Lesson Plan

Grade/Subject: Health Grade 6 Unit: Personal Hygiene Lesson Duration: 50 Mins

SPECIFIC LEARNING OBJECTIVES ASSESSMENTS
OUTCOMES FROM (2-3, clear, and measurable) (Observations, Key Questions,
ALBERTA Products/Performances)
PROGRAM OF Students will:
STUDIES

W–6.2 assess the - Understand the importance of good personal hygiene by Checking for Understanding.
importance of regular maintaining body odor and dental hygiene. Questions: How do you control
hygiene practices during your body odor? What are some
adolescence; e.g., control good ways to keep your breath
of body odour, control of fresh?
acne, maintenance of fresh
breath.
LEARNING RESOURCES CONSULTED
Resource #1: “Keep it Clean” video
Resource #2: N/A
MATERIALS/ EQUIPMENT/ SET UP
* White paper
* Markers/Crayons
* Worksheets
PROCEDURE
Introduction (5 min.):
Attention Grabber: I will get students to make name tags before I begin my class, so I can call them to answer
questions.
What do you think of when you hear body image? (I think of weight, hair, makeup, what people think of me)
Assessment of Prior Knowledge: Ask the students what influences our self-esteem (media, family, puberty).
Expectations for Learning and Behaviour: Students will actively participate throughout the entire lesson and
properly answer questions and share their feedback with the rest of the students. When I am giving instructions
students will be attentive when listening, their hands are still, they are showing they are listening, they are not
distracted. I will wait until they are listening. Students will actively provide information from prior experiences and
ask questions if needed.
Advance Organizer/Agenda: Address to class prior to the body of the lesson:
LA 1: Placemat Activity
LA 2: Discussion/PowerPoint
LA 3: Worksheet
Transition to Body: Now that we know what we are talking about, I will transition the class into the placemat activity.
Body (40min.):
Cooperative Learning
Learning Activity #1: Placemat Activity – In the center of the table I will have a big piece of white paper, which has
five different sections on it. There will be four questions on it Q1: What does it look like to have high self-esteem?
Q2: What does it look like to have low self-esteem? Q3: What influences a person's self-esteem? Q4: What are some
tips that could help fix your self-esteem? These are the questions students will be answering on the white paper in the
middle of the table.
The students on that side of the paper will answer the question on their side of the table. I will be walking around
making sure the students are answering the right questions on the side of the paper. I will give them 2-3 minutes to
complete the first question, then they will rotate the paper to the left. Once they rotate it, the person has to add to the
answer that is already on the paper. I will do this process one or two more times.
After they are done the placemat questions, we will bring it in as a group and discuss it throughout the PowerPoint.

*Get students to repeat directions back to me.

Assessments/Differentiation: I will assess through checking for understanding if students are following the activity accordingly
and appropriately. If a student is having troubles with keeping up with the questions, I will give a few pointers to help them be
involved in answering the questions. Make sure they are actually talking about personal hygiene, not just talking or stalling.
Motivation: Being able to explore questions by themselves and with partners, they also get to write in colourful markers.

Learning Activity #2: Discussion/PowerPoint –

Slide 4 (Changes in you): Puberty causes all kinds of changes in your body. Your skin and scalp may suddenly get oily

