“Advancing 21st Century Skills”

“Advancing 21st Century Skills”

Power WashersTM Teacher Guide and

InterdisciplinaryCurriculum

Grades Pre-K–5 This program is the property of Cleveland Clinic and may not be reproduced in any form without the expressed consent of Cleveland Clinic. Please contact the Office of Civic Education Initiatives for further information at 216-445-6600.

Advancing 21st Century

Skills

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Power WashersTM Table of Contents Item Page Introduction 3 Activity 1: So Nice to Meet You??? 5 Activity 2: How Clean Is It? 9 Activity 3: Introducing the Power WashersTM 13 Activity 4: How Long to Wash? 16 Activity 5: Power WasherTM Properties 20 Activity 6: Healthy Hands, Healthy Schools 23 Activity 7: Does Hand Washing Really Help? 26 Ohio Academic Content Standards, Benchmarks, and Grade Level Indicators (Grades K–2) 29 National Standards and Benchmarks 38 Power WashersTM Lyrics 42 Power WashersTM Mini-Poster 44 Power WashersTM Sticker Template 45 Power WashersTM Certificate 46

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Introduction: Power WashersTM was inspired by the research of Cleveland Clinic Office of Civic Education Initiatives Science Intern Ryan Graham who completed a hand washing compliance study on nurses at Wooster Family Health Center. He determined that nurses require continual education and training as reminders and refreshers regarding proper hand washing procedures. This finding can be extended into every profession, work environment, home, and school. With the incidence of microbial resistant bacterial infections on the rise and high rates of absenteeism in schools due to illness, we believed it was important to target the primary grades with current hand washing information. Cleveland Clinic Office of Civic Education Initiatives Creative Learning Intern Gabriel Firestone was charged with the mission of creating a hand washing video for students in the primary grades. He decided to teach the students via the Power WashersTM puppets – Super Soap, Water Woman, and Touchy Towel – and their catchy theme song. Gabriel designed and created the puppets, composed the theme song, wrote the lyrics to the theme song, and produced the video under the direction of Bryan Pflaum, Director of Creative Learning. As a result of this collaboration, the Power WashersTM were born. The Power WashersTM Curriculum includes seven different activities that address science and mathematics concepts in the primary grades. While it is recommended that teachers complete each of the activities in their classes in the suggested order, each activity can stand alone with the accompanying Power WashersTM DVD. These student-centered, inquiry-based activities are aligned with Ohio and national academic content standards, benchmarks, and grade-level indicators. The student-directed project aligns with the 21st Century skills of critical thinking, problem-solving, collaboration, and application, thus preparing students for futures in the global economy. Each activity contains an assessment component that will reflect each student’s ability to integrate concepts, processes, and ideas. A homework component is also included for students to extend their knowledge from school to home and from students to family. Activities 1 and 2 establish a framework as to why hand washing is important. Students model disease transmission from person to person in How Nice to Meet You??? (Activity 1) and examine the school environment for the presence of microbes in How Clean Is It? (Activity 2). With the knowledge of microbes and/or germs on their bodies and in their local environment, they are then introduced to the Power WashersTM — Super Soap, Water Woman, and Touchy Towel – who keep hands clean from disease-causing microbes in Introducing the Power WashersTM (Activity 3). In this activity, students watch the Power WashersTM DVD to learn proper hand washing procedures as well as the Power

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WashersTM Theme Song. Students then move to Activities 4 and 5 where students determine, through experimentation, the length of time required to wash hands properly in How Long to Wash? and examine the physical properties of the Power WashersTM in Power WashersTM Properties. In Activity 6, Healthy Hands, Healthy Lives, students are inspired to share their new knowledge with the class by developing and implementing a school-wide hand hygiene campaign that emphasizes peer-to-peer teaching and learning. Finally, students evaluate the success of their hand hygiene campaign by graphing and interpreting school attendance statistics in Does Hand Washing Really Help? (Activity 7). We hope that you enjoy facilitating these activities in your classroom with your students. Please share with us your experiences with implementing this curriculum via e-mail ([email protected]) or phone (216-297-8306). Let us know if your class or school has achieved success with reducing absenteeism due to illness as a result of the Power WashersTM. Sincerely, Tracey T. Meilander, MEd, PhD Graduate Learning Fellow Office of Civic Education Initiatives Bryan Pflaum, MFA Director of Creative Learning Office of Civic Education Initiatives Rosalind Strickland Senior Director Office of Civic Education Initiatives

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Activity 1: So Nice to Meet You??? In this activity, students will greet each other with handshakes to demonstrate how easily and imperceptibly germs (represented by a powder that fluoresces under ultraviolet light) are transmitted between people. Duration: 30 minutes Goals: Students will:

1) Understand that disease transmission is not always visible with the senses.

2) Realize that personal behaviors influence physical health. Objectives: Students will:

1) Demonstrate how germs are spread via person-to-person contact. 2) Suggest ways to prevent spreading germs between people.

Science Concepts: Microbes & germs, disease transmission, recording data and observations Mathematics Concepts: Counting, recording data and observations Materials: Glo Germ mini kit (available at www.glogerm.com for approximately $10) Stop watch or clock Area for hand washing Note: If your budget prohibits you from purchasing the above items, contact your district science curriculum specialist or science teachers in the middle school or high school. Many schools have these materials in the upper grades. Another alternative is to contact the biology or health sciences department at a local college or university to borrow their materials. Teacher Preparation: 1) Order Glo Germ mini kit no later than three (3) weeks before the activity to

ensure that it arrives in time. 2) Select 1-3 students to serve as “infected” people; immediately before the

activity, secretly apply Glo Germ gel or powder liberally to their hands. Inform these students that they should not give away their identity to other

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students in the class. Students can act the part by occasionally sneezing or coughing into their hand. Vocabulary: Germ(s) – any tiny (microscopic) living thing(s) that causes sickness or disease in humans or animals (i.e., bacteria, viruses, fungi, parasites, etc.). Classroom Activity:

1) Explain to students that they will be practicing how to greet another person politely by shaking hands and introducing themselves. Review and demonstrate the proper way to make an introduction by shaking hands.

