Teacher guide · Curious Lab · Harder · about 35 min
🦠 Tiny Microbes
Pupils practise curiosity and real life thinking through "Tiny Microbes": Helpful and harmful microorganisms.
Lesson guide
1. Hook · 5 min
Show the 🦠 mission title and read the opening: "Helpful or harmful?". Take three quick guesses.
2. Model · 5 min
Think aloud through the first step together. Use Sniff the Beagle's line as your prompt: "Great question! Ready to dig one layer deeper? Pick your next mission below."
3. Do · 10 min
Pairs work through the 3 steps on screen or on the printed sheet. Circulate and ask "why?"
4. Discuss · 10 min
Use two or three of the discussion questions. Ask pairs to share different answers, not just correct ones.
5. Reflect · 5 min
Exit ticket: one sentence on how they used curiosity today.
Discussion questions
- What was the hardest choice in "Tiny Microbes", and why?
- Best way to stop germs spreading — explain your reasoning to a partner.
- Explain why we keep food in a fridge — explain your reasoning to a partner.
- Where could you use curiosity outside school this week?
- If you did this again, what would you change?
Adapting it
Support: Read prompts aloud, pair with a confident partner, and accept spoken or drawn answers for writing steps.
Stretch: Ask pupils to create their own extra step for a partner and explain the correct answer.
Curriculum links
- National Curriculum: Science: working scientifically plus the year-group topic
- National Curriculum: Science: working scientifically — asking questions and observing
- National Curriculum: Geography/History: enquiry and using sources
- PSHE: Living in the wider world: media literacy and checking information
Pupil sheet
🦠 Tiny Microbes
Name: ____________________ Date: __________
1. Helpful or harmful?
Yeast in bread → ________________
Cold virus → ________________
Yoghurt bacteria → ________________
2. Best way to stop germs spreading?
☐ Rinse with cold water only
☐ Sneeze into hands
☐ Wash hands with soap
3. Explain why we keep food in a fridge.