Objective: Show how germs spread and why soap is needed.

Supplies:

• Glitter or pepper
  
  

• Lotion or petroleum jelly
  
  

• Sink with soap and water
  
  

• Paper towels
  
  

Steps:

1. Rub a small amount of lotion or jelly onto your child’s hands.
   
   

2. Sprinkle glitter or pepper on top and rub hands together.
   
   

3. Have your child touch different objects or their own arms or legs.
   
   

4. Try rinsing with water only—observe leftover glitter or salt.
   
   

5. Wash with soap and water and observe how much cleaner hands get.
   
   

6. Discuss how glitter/pepper is like germs—hard to see and spreads easily!

Objective: Reinforce the steps of handwashing.

Supplies:

• Construction paper or poster board
  
  

• Markers or crayons
  
  

• Glue, scissors
  
  

Steps:

1. Talk about the 5 steps of handwashing: Wet, Lather, Scrub, Rinse, Dry.
   
   

2. Help the child draw images for each step in order.
   
   

3. Let them decorate the poster.
   
   

4. Hang it by your sink as a reminder!

Objective: Practice the motion of brushing teeth.

Supplies:

• White paper or laminated sheet with a large mouth/teeth drawn
  
  

• Dry erase marker or washable marker
  
  

• Toothbrush
  
  

• Shaving cream (optional)
  
  

Steps:

1. Draw teeth and color them with dry-erase marker or shaving cream “plaque.”
   
   

2. Let the child brush off the plaque with a real toothbrush.
   
   

3. Reinforce circular motions and reaching all the “teeth.”

Objective: Build a daily routine visual schedule.

Supplies:

• Index cards or small pieces of cardstock
  
  

• Markers or printed pictures
  
  

• Hole punch and ring clip (optional)
  
  

Steps:

1. Brainstorm morning and evening hygiene tasks (e.g., brush teeth, comb hair).
   
   

2. Create one card per task with a drawing or image.
   
   

3. Put in order, punch a hole in each, and attach to a ring.
   
   

4. Use each morning/evening as a checklist.

Objective: Make hygiene fun with movement.

Supplies:

• 3-4 “stations”: handwashing (bowl of water + soap), teeth brushing (plastic mouth or model), clothes sorting (piles of clean/dirty), combing hair (wig or doll)
  
  

• Stopwatch or timer (optional)
  
  

Steps:

1. Set up each station around a room or backyard.
   
   

2. At “go,” students rotate through the stations completing a hygiene task.
   
   

3. Time them or focus on accuracy and fun.
   
   

4. Afterward, reflect: What was easy? What’s part of your real routine?

Objective: Show how germs transfer to food.

Supplies:

• 3–5 slices of bread
  
  

• Zip-top bags
  
  

• Soap and water
  
  

• Gloves (optional)
  
  

Steps:

1. Label bags: “Clean Hands,” “Dirty Hands,” “Touched Surface,” “Control.”
   
   

2. Have students touch one slice with unwashed hands, one with washed hands, and one after touching a dirty item (e.g., doorknob).
   
   

3. Put each in a separate bag and seal.
   
   

4. Watch for mold over 1–2 weeks. Discuss results!

Objective: Promote independence and routine building.

Supplies:

• Printable checklist (or create your own)
  
  

• Markers, stickers
  
  

Steps:

1. List hygiene tasks: shower, deodorant, brush/floss teeth, change clothes, etc.
   
   

2. Use it for a week with boxes to check or add stickers.
   
   

3. Reflect at the end: What did you remember most? What was tricky?

Objective: Learn basics of personal cleanliness.

Supplies:

• Real laundry (or clean piles)
  
  

• Baskets
  
  

• Soap (for smelling only if not doing real laundry)
  
  

Steps:

1. Show how to sort by color and type.
   
   

2. Walk through the steps of using a washing machine (real or pretend).
   
   

3. Fold clean clothes and put in drawers.
   
   

4. Talk about when it’s time to change clothes (signs they’re dirty or smelly).

Objective: Learn basics of personal cleanliness.

