Download any hand washing poster by clicking on it.

There are 6 different hand washing posters.

Poster 1) Be A Germ-Buster Wash Your Hands

Wet-Soap-Wash For 20 Seconds-Rinse-Dry- Turn Off Water With Paper Towel

This hand washing poster was taken from: www.health.state.mn.us (Minnesota Department of Health)

Poster 2) Clean Your Hands

Wet-Soap-Wash 20 Seconds-Rinse-Dry-Turn Off Water With Paper Towel

How to wash your hands with soap and water? How it works?

How to clean your hands with a alcohol-based handrub? How they work?

This hand washing poster was taken from: www.health.state.mn.us (Minnesota Department of Health)

Poster 3) Let’s Wash Our Hands

Where to wash: Palm to palm-Between fingers-Back of hands-Base of thumbs-Back of fingers-Fingernails-Wrists-Rinse and wipe dry

Remember to wash our hands:

• After using the toilet
• After sneezing or coughing
• After playing with pets
• After sports or playing outside
• Before eating

This hand washing poster was taken from: www.hpb.gov.sg (Health Promotion Board)

Poster 4) Healthy Handwashing

How to wash hands and help children wash their hands:

1. Wash with soap and water for 10 seconds.
2. Help children wash their hands.
3. Rinse well.
4. Dry hands with a single-use towel.
5. Use towel to turn off waster
6. Place in a container lined with a plastic bag

Poster 5) The Proper Way to Wash Your Hands

1. Wet hands
2. Use soap.
3. Wash hands while counting to 20.
4. Rinse completely
5. Dry hands with paper towel.
6. Use paper towel to turn off faucet.
7. Put paper towel in trash.

Poster 6) Your Health Is In Your Clean Hands

Hand hygiene is the most effective way to prevent the spread of infectious diseases including respiratory illnesses such as sars, influenza, colds and others.

Wash with soap and water when hands are visibly soiled.

Wash with soap and water or with an alcohol-based hand rub or gel when hands are not visibly soiled.

How to wash hands?

1. Wet hands
2. Apply soap & rub vigerously for at least 15 seconds
3. Rinse with water
4. Dry thoroughly with paper towel
5. Use towel to turn off faucet

This hand washing poster was taken from: www.cdc.gov/handhygiene

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Personal Hygiene Checklist 1

Personal health and hygiene are very important when handling food. This  checklist describes personal hygiene procedures needed to keep food safe.

• I wash my hands frequently and properly
• I cover cuts and sores with a bandage or dressing (eg BAND-AID) and a waterprof  covering (eg glove)
• I wear clean clothes and an apron over my clothes. I remove the apron when i leave the kitchen or food preparation area.
• I tie back my hair or cover it with a hat or hairnet
• I keep my fingernails trimmed and clean.
• I store my personal belongings away before preparing food.
• I do not eat over unprotected food.
• I do not sneeze, blow or cough over unprotected food.
• I do not spit or smoke in food handling areas.
• I do not wear jewellery or a watch (except wedding ring) when preparing food.
• I do not prepare food if I have aninfectious illness (eg diarrhoea, vomiting) or have a skin, eye, ear or nose infection.

Personal Hygiene Checklist 2

Before we go out today, make sure you have checked these things?

• Smell your armpits, do they smell fresh? If not, put some deodorant on.
• Look at your clothes. Are they clean? If not, change them or clean them.
• Look at your nose – is it clean? If not, blow it.
• Look at your face – is it clean? If not, wash it.
• Look at your hair – does it look neat? If not, brush it.
• Look at your clothes – are they neat? If not, fix them.
• Go to the toilet. Make sure your undies are clean and that they don’t smell. If they are not clean, change them.

Personal Hygiene Checklist 3 (Customizable)

You can customize this personal hygiene checklist and write what you want your child to do.

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Creating a personal hygiene plan (personal care)

• Identify essential daily personal care practices
• Describe the most important ways of keeping the body clean.
• Identify some benefits of good personal care
• Explain the benefits of a range of personal care

  products

• Maintain an agreed personal care plan

• Give two or three reasons to care for personal belongings

• Identify appropriate clothing for a range of routine activities at home and in the community

Pre-learning: 

Students will be aware of hand hygiene and some aspects of personal hygiene through home economics, science, and SPHE classes. (There is a huge emphasis in this school on hand hygiene)

Resources: 

1) Personal hygiene PowerPoint presentation:

2) Personal hygiene worksheets 1 and 2 (personal care):

3) Personal hygiene worksheet 3: Keeping your teeth healthy

4) Personal hygiene worksheet 4: Dental health quiz

5) PowerPoint presentation about ‘”smiling”

6) PowerPoint presentation about “personal hygiene products”

Brief overview of the lesson:

The focus of this lesson is mainly on taking care of the body, teeth, hair and feet. Students will look at and plan a daily personal care programme and examine the benefits of such a plan. Students will explore the benefits and uses of a range of personal care products. We will emphasise that keeping the body clean is an important part of being healthy and looking and feeling good.

Introduction: 

The teacher explains to students what the term ‘taking care of myself’ means by describing the key areas:

1. Myself: personal hygiene, dental care, hair and feet care.
2. My clothes: why change clothes, clean / dirty clothes
3. Area around me: Disposal of tissues, coughing & sneezing.

Main Activity:

Students are taken through the steps of how you take care of your own body. We explore the following questions using Power point ‘Personal Hygiene’ (1) :

Why? It is important to be clean so as not to offend others e.g. if unclean we may smell, others may decide not to sit beside you

When? : How often do we wash/shower/brush teeth/floss teeth/ change our clothes/socks (See worksheet 1 and 2: Personal Care Plan(2))

Who helps us?

Where? : Home, school, swimming pool, restaurant restrooms etc.

What to do? : I shower, I bath, I wash hands/nails/ I brush teeth/ hair.

How often? Should I wash, brush my teeth, have a bath, visit the dentist.

After these questions have been discussed in detail, a personal care plan is devised for each student (see worksheet 1 and 2: Personal Care Plans (2))

After the Personal Care Plans have been completed the teacher describes and demonstrates the correct procedure for washing hands, brushing teeth and caring for your hair.

The students then practice the procedures by following the teachers’ instructions and imitating the teacher as he/she demonstrates.

To reinforce the importance of taking care of your teeth, the students work in small groups to complete Worksheet 3: ‘Keeping your teeth healthy’ (3) and share their ideas with the whole class. The teacher uses this opportunity to discuss some of the benefits of regular dental check-ups e.g. fewer fillings, fewer toothache, whiter teeth, nicer smile, we look better and feel more confident.

In the small groups, the students compete in a Dental Quiz (Worksheet 4: ‘Dental health Quiz’ (4)). To reinforce the benefits of caring for your teeth, the teacher shows Power point: Smiling’(5)

At this point students are shown the Power point: ‘Personal hygiene products’ (6) to begin a discussion on products that can help us take care of ourselves. Various products are passed around the class and students are asked to identify the benefits of using such products.

In groups students are given 3 personal items; a book, clothes and a mobile phone and are asked to identify 3 reasons why it important that we take care of these items.

Clothes Books Mobile phone
Last longer.
Looks cleaner.
Smell good.
Feel better
Cost money to replace.
Need them for school.
Expensive to replace.
Loose personal
numbers.

Students report their ideas back to the whole class and the teacher emphasises the importance of looking after our belongings. At this point the teacher introduces the idea of appropriate clothes for various situations. Students in small groups are asked to brainstorm ideas of appropriate clothes for school, home, and work.

School Home Work
Uniform
PE. Swimming, Track suit,
runners
Pyjamas, nightdress.
Tee-shirt, jeans.
Casual gear.
Uniform
Overalls
Suit

Students report their ideas to the whole class.

Finally the students are asked to role play the following scenario: ‘I have been out in the garden. It rained and I am now wet and muddy. What do I do?’

(a) Walk into room with my muddy boots?
(b) Take them off and leave them outside?
(c) Do I change my clothes and shower?

Closure: 

The teacher recaps on all aspects of the lesson by questioning the students and asking them to demonstrate certain activities i.e. washing your hands, brushing your teeth etc.

Students are reminded to follow their Personal Care Plans and to put place them in a place they can frequently view it i.e. on their bedroom door.

Finally the teacher emphasises the importance of personal care and states some benefits of personal hygiene i.e. we feel healthy and good about ourselves, we look good, other people will enjoy being around us etc.

