You will learn
- Say when to wash hands.
- List the steps of handwashing.
- Explain why handwashing stops illness.
- Wash hands for about twenty seconds.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- We wash hands before eating.
- We wash hands after using the toilet.
- We use soap and water for about twenty seconds.
- Handwashing stops germs from spreading.
Words to know
a cleaner that helps wash away dirt and germs
the foam made by rubbing soap and water
to wash soap away with clean water
to remove water with a clean cloth or air
1. Discover: The sticky hands
Kunle has been playing in the sand. His hands are dusty. It is time to eat. “Wash your hands first,” says his teacher. At the tap he wets his hands, rubs in soap, scrubs for twenty seconds, rinses and dries with a clean cloth. “Now they are clean.”
Think: Why did Kunle wash his hands before eating?
2. Understand: How to wash hands
Idea 1: When to wash
We wash our hands before eating and after using the toilet. We also wash after playing outside, after touching animals, after coughing or sneezing and when hands look dirty.
Idea 2: The steps
1. Wet hands with clean water. 2. Add soap and make a lather. 3. Scrub palms, backs of hands, between fingers and under nails for about twenty seconds. 4. Rinse with clean water. 5. Dry with a clean cloth or air.
Idea 3: Why it works
Germs live on hands. When we eat with dirty hands, germs go into our mouths. Soap lifts dirt and germs off our skin, and water washes them away. Handwashing keeps us and our friends well.
3. Worked examples
Example 1 (I show you): When to wash
Before lunch.
- Hands may have germs.
- We eat with our hands.
- Wash before eating.
Answer: Always wash hands before eating.
Example 2 (We do it together): Put in order
Rinse, wet, scrub, add soap, dry.
- Wet first.
- Soap next, then scrub.
- Rinse and dry last.
Answer: Wet, soap, scrub, rinse, dry.
Example 3 (You try): No soap?
Only water is available.
Show the steps and answer
- Water helps a little.
- Soap works better.
- Use soap when you can, or ash or clean sand if an adult says so.
Answer: Soap and water work best.
Did you know?
Washing hands with soap is one of the most effective ways to stop many illnesses from spreading.
Why this matters
Clean hands protect us and others from tummy sickness and colds.
4. Explore: Glitter germs
Use glitter or flour to see how germs spread, then wash.
- Put a little glitter on your hands.
- Shake hands with a friend.
- See the glitter spread.
- Wash with soap for twenty seconds and compare.
Think about it: what did you notice?
What did you notice? Glitter spreads like germs. Soap helps remove it.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- We wash our hands before ___.
- We use ___ and water.
- We scrub for ___ seconds.
- We dry with a ___ cloth.
Guided practice
Question 1. When do we wash hands?
Before eating and after the toilet.
Question 2. What do we use?
Soap and water.
Question 3. How long do we scrub?
About twenty seconds.
Independent practice
Level 1: Start
- When do we wash hands?
- What do we use?
- How long do we scrub?
- What do we do after rinsing?
- Name one place germs hide.
Level 2: Grow
- Why do we wash after playing outside?
- Put the steps in order.
- Why is soap important?
Level 3: Stretch
- Explain how germs spread without handwashing.
- Teach a friend to wash hands.
- Make a handwashing poster.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where do you wash your hands at school?
Show a sample answer
A tap, tippy-tap or sink.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Soap works much better.
Fix: Germs are too small to see.
8. Lesson summary and revision card
- I can say when to wash hands.
- I can list the steps of handwashing.
- I can explain why handwashing stops illness.
- I can wash hands for about twenty seconds.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- We wash hands before eating.
- We wash hands after using the toilet.
- We use soap and water for about twenty seconds.
- Handwashing stops germs from spreading.
11. Next lesson
Next lesson: Exercise and rest. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Give three times to wash hands. [3 marks]
- Put the steps in order. [3 marks]
- Why does soap help? [2 marks]
- How long should we scrub? [1 mark]
- Why wash before eating? [2 marks]
Total: 11 marks.
Marking guide and model answers
- Any three [1 each]
- Wet [1]; soap and scrub [1]; rinse and dry [1]
- It lifts dirt and germs [1]; water washes them away [1]
- About twenty seconds [1]
- Germs on hands [1]; they can go in the mouth [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- When do we wash hands?
- What do we use?
- How long do we scrub?
- What do we do after rinsing?
- Name one place germs hide.
- Why do we wash after playing outside?
- Put the steps in order.
- Why is soap important?
- Explain how germs spread without handwashing.
- Teach a friend to wash hands.
Homework
Teach your family the five steps of handwashing. Draw the steps.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. When do we wash hands? | Before eating and after the toilet. | 1 |
| 2. What do we use? | Soap and water. | 1 |
| 3. How long do we scrub? | About twenty seconds. | 1 |
| 4. What do we do after rinsing? | Dry our hands. | 1 |
| 5. Name one place germs hide. | Between the fingers or under nails. | 1 |
| 6. Why do we wash after playing outside? | Our hands get dirty. | 1 |
| 7. Put the steps in order. | Wet, soap, scrub, rinse, dry. | 1 |
| 8. Why is soap important? | It lifts dirt and germs. | 1 |
| 9. Explain how germs spread without handwashing. | Hands to mouth and to others. | 1 |
| 10. Teach a friend to wash hands. | Steps in order. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Before eating and after the toilet.; 2 Soap and water.; 3 About twenty seconds.; 4 Dry our hands.; 5 Between the fingers or under nails.. Level 2: 1 Our hands get dirty.; 2 Wet, soap, scrub, rinse, dry.; 3 It lifts dirt and germs.. Level 3: 1 Hands to mouth and to others.; 2 Steps in order.; 3 Steps with pictures..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say when to wash hands | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 List the steps of handwashing | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Explain why handwashing stops illness | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Wash hands for about twenty seconds | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Water alone is enough.” Soap works much better.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Say the five steps and show them with your hands.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns when and how to wash hands properly. You do not need to be an expert to help.
- Wash hands together before meals.
- Sing a 20-second song.
- Praise handwashing.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say when to wash hands; list the steps of handwashing; explain why handwashing stops illness; wash hands for about twenty seconds.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Soap, a basin of water, a clean cloth, glitter or flour, chart paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Set up a handwashing station. Practise the glitter demonstration first. Prepare a poster of steps.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show glitter hands and ask, “What can this show us?”
Explanation (10 min). Teach when and how to wash hands.
Guided activity (10 min). Learners practise with soap and water.
Independent activity (10 min). Learners make handwashing posters.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. When do we wash? What are the steps?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Water alone is enough.” Soap works much better.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Say the five steps and show them with your hands. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 5, topic 7; Next Generation Science Standards, from molecules to organisms (human body and health); Cambridge Primary Science Stage 1, humans and animals; IB Primary Years Programme, who we are. These sources informed the lesson.