Supplies:

• Real laundry (or clean piles)
  
  

• Baskets
  
  

• Soap (for smelling only if not doing real laundry)
  
  

Steps:

1. Show how to sort by color and type.
   
   

2. Walk through the steps of using a washing machine (real or pretend).
   
   

3. Fold clean clothes and put in drawers.
   
   

4. Talk about when it’s time to change clothes (signs they’re dirty or smelly).

Objective: Promote critical thinking and empathy about hygiene in real-life settings.

Supplies:

• Scenario examples listed below
  
  

• Paper and pencil for notes
  
  

Example Scenarios:

• Scenario 1: The Forgotten Toothbrush
  You’re at a sleepover and realize your friend hasn’t brushed their teeth all weekend. They laugh it off and say it doesn’t matter since it's just friends hanging out.

• Scenario 2: The Smelly Locker
  Your shared gym locker is starting to smell bad because your partner leaves dirty socks and gym clothes in there. You’re embarrassed, but don’t want to hurt their feelings.

• Scenario 3: Hands Before Snacks
  You’re at a park with friends, and one of them grabs snacks right after playing with the dog and climbing on the equipment—without washing their hands.

• Scenario 4: The Group Project Problem
  You’re working on a group project at someone’s house. One person keeps coughing and sneezing into their hands, then touching the shared supplies.

• Scenario 5: The Deodorant Dilemma
  One of your teammates at practice always smells bad, and other students have started whispering about it. They may not know it's an issue.
  
  

Steps:

1. Students pick a scenario card and discuss:
   
   

   • What’s the issue?
     
     

   • Why does it matter?
     
     

   • What’s a kind, respectful way to handle it?
     
     

2. Optional: present solutions in a mini role-play or write as a script.

Objective: Prepare students for independent hygiene routines when away from home.

Supplies:

• Small zip bag or pouch
  
  

• Sample-size hygiene items (toothbrush, toothpaste, soap, hand sanitizer, deodorant, comb)
  
  

Steps:

1. Students research what belongs in a basic hygiene kit.
   
   

2. Assemble the kit
   
   

3. Discuss situations when a kit is helpful (camp, sports, emergencies).

Objective: Evaluate hygiene products using real-world skills like analyzing labels.
 

Supplies:

• 2–3 types of each product (soap, toothpaste, hand sanitizer)
  
  

• Chart for recording ingredients, price, effectiveness, etc.
  
  

Steps:

1. Students research and compare:
   
   

   • What ingredients are in each?
     
     

   • Which is most cost-effective?
     
     

   • Any “green” or eco-friendly options?
     
     

2. Present findings as a short report or infographic.

Objective: Identify high-germ areas at home or in shared spaces.

Supplies:

• Sticky notes
  
  

• Pen
  
  

Steps:

1. Students identify 5–10 items/places likely to hold germs (light switch, phone, sink handle).
   
   

2. Label them with sticky notes.
   
   

3. Research or brainstorm how often these should be cleaned and how.

Objective: Build consistent routines through self-reflection.

Supplies:

• Printable tracker
  
  

• Pen/stickers
  
  

Steps:

1. Students choose 3–5 hygiene habits (brush teeth, wash hands, change clothes, etc.)
   
   

2. Track habits daily for one week.
   
   

3. Reflect on:
   
   

   • Which were easy to keep?
     
     

   • What were obstacles?
     
     

   • How can I improve next week?

Objective: Create awareness around a hygiene issue.

Supplies:

• Poster materials or digital tools (Canva, Google Slides)
  
  

• Research materials
  
  

Steps:

1. Students choose a hygiene topic (handwashing, brushing, cleaning surfaces).
   
   

2. Create a poster or short digital PSA.
   
   

3. Include:
   
   

   • The problem
     
     

   • Why it matters
     
     

   • How to solve it
     
     

4. Present or hang in the home learning space.