4. Show the Hair Structure and Properties PowerPoint. Have students take notes.
5. Have students play the Hair Structure Bingo. Print out the Hair Structure Bingo PowerPoint slides. 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.
• LESSON 2: HAIR ANALYSIS
1. Review Essential Questions. Post Essential Questions in the classroom.
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.
Cut a small piece of the hair and place on a blank slide.
Add one drop of water to the slide and put a slip cover on top.
Next examine the hair under the microscope.
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.
5. As students work, observe and offer feedback. As a review, at the end of class, ask for volunteers to share their findings.
• LESSON 3: HAIR AND SCALP DISEASES AND DISORDERS
1. Assign each student a hair disorder or disease to research on the internet, including the definition, treatment, and/or when to decline service.
2. Have students create a PowerPoint Presentation using the information that they researched.
3. Have students present their presentations to the class. Grade the students’ presentations using the PowerPoint Rubric.
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:
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:
Hair Structure Science Fair
“At-a-Glance” Flip Card Book
Culminating Unit Performance Task Description/Directions/Differentiated Instruction: 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 1st, 2nd and 3rd, etc.
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.