Lesson Plan Chemistry of Hair Straightening

TEXAS CTE LESSON PLAN
www.txcte.org
Lesson Identification and TEKS Addressed
Career Cluster Human Services
Course Name Cosmetology II
Lesson/Unit Title Chemistry of Hair Relaxing
TEKS Student 130.284. (c) Knowledge and Skills

Expectations
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(K) demonstrate knowledge of practical skills such as
manicure, pedicure, or hairstyling.
(2) The student applies academic skills to the field of cosmetology.

The student is expected to:
(B) summarize the structure, composition, and growth of
skin, nails, and hair;
(D) evaluate solutions, suspensions, and emulsions that may
be used during cosmetology services such as shampoos,
conditioners, and nail care products;
(E) select chemical services to maintain a normal pH of hair
and skin;
(H) formulate a salon infection control plan to maintain
health and safety of employees and clients.
Basic Direct Teach Lesson

(Includes Special Education Modifications/Accommodations and
one English Language Proficiency Standards (ELPS) Strategy)
Instructional Objectives Student will:
 Analyze the chemicals of hair
* Special Education Modifications or Accommodations, if applicable

Copyright © Texas Education Agency 2017. All rights reserved 1 of 14
 Explain the impact of acids, alkalis and ph on the hair and scalp
 Analyze material safety data sheets for chemical information
 Determine the relevance of porosity, density, texture, and
elasticity of the hair for chemical services
 Describe structural changes that take place in hair because of
chemical relaxers
 Demonstrate safety and sanitation precautions related to
chemical relaxers
Rationale Cosmetologists who are skilled in the art of chemical hair relaxing are in
great demand today. Chemical hair relaxing is used for clients of many
nationalities who have extra curly hair. In salons, curl permanents and
hair relaxers are priced higher than many other salon services. Therefore,
it is of great benefit to you as cosmetology students to become proficient
in these services.
Duration of Lesson Five 45-minute class periods
Word Wall/Key Chemistry: The science that deals with the composition, structures, and
Vocabulary properties of matter and how matter changes under different conditions
(ELPS c1a, c, f; c2b; c3a, b,
d; c4c; c5b) PDAS II (5) Disulfide bond: Strong chemical side bond that joins the sulfur atoms of
two neighboring cysteine amino acids to create one cysteine, which joins
together two polypeptide strands like rungs on a ladder
Hydrogen bonds: Relatively weak physical side bonds that are the results
of an attraction between opposite electrical charges easily broken by
water as in wet setting, or heat as in thermal styling and reformed as the
hair dries or cords
Hydroxide relaxers: Relaxers with a very high pH, sometimes over 13
No base relaxers: Relaxers that do not require application of a protective

base
Normalizing solutions: Conditioners with an acidic pH that condition the

hair and restore the hair’s natural pH prior to shampooing

pH (potential hydrogen): Represents the quantity of hydrogen ions
pH scale: A measure of the acidity and alkalinity of a substance
Salt bonds: Relatively weak physical side that are the result of an
attraction between opposite electrical charges are easily broken by
changes in pH as in permanent waving and reform when the pH returns to
normal
Thio relaxers: Relaxers that usually have a pH above 10 and higher

concentration of ammonium thioglycolate than is used in permanent
waving
Materials/Specialized Equipment
Equipment Needed  Computer with Internet for slide presentation
 Computers with Internet access (be sure to follow school district
guidelines)
Materials:
 Cardstock
Supplies:
 Acid-balanced shampoo
 Bowl and applicator brush
 Conditioner
 Disposable gloves
 Hard rubber comb
 Hydroxide relaxer
 Hydroxide neutralizer
 Manikins
 Plastic clips
 Plastic rattail comb
 Pre-neutralizing conditioner
 Protective base cream
 Shampoo cape
 Spray bottle

 Stand
 Styling comb
 Thio neutralizer
 Timer
 Towels
 Copies of handouts
PowerPoint:
 The Chemistry of Hair Relaxing
Technology:
 Free iPad App:
Hairstyles+
Amazing collection of the prettiest hairstyles from around the
world
Graphic Organizers: -
 The Chemistry in Hair Relaxing Notes

 The Chemistry in Hair Relaxing Notes (Key)
 Client Consultation Card
Handouts: -
 Chemical Hair Relaxing Flashcards

 Chemical Hair Relaxing Quiz
 Chemical Hair Relaxing Quiz (Key)
 Chemical Relaxers Product Data
 Cosmetologists Administrative Rules
 Rubric for Chemical Hair Relaxing
Anticipatory Set Before class begins:
(May include pre-
assessment for prior Print the Chemical Hair Relaxing Flashcards on cardstock and separate.
knowledge) Laminate the cards, if possible. Place the cards in a basket. Some will be
printed red (answers) and some will be printed black (statements).
In the front of the room, use a table to display as many of the supplies
from the Materials and Specialized Equipment Needed section.
These supplies will serve as a basic guide to the process of using

chemicals to permanently straighten the hair.
As students enter the classroom, have each one selects one red (answers)
and one black (questions) card from the basket. Each student will have
two cards.
Once everyone is seated, begin by asking the following questions:
 Do you wish you had straight hair?

