learning about the Coronavirus and explaining the reason they need to be at home, sharing their comic or social stories, or even their hand-washing posters.

Checking for Understanding: Reflection

• Create a Google Hangout with others who are doing the same project or the same type of project and have them discuss any of the following questions

  • What was challenging about designing your project? 

  • If you could change one thing about it, what would you do? 

  • What other things do you wish grown ups would ask you to help plan?

  • Are there other times when these activities could be useful

Or, pose any of these questions and have children create a Flipgrid video response to share with other family members, the teacher or other members of the school community. If possible, send an email in response to the initial email asking for help with ideas.