Step-by-Step Handwashing Chart Activity

Objective: Students will sequence the four handwashing steps correctly by placing visual cue cards in order on a chart board, reinforcing recall and independence.

Materials:

• Picture cards illustrating each handwashing step (Wet, Lather, Rinse, Dry)
• Velcro chart board labeled “Step 1” through “Step 4”
• Velcro strips or adhesive putty
• Optional: timer or 20-second song for timing practice

Prep (5 minutes):

• Attach Velcro strips under each numbered slot on the chart board.
• Shuffle the picture cards and place them face-down in a basket or on a table.
• Ensure each card has Velcro on the back or an adhesive dot.

Instructions (7 minutes):

1. Introduction (1 minute)
   • Gather students around the chart board.
   • Remind them of the four steps: Wet, Lather, Rinse, Dry.
   • Explain they will put the cards in the correct order.
2. Model (1 minute)
   • Show one card and place it in the correct numbered slot, narrating: “This is Step 1: Wet.”
   • Repeat quickly for each remaining step.
3. Guided Partner Practice (4 minutes)Differentiation:
   • For students needing visual support, provide a mini-chart with step names.
   • For those needing extra challenge, have them explain why each step belongs there.
   • Pair students and give each pair the shuffled cards.
   • Partners take turns placing one card at a time on the board in order.
   • Teacher circulates, offering prompts: “Which step goes first?” or “What comes after Lather?”
4. Review & Clean-Up (1 minute)
   • Check the completed sequence as a class: Wet → Lather → Rinse → Dry.
   • Ask a volunteer to name one thing they found easy or hard.
   • Return cards to the basket for next use.

Follow-Up Discussion

• Why is lathering for 20 seconds important?
  
  
  
• How can you remember to dry your hands completely?
  
  
  
  
  
  

Next Steps

• After sequencing, students will practice at the sink using the sequence chart as a prompt.

Handwashing Practice Worksheet

Exercise 1: Number the Steps

Write the correct step number (1 through 4) next to each description:

• _____ Wet hands with water
  
  
• _____ Scrub with soap for 20 seconds
  
  
• _____ Rinse hands under running water
  
  
• _____ Dry hands completely
  
  

Exercise 2: Fill in the Blanks

Fill in each blank with the missing word or number:

1. First, you _____ your hands with water.
   
   
   
2. Next, you scrub for _____ seconds.
   
   
   
3. Then, you _____ all the soap off.
   
   
   
4. Finally, you _____ your hands.
   
   
   

Exercise 3: Short Answer

1. Why is it important to lather for 20 seconds?
   
   
   
   
   
   
2. How can you remember to dry your hands completely?
   
   
   
   
   
   

Exercise 4: Draw the Steps

Draw yourself washing your hands and label each of the four steps:

Deodorant Types Sorting Activity

Objective: Students will identify and sort different deodorant types—stick, roll-on, and spray—to reinforce recognition of product forms and build decision-making skills.

Materials:

• A selection of real deodorant samples or laminated picture cards (stick, roll-on, spray)
• Three labeled mats or bins: “Stick,” “Roll-On,” “Spray”
• Role-play mirrors or small hand mirrors (optional)

Prep (5 minutes):

• Place the three labeled mats/bins at station tables or on the floor.
• Arrange samples/picture cards in a mixed pile near the center of each station.
• Ensure labels are large and clear, with both text and a small picture icon for each type.

Instructions (10 minutes):

1. Introduction (2 minutes)

   • Gather students and explain: “Today we’ll learn to tell deodorant types apart by sorting them into the right category.”
   • Show one example of each type and name them aloud.

2. Model (2 minutes)

   • Select a sample card and place it on the correct mat.
   • Narrate: “This is a stick deodorant—firm and solid.”
   • Repeat for roll-on (“liquid in a ball applicator”) and spray (“press nozzle to mist”).

3. Guided Practice (5 minutes)

   • Students work in pairs at each station.
   • Partners take turns drawing a card/sample and sorting it on the correct mat.
   • Teacher circulates, asking questions: “Which type is that? Why did you place it here?”

   Differentiation:
   • Visual Supports: Provide a mini-poster with photos of each type.
   • Extra Challenge: Ask advanced students to name one benefit of their sorted type (e.g., “Spray dries fastest”).

4. Review & Clean-Up (1 minute)

   • As a class, review one example from each mat: “What’s a roll-on?”
   • Students return cards/samples to the central pile for the next group.

Follow-Up Discussion:

• Which type did you find easiest to handle?
  
  
  
• Why might someone choose an unscented deodorant?
  
  
  

Next Steps:

• Tomorrow, we’ll practice applying our chosen deodorant type correctly using sample products and mirrors.

Deodorant Application Worksheet

Exercise 1: Match the Deodorant Types

Draw a line from each deodorant description to its type:

1. A solid bar you swipe under your arm. _____ Stick
   
   
2. A small bottle with a rolling ball applicator. _____ Roll-On
   
   
3. A can that sprays mist when you press the nozzle. _____ Spray
   
   

Exercise 2: Sequence the Application Steps

Write the correct step number (1–4) next to each instruction:

Lift one arm up _____


Apply deodorant to clean, dry underarm _____


Let deodorant dry before dressing _____


Put on your clothes _____

Exercise 3: Short Answer

1. Which deodorant type did you choose today and why?
   
   
   
   
   
   
2. What is one way you can remember to apply deodorant every morning?
   
   
   
   
   
   

Exercise 4: Draw and Label

Draw yourself applying deodorant. Then label at least three of the steps you wrote above.