2) Instruct students to keep track of the number of students (in order) that

they “meet” in the class. (Note: this provides an opportunity for students to practice handwriting and spelling skills as well as counting and writing numbers.)

3) Allow students to practice their greetings and handshakes for two (2)

minutes (time using a stopwatch or clock). During this time, the “infected” students (with Glo Germ on their hands) will be passing the “germs” to other students.

4) Walk around the room giving students feedback about their

introduction and greeting techniques and remind them to record the name of each person with whom they interact.

5) Instruct students to return to their seats and count the number of

students they “met” in the class. Students should record this number on their paper.

6) Explain to the students that they just participated in an exercise to

show how easily germs, living things that cause disease, are spread from person to person.

7) Ask the students the following questions:

o Who introduced themselves to the most people? o Who introduced themselves to the least people?

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o What would happen if someone in the group was sick (e.g., had a cold or the flu)?

o Who would most likely become sick? 8) Instruct the “infected” students to stand up. 9) Ask the students the following questions:

o Who “met” a “sick” person today? o Who thinks that they might be “sick” now, too?

10) Explain to students that there is a special, invisible gel or powder that

was used in this activity to show how easily germs are spread between people. If there is gel or powder (AKA “germs”) on the students’ hands, it will light up or glow under a special light. (Affirm to students that the gel/powder will not make them sick; rather, it is harmless and just used for pretending or demonstrating.)

11) Turn off the classroom lights and run the black light (enclosed in the

kit) across the students’ hands. If bright spots appear, then that student has been “infected” with the “germs.”

12) Ask the students the following questions:

o How many students came in contact with the germs? o How many students did not come in contact with the gems? o If we can’t see germs, how do we know where they are? o What can we do to prevent spreading “germs” from one person

to another? Clean Up Instruct students to wash their hands thoroughly to remove Glo Germ. Use the black light to check that all Glo Germ has been removed from students’ hands. Assessment Keep a log of the number of people they interact with within one day using the following information – who, what, when, where, sick vs. healthy, etc. Count the total number of individuals, number of healthy individuals, and number of sick individuals encountered in one day.

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Brainstorm actions that students can take in their daily lives to prevent illness, despite interacting with many healthy and sick people in one day. Homework Interview a parent, guardian, sibling, or family member about a time when they were sick: Here are some sample questions:

• Tell me about a time when you were sick (cold, flu, virus, ear/sinus infection, etc.).

• How did you feel? • How long were you sick? • Did you need to see a doctor or nurse? • How did you get better? • Was the sickness caused by a germ? • Do you know how you became sick? • Could the sickness have been prevented?

Share the interview responses with your class. How were the interviews the same? How were they different?

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Activity 2: How Clean Is It? In this investigation, students will use growth of microbes on bread to estimate the “germiest” of areas in the classroom or school. Duration: 30 minutes (day 1) + 15 minutes on subsequent days Goals: Students will:

1) Become aware that microbes are found everywhere in abundance. 2) Express qualitative results quantitatively.

Objectives: Students will: 1) Design an experiment to qualitatively determine classroom or school

locations with high microbial growth. 2) Use magnifiers to observe microbial growth on bread. Science Concepts: Microbes & germs, making predictions, laboratory safety, making observations Mathematics Concepts: Estimation, fractions and/or percentages, recording data and results Materials: White bread slices (4 per group) + 1 per student (for homework) Zippered sandwich baggies (4 per group) + 1 per student (for homework) Magnifiers (1 per group) Access to area for hand washing Disposable (non-latex*) gloves (optional) Sharpie markers *Latex is a common allergen; therefore, non-latex gloves are recommended. Notes: 1) Multigrain bread will also work; however, it may take longer for bread to

show growth and growth may be more difficult to see. 2) Safety Note: Keep bread inside the bag to avoid exposure to unknown

and known microbes. Dispose of bread and baggy into trash. 3) This activity will work with fewer magnifiers. Students will just need to

share with a larger number of students to observe growth.

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Teacher Preparation: 1) Purchase bread and sandwich bags. 2) Locate magnifiers.

Vocabulary: Microbe(s) – tiny living things; may or may not cause sickness Mold – a microbe that grows on bread and other moist places Prediction – a guess as to what will happen Experiment – a way to test a prediction using a set series of steps Classroom Activity: 1) Ask students the following questions:

• At which places in the classroom (or school) would you find the most germs? (Possible responses – bathroom, lockers, doorknobs, etc.). • Why do you think these places would have the most germs? (Possible responses – high traffic, dirty people and things) • How would you test your prediction? (Design an experiment)

2) Divide students into groups of four students. Assign each student one of the following roles:

• Principal Investigator (1) – acts as group leader, obtains materials, handles group disagreements • Scientists (2) – perform experiments, collect data, make suggestions to group • Scientific Writer – Records data and interprets results

Note: In science, roles often overlap. 4) Instruct each group of scientists to select a group name. Add “Lab” to the

end of each name. That is how the group will be identified in the future. 5) Instruct students to select three (3) places to test for microbial growth

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• Swab each location completely with the entire surface (one side) of one slice of bread.

• Place each slice of bread into a separate plastic baggy and close it shut.

• Remind students that they should not open the baggies. • Place the last slice of bread directly into the bag without swabbing it

anywhere. This bag will serve as the control. No or minimal growth will be expected on this piece of bread.

• Label each baggy with a Sharpie marker with group name, date, and location swabbed.