(Download Full Lesson Plan Here)

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6 hygiene worksheets and coloring pages for kids to teach hygiene.

Color the Cavity Dragon coloring page

What should Mr. Dragon have done to protect his teeth? Draw a picture below.

Bubble Bath: Count them up! How many bubbles can you find in this picture?

Wash Your Hands – Color the Hand Washing Scene

Wash your hands after playing with friends. Can you think of other situtations when you should wash your hands?

Kitchen Chaos Clean Up Worksheet

There is a lot going on in the kitchen. Draw a line from each small picture to where it belongs in the big picture.

Dentist Visit Coloring Page

Bathroom Routine Coloring Page

This fun coloring page, which features a smiling girl getting her toothbrush, toothpaste, and floss together.

All these worksheets and coloring pages were taken from education.com. Click for the original post.

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How To Wash And Sanitize Your Hands Poster

Hand Hygiene Posters For Middle Schools 1 – I just sneezed it on my hand. Pass it on.

Outsmart germs, clean your hands:

• Before you eat
• After you use the bathroom
• After coughing or sneezing
• After playing sports
• Anytime your hands are dirty

Hand Hygiene Posters For Middle Schools 2 – Funny, it doesn’t taste like germs.

Hand Hygiene Posters For Middle Schools 3 – He sat at your desk last period.

Hand Hygiene Posters For Elementary Schools 1 – Wash your hands like Clean Gene

Teach germs a lesson. Clean your hands:

• Before you eat
• After you use the bathroom
• After coughing or sneezing
• After playing sports
• Anytime your hands are dirty

Hand Hygiene Posters For Elementary Schools 2 – Use Hand Sanitizer the CLEAN GENE way!

Hand Hygiene Regimen for Tough Soil Environments

Note: All these hand washing posters were taken from gojo.com. Click for the original post.

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These lessons have been created for grades k-5 to teach proper hand hygiene and its importance. Smart and fun-loving character CLEAN GENE helps educators lead kids through memorable learning activities.

Lesson 1: CLEAN GENE’s Germ-a-palooza

Objective of the lesson: CLEAN GENE invites students to develop vocabulary words relating to germs.

Have students complete the crossword puzzle and a word hunt, alone or in groups.

Materials: CLEAN GENE crossword puzzle and CLEAN GENE Word Hunt”puzzle

Lesson 2: The CLEAN GENE Glitter Be Gone Wash Up

Objective of the lesson: CLEAN GENE will help children learn how germs are spread. They will also learn that they must wash their hands for a full 20 seconds to more thoroughly clean them of germs. All proper handwashing techniques will be reinforced.

• Have children coat their hands with petroleum jelly. Sprinkle glitter on children’s hands.
• Demonstrate how germs spread by letting children touch objects in the room, such as the desks, toys, doors, each other. Explain that germs are like the glitter
• Next, explain that it takes scrubbing time to get rid of germs on hands. 20 seconds is the recommended amount of time…about the length of two choruses of Happy Birthday.
• Let children wash their hands. Stop at 10, 30 and 60 seconds to demonstrate the cleaning improvement with added scrubbing time.
• Review the rest of the handwashing poster available with this program

Materials: Glitter and petroleum jelly.

Lesson 2

Lesson 3: Hands Up! CLEAN GENE lends a hand in fighting germs

Objective of the lesson: With help from CLEAN GENE’s project, children will learn to apply instant hand sanitizer over all the surfaces of the hand to kill germs. NOTE: Could be adapted to handwashing.

• Have children fold the paper in half like a book and trace their hands with one edge on the fold.
• Cut along the outline, except at the fold. Open the paper at the fold line so it makes a pair of hands.
• Have children mark all the places germs hide on hands – fingertips, fingernails, backs of hands, palms of hands. Add the message: “Give me a hand with fighting germs. Wash well!”
• Demonstrate how instant hand sanitizer has to cover all those surfaces to kill germs. Use the poster available with this lesson plan.
• Pin the hands on a bulletin board or add yarn for a mobile. Or spread the word to parents and family about hand hygiene (instead of germs!). Send the project home with further information on hand hygiene available with this program.

Materials: 8.5 x 11 paper, markers or crayons, scissors

Lesson 3

Lesson 4: CLEAN GENE’s Germfighters Hit Parade 

Objective of the lesson: Sing along with CLEAN GENE! Children will learn to wash hands for a full 20 seconds to more thoroughly clean them of germs. All proper handwashing techniques will be reinforced.

• Children are reminded that handwashing requires 20 seconds of scrubbing. Use the poster available with this lesson plan to demonstrate proper hygiene.
• Children write their own words to “Happy Birthday” that have to do with germ-fighting. For example: “Germy hands are no fun. Send the germs on the run. Wash for 20 full seconds. And the job will be done.”
• Write new lyrics for other familiar songs about 20 seconds long, such as She’ll be Comin’ ‘Round the Mountain (2X), Row, Row, Row Your Boat (2x), and My Bonnie Lies Over the Ocean (1X). Here’s an example, using Row, Row, Row Your Boat:

Germs, germs on your hands.
Touch me and they spread.
From friends to toys to food it goes.
Let’s stop ‘em dead instead.
Wash, wash, wash your hands
Clean Gene shows you how.
Scrubbity, scrubbity, scrubbity, scrub.
Germs are history now.

Materials: Paper, markers or crayons

Lesson 4

Lesson 5: CLEAN GENE’s Ultimate Cough Cover-Up

Objective of the lesson: “It’s good to share – just not germs,” says CLEAN GENE. In this lesson, he helps children learn how to cover a cough with a tissue and other steps for good cough etiquette.

• Have children draw a full-size self portrait on the full sheet of paper.
• Have children trace their hand on the half sheet of paper.
• Glue the palm of the hand below the mouth on the self-portrait, leaving the fingers loose.
• Glue a tissue onto the fingers so that they cover the cough.
• Use the cough etiquette poster to explain proper cough and sneeze hygiene.

Materials: 1 1/2 sheets of paper, Markers or crayons, Scissors, Glue, Facial tissue

Lesson 5

Lesson 6: CLEAN GENE’s Great Germ Zoom In

Objective of the lesson: With CLEAN GENE’s help, children will learn that there are many varieties of germs.

Show the “What Are Germs?” coloring sheet and explain that this is what germs look like when seen through a microscope.
Explain that germs are tiny living organisms that can’t be seen with our eyes and that cause disease. Mention that two of the most common types of germs that make us sick are viruses and certain bacteria.
Discuss the fact that germs can be found virtually everywhere.
Distribute coloring sheets and have children color them in. Invite children to also draw some germs based on what they have learned.

Materials: “What are germs?” Coloring Sheet, Crayons and Paper.

Lesson 7: CLEAN GENE Points a Finger at Germs

Objective of the lesson: By making germ finger puppets, students learn that there are germs on their hands that could cause sickness. CLEAN GENE reminds students that proper hand hygiene gets rid of germs.

• Using the provided template, let children construct germ character finger puppets.
• Let each child to show his or her puppet(s) to the class, describing its characteristics.
• When students have finished, have them rub their hands together, as though they’re washing their hands or using instant hand sanitizer. The puppets will fall off, demonstrating how good hand hygiene cleans hands of germs.

Materials: Finger Germs puppet template, scissors, glue and stapler

Lesson 8: CLEAN GENE’s Germ Search 

Objective of the lesson: Where do germs live? And how do we get rid of them? This Clean Gene activity helps students understand that germs can be anywhere.

• Use the CLEAN GENE’s Germ Search activity sheet with the class to discuss where germs can be found.
• Note the products that help get rid of germs – antibacterial soap and hand sanitizer. Review proper hand hygiene procedures.
• Pass out the activity sheets. Tell children to circle things that may have germs on them and color the objects that help get rid of germs.

Materials: CLEAN GENE’s Germ Search Activity Sheet and pencils or crayons.

Lesson 9: CLEAN GENE’s Ten Little Germs

Objective of the lesson: With a fun craft activity and singing game, CLEAN GENE helps children learn how germs collect on hands and how proper hand hygiene can get rid of germs.

• Have the children make “Germ Necklaces” by stringing 15-20 pieces of dried macaroni or plastic beads on to yarn, leaving 18 to 20 inches of yarn to slide the macaroni or beads along.
• Once the necklaces are complete, use the Ten Little Germs Script and “Ten Little Germs” Song to remind children how sneezing puts germs on hands, and how proper hand hygiene eliminates germs. Reinforce proper sneezing/coughing etiquette and proper hand hygiene techniques.