 Why would someone with curly hair want straight hair?
 Do you like studying chemistry?
 Why do we need to know chemistry to straighten hair?
Matching
Allow each student to read the black card (question) as the other students
try to decide if they have the correct answer by reading the red card. Place
the question and corresponding answer cards on the wall with tape so
that students may review for the quiz.
Direct Instruction * Introduce lesson objectives, terms, and definitions.
Distribute graphic organizer The Chemistry of Hair Relaxing Notes so that

students may take notes during slide presentation.
Introduce PowerPoint The Chemistry of Hair Relaxing and discuss how

important an understanding of chemistry is in straightening hair.

View YouTube video:
 Basics of Chemistry
Clip from the Milady Standard Cosmetology 2012 DVD Series
http://youtu.be/N0PVlegJv8Y
Individualized Education Plan (IEP) for all special education students must be
followed. Examples of accommodations may include, but are not limited to:
 checking for understanding
 providing assistance with note-taking
Guided Practice * Distribute handout Chemical Relaxers Product Data and explain to
students that similar products produce different results depending on the
client’s hair.
Assign students to locate material safety data sheets (MSDS) on the

Internet for various products and complete the worksheet.
Remind students of the following tips:
 Any relaxer can burn the scalp if used the wrong way
 Lye is found in hair relaxers allowing the product to work but can
burn the skin
 Do not leave the relaxer on longer than the directions instruct
 Use a neutralizing shampoo to wash out the relaxer
 Use a conditioner after the hair relaxer
 Ask for help from another cosmetologist
Review the Cosmetology Administrative Rules for the general

requirements of the Health and Safety Standards.
These standards include:
 Clean and disinfect equipment, tools, implements and supplies

before use on each client

 Use clean towels for each client
 Use clean cutting and shampoo capes for each client
 Use a sanitary neck strip or towel
 Employ good personal hygiene habits while providing cosmetology
service
Distribute the Client Consultation Card from the Client Consultation lesson
and review the Hair and Scalp Analysis section.
Explain the procedure for chemical hair relaxing:
 Determine the impact of the acids, alkalis, and ph on the hair scalp
 Explain the relevance of porosity, density, texture, elasticity, and
disorders of the hair for chemical services
 Differentiate between a soft curl and a chemical relaxer
 Identify factors critical to hair and scalp analysis
 Compare chemical texture services and structure changes that
occur in the hair
Demonstrate how to apply the chemical relaxer on a volunteer or a

manikin.
Students will work independently practicing safety and sanitation
techniques.
Re-teach as needed.
 peer tutor
 shortened assignment
Independent Students will:

Practice/Laboratory
Experience/Differentiate  Work independently practicing applying a chemical relaxer
d Activities *  Work independently and perform strand tests following

manufacturer’s processing directions
 Rinse and shampoo thoroughly with warm water to remove traces
of relaxer
Important: Students should follow the manufacturer’s processing

directions to achieve the desired effect.
Distribute Rubric for Chemical Hair Relaxing so that students may know
what is expected.
 provide more time for practice
 frequent feedback
Lesson Closure Review lesson objectives, terms, and definitions.
Matching
Review the flashcards from the Anticipatory Set and allow students to
match the answers with the correct statements.
Remind them to study for quiz.
Summative/End of Students will present finished manikin or client with straight hair.
Lesson Assessment *
Students will be assessed with appropriate rubric.
Distribute Chemical Hair Relaxing Quiz to assess students’ knowledge.
 oral quiz if needed
 use notes for quiz
 reduce number of quiz statements
References/Resources/ Textbook

Teacher Preparation
 Halal, J. (2009). Hair structure and chemistry simplified: Exam
review/John Halal. Clifton Park, NY: Milady/Cengage Learning.
 Milady standard cosmetology: Situational problems. (2012). Clifton
Park, NY: Cengage Learning.
Websites:
 Texas Department of Licensing and Regulation

