After testing all the possible items we thought might be able to represent heartworm in our model, we narrowed it down to four: baking soda, vinegar, windex, and soap. Each of these items had a significantly different pH than water. Water was going to represent the dog's blood, and anything of those substances added to water gave a different pH reading. Our thinking would be if a dog ended up with any amount of this substance in its "blood," then it would test positive for heartworm!
Since we are in remote learning now, we thoughtfully took the time to set up our investigation, even naming our dogs. We also had to figure out how each of our dogs would move, and if they would get bitten by a a mosquito or not!
And then it was time...at each of their remote learning locations, students ran the models, seeing what would happen. I am so proud of these kids doing all this on their own...way to go 6th graders! I can't wait to discuss what our models showed us next week!
Our unit is absolutely related to real world phenomena right now: COVID-19 and the effects of climate change. While we are not specifically figuring out COVID-19, we recognize understanding disease transmission is important!