Materials: Ten Little Germs Script, Yarn, Dried macaroni or plastic beads

Lesson 10: Once Upon a CLEAN GENE

Objective of the lesson: CLEAN GENE tells the rhyming tale to help children identify times when hand hygiene is a good habit to practice.

• Read the poem.
• Follow up with questions about where CLEAN GENE picked up germs.
• Review proper hand hygiene.

Materials: CLEAN GENE poem

Lesson 11: CLEAN GENE’s Terrible Case of GermBug

Objective of the lesson: CLEAN GENE tells his own story of getting sick to help children understand where he could have picked up the germs that made him ill.

• Tell students that they will hear a story about the day CLEAN GENE got a sickness called GermBug.
• Explain that as the story is told, they should raise their hands whenever they hear about a time when CLEAN GENE could have picked up the germs that cause GermBug.
• At the end, the story reviews where CLEAN GENE picked up germs and how he could have avoided the problem. The story also triggers a review of proper hand hygiene and sneeze/cough etiquette.

Materials: CLEAN GENE’s Terrible Case of GermBug story and Optional Sock puppet and other props to tell the story

 Important note: All these lessons plans were taken from gojo.com (Original post)

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Help your children to understand the importance of the dental health with these fun dental health coloring pages. You can download all dental health coloring pages by right click-> save…

1) Brush your teeth morning and night to keep your mouth healthy and your smile bright

Coloring Page 1

2) Hermey wants to be a dentist so he studies very hard. A dentist takes care of your teeth.

Coloring Page 2

3) Ho Ho Hermey, thank you for teaching us how important it is to take good care of our teeth, says Santa. “It’s important that we all keep our teeth clean and healthy!”

Coloring Page 3

 4) Hermey knows it is important to brush your teeth two times a day, floss your teeth one time a day, eat lots of fruits and vegetables and go see your dentist.

Coloring Page 4

 5) Help Hermey find his dental tools

Coloring Page 5

 6) Count and Color: Chris has been very busy drwaing pictures of toothbrushes! Count the toothbrushes. Draw a pea-sized ball of toothpaste on each toothbrush. Color the toothbrushes bright, happy colors!

Count and Color Page

 7) Coloring Sheet: A Healthy Smile Is Pretty As A Picture!

Coloring Sheet

 8) Coloring Sheet: Buck is teaching Den to play hockey. Rule number one? Always wear a mouthguard!

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Here you find 11 pages of dental health activities; dental health word searches, dental health crosswords and other dental health puzzles. To save the dental health activities sheets, click and open in a new tab and right click-> save…

1) Rock your smile dental health puzzle:

Buck is writing the lyrics to a new song and needs some help finding the right words. How many words can you make out of the letters in these words? Can you find 10 words? Can you find 20? Maybe you can find 30!

Rock your smile dental health puzzle

2) A-maze-ing message dental health puzzle:

There is a message hidden in the tooth. Start at the star and follow the arrows. Write down the letters on the spaces below as you come to them. A smile means the end of a word. The next letter starts a new word.

A-maze-ing message dental health puzzle

3) Word Decoder Dental Health Puzzle:

Den just wrote a song. Can you figure out the title? Add up the numbers represented by each set of symbols and replace them with the corresponding letter. For example, the first letter in the message is R. A spiral counts for 10, a star counts for 5, and eachdot counts for 1, so 10+5+3=18 and the 18th letter of the alphabet is R.

Word Decoder Dental Health Puzzle

4) Finders Keepers Dental Health Puzzle:

Color the things that help you keep your mouth healthy.

Finders Keepers Dental Health Puzzle

5) Watch Your Mouth! Dental Health Crossword Puzzle

Watch Your Mouth! Dental Health Crossword Puzzle

6) Flossy Dental Health Crossword Puzzle:

Gen and Flossy are putting their heads together to solve this crossword puzzle.

Flossy Dental Health Crossword Puzzle

7) Dental Words Puzzle: Something’s Missing

All the vowels (a, e, i, o, u) are missing from these dental words. How many can you complete in two minutes? (The answers are at the bottom of the page.)

Dental Words Puzzle: Something’s Missing

8) Visiting The Dentist Dental Health Puzzle:

Visiting The Dentist Dental Health Puzzle

9) What a Tangle Dental Health Puzzle:

Can you follow the cord to see which one is connected to Gen’s microphone? Put an X in the button to turn it on.

What a Tangle Dental Health Puzzle

10) Teeth to Treasure! Dental Health Word Search

See how many words you can find in 20 minutes! Words go across, up, down and diagonal.

Teeth to Treasure! Dental Health Word Search

11) Teeth to Treasure! Word Search Challenge

See how many words you can find in 20 minutes! Words go across, up, down and diagonal.

Teeth to Treasure! Word Search Challenge

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With these dental health activity sheets, children will learn how important it is to have a good dental health. They will learn how to brush, how to floss, tooth anatomy and much more! To save the dental health activity sheets, click and open in a new tab and right click-> save…

1) Adult and Child-Size Toothbrushes

Which one would be easiest for him to use?

Adult and Child-Size Toothbrushes

2) How to Brush Dental Health Activity Sheet

3) How to Floss Dental Health Activity Sheet

4) Mouthguard Dental Health Sheet

5) Old & New Toothbrushes

6) Tooth Anatomy

7) Permanent Tooth Development

8) Primary Tooth Development

9) Sealant Application

10) Healthy Smile Certificate

11) Oral Care Calendar For Kids

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Here we offer all children a wide range of dental health printables such as coloring pages, puzzles, crosswords and word searches to learn about dental health and oral health in a fun way! With these dental health printables children will understand why it is so important to have a good dental health.

8 Dental Health Coloring Pages For Children

11 Dental Health Puzzle Fun Pages (Word Searches, Crosswords and more)

11 Dental Health Activity Sheets (Oral Health Made Easy)

3 Sesame Street Activity Sheets for Dental Health

Source: American Dental Association

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Are Your Hands Clean is a short reader for grades from 3 to 5 with the answer key. There are some challenging words for the students in the reader such as scrubbing, actually, rinse, outside, scrub, underneath, between, clear, seconds, pesky, went,until, finally, important, towel, even

Click on pages below to save the short readers to your computer.

Answer Key:

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A short reader for 5th and 6th graders about the importance of dental hygiene and dental hygiene routine for children. There are some challenging words in the reader such as Antitartar, occlusion, smoothe, unwaxed, mints, scraping, inflammation, probe, fluoride,sealant, soft-bristled, discomfort, hygiene, critical, extremely, crucial

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Answer Key

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This short reader “The right way tow ash your hands” is ideal for grades from 1 to 3 and also there are some challenging words in the short reader such as: been, palms, rinse, seconds, also, back, bathroom, being, between, careful, dirty, drain,during, everywhere, evil, hand.

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3 pages of word search printables about dental hygiene for children with some challenging words such as molars, bicuspids, incisors, sealants. 12 words to find on each page!

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1. DOS AND DON’TS ( Sheet 1)

The objective is to get pupils to think about their hygiene habits.

Material: Sheet 1

Time: half an hour.

2. TRUE OR FALSE? (Sheet 1)

The objective is to deal with hygiene in general.

Material: Sheet 1

Time: 30 minutes.

Corrections
1) True. Life expectancy increases annually.
2) False. Germs and diseases evolve, change, adapt and remain a permanent threat to man.
3) False. A very high number of diseases could be avoided with better hygiene.
4) True.
5) False. New medicines can treat certain diseases, but since germs adapt, these medicines become ineffective, and we again have to find new ones.
6) True. A large number of germs live and multiply in water. Drinking or washing with impure water risks contamination.
7) False. Countries differ enormously from each other, particularly developing countries which lack the means to ensure appropriate hygiene.

Everyday Hygiene Worksheets 2-1

3. WHAT IS A GERM? (Sheet 2)

The objective is to know the different types of germs which share our world, and their characteristics and differentiate between disease-causing and non disease-causing germs.

Time: 45 minutes.

Material: Sheet 2

Everyday Hygiene Worksheets 2-2

4. PETRI DISH EXPERIMENT (Sheet 3)

Objectives:

– Realize the presence of germs in my surroundings and particularly on my hands.
– Show the importance of washing hands thoroughly.
– Find out a good way to wash hands.