To be the leader in public service, customer satisfaction, and
innovation
http://www.tdlr.texas.gov/cosmet/saloncodeviolations.htm
 U.S Food and Drug Administration
Hair Dye and Hair Relaxers
Hair dye is used to color your hair. Hair relaxers are used to make
your hair straight. Both hair dye and hair relaxers can hurt your
skin, hair, and eyes, especially if you are not careful. Some of these
problems can be prevented. Get the facts before using hair dyes
and hair relaxers.
http://www.fda.gov/ForConsumers/ByAudience/ForWomen/ucm11
8527.htm
YouTube:
 Basics of Chemistry
Clip from the Milady Standard Cosmetology 2012 DVD Series
http://youtu.be/N0PVlegJv8Y
Additional Required Components
English Language  Word wall

Proficiency Standards  Draw visual representations of terms on word wall
(ELPS) Strategies
 Add terms and definitions to personal dictionary
College and Career

Readiness Connection1
1
Visit the Texas College and Career Readiness Standards at
Recommended Strategies
Reading Strategies Other articles pertaining to this lesson that students may read include:
 How Does Hair Relaxer Work?

The chemicals in hair relaxers penetrate deep into the hair shaft
and loosen the natural curl pattern located inside the hair cortex.
http://www.ehow.com/how-does_4566662_hair-relaxer-work.html
 Problems with Hair Relaxers

Without proper application and maintenance of hair relaxers,
damaged hair, breakage, and chemical burns may occur.
http://www.ehow.com/list_7199615_problems-hair-relaxers.html
 The Long-Term Effects of Using Hair Relaxers

It is important to be aware of the long-term effects of hair relaxers
before deciding to use these products.
http://www.ehow.com/list_7481305_longterm-effects-using-hair-
relaxers.html
Reading Strategy:
Ask and Answer Questions

Having students form their own questions helps them recognize
confusion and encourages active learning. Instruct students:
 Before reading, think about the subject based on the title,

chapter heads, and visual information. Make note of anything
you are curious about.
 While reading, pause and write down any questions. Be sure to
ask questions if there is confusion.
 Look for the answers while reading. Pause and write down the
answers.
 Were all the questions answered? Could the answers come
http://www.thecb.state.tx.us/collegereadiness/CRS.pdf, Texas Higher Education Coordinating Board

(THECB), 2009.
from other sources?
Quotes Forget not that the earth delights to feel your bare feet and the winds long
to play with your hair.
-Khalil Gibran
I used to be very insecure about my curly hair, because I lived in a country

where everybody had blonde straight hair.
-Diane von Furstenberg
I have very curly hair and I straighten it every day – it takes maybe two
minutes. I can’t imagine anyone having a bigger challenge than I do in the
kinkiness that is my crazy ‘fro.’
-Ginnifer Goodwin
I love wearing my hair curly, but turning the curling iron all the way up
creates curls that look really made up and artificial.
-Camila Alves
I was 23, and that was my first professional job. Anybody who has curly
hair knows you don’t want it to be brushed out because it becomes a
never-ending tangle.
-Judy Davis
Writing Strategies Journal Entries:

Journal Entries + 1
Additional Writing  People want to have straight hair because ….
Strategy  Curly hair is difficult to keep neat because …
 Long, straight hair is ….
 Long, curly hair is ….
 My preference in chemical relaxers is ….
Writing Strategy:
RAFT

 Role – cosmetologist
 Audience – chemical relaxer manufacturer
 Format – business letter
 Topic – requesting directions on product be written more clearly
Flash Cards
Cosmetologists must memorize terminology associated with their
specialty field. Like most other industries, cosmetologists should be well-
versed in industry terminology to provide the best type of care for their
clients. To engage students in this activity, make a list of terms and their
definitions. Write the definitions on one side of a flash card and on the
other, write the term. Make sure the backside of the card cannot be seen
during the activity. To help students learn the names of supplies and tools
used during their work, take pictures of the items, and glue the pictures
onto a flash card with the answer written on the back of the card.
Communication  Name three products that are used in hair relaxers

90 Second Speech Topics  The purpose of the neutralizer in chemical relaxing treatments is ….
 The common ingredients in the Thio relaxer and permanent waving
solution are ….
Other Essential Lesson Components
Enrichment Activity Skill activity

(e.g., homework cosmetologists are responsible for ensuring makeup application,
assignment)
hairstyles or nails are exactly what the client desires.
A fun activity to sharpen the beauty skills of a cosmetologist is to write

several different styles onto an index card and allow students to choose a
card.
With a manikin, have the cosmetologist create the look stated on the
index card.
Examples:
 1950s pinup

