Esthetics Program

• Trace the origins and evolution of esthetics from ancient civilizations to the modern era
• Identify key milestones and influential figures in the history of skin care
• Describe the range of career paths available within the esthetics profession
• Explain how advances in technology and science have shaped contemporary esthetics

Present the Chapter 1 slideshow and follow all speaker notes for discussion points and pacing.

Esthetics Career Timeline and Industry Milestone Matching

Students receive a set of milestone cards and a blank timeline poster. Working in pairs, they place each milestone in chronological order and match it with its historical significance. Pairs then present one milestone they found most surprising.

• Printed milestone cards — 1 set of 12 cards per pair
• Blank timeline poster (24" x 6") — 1 per pair
• Glue sticks — 1 per pair
• Markers (assorted colors) — 1 pack per pair

Career Research and Presentation Board

Each student selects an esthetics career path and creates a presentation board highlighting education requirements, daily responsibilities, average income, and growth potential.

• Poster board (22" x 28") — 1 per student
• Printed career research handouts — 1 per student
• Colored pencils — 1 set per table
• Scissors — 1 per student
• Glue sticks — 1 per student

1. Select one esthetics career path from the provided list
2. Research education requirements, licensing, and job duties using the handout
3. Organize findings into labeled sections on the poster board
4. Add visual elements such as career trajectory arrows and salary ranges
5. Present the board to the class in a two-minute summary

• Chapter 1 written quiz (15 questions)
• Timeline activity accuracy and presentation evaluation
• Career board rubric: content accuracy, organization, and verbal presentation

• Define the principles of effective goal setting using short-term and long-term strategies
• Identify personal strengths and areas for professional development
• Demonstrate time management techniques applicable to the esthetics profession
• Explain the role of self-motivation, discipline, and ethics in career success

Present the Chapter 2 slideshow and follow all speaker notes for discussion points and pacing.

Goal-Setting and Motivation Board Exercise

Students create a personal vision board with written goals divided into 30-day, 6-month, and 1-year categories. Each goal must include a specific, measurable action step and a deadline.

• Cardstock sheets (8.5" x 11") — 2 per student
• Markers (assorted colors) — 1 pack per table
• Sticky notes (3" x 3") — 1 pad per student
• Pens — 1 per student

Weekly Planner and Time Audit

Students map out a full week schedule balancing school, study, personal time, and self-care. They then identify time gaps and create strategies to maximize productivity.

• Printed weekly planner template — 1 per student
• Highlighters (3 colors) — 1 set per student
• Pens — 1 per student

1. Fill in all current weekly commitments on the planner template
2. Highlight study time in one color, personal time in another, and open time in a third
3. Identify at least three time blocks that could be used more effectively
4. Write a brief action plan describing how those blocks will be used going forward
5. Share one key takeaway with the class

• Chapter 2 written quiz (15 questions)
• Vision board completion and goal-quality rubric
• Weekly planner accuracy and action plan evaluation

• Describe the components of a professional image in the esthetics industry
• Explain the importance of hygiene, posture, and dress code in a spa setting
• Demonstrate professional communication and body language with clients
• Identify how first impressions affect client trust and retention

Present the Chapter 3 slideshow and follow all speaker notes for discussion points and pacing.

Professional Image Assessment Checklist

Students complete a self-assessment checklist covering appearance, hygiene, posture, and communication. Partners then evaluate each other and provide constructive written feedback.

• Printed self-assessment checklist — 2 per student (self + peer)
• Pens — 1 per student
• Clipboards — 1 per student

Professional Presentation Practice

Students dress in professional spa attire and practice greeting a client, conducting a brief introduction, and escorting them to the treatment area. Instructor evaluates each interaction.

• Professional spa uniform or approved attire — worn by each student
• Name badges — 1 per student
• Evaluation rubric sheets — 1 per student
• Pens — 1 per evaluator

1. Review the dress code and grooming standards outlined in the textbook
2. Dress in approved professional attire with proper hygiene and grooming
3. Practice greeting a client with appropriate body language and tone
4. Walk the client to the treatment area while explaining what to expect
5. Receive written feedback from the instructor on professionalism and poise

• Chapter 3 written quiz (15 questions)
• Self and peer assessment checklist review
• Professional presentation rubric: appearance, greeting, communication

• Identify the key components of effective verbal and nonverbal communication
• Demonstrate a thorough client consultation process for skin care services
• Apply active listening techniques to understand client needs and concerns
• Handle difficult client scenarios with professionalism and empathy

Present the Chapter 4 slideshow and follow all speaker notes for discussion points and pacing.

Client Consultation Role-Play with Difficult Scenarios

Students pair up and draw a scenario card describing a challenging client situation. One student acts as the esthetician, the other as the client. After five minutes, they switch roles with a new card. The class debriefs on effective strategies used.

• Printed scenario cards — 1 set of 10 cards per pair
• Blank consultation forms — 2 per student
• Pens — 1 per student
• Timer (phone or classroom clock)

Full Client Intake Simulation

Students conduct a complete client intake from greeting through consultation, using a professional intake form. The instructor observes and provides feedback on communication skills.