Material
– 4 petri dishes (or more).
– Adhesive tape – Sheet 3

Time: 1 30-minute session + 10 minutes observation for 2 days.

Method
– In 4 petri dishes, do the following experiment:

1st dish: a pupil puts an unwashed hand on the substrate

2nd dish: a pupil puts a hand washed in water only

3rd dish: a pupil puts a hand washed in soap and water

4th dish: control dish.

– Identify and close the dishes with adhesive tape.
– Leave the dishes at ambient temperature, but out of direct sunlight.
– Observe the 4 petri dishes every day, analyse progress and fill in the pupil’s sheet.
– Encourage suggestions on the degree of traces in the dishes – what do they relate to?
– Everyone draw a conclusion, using as evidence connection between germs and the traces left by dirty hands: the more traces there are, the more germs on the hands.
– Conclude on the necessity of thorough hand washing and describe the procedure we should use.

Everyday Hygiene Worksheets 2-3

5. RED BEAN OR GERM?

The objective is to demonstrate the idea of how germs and diseases are transmitted and to understand that some people are susceptible.

Material: 5 small bags with 10 red beans in each.

Time:  half an hour.
– Give the 5 bags to 5 pupils.
– Each pupil with a bag takes out a bean and passes the bag to his neighbour.
– When the bags are empty, count the number of pupils with beans.
– Compare the passing round of the beans with the transmission of germs and diseases:

I have 1 bean = I have 1 germ.

I have 2 beans = I have 2 germs.

The more beans I have, the more germs I have, the more risk I have of getting ill, but I could get ill with just one germ.

– Explain to the pupils that some people are more susceptible to germs than others: babies, pregnant women, old people, sick people.

6. DIFFERENT TYPES OF HYGIENE

Objectives
– Understand that hygiene is part of our daily routine.
– Identify different types of hygiene: personal hygiene, food hygiene, hygiene at home and hygiene with pets.

Material: Board or large sheet of paper.

Time: 1 hour.

Method
– Some days before, ask pupils to cut out objects or products relating to hygiene from catalogues at home: each child to cut out one object only. (If he wishes, the teacher can ask the children to bring in a product or object linked to hygiene.)
– On the day, put all the cut-outs (or objects and products) together.
– Everyone to say the purpose and usage of the different objects or products, and then share them out.
– Define four major classifications of hygiene and stick the images on the board in 4 columns. Each column can be labelled with the corresponding Netoon.

1. WHAT ARE GERMS? (Sheet 1)

Objectives
– Appreciation of the diversity of germs.
– Concepts of pathogenic and non-pathogenic germs.
– Usefulness of some germs.

Material: Sheet 1

Time: 60 minutes.

– Define the words “germ” or “microbe”.
– The class should work in small groups, each group working on one family of germs: bacteria, viruses and funguses.
– Pool the results and fill in the table on the sheet.

Everyday Hygiene Worksheets 3-1

2 – VACCINATION OR TAMING GERMS (Sheet 2)
The objective is to examine prevention of disease and teach the principle of vaccine.

Material: Sheet 2

Everyday Hygiene Worksheets 3-2

3 – PETRI DISH EXPERIMENT (Sheet 3 )
Objectives
– Realize the presence of germs on everything around.
– Show the importance of washing hands thoroughly.
– Find out a good way to wash hands.

Material
– 4 petri dishes (or more).
– Adhesive tape
– Sheet 3

Time: 1 30-minute session + 10 minutes observation for 2 days.

– In 4 petri dishes, do the following experiment:

1st dish: a pupil puts a piece of plant gathered from the playground.

2nd dish: a pupil puts a piece of pen recently put in the mouth (wash it afterwards)

3rd dish: a pupil puts a hair or an eyelash, etc.

4th dish: control dish.

– Identify and close the dishes with adhesive tape.
– Leave the dishes at ambient temperature, but out of direct sunlight.
– Observe the 4 petri dishes every day, analyse progress and fill in the pupil’s sheet.
– Encourage suggestions on the kind of marks in the dishes – what do they relate to?
– Everyone draw a conclusion, using as evidence connection between germs and the marks left by the objects and germs:
the more marks there are, the more germs there are.

Everyday Hygiene Worksheets 3-3

4 – RED BEAN OR GERM?
The objective is to demonstrate the idea of how germs and diseases are transmitted and to introduce the concepts of basic hygiene.

Material: 5 small bags with 10 red beans in each.

Time: 30 minutes.

– Give the 5 bags to 5 pupils.
– Each pupil with a bag takes out a bean and passes the bag to his neighbour.
– When the bags are empty, count the number of pupils with beans.
– Compare the passing round of the beans with the transmission of germs and diseases:

I have 1 bean = I have 1 germ.

I have 2 beans = I have 2 germs…

The more beans I have, the more germs I have, the more risk I have of getting ill, but I could get ill with just one germ.

– Emphasize to the pupils ways of avoiding the transmission of germs.
5. LET’S INVESTIGATE!

The objective is to be receptive to the concept of hygiene. Draw up, make and use a questionnaire.

Time: Variable.

– Ask the children to prepare a questionnaire and to do a survey among adults close to them or at school.

Possible questions
– When should we wash our hands?
– When should we have a shower?
– How many germs are there on one hand?
– Are all germs a threat to man?
– What can protect us against disease?
– What are acarids?
– Who are most susceptible to germs?
– What proportion of the population do you think lives in a town?
– Show the answers statistically.
– Ask the pupils to write a short text describing people’s habits (a child could be asked to give a presentation).
– Highlight misconceptions and lack of knowledge, the main causes of many hygiene problems.

6. DAILY HYGIENE
Objectives:
– Understand that hygiene is part of our daily routine.
– Identify different types of hygiene: personal hygiene, food hygiene, hygiene at home and hygiene with pets.
– Identify main principles of hygiene for each of these types.

Material: Board or large sheet of paper.

Time: 60 minutes.

– Some days before, ask pupils to cut out objects or products relating to hygiene from catalogues at home: each child to cut out one object only.
(If he wishes, the teacher can ask the children to bring in a product or object linked to hygiene.)
– On the day, put all the cut-outs (or objects and products) together.
– Everyone to say the purpose and usage of the different objects or products, and then sort them.
– Define four major classifications of hygiene and stick the images on the board in 4 columns. Each column can be labelled with the corresponding Netoon.
– The pupils should consider the main hygiene principles for each category.

7. HYGIENE AND NUMBERS (Sheet 4)

The objective is to think about modern-day threats to good hygiene and people’s health.

Material: Sheet 4

Time: 45 minutes.

– Hand out the activity sheet..
– Do the exercises, correct and discuss.
– Explain that figures very rarely reflect the truth and that there are many more germs on the things we touch.
– Think about habits and omissions resulting in a large increase of germs on objects and living beings.

Corrections:
During a 24 hour day, people spend 75% of the time at home i.e. 18 hours a day.
A family of four uses 2600 grammes of soap a year, which means 650 grammes per person.
That’s not very much, and this is in one of the world’s highly developed countries.
Only 3 germs should be left.
8. TRUE OR FALSE? (Sheet 4)
The objective is to reinforce knowledge of hygiene and to be able to justify the answers.

Material: Sheet 4

Corrections
True. Life expectancy increases annually.
False. Germs and diseases evolve, change, adapt and remain a permanent threat to man.
False. A very high number of diseases could be avoided with better hygiene.
True. False. New medicines can treat certain diseases, but since germs adapt, these medicines become ineffective, and we again have to find new ones.
True. A large number of germs live and multiply in water. Drinking or washing with impure water risks contamination.
False. Countries differ enormously from each other, particularly developing countries which lack the means to ensure appropriate hygiene.

Everyday Hygiene Worksheets 3-4

9. WHO WAS HYGEIA?
The objective is to become familiar with information search tools and to realize that good hygiene was known in ancient times.

Time: 60 minutes.

– Organize research on Hygeia in an encyclopaedia or on the Internet.
– Create a poster from information gathered.
– Elaborate on how the idea of hygiene has evolved over time, and what it means for us today.

Personal Hygiene Worksheets For Kids Level 2 (7 Pages) – DOWNLOAD

Personal Hygiene Worksheets – Activities Overview Level 2 – DOWNLOAD

CHECK All Other Personal Hygiene Worksheets (Level 1, 2 and 3) HERE

Here are the overview of activities for personal hygiene worksheets level 2 which you can use in your language arts classses in school.

