Wash the Germs Away - Girl Scouts Heart Of Central California

COMMUNITY HEALTH PROGRAM PATCH (CHPP)
In partnership with:
California Medical Association
Foundation (CMAF)
We would like to thank the CMA Foundation and Roche, Inc. for their partnership
in making this Community Health Program Patch possible.
LAST UPDATED: 1/4/13

Table of Contents
Ready!
Set!
Teach!
1. Introduction……………………………………………………………………………..............3
2. Acknowledgments
1. Facilitator Training……………………………………………………………………………….5
2. Top 10 Tips for Successful Instruction
[ PART 1 ]
DISCOVER: Germs……………………………………………………………………………………………………8
1. Introduction
2. Required Activity: Draw A Germ
Optional Activity: Germs Under A Microscope
3. Discussion: What Are Germs?
Optional Activity: Viruses vs. Bacteria Worksheet
4. Discussion: What Is Influenza?
5. Required Activity: The Spread of Germs Game
Optional Activity: Make Your Own Game
6. Concluding Thoughts
[ PART 2 ]
CONNECT: Hand & Health Hygiene……………………………………………………………………………25
1. Introduction
2. Discussion: Influenza Prevention
3. Required Activity: Handwashing Demonstration
Optional Activity: Handwashing Chart
Optional Activity: Glogerm® Demonstration
Optional Activity: Germ Experiment
4. Discussion: Handwashing
5. Required Activity: Wash the Germs Away! Song
Optional Activity: Write Your Own Song
6. Concluding Thoughts: Influenza Prevention & Management
[ PART 3 ]
TAKE ACTION………………………………………………………………………………………………..............33
A. Inform Your Community
1. Introduction
2. Required Activity: Create Posters
Optional Activity: Create Your Own Activity
3. Concluding Thoughts
4. Required Activity: Worksheets
5. Required Activity: Letter to Parent/Guardian
B. Educate Your Community
1. Introduction
2. Required Activity: Educate
a. Activity: Teach Other Girl Scouts
b. Activity: Teach Senior Centers
c. Activity: Teach Family Members and Friends
3. Required Activity: Participate
Optional Activity: Other Ways to Participate
Evaluation and Order Form…………………………………………………………………………............47
NOTE: All “Required Activities” are mandatory to receive patch.
2

Introduction
In partnership with the California Medical Association (CMA) Foundation, the Community Health Program Patch (CHPP)
was designed to teach girls to take pride in themselves and the importance of keeping their bodies healthy. By staying
healthy, the girls can help protect their community by reducing the spread of illnesses. Empowering girls with this
knowledge and reinforcing these messages throughout their development will promote healthy behaviors that will last
them a lifetime.
The CHPP curriculum will accomplish three objectives:
DISCOVER the characteristics of germs, the relationship between germs and sickness and the ways in
which germs can spread.
CONNECT Prevent influenza and the spread of germs through proper handwashing and practicing good
respiratory hygiene.
TAKE ACTION and educate other Girl Scouts, peers, family members and seniors on influenza and
respiratory illness prevention, recognition and management.
The girls will learn about germs and obtain basic knowledge of bacteria and virus infections. This information is relevant in order for
the girls to understand how illnesses manifest themselves and why they are treated differently. An interactive germ activity will
demonstrate how easily germs are spread and can cause illness in an individual. Understanding this background information enables
the girls to prevent respiratory illnesses, including influenza.
The second component of the CHPP curriculum empowers the girls to be proactive about their health. The handwashing activity, uses
cinnamon and oil or GloGerm®, allows the girls to actually see germs on their hands before and after washing. Seeing this
demonstration reinforces the importance of proper handwashing to prevent disease. Good respiratory hygiene will be discussed to
encourage girls to cover their cough and sneeze with a tissue or their sleeve. These basic hygiene practices will ensure that the girls
decrease their risk of getting sick and spreading illnesses to others.
Once empowered with the knowledge and skills to prevent illnesses and influenza, the girls can share this information with their
community. Organically, the girls will begin to recognize opportunities to educate their peers, family members, seniors and other
community members. In the final component of the CHPP curriculum, the girls will have specific instances in which they can teach
younger Girl Scouts the handwashing song or alternatively present this information to their peers, family members and seniors. Taking
influenza and illness prevention information back into the community promotes the leadership development of each Girl Scout.
Moreover, she can become an integral part of a larger public health movement!
The Community Health Program Patch provides invaluable knowledge and skills that girls will practice and share for a lifetime! Get
your Girl Scout to join the Anti-Flu Crew!
3

Acknowledgments
The Community Health Program Patch was created in partnership with the
California Medical Association Foundation
3835 North Freeway Blvd., Suite 100
Sacramento, California 95834
(916) 779-6620 | cmaf@thecmafoundaion.org
www.thecmafoundaion.org
Author:
Shannon K. Eldridge
CMA Foundation
With Contribution from:
Cindy Lin, MD
4