• Printed client intake forms — 2 per student
• Clipboards — 1 per student
• Pens — 1 per student
• Evaluation rubric — 1 per student

1. Greet the client professionally and establish rapport
2. Walk through the intake form, asking all required health and skin history questions
3. Use active listening and clarifying questions to understand the client's goals
4. Summarize the consultation findings and recommend a general treatment direction
5. Thank the client and document key notes on the form

• Chapter 4 written quiz (15 questions)
• Role-play observation and debrief participation
• Client intake simulation rubric: accuracy, empathy, documentation

• Define the types of pathogens and how infections spread in a spa environment
• Demonstrate proper handwashing, disinfection, and sterilization procedures
• Classify tools as immersible or non-immersible and apply correct sanitation protocols
• Explain OSHA and state board regulations related to infection control
• Set up a fully compliant disinfection station

Present the Chapter 5 slideshow and follow all speaker notes for discussion points and pacing.

Handwashing Timed Drill, Disinfection Station Setup, and Tool Sorting

Students rotate through three stations: (1) a timed handwashing drill with UV glow gel to verify coverage, (2) setting up a disinfection station with proper solution ratios, and (3) sorting a mixed bin of tools into immersible and non-immersible categories with correct disinfection methods for each.

• UV glow gel — 1 bottle per handwashing station
• UV blacklight flashlight — 1 per handwashing station
• Liquid soap dispensers — 1 per handwashing station
• Paper towels — 1 roll per station
• EPA-registered disinfectant concentrate — 1 bottle per group
• Measuring cups — 1 per group
• Disinfection containers with lids — 1 per group
• Assorted tools for sorting (tweezers, comedone extractors, spatulas, electronic devices, brushes) — 1 mixed bin of 15 items per group
• Sorting labels ("Immersible" and "Non-Immersible") — 2 per group
• Timer (phone or classroom clock)

Complete Workstation Sanitation Setup

Students set up and sanitize a full treatment workstation from start to finish, demonstrating proper protocol for pre-service, during service, and post-service sanitation.

• EPA-registered disinfectant spray — 1 bottle per student
• Clean towels — 3 per student
• Disposable gloves — 2 pairs per student
• Covered waste container — 1 per workstation
• Disinfection container with lid — 1 per workstation
• Assorted esthetics tools — 1 set per workstation

1. Wash hands thoroughly using the 20-second protocol
2. Spray and wipe down the entire treatment surface with disinfectant
3. Sort and disinfect all tools using the correct immersible or non-immersible method
4. Set up the workstation with clean linens and organized tools
5. Demonstrate the post-service breakdown and disposal procedures

• Chapter 5 written quiz (20 questions)
• Handwashing drill UV check pass/fail
• Tool sorting accuracy evaluation
• Workstation sanitation rubric: protocol compliance, tool handling, cleanliness

• Identify the major body systems and their relevance to esthetics practice
• Label the basic structures of a human cell and explain cell reproduction
• Describe the structure and function of muscles and nerves related to facial treatments
• Explain how the circulatory and lymphatic systems affect skin health

Present the Chapter 6 slideshow and follow all speaker notes for discussion points and pacing.

Body System Diagram Labeling and Cell Structure Identification

Students receive blank anatomical diagrams and label each body system, then complete a cell structure diagram identifying the nucleus, cell membrane, cytoplasm, and organelles. Groups compare answers and discuss how each system connects to skin care.

• Printed blank body system diagrams — 1 set of 4 per student
• Printed blank cell structure diagram — 1 per student
• Colored pencils — 1 set per table
• Pens — 1 per student
• Reference answer key (instructor only) — 1

Facial Muscle Mapping on Partner

Students use a face chart to locate and identify the major facial muscles, then practice gently palpating each muscle group on a partner while naming the muscle and its function.

• Printed facial muscle map — 1 per student
• Face charts (blank outline) — 1 per student
• Colored pencils — 1 set per table
• Headbands — 1 per model student

1. Review the facial muscle diagram and memorize muscle names and locations
2. Label the blank face chart with at least 10 facial muscles
3. With a partner, gently locate each muscle group on the face by palpation
4. Name each muscle and describe its primary function aloud
5. Switch roles and repeat the exercise

• Chapter 6 written quiz (20 questions)
• Diagram labeling accuracy check
• Facial muscle identification practical evaluation

• Explain the difference between organic and inorganic chemistry as it relates to skin care
• Define pH and demonstrate how to test the pH of common skin care products
• Identify common chemical ingredients in cleansers, toners, and moisturizers
• Describe how oxidation-reduction reactions affect the skin

Present the Chapter 7 slideshow and follow all speaker notes for discussion points and pacing.

pH Testing on Skincare Products and Ingredient Label Reading

Students test the pH of five different skin care products using pH test strips, record results on a chart, and then read the ingredient labels to identify active ingredients and their functions.

• pH test strips (broad range 1-14) — 5 per student
• Small cups or petri dishes — 5 per group
• Assorted skincare products (cleanser, toner, moisturizer, exfoliant, sunscreen) — 5 per group
• Printed pH recording chart — 1 per student
• Pens — 1 per student

Product Chemistry Analysis Station

Students rotate through stations with different product types, testing pH, identifying ingredient categories, and determining if each product is an acid, base, or neutral solution.

