Messy Hairstylist

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Name (as applicable):

  Cosmetology

  Course Title:

  Grooming and Salon Service Core 1

  Course Number:

  8757210

  Career Cluster:

  Human Services

  CIP Number:

  0612040102

  Course Type:

  High School Career Preparatory

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Hair on the Ground.” See CPALMS resource ID#221976

• Career Connection

  
  

  This lesson will help students understand how to use various sanitation and disinfection products correctly in the workplace. This lesson will help students develop an understanding and practice of proper safety and health practices in the salon and various workplaces. Students will practice using their collaboration skills and communication skills while working in small groups, using their critical thinking to evaluate tools for safety and health, determining if they are "clean" or "dirty."

• Learning Objectives

  
  

  Students will be able to:

  • Describe ways to maintain a safe and healthy work environment.
  • Use academic vocabulary in a speaking task.

• Prior Knowledge

  
  

  Students should be familiar with:

  • Basic cleaning (sanitation and disinfection) procedures for the hair salon.
  • Identification of common hair tools in the salon.

• Guiding Questions

  
  
  • When and where is it important to use sanitation and disinfection?
  • What is the proper procedure for using sanitation and disinfection?

• Procedure

  
  

  Introduction

  • Provide students with the Hair Salon Vocabulary handout (see attachments). As a whole group, have students share an example of each term (sanitation, disinfection and cleaning). Use this time to clarify any initial misconceptions. Have students write down the examples in the first row of the handout.
  • Then, organize students into small groups. Ask each group to discuss each term in the context of a hair salon. In the second row of the handout, students will add any word relationships or connections between the terms. To help guide the discussion, prompt students by asking, “How are these terms similar in practice?” and “What is different about them?”
    • Teachers can also choose to provide an example, such as cleaning and disinfection are different because they require different chemicals (soap versus a bleach) but sanitation and disinfection are similar because they both could involve bleach. Another example is that surfaces should be cleaned first, before sanitizing or disinfecting.
  • Have the groups share their responses. Bring the whole class together to come up with one working definition for each term. Have students fill in the third row of the handout with the class definitions. These definitions should be available to the students for the rest of the lesson.

  Case Study

  • After the class has developed a definition of the vocabulary terms, give each student a copy of the case study, “Hair on the Gound” (see CPALMS resource ID #221976) to read individually or as small groups. Ask them to consider the following questions:
    • Why was Miss. Charlene is so upset with Mary?
    • Why was Mary so stressed?
    • What safety and health practices are discussed or shown?
  • Once all groups are done reading and discussing. Bring the whole class together to discuss the questions.

  Activity #1

  • Have 2 sets of hair tools (scissors, clippers, brushes, combs, etc.) at stations around the room. On the back of each tool, put a piece of tape and write either “clean” or “dirty” on the tape. The teacher can add smudges of product or remnants of hair clippings to some of the items marked “dirty,” but also leave some that look outwardly clean to exemplify the need to disinfect properly.
  • Have students go in groups to the tools to decide which tools are clean and which are dirty. Tell students that they can only look at the tools and not to pick them up. Once students have made their guesses, have them turn over the tools and check their accuracy. The purpose is to show that it is sometimes difficult to tell which is dirty, or needs disinfecting, and why it is important for them to always follow proper procedures.

  Activity #2

  • Ask the students to think back to the case study and ask, “What should Mary do to make sure all her tools are in satisfactory condition before each client?” Discuss again how cleaning, sanitation and disinfection are similar and different.
  • Have students work in pairs, acting as Ms. Charlene giving Mary a training on proper health and safety practices for the salon. Students should use the terms clean, disinfect and sanitize properly.

  Closure

  • Have the students reflect on the following future of work questions.
  • • Why should a cosmetologist understand infection control?
    • What other jobs need to understand infection control?

• Teacher Notes

  
  

  The key takeaway from the case study should be that Ms. Charlene was upset because of how Mary's station was not following safety and health procedures for being untidy.

  The follow-up to this lesson could be a hands-on activity where the students perform the proper steps to sanitize/disinfect/clean the tools and surfaces in a hair salon.