This activity is part of The Truth About Germs unit.

• Remind students of the unit driving question: Why do germs make us sick more often during the winter?
• Review the additional ideas and evidence students have learned and added to the class Question Quadrant chart throughout the unit:
• Evidence to emphasize includes:
• Germs All around Us activity: Viruses (which cause the common cold, influenza, and coronavirus) have been found to be more stable and stay in the air longer in cold and dry conditions.
• Spreading Germs activity: More indoor gatherings in the winter increases the likelihood of spreading germs (think of less air circulation and closer face-to-face contacts). 
• Helping and Hurting Our Immune Systems activity: In the winter, there are environmental factors such as dry air drying up the mucus in our noses and stressors on our bodies (such as lack of vitamin D from diminished exposure to sunlight and less exercise) that decrease our immune systems’ ability to fight off germs.
• Redistribute students’ individual Question Quadrant handouts, featuring their revised hypotheses in response to the unit driving question.
• Prompt students to consider whether the evidence from the unit supports or counters their current hypothesis about why germs make us sick more often in the winter.
• Have students revise their hypothesis for the last time.
• In preparation for finalizing game show questions in the next step, prompt students to review their own questions from throughout the unit, to help think about what questions other people in the community may have about germs in the winter.

2. Support students as they choose and finalize their best evidence-based trivia questions and answers for the unit’s Germology Game Show.

• Distribute students’ individual Trivia Question Builder handouts that they have been working on throughout the unit and The Truth about Year Round Germs Project Checklist and Rubric. Review the rubric with students, emphasizing the following key points:
• Questions, answers, and evidence-based explanations should draw from activities in the unit to explain the cause-and-effect relationships between different factors (Germs, People, Environment, or Something Else) related to why germs make us sick more often during the winter, as well as different ways that we can keep from getting sick, especially in the winter.
• Consider the audience of community members that will be attending or interacting with the game show, in terms of how to phrase questions and answers, as well as the concepts that they need to know or would find interesting.
• Review and discuss the criteria on the project rubric to help guide students’ work to be high in quality. Each student will be assessed on their selected set of questions, while the class will collaborate in the next step to determine which questions will be ultimately included in the final Germology Game Show.
• For additional inspiration in finalizing their questions, review the questions that students documented throughout the unit on their individual Question Quadrant handout, since community members may have similar types of questions.
• Direct students to review the trivia questions, answers and evidence-based explanations they have written throughout the unit on the Trivia Question Builder handout. They should select what they think is the best question from each set by starring or otherwise noting it. Explain that those questions will be the ones that they are graded on and to be considered by the class for being included in the Germology Game Show.
• For questions that students have written (collaboratively as a class during the Bad Germs: Keep Out! activity, and independently during the Helping and Hurting Our Immune Systems and the Clean Your Hands activities), provide time for students to finalize the questions to align with the rubric criteria.

3. Lead the class in determining which questions and evidence-based answers will be used in the Germology Game Show.

• Depending on the format of the final product (some options include: live game show or quiz bowl, self-quiz cards, Kahoot-style interactive quiz, or MythBusters-style explanatory video; see Setup), it may be necessary to pare down the number of trivia questions to a class set of 12-15 that span the content of the unit. If students are creating self-quiz cards or each group will lead a small subset of audience members in a trivia game show, then this step may not be necessary.
• Have students write their chosen questions on chart paper or other visible document to share with others.
• Lead students in a gallery walk to vote for their top choices via sticky notes or tally marks.
• As students circulate, remind them to use the criteria on the rubric to select their top choices, such as using clear language, interesting questions, and supported by well-presented, reliable evidence.
• Use the results to choose the final class set of questions for the Germology Game Show, being sure that each project group has at least one question, and that the question set addresses all important ideas from across the unit.

4. Provide tools and resources for students to create their trivia questions and answers in the chosen format for the Germology Game Show.

• Once the final set of questions and evidence-based answers is determined, provide appropriate tools and resources to build out the questions in the appropriate format for the Germology Game Show.
• Circulate to support students’ use of the technology or tools as they build out their part of the final product.
• Especially for a quiz bowl or video option, determine and assign students to the different roles that will be needed, such as: hosts, scorekeepers, or explainers.
• To prepare for introducing the Germology Game Show, lead students through your chosen process (see Setup section) of determining which students’ paragraphs (written during the Clean Your Hands activity) will be used during the actual game show introduction.

This activity is part of The Truth About Germs unit.

• Provide any necessary time for the class to finalize and/or rehearse their trivia questions, answers, and explanations.
• Students should have the class set of questions, answers, and explanations prepared in final format from the Telling the Truth about Germs activity. It may be useful to have these written on index cards that students can read from during the game show, and/or have the questions, answers, and explanations on a slide deck that can be projected during the game show.
• If students have not already chosen or been assigned to key roles for the game show, do that now.
• Roles could include: hosts, scorekeepers, or explainers.
• Explain the game show format, which will vary depending on the school context, audience, and mode of presentation.
• Include any other finalizing steps as needed for your class’s final product format and context. 
• Prepare and practice technology, introductions, and roles:
• Technology: Any technology involved in the game show (such as audio systems or projectors) should be tested out by student groups ahead of time.
• Student introductions: Even if the game show venue is digital, remind students to introduce themselves before presenting their question set and to take questions from the audience after the game show has concluded.
• Roles: Hosts and explainers should prepare scripts so they can practice what they will say. Scorekeepers should set up and practice keeping score.

2. Facilitate as students lead the audience through the Germology Game Show.

• Welcome additional audience members, whether in-person or virtually, and introduce the students who will be hosting the game show. Be sure to introduce (or have students explain) the inquiry process that students undertook to understand the unit driving question.
• Provide opportunities for audience members and peers to ask questions of presenting groups.
• Conclude the game show and celebrate the conclusion of the unit!

3. Use a reflection form to have students reflect on The Truth about Germs unit.

• Collectively revisit the class Question Quadrant chart; students can likely now answer many of the questions that they had at the beginning of the unit.
• Distribute The Truth about Germs Unit Reflection sheet. Review the prompts with students.
• Ask students to complete a self-evaluation/reflection of their work in this project.
• Consider leading a whole-class discussion in which students share one or two of their reflections with the class.