• pH test strips — 10 per student
• Assorted skincare products — 8 per group
• Ingredient reference guide — 1 per student
• Lab recording sheet — 1 per student
• Disposable gloves — 1 pair per student

1. Put on gloves and select the first product at your station
2. Test the pH using a strip and record the value on your lab sheet
3. Read the ingredient label and identify at least three active ingredients
4. Classify the product as acidic, basic, or neutral and note its intended use
5. Rotate to the next station and repeat until all products are analyzed

• Chapter 7 written quiz (15 questions)
• pH testing accuracy and chart completion
• Lab recording sheet evaluation: ingredient identification and classification

• Define electrical current, voltage, and wattage as they apply to facial equipment
• Identify the components of common facial machines and their electrical requirements
• Demonstrate proper safety protocols when operating electrical esthetics equipment
• Explain the difference between galvanic, high frequency, and faradic currents

Present the Chapter 8 slideshow and follow all speaker notes for discussion points and pacing.

Facial Machine Component Identification and Safety Protocol Cards

Students examine diagrams of common facial machines and label key components. They then match safety protocol cards to each machine type, identifying contraindications and proper operating procedures.

• Printed facial machine diagrams (high frequency, galvanic, steamer) — 1 set of 3 per student
• Safety protocol matching cards — 1 set of 12 per group
• Pens — 1 per student
• Answer key (instructor only) — 1

Equipment Safety Inspection and Setup

Students inspect each piece of electrical equipment for damage, check cords and plugs, and practice powering on, adjusting settings, and safely shutting down each machine.

• High frequency machine — 1 per group
• Galvanic machine — 1 per group
• Facial steamer — 1 per group
• Equipment inspection checklist — 1 per student
• Pens — 1 per student

1. Visually inspect each machine for cracks, frayed cords, and loose connections
2. Check that each machine has the correct electrodes or attachments in place
3. Power on each machine following the manufacturer's instructions
4. Adjust settings to the lowest intensity and note the control locations
5. Power down each machine properly and complete the inspection checklist

• Chapter 8 written quiz (15 questions)
• Machine component labeling accuracy
• Equipment inspection checklist completion and hands-on safety evaluation

• Identify the essential vitamins, minerals, and nutrients that promote healthy skin
• Explain the relationship between diet, hydration, and skin appearance
• Match specific vitamins and nutrients to their skin care benefits
• Describe how nutritional deficiencies manifest in the skin

Present the Chapter 9 slideshow and follow all speaker notes for discussion points and pacing.

Food Diary Analysis and Vitamin-to-Skin-Benefit Matching

Students analyze a pre-filled sample food diary for nutritional strengths and weaknesses. They then complete a matching exercise connecting vitamins (A, C, D, E, K, B-complex) to their specific benefits for skin health.

• Printed sample food diary handout — 1 per student
• Vitamin-to-skin-benefit matching worksheet — 1 per student
• Pens — 1 per student
• Nutritional reference chart — 1 per table

Client Nutrition Consultation Practice

Students role-play a scenario where a client asks about how nutrition affects their skin. The esthetician explains the connection between specific foods and skin conditions while staying within scope of practice.

• Printed nutrition consultation scenario cards — 1 set of 6 per pair
• Scope of practice reference sheet — 1 per student
• Note-taking paper — 2 sheets per student
• Pens — 1 per student

1. Draw a scenario card and read the client's skin concern
2. Identify which vitamins or nutrients may relate to the condition described
3. Explain the nutrition-skin connection to the client in accessible language
4. Recommend the client consult a healthcare provider for specific dietary changes
5. Document the conversation on paper and discuss with the class

• Chapter 9 written quiz (15 questions)
• Vitamin matching worksheet accuracy
• Nutrition consultation role-play evaluation: accuracy, scope of practice, communication

• Identify and describe the three main layers of the skin: epidermis, dermis, and subcutaneous tissue
• Explain the functions of each epidermal layer and the cell types within them
• Describe the role of collagen, elastin, and the dermal-epidermal junction
• Explain how the skin protects, regulates temperature, and provides sensory information
• Identify the appendages of the skin including hair follicles, sebaceous glands, and sudoriferous glands

Present the Chapter 10 slideshow and follow all speaker notes for discussion points and pacing.

Skin Layer Diagram Labeling and Cell Type Identification

Students receive a detailed cross-section diagram of the skin and label all three layers, the five layers of the epidermis, and key structures such as hair follicles, sebaceous glands, and nerve endings. A second sheet focuses on identifying cell types (keratinocytes, melanocytes, Langerhans cells, Merkel cells).

• Printed blank skin cross-section diagram — 1 per student
• Printed cell type identification sheet — 1 per student
• Colored pencils (at least 6 colors) — 1 set per table
• Pens — 1 per student
• Reference answer key (instructor only) — 1

Skin Observation Under Magnification

Students examine their own and a partner's skin using a magnifying lamp to observe pore size, texture, oiliness, and visible structures discussed in the chapter.