Facilitator Information
Ready!
This comprehensive curriculum is designed to offer troop leaders the necessary information to educate Girl Scout Juniors about germs,
illness prevention, proper handwashing and the value of living healthy lives. The girls will educate their local community, including their
peers, family members and seniors, on how to prevent the spread of influenza and other respiratory illnesses.
Set!
Each section provides a detailed explanation of each activity along with the materials that are necessary to complete each lesson.
Instructors should prepare themselves to answer questions knowledgeably and to locate informational resources. Educational materials
are great resources for instructors to build their knowledge of the topics covered in this program. Supplementary resources for
teachers, parents and children are available on the AWARE website at www.aware.md.
Teach!
The curriculum is divided into three main sections: 1) DISCOVER – Germs, 2) CONNECT - Hand and Health Hygiene and 3) TAKE
ACTION – A. Inform Your Community and B. Educate Your Community. All instructions given in this packet are suggestions, not
requirements! Please adjust the process to best meet the needs of your troop.
The curriculum is designed to also introduce new words and expand the vocabulary of Girl Scouts. A list of terms and their definitions
is provided to the facilitator. As they appear in the curriculum, it is suggested you write the new word or term on the board so the girls
can see the spelling and learn how to pronounce the word. You will notice that there are sections in the curriculum that are italicized.
The italicized sentences are cues for you to communicate instructions, questions and explanations to the Girl Scouts. It is
recommended that this language be used as concepts have been written to be age appropriate.
Three instructors are recommended to complete the Community Health Program Patch. Each session can be lead by a different
instructor to distinguish the topics. The other two instructors can be available to write vocabulary words on the board, hand out
materials and float around the room to assist the girls. However, after reading the curriculum materials, a troop leader can facilitate on
her/his own.
If this program is being held at a Service Unit Level, a large group of volunteers is not necessary for teaching this lesson at a Service
Unit Level; between three to six well-trained and dedicated instructors are more than enough.
Recruiting Volunteer Facilitators!
Volunteers can be non-Girl Scout affiliated. Parents/guardians may be asked to assist with the facilitation. If implementing the CHPP
at the service unit level, troop leaders may also be asked to lead one of the sections. Existing volunteer placement organizations can
be a great resource to identify volunteers. Such organizations include high schools, colleges/universities or public service resource
centers. Often students have community service requirements and can fulfill those hours by volunteering with your troop.
Posting flyers with an email contact or orientation meeting date around the campus or in health sciences buildings may be another
good way to find instructors. Set up a table at a student orientation or activity fair to recruit volunteers. Contact principals, school
counselors, activity directors, or associated student body members to have them spread the word.
5

Facilitator Training
Once several persons have expressed interest in teaching the Community Health Program Patch (CHPP), you may want to hold an
orientation/training session. The purpose of this hour-long session is to introduce instructors to the lesson and to teach them how to
teach the lesson. If funds are available, providing snacks is always a great incentive for people to attend!
Preparation for Training
1. Start the session by giving a general background description of the lesson:
• length of time (approximately 1 hour per section)
• age group
• objectives
• main messages
2. Mention some of the activities and describe the role and commitment of the instructors. Talk to the instructors about how the
most important factor in the successful teaching of the curriculum is the ability of the instructors to assess and adjust to the
understanding level of the girls and to get the girls excited about the lesson topics.
3. Bring copies of the Community Health Program Patch (CHPP) Training Guide, Community Health Program Patch (CHPP)
Quick Guide along with activity materials.
4. After giving an introduction, hand out copies of the materials and review the main parts and activities. Give the instructors
some time to read and familiarize themselves with the materials.
Day of Training
1. Have the volunteer facilitators form groups of three. As the volunteer trainer/leader, you can act as one of the three instructors
in a group if needed.
2. Divide up the lesson for each instructor to teach one part.
3. As a group, the instructors should practice the lesson out loud from top to bottom, pretending that the other instructors are
troop members. The instructors should practice the entire lesson including posing questions to the group setting and miming
the activities without the props. After running through the Community Health Program materials, read the Top 10 Teaching
Tips and allow time for questions.
4. Encourage each of the instructors to research the main topics of the lesson, using the supplementary resources list as a
springboard. This will prepare the instructors to become “experts” on the topics to teach other instructors and to answer
questions.
5. It may also be helpful to create a contact list of all newly trained instructors who can share teaching techniques and answer
further questions that may come up. Now you’re ready to teach!
6

Top 10 Tips for Successful Instruction
1. REPETITION. Repeat and summarize the main messages and responses given by the girls. Write them on the board.
2. OUTLINE. Write an outline of the lesson in the background including the main parts and activities of the lesson. Check off
the parts and activities as you complete them so the girls can follow along.
3. MAINTAIN ATTENTION OF THE GIRLS. Remind the girls that the instructor will only call on those who are raising their
hands and sitting quietly in their seats. If the troop is rambunctious, after the instructors introduce themselves, it may be
helpful to establish that they will learn a lot of interesting things today and play some fun activities, but it is important that they
listen, follow instructions and raise their hands if they have a question.
4. LEARN HOW TO IMPROVE AS AN INSTRUCTOR. After teaching a lesson, instructors should take some time to
discuss how they felt the instruction went and share comments on how particular activities worked. It’s okay to do it differently
next time.
5. INTRODUCE VOCABULARY WORDS. Repeat the definitions of challenging vocabulary words. Write these words out
and point to them when referring to words such as virus, viruses, bacterium and bacteria.
6. BE CREATIVE. Be creative when explaining challenging concepts and getting the girls excited about the lesson. For
example, one way to explain the word “antibiotic” is to break it down into its root and prefix. “Anti” means to fight against and
“biotic” means a living thing, such as a germ.
7. ACCURACY OF RESPONSES. It is important to encourage and praise the girls when they participate. If they offer an
incorrect answer, gently provide the correct response.
8. CHECK FOR UNDERSTANDING. Ask questions to check for understanding and to keep the girls engaged and following
along. Allowing only a few of the girls to respond to each question can keep the pace of the lesson moving along. If the girls
are having trouble responding to a question, rephrase the question or give them clues to help them respond.
9. SPEAK UP. All instructors should speak at a volume that is audible to all the girls and that gets the attention of the Troop.
Do not speak too fast.
10. CHECK YOUR VOCABULARY. Choose words that are age appropriate and ensure understanding of the Troop. To test
comprehension, ask the girls to explain in their own words what you said.
HAVE FUN!!!
7

