PBIS Vision: Creating a positive culture that supports success for all.
R.O.A.R. – Respectful, Orderly, Accountable, Responsible
PBIS Lesson Plan to Teach Lowell Expectations
ROAR Expectation
Accountable: Bathroom Behavior
Area: Bathroom
Time Frame: 30-45 minutes
Step 1: Identify & Provide Rationale/Purpose for teaching the stated behavior
It is important to be accountable for you actions. Today we are going to learn the bathroom procedures.
Taking care of facilities provides a clean environment for everyone. Every student is responsible to take
care of the bathrooms and to honor safety and privacy.
Step 2: Lesson Objective(s) (desired behavior both observable & measureable)
Accountable behavior: Students will understand the importance of bathroom procedure. Students will
be able to explain why it is important to show accountable behavior and how they can promotes
accountable behavior in the bathroom by using Thinking Maps to brainstorm ideas to write a short
paragraph of a scenario of accountable behavior in the bathroom.
Step 3: Examples and Non Step 3: Examples and Non-examples of the desired behavior
*Choose students to model examples and non-examples, asking students how they felt in each simulation
examples of the desired behavior
Examples (look/sound like)
Non-examples (not look/sound like)
 Sign in and out of class, carry a pass with
 Refusing or forgetting to sign in and out
you at all times.
 Leaving the bathroom pass in the classroom or the
 Keep the bathroom clean
bathroom
 Keep body and objects to yourself.
 Playing with the water, continually hitting the air
dryer button, using more than one pump of soap,
playing with the soap, leaving toilet paper all over
the floor
 Urinating or defecating not in the toilet or urinal
Step 4: Practice/Role Play Activities
Model expected behavior (I do):
Teacher explains the following procedures
1. Ask permission to go to the bathroom/Go to the bathroom
a. Sign out with name or intials and time. Then take the bathroom pass.
2. Leave no trace.
a. Clean up after yourself: keep water in the sink, turn on the air dryer
b. Be responsible for how much toilet paper you use. Do not be wasteful and do not put a lot of
paper in the toilet or it will plug it up and cause the water to overflow. The custodian will not
be happy to have to unplug the toilet and clean up the water that overflows the toilet.
c. Soap should not be wasted. Two squirts only.
3. USE the 2-10-10-5 rule: Teach 2 squirts of soap – 10 seconds of rubbing the soap into your hands- 10
seconds of rinsing hands with water and no more than 5 seconds under the hand dryer.
4. Return immediately
a. Take care of business. Get in, get done, and get out.
b. Promptly return to your classroom, to the teacher or the group.
c. The restroom is not a playroom. Avoid conversations – your job is to use the toilet, wash and
dry your hands and get back to your group.
d. Remember others need time to use the restroom too, so stay focused on using the restroom
efficiently and getting out as quickly as possible to allow others to have a turn.
Lead students through behavior (We do/Practice):
1. Teachers ask the class: Why is it important to behave this way in the restroom?
2. Make a chart of situations that need cleaning up in the bathroom. Discuss why things have a place
(i.e. trash in the trash can, not in the toilet.)
3. Discuss the custodian’s job. Examine how leaving or making a mess impacts his/her job. How might
it affect other students who need to use the restroom?
4. Discuss other situations in the bathroom that may need to be reported.
Debrief with students any questions: “Are there any questions you have about being accountable in the
bathroom?
Practice/Check for Understanding (You do):
Teachers provide practice of the Bathroom Procedures in the classroom. Teachers and students should
model: The above procedures 1-4. Teachers should model: inappropriate above procedures 1-4.
Students practice Bathroom Procedures with teacher giving immediate feedback and praise.
Review Questions:
 Why is it important to show accountability in the bathroom?
 How can you help promote accountable behavior in the bathroom?
 Where are some other places it is important to be accountable and keep clean?
Assessment (aligned to Objective):
 Have students create a Thinking Map to show understanding of accountable bathroom behavior.
 Students will write a paragraph demonstrating a situation showing accountable behavior in the
bathroom. (Procedures 1-4)
 Refer below for the following Thinking Maps Examples
a. Circle Map: Students write “Bathroom” in the middle circle and then write everything they know
about the bathroom rules in the outer circle as well as their frame of reference in the rectangle.
b. Multi-Flow Map: Write a situation in the “event” box such as “Keep the Bathroom Clean”. Then
write in the boxes on the left what caused it the bathroom to be clean. In the boxes on the right,
write what the effect was for having a clean bathroom. Add the frame of reference in the outside
rectangle.
Additional Opportunities for Practice/Reteach:
 Write Bathroom Procedures and explain why each is important.
 Draw a picture, with a caption, of appropriate bathroom behavior.
 Write a script to be used to inform a new student of appropriate bathroom behavior.
 Four or five students model Bathroom Procedures while others give feedback on their behavior.
Vocabulary Practice:
 Accountable
 Thinking Maps
 Procedures
Materials:
 Paper
 Pencils