Germ Guessing Game Instructions

This quick warm-up sparks curiosity about where germs live and why hygiene is important.

Materials:

• Printed and cut Germ Guessing Game cards (each card names a common item or action and has its average germ count on the back)
• Scratch paper or whiteboards and markers for each pair

Setup (before class):

• Print and cut the germ cards so each pair of students gets one card front-side up.
• Prepare an answer key sheet with each item and its germ count to reveal.

Time: 5 minutes

Instructions:

1. Arrange students into pairs and give each pair one germ card and a scratch surface.
2. Ask pairs to discuss and write down their guess: “How many germs do you think are on this item?”
3. After 2 minutes, have pairs hold up their guesses.
4. Reveal the actual germ count from the back of each card or from the answer key.
5. Lead a brief discussion:
   • Which items surprised you the most?
   • Why do you think some items carry more germs?
   • How might this change the way you clean or use these things?

This game gets students talking, thinking, and sets the stage for our hygiene discussion!

Hygiene Importance Chat Discussion Guide

Time: 10 minutes
Materials: Chart paper or whiteboard, markers

Setup: Prepare your board or chart paper with three headings: “Why Hygiene?”, “How We Stay Healthy,” and “Fresh & Clean Habits.”

Instructions

1. Connect to Learning (1 min)
   Remind students of the Why Hygiene? Presentation key points about germs and daily habits.

2. Question 1: Why is handwashing so important? (2–3 min)
   • Prompt: What happens when germs enter our bodies?
   • Follow-up: What could happen if we don’t wash before eating or after playing outside?
   • Teacher Action: Record student responses under “Why Hygiene?” on the chart.

3. Question 2: How does personal hygiene keep our class and community healthy? (2–3 min)
   • Prompt: Think about school, home, or the playground.
   • Follow-up: How can one person’s habits affect others around them?
   • Teacher Action: Record responses under “How We Stay Healthy.”

4. Question 3: Which hygiene habits are easiest or hardest for you? (2 min)
   • Prompt: Share one habit you do every day and one you sometimes forget.
   • Follow-up: Why might some habits be harder to remember?
   • Teacher Action: Record examples under “Fresh & Clean Habits.”

5. Question 4: How can we remind each other to practice good hygiene? (2 min)
   • Prompt: Brainstorm ideas like posters, songs, or classroom reminders.
   • Follow-up: Who can help design or share these reminders?
   • Teacher Action: Jot down student ideas under “Fresh & Clean Habits.” to turn into a classroom project.

Conclusion & Next Steps

• Quickly review the chart: highlight one or two standout ideas in each column.
• Explain that students will use these ideas to create a Classroom Hygiene Promise Chart tomorrow, using the Fresh & Clean Habits column as the centerpiece.

By guiding students through these questions and organizing responses into three clear columns, you’ll help them articulate why hygiene matters, see its impact on their community, and identify concrete habits to keep themselves fresh and clean every day.

Reflection Exit Ticket Worksheet

Name: ___________________________ Date: ________________

1. From the list below, circle the hygiene habit you will practice today:

   • Wash my hands
   • Brush my teeth
   • Wash my hair
   • Wear clean clothes
     
     
     
     

2. Why is this habit important for my health and for others around me? (Think about germs, body odor, and confidence.)
   
   
   
   
   
   
   

3. What might happen if I forget to do this habit? (For example: get sick, have body odor, feel uncomfortable.)
   
   
   
   
   
   
   

4. How will I remind myself (or help remind a friend) to practice this habit tomorrow?
   
   
   
   
   
   
   

Thank you for reflecting!
Collect this ticket as you leave to help you stay on track with good hygiene.

Odor Detective Activity

Time: 5 minutes
Materials:

• 5 small jars or clear cups, each containing a scented cotton ball (numbered 1–5): sweaty gym sock, clean t-shirt, bar soap, deodorant, shampoo
• Blindfolds (optional)
• Guessing sheet or scratch paper and pencils

Setup:

• Place each scented cotton ball in its own jar or cup and label with a number.
• Prepare one guessing sheet per group with numbers 1–5 listed.
• Arrange jars at a central station or pass them around each group.

Instructions:

1. Divide students into small groups of 3–4.
2. Give each group a set of numbered scent jars and a guessing sheet.
3. One student at a time (blindfolded if desired) smells jar #1, describes the scent in three words aloud, and returns the jar.
4. Group discusses and writes their guess next to “1” on the sheet.
5. Continue through jars 2–5, rotating the “sniffer” so everyone participates.

Discussion Questions:

• Reveal the correct answers one jar at a time. Which scents were easy or hard to identify?
• What causes the “sweaty sock” smell? (Answer: bacteria breaking down sweat.)
• How do washing hair, bathing, and clean clothes remove these odors?
• Why might someone use deodorant or antiperspirant in addition to regular washing?

Extension & Reflection:

• Ask students: Which scent surprised you most and why?
• Have each student name one new habit they’ll try this week to stay fresh (e.g., washing hair regularly, changing socks daily, using deodorant).
• Record one action on the board under “Fresh & Clean Habits.”