[ P A R T 1 ]
DISCOVER: Germs
[ Approximate Time: 1 hour ]
1. Introduction:
*Tip* Inform the girls to raise their hands quietly if they wish to respond to a question. Choose only a few different girls each
time to respond to a question to keep the pace of the lesson moving along.
A. To get the girls thinking about germs, ask the girls the following questions:
What are germs? OR Have you heard the word germ?
Think back to the last time you were sick. How did you feel?
Do you know why you got sick? OR What made you sick?
Expanding Vocabulary: Write on the board and review the term “germ.”
Objective:
Today you will learn about germs, influenza, and the importance of handwashing and the value of your health. Also, you will
learn how keeping yourself healthy helps protect others around from getting sick. This includes your troop, your classmates
and your family. In addition, you can help keep your grandparents or elders healthy since they may not be able to fight illness
as easily as you can.
2. Required Activity: Draw A Germ
Materials:
Pencils or Markers
Paper
Instructions:
1. Pass out a sheet of paper and pencil or marker to each girl.
2. Ask the girls to trace their hand.
3. Then ask the girls to draw a germ – how they think it looks and its size. Encourage them to use their imagination and give
them 4 minutes to complete this drawing.
Explain: Germs are things that can make us sick. What do you think something that makes you feel sick looks like?
Draw it.
4. Have the girls compare their germs with other troop members to see who drew the smallest germ.
5. Ask for a volunteer to draw the “smallest germ” on the board. (They can use the back side of their paper if no board is
available.)
Explain: Germs are smaller than a pencil dot on their paper. Germs are so small they cannot be seen with the eyes alone
and can only be seen under a microscope.
There are two main types of germs that make us feel sick (cause illness), virus and bacterium. Viruses and bacteria
come in different shapes and sizes.
Expanding Vocabulary: Write on the board and review the terms “virus” “viruses” and “bacterium” “bacteria.”
8

Optional Activity: Germs Under A Microscope
Materials:
Germ transparencies/pictures
Instructions:
1. View the germ transparencies/pictures.
2. Discuss the different parts of a virus and a bacterium using the included diagrams.
3. Use the included “relative sizes” chart to determine the real size of a virus and a bacterium.
4. This activity can help to complete the optional “Viruses vs. Bacteria Worksheet” activity found later in part 1.
5.
9

Influenza (the flu) Virus
Measles Virus
11

E. coli (Escherichia coli) bacterium
Salmonella Bacterium
15

3. Discussion: What Are Germs?
A. Viruses vs. Bacteria
Explain: Even though viruses and bacteria make us feel the same, there are differences between them.
Viruses can cause:
• All colds and influenza
• Most coughs
• Most sore throats
(It usually feels worse in the morning and can get
better during the day. It feels scratchy and hurts to
swallow.)
Viruses usually involve several parts of the body. (You
may feel achiness all over.)
Bacteria can cause:
• Strep Throat (It hurts to swallow because your tonsils
are swollen. It is uncomfortable all the time)
• Urinary tract infections (Pain with urination)
• Most ear infections (Your ears hurt)
• Some sinus infections (Pain on your face)
A bacterium is usually localized to a single point in the
body. (The area will be red and swollen.)
B. It is important to emphasize that germs are too small to be seen with the naked eye.
C. Ask the troop members: Where do you think germs can be found?
Explain: Germs exist everywhere. However, not all germs make us sick. Some germs are good and protect our bodies,
keeping us healthy, while others are bad and make us sick.
D. Ask the troop members: Have you heard of the immune system before?
Explain: Your immune system is made up of special cells (white blood cells) in your blood that fight off and kill the bad
germs that enter your body. We can all help to keep our immune systems strong by exercising, eating healthy and
getting plenty of sleep.
Expanding Vocabulary: Write on the board and review the terms “infection” and “immune system.”
18

Optional Activity: Viruses vs. Bacteria Worksheet
Materials:
Viruses vs. Bacteria Worksheet
Instructions:
1. Compare and contrast how viruses and bacteria are similar and how they are different.
2. View the germ transparencies/pictures found in the optional “Germs Under A Microscope” activity found earlier in part 1 to assist
you in completing this activity.
3. Discuss the different parts of the germs using the diagrams of a virus and a bacterium.
19

Viruses vs. Bacteria Worksheet
Viruses
A virus is smaller than a bacterium.
Both cause disease.
A bacterium is bigger than a virus.
Bacteria
20

4. Discussion: What Is Influenza?
A. What is influenza?
Explain: Influenza is also known as “the flu” – It is a sickness caused by a virus. The flu is transferred from one person to
another. When a person who has the flu, coughs or sneezes into the air, the virus travels in the air and can enter
someone else’s body. It usually enters the body through the mouth, nose or eyes. Once the flu is in the body, the
immune system attempts to kill the virus. If it is unable to kill the virus, you start to feel sick within 1-2 days.
Explain: Influenza (the flu) season usually begins in October and ends in May.
Expanding Vocabulary: Write on the board and review the term “influenza.”
B. Symptoms of the flu include:
• Headache
• Runny Nose
• Dry Cough
• Sore Throat
• Fever
• Feel Tired
• General Achiness
Expanding Vocabulary: Write on the board and review the term “symptom.”
C. Ask the troop members: Do you know how germs are spread?
Explain: We will now have the opportunity to play a game that demonstrates how easily germs are spread.
21

5. Required Activity: The Spread of Germs Game
Materials:
Colored Paper to make cards
Scissors
Game Instructions
Rubber bands, Paperclips or Envelopes
A. The girls will play The Spread of Germs game. (See game instructions.)
B. Number of participants: 6+
a. Small troops are encouraged to invite more participants to play the game.
b. Large troops are encouraged to team up girls to play the game.
22