• Store the bread in a box, bag, or drawer for approximately 24 hours. Keep bags out of direct sunlight (ultraviolet light and high temperatures inhibit bacterial and fungal growth).

6) Checking for growth

• Remind students to keep bread inside plastic baggies. • Through the baggy, observe each slice of bread for growth. • Is growth present? Indicate yes or no. If yes, have older or more advanced students indicate how much using a fraction or percent (e.g., about one-quarter or 25% of the bread is covered). • Create a data table and record results (see sample below). • Repeat at 48 and/or 72 hours. Additional time may be needed to produce growth depending on humidity levels.

7) Interpreting results

• Which location produced the most microbial growth? Why? • Which location produced the least growth? Why? • Compare your group’s results with the results of other groups in the class.

Clean Up: 1) Dispose of moldy bread and baggies in the regular trash. 2) Wash hands thoroughly after handling bread. Assessment: Present the results of their experiment as a group to the class using presentation software programs, poster board, Smart board, chalk board, or other medium. Encourage students to describe and display scientific results in unique ways.

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Homework: Each student will take one slice of bread home to swab one location. Place the slice of bread inside the baggy and label it. Incubate this bread overnight and observe the results.

• Which areas of the home did students select to swab? • Which areas of the home produced the most/least growth? Why?

Sample Data Table:

Date Day # Location Growth? Fraction Percent Sept. 17 1 Control N 0 0% Sept. 18 2 Control N 0 0% Sept. 19 3 Control Y 1/10 10% Sept. 17 1 Sink Y 1/2 50% Sept. 18 2 Sink Y ¾ 75% Sept. 19 3 Sink Y 1 100% Sept. 17 1 Desk N 0 0% Sept. 18 2 Desk Y ¼ 25% Sept. 19 3 Desk Y ½ 50% Sept. 17 1 Locker N 0 0% Sept. 18 2 Locker N 0 0% Sept. 19 3 Locker Y 1/10 10%

Note: These data are fictitious and hypothetical. Your results will be unique to your school environment.

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Activity 3: Introducing the Power WashersTM In this activity, students will view the Power WashersTM DVD or online video clip to observe proper hand washing procedures. Duration: 30 minutes (one day) Goals: Students will:

1) Understand that microbes cause sickness and disease. 2) Introduce proper hand washing procedures in their daily lives.

Objectives: Students will:

1) Watch the Power WashersTM video to observe proper hand washing procedures.

2) Identify the main characters and their roles in disease transmission and prevention.

3) Read and recite lyrics to the Power WashersTM song to review proper hand washing procedures.

4) Model proper hand washing procedures with classmates. Science Concepts: Microbes and germs, disease transmission, infection control Mathematics Concepts: Concepts, following directions Materials: Power WashersTM video (via DVD or link to URL) Lyrics to “Power WashersTM Theme Song” Paper Markers, colored pencils, or crayons Cast of Characters: Sally Salmonella – She looks pretty; however, looks can be deceiving. Sally likes to hang out on uncooked meat, salad bars, spoiling food, kitchen counters, refrigerators, and pet cages (especially one for reptiles like snakes, turtles, and lizards). She can give you an upset stomach with nausea, vomiting, and/or diarrhea.

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Evil E. coli – Evil likes to hang out in the same locations as Sally Salmonella. Lately, he has been seen lurking in bagged spinach, tomatoes, peppers, and ground meat. He likes to vacation on beaches after storms. A meeting with Evil may cause fever, upset stomach, nausea, vomiting, and/or diarrhea. Menacing Mycosis – Mycosis is a fungus that lives in dark, moist areas of homes and on people. When he is not lurking behind water-damaged walls, he may be vacationing in between toes. He can make people cough or cause skin problems. Super Soap – Leader of the Power WashersTM; composed of detergents that break down microbes; works with Water Women to generate bubbles that help to defeat microbes. Water Woman – Maximizes the use of her physical properties to inhibit microbes. In liquid form, she washes microbes down the drain. As a solid, she slows down microbial growth by freezing. As a high temperature gas, she destroys microbes where they live. Her code name is H2O because she is composed of two hydrogen atoms and one oxygen atom. Touchy Towel – Touchy “wraps up” the hand washing procedure by removing lingering microbes from the hands with a bit of friction. Classroom Activity: 1) Show the Power WashersTM video.

• Encourage students to sing and follow hand motions. 2) Discuss the video with the students:

• Who are the characters? • Which characters are bad? • Which characters are good? • Why is hand washing important? • What is the best way to wash your hands?

3) Teach the students the Power WashersTM lyrics and hand motions.

• Encourage students to model hand washing with each other. 4) Replay the video. Encourage students to sing and participate.

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5) Have students wash their hands. Encourage students to remind each other of proper hand washing procedures. Assessment: Draw pictures of the Power WashersTM working to keep hands clean and keeping people safe. Have students explain their artwork to others (written, verbal, or both). Use the written word to create a new story of adventure for the Power WashersTM. Illustrate your story. Write a poem or create a skit about the Power WashersTM and their quest for clean hands. Homework: Share your drawing, story, poem, song, or play with your parents, guardians, and/or siblings. What new things did you teach them about hand washing?

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Activity 4: How Long to Wash? In this activity, students will determine the amount of time necessary to wash their hands completely. Duration: 30 minutes Goals: Students will:

1) Determine the length of time required to wash hands completely. 2) Understand how proper hand washing spreads the transmission of

disease. Objectives: Students will:

1) Predict the length of time required to wash hands completely. 2) Test their predictions as they demonstrate proper hand washing

procedure. 3) Use a stopwatch to keep time. 4) Create a histogram to graphically represent data.