PERSONAL HYGIENE ACTIVITIES LEVEL 2

1. GERMS AND OUR BODY

The objective is to visualize the number of germs on our body and clothes.

Time: half an hour .
– Review those areas of the body particularly vulnerable to germs, emphasizing they may not be obvious (hands, nose, mouth, genital area, clothes, etc.).
– Point out all the times we wash during the day.
· In particular, describe bath or shower and cleaning teeth. Be specific on how and with what we wash (role of soap, bath towel, toothbrush, etc.).
· Draw attention to the need to wash every day and after physical activity.
– Reinforce the need for clean underwear every day and to change dirty clothes.
2. WHY SHOULD WE WASH OUR HANDS?

The objective is to realize that we are surrounded with things that only look clean and that our hands are prime targets for contamination by germs.

Material: Magnifying glasses and microscopes.

Time: 1 hour.
Most of the experiment is done collectively, with some parts done individually.
– Ask the children their opinions on how and where we get dirty hands.
– In class, the children look through a magnifying glass at all the marks we cannot see by eye on things we touch all the time, e.g. door handles, tables.
– Next, the children should gather some items (paper, wrappings, pens, etc.) from places where they spend time (classroom, playground, canteen, toilets, etc.).
– Put the items under the microscope and look at the germs living on them.
– Get the children to draw in their exercise books what they see through the microscope.
– In the light of the experiment, collectively draw conclusions, with emphasis on washing hands:

Are our hands often dirtier than we realize?

What makes hands dirty?

In which professions is hand washing a must?

When should we wash our hands?

– Emphasize the need to wash our hands every time we touch something which could contaminate (any living creature or dirty object), after sneezing or blowing our nose, after going to the toilet and before meals.
3. GLITTER EXPERIMENT

The objective is to understand the principle of cross-contamination from one person to another by touch and to realize that germs are also airborne.

Material: Two markers, glue stick, some glitter, large sheet of paper.

Time: 45 minutes.

Cover the markers with glue and stick on the glitter.

First stage:
– Pass the markers round the class, each child in turn holding one to write their name on the sheet.
– Everyone writes the answers to the following questions in their exercise book:

Where on my body can I see glitter?

How did it get there?

How has glitter passed from one pupil to another? (Touching the marker.)

What does the glitter remind us of?

What does the spread of glitter remind us of?

(Touching the marker = Contamination by contact.)

Second stage:
– Arrange the children in groups of two.
– Give each one a small amount of glitter to hold in the cup of the hand.
– Get each one in turn to blow glitter towards the other one.
– Everyone writes the answers to the following questions in their exercise book:

Where on my body and clothes can I see glitter?

How did it get there?

How has glitter passed from one pupil to another? (Airborne.)

What does the glitter remind us of?

What does the spread of glitter remind us of?

(Airborne = Contamination by sneezing.)

– Complete the picture: germs are handed round like the glitter.
– What can we do to prevent the transmission of germs?
(Wash our hands regularly, put our hand over our mouth when we cough or sneeze, use a disposable handkerchief to blow our nose.)

4. NAILS AND HANDS (Sheet 1)

The objective is to show that nails are a prime spot for germs and to find out an effective way to wash hands.

Material: Sheet 1

Time: half an hour.

– Do the exercise.
– Afterwards, emphasize the need for using soap and drying hands properly with a clean towel (see series of illustrations on the sheet).

Sheet 1

5. ROLE PLAYED BY SKIN (Sheet 2)

The objective is to learn what skin does and the part played by perspiration, to understand the need to wash after physical activity andt to understand the need to change our clothes after physical activity.

Material: Sheet 2

Time: half an hour.

– Do the exercise.
– Think about times when germs multiply fast (after sport or in a damp atmosphere).
– Emphasize the need to wash and change clothes after playing sport.

Correction
– body – wrapping – germs – layers
– Dermis / Epidermis.
– T / F / F / T / F / T / T / F / T / F.

Sheet 2

 6. DENTAL HYGIENE (Sheet 3 and Sheet 4)

The objective is to ensure the child understands the importance of brushing to keep teeth healthy.

Material: Sheet 3 and Sheet 4.

Time: 45 minutes.

– Do the exercises.
– Using the stages illustrated on sheet no. 4, explain an efficient way of brushing teeth.
– The teacher could also get the children to hold a toothbrush (How do we hold it? Where do we keep it?)
and arrange a tooth-brushing session (See activity sheet 2-level 1).

Correction
1 – Brush top and bottom teeth separately.
2 – Hold the toothbrush at an angle.
3 – Using a circular movement, brush from the gums towards the teeth.
4 – Go round all the teeth.
5 – Brush the tips of the teeth.

Sheet 3

Sheet 4

7. “MR. CLEAN AND TIDY” GAME

The objective is to learn how to apply basic hygiene.

Material: One slate per team.

Time: 60 minutes.

– How to play:

Each team has to assemble their “Mr. Clean and Tidy”.

A “Mr. Clean and Tidy” = 18 parts: head, hair, 2 eyes, 2 ears, nose, mouth, neck, trunk, 2 arms, 2 hands, 2 feet.

Each team draws their “Mr. Clean and Tidy” following questions about hygiene from the teacher: with each correct answer they add one part to their drawing.

The first team to finish their drawing wins.

– Teacher preparation:

Devise twenty questions on personal hygiene.

Form teams of 2 to 4 pupils.

Ask each team to think up a team name to do with hygiene.

– Game rules:

The teacher reads out a hygiene question.

Each team puts their heads together and writes their answer on their slate.

They hold up the slate as soon as they agree on the answer.

If the answer is correct, the team reads it out to the rest of the class, and adds a part of the body to their drawing on the blackboard.

The game ends when one team has completed their drawing.

– Question/Answer examples:

What should I do if I’ve got a runny nose? Blow it with a disposable hankie and wash my hands.

When I’ve washed my hands, what should I dry them with? A clean and dry towel.

How long should I brush my teeth? Three minutes.

8. LICE HUNTING

Objectives
– Be aware of the risks of contamination by lice and how it happens.
– Learn the way to combat lice.

Material:
– A hat.
– A classroom chair.
– A pillow.
– A lamp.
– A coat.
– A scarf.
– A book.
– A pair of woollen gloves.
– Poster or photo of a girl’s head.
– Poster or photo of a boy’s head.
– Dried lentils.
– Box or transparent pot labelled “Lice sanctuary”.

Time: 45 minutes.

– Get children’s reactions to the subject of lice.
– Place the material in front of the class.
– Hand out 10 lentils to each pupil.
– Explain that each lentil represents a louse. Therefore each pupil has 10 lice.
– Divide the class into teams of two. Each team therefore has 20 lice.
– Aim: to get rid of your lentils.
– Rules: 3 stages, corresponding to 3 basic themes (What are lice? Where are they found? How do we get rid of them?)

· At each stage, the teacher asks the class 10 questions.
· After a question, team members consult each other, and raise their hand if they think they know the answer.
· The teacher questions the first team to raise a hand.
– With every correct answer, one of the team members puts 2 lentils in the lice sanctuary.
– With every wrong answer, the teacher gives 1 lentil to the team.
· The first team to get rid of all their lentils wins.

– Suggested questions and answers:

Part 1: What are lice? Answers: True or False.
1. The louse is an insect. True.
2. A louse measures about 3 mm. True.
3. There are male and female lice. True.
4. A louse egg is called a nit. True.
5. Nits latch on to the ends of your hair. False.
6. A female louse lays a hundred nits a day. False (ten).
7. Lice feed on blood. True.
8. Lice can be seen with the naked eye. True.
9. Lice are dangerous. False.
10. Lice only like dirty hair. False.

Part 2:
Where do lice hide? Answers: Yes or No.
Question the children on the objects previously put out at the front. For each object, the teacher asks “Do lice hide in…?
1. Hats. Yes.
2. Classroom chairs. No.
3. Pillows. Yes.
4. Lamps. Yes.
5. Coats. Yes.
6. Scarves. Yes.
7. Books. No.
8. Woollen gloves. No.
9. Girls’ hair. Yes.
10. Boys’ hair. Yes.