The Spread of Germs Game Instructions Number of participants: 6+
Game Objectives:
1. Girls will learn that germs can be found on the hands
2. Girls will learn the ways in which germs can spread
3. Girls will learn that proper handwashing can reduce illness causing germs on the hands
Game Set-up:
1. Prepare game cards; one different color paper for each participant.
2. Cut each piece of paper into 6 equally sized “cards;” make a set of 6 cards for each girl.
3. Laminate the cards if they will be reused.
4. The rubber band, paperclip or envelope will keep each set together.
Game Instructions:
1. There are both good and bad germs. The leader will secretly choose the color of the “cards” that will represent the “flu” cards which
symbolize bad germs in this game.
2. Pass out a set of six of the same color cards to each girl. Each girl should receive 1 complete set of 6 cards.
3. The girls should keep one card from their assigned color for the duration of the game.
4. Each girl will walk around the room and (1) shake hands with another girl and (2) trade a card. They will continue to do this until
they have traded all 5 of their cards. Each girl will finish the game with 5 “new” cards.
*Tip* Model the exchange. Shake hands with one of the girls and then exchange one of your cards for one of theirs.
5. The girls will continue shaking hands and trading cards until 5 cards have been exchanged. When they are finished trading, they
should return back to their seated position.
6. After the game has ended, identify the person who started with the “flu card” color (that the leader secretly chose at the beginning
of the game). This was the troop member that was “sick” and may not have been aware of it. Write her name on the board if
available or have her stand. (See diagram in “Concluding Thoughts” section)
7. Identify the girls who “received the flu” by trading cards with the girl who was identified in #6. Ask them to hold up their “flu card.”
Write their names branching out from the girl who originally had the “flu cards” if available or ask them to stand. (See diagram in
“Concluding Thoughts” section)
8. Identify the girls who received a card from the girls who were identified in #7. They have also “received the flu” by trading cards
with the girl who was identified in #7. Continue until all the names are on the board or all of the girls are standing.
23

Concluding Thoughts:
The Spread of Germs Game
Molly
(Flu Cards)
Keep 1
card;
Trade 5
cards.
Sue
Lisa
Rita
Anna
Eve
Direct
Transmission
Continue trading
cards until 5 cards
have been
exchanged.
Each girl will end
up with 5 “new”
cards.
Indirect
Transmission
A. Discuss: It is easy to share germs with other people. Especially, when we don’t know that our bodies are fighting viruses
or bacteria.
Ask the girls the following questions:
What did you learn from this game?
What does the game show you about how germs and the flu spread?
What can we do to prevent the spread of germs or the flu?
Revisit the Game Objectives:
1. Germs can be found on the hands
2. Germs can spread through touch and close contact
3. Proper handwashing can reduce illness causing germ on the hands
In our next section, we will spend more time learning how to prevent the flu and protect others from getting sick.
B. Discuss: Germs can spread from person to person and from different things/objects that your hands may touch. Germs
on your hands alone will not make you sick. Only the bad germs that get inside of their bodies can make us sick.
Thus, we should try not to touch our mouth, nose, or eyes with our hands because that is how germs get inside our
bodies. If you need to, wash your hands.
C. Ask troop members: Do you know other ways germs can spread?
Explain: Germs can also spread germs through the air, water, dirt, animals, and food. Germs can travel through the air
when we sneeze or cough. That is why it is important to cover our nose or mouth with a tissue or our sleeve when we
cough or sneeze. Germs can also spread when sharing drinks, food, or using the same fork, spoon or straw with others.
Interesting Fact: Germs fly up to 100 miles an hour when you sneeze!
24

[ P A R T 2 ]
CONNECT: Hand & Health Hygiene
[ Approximate Time: 1 hour ]
1. Introduction:
Explain: In the last section we learned about germs, the influenza virus and how germs are spread. (Highlight with the troop
what was learned in the last section.)
*Tip* Instructor can summarize and repeat responses out loud and write them on the board.
A. Brainstorm with the girls the following questions:
Do you know why you should wash your hands?
When should we wash our hands?
Answer: To be clean and to prevent getting sick: after using the toilet, before preparing or eating food, after playing
with animals, after touching money, playing outside, coughing, sneezing, or blowing their nose, before and after
being around sick people and after helping change babies’ diapers.
Objective:
Today you will learn effective handwashing technique, influenza prevention, influenza management and when it is important
to wash your hands.
2. Discussion: Influenza Prevention
A. Brainstorm with the girls the following question:
How can you prevent the spread of germs, like influenza (the flu)?
Has anyone received the flu vaccine or flu mist?
Answer: washing your hands, covering your nose & mouth when you cough and sneeze and getting the influenza
vaccine.
Expanding Vocabulary: Write on the board and review the terms “vaccine” and “vaccination.”
Explain: The vaccine is meant to prevent you from getting sick. When you receive the vaccine you can still get sick. If
you do get sick you will not get as sick. The symptoms will not be as harsh. Remember that you can still spread germs
when you are sick, so handwashing is still encouraged.
B. The single best way to prevent the flu is to get a flu vaccination each year.
There are two types of vaccines:
• The "flu shot" – an inactivated vaccine (containing killed virus) that is given with a needle. The flu shot is
approved for use in people 6 months of age and older, including healthy people and people with chronic medical
conditions.
• The nasal-spray flu vaccine – a vaccine made with live, weakened flu viruses that do not cause the flu
(sometimes called LAIV for “Live Attenuated Influenza Vaccine”). LAIV is approved for use in “healthy people” 2-
49 years of age who are not pregnant.
About two weeks after vaccination, antibodies develop that protect against influenza virus infection. Flu vaccines will
not protect against flu-like illnesses caused by non-influenza viruses.
25

3. Required Activity: Handwashing Demonstration
Materials:
Cooking oil (Olive, Canola, Vegetable, etc.)
Ground cinnamon
Liquid hand soap bottle (does not have to be antibacterial)
Instant hand sanitizer gel bottle
Sink with cold and warm running water
Clean paper towels
Today we are going to see a special demonstration of handwashing. We need two volunteers to help with this handwashing
demonstration.
Instructions:
1. Go to the sink and roll up your sleeves so that hands and wrists are exposed.
2. Rub about 1 tablespoon of cooking oil on your hands like lotion application.
3. Ask your leader to sprinkle approximately half of a tablespoon of ground cinnamon on your hands.
4. Rub the cinnamon with oil all over your hands.
5. Washing Dirty Hands
a. Use one of the following practices for washing your hands:
i. Wash with cold water for 10 seconds
ii. Wash with cold water for 20 seconds
iii. Wash with warm water and soap for 10 seconds
iv. Wash with warm water and soap for 20 seconds
6. Look at everyone’s hands and see if you can answer these questions:
a. Did the cold or the warm water remove more of the oil and cinnamon from your hands?
b. Did soap help remove more of the oil and cinnamon from your hands?
c. How long should you wash your hands to remove the oil and cinnamon on your hands?
d. If the oil and cinnamon were germs, who would have the most germs on their hands?
Optional Activity: Handwashing Chart
Materials:
Pencils or Markers
Paper
Instructions:
1. Review the handwashing chart.
2. Discuss with the troop how the chart can be used at home to make proper hand washing a good habit!
3. Track how often and when you properly washed your hands.
4. Keep the chart in your bedroom or post it outside the restroom door.
5. Bring the filled in chart to the next troop meeting and compare it with your troop!
26

