KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:
Paige Gergely & Jessica Warner
Group Size: 15 students
Allotted Time
45 min.
Grade Level
2nd grade
Subject or Topic: Body Hygiene: What does it mean to be clean?
Section : Tuesday & Thursday 12-1:20

STANDARD:
10.2b:
Identify and use personal health practices/habits.
10.2 d:
Identify ways to prevent the spread of communicable diseases
I. Performance Objectives (Learning Outcomes):
A. The second graders will be able to describe the importance of hygiene by
participating in a group activity.
II. Instructional Materials
A. Magic soap
B. At least one sink, or allow students to go to bathroom after applying magic
soap
C. Checklist(see attached)
D. A Germs Journey By: Thom Rooke M.D
E. 5 Dolls (with longer hair)
F. 5 small hairbrushes
G. 5 buckets (average sixed and already filled)
H. 5 travel sized soaps (to wash dolls)
I. 5 hand towels (to dry dolls)
J. Black light
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills:

1. While there is no need for students to understand the hygiene,

but it will be helpful.
2. This lesson is meant to take students step by step, as if they
have never washed their hands, brushed their hair or took a
shower before.
B. Key Vocabulary:
1. Bacteria- Microscopic living organisms that can be dangerous
or beneficial to our health.
2. Lather- A frothy white mass of bubbles produced by soap or a
similar cleansing substance when mixed with water.
3. Rinse- Wash (something) with clean water to remove soap
detergent, dirt, or impurities.
4. Repeat- Do (something) again, either once or a number of
times.
5. Illness- a disease or period of sickness affecting the body or
mind.
6. Germs- A microorganism, especially one that causes diseases.
7. Lice- The plural of Louse, is a tiny wingless insect that lives
among human hairs and feed on extremely small amounts of
blood.
C. Big Idea:
1. How to maintain healthy hygiene.
D. New Content:
1. The students will learn the proper time to wash hands
2. How to correctly wash themselves to avoid diseases.
IV. Implementation
A. Introduction:
1. Today class, we are going to become EXPERTS at keeping
clean to avoid illnesses! In order to do so, we are going to read
an awesome book that will help us in our journey towards
becoming experts!
2. Read A Germs Journey by Thom Rooke M.D. to the
children.
B. Development
1. We are going to begin by writing the key vocab on the board
with the definitions. The teacher will call on the students to see
if they can correctly put the pairs together.
2. Then we will begin talking about how to wash your hands
properly in order to avoid ILLNESS.
3. We will have an anchor chart with the proper ways to wash
your hands.
a. Wash your hands in warm water. (Make sure it isnt too
hot!)

b. Use soap and LATHER up for about 20 seconds. (Make

sure you get in between the fingers and under the nails
where GERMS like to hang out. And dont forget the
wrists!)
c. RINSE and dry well with a clean towel.
4. Then we will talk about how keeping your hands clean is
important to help prevent the spread of illnesses.
a. We will do an activity with the students where the
teacher will cough in his/her hands and go to shake a
students hand and continue to pass it along.
5. We will then use the magic soap to show that even though
you may think your hands are clean of bacteria, they may need
more time with the soap and water.
6. The students will be arranged at their tables in groups of three.
7. To do this, we will give each child a dime sized drop of magic
soap.
8. We will then fill up the buckets with soap and have some
students wash their hands in the buckets and others at the sinks.
9. When everyone is done, we will allow the students in groups of
two, to see any bacteria they have missed under black light.
10. Once they see how much bacteria is left, we will reset the
water and see if they can get all of it off.
11. After explaining all the information on handwashing, we will
move to what it means to properly shower and brush your hair.
12. Students will stay in the groups of three.
13. We will start by placing the 5 buckets with clean water,
shampoo, soap, and hairbrushes next to the buckets.
14. We will talk about what is involved in bathing
a. Wet the body
b. Lather hair with shampoo
c. Rinse hair
d. Repeat if necessary
e. Next grab the soap and lather some into your hands
f. Apply soap to body (dont miss your neck, behind the
ears, armpits, belly button, soles, and between the toes
and fingers.)
g. Rinse the soap off of the body
h. After the soap is all off, take a towel and dry off your
body.
i. Next move to brushing your hair to make sure you
dont have any knots.
15. After we are done talking about it, the students will reflect
what they learned onto the baby dolls that need showers.
16. The students will be expected to:
a. Shampoo the hair
b. Rinse and lather the bodies with soap

c. Then dry off the babies with a hand towel.

17. As the students are doing this, the teacher will be walking
around checking off the students accomplishments on the
checklist (see attached).
18. Next we will discuss the importance of brushing your hair to
stay healthy.
a. Also we will talk about the importance of not sharing
hairbrushes with other students and what can happen if
you do (Lice).
19. The students will elect one person from each group to empty
the water from the bucket, another to put the baby back, and
the last person will put the soap, hairbrushes, and shampoo
back.
C. Closure:
1. We will wrap up the lesson by having the students return to
their seats. Once there, the teacher will ask each student one
thing that they learned today that they didnt know before.
Then we will ask them what they think we will learn tomorrow.
D. Accommodations/Differentiation
1. Jebediah has a physical disability that makes it hard for him to
grip small objects. We decided he might benefit from an
assistive device. We would wrap paper towels around the
hairbrush to make it easier to grip.
2. We will also allow students to work in a group by themselves if
that works better for them.
E. Assessment/Evaluation Plan
1. Formative:
a. We are going to create a checklist, to see if they are using
all of the materials and if they are using them correctly.
2. Summative:
a. There is no summative for this lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
Remediation Plan

B. Personal Reflection:
1. How do I know the students understood the lesson?
2. What can I do for next time to make it better?
VI. Resources (in APA format)
1. Rooke, T., M.D. (2011). A germs journey. Capstone Press.
This book gives students an understanding of what germs
are even though we cannot see them. It takes you through the
journey of a germ and what it must go through in order to get
you sick. This helps the students understand how they pass
germs and how to prevent the spread of illnesses.