Science Concepts: Microbes and germs, infection control, making and testing predictions Mathematics Concepts: Making and testing predictions, estimating, counting, graphing Materials: Tempera or other washable, non-toxic paint Paper towels Soap Area for hand washing Stop watches (one per pair of students) Note cards (one per student) Masking tape Graph paper Colored pencils Foil stars or stickers

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Classroom Activity:

1) Ask students what they learned about the importance of hand washing from watching the Power WashersTM video. (Take responses from students.)

2) Ask students how long it would take for a person to wash their hands

completely in order to eliminate all microbes?

• Take responses from students. • Write several predictions on the board. • Use a stopwatch to demonstrate the passage of time for the responses suggested by the students. • Have students vote for the best length of time for hand washing. • Keep tallies of the number of students making each prediction.

3) Inform students that they will now be testing their predictions. They will

be doing a hand washing experiment to determine how long it takes to completely clean their hands.

• Divide students into pairs (one timer, one washer, and then switch). • Instruct students on how to use the stopwatch to start and stop

time. • Apply a quarter-size amount of paint to the washer’s hands and

spread the paint around until hands are covered and dried completely.

• Washer – washes hands using standard procedure (warm water, soap, rinse).

• Timer – starts stopwatch when hand washing starts, stops stopwatch when no paint is visible on the washer’s hands.

• Record the number of seconds required for hand washing on the index card (keep cards horizontal; the number can take up the entire card).

• Switch roles of the washer and timer.

4) Create a floor or board histogram of the time required to wash hands (see sample below).

• X-axis = time, y-axis = frequency (number of students with the

same response). • Count the number of students (or cards) for each time (column).

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• The time with the greatest number of responses = minimum time

required to wash hands completely (or, if multiple times have the greatest responses, assist students in determining the range or interval of acceptable times for hand washing).

5) Assist the class in determining which amount of time would be enough

for hand washing by examining the histogram data (usually 20-30 seconds).

• Encourage students to wash for this length of time in the future. • Time this interval using the stop watch for the students. • Songs like “The Power WashersTM Theme Song,” “The ABCs,” or

“Happy Birthday” can be sung during hand washing to fill the duration of time for the students.

6) Compare results with predictions.

• Ask students how their results compared with their predictions. Was the time required to wash hands completely greater than, less than, or equal to what they predicted?

Clean Up Wipe up paint, water, and soap residues. Assessment: Create a histogram on graph paper using the data generated in class on hand washing. Place a star above the time that is required to wash hands completely. Ask students what they plan to do in the future to make sure that they wash their hands long enough. Online: Link to Cleveland Clinic Internship student Ryan Graham’s myRESEARCHTM project at: http://vsm-rob.ccf.org/starbak/view/eventListing.jhtml?eventid=213&c=113 Why is hand washing important? How long does Ryan suggest that nurses and other health care workers wash their hands?

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Homework: Teach proper hand washing techniques to your parents, guardians, siblings, other family members, and friends. Sample Histogram:

Time(s) Required to Wash Hands Completely # of students

8 7 6 5 4 3 2 1 15 16 17 18 19 20 21 22 23

Time(s)

Note: This data is fictitious and hypothetical. Your results will be unique and may look completely different. Interpretation: 19 students timed how long it took to completely wash paint from their hands. The greatest number of students (6) required 20 seconds to wash hands completely, indicating that it takes around 20 seconds for a student to wash his/her hands completely and practice appropriate hand hygiene.

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Activity 5: Power Washer Properties Why are the Power WashersTM so successful in defeating germs? Could it be their unique properties? In this activity, students will explore the physical and chemical properties of the Power WashersTM. Duration: 30 minutes Goals: Students will:

1) Understand that physical properties are related to behavioral properties of substances.

2) Describe which properties of soap, water, and paper towels make them capable of destroying germs.

Objectives: Students will:

1) Describe characteristics of common objects. 2) Identify common objects and things (including soap, water, and paper

towels) by their physical properties. Science Concepts: Physical properties, water, classifying Mathematics Concepts: Classifying, categorizing

Materials: Soap (solid and/or liquid) Water Paper towels Samples (wood, coin, salt or sugar, ice cream, plastic baggy, helium balloon) Small container Teacher Preparation:

• Prepare or purchase a helium balloon no earlier than the night before this activity.

• Blow air into the plastic baggy and tie it off. Vocabulary: Matter – makes up all things in the world around us

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Solid – matter with a fixed shape (e.g., wood, sugar, metal) Liquid – matter that is capable of flowing (e.g., water, ice cream, etc.) Gas – matter that that takes the shape of its container (e.g., air, helium) Classroom Activity:

1) Inform the students that today they will be carefully examining common objects in the world around them using their senses (sight, sound, smell, touch, and even taste).

2) Solids

• Hold up the block of wood, coin, solid soap, salt or sugar, and paper towel independently.

• Ask students to describe the objects. • Pass around the objects. • Encourage students to generate more descriptions using their

senses. • What are some common characteristics of this group of objects? • Inform students that these objects are solids.

3) Liquids

• Hold up the water, liquid soap, and ice cream independently. • Ask students to describe the objects. • Pass around the objects. • Encourage students to generate more descriptions using their

senses. • What are some common characteristics of this group of objects? • Inform students that these objects are liquids.

4) Gases

• Hold up the plastic baggy and helium balloon independently. • Ask students to describe the objects. • Have students consider what is on the inside of the containers (the

balloon and baggy are just holders for the gases enclosed). • Pass around the objects. • Encourage students to generate more descriptions using their

senses. • What are some common characteristics of this group of objects? • Inform students that gases are held inside these objects.

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5) Mixing Solids and Liquids

• Instruct students to mix water (liquid) and soap (solid or liquid) inside their container.

• Encourage students to describe what they see. • Instruct students to mix water (liquid) and paper towel (solid) inside

their container. • Encourage students to describe what they see. • Instruct the students to mix water, soap, and paper towel together

inside their container. • Encourage students to describe what they see.

