Assessment Attachments and / or Directions

• 
  The pre-test should be taken before the start of Lesson 1.
  

• 
  The post-test should be taken after completion of all lessons.
  

1. Identify the standards. Standards should be posted in the classroom.

a. Identify and compare the structure of hair.

b. Investigate and identify samples of hair textures.

c. Compare the various natural hair growth patterns on live models.

d. Identify the scientific terms for head and facial hair and differentiate between them.

e. Demonstrate hair analysis, using density, porosity, and elasticity as scientific indicators.

• 
  What makes up hair?
  
• 
  Is hair alive or dead? Explain your answer.
  
• 
  How does hair grow?
  
• 
  How can members of the same family have different colors of hair?
  
• 
  Why should you perform a hair analysis before a service? What will it reveal to the cosmetologist?
  
• 
  How does the understanding of hair structure prepare a cosmetologist to be successful in their field?
  

3. Identify and review the unit vocabulary. Terms may be posted on word wall, attached Word Wall Handout.

4. Show the Hair Structure and Properties PowerPoint. Have students take notes.

• LESSON 2: HAIR ANALYSIS

1. Review Essential Questions. Post Essential Questions in the classroom.

• 
  Why does a cosmetologist have the responsibility of recognizing skin infections, disorders, and diseases?
  
• 
  How does infection control effect client services?
  
• 
  What are the different factors that should be considered in a hair analysis?
  
• 
  What are the characteristics of hair disorders?
  
• 
  What are the different treatments that can be performed for hair disorders?
  

2. Identify and review the unit vocabulary. Terms may be posted on word wall.

3. Hair Analysis Lab Activity:

• 
  Prior to class, set up the classroom with as many microscope labs as possible. Each lab needs the following materials: scissors, tape, blank slides, water bottle, black and white construction paper.
  
• 
  As students enter the classroom, have each pick a color card and go to the color-coded lab that matches the color of their card.
  
• 
  Pass out the Hair Analysis Lab Worksheet.
  
• 
  Begin the activity by demonstrating to the students how to construct a slide, using a small strand of their own hair.
  

1. 
   Cut a small piece of the hair and place on a blank slide.
   
2. 
   Add one drop of water to the slide and put a slip cover on top.
   
3. 
   Next examine the hair under the microscope.
   
4. 
   Using the Hair Analysis Lab Worksheet, answer the questions and draw sketches.
   

4. Optional: Using the same lab groups, hand out samples of various animal hairs. Have each lab group develop a reasonable scientific explanation to determine the different types of hair according to the animal species, appearance of the cuticle, cortex, and the medulla.

1. Assign each student a hair disorder or disease to research on the internet, including the definition, treatment, and/or when to decline service.

4. Review the lesson by playing the Jeopardy game located at the following link: http://jeopardylabs.com/play/hair-and-scalp-disorders.

5. Give the Post Test, attached Properties of The Hair and Scalp Post Test
• ATTACHMENTS FOR LESSON PLANS:

WordWallHandout

PropertiesOfTheHairAndScalpPowerPoint

HairStructureBingoPowerPoint

HairAnalysisLabWorksheet

PowerPointRubric

PropertiesOfTheHairAndScalpPostTest
• NOTES & REFLECTION:

For bingo, pre-cut colored paper as markers. Call out the definition only and have students cover up the space for the terminology match. Give prizes if desired.

Culminating Unit Performance Task Title:

1. 
   Hair Structure Science Fair
   
2. 
   “At-a-Glance” Flip Card Book
   

1. 
   Have students create a science project on the Hair Structure. They will address hair and scalp disorders and diseases. Each student will present their work on a Tri-Fold Presentation board and prepare a five minute presentation to explain the structure of hair, problems targeted, and state treatments needed. Have local salon professionals and / or science teachers judge the competition using the Presentation Rubric provided. Give ribbons or prizes for 1^st, 2^nd and 3^rd, etc.
   
2. 
   Have students create a booklet of “Common Hair and Scalp Disorders and Diseases”. Students may work individually or in groups. Organize the book into three main categories: Safety and Infection Control, Hair Disorders and Diseases, and Scalp Disorders and Diseases. Be sure to include pictures on each page. Laminate the flip cards if possible and combine with binder rings.
   

Web Resources:

Computer with Internet Access

Slide show equipment, projector, screen

Microscope slides

Water

Microscope covers for slides

Scissors

Colored construction paper (black/white)

x	Slide Show Software		Graphing Software		Audio File(s)
	Interactive Whiteboard		Calculator	x	Graphic Organizer
	Student Response System		Desktop Publishing		Image File(s)
	Web Design Software	x	Blog		Video
	Animation Software		Wiki	x	Electronic Game or Puzzle Maker
	Email	x	Website