Part 3:
How do we get rid of lice? Answers: True or False.
Problem: I’ve caught lice at school. What should Mum do? What should I do?
1. I should tell my parents if my head itches. True.
2. Mum thoroughly washes my clothes and sheets. True.
3. Mum washes my hair with ordinary shampoo. False.
4. Mum warns the teacher and my friends to look out for lice. True.
5. I can lend my scarf. False.
6. I don’t lend my comb or hairbrush. True.
7. I should not lend my hat. True.
8. Mum should wash my hair with lice treatment shampoo, carefully reading the instructions first. True.
9. There is no longer any need to keep a watch on my hair after the lice treatment shampoo. False.
10. I cannot go to school if I have lice. False.

– At the end of the game, the teacher can ask the class to write down the answers in their exercise books.

9. INSPECTOR HYGIENE! (Sheet 5 and Sheet 6 )

The objective is to investigate personal hygiene habits of people around you and to be aware of good and bad habits.

Material: Sheet 5 and sheet 6.

Time
– Preparation: 45 minutes.
– Investigation: variable.

– Working together before and after the investigation.
– In class, pupils find out:

Different categories of people for whom personal hygiene is particularly important (babies, pregnant women, old or ill people).

6 categories of personal hygiene (bodily hygiene, clothing hygiene, hand hygiene, nose hygiene, oral hygiene, wound hygiene).

– Together, read the hygiene questionnaire.
– Pupils select who to question (classmates during playtime, family, neighbours and acquaintances in the categories defined above).
– Next, the actual investigation: each child questions 6 people.
– It is recommended to re-type the questionnaire in a simple layout and to give 6 copies to each pupil.
– Analysis of results in class, tabulated by personal hygiene category.
– Examination of the most frequent answers allows comparison of habits according to the category of person, and a review of dos and don’ts.
– The data may be further processed on computer.

Sheet 5

Sheet 6

 10. HYGIENE EXHIBITION

The objective is to reinforce personal hygiene knowledge and to make other pupils at the school and parents aware the importance of personal hygiene.

Material
– Poster paper in different colours, large sheets of drawing paper.
– Felt tips, paint, etc.
– Personal hygiene objects or products brought by the children.
– Magazines to cut out, etc.

Time: variable.

– Suggest that the children put on a personal hygiene exhibition.
– The teacher can choose to display the results of previous hygiene activities.
– List the various exhibition components (posters, captions, drawings, photos, etc.)
– Share out the tasks.
– The exhibition should demonstrate the need for good personal hygiene and the actions required to achieve it.

11. PERSONAL HYGIENE GAMES

The objective is to reinforce personal hygiene knowledge.

Material: Sheet 7

Time: 15 to 30 minutes each game.

The games can be done individually, in small groups or collectively.

Game 1: True or False?.

Correction
1. True. and don’t forget to wash your other clothes to avoid germs growing.
2. False. It varies from 30ºC (soles of the feet) to 35ºC (under the arms).
3. False. Those called “commensal” do not harm man. Some can even help by fighting other germs.
4. True.
5. True.
6. False. Linen handkerchiefs harbour germs and should not be used.
7. False. Teeth should be brushed after every meal, but for a minimum of three minutes.
8. False. Germs love the warmth and damp under a bandage. The wound should be disinfected and dried before putting on a plaster which allows the skin to breathe.
9. True. And not just to be polite. You do it to avoid spreading germs in the air.
10. True. Sometimes more than ten million per square centimetre.

Game 2: Punctuation!

Correction
Always wash your hands before eating to avoid swallowing germs. Hands get covered in germs when you play or touch dirty things.
These germs can make you ill. Babies, sick people and old people are very vulnerable to germs. Germs also hide in clothes, so don’t forget to change them regularly, especially pants and socks.

Game 3: Jumbled Words.

Correction
Revealed word: teeth.

Sheet 7

Personal Hygiene Worksheets Level 1 – DOWNLOAD

Personal Hygiene Worksheets – Activities Overview Level 1 – DOWNLOAD

CHECK All Other Personal Hygiene Worksheets (Level 1, 2 and 3) HERE

Here are the overview of activities for personal hygiene worksheets level 1 which you can use in your language arts classses in school.

PERSONAL HYGIENE ACTIVITIES LEVEL 1

1. AREAS SUSCEPTIBLE TO GERMS (Sheet 1 )

The objective of this activity is to enable children to identify areas where germs multiply.

Material : Sheet 1, small red labels.

Time: 20 minutes individually and 15 minutes everyone together.

Give the sheet to each children and ask them questions about it, relating the pictures to their own experiences

• What is it about?
• What are the children’s names?
• What have they been doing?
• Are they clean? Are they dirty?
• When you play outside, what do Mum and Dad ask you to do?

– Do the exercise.
– You can personalize the exercise by asking the children to colour the people.
– Put up some differing results and talk about them together.
– Go over the different areas again, drawing attention to those which are not obvious.
– Draw attention to hands, mouth and nose.

2. BE CLEAN – IT’S UP TO YOU ! (Sheet 1)

The objective of this activity is to develop the previous activity and to find out hygiene routines appropriate to different areas of the body.

Material: Sheet 1 and a board or large sheet of paper.

Time: 60 minutes.

The exercise is done individually and continued all together.

– Do the exercise.
– Finish by establishing that we always need water to wash.
– Do this by:

• Pointing out all the times we wash during the day.
• Emphasizing bath or shower time and cleaning teeth. Specify how and with what we wash (role played by flannel, bath towel, toothbrush, etc.).
• Having the children draw washing situations on the board, and so building a complete overview.
• Defining the time(s) of day when we wash which parts of the body.
• Pointing out that our hands are often dirty because we touch so many things.
• Finding out how the whole body can become dirty: perspiration, dust, etc. Establish that water is necessary for washing.
• Getting the children to say what they dislike about washing, e.g. soap in their eyes, and what they like most, e.g. playing about with water!

3. SPRAY EXPERIMENT(Sheet 1)

The objective is to ensure the child understands how necessary it is to put your hand in front of your mouth when you cough or sneeze and also understand that it is absolutely essential to wash your hands after coughing or sneezing.

Material: Water in spray.

Time: 45 minutes.

Method
Compare spray with a sneeze:

What happens when we sneeze?

• – Examine the suspended particles of a spray. Use sufficient light.
• – Spray a pupil and get their reaction when comparing the spray to a sneeze. Is that still so funny?
• – Dampen the pupils’ hands and get them to place their hands on various surfaces. Then draw the comparison between the marks they left and germs.

Conclusions:

• Necessity of putting your hand in front of your mouth when you cough or sneeze.
• Need to keep your nose clean to avoid contaminating anyone else (emphasize importance of using disposable handkerchiefs).
• Necessity of washing hands well, explaining the different steps to follow.

4. WASHING OUR HANDS (Sheet 1)

Objective
Know how to wash our hands properly.

Material: School washroom, soap or liquid soap, clean towel.

Time: half an hour.

This activity should be fun: hand washing is often a game, children love water, and pumping out liquid soap is particularly popular.

• – At the washbasin, look at your hands. Say where the dirty parts are: on the back, on palms, ends of fingers (nails), between fingers (identify by name).
• – Wet hands. Say what it feels like.
• – Take some soap. How does it smell? Describe how it feels: a smooth and slippery bar, or a liquid.
• – Play at making bubbles by blowing through soapy fingers.
• – Rinse and dry. Describe the feel of the towel: soft, nice smell, does it dry well, etc.
• – Smell the smell of clean hands.

Further Options

• – In class, draw what you have done, to show parents. Older ones should write “I am washing”.
• – Using drawings already prepared by the teacher, children should put them in logical order: dirty hands, wet hands, clean and dry hands.

Sheet 1

5. ALL ABOUT TEETH(Sheet 2)

The objective is to teach the child to realize the importance of brushing to keep teeth healthy.

Material: Sheet 1,each pupil’s toothbrush, toothpaste in assorted flavours and colours, plastic cups.

Time: half an hour.

Do the exercise.
Using the printed sheet, take the class to the school washroom to brush their teeth.
Proceed as for hand washing, going through each stage in detail

• Wet the toothbrush.
• Look at the toothpaste.
• Smell the toothpaste. How does it smell? Does it smell nice?
• Taste the toothpaste. How does it taste? Nice or nasty? What’s the toothpaste like at home?
• Hold the toothbrush at an angle.
• Brushing the top teeth.
• Brushing the bottom teeth.
• Brushing the front teeth.
• Rinse out the mouth.
• Dry the mouth.
• Look at your clean teeth, and show them to others. Let others smell your mouth.

– Go over again the points set out in the sheet.

• Using a circular movement, brush from the gums towards the teeth.
• Go round all the teeth, not forgetting the tips and behind.
• Hold the toothbrush at an angle.
• Brush top and bottom teeth separately.