Assessment: As a class, create a Venn diagram that characterizes the properties of water, soap, and paper towel. What properties do soap, water, and paper towels have in common? What properties are unique? Homework: Under supervision of a parent or guardian, locate hygiene and cleaning products (e.g., shampoo, deodorant, hand soap, wash cloths, detergents, cleansers, window cleaner, etc.). Describe each product. Identify it as a solid, liquid, or gas. Record your results.

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Activity 6: Healthy Hands, Healthy Schools Regular hand washing can decrease sickness at home, school, and work. Proper hand washing techniques can even save lives by preventing severe illnesses. Students in schools and day care centers can teach their peers about proper hand washing techniques in order to decrease the incidence of disease at these locations. In this activity, students will design, develop, and implement a hand hygiene campaign for school and home. Duration: One to several hours (one to multiple days) Goal: Students will: 1) Develop and implement a hand hygiene campaign for their school. 2) Use peer-to-peer teaching to facilitate hand washing instruction. Objectives: Students will:

1) Instruct peers in proper hand washing techniques. 2) Identify locations for posting hand washing educational materials. 3) Share knowledge of hand hygiene with others at school and at home.

Science Concepts: Microbes and germs, disease transmission, infection control Mathematics Concepts: Counting, recording data Materials: Power WashersTM mini-posters (lamination optional) Power WashersTM stickers Power WashersTM DVD Poster paper Markers Colored pencils Masking tape Television with DVD player or computer with DVD player Computer with internet access Classroom Activity:

1) Review — Ask students to recall what they have learned about hand washing from, the Power WashersTM and in previous activities.

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2) Planning the Hand Hygiene Campaign

• Inform students that they will now become the teachers and share their information with other students, teachers, and staff in the school. • Which students, teachers, staff, and parents are they going to teach

about hand washing? In other words, who is the target audience for the campaign?

• How are they going to teach the others? Through songs, posters, skits, presentations, or all of the above?

• Where to hang the mini-posters? (Above sinks, bathroom stalls, cafeteria, locker rooms, vending machines, etc.?)

• Who should watch the Power WashersTM video? (Certain classes, all students, teachers, staff, parents?)

• Who should receive the stickers? (Certain classes, all students, teachers, staff, parents?)

• Conduct any additional information gathering research using the internet or other resources.

• Design and create your own educational materials on hand washing (e.g., posters, banners, brochures, stickers, etc.).

• Be creative! • Notify the Cleveland Clinic Office of Civic Education Initiatives of

your hand hygiene campaign inspired by the Power WashersTM (www.clevelandclinic.org/CivicEducation or 216-297-8301).

3) Implementing the hand hygiene campaign

• Share your hand hygiene campaign plan with your principal or

administrator. Ask permission to implement your campaign within the school and beyond.

• Show the Power WashersTM video to other students, teachers, and staff in your school or other schools.

• Teach the lyrics of the “Power WashersTM Theme Song” to others. • Instruct others in proper hand washing procedures and offer tips. • Share your educational materials with others. • Keep count of the following data for your campaign

o Number of students reached o Number of adults reached o Number of posters distributed o Number of stickers distributed

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Assessment: Evaluate the effectiveness of your hand hygiene campaign by answering the following questions:

• How many students and adults did your hand hygiene campaign reach?

• How did you feel overall about your hand hygiene campaign? • What were the good things about it? • What were some things that could be better? • Do you think that others learned from you about hand washing?

Why or why not? Homework Extend your hand hygiene campaign from school to home. Share proper hand washing procedures with family and friends. Hang Power WasherTM mini-posters and/or stickers in key locations in your home to remind family members and friends to wash hands.

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Activity 7: Does Hand Washing Really Help? In this activity, students can determine whether hand washing really makes a difference in personal and community health by comparing attendance rates before and after implementation of their hand hygiene campaign. Duration: 45 minutes Goal: Students will use school attendance data to evaluate the effectiveness of their school hand hygiene campaign. Objectives: Students will:

1) Create a bar graph of monthly attendance data. 2) Compare attendance rates before and after implementation of their

hand hygiene campaign. Science Concepts: Microbes and germs, disease transmission, infection control, interpreting data Mathematics Concepts: Recording data and observations, interpreting data, graphing Materials: Graph paper Colored pencils or markers Attendance statistics (see Teacher Preparation below) Teacher Preparation: Prior to starting this activity, obtain monthly attendance rates for the school for the previous year (prior to implementing hand hygiene campaign) and for the current year (after implementing the hand hygiene campaign). Some possible statistics to use are the number of students present or the number of students absent per month. Classroom Activity: 1) Introduction

• Recap the events of the students’ hand washing campaign.

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• Explain to students that they can use student attendance numbers (number of students present or absent during the month) to examine the effectiveness of their class hand hygiene campaign. If there are fewer absences this year compared to last year, perhaps the hand hygiene campaign helped with keeping students healthy.

2) Creating a bar graph of attendance data.

• As a class, create a table for last year’s attendance data. For each month in last school year, record the number of students absent. • Create a table for current year’s attendance data. For each month in the current school year, record the number of students absent. • Create a bar graph with months on the x-axis and number of students absent on the y-axis. Use a different color to represent the data for each year. • Each student can create their own bar graph using graph paper and colored pencils/markers.

3) Analyzing your data

• During which months were the most/least number of students absent? Why do you think so? (Highest bars = most absences, lowest bars = least absences.) • Which year (last year or this year) had the most/least number of students absent? Why do you think so?

Assessment: Examine the bar graph that the class created and answer the following:

• Did the hand hygiene campaign work? How do you know? • If it worked well, why do you think it was successful? • If it did not work, why do you think so?