Handwashing Chart
Activity 5
When to
wash hands?
Whenever they
look dirty
Before and after
preparing
food
Before and after
eating food
After playing
(inside or
outside)
After coughing
or sneezing
or blowing my
nose
After using the
restroom
After touching a
pet
After handling
garbage
Before and after
being
around a sick
person
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
27

Optional Activity: Glogerm® Demonstration
Materials:
Glogerm® Gel
Glogerm® Kit: Glogerm® Gel & Black/Ultra-Violet Light
Location: Moab, Utah 84532
Phone: 1-800-842-6622
Website: www.glogerm.com
Black /Ultra-Violet Light
Liquid hand soap bottle (does not have to be antibacterial)
Instant hand sanitizer gel bottle
Sink with cold and warm running water
Clean paper towels
Today we are going to see a special demonstration of handwashing. We need two volunteers to help with this handwashing
demonstration. In this bottle there are glow-in-the-dark fake germs. Rub them all over your hands.
Instructions:
Version 1:
1. Spread the recommended quantity of Glogerm® onto the girls’ hands.
2. Close the curtains turn off the lights and turn on the black light to show the fake germs on the girl’s hands.
3. Turn the lights back on and ask the two girls to wash their hands.
4. Close the curtains, turn off the lights, turn on the black light to show the fake germs that remain on the girls hands. This activity
helps to illustrate that while we are washing our hands, we need to make sure that we take the time to do it right.
Version 2:
1. Alternatively, the group can be split in two. Half of the girls can spread the recommended quantity of Glogerm® onto their hands.
The other half can leave their hands bare.
2. The half of the group that has the Glogerm® on their hands can shake hands with the bare handed girls.
3. Close the curtains, turn off the lights and turn on the black light to show how the fake germs on the girl’s hands spread with
shaking hands. This activity helps to illustrate how easily germs can spread from girl to girl.
4. Turn the lights back on and ask the two girls to wash their hands.
5. Close the curtains, turn off the lights, turn on the black light to show the fake germs that remain on the girls hands. This activity
helps to illustrate that while we are washing our hands we need to make sure that we take the time to do it right.
28

Optional Activity: Germ Experiment
Materials:
Apples (2 slices for each girl)
Jars (2 for each girl) OR Resalable plastic bag (2 for each girl)
Liquid Hand Soap Bottle (does not have to be antibacterial)
Instant Hand Sanitizer Gel Bottle
Sink with cold and warm running water
Clean paper towels
Instructions:
1. Take two apple pieces.
2. Wash one apple piece and then wipe it with dirty hands and place it in a sealed jar or sealed plastic bag.
3. Label the jar/bag "dirty hands."
4. Now wash your hands.
5. Take a second apple piece and wash it, then wipe it with your clean hands.
6. Label this jar/bag "squeaky-clean."
7. After one week, look at both apple pieces.
8. Ask the girls the following questions:
Are there any differences?
How does this experiment demonstrate the importance of washing your hands?
29

4. Discussion: Handwashing
A. Ask the girls the following question:
Can somebody describe what you do when you wash your hands? (Allow a few girls to share their handwashing technique.)
Explain: The best way to wash your hands to get rid of the bad germs is with soap and water. It is important to wash your
hands the right way because even if your hands look clean, there still may be some bad germs on them. Remember, germs
are so small that we cannot see them with our eyes.
B. Show the girls a bottle of regular soap and of instant hand sanitizer gel.
C. Ask the girls the following question:
Have you seen instant hand sanitizer gel before?
When do you use it? (Allow a few girls to share.)
Explain: Hand sanitizer gel can be used as an alternative when soap and water are not immediately available.
Germs on your hands do not always make you sick. There are both good and bad germs. You can get sick if the
bad germs from your hands get inside your body through your mouth, nose, or eyes. If your immune system
cannot fight them off, then you will start to feel sick. It is important that you do not touch your face, stick your fingers
in your mouth or nose, or rub your eyes too often. If you have too, wash your hands!
Expanding Vocabulary: Write on the board and review the term “sanitizer.”
D. When using an alcohol-based hand sanitizer:
• Apply product to the palm of one hand
• Rub hands together
• Rub the product over all surfaces of hands and fingers until hands are dry.
E. Handwashing (Review the steps)
• Wet your hands with clean running water and apply soap. Use warm water if available.
• Rub hands together to make bubbles on all sides of your hands and fingers.
(There are four sides: front, back, left and right.)
• Rub your hands for 20 seconds. You can sing the "Happy Birthday" song twice.
• Rinse your hands to get the soap off.
• Dry your hands using a paper towel or hand dryer. If possible, use your paper towel to turn off the faucet.
Reminder: If soap and water are not available, use alcohol-based hand sanitizer gel to clean hands.
F. Ask the girls the following question: When should you wash your hands?
• Before preparing or eating food
• After going to the bathroom
• After changing diapers or cleaning up a child who has gone to the bathroom
• Before and after tending to someone who is sick
• After blowing your nose, coughing, or sneezing
• After handling an animal or animal waste
• After handling garbage
• Before and after treating a cut or wound
30

