Health Education Lesson Plan

The Bread Experiment!

PDF Version: The Bread Experiment

Vital Information

Author Michael Haase, BSN, RN
Main Subject Area Physical Well-Being
Topic or Unit of Study Knowledge of Health Concepts and
Behaviors: Self Help
Title of Lesson The Bread Experiment and the Effectiveness of Handwashing
Grade Level Kindergarten, 10 students
Other Noteworthy Info This lesson involves the use of bread. The
students receiving this lesson are not facing
any type of food insecurities in their home
lives. Allergies will also be checked prior to
using bread in this classroom.

 

Essential Question of Enduring Understanding: What happens to the germs on our hands when we wash our hands properly?

Classroom

Type of Classroom Regular, Mainstream, Kindergarten
Estimated Time of Lesson 1 hour initial lesson, possible to extend to
multiple lessons over several days.

 

Ohio’s New Learning Standards Kindergarten through Grade 3 Domain: Physical Well-Being

Topic: Knowledge of Health Concepts and Behaviors: Self Help Standard Statements: Independently complete personal care tasks Identify the physical and social dimensions of (e.g., toileting, teeth-brushing, hand-washing, health such as making friends, empathy and dressing, etc.). Follow basic health practices.

Ohio’s K-12 Social and Emotional Learning Standards / June 2019 Grades K-2. Competency E: Responsible Decision-Making E3. 2a Recognize safe practices and actions.

Part 1: Planning & Implementing a Lesson

Purpose:

To teach students how to wash their hands properly and give a visual example of how hand washing kills germs.

Objectives:

Our goal as a class is to learn about the importance of eliminating germs through proper hand washing.

Strategies to Assess Readiness to Learn:

Questioning.

Access prior knowledge about germs using children’s book.

Materials & Resources

  • white bread, two pieces per student
  • Nitrile gloves for RN
  • 2 Ziplock baggies per student (labeled with names, bag A and bag B)
  • Sink availability, soap, paper towels
  • Age Appropriate Children’s Book Germs Are Not For Sharing by Elizabeth Verdick
  • Chart Paper, Markers
  • Prediction Paper for BAG A and BAG B

Procedures & Activities:

Begin with asking students to look closely at their hands, ask them, “what do you see?” Acknowledge student responses.

Then ask students, “Is there something there that you cannot see?” If they’re unsure, help lead them to the conclusion that germs are there, even if you can’t see them.

Ask students, “What are germs?”

Gain insight to their prior knowledge of germs.

Introduction to Germs: Share short book (Germs Are Not For Sharing) (5 minutes) to introduce the general concept of germs, with a focus on handwashing.

After the book, ask students/discuss: “Why do we need to wash our hands?” “How can we get rid of germs?”

Briefly discuss the importance of handwashing.

On large chart paper, make a student generated list of when hands need to be washed. (Before lunch, after lunch, after restroom, after sneezes, etc…)

Point out to students, “if we must wash our hands so much, it’s important we are doing it the best way possible. Today, we are going to learn how to wash our hands the right way.”

Lesson:

Discuss: “Do you think your hands are clean right now? What might happen if you ate a piece of bread right now without washing your hands?”

 

Before any students wash their hands, they will touch a piece of white bread and then have help sealing it into a baggie. (bag will have their name on it and be labeled BAG A).

  • What do you think will happen to this bread?

 

  • Would you want to eat this bread? Why or why not?

 

On large chart paper, outline the six basic steps to washing hands, one step at a time.

  • Discuss each step before moving on to the next step.
  • Use simple language, easy to read words. Explicit directions, minimal language.
  • Students may be invited to add “picture clues” to each step on chart paper.

Step 1: wet hands (student add illustration)

Step 2: add soap (student add illustration)

Step 3: make bubbles (student add illustration)

Step 4: sing ABC song (discuss importance of length of time spent scrubbing) (can brainstorm other songs, nursery rhymes, etc… that may be used to reach desired time) (student add illustration)

Step 5: rinse (student add illustration)

Step 6: dry hands (turn sink off with towel) (student add illustration)

 

Next, students will go through the steps of washing hands correctly at the class sink. Once their hands are washed correctly, they will touch a second piece of bread. This bread will get sealed in BAG B with their name on it. Ask the same questions as BAG A:

  • What do you think will happen to this bread?
  • Would you want to eat this bread? Why or why not?
  • Will this Bag turn out differently from Bag A? Why or Why not?

Have students make predictions about the bread from each bag. Draw predictions for each bag on a piece of paper (keep for recording purposes).

Let students know you will return with the bread in three*(dependent upon classroom teacher) days. At that point, they will again draw, record, and share their observations. Follow up again another 3 days later to make observations. Compare changes, draw conclusions.

 

Review:

Use the chart paper to review the 6 simple steps to handwashing.

Have students act the steps out.

 

Wrap up:

  • Sing “If you’re happy and you know it, wash your hands.”
  • Encourage students to wash hands frequently and correctly.
  • Ask students to name a time they will wash their hands in the upcoming week.

 

Follow Up and Follow Through: (extension lessons)

In three days, return to the classroom with the bags. Have students draw, record, and share their observations. Ask them what differences they notice between their own Bag A and Bag B. Bag B ‘should’ be noticeably more “bread-like” because it was cleaner to begin with.

 

“Why are the bags turning out to look different?”

 

“What is happening in Bag B (clean) that is different from Bag A (dirty)?” “How did hand washing help the bread in Bag B?”

 

Planning for Diverse Learners/Differentiated Instruction:

Follow steps of the 504 & IEP plans

Assist students with academic or physical needs

 

Part II: Lesson Evaluation and Reflection on Your Professional Development Effectiveness

Demonstrated by students naming steps to proper handwashing.

 

Evaluation of Teaching Professional:

 

 

Personal Reflection:

What went well?

 

What could be improved?

 

Were the stated objectives met?

 

Photos of the Bread Experiment in action:

When we conducted this experiment in January of 2020, we performed the lesson as designed above, but we also wiped bread on various surfaces around the school to see what other places might hold germs other than just our hands. The experiment was a success! If you wish to perform it, I recommend fresh bakery bread, as bread on typical grocery store shelves have preservatives and other agents to prevent the growth of mold.