Extensions: Compete with another class in your school, or school in your district, for the fewest number of absences due to illness. Follow proper hand washing procedures and track weekly attendance rates.

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Homework: Interview your parents and/or guardians, older siblings, or other family members. Has learning and/or emphasizing proper hand washing procedures reduced the incidence of illness in students’ homes? Record your results and share with the class. Sample Tables and Graphs

Month Students Absent Last Year Students Absent This YearSeptember

October November December January February

March April May June

Comparison of Student Absence Rates

0

5

10

15

20

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Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Month

Num

ber o

f Stu

dent

s Ab

sent

Absent Last YearAbsent This Year

Note: This data is fictitious and purely hypothetical. Your attendance rate results may look similar or completely different.

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Ohio Academic Content Standards, Benchmarks, and Grade-Level Indicators (Grades K-2) SCIENCE Life Sciences Standard Benchmark A: Discover that there are living things, non-living things and pretend things, and describe the basic needs of living things (organisms). Characteristics and Structure of Life

Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers) (Grade K).

Explore that organisms, including people, have basic needs which include air, water, food, living space, and shelter (Grade 1).

Diversity and Interdependence of Life

Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting (Grade 1).

Benchmark B: Explain how organisms function and interact with their physical environment. Diversity and Interdependence of Life

Identify that there are many distinct environments that support different kinds of organisms (Grade 2).

Scientific Inquiry Standard Benchmark A: Ask a testable question. Doing Scientific Inquiry

Ask “what if” questions (Grade K). Explore and pursue student-generated “what if” questions (Grade K). Ask “what happens when” questions (Grade 1). Explore and pursue student-generated “what happens when” questions

(Grade 1). Ask “how can I/we” questions (Grade 2). Ask “how do you know” questions (not “why” questions) in appropriate

situations and attempt to give reasonable answers when others ask questions (Grade 2).

Explore and pursue student-generated “how” questions (Grade 2).

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Benchmark B: Design and conduct a simple investigation to explore a question. Doing Scientific Inquiry

Use appropriate safety procedures when completing scientific investigations (Grades K-2).

Use the five senses to make observations about the natural world (Grade K).

Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers and other appropriate tools) (Grades K-2).

Benchmark C: Gather and communicate information from careful observations and simple investigations through a variety of methods. Doing Scientific Inquiry

Draw pictures that correctly portray features of the item being described (Grade K).

Work in a small group to complete an investigation and then share findings with others (Grade 1).

Use oral, written, and pictorial representations to communicate work (Grade 1).

Use evidence to develop explanations of scientific investigations (What do you think? How do you know?) (Grade 2).

Recognize that explanations are generated in response to observations, events and phenomena (Grade 2).

Use whole numbers to order, count, identify, measure, and describe things and experiences (Grade 2).

Scientific Ways of Knowing Standard Benchmark A: Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and my have different explanations. Nature of Science

Recognize that scientific investigations involve asking open-ended questions. (How? What if?) (Grade K).

Discover that when a scientific investigation is done the same way multiple times, one can expect to get very similar results each time it is performed (Grade 1).

Demonstrate good explanations based on evidence from investigations and observations (Grade 1).

Describe that scientific investigations generally work the same way under the same conditions (Grade 2).

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Benchmark C: Recognize that diverse groups of people contribute to our understanding of the natural world. Science and Society

Demonstrate ways science is practiced by people everyday (children and adults) (Grade K).

Explain that everybody can do science, invent things and have scientific ideas no matter where they live (Grade 1).

Demonstrate that in science it is helpful to work with a team and share findings with others.

MATHEMATICS Number, Number Sense and Operations Standard Number and Number Systems

• Count to twenty; e.g., in play situations or while reading number books (Grade K).

Measurement Standard Measurement Units

• Identify units of time (day, week, month, year) and compare calendar elements; e.g., weeks are longer than days (Grade K).

• Tell time to the nearest minute interval on digital and to the nearest 5 minute interval on analog (dial) timepieces (Grade 2).

Use Measurement Techniques and Tools

• Order events based on time. For example: a) Activities that take a long or short time; b) Review what we do first, next, last; c) Recall what we did or plan to do yesterday, today, tomorrow (Grade K).

• Order a sequence of events with respect to time: e.g.; summer, fall, winter, and

spring; morning, afternoon, and night (Grade 1). Data Analysis and Probability Standard Data Collection

• Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes (Grade K).

• Arrange objects in a floor or table graph according to attributes, such as use, size, color, or shape (Grade K).

• Identify multiple categories for sorting data (Grade 1). • Display data in picture graphs with units of 1 and bar graphs with intervals of 1

(Grade 1).

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• Construct a question that can be answered by using information from a graph (Grade 1).

Statistical Methods

• Select the category or categories that have the most or fewest objects in a floor or table graph (Grade K).

• Answer questions about the number of objects represented in a picture graph, bar graph or table graph; e.g., category with most, how many more in a category compared to another, how many altogether in two categories (Grade 1).

TECHNOLOGY Standard 3: Technology for Productivity Application Benchmark B: Demonstrate operation of basic computer and multimedia technology tools. Productivity Tools

Develop a slide show presentation with teacher assistance (e.g., small groups work together to create slides or hypermedia products) (Grade 2).

Benchmark C: Use productivity tools to produce creative works.

• Use productivity tools with teacher assistance (e.g., word processing, presentations, drawing programs) (Grade 2).

Standard 4: Technology and Communication Applications Benchmark B: Explore how information can be published and presented in different formats. Communication Tools

• Present information in an electronic format, including text, graphics, or multimedia (e.g., write and illustrate a story based on writing prompt, slide show, or photo album) (Grade 2).