5. Required Activity: Wash the Germs Away! Song
Materials:
Handwashing Song Sheets
There is a handwashing song that you can sing while you wash your hands instead of counting to 20 or singing the “Happy
Birthday” song twice.
Instructions:
1. Pass out the handwashing song sheets.
2. Sing the song and pretend you are all washing your hands.
3. Encourage the girls to take their song sheet and teach their family the song.
Optional Activity: Write Your Own Song
Materials:
Pencils
Paper
Instructions:
1. Write your own troop song to use when you are washing your hands instead of the “Wash The Germs Away!” song.
6. Concluding Thoughts: Influenza Prevention & Management
A. Discuss: There are both good and bad germs; not all germs will make you sick. You can get sick if the bad germs from
your hands get inside your body through your mouth, nose, or eyes. If your “immune system” (your body) cannot fight
them off, the germs win and you will start to feel sick within a couple of days.
You can help your body get strong again to fight off germs when you are sick!
B. Ask the girls the following question: If you get sick, what are some ways to help your body get strong to fight germs and
feel better soon?
Answers:
a. REST! Stay home from school until you feel better.
b. Limit contact with others to keep from getting them sick.
c. Drink lots of fluids (like water and soup).
d. Cover your sneeze and cough.
e. Wash your hands often to prevent the spread of germs.
f. Talk to your doctor about other flu treatments and what you can do at home to feel better.
C. You can also protect yourself from influenza by getting vaccinated! Every year your doctor can give you a shot to protect
you from influenza. Your parents may call your doctor to schedule an appointment every year.
31

Wash the Germs Away!
Sing to the tune of “Row, Row, Row Your Boat”
Wash, wash, wash your hands,
Wash the germs away.
Scrubbing my hands
with soap and water,
Germs go down the drain!
Bubbles, bubbles,
a million bubbles,
Carry the germs away,
I won’t let germs get me sick,
I hope you do the same.
32

[ P A R T 3 ]
TAKE ACTION: A. INFORM YOUR COMMUNITY
[ Approximate Time: 1 hour ]
1. Introduction:
Let’s review what we have learned on how to keep ourselves healthy. Now it’s time to share our knowledge with the other Girl
Scouts, our families and seniors by creating posters.
Objective:
This section will help to review and clarify information learned in the previous two sections. The girls can demonstrate their
knowledge and skill with others.
2. Required Activity: Create Posters
Materials:
Poster Paper
Markers
Poster Making Supplies
Instructions:
1. Give the girls materials to develop a poster with health messages.
a. Some messages can be:
i. Influenza Management: What to do if you get sick.
ii. Influenza Recognition & Prevention: What is Influenza? How can you prevent getting the flu?
iii. Proper handwashing.
iv. How germs are spread.
b. For Example:
Ways to feel better if you do get sick:
• Stay home from school until you feel
better and limit contact with others to
keep from getting them sick
• Drink lots of fluids (water, soup)
• Cover your sneeze and cough
• Wash your hands often to prevent the
spread of germs.
• Talk to your doctor about other flu
treatments and what you can do at home
to feel better.
2. Once the girls have completed their posters, encourage each girl to share their poster with the troop.
3. Organize a poster making contest with your school.
4. Distribute the posters when visiting senior centers with your troop.
33

Optional Activity: Create Your Own Activity
Materials:
Color Paper
Poster Paper
Markers
Poster Making Supplies
In addition to posters, what else can your troop create to communicate these health messages?
Instructions:
1. Compose a song
2. Design a game
3. Create a skit
4. Write a poem or story
5. Design an informational brochure
6. Craft a memory book
7. Visit Centers for Disease Control and Prevention (CDC) website at:
www.cdc.gov/flu
• Send electronic greeting cards
• Downloadable stickers
• Enjoy other fun learning materials
3. Concluding Thoughts:
A. Ask the girls the following questions:
Where can you share your poster and the information you have learned here?
Why is it important that everyone in our community know this information and practice these good health tips?
4. Required Activity: Worksheets
Materials:
Worksheet A & B (available in English and in Spanish)
There are two handouts that help to review the information learned in the two previous sections.
Instructions:
1. Complete worksheets A & B individually or in teams.
5. Required Activity: Letter to Parent/Guardian
Materials:
Letter to Parent/Guardian (one side English, one side Spanish)
It is important that the girls be able to share this information with their immediate family members and with other close relatives
including their grandparents, aunts, uncles and cousins, so that they continue to practice these healthy behaviors. A draft letter
has been provided to request that parents/guardians have the girls share the song and reinforce what they have learned through
this program at home with their parents/guardians, siblings, extended family and other community members.
34

[ P A R T 3 ]
TAKE ACTION: B. EDUCATE YOUR COMMUNITY
[ Approximate Time: TBD ]
1. Introduction:
A. The girls will educate their community by demonstrating proper influenza (the flu) prevention, recognition and
management and handwashing techniques through sharing their posters.
B. Schedule a learning session with a Girl Scout Daisy or Brownie troop to teach them the handwashing song and give a
handwashing demonstration. Daisy and Brownie Troops will benefit from their Girl Scout peers teaching them about their
health. Contact your local Girl Scouts Council to find out how to schedule a learning session. Alternatively, educate your
peers. Ask your teacher if you can share what you have learned with your class at school.
C. Schedule a visit to a local senior center, independent living community or senior group to perform the handwashing song
and share the troops’ posters. This is also a good opportunity to share the “Take 3 Steps To Fight The Flu” brochure
from the Centers for Disease Control and Prevention (CDC). This information is important because seniors are some of
the most vulnerable members in our community to illness. It is essential that they have good handwashing skills and
know how to prevent illness. More importantly, they can educate their families and visitors on how to keep them free from
illness.
2. Required Activity: Educate
A. (Choose 1 of 3 options below)
1) Activity: Teach Other Girl Scouts
• Brainstorm the following influenza questions during the learning sessions:
• What is influenza?
• How can you prevent the spread of germs, like influenza?
• Has anyone received the flu vaccine or flu mist?
• What are the symptoms of having influenza?
• Do you know how germs are spread?
• If you get sick, what are some ways to help your body get strong to fight germs and feel better soon?
2) Activity: Teach Seniors
3) Activity: Teach Family Members and Friends
3. Required Activity: Participate
A. The first week of December is National Handwashing Awareness Week. This week can be observed by the Troop each
year to promote good health and review handwashing techniques. More information: www.henrythehand.com. Identify
other events to participate in to encourage healthy habits including handwashing.
B. Look online to learn more about germs (viruses and bacteria), handwashing, and influenza.
Optional Activity: Other Ways to Participate
1. Work with local fast food restaurants to obtain donations of hand wipe packages to distribute at senior centers with
influenza prevention, recognition and management messages.
2. Promote a flu clinic in your area. Locate a flu clinic by visiting:
• American Lung
Association
Find A Flu Clinic
www.flucliniclocator.org
• Maxim Health Systems
Flu Shot Locator
www.findaflushot.com
3. Show your creativity and come up with other ways to contribute and educate every generation in your community.
35