– Children will understand the importance of brushing when they realize that long, stiff bristles can get between teeth and remove food debris.

Sheet 2

6. WHY CHANGE OUR CLOTHES?(Sheet 3)

The objective is to realize that germs multiply on clothes and to review conditions in which germs multiply i.e dust, warmth, perspiration and other body secretions, etc.

Material: Sheet 3, Three airtight plastic bags, damp and dirty white T-shirt, dirty and dusty T-shirt, clean and dry white T-shirt (control), adhesive tape and a napkin or towel could be used instead of a T-shirt.

Time: 1 session of 30 minutes + 10 minutes observation over four weeks.

– Do the experiment using 3 plastic bags:

• Bag 1: a pupil inserts the damp white T-shirt.
• Bag 2: a pupil inserts the dirty and dusty T-shirt.
• Bag 3: a pupil inserts the clean and dry white T-shirt.

– Identify and close the bags with adhesive tape.
– Leave the bags out on view in the classroom, in a warm place, but out of direct sunlight.
– Observe the 3 bags every day without opening them, analyse progress and fill in the pupil’s sheet.
– Encourage suggestions on the degree of staining in the bags – what do they relate to?
– In week 4, the teacher should remove the clothes from the bags. Observe:

• The stains have different shapes, some smaller, some larger, etc.
• The clothes smell.

– All together draw a conclusion, using as evidence connection between germs and the marks on the clothes: the more there are, the more germs on the clothes.
– Explain the importance of washing clothes and of changing clothes often, to avoid proliferation of germs.
– Mention specifically that underclothes, which are in contact with body secretions and away from fresh air, should be changed every day.
– Finally, throw away all material used in the experiment and wash hands thoroughly.

Correction
-F-T-F-F-T.
-No (Temperature variations / Seasons / Dirty clothing).

Sheet 3

7. LICE(Sheet 4)

The objective is to be aware of the risks of contamination and how it happens and learning the way to combat lice.

Material: Sheet 4.

Time: half an hour.

– Get children’s reactions to lice.
– Question the children on how lice contaminate and how we can combat them.
– Draw a collective conclusion from work done on the pupil’s sheet.

Correction
– F / T / T.
– Hat / Bed / Boy’s head / Coat / Scarf / Girl’s head.
– 4 / 1 / 3 / 2.
– Yes / No / Yes / No / Yes.

Sheet 4

8. WHEN I HURT MYSELF(Sheet 5)

The objective is to de-dramatize wounds by finding out how you can easily prevent infection.

Material: Sheet 5, large sheet of paper with the drawing of a man.

Time: 20 minutes and throughout the year.

– Do the exercises on sheet no. 5.
– In the classroom, put up the drawing of the man.
– With the children, find a title (e.g. Mr Hurty).
– Each time a children has an accident, he marks it on the man.

This de-dramatizes the incident and improves knowledge of the body.

9. HYGIENE EXHIBITION

The objective is to reinforce personal hygiene knowledge and to make other pupils at the school and parents aware the importance of personal hygiene.

Material: Poster paper in different colours, large sheets of drawing paper, felt tips, paint, etc.,magazines to cut out, etc.

Time: Variable.
– Suggest that the children put on a personal hygiene exhibition.
– List the various exhibition components (posters, captions, drawings, photos, etc.)
– Share out the tasks.
– The exhibition should demonstrate the need for good personal hygiene and the actions required to ensure it.

Sheet 5

10. PERSONAL HYGIENE GAMES(Sheet 6)

The objective is to reinforce personal hygiene knowledge.

Time: half an hour for each game.

Material: Sheet 6

The games can be done individually, in small groups or collectively.

• Game n° 1: Crossword

Correction
Bath – Brush – Soap – Toothpaste – Foot.

• Game n° 2: What a mix-up!

Correction
– The little Buurki was very sad.
– His teeth were all decayed.
– The little Buurki would have loved to be a Netoon.

• Game n° 3: What is the Netoon saying?

Correction
By having a good wash, I’ve changed my life.

• Game n° 4: Crossword

Correction
1. Mouth / 2. Ears / 3. Nails / 4. Nose / 5. Hair / 6. Body / 7. Wound / 8. Hands / 9. Teeth / 10. Clothes
Result: Good health!

Sheet 6

11. THE LITTLE BUURKI WHO WANTED TO BE A NETOON(Sheet 7)

The objective is to recognize fundamental principles of personal hygiene from understanding the text.

Material: Sheet 7

Time: 45 minutes.

Correction
Sad / Athlete’s foot / Peach / King Prosper / from the Good Fairy’s grotto / Toothbrush, toothpaste, soap and fragrance / A lovely little Netoon.

Sheet 7

Personal Hygiene Worksheets For Kids Level 3 (8 Pages) – DOWNLOAD

Personal Hygiene Worksheets – Activities Overview Level 3 – DOWNLOAD

CHECK All Other Personal Hygiene Worksheets (Level 1, 2 and 3) HERE

Here are the overview of activities for personal hygiene worksheets level 3 which you can use in your language arts classses in school.

PERSONAL HYGIENE ACTIVITIES LEVEL 3

1. AREAS SUSCEPTIBLE TO GERMS (Sheet 1 and Sheet 2)

The objective is to understand the role of skin and to identify susceptible areas where germs multiply most.

Material: Sheet 1 and Sheet 2

Time: 45 minutes.

– Give out the sheet and do the exercise.
– Summarize situations in which germs multiply considerably:

After sport.

In the damp areas of the body.

– Conclude on the need to wash after sport and to change clothes regularly.
– Emphasize to the children not to forget to drink during sport, so as to replace fluid lost through the skin.

Correction:

1) Skin covers our entire body.
2) Skin is thicker on the palms of our hands.
3) All three answers are correct.
4) Skin is alive, because it continuously renews itself.
5) – When I perspire, fluid evaporates from my body. Perspiration enables our body to keep at an even temperature during physical effort, when we run a temperature or when our surroundings grow hotter.
– Perspiration eliminates excess fluid from my body.
– Armpits / Groin / Between the toes / Whole body after sport.

Sheet 1

Sheet 2

2. HANDS – A TARGET FOR GERMS (Sheet 3)

The objective is  awareness that our hands harbour large quantities of germs and to find out a good way of washing hands.

Material:  4 petri dishes (or more), adhesive tape, Sheet 3

Time: 1 30-minute session + 10 minutes observation for 2 days.

– In 4 petri dishes, do the following experiment:

1st dish: a pupil puts an unwashed hand on the substrate

2nd dish: a pupil puts a hand washed in water only

3rd dish: a pupil puts a hand washed in soap and water

4th dish: control dish.

– Identify and close the dishes with adhesive tape.
– Leave the dishes at ambient temperature, but out of direct sunlight.
– Observe the 4 petri dishes every day, analyse progress and fill in the pupil’s sheet.
– Encourage suggestions on the degree of marks in the dishes – what do they relate to?
– Everyone draw a conclusion, using as evidence connection between germs and the marks left by dirty hands: the more marks there are, the more germs on the hands.
– Conclude on the necessity of thorough hand washing and describe the procedure we should use, as set out in the sheet.

Sheet 3

3. GERMS MULTIPLY FAST (Sheet 4)

The objective is to think of what bacteria areand to visualize how bacteria reproduce.

Material: Sheet 4

Time: 45 minutes.

– Hand out the pupil’s sheet.
– Review the principle of radial, or line, symmetry and do the exercise.
– Concentrate on the diversity in size and shape of germs.
– State again the speed of bacteria development, making it necessary to wash every day to avoid proliferation.

Sheet 4

4. SPRAY EXPERIMENT

The objective is to realize that germs are also airborne and to understand:

The need to put your hand in front of your mouth when you cough or sneeze.

That it is essential to wash your hands after coughing or sneezing.

Material: Water in spray.

Time: 45 minutes.

– The pupils begin by assuming that a spray of water is like a sneeze.
– Examine the suspended particles of a spray. Use sufficient light.
– Choose 3 groups of 2 pupils and stand them sideways to the class.
– In each group, a pupil sprays his partner.
– Get the class reactions:

How did the water particles pass from one pupil to the other? (airborne)

What can we compare the water particles to? (germs / droplet infection)

What can we compare the spray to? (cough / sneeze)

What can we compare the diffusion of water particles to? (contamination by sneezing).

