The Spreading of a Virus: A Simulation!

This virus simulation has been part of my 5th graders’ first-day experiences for years, long before the 2020 world pandemic. This post was written on February 4, 2020.

This hands-on science and math lesson is an activity my fifth-grade GT students remember and one that seems to always be relevant. As I write this, the Coronavirus is in the news every night. In fact, these resources just appeared in my inbox (most are for older students and adults).

This is one of the easiest simulations to set up, is easily integrated into many topics of study in the classroom, leads to great discussion, and culminates in an engaging problem-solving activity in which students attempt to identify the original carriers of “the virus.” It works best with classes of at least 15. I usually had groups of 20 – 28 students. The simulation and follow-up take approximately an hour and involve going outside for a portion of the activity (I always took students to a covered patio near our classroom).

MATERIALS NEEDED:

• small paper cups (one per student – 3 oz. “bathroom cups”)
• large opaque plastic cups (one for each pair of students – 18 oz. is good)
• plastic spoons (one per student)
• white flour
• baking soda
• vinegar
• sticky notes (one per student)
• trash bag

SETTING IT UP:

Determine how many cups will be contaminated with “the virus.” The number should be as close as possible to one-eighth of the total number. In a class of 24, you would contaminate three of the cups. In a class of 8 – 12, you would contaminate one.

Prepare the cups in advance when students are not in the room. Set the small cups out and number them with a permanent marker. Choose 1/8 of the cups to be the “carriers,” the ones contaminated with the “virus.” For example, if you have cups numbered 1-22, you might set aside #3, #7, and #18 to be the virus carriers. Be sure to write down which ones will be the contaminated ones.

Fill the “carrier” cups with baking soda, almost 2/3 full. Fill the remaining cups, the majority, with flour, about 2/3 full. Spoon flour over the baking soda in the contaminated cups so that it appears that they have also been filled with flour. All cups should look the same when the students come in.

THE ACTIVITY

Introduce the simulation with a discussion of what students know about viruses and how they are spread. Explain that they will be participating in a simulation in which a “pretend virus” will be passed among students in the group. No one will know who is infected or who is in danger of being infected.

Pass out a sticky note to each student and have students write their names on them. Hold up a small cup and explain that each cup contains a powdered “drink.” Say, “You will share your ‘drinks’ in the following manner: We’ll be going outside, where you will find someone to share with. One of you will get a large 18 oz. cup and hold it up high (above heads) so that neither of you can see the contents. With the cup held high, both of you will pour your “drinks” into the large cup, then stir the contents, still keeping the large cup held high and not looking at the contents. Once the contents have been thoroughly stirred, carefully divide the powder equally by pouring half into each of your small cups. REMEMBER WHO YOU SHARED WITH and IN WHAT ORDER. You will share two times, with two different people.” Explain to students that once they’ve shared with two people, they should line up (e.g. against a wall, along a sidewalk).

Give each student a plastic spoon. Then, pass out a numbered cup to each student and have them write their cup number on their sticky note and circle it. Have students gently carry their cups as they are escorted to an outdoor area. You may want to assign certain students to carry out the trash bag and large cups. Set out the large cups so that they are available and give students the signal to begin. As students “share their drinks,” monitor to be sure they are not looking into the cups as contents are poured and also that they are stirring contents well. Remind them to remember the two people with whom they shared and the order in which they shared.

When all students have lined up, tell them it’s time to find out if they have been infected! Walk down the line and pour a little vinegar into each cup. If the contents of the cup bubble up, the student has the virus! If the liquid seems to just settle on the contents, they have not been infected.

Have students throw away their cups and return to the room. Once seated, have students note on their sticky notes the numbers of the two people with whom they shared, labeling the first person with whom they shared Person A and the second person B. You may have to allow them some time to get up and walk around to collect their numbers, but this should take no more than two to three minutes and then everyone is seated again. (I’ve tried having students take pencils and sticky notes outside with us, but it usually just creates a mess.)

Finally, create a chart to collect the data. You can write it on the board, or create a Google Form for students to complete and then display the spreadsheet for all to see. Their task is to try to determine the original carriers of the virus. Let students use whatever problem-solving method they choose and take notes on the board as they discuss their reasoning.

If you try this with your class, please share about your experience in the comments below. And if you’d like lesson ideas and resources automatically delivered to your email inbox, consider subscribing to BIG IDEAS for LITTLE SCHOLARS.

UNIVERSAL THEME: IMPACT ~ 5TH GRADE