Standard 5: Technology and Information Literary Benchmark B: Use a simple research process model which includes deciding what to use, finding resources, using information and checking work to generate a product. Decide

• Ask questions about an identified topic (Grade K). • Ask questions about an identified topic and list facts already known

about the topic (e.g., graphic organizers for brainstorming, charting, webbing) (Grade 1).

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Find

• View information in an information source selected by the teacher or librarian (Grade K).

• Find information in a technology-based resource (e.g., Web site, database, DVD, software program, video) (Grade 1).

Use

• Use technology to tell what is learned from information gathered (e.g., use simple presentation tools to create a poster, book, slide show) (Grade 1).

Check

• Tell where information came from (e.g., name of Web sites, software, databases) (Grade 1).

• Tell how information was found (Grade 2). Standard 7: Designed World Benchmark C: Develop an understanding of the goals of bio-related technologies. Medical

List products designed specifically to help people take care of themselves (e.g., toothbrush, soap, clothing) (Grade 1).

List job titles that are in the technological system of medical technology (e.g., nurse, doctor, emergency medical technician) (Grade 1).

LANGUAGE ARTS Acquisition of Vocabulary Standard Contextual Understanding Benchmark

• Understand new words from the context of conversations or from the use of pictures within a text (Grade K).

Conceptual Understanding

• Recognize and understand words, signs, and symbols seen in everyday life (Grade K).

Reading Applications: Information, Technical, and Persuasive Text Standard

• Follow simple directions (Grade K).

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Reading Applications: Literary Text Standard

• Distinguish between fantasy and reality (Grade K). Writing Processes Standard Prewriting Benchmark

• Choose a topic for writing (Grade K). • Generate writing ideas through discussions with others (Grades 1-2). • Develop a purpose and audience for writing (Grades 1-2).

Drafting, Revising and Editing Benchmark

• Write from left to right and top to bottom (Grade K). • Add descriptive words and details (Grade 1).

Publishing Benchmark

• Rewrite and illustrate writing samples for display and for sharing with others (Grades K-2).

Writing Applications Standard

• Dictate or write simple stories, using letters, words, or pictures (Grade K). • Write from left to right and from top to bottom (Grade K). • Produce informal writings (e.g., messages, journals, notes, and poems) for

various purposes (Grades 1-2). Writing Conventions Standard Benchmark Spelling Benchmark

• Spell unfamiliar words using strategies such as segmenting, sounding out, and matching familiar words and word parts (Grade 1).

Research Standard

• Share findings visually and orally (Grade K). • Report information to others (Grades 1-2).

Communication: Oral and Visual Standard Listening and Viewing Benchmark

• Listen attentively to speakers, stories, poems, and songs (Grade K). • Connect what is heard with prior knowledge and experience (Grade K). • Follow simple oral directions (Grades K-1).

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Speaking Skills and Strategies

• Speak clearly and understandably (Grades K-1).

Speaking Applications

• Recite short poems, songs, and nursery rhymes (Grade K). • Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs, and

stories) (Grades 1-2). FOREIGN LANGUAGE Communication: Communicate in Languages other than English Standard Benchmark B: Exchange personal information. Interpersonal

Exchange greetings (Grade K). Benchmark I: Dramatize songs, short stories, poetry, or activities. Presentational

• Recite short poems/rhymes or sing/sign songs with appropriate body movements (Grade K).

SOCIAL STUDIES Geography Standard Benchmark B: Identify physical and human features of places. Places and Regions

• Demonstrate familiarity with the school’s layout (Grade K). Citizenship Rights and Responsibilities Standard Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills. Participation

• Participate and cooperate in classroom activities (Grade K). Benchmark B: Demonstrate personal accountability, including making choices, and taking responsibility for personal actions.

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Rights and Responsibilities

• Demonstrate self-direction in school tasks (Grade 1). Social Studies Skills and Methods Standard Benchmark A: Obtain information from oral, visual, print, and electronic sources. Obtaining Information

• Listen for information (Grade K). • Obtain information about a topic using a variety of oral and visual

sources (Grade 1). • Obtain information from oral, visual, and print sources (Grade 2).

Benchmark B: Predict outcomes based on factual information. Thinking and Organizing

• Identify main ideas from oral, visual, and print sources (Grade 1). Benchmark C: Communicate information orally, visually, or in writing. Communicating Information

• Communicate information (Grade K). • Communicate information orally or visually (Grade 1). • Communicate information in writing (Grade 2).

FINE ARTS DANCE Connections, Relationships, and Applications Standard Benchmark A: Relate ideas and concepts from the arts and other content areas to expressive movement.

• Improvise dance movements in response to an idea or concept from a content area outside the arts (e.g., mathematics and subtraction or reading and parts of a story) (Grade 1).

• Connect movements with music and visual images (Grade 2). DRAMA/THEATRE Creative Expression and Communication Standard Benchmark D: Communicate a story through storytelling or scripted screen work.

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• Tell a story based on personal experience and include who and what (Grade K). • Retell or summarize a short story after listening to it (Grade K).

Connections, Relationships, and Applications Standard Benchmark A: Demonstrate ways that the principles and content of other school curricular disciplines including the arts are interrelated with those of theatre.

• Use drama/theatre to communicate information from other academic content areas (Grade K).

MUSIC Connections, Relationships, and Applications Standard Benchmark A: Explain ways that music interrelates with other arts disciplines and with various disciplines outside the arts.

• Observe connections between music experiences and other curricular subject (e.g., English language arts) (Grade K).

VISUAL ART Connections, Relationships, and Applications Benchmark A: Demonstrate the relationship the visual arts share with other arts disciplines as meaningful forms of nonverbal communication.

• Use visual art materials to express an idea from a song, poem, play, or story (Grade 2).

Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

• Create a visual art product to increase understanding of a concept or topic studied in another content area (Grade 1).

