INVESTIGATION 3

LESSON PLAN GRADES 3-5

How Clean is the Scene?

Prep 10 minutes Activity 45 minutes
OBJECTIVE:
To have students conduct an experiment to determine germ hot spots throughout the classroom.
MATERIALS:
• How Clean is the Scene? Handout • Clean knife and fork • Soap
• Raw potatoes • Petri dishes or plastic baggies
Education Standards:
Health: 1.5.3 Describe ways in which safe and healthy school and community environments can promote
personal health.
3.5.1 Identify characteristics of valid health information, products, and services.
Science: A.1.b Plan and conduct a simple investigation.

Instructions in a relatively sterile environment. When completed, have

1. Have students read the How Clean is the Scene? handout and
identify the research question Harry, Ella, and Johnny want
to answer. Brainstorm some ways they could use scientific
experimentation to test which “hot spots” in the classroom have
the most germs. Remind students that germs aren’t visible and ask
for ideas of ways they can tell if significant numbers of germs are
left behind after cleaning.
2. Explain to students that, though germs are too small to be visible
without a microscope, under certain conditions, microbes such as
fungi and bacteria can grow so numerous that they can actually
be seen as a group.
3. Preview the experiment with students. Ask them to identify the
independent variable they will be testing (area, or “scene,” from
the classroom such as the surface of a desk, a computer keyboard,
or a door handle), the variables they will need to control (how the
germs are “collected,” and the environment they’ll be kept in.), and
the experiment’s control (the potato that isn’t swabbed).
4. Ask students to make a hypothesis about the research question:
Which ”scene” will result in the most germs? After students have
created their own hypotheses, divide them into three groups­–one
for each of the “scenes.”
5. Before beginning the experiment, have students thoroughly wash
their hands. While they are doing so, clean the potatoes and slice
them so there is one slice for each student and several for the
control. Place each slice into a sterile Petri dish or plastic baggie
using a fork. Do not touch the potatoes with your hands. Label
each bag with Control, Scene #1, Scene #2, or Scene #3.
6. Seal the control and set aside. Remind students not to touch the
potato since it will serve as the control.
7. Have each group of students rub their hands over the surface of
their assigned scenes. They should be sure to “collect” as many
germs on their hands as possible.
8. Then, have each member of each group handle one of the
potato slices in order to transfer the germs to the potato culture.
Students should then put the slices in the appropriately labeled
bags. Remember, the control sample has already been created
students wash their hands an additional time to remove the
“collected” germs.
9. Set the sealed, labeled baggies or Petri dishes aside in a cool, dark
area where they will not be disturbed.
10. Have students observe and record the changes to each potato
sample after 3, 7, 10, and 14 days. Students should begin to see
growth of bacteria or fungi on some of the slices after 3 days. If
the growth is slow, the experiment can be extended.
11. Have students summarize the results of the experiments in the
Case Report section of the handout.
Caution: Do not unseal the baggies or Petri dishes after bacteria
or mold begins to grow, and have students wear gloves when
handling the specimens as a precaution. At the end of the
experiment, throw the specimens away without unsealing them.
Interactive Whiteboard
Extension
1. Show students the video clip: http://www.schooltube.
com/video/77d531786599ace937f7/Seeing-is-Believing
2. Discuss all the places where germs live and hide and how
germs are spread.
3. Have students plan and conduct another experiment to
show how germs spread.
4. Use the following prompts on a whiteboard to guide
students through the planning process:
- What question do you want to answer?
- What do you think the answer will be?
- How could you test your idea?
- What variable will you change in your experiment?
- What variables will you need to make sure stay the
same in your experiment?
- What will you use as a control for your experiment?
- How will you communicate your results?

Find more resources at www.Clorox.com/Classrooms

 INVESTIGATION 3
STUDENT HANDOUT
GRADES 3-5

How Clean is the Scene?

Harry, Ella, and Johnny were helping their
teacher straighten the classroom one afternoon.
Harry was sorting supplies into bins, Ella was
erasing the chalkboard, and Johnny was wiping
off the desks with a paper towel.
“Johnny, that’s not going to get the desks clean.
You should use a sponge with soapy water,” Ella
said as she erased some multiplication problems.
“It’s fine,” Johnny said. “Look, there is no dirt on
these desks.”
Harry was listening to Ella and Johnny and
chimed in. “Just because you can’t see dirt doesn’t mean that
the desks are clean.”
Johnny was sure he was right. “Sure it does! What you can’t
see can’t hurt you.”
Ella, feeling more and more sure about what she was saying
said, “Would you clean your hands with just a paper towel?
Would that keep you from getting sick from cold germs?”
Johnny realized that Ella had a point. But he really wanted
to know for sure. “I have an idea! Let’s see if we can come up
with an experiment to test which areas of the classroom have
the most hidden germs!”

Help Harry, Ella, and Johnny determine which scene will result in the most germs.
Use the data table below to record your observations from each investigation.

Day 3 Observations Day 7 Observations Day 10 Observations Day 14 Observations

Control

Scene #1

Scene #2

Scene #3

Case Report: Now that you have investigated how clean three difference scenes are, it is time to write your case report.

1. How did the results from the “control” slice compare with the slices from the three different scenes?

2. How did the results from each of the scenes compare with each other?

3. Which scene had the most observable results? What does this suggest about the cleanliness of that scene?

4. Did this match your hypothesis? If not, what could have caused the results you got?

Find more resources at www.Clorox.com/Classrooms