 Prom night
 Southern belle
 Gothic Lolita
Make sure to only place styles on the index cards the student has recently
studied so the student is able to put theoretical study into practical use.
To make the activity more interesting, give the students a time limit and
allow the other students to critique their work.
Family/Community Fix-It
Connection The fix-it activity can be a fun way to end a hard week in school.
Ask for a few volunteers from the class to be made-under. Take these
students into another room and mess up their makeup, hair, or nails.
Pair up the fix-it student with a peer who is responsible for correcting the
mistakes on the student’s face, hair, or nails.
Allow the students only 30 minutes to work. Encourage using techniques

and skills learned during class to fix the mistakes on the other student.
Have students interview a professional operator/shop owner in the

community.
CTSO connection(s) SkillsUSA
http://skillsusa.org
Cosmetology
Students will demonstrate their skills in haircutting, hair styling and long
hair design in four separate tests. All work is performed on manikins so
everyone begins with the same model and the same type of hair.
Contestants will create one 90-degree women’s haircut, one woman’s and
one man’s cut from a finished photo. A display of creativity is seen in the
long hair segment of the competition where these future salon
professionals demonstrate their own design skills. A parade finale closes
the contest with each contestant walking down the stage with their
completed manikins to present to the audience.
Service Learning Successful service learning project ideas originate from student concerns
Projects and needs. Allow students to brainstorm about service projects pertaining
to lesson. For ideas, visit:
www.ysa.org
Possible idea:
Provide services to residents in a local nursing home. Provide
opportunities for the special populations students at your high school to
practice the techniques learned.


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TEXAS CTE LESSON PLAN

Lesson Identification and TEKS Addressed

Career Cluster Human Services

Course Name Cosmetology II

Lesson/Unit Title Chemistry of Hair Relaxing

TEKS Student 130.284. (c) Knowledge and Skills

(2) The student applies academic skills to the field of cosmetology.

Basic Direct Teach Lesson

Instructional Objectives Student will:

 Analyze the chemicals of hair

* Special Education Modifications or Accommodations, if applicable

Duration of Lesson Five 45-minute class periods

Hydroxide relaxers: Relaxers with a very high pH, sometimes over 13

No base relaxers: Relaxers that do not require application of a protective

Normalizing solutions: Conditioners with an acidic pH that condition the

* Special Education Modifications or Accommodations, if applicable

pH scale: A measure of the acidity and alkalinity of a substance

Thio relaxers: Relaxers that usually have a pH above 10 and higher

* Special Education Modifications or Accommodations, if applicable

 The Chemistry of Hair Relaxing

 Free iPad App:

 The Chemistry in Hair Relaxing Notes

 Chemical Hair Relaxing Flashcards

These supplies will serve as a basic guide to the process of using

Once everyone is seated, begin by asking the following questions:

 Do you wish you had straight hair?

Direct Instruction * Introduce lesson objectives, terms, and definitions.

Distribute graphic organizer The Chemistry of Hair Relaxing Notes so that

Introduce PowerPoint The Chemistry of Hair Relaxing and discuss how

* Special Education Modifications or Accommodations, if applicable

Assign students to locate material safety data sheets (MSDS) on the

Remind students of the following tips:

Review the Cosmetology Administrative Rules for the general

These standards include:

 Clean and disinfect equipment, tools, implements and supplies

* Special Education Modifications or Accommodations, if applicable

Explain the procedure for chemical hair relaxing:

Demonstrate how to apply the chemical relaxer on a volunteer or a

Independent Students will:

* Special Education Modifications or Accommodations, if applicable

Important: Students should follow the manufacturer’s processing

Lesson Closure Review lesson objectives, terms, and definitions.

Remind them to study for quiz.

Distribute Chemical Hair Relaxing Quiz to assess students’ knowledge.

* Special Education Modifications or Accommodations, if applicable

 Texas Department of Licensing and Regulation

Additional Required Components

English Language  Word wall

College and Career

 How Does Hair Relaxer Work?

 Problems with Hair Relaxers

 The Long-Term Effects of Using Hair Relaxers

Ask and Answer Questions

 Before reading, think about the subject based on the title,

http://www.thecb.state.tx.us/collegereadiness/CRS.pdf, Texas Higher Education Coordinating Board

I used to be very insecure about my curly hair, because I lived in a country

Writing Strategies Journal Entries:

* Special Education Modifications or Accommodations, if applicable

Communication  Name three products that are used in hair relaxers

Other Essential Lesson Components