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National Standards and Benchmarks National Science Education Content Standards – National Research Council (Grades K-2) Science as Inquiry Abilities Necessary to Do Scientific Inquiry

• Ask a question about objects, organisms, and events in the environment. • Plan and conduct a simple investigation. • Employ simple equipment and tools to gather data and extend the senses. • Use data to construct a reasonable explanation. • Communicate investigations and explanations.

Physical Science Properties of Objects and Materials

• Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. • Materials can exist in different states – solid, liquid, and gas. Some common materials, such as water, can be changed from one state to another by heating or cooling.

Life Science The Characteristics of Organisms

• Organisms have basic needs. For example, animals need air, water and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

Science in Personal and Social Perspectives Personal Health

• Safety and security are basic needs of humans. Safety involves freedom from danger, risk, or injury. Security involves feelings of confidence and lack of anxiety and fear. Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no.

• Individuals have some responsibility for their own health. Students should engage in personal care – dental hygiene, cleanliness, and exercise – that will maintain and improve health. Understandings include how communicable diseases, such as colds, are transmitted, and some of the body’s defense mechanisms that prevent or overcome illness.

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National Mathematics Standards – National Council of Teachers of Mathematics (Grades Pre-K-2) Data Analysis & Probability Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer.

• Pose questions and gather data about themselves and their surroundings. • Represent data using concrete objects, pictures, and graphs.

Communication Instructional programs from Pre K-1 through Grade 12 should enable all students to:

• Organize and consolidate their mathematical thinking through communication.

• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Standards for the 21st-Century Learner – American Association of School Librarians (Grades K-12) Inquire, think critically, and gain knowledge. Skills

• Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. • Collaborate with others to broaden and deepen understanding.

Share knowledge and participate ethically and productively as members of our democratic society. Skills

• Use writing and speaking skills to communicate new understandings effectively. National Language Arts Standards – National Council of Teachers of English (Grades K-12) Communication Skills

• Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

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National Fine Arts Standards – Consortium of National Arts Education Associations (Grades K-12) Understanding Relationships between Music, the Other Arts, and Disciplines outside the Arts

• Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

Understanding Choreographic Principles, Processes, and Structures

• Students improvise, create, and perform dances based on their own ideas and concepts from other sources.

Making Connections between Dance and Other Disciplines

• Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science).

Making Connections between Visual Arts and Other Disciplines Students identify connections between the visual arts and other disciplines in the curriculum. National Health Education Standards – American Cancer Society (Grades K-4) Health Promotion and Disease Prevention

• Students will comprehend concepts related to health promotion and disease prevention.

• Describe relationships between personal health behaviors and individual well

being. Reducing Health Risks Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

• Identify responsible health behaviors. • Demonstrate strategies to improve or maintain personal health.

Setting Goals for Good Health Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

• Set a personal health goal and track progress toward its achievement.

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Health Advocacy Students will demonstrate the ability to advocate for personal, family, and community health.

• Demonstrate the ability to influence and support others in making positive health outcomes.

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Power WashersTM Lyrics MOM: Okay, kids! Lunch is ready inside. KID #1: Wait! You can’t eat that yet! We have to wash our hands because they might be dirty! KID #2: I don’t need to wash my hands. KID #3: Who are you? SUPER SOAP: We’re the Power WashersTM, and we have come to rescue you and your friends from these evil germs! POWER WASHERSTM Chorus: Power WashersTM save the day, Power WashersTM all the way. WATER WOMAN: If you want to defeat them, you need to know how to wash your hands properly, and we’re here to show you how. Ready? Here we go! Step one starts here with H2O. (That’s me in case you didn’t know!) Run warm water and wet your hands To stop the bad guys’ evil plans! SUPER SOAP: Step number two – pull out some soap! Those grimy goons will soon lose hope. Scrub front to back and finger nails, It weakens germs and never fails. Okay, now scrub your hands for twenty seconds to get rid of all the germs. You can count with us! KIDS: One, two, three, four! POWER WASHERSTM: Look around, there are germs galore. KIDS: Five, six, seven, eight! POWER WASHERSTM: Those evil germs are not so great. KIDS: Nine, ten, eleven, twelve! POWER WASHERSTM: Wash your hands to protect yourself. KIDS: Thirteen, fourteen, fifteen, sixteen! POWER WASHERSTM: Almost there but not quite clean. KIDS: Seventeen, eighteen, nineteen, twenty!

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POWER WASHERSTM: Step two’s done, that’s “excellent-y!” WATER WOMAN: Step three comes next (right after two), And here’s exactly what you gotta do! Rinse the soap; send it down the drain, Wash off the germs ‘till none remain! TOUCHY TOWEL: And finally, step number four, You’re almost done, just one thing more. Your hands are clean, but they’re still wet, Use paper towels, don’t forget. SUPER SOAP: Hey, Touchy Towel! You’re on a roll! TOUCHY TOWEL: I know… WATER WOMAN: Ugh, you’re so self-absorbed. TOUCHY TOWEL: After drying, don’t throw me out. There might be germs on the waterspout. And so the germs won’t make you cough, Use me to turn the water off! POWER WASHERSTM Chorus: Power WashersTM save the day, Power WashersTM all the way. SUPER SOAP: Don’t put your hands in mortal peril, wash your hands until they’re sterile! POWER WASHERSTM Chorus: Power WashersTM save the day, Power WashersTM all the way. SUPER SOAP: Adios-is, Mr. Mycosis! WATER WOMAN: Bye-bye, Evil E. coli! TOUCHY TOWEL: Scram-o-nella, Salmonella! E. COLI: I guess we lost, little germy fella. POWER WASHERSTM Chorus: Power WashersTM save the day, Power WashersTM all the way.

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“Advancing 21st Century Skills”

Documents

Transcript of “Advancing 21st Century Skills”