Name: ________________________
Date: ____________
Wash the Germs Away!
Worksheet A
1. Wash hands with soap bubbles while singing a song or
counting to ___________.
A. 3
B. 20
C. 100
2. The best prevention against getting sick is _______.
A. Washing your hands
B. Doing your homework
C. Watching more television
3. Melissa is sick and is coughing and sneezing.
What should she do?
A. Cover her mouth with her hands.
B. Cough or sneeze in the air.
C. Cover her mouth with her elbow or sleeve.
4. Melissa’s sister Patti is also sick. Should Melissa share her drink, food or same fork/spoon
with her sister? (Circle one) Yes / No
Why?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
36

Name: ________________________
Date: ____________
Wash the Germs Away!
Worksheet B
WORD BANK
VACCINATION BACTERIUM EYES GERMS
INFLUENZA HANDS VIRUS WASH
1. __ __ __ __ __ are everywhere! Because germs can
be found on your __ __ __ __ s it is important to __ __
__ __ them often.
2. Two types of germs that can make you sick are called
a b __ __ __ __ __ __ __ __ and a
v __ __ __ __. Germs come in many different shapes and they are too small to see with
your __ y __ __.
3. Before flu season, your doctor may give
you a v a c __ __ __ __ __ __ __ __ for
__ __ __ __ u e n __ __.
Name a few times when you should always wash
your hands.
After ___________________, _________________, &
_____________________________________.
Before ________________ & ___________________.
Make sure to wash your hands with soap and water for at least 20 seconds and dry your
hands using a paper towel or warm air dryer.

Nombre:________________________
Fecha: __________
¡Quite los gérmenes lavándolos!
Hoja de trabajo A
1. Lave sus manos con burbujas de jabón mientras canta una canción o contando hasta _______.
D. 3
E. 20
F. 100
2. La mejor prevención para no enfermarse es _______.
D. Lavarse las manos
E. Hacer la tarea
F. Ver más televisión
3. Melissa está enferma y está tosiendo y
estornudando. ¿Qué debe hacer ella?
D. Cubrir su boca con sus manos.
E. Toser o estornudar en el aire.
F. Cubrir su boca con su codo o manga.
4. Patti la hermana de Melissa también está enferma. ¿Debería Melissa compartir su bebida,
comida o mismo tenedor/cuchara con su hermana? (Circular uno) Si No
¿Por qué?
____________________________________________________________
____________________________________________________________
____________________________________________________________
38

Nombre:________________________
Fecha: __________
¡Quite los gérmenes lavándolos!
Hoja de trabajo B
BANCO DE PALABRAS
VACUNACIÓN BACTERIA OJOS GÉRMENES
GRIPE MANOS VIRUS LAVAR
1. Los __ __ __ __ __ __ __ __ están en todas partes! Dado que
los gérmenes se pueden encontrar en sus __ __ __ __ s es
importante __ __ __ __ __ las a menudo.
2. Los dos tipos de gérmenes que te pueden enfermar se llaman
b __ __ __ __ __ __ __ y V __ __ __ __. Los gérmenes vienen
en muchas formas diferentes, y son demasiado pequeños para
verlos con tus __ j __ __.
3. Antes de la temporada de la gripe, su doctor le puede dar una
v a c __ __ __ __ __ __ __ para la __ __ __ __ e .
Nombra algunas veces en que siempre deberías lavar tus manos.
Después de _________________, ______________, y
_________________________________. Antes de
________________ y ____________.
Asegúrese de lavarse las manos con agua y jabón por lo menos 20 segundos y
secarse las manos usando una toalla de papel o un secador de aire.

Date________
Dear Parent/Guardian,
Your child recently participated in the Community Health Patch Program (CHPP), facilitated by their
Troop leader(s). The lesson was created in partnership with the California Medical Association
Foundation in an effort to empower your daughter to prevent illness and share this knowledge with other
Girl Scouts, their peers, family members and seniors.
We hope that you will reinforce and help your child to practice healthy behaviors at home. Some
suggested activities are listed below:
• Ask your child about germs and how they are spread. Some germs are “good” and others are
“bad” and may cause sickness. There are two types of germs that cause most infections in the United States
– viruses and bacteria.
• Model and help your child practice proper handwashing: scrub 20 seconds with soap and
warm running water while paying attention to around the fingernails. Ask your child to
sing the handwashing song for you. It is important to wash hands after using the toilet, playing with
animals, being around sick people and before and after preparing food or before eating food.
• Ask your child to describe what influenza (flu) is and how to prevent it. Influenza is a virus
that causes fever, headaches, muscle pain or soreness, general weakness, dry cough, sore throat, and runny
nose. Make sure your child understands the importance of preventing influenza by washing hands often,
covering the mouth and nose when coughing or sneezing and getting the influenza vaccine.
Please feel free to contact your daughter’s troop leader if you have comments or questions. We support
you as parents to instill lifelong preventative health practices in your children.
Sincerely,
Girl Scouts Heart of Central California Program Department
40

