GERM LESSON PLANS

Germs and You: Lesson One

Where Germs Live

Students explore where germs reside and learn techniques for preventing harmful germs from entering their bodies.

Objectives:

• Students will identify places in their classroom and school where germs live.
• Students will demonstrate methods of reducing risks from germs.

Materials

• Germs Background Information (for the teacher)
• Germ Facts handout (for the students)
• Taking the Harm out of Germs handout (for the students)
• Handwashing Poster (for the students)
• Shaving Cream
• Soap
• Water

Procedure

1. Review the background information on Germs.
2. Distribute the handout entitled Germ Facts.
3. Ask one student to read each fact aloud and discuss the fact with the class.
4. Ask a volunteer to be the "germ spreader." Place a small amount of shaving cream on his hand.
5. Remind the student not to place his hand near his face until he washes his hands thoroughly.
6. Have the student move through the classroom as he normally would, touching objects he would typically touch during the course of a day. Have the rest of the class make a list of the "hot spots" where the germs (shaving cream) were left. Reapply the shaving cream as needed.
7. Have the student wash his hands thoroughly at the conclusion of this part of the lesson.
8. Wipe all the "germ" surfaces with a clean paper towel.
9. Repeat this activity throughout the school. Have the class trail behind the germ spreader, noting the "hot spots" where "germs" are left behind.
10. Have the student wash his hands thoroughly at the conclusion of this part of the lesson.
11. Wipe all the "germ" surfaces with a clean paper towel.
12. Discuss what preventive measures students could take to avoid getting the germs into their systems.
13. Hand out copies of Taking the Harm Out of Germs. Discuss the information with the entire class, and encourage them share it at home.
14. Brainstorm ways to take the harm out of germs at school.
15. For additional practice, have students play the game, "Find the Germs" here

Key fact

Teaching children about the importance of handwashing is great way to help keep your family healthy. Download and print this kid-friendly poster that playfully illustrates the "Why", "When", and "How" of handwashing.

Did you know?

Germs cannot live long on a clean, dry surface but they love moisture! Re-using damp cleaning cloths, towels and mops can spread germs quickly. Here's a fun way of teaching children about the importance of handwashing. Click here to download and print the LYSOL® Handwashing Poster.

Germs and You: Lesson Two

Hand Washing Is the Key

Provided in Partnership with LYSOL® Disinfect to Protect™

In this lesson, students will review where germs reside in their classroom and school. They will communicate proper hand washing techniques to their classmates and schoolmates.

Objectives:

Students will describe germs and where they can be found in their classroom and school.

Students will describe and demonstrate proper hand washing techniques.

Materials

• Hand Washing Basics handout (for the student)
• Hand Washing Poster (for the student)
• Soap
• Water
• Towels

Procedure

1. Review concepts from Lesson One: Where Germs Live.
2. Distribute Hand Washing Basics and review it with the entire class.
3. Divide the class into cooperative groups (three or four students per group).
4. Ask each group to create a rap, poem, chant, or mime that illustrates the concepts from Hand Washing Basics.
5. Have groups perform their creations for the class. Encourage them to perform for other classes or for the entire school, if possible.
6. Videotape the performances to share with parents at Open House or during parent conferences, or allow students to take the video home to share with their parents.
7. Have students create posters that highlight good hand washing techniques. Laminate the posters and display them in the school bathrooms and sink areas.
8. Distribute copies of the Hand Washing Poster for students to take home.

Food and You: The Healthy Snack Challenge Lesson

These recommendations apply to almost everyone, except children under two years of age. Where possible, babies should just have breast milk until they are at least four months old, and preferably, until they are six months old. Breast milk provides babies with all the nutrients they need. After weaning, babies should have full fat milk (from one year of age) and dairy products, rather than low fat varieties. From two to five years of age, children should make a gradual transition towards eating a wide variety of family foods in the proportions recommended here. Some people may have special dietary needs that have to be taken into account. Others may have food allergies or intolerances and others may choose not to eat certain foods (e.g. meat and animal products). These people need to take extra care to ensure their diet still contains all the nutrients they need.

The Healthy Snack Challenge Lesson

Provided in Partnership with LYSOL® Disinfect to Protect™

In this project, groups of students will create a healthy snack menu for a particular school week, keeping in mind nutritional guidelines, a fixed snack budget, and food storage and preparation safety.

Objectives

• Students will describe the components of a healthy diet.
• Students will create a healthy snack menu.
• Students will follow a snack budget.
• Students will safely prepare snacks for classmates.

Materials:

• Healthy Eating Background Information (for the teacher)
• Healthy Snacking handout (for the students)
• Grocery store flyers - 3 to 5 for each group (Online grocery-store sites can be used, in addition to flyers.)
• Cups and/or plates
• Utensils
• Napkins and paper towels
• Disinfectant cleaner

Procedure:

1. Review the background information on Healthy Eating.
2. Distribute the Healthy Snacking handout.
3. Discuss the suggested daily portions and items in each category with the class.
4. Divide the class into cooperative groups.
5. Determine an appropriate snack budget by estimating the cost of a sample snack for the entire class. Divide the cost by the number of students in the classroom, adding one extra snack for a possible classroom visitor.
6. Have groups use the grocery-store flyers as guides for creating a five-day drink and food snack menu that aligns with nutritional guidelines and the snack budget.
7. Groups should include foods and drinks that represent at least three of the food groups for each snack.
8. Students then create a grocery list for their five-day snack menu.
9. On a given week, the group will safely prepare the snacks for classmates by storing food properly in the classroom and/or kitchen, disinfecting their food-preparation area, washing their hands before handling foods, washing fruits and vegetables, and cleaning the snack area after eating.