• Magnifying lamp (5x or 10x) — 1 per pair
• Skin observation recording sheet — 1 per student
• Headbands — 1 per model student
• Gentle cleanser and cotton pads — 1 set per pair
• Pens — 1 per student

1. Cleanse the model's face gently and secure hair with a headband
2. Position the magnifying lamp at the correct distance and angle
3. Observe and record pore size, skin texture, and visible oil production in each facial zone
4. Identify any visible structures from the chapter (follicles, pores, fine lines)
5. Switch roles and repeat the observation

• Chapter 10 written quiz (20 questions)
• Skin diagram labeling accuracy
• Cell type identification worksheet review
• Skin observation recording sheet evaluation

• Identify and describe common skin disorders, lesions, and conditions
• Differentiate between primary and secondary skin lesions
• Recognize conditions that are contraindications for esthetics treatments
• Explain when to refer a client to a dermatologist
• Describe the causes and characteristics of acne, rosacea, eczema, and hyperpigmentation

Present the Chapter 11 slideshow and follow all speaker notes for discussion points and pacing.

Skin Disorder Photo Identification, Condition-to-Treatment Matching, and Contraindication Sorting

Students rotate through three exercise sets: (1) photo identification cards showing common skin conditions to be named and classified, (2) matching conditions to appropriate esthetics treatments, and (3) sorting conditions into "treat" and "refer out" categories.

• Printed skin condition photo cards — 1 set of 20 per group
• Condition-to-treatment matching worksheets — 1 per student
• Contraindication sorting labels ("Treat" and "Refer Out") — 2 per group
• Pens — 1 per student
• Answer key (instructor only) — 1

Client Screening Simulation

Students practice a client screening scenario where they examine simulated skin conditions on a mannequin head, determine if the condition is treatable or requires a referral, and document their findings.

• Mannequin head with simulated skin conditions (stickers or makeup) — 1 per group
• Magnifying lamp — 1 per group
• Client screening forms — 1 per student
• Pens — 1 per student
• Condition reference guide — 1 per group

1. Examine the mannequin's skin using the magnifying lamp
2. Identify each simulated condition and record its name and classification
3. Determine whether each condition is treatable or requires a referral
4. Document findings and recommendations on the client screening form
5. Present one finding to the group and explain the reasoning

• Chapter 11 written quiz (20 questions)
• Photo identification card accuracy
• Contraindication sorting accuracy
• Client screening form evaluation: identification, classification, referral decisions

• Identify the four primary skin types: normal, dry, oily, and combination
• Explain the Fitzpatrick skin typing scale and its significance in treatment planning
• Demonstrate a proper skin analysis using a magnifying lamp and Wood's lamp
• Determine appropriate treatment recommendations based on skin analysis findings

Present the Chapter 12 slideshow and follow all speaker notes for discussion points and pacing.

Skin Type Analysis on Classmates and Fitzpatrick Scale Classification

Working in pairs, students use a magnifying lamp to analyze their partner's skin type by zone (forehead, nose, cheeks, chin). They then determine each other's Fitzpatrick skin type using the classification questionnaire and record results.

• Magnifying lamp (5x or 10x) — 1 per pair
• Printed Fitzpatrick scale questionnaire — 1 per student
• Skin analysis recording form — 1 per student
• Headbands — 1 per model student
• Gentle cleanser and cotton pads — 1 set per pair
• Pens — 1 per student

Comprehensive Skin Analysis with Wood's Lamp

Students perform a full skin analysis on a partner using both a magnifying lamp and a Wood's lamp, documenting skin type, conditions observed, Fitzpatrick type, and recommended treatment direction.

• Magnifying lamp — 1 per pair
• Wood's lamp — 1 per pair
• Comprehensive skin analysis form — 1 per student
• Headbands — 1 per model student
• Gentle cleanser and cotton pads — 1 set per pair
• Pens — 1 per student

1. Cleanse the model's face and secure hair with a headband
2. Analyze the skin under the magnifying lamp, noting pore size, texture, and oil production by zone
3. Use the Wood's lamp in a darkened area to identify dehydration, pigmentation, and congestion
4. Record all findings on the comprehensive skin analysis form
5. Write a brief treatment recommendation based on the analysis results

• Chapter 12 written quiz (15 questions)
• Fitzpatrick classification accuracy
• Comprehensive skin analysis form evaluation: accuracy, thoroughness, recommendations

• Classify skin care products by function: cleansers, toners, exfoliants, moisturizers, and SPF
• Read and interpret product ingredient labels using INCI nomenclature
• Identify active ingredients and their benefits for specific skin types and conditions
• Explain the difference between cosmetic and cosmeceutical products

Present the Chapter 13 slideshow and follow all speaker notes for discussion points and pacing.

Product Ingredient Reading and Sorting by Function

Each group receives a collection of skin care products. Students read each label, identify three key ingredients, classify the product by function (cleanser, toner, moisturizer, exfoliant, SPF), and organize them into labeled categories on their table.