Estimados padres/tutores:
Su hija participó recientemente en el Progrma de Salud de Entrenamiento a prueba para la Comunidad
(CHPP), dirigido por los líderes de la tropa. . La lección fue creada en colaboración con la Fundación de la
Asociación Médica de California, como un esfuerzo para ayudar a que tu hija prevenga enfermedades y que
comparta este conocimiento con otras Exploradoras, sus familias, y ancianos.
Esperamos que usted refuerce y ayude a su hija a practicar conductas saludables en casa.
actividades sugeridas aparecen a continuación.
Algunas
• Pregunte a su hija acerca de los gérmenes y como se transmiten. Algunos gérmenes son
“buenos” y otros son “malos” y pueden causar enfermedades. Hay dos tipos de gérmenes que causan la
mayoría de las enfermedades en los Estados Unidos – los virus y las bacterias.
• Modele y ayude a su hija a lavarse las manos correctamente: restriegue por 20 segundos
con agua corriente tibia y jabón mientras presta atención alrededor de las uñas. Pida a su
hija que cante la canción del lavado de manos para Ud. .Es importante lavarse las manos
después de usar el baño, jugar con animales, haber estado cerca de personas enfermas y antes y después de
preparar alimentos o antes de comer.
• Pida a su hija que describa qué es la influenza (gripe) y cómo prevenirla. La Influenza es un
virus que causa fiebre, dolor de cabeza, dolor muscular o dolores, debilidad general, tos seca, dolor de
garganta y flujo nasal. Asegúrese de que su hija entienda la importancia de prevenir la influenza lavando
las manos con frecuencia, cubriéndose la boca y nariz cuando tosa y estornude y que se ponga la vacuna
contra la influenza.
Por favor contacte al líder de la tropa de su hija si Ud. tiene comentarios o preguntas. Nosotros lo
apoyamos a Uds. como padres para que le den a sus hijos medidas preventivas de salud para toda la vida.
Sinceramente,
Girl Scouts Heart of Central California Program Department
41

SUPPLEMENTARY RESOURCE LIST
Alliance Working for Antibiotic Resistance Education (AWARE)
a project of the California Medical Association (CMA) Foundation
www.aware.md
American Lung Association
Find A Flu Clinic
www.flucliniclocator.org
American Society for Microbiology
www.microbe.org
Centers for Disease Control and Prevention (CDC) – Body and Mind
www.bam.gov
Centers for Disease Control and Prevention (CDC) – Handwashing
www.cdc.gov/ounceofprevention
Centers for Disease Control and Prevention (CDC) – Influenza
www.cdc.gov/flu
Flu Facts – In-depth Influenza Information
www.flufacts.com
Glo Germ Company
www.glogerm.com
Henry The Hand
www.henrythehand.com
Maxim Health Systems – Flu Shot Locator
www.findaflushot.com
MSNBC.com – How Germs Spread
www.msnbc.msn.com/id/17167176/
Prevent Influenza Now!
www.preventinfluenza.org
The SOPE Project
www.sope.net
42

Vocabulary List
Bacterium: Type of germ, some may cause disease. Plural: bacteria.
Disease: A sickness possibly caused by a virus or bacteria.
Germ: A small mass of living substance, so small you cannot see with your eyes alone. Many germs cause illnesses.
Immune: To be protected from a disease.
Immune system: The system of the human body that produces white blood cells and antibodies to resist infection by
disease.
Immunization: To be protected from a disease.
Infection: A sickness that is caused by germs entering the body.
Influenza: A sickness caused by a virus that is commonly known as “the flu.”
Sanitizer: A cleaner (commonly found in gel form) that causes something to be free of germs.
Symptom: An indication or sign of sickness.
Vaccination: A type of immunization that protects you from influenza (the flu).
Virus: Tiny organisms, or living things that can cause disease. Plural: viruses.
43

Glo Germ Mini Kit
Introducing the new Mini Glo Germ kit. The mini kit is a
disposable kit designed to teach up to 25 people proper
handwashing. Great idea for teaching smaller groups or a
one-time training. The mini kit contains 1.2oz bottle of gel,
the ultra-violet pen light and the informative Trainers
Manual.
$9.95 ea. + tax* & shipping/handling
*Out-of Utah state sales, exempt from sales tax
Ordering Information
GLO GERM
P.O. Box 189
Moab, Utah 84532
Toll-Free Phone: (800) 842-6622
Fax: (435) 259-5930
Email: dma@glogerm.com
Website: www.glogerm.com
44

COMMUNITY HEALTH PROGRAM PATCH ORDER FORM & EVALUATION
For Office use only
______ entered
______ filled
GIRL SCOUTS HEART OF CENTRAL CALIFORNIA ● WWW.GIRLSCOUTSHCC.ORG
Leaders: Based on what your girls experienced and learned as part of this program please answer the
following questions and mail the completed form and patch order, along with a check/credit card info to:
Girl Scouts Heart of Central California, Att: Director of Program, 6601 Elvas Ave, Sacramento, CA 95819
Troop# ___________ Council: _____________________________
Troop Leader’s Name: ___________________________________
Ship to: _______________________________________________
Service Unit: ________
Regular Shipping and Handling:
$1.00 for 10 patches or less
$3.00 for more than 10
1. How many girls are in the troop? ___ 2. How many girls completed the Program? ____
Description Retail Price Quantity Patch Total Shipping (see chart) CA Sales Tax (8.75%) Total Price
Community
Health
Program Patch
$1.50
Check enclosed Credit card (We accept Visa, Mastercard or Discover)
Name on card ______________________________Phone Number: (___) ___________________
Address of Card Holder ___________________________________________________________
Card number __________________________________________Expiration ________________
Signature: ______________________________________________________________________
Please ask girls the following and record the girls’ responses:
3. State 3 things that girls say they learned from the program?
4. Is influenza (the flu) a virus or a bacteria? (# girls) ____ Virus ____ Bacteria
5. How can you prevent the spread of germs, like influenza (the flu)?
6. Why is it important that everyone in our community know this germ information and practice good
health hygiene?
7. What did you as a leader like about the program?
Thank you for taking the time to participate in this evaluation. Your responses are very important to us for future programming.
47