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Amber Burks
Danielle Chelette
Special Needs Oral Health Program- Part 2
A. This program was implemented on the following days:
1. Tuesday March 18, 2014
2. Friday April 4, 2014
3. Tuesday April 8, 2014
4. Tuesday April 15, 2014
B. Program Design
Each lesson was conducted at Groves Elementary, and involved 4th and 5th grade
students, with their ages ranging from nine to twelve years old. We provided our
program to the life skills department and the adaptive behavior unit, and had thirty to
forty-five minutes for each lesson plan. One week before the beginning of our program,
we sent home permission slips with each program date encouraging the parents to
attend one or all sessions.
1. Tuesday March 18, 2014
This was the beginning to making a difference in a child’s oral health. We had a total
of ten students and zero parents in attendance for this lesson. We had originally
planned for twelve students, but only ten attended. This lesson was planned for
thirty minutes and was completed within the timeframe. We opened up our lesson
with a pre-test that included ten true/ false questions. We explained the role of a
dental hygienist to their learning capacity.
This pre-test was completed by ten students. Before we passed out the pre-test, we
informed the students to take it to their best ability, and will not be counted against
them in any way. We explained that all of this information will be taught over a 4
week period throughout the oral health program. This lesson covered the role of a
dental hygienist, human deciduous dentition, human permanent dentition, and the
importance of keeping your teeth for life. Our attention grabber was asking the
students what they thought a dental hygienist role is. A few of their replies were
gives shots, fix teeth, and clean teeth. We then instructed them of our duties. We
brought examples of our lab jackets, mask, gloves, glasses, typodont, and x-rays
taken on Dexter. The students passed each item around the room and were able to
ask questions. We explained the purpose of the jacket, gloves, mask, glasses, and
typodont. Next we covered both human dentitions. We stressed the importance of
keeping your teeth for life. We offered a moment for questions; no questions were
asked only statements. We had 2 activities, the first one was reading The Tooth Book
by Dr. Seuss, and the second activity was making a mouth model out of
marshmallows, construction paper, and glue. The Tooth Book covered the human
dentition and the importance of having/keeping teeth. We feel that the students
enjoyed the book and even giggled at times. The mouth model was a good visual to
demonstrate how many teeth a child has in primary dentition. We labeled the
construction paper with the letters A-T and each student had to match a
marshmallow to the letter. With the exception of zero parental involvement, this
lesson went exactly as planned.
2. Friday April 4, 2014
This lesson plan was not carried out on the day we had planned due to a
misunderstanding with class scheduling. We had a total of ten students and zero
parents in attendance for this lesson. We opened our lesson with stating the topics
that will be covered. The topics for this lesson were plaque, and brushing. Our
attention grabber was a giant toothbrush made out of wood. Also, we asked them
how often they brush and a few of their replies were 3 times a day, and 2 times a
day. Next we discussed plaque. The definition of plaque was explained to their
learning level. We explained the Fones method of brushing. Each student practiced
brushing on the typodont and we modified their technique as needed. We split the
students up into 2 groups. One group which included 4 students was escorted to the
sink to conduct plaque scores. The other group which included 6 students remained
in the classroom and colored a picture of a tooth and toothbrush. When the first
group was finished with their plaque scores, they returned to the classroom to color
while group 2 went to the sink to brush. While each student was at the sink, they
were handed a brand new toothbrush and toothpaste. First, we applied disclosing
solution to their teeth to show them where the plaque was located. Second, the
students brushed their teeth as a program planner assisted as needed. Third, we
reapplied disclosing solution to gather an initial plaque score. This lesson was
planned for thirty minutes, although we ran over due to the plaque scores taking
longer than expected.
3. Tuesday April 8, 2014
This lesson plan was not carried out on the day we had planned due to rescheduling
the second lesson plan, pushing the following lessons back one week. We had a total
of nine students and zero parents in attendance for this lesson. We opened our
lesson with introducing our topics for the day. The topics were the caries, caries
process, and fluoride. We used the term cavities instead of caries in our
presentation. Our attention grabber was a big tooth model made out of wood. We
also asked them if they have ever had cavities in the past and several of their
responses were yes. The definition of a cavity was explained to their learning level.
We explained the importance of visiting the dentist to fix the cavity. Next we talked
about fluoride, and the places it can be found. We had 2 student engaging activities.
The first activity was called the power of fluoride. We placed fluoride varnish on half
of the egg (tooth) then placed the egg in vinegar (acid) to demonstrate the benefits
of fluoride. We showed each student and had them point out which side was
protected and which side was vulnerable to acid. After the first activity, the second
activity was a coloring page of the anatomy of a tooth. The program planners
labeled the structures of a tooth and explained them to the class. This lesson was
planned for thirty minutes, and we completed it within the timeframe.
