Lesson Plan: Handwashing With a Glitter "Germ" Model

Germs are too small to see, which makes handwashing hard to “get.” In this classic demonstration, lotion and glitter stand in for germs so children can see how things spread from hand to hand, and how careful washing removes them. It’s a model, not real germs, and part of the lesson is talking about that difference.

What children learn

By the end of the lesson, children can:

• Name and demonstrate the five handwashing steps: wet, lather, scrub, rinse, dry.
• Point to spots that are easy to miss: backs of hands, between fingers, under nails.
• Explain that germs can move from hands to other things, even when we can’t see them.
• Say one way the glitter model is different from real germs (older children).

You’ll need

• Fragrance-free hand lotion
• Chunky (not ultra-fine) craft glitter, ideally a biodegradable type, or washable tempera paint for the alternative version
• Plain soap, paper towels and a sink with running water
• A shallow tray or paper plate to catch loose glitter
• A timer, or a song of about 20 seconds
• Chart paper and markers
• Optional: the handwashing steps poster at child height

Before you start (prep and safety)

Safety: Check with families about skin allergies, eczema or skin sensitivities before the lesson. Read the lotion’s ingredient list: some lotions contain nut-derived oils (such as almond oil), other plant oils, or fragrances that can bother sensitive skin. Children with any concern can use the paint version or take a non-touch role.

• Keep glitter away from eyes and mouths. Put it on the backs and palms of hands only, over a tray. Remind children to keep hands away from their faces until they’ve washed. Have a damp paper towel ready.
• Don’t use food or spices (such as cinnamon, flour or cocoa) as “germs.” They can irritate eyes and skin, raise allergy concerns, and blur the message that food areas should stay clean. The CDC also advises not letting children play with dough or crafts made with raw flour, such as homemade play dough.
• Plan for cleanup. Glitter spreads (that’s the point!) and is hard to remove from rugs and drains. Work on a hard surface. If your school discourages glitter in drains, use the paint version.
• Set up the sink with soap, paper towels and a step stool if needed.
• Prepare chart paper with two columns: “Where did the germs go?” and “How did we get them off?”

Steps

1. Hook (5 minutes)

Ask: “Can you see germs on your hands right now?” Explain that germs are tiny living things, too small to see without a microscope. Some can make us sick. Today we’ll use glitter to pretend to be germs so we can see how they move.

2. Make a “germ” spread (5 minutes)

• Put a small amount of lotion on one volunteer’s hands, then sprinkle a little glitter on top over a tray.
• The volunteer shakes hands with two or three classmates, or passes a ball or a toy around a small circle.
• Children look at their hands and the objects. Ask: “Where did the glitter go? Who touched it?”
• Record answers on the chart paper.

3. Try a quick rinse (5 minutes)

Have two children rinse their hands with water only for a few seconds, without soap. Look at what’s left. Most children will see glitter still sticking, especially between fingers and around nails.

Be careful how you frame this. The glitter sticks because the lotion is greasy, and water alone doesn’t remove it well. That is a reasonable stand-in for how soap helps lift dirt and germs, but it isn’t proof of how real germs behave.

4. Wash the CDC way (10 minutes)

Teach and model the CDC’s steps, with children copying:

1. Wet hands with clean, running water, turn off the tap, and apply soap.
2. Lather by rubbing hands together. Get the backs of hands, between fingers, and under nails.
3. Scrub for at least 20 seconds. The CDC suggests humming “Happy Birthday” twice.
4. Rinse well under clean, running water.
5. Dry with a clean paper towel.

Wash in small groups so the sink doesn’t get crowded. With one sink and a full class, plan 15–20 minutes for this step or bring a second adult with a basin and pitcher; keep waiting children seated with hands on their laps. Children compare their hands before and after and point out any glitter they missed. Ask: “Which spots were hardest to get clean?”

5. Wrap-up (5 minutes)

Back at the chart, finish the “How did we get them off?” column. Ask children to name one time today they will wash their hands (before lunch, after the bathroom, after recess). Point to the poster by the sink as a reminder.

Make it easier / make it harder

• Easier (ages 4–5): Skip the water-only rinse and go straight to washing. Focus on three words: “wet, bubbles, rinse.” Use a sand timer for scrubbing.
• Harder (ages 6–8): Ask children to predict where glitter will end up, then check. Have them draw their hand and circle the hardest spots to clean. Discuss: “How is glitter different from real germs?”

Inclusive and accessible options

• Paint version: Instead of lotion and glitter, an adult dabs a small amount of washable tempera paint on children’s hands. Children keep their hands away from their faces, close their eyes, and “wash” by rubbing hands together as if using soap, then open them to see where the paint did and didn’t reach. Then they wash for real at the sink. This shows missed spots without glitter or lotion.
• Non-touch roles: Children who don’t want to touch lotion or paint can be the “timer,” the “germ detective” who spots glitter on others’ hands, or the chart recorder.
• Sensory differences: Let children choose water temperature, use unscented soap, and wash first or last when the sink is quieter.
• Mobility differences: Make sure the sink, soap and towels are reachable from a seated position, or bring a basin and pitcher to the child’s table so an adult can pour clean water over their hands.
• Language support: Use the picture steps on the poster, gestures, and the step words in children’s home languages.

Talk about it

• Where did the glitter “germs” travel?
• What happened when we used only water? What changed with soap?
• Which part of your hands was hardest to clean?
• When should we wash our hands at school? At home?
• (Older children) How is glitter different from real germs?

Limitations

Be honest with children and colleagues about what this model shows and what it doesn’t:

• Glitter isn’t germs. Glitter is much bigger than germs and you can see it. Real germs are invisible, so hands can look clean and still carry them.
• Germs are alive; glitter isn’t. Some germs can multiply. Glitter can only be moved around.
• The lotion changes the results. Glitter sticks because it’s stuck in lotion. The demonstration shows how thorough washing removes sticky material, not exactly how soap acts on germs.
• Don’t use this to “test” hand sanitizer. The CDC says sanitizer may not work well on greasy or visibly dirty hands, so a glitter-and-lotion test would be unfair to sanitizer and could give children the wrong idea. The CDC’s advice is simpler: wash with soap and water when you can, and use a sanitizer with at least 60% alcohol only when soap and water aren’t available, with an adult supervising young children.
• Avoid fear. The goal is a calm, everyday habit, not worry. Not all germs make people sick, and handwashing is one easy way to help stay healthy.

Follow-up

Send home the handwashing steps poster and point families to Handwashing for Kids, Step by Step to practice at home.