– Next moisten the pupils’ hands; get them to touch different surfaces and see the marks:

How is moisture and dirt transferred from hands to the surfaces? (contact)

What can we compare the moisture and marks to? (moisture from droplets and germs)

What can we compare the spread of marks to? (contamination by contact)

– The children conclude from the experiment that, to avoid transmitting germs:

We should put our hand in front of our mouth when we cough and sneeze.

We should wash our hands after coughing and sneezing.

– The teacher could ask the children to write the answers in their science exercise books.
– Conclude on the advisability of keeping our nose clean to avoid contaminating others and emphasize the importance of using a disposable paper handkerchief.
5. ACID OR ALKALINE?

The objective is to know the link between acidity and tooth decay, as well as the need for good oral hygiene.

Material: pH paper.

Time: 45 minutes.
– With the pH paper, test various liquids chosen by the children (lemon juice, saliva, water, etc.).
– Get the children’s opinions.
– Explain that the colour varies according to the degree of acidity.
– Establish the link between acidity and tooth decay. Explain that teeth do not like acidity, that it encourages decay and that we can avoid acidity by removing food debris after every meal.
6. TEETH AND HEALTH ( Sheet 5 and sheet 6 )

The objective is to understand the importance of brushing to keep teeth healthy and to be aware of the need to visit the dentist.

Material: Sheet 5 and Sheet 6.

Time: half an hour.

– Give out the pupil’s sheets and do the exercises.
– Using the stages illustrated on sheet no. 6, explain an efficient way of brushing teeth.
– Stress the role of the dentist.
– The teacher could also get the children to hold a toothbrush (How do we hold it? Where do we keep it?) and arrange a tooth-brushing session (see sheet 2,level 1).

Correction
. Sheet 5
– An adult has more teeth than a child.
– Milk teeth are replaced when they fall out.
– Adult teeth are not replaced if they fall out.

. Sheet 6
It is important to keep our teeth healthy.
To avoid tooth decay, we should avoid eating anything sweet if we cannot clean our teeth afterwards.
We should brush our teeth for three minutes, three times a day if possible.
Visit the dentist at least once a year.

Sheet 5

Sheet 6

7. LICE HUNTING

The objective is to be aware of the risks of contamination by lice and how it happens and to learn the way to combat lice.

Material
– A hat.
– A classroom chair.
– A pillow.
– A lamp.
– A coat.
– A scarf.
– A book.
– A pair of woollen gloves.
– Poster or photo of a girl’s head.
– Poster or photo of a boy’s head.
– Dried lentils.
– Box or transparent pot labelled “Lice sanctuary”.

Time: 45 minutes.

– Get children’s reactions to the subject of lice.
– Place the material in front of the class.
– Hand out 10 lentils to each pupil.
– Explain that each lentil represents a louse. Therefore each pupil has 10 lice.
– Divide the class into teams of two. Each team therefore has 20 lice.
– Aim: to get rid of your lentils.
– Rules:

The game has 3 stages, corresponding to 3 basic themes (What are lice? Where are they found? How do we get rid of them?)

At each stage, the teacher asks the class 10 questions.

After a question, team members consult each other, and raise their hand if they think they know the answer.

The teacher questions the first team to raise a hand.

– With every correct answer, one of the team members puts 2 lice in the lice sanctuary.
– With every wrong answer, the teacher gives 1 louse to the team.
– The first team to get rid of all their lice wins.
– Suggested questions and answers:

Part 1: What are lice? Answers: True or False
1. The louse is an insect. True.
2. A louse measures about 3 mm. True.
3. There are male and female lice. True.
4. A louse egg is called a nit. True.
5. Nits latch on to the ends of your hair. False.
6. A female louse lays a hundred nits a day. False (ten).
7. Lice feed on blood. True.
8. Lice can be seen with the naked eye. True.
9. Lice are dangerous. False.
10. Lice only like dirty hair. False.

Part 2: Where do lice hide? Answers: Yes or No
Question the children on the objects previously put out at the front. For each object, the teacher asks “Do lice hide in…?
1. Hats. Yes.
2. Classroom chairs. No.
3. Pillows. Yes.
4. Lamps. Yes.
5. Coats. Yes.
6. Scarves. Yes.
7. Books. No.
8. Woollen gloves. No.
9. Girls’ hair. Yes.
10. Boys’ hair. Yes.

Part 3: How do we get rid of lice? Answers: True or False.
Problem: I’ve caught lice at school. What should Mum do? What should I do?
1. I should tell my parents if my head itches. True.
2. Mum thoroughly washes my clothes and sheets. True.
3. Mum washes my hair with ordinary shampoo. False.
4. Mum warns the teacher and my friends to look out for lice. True.
5. I can lend my scarf. False.
6. I don’t lend my comb or hairbrush. True.
7. I should not lend my hat. True.
8. Mum should wash my hair with lice treatment shampoo, carefully reading the instructions first. True.
9. There is no longer any need to keep a watch on my hair after the lice treatment shampoo. False.
10. I cannot go to school if I have lice. False.

– At the end of the game, the teacher can ask the class to write down the answers in their exercise books.
8- PERSONAL HYGIENE CHART

The objective is to recognize the different categories of personal hygiene and to know personal hygiene methods for each particular area.

Material
– Large poster paper.
– Felt pens, paint, scissors, glue, etc.
– Magazines to cut out.

Time: 11/2 hours.

– By discussing the children’s own experiences, establish:

The 6 categories of person hygiene (Bodily hygiene, Clothing hygiene, Hand hygiene, Oral hygiene, Nasal hygiene, Injury hygiene).

People susceptible to germs (babies, old or sick people, pregnant women, etc.).

Areas susceptible to germs (hands, nose, mouth, damp areas, etc.).

The best ways to keep clean and avoid diseases.

Different personal hygiene products appropriate to each area.

– Analyze pictures illustrating where hygiene is very important (hospital, babies, sick people, etc.).
– The teacher can ask the children to find at home pictures illustrating the different subjects.
– Together draw up the 10 commandments of personal hygiene.
– Stick cut-out pictures or a drawing on the chart.
– Hang up the chart in school.

,
9. WHAT DO THEY DO IN OTHER COUNTRIES? (Sheet 7 )

The objective is to learn how hygiene differs from one country to another.

Material: Sheet 7

Time: Variable.

– Hand out the study sheet to the pupils and let them research in the library, on the Internet or at home.
– The next week, pool the answers and correct.
– Ask some pupils to give a presentation on how hygiene customs differ from country to country.

Correction
– Hot springs = Japanese.
– Icy water = Swedish.
– Wash glove* = French.
– Roots = Kalahari Bushmen
– Left hand = Indian.

*: If a wash glove is not changed regularly, there could be a build-up of germs.

Sheet 7

10. HYGIENE GAMES (Sheet 8)

The objective is to reinforce hygiene knowledge.

Material: Sheet 8

Time: 15 minutes each game.

Game 1: True or False?

Correction
1. True. And don’t forget to wash your other clothes to avoid germs growing.
2. False. It varies from 30ºC (soles of the feet) to 35ºC (under the arms).
3. False. Those called “commensal” do not harm man. Some can even help by fighting other germs.
4. True.
5. True.
6. False. Linen handkerchiefs harbour germs and should not be used.
7. False. Teeth should be brushed after every meal, but for a minimum of three minutes.
8. True.
9. True. And not just to be polite. You do it to avoid spreading germs in the air.
10. True. Sometimes more than ten million per square centimetre.

Game 2: Quiz

Correction
1. Wash your hands with soap and water, rinse well and dry with a clean towel.
2. A louse.
3. A mite.
4. Sneezing. Coughing. Putting something dirty in your mouth. Rubbing your eyes, etc.
5. Hands and mouth.
6. Babies, the elderly or sick, pregnant women.
7. The skin.
8. Between 10 and 50ºC (cold to very hot).

Sheet 8

11.  WHO WAS LOUIS PASTEUR?

The objective is to learn that the concept of good personal hygiene is quite recent and to find out about the person and his work on hygiene.

Material
– Encyclopaedias, dictionaries, computers.

Time: 1 hour + writing time.

This activity is done in two stages: collectively and individually.

– Organize research on Louis Pasteur in an encyclopaedia or on the Internet.
– The teacher can ask for the research to be done in class or at home.
– The pupils compose a short 15-line biography of Louis Pasteur in their science exercise book.
– Talk about the role of Louis Pasteur in personal and food hygiene.