• Assorted skin care products (cleanser, toner, moisturizer, exfoliant, sunscreen, serum) — 8 per group
• Category labels (Cleanser, Toner, Exfoliant, Moisturizer, SPF, Serum) — 6 per group
• Product analysis recording sheet — 1 per student
• Pens — 1 per student

Product Regimen Design for Skin Types

Students design a complete morning and evening skin care regimen for an assigned skin type, selecting appropriate products from the available collection and justifying each choice.

• Assorted skin care products — 12 per group
• Skin type assignment cards (normal, dry, oily, combination, sensitive) — 1 per student
• Regimen planning worksheet — 1 per student
• Pens — 1 per student

1. Draw a skin type assignment card
2. Select products from the collection for a morning regimen (cleanser, toner, moisturizer, SPF)
3. Select products for an evening regimen (cleanser, treatment serum, moisturizer)
4. Record each product choice and write a justification based on ingredients and skin type
5. Present the regimen to the class and answer questions from peers

• Chapter 13 written quiz (15 questions)
• Product sorting accuracy and ingredient identification
• Regimen planning worksheet: product selection, ingredient justification, presentation

• Identify all essential equipment and furnishings in a professional treatment room
• Demonstrate proper setup and breakdown of a treatment room for client services
• Explain proper draping, bolstering, and client positioning techniques
• Maintain infection control standards throughout room setup and breakdown

Present the Chapter 14 slideshow and follow all speaker notes for discussion points and pacing.

Treatment Room Setup Timed Challenge

Students race against the clock to set up a treatment room from scratch, including the facial bed, linens, products, and equipment. The instructor evaluates each setup for completeness, cleanliness, and professional appearance.

• Facial bed or treatment table — 1 per student or pair
• Fitted sheet — 1 per bed
• Flat sheet — 1 per bed
• Blanket — 1 per bed
• Head rest cover — 1 per bed
• Bolster pillow — 1 per bed
• Towels (hand and bath) — 3 per bed
• Product tray with basic supplies — 1 per station
• Timer (phone or classroom clock)

Complete Room Setup, Draping, and Client Positioning

Students perform a full treatment room setup, then practice draping a partner on the facial bed with proper bolstering and positioning for comfort and modesty.

• Facial bed or treatment table — 1 per pair
• Full linen set (fitted sheet, flat sheet, blanket, head rest cover) — 1 per bed
• Bolster pillow — 1 per bed
• Towels — 4 per bed
• Headband — 1 per model student
• Evaluation checklist — 1 per student

1. Set up the facial bed with all linens in the correct order
2. Position the bolster under the model's knees for comfort
3. Drape the model properly, ensuring coverage and client comfort
4. Secure the headband and position the model's head on the rest
5. Demonstrate breakdown procedures: remove linens, disinfect surfaces, restock

• Chapter 14 written quiz (15 questions)
• Timed setup challenge evaluation: speed, completeness, professional appearance
• Draping and positioning practical rubric

• Describe the steps of a basic facial treatment from consultation through completion
• Demonstrate proper cleansing, exfoliation, extraction, and mask application techniques
• Explain how to customize a facial based on skin type and client concerns
• Identify contraindications for facial treatments and appropriate modifications
• Perform a complete basic facial on a partner following professional protocol

Present the Chapter 15 slideshow and follow all speaker notes for discussion points and pacing.

Basic Facial Procedure Step-by-Step and Product Application Sequence

Students arrange procedure step cards in the correct facial treatment order. They then practice product application techniques on the back of their hand, focusing on the correct amount, direction, and pressure for each product type (cleanser, exfoliant, serum, moisturizer, SPF).

• Printed facial procedure step cards — 1 set of 12 per group
• Sample products: cleanser, exfoliant, serum, moisturizer, SPF — 1 of each per group
• Cotton pads — 5 per student
• Fan brushes — 1 per student
• Product application sequence handout — 1 per student

Complete Basic Facial on Partner

Students perform a full basic facial treatment on a partner, following all professional steps from consultation through post-care instructions.

• Facial bed with full linen setup — 1 per pair
• Cleanser — 1 per station
• Toner — 1 per station
• Exfoliant (enzyme or gentle scrub) — 1 per station
• Massage cream or oil — 1 per station
• Treatment mask — 1 per station
• Moisturizer — 1 per station
• SPF — 1 per station
• Cotton pads and rounds — 10 per station
• Fan brush — 1 per station
• Spatulas — 2 per station
• Disposable gloves — 2 pairs per student
• Headband — 1 per model
• Warm towels — 3 per station

1. Conduct a brief consultation and analyze the model's skin type
2. Perform a double cleanse using appropriate cleanser and technique
3. Apply exfoliant and perform gentle exfoliation following manufacturer timing
4. Apply mask, allow processing time, and remove with warm towels
5. Complete with toner, serum, moisturizer, and SPF, then provide post-care instructions

• Chapter 15 written quiz (20 questions)
• Step card sequencing accuracy
• Basic facial practical rubric: technique, product selection, timing, sanitation, client comfort

• Identify and demonstrate the five classical massage movements: effleurage, petrissage, friction, tapotement, and vibration
• Describe the benefits and contraindications of facial massage
• Perform a complete facial massage sequence with proper hand positioning and pressure
• Explain the physiological effects of massage on blood circulation and lymphatic drainage

Present the Chapter 16 slideshow and follow all speaker notes for discussion points and pacing.

Facial Massage Movement Practice and Movement Identification

The instructor demonstrates each massage movement while students practice on their own forearm. Students then watch unlabeled demonstration clips and identify each movement type, writing their answers on response cards.

• Massage cream or practice lotion — 1 bottle per table
• Paper towels — 1 roll per table
• Movement identification response cards — 1 set of 5 per student
• Pens — 1 per student
• Massage movement reference chart — 1 per student

Complete Facial Massage on Partner

Students perform a full facial massage sequence on a partner, incorporating all five massage movements with proper technique, pressure, and rhythm.

• Facial bed with linen setup — 1 per pair
• Massage cream or facial oil — 1 per station
• Headband — 1 per model
• Warm towels — 2 per station
• Disposable gloves (optional per preference) — 1 pair per student
• Massage sequence reference card — 1 per student

1. Set up the model on the facial bed with headband and proper draping
2. Apply massage cream evenly to the face, neck, and decollete
3. Perform the massage sequence: effleurage to warm the tissue, petrissage on the cheeks and chin, friction along the jawline, tapotement on the forehead, and vibration to finish
4. Maintain even rhythm and appropriate pressure throughout, checking with the model for comfort
5. Remove excess product with warm towels and switch roles

• Chapter 16 written quiz (15 questions)
• Movement identification accuracy
• Facial massage practical rubric: technique, pressure, rhythm, hand positioning, client comfort

• Identify common facial machines: steamer, high frequency, galvanic, vacuum, spray, and brush machines
• Explain the function, benefits, and contraindications for each machine type
• Demonstrate proper setup, operation, and safety protocols for facial machines
• Describe when and how to incorporate machines into a facial treatment

Present the Chapter 17 slideshow and follow all speaker notes for discussion points and pacing.

High Frequency Indirect Method Practice, Steamer Setup, and Distance Measurement

Students rotate through two stations: (1) practice the indirect high frequency method on a partner's face with the instructor supervising, and (2) set up and fill a facial steamer, power it on, measure the correct distance from the face (approximately 18 inches), and time the warm-up period.

• High frequency machine with mushroom electrode — 1 per group
• Gauze pads — 4 per student
• Facial steamer — 1 per group
• Distilled water — 1 gallon per steamer
• Measuring tape or ruler — 1 per group
• Timer (phone or classroom clock)
• Machine safety protocol handout — 1 per student

Multi-Machine Facial Treatment Integration

Students perform a facial treatment incorporating the steamer, high frequency, and one additional machine. The focus is on proper sequencing, timing, and safety throughout.

• Facial bed with linen setup — 1 per pair
• Facial steamer with distilled water — 1 per station
• High frequency machine with electrodes — 1 per station
• Galvanic or vacuum machine — 1 per station
• Cleanser and treatment products — 1 set per station
• Cotton pads and gauze — 10 per station
• Disposable gloves — 2 pairs per student
• Headband — 1 per model

1. Set up the treatment room and position all machines within safe reach
2. Cleanse the model's face and begin the steamer at the correct distance
3. After steaming, perform the high frequency treatment using the indirect method for three minutes
4. Apply the galvanic or vacuum machine per manufacturer guidelines
5. Complete the treatment with product application and power down all machines properly

• Chapter 17 written quiz (15 questions)
• Machine setup and distance accuracy evaluation
• Multi-machine practical rubric: sequencing, safety, technique, timing

• Identify the different methods of temporary and permanent hair removal
• Explain the hair growth cycle and its relevance to hair removal timing
• Demonstrate proper waxing technique including temperature testing and application direction
• Describe contraindications and pre/post-care for hair removal services
• Perform a basic wax application on practice skin or balloon

Present the Chapter 18 slideshow and follow all speaker notes for discussion points and pacing.

Waxing Pattern Practice on Balloon or Practice Skin and Temperature Testing

Students practice applying warm wax in the correct direction on balloons (to simulate skin tension) and on practice skin pads. Before each application, they test the wax temperature on their inner wrist and record whether it was within the safe range.

• Warm wax in a wax warmer — 1 warmer per group
• Wax applicator sticks (small and large) — 10 per student
• Inflated balloons — 2 per student
• Practice skin pads — 1 per student
• Muslin strips — 10 per student
• Pre-wax cleanser — 1 bottle per group
• Post-wax oil or lotion — 1 bottle per group
• Disposable gloves — 2 pairs per student
• Temperature recording sheet — 1 per student

Waxing Service on Practice Arm or Leg

Students perform a complete waxing service on a partner's arm or lower leg, including consultation, pre-wax preparation, application, removal, and post-wax care.

• Wax warmer with soft wax — 1 per station
• Wax applicator sticks — 8 per student
• Muslin strips — 10 per student
• Pre-wax cleanser — 1 per station
• Pre-wax oil (for sensitive skin protection) — 1 per station
• Post-wax soothing lotion or aloe — 1 per station
• Disposable gloves — 2 pairs per student
• Towels — 2 per station
• Covered waste container — 1 per station

1. Consult with the model about skin sensitivity, medications, and contraindications
2. Cleanse the treatment area with pre-wax cleanser and apply pre-wax oil if needed
3. Test wax temperature on inner wrist, then apply in the direction of hair growth
4. Press the muslin strip firmly and remove against the direction of hair growth in one swift motion
5. Apply post-wax soothing lotion, provide aftercare instructions, and dispose of all materials properly

• Chapter 18 written quiz (15 questions)
• Temperature testing accuracy and wax application technique on balloon
• Waxing service practical rubric: consultation, preparation, application, removal, aftercare, sanitation

• Describe the principles and types of chemical peels used in esthetics
• Explain microdermabrasion, microneedling, and LED therapy and their intended results
• Identify client candidacy, contraindications, and pre/post-treatment protocols for advanced treatments
• Discuss the importance of advanced training and scope of practice for these services

Present the Chapter 19 slideshow and follow all speaker notes for discussion points and pacing.

Chemical Peel Consultation Scenario Cards and Microdermabrasion Discussion

Students draw scenario cards describing a client's skin type, concerns, and medical history. They must determine whether the client is a candidate for a chemical peel, select the appropriate peel type (superficial, medium, or refer out for deep), and explain their reasoning. The class then discusses microdermabrasion benefits, contraindications, and expected outcomes.

• Printed consultation scenario cards — 1 set of 10 per group
• Chemical peel reference chart (types, acids, depth) — 1 per student
• Decision recording worksheet — 1 per student
• Pens — 1 per student

Superficial Chemical Peel Application (Simulated)

Students practice the full protocol for a superficial chemical peel using a simulated (non-active) solution, focusing on client preparation, application technique, timing, neutralization, and post-care instructions.

• Simulated peel solution (non-active water-based stand-in) — 1 bottle per station
• Fan brushes — 1 per student
• Neutralizing solution (water-based stand-in) — 1 bottle per station
• Gauze pads — 6 per student
• Timer — 1 per station
• Disposable gloves — 2 pairs per student
• Post-peel soothing cream — 1 per station
• Client aftercare instruction cards — 1 per student

1. Consult with the model regarding skin type, sensitivities, and contraindications
2. Cleanse and prep the skin, ensuring all makeup and oils are removed
3. Apply the simulated peel solution evenly with a fan brush, working in sections
4. Monitor timing and check the model's comfort; neutralize at the appropriate time
5. Apply soothing post-peel cream and review aftercare instructions with the model

• Chapter 19 written quiz (15 questions)
• Scenario card decision accuracy and reasoning
• Peel application practical rubric: consultation, preparation, technique, timing, aftercare

• Identify face shapes and describe how contouring and highlighting enhance facial features
• Explain color theory and the color wheel as applied to corrective makeup
• Demonstrate proper makeup application techniques for a natural and a full-glam look
• Complete a face chart with a customized makeup design for an assigned face shape
• Describe sanitation and hygiene protocols specific to makeup application

Present the Chapter 20 slideshow and follow all speaker notes for discussion points and pacing.

Face Shape Analysis, Color Wheel for Corrective Makeup, and Face Chart Completion

Students determine their own face shape using a mirror and a measuring tape. They then study the color wheel to understand complementary and corrective color relationships. Finally, each student completes a blank face chart with a makeup design tailored to their identified face shape, including contour, highlight, and corrective color placement.

• Hand mirrors — 1 per student
• Flexible measuring tape — 1 per student
• Printed color wheel reference — 1 per student
• Blank face chart templates — 2 per student
• Colored pencils (skin tone, contour, and color corrector shades) — 1 set per table
• Pens — 1 per student

Full Makeup Application on Partner

Students apply a complete makeup look on a partner, starting with skin prep and ending with a finished face. The application must include foundation matching, corrective color, contouring, eye makeup, and lip color.

• Foundation in assorted shades — 6 per station
• Concealer palette — 1 per station
• Setting powder — 1 per station
• Contour and highlight palette — 1 per station
• Eyeshadow palette — 1 per station
• Mascara (disposable wands only) — 1 tube per station, with disposable wands (5 per station)
• Lip color assortment — 3 per station
• Makeup brushes (foundation, powder, contour, eyeshadow, lip) — 1 full set per student
• Disposable applicators (sponges, lip brushes) — 5 per student
• Brush cleaner spray — 1 per station
• Makeup remover and cotton pads — 1 set per station
• Headband — 1 per model

1. Prep the model's skin with moisturizer and primer
2. Match and apply foundation, concealer, and any corrective color needed
3. Contour and highlight according to the face shape analysis from the classroom activity
4. Apply eyeshadow, eyeliner, and mascara using disposable wands only
5. Finish with lip color and setting spray, then document the look on a face chart

• Chapter 20 written quiz (15 questions)
• Face chart completion: design accuracy, color choices, technique
• Makeup application practical rubric: foundation match, technique, blending, symmetry, sanitation

• Develop a professional resume tailored to the esthetics industry
• Write a targeted cover letter for an esthetics position
• Demonstrate effective interview techniques and professional self-presentation
• Identify strategies for job searching, networking, and building a professional portfolio

Present the Chapter 21 slideshow and follow all speaker notes for discussion points and pacing.

