Hygiene Routine Steps

Overview

Duration: 30 minutes
Class size: 10 preschool students
Subject: Health
Unit: Healthy Habits for Little Ones (Lesson 6 of 6)
Lesson Title: Creating a Hygiene Routine

Learning Framework Alignment

This lesson aligns with the New Zealand Curriculum Refresh for Health and Physical Education, particularly strands focusing on personal health and safety, and developing self-care skills that promote well-being for self and others.

Curriculum references:

Health and Physical Education Learning Area
Key Competencies: Managing Self, Participating and Contributing
Strand: Personal Health and Physical Development – Maintaining Personal Well-being
Focus: Developing routines to maintain hygiene and well-being at preschool level (Years 1 and 2 of curriculum phase 1)
Algorithmic thinking part of the Mathematics curriculum also supports sequencing and instructions, relevant to creating routines

WALT (We Are Learning To)

Create and follow a personal hygiene routine using a visual schedule.

Success Criteria

Students can identify key hygiene steps (e.g., washing hands, brushing teeth).
Students can demonstrate each hygiene step correctly with prompting.
Students use the visual schedule to sequence their hygiene routine independently or with minimal support.

Materials Needed

Personalised visual hygiene schedules with clear symbols (e.g., handwashing, tooth brushing, face washing).
Sensory-friendly hand wash, towels, toothbrushes, mirrors.
Large laminated class visual schedule for group modelling.
Role-play props (toys, miniature sinks, toothbrush models).
Timer or visual timers for transitions.

Lesson Outline

1. Introduction (5 minutes)

Gather the students in a calm, sensory-friendly space.
Introduce the idea of a hygiene routine: "Today we are going to learn how to look after ourselves by doing some important steps every day!"
Show the large visual schedule with pictures representing each hygiene step (e.g., wash hands, dry hands, brush teeth).
Briefly name and explain why each step is important using simple, clear language.
Use sensory supports like softly scented hand soap or colourful toothbrushes to engage sensory learners.
Connect with Key Competency: Managing Self (self-care skills development) .

2. Guided Practice with Visual Schedule (10 minutes)

Provide each student with their own individual visual schedule, tailored where needed (e.g., differing sequence length based on ability).
Walk through each hygiene step slowly, modelling actions and inviting students to imitate:
- Step 1: Wet hands
- Step 2: Apply soap
- Step 3: Rub hands together
- Step 4: Rinse hands
- Step 5: Dry hands
- Step 6: Brush teeth
Use clear, simple verbal directions along with demonstration.
Emphasise using the schedule to guide their steps (support algorithmic thinking and sequencing).
Use timers, gestures, or verbal countdowns to scaffold routines for sensory learners.
Encourage descriptive language and vocabulary: “We wash to keep our hands clean!” .

3. Independent or Supported Practice (8 minutes)

Give students time to practise the steps at their own pace, using their individual visual schedules.
Provide gentle encouragement and physical prompts if needed.
Observe and note students who can follow independently and those needing extra scaffolding (differentiation).

4. Group Discussion & Reflection (5 minutes)

Gather students and discuss why each hygiene step is important. Use open questions and encourage simple answers:
- "Why do we wash our hands?"
- "What happens if we don’t brush our teeth?"
Use visuals and symbols to support understanding for all students, including those with dyslexia or autism.
Reinforce vocabulary using sentence stems, e.g., “I wash my hands because…” .

5. Extension Activity - Role Play (2 minutes)

Invite volunteer students to role-play different hygiene scenarios using props (e.g., pretend to wash hands before eating or after play).
Encourage the use of visual schedules during role play.
This supports verbal reasoning, narrative skills, and social communication .

Differentiation

For diverse sensory and autistic learners: Provide sensory breaks before or during activities; allow use of preferred sensory items (e.g., soft towels, favourite soap scents).
For students needing more support: Use hand-over-hand assistance or pair them with a buddy for partnered practice.
For advanced learners: Encourage them to verbalise steps and explain why each step is important; ask them to assist peers in sequencing their routines.
Visual schedules personalised at each learner’s level (sequence length, complexity) support inclusivity.

Dyslexia-Friendly Strategies

Use simple, large-font text paired with clear, colourful symbols/pictures on schedules.
Limit written text on any materials; rely heavily on visuals.
Use consistent and high-contrast colour schemes to aid visual discrimination.
Repeat instructions slowly and clearly; reinforce with gestures.
Provide a calm, low-distraction environment to support concentration.

Assessment

Observe and record each student’s ability to follow the personal hygiene routine steps using the visual schedule independently or with support.
Anecdotal notes on verbal contributions in the discussion and participation in role play to assess understanding and communication skills.
Use formative assessment to identify further needs or extension opportunities in daily routines or future lessons.

Teacher Reflection

Reflect on which students were successful and which needed more support.
Consider the effectiveness of visual schedules and sensory supports used.
Plan to use role play more regularly to reinforce routines and vocabulary.

This lesson plan offers a targeted, sensory-aware approach to teaching hygiene routines aligned with the refreshed New Zealand Curriculum. It incorporates algorithmic thinking by sequencing steps, uses visual supports and scaffolding suited for preschool autistic learners, and builds essential life skills in health and well-being.

If further support is needed, consider integrating digital tools with interactive visuals or audio cues for sequencing, supporting diverse communication needs.

If you want, I can help create the personalised visual schedules or suggest sensory-friendly hygiene materials!