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and greasier faster than usual. Every day it seems you have new hair growing in different places, like your armpits.
At times, you seem to sweat for no reason — and you may notice there are smelly odors you never had before. What
should you do about it these odors? These bodily changes are a normal part of becoming a young adult.
Slide 5 (Oily Hair): The hormones that create acne are the same ones that create oily or greasy hair. Each strand of
hair has its own sebaceous (oil) gland, which keeps the hair shiny and waterproof. But during puberty, the sebaceous
glands produce extra oil, and that can make your hair look too shiny, oily, and greasy. What are some answers you
have on your placemat for Q1 – how do you control oily or greasy hair? (Go over this question as a classroom and
see what everyone had to say)
Slide 6 (Controlling oily/greasy hair): Washing your hair every day or every other day can help control oily hair.
Dozens of shampoos are available in drugstores and supermarkets for you to choose from — most brands are pretty
similar. (I.e./ Charcoal Clarifying Shampoo, Pantene, Head and Shoulders). Use warm water and a small amount of
shampoo to work up a lather. Don't scrub or rub too hard — this doesn't get rid of oil any better and can irritate your
scalp or damage your hair. After you've rinsed, you can follow up with a conditioner if you like; again, one for oily
hair might work best. Do a demonstration of washing hair.
Slide 7 (Sweat and BO): Perspiration, or sweat, comes from sweat glands that you've always had in your body. But
thanks to puberty, these glands not only become more active than before, they also begin to secrete different chemicals
into the sweat that has a stronger smelling odor. How did your group answer Q2, “What are the best ways to keep
clean?” (Go over this question as a classroom and see what everyone had to say).
Slide 8 (Best Ways to Keep Clean): Shower every day using a mild soap and warm water. This will help wash away
any bacteria that contribute to the smells. Wearing clean clothes, socks, and underwear every day (ones that have been
washed in the washing machine, not ones that you think are clean still). If you're concerned about the way your
underarms smell, use deodorant. Deodorants get rid of the odor of sweat by covering it up.
Does this mean spraying your armpits with body spray?
Does this mean lathering it on when you stink really bad?
Does deodorant replace having a shower?
Slide 9 (Brushing Your Teeth): What were your answers for Q3, “What are some tips you know about brushing
your teeth?”. Discuss with the class what they wrote down and why. This could include brushing for 2min, making
sure you get each one, brushing your tongue.
Do you brush your teeth for 30sec and call it good?
Do you just brush the tops of your teeth?
Slide 10 (Brushing Your Teeth): Dentists say the minimum time you should spend brushing your teeth is 2 minutes-
twice per day. Brush gently- brushing too hard can cause receding gum lines and tooth sensitivity, this also will give
your parents an expensive bill from the dentist. Brush the outside and inside surfaces of your teeth. Gently brush your
tongue and the roof of your mouth to remove the decay causing bacteria that can exist in these places. Demonstrate
the right way to brush your teeth.
Does anyone have an electric toothbrush? What kind of toothbrush do you have?
What kind of toothpaste do you use? Does it matter?
Slide 11 (Flossing Your Teeth): Brushing is important, but it won't remove the plaque and particles of food between
your teeth, under the gum line, or under braces. You'll need to floss these spaces at least once a day.
What were your answers for Q4, “What are some tips for flossing your teeth?”. Discuss with the class what they
wrote down and why.
Slide 12 (Flossing Your Teeth): Dentists usually recommend un-waxed floss because it's thinner and easier to slide
through small spaces. Carefully insert the floss between two teeth, using a back and forth motion. Gently bring the
floss to the gum line but do not force it under the gums. Curve your floss around the tooth in the shape of a “c”.
How often should we floss?
Why is it important to floss?
Should we floss before or after we brush our teeth?
Slide 13 (Checklist Activity): Transition into worksheet.

Assessments/Differentiation: Assessment by their participation in the discussion and during the placemat activity.
Motivation: Being able to work with a group and as an individual on a project. The pictures on the PowerPoint are pretty
rewarding.

Learning Activity #3: Worksheet Checklist – Each student will receive a worksheet that has a checklist on it. On the
worksheet they will list 10 different things that they need to do every day to ensure that they maintain a good level of
healthy personal hygiene. Students will have about 5-8 minutes to do this.

Assessments/Differentiation: Assessment by the presentation of the checklist and how many items they have on it. I will also
assess if they have similar or different items on the checklist.
Motivation: Being able to work by themselves and get a break from me talking.

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Learning Activity #3: Video “Keep it Clean” – If there is time, I will select certain sections of this video to reinforce
personal hygiene.
Discovery Learning UN: robwood1973 PW: jodilynn

Assessments/Differentiation: I will put subtitles on if needed.

Motivation: Use of technology and get a break from me talking. They are also learning from something new.

Closure (5min.):
Consolidation/Assessment of Learning: Consider what stood out in their placemat and checklist activities, making
note of it in my daily journaling.
Feedback From Students: What is personal hygiene? How do we deal with greasy/oily hair?
Feedback To Students: During observing the students, explain to students on how they are doing throughout the
activity. For example, what went well and what we still need work on.
Transition To Next Lesson: Next week we are going to discuss more about personal health.