4. Tuesday April 15, 2014
This lesson plan was not carried out on the day we had planned due to rescheduling
the second lesson plan, pushing the following lessons back one week. We had a total
of nine students and zero parents in attendance for this lesson. We opened our
lesson with introducing our topics for the day. Our topics for this lesson were over
good foods for your teeth, bad foods for your teeth, and frequency of consumption.
Our attention grabber was showing examples of the amount of sugar in a coke,
sprite, and fruit drinks. Next we discussed examples bad foods and drinks for your
teeth. Then we explained good food for your teeth and gave examples. Before listing
the bad foods and good foods, we instructed the students to pay close attention
because there will be a game/quiz over each. Before the game/quiz we discussed
the frequency of consumption. The program planners designed a nutrition game for
the students. Each student received an example of a bad food and a good food. They
had to match the food to either the good or bad column. Next the students
completed a post-test that included ten true/ false questions, to determine the
knowledge gained by the students throughout the program. Next we took one group
that included 6 students were escorted to the sink to take their final plaque score.
After the first group was completed, the second group that consists of 4 students
was escorted to the sink to complete their final plaque score. While taking the final
plaque scores each student had to take a tooth brushing evaluation. Overall the
students brushed fairly well, we gave recommendations to the students as needed.
At the end of the program, each student was handed a healthy snack bag that
included cheese and grapes, along with a certificate of completion in the Oral Health
Program with each of their names on it. This lesson was planned for 30 minutes, and
we ran over 15 minutes. Also, the game was made by the program planners instead
of the magnet game that was intended to be used. There was no parental
involvement throughout the entire program.
C. Program Objectives
1. Objective 1: Increase the dental health knowledge of the students by fifteen percent
using the pre and post-test.
The pre-test was taken on Tuesday March 18 by a total of ten students. The grades
were as followed: 100, 80, 80, 70, 60, 60, 60, 50, 40, and 10. The mean for the pre-
test is a 61.The post test was completed on Tuesday April 15, 2014 by a total of 9
students. The grades on the post-test are as follows: 100, 100, 90, 90, 90, 80, 80, 80,
and 40. The mean for the post-test was 83. There was a thirty-six percent increase of
dental health knowledge of the students by the end of the program. Objective 1 was
successfully met.
2. Objective 2: Decrease oral and plaque debris by fifteen percent using a plaque score.
On Friday April 4, 2014 the initial plaque scores were taken. The plaque scores were
as follows: 1.5, 0.8, 2.3, 0.3, 0.5, 1.0, 0.3, 1.3, 0.6, and 0.5. The mean was 0.9. On
Tuesday April 15, 2014 the final plaque scores were taken. . Their final plaque scores
are as follows: 0.1, 0.1, 0.1, 0.3, 2.0, 0.1, 0.3, 0.8, and 0.5. The mean of their final
plaque score was 0.5. There was an eighty percent increase from their initial plaque
score to their final plaque score. Objective 2 was successfully met.
3. Objective 3: Increase their oral health and skills by passing a tooth brushing
evaluation.
There are thirteen steps on the skill survey that each had a maximum score of 3.The
highest possible score they could make is a 39. The tooth brushing scores are as
follows: 39, 39, 39, 39, 38, 38, 38, 38, and 36. Although we made recommendations
as needed, this objective was successfully met.
4. Objective 4: Increase their knowledge of healthy foods by getting fifty percent
correct matches on the nutrition game board.
Each student placed their food on the correct column, making it a one hundred
percent matching rate. Therefore, this objective was successfully met.
5. Goal: Improve the oral health of the 4th and 5th grade special needs children at
Groves Elementary through an educational program.
All of the objectives were successfully met, therefore making the overall goal
successful as well. The program planners believe our Oral Health Program made an
impact on each student’s oral health care.
D. Results
Objective 1: Increase the dental health knowledge of the students by fifteen percent
using the pre and post-test.
The results of this objective showed that the students gained knowledge throughout
the program and retained the information. After each question, we have provided
the number of students who scored correctly for that particular question.
1. Primary teeth are replaced by permanent teeth.- pre-test:3 post-test:7
2. Your first set of teeth is called permanent teeth.- pre-test:4 post-test:9
3. A dental hygienist takes dental x-rays, cleans teeth, and teaches you how to
brush. Pre-test:10 post–test:9
4. You wiggle your toothbrush back and forth to clean your teeth. Pre-test:7 post-
test:7
5. Plaque is good for your teeth. Pre-test:7 post-test:8
6. You should only brush your teeth in the morning. Pre-test:5 post-test:7
7. We need to brush our teeth for 2 minutes. Pre-test:4 post-test:8
8. Fluoride helps make your teeth strong. pre-test:6 post-test: 6
9. Donuts are good snacks for your teeth. Pre-test:7 post-test: 9
10. Fruits and vegetables are foods that do not harm your teeth. Pre-test:8 post-
test:5
The grades were as followed: 100, 80, 80, 70, 60, 60, 60, 50, 40, and 10. The
mean for the pre