Resume Building, Cover Letter Exercise, and Mock Interview

Students draft a one-page resume using a provided template, then write a brief cover letter for a specific job posting. Pairs then conduct a three-minute mock interview where one student is the hiring manager and the other is the applicant.

• Printed resume template — 1 per student
• Printed sample job posting — 1 per student
• Cover letter template — 1 per student
• Pens — 1 per student
• Mock interview question cards — 1 set of 8 per pair
• Timer (phone or classroom clock)

Portfolio Development Workshop

Students begin compiling a professional portfolio including their resume, cover letter, before-and-after photos from previous labs (if available), certifications, and a personal brand statement.

• Portfolio binder or folder — 1 per student
• Sheet protectors — 10 per student
• Printed resume and cover letter from classroom activity — 1 set per student
• Pens — 1 per student
• Lined paper for brand statement — 2 sheets per student

1. Organize the resume and cover letter as the first two pages of the portfolio
2. Add any before-and-after photos or documentation from previous practical labs
3. Write a one-paragraph personal brand statement describing professional values and goals
4. Include any relevant certifications, training records, or letters of recommendation
5. Present the portfolio to the instructor for initial review and feedback

• Chapter 21 written quiz (15 questions)
• Resume and cover letter quality rubric
• Mock interview performance evaluation
• Portfolio organization and completeness review

• Describe the key components of a skin care business plan
• Calculate basic pricing, profit margins, and cost of goods for esthetics services
• Explain the different types of business ownership and their advantages
• Identify the permits, licenses, and insurance required to operate a skin care business

Present the Chapter 22 slideshow and follow all speaker notes for discussion points and pacing.

Business Plan Basics and Pricing/Profit Margin Calculations

Students receive a simplified business plan template and fill in the key sections: mission statement, target market, services offered, and startup costs. They then complete a pricing exercise calculating the cost per service, recommended retail price, and profit margin for three sample esthetics services.

• Printed simplified business plan template — 1 per student
• Pricing calculation worksheet — 1 per student
• Calculators — 1 per student
• Pens — 1 per student
• Sample cost-of-goods reference sheet — 1 per table

Service Menu and Budget Creation

Students create a professional service menu for a fictional skin care business, including service names, descriptions, durations, and prices. They also draft a basic monthly operating budget.

• Printed service menu template — 1 per student
• Monthly budget template — 1 per student
• Calculators — 1 per student
• Pens — 1 per student
• Sample service menus for reference — 2 per table

1. Choose a business name and create a service menu with at least six esthetics services
2. Include a description, duration, and price for each service
3. Draft a monthly operating budget including rent, product costs, utilities, and insurance
4. Calculate projected monthly revenue based on an estimated client volume
5. Present the service menu and budget summary to the class

• Chapter 22 written quiz (15 questions)
• Business plan template completion and pricing accuracy
• Service menu and budget rubric: professionalism, accuracy, realistic projections

• Explain the principles of consultative selling in the esthetics profession
• Demonstrate how to recommend retail products based on a client's skin analysis
• Apply upselling and cross-selling techniques without being pushy
• Describe how retail sales contribute to business revenue and client satisfaction

Present the Chapter 23 slideshow and follow all speaker notes for discussion points and pacing.

Retail Recommendation Role-Play and Upselling Technique Practice

Students pair up for a two-part exercise. First, one student acts as the esthetician completing a facial while the other is the client. The esthetician must recommend at least two retail products based on the treatment performed and the client's skin type. Second, students practice upselling by suggesting an add-on service (mask upgrade, eye treatment, or hand treatment) using natural, benefit-focused language.

• Sample retail products (empty or labeled display bottles) — 6 per group
• Role-play scenario cards — 1 set of 8 per pair
• Retail recommendation worksheet — 1 per student
• Pens — 1 per student

End-of-Service Retail Consultation Simulation

Students complete a full end-of-service scenario: finishing a facial, walking the client to the retail area, recommending products, explaining benefits, and closing the sale. The instructor evaluates the interaction for professionalism, product knowledge, and sales technique.

• Retail display area with labeled product bottles — 1 setup per group
• Product knowledge reference cards — 1 set per student
• Sales interaction evaluation rubric — 1 per student
• Pens — 1 per student
• Receipt pad (for simulation) — 1 per group

1. Conclude the facial treatment and summarize what was performed and observed
2. Walk the client to the retail display and introduce recommended products by name
3. Explain the benefits of each product as they relate to the client's specific skin needs
4. Offer an upsell or add-on for the next appointment using consultative language
5. Thank the client, complete the simulated receipt, and schedule the next visit

• Chapter 23 written quiz (15 questions)
• Role-play recommendation accuracy and natural delivery
• Retail consultation simulation rubric: product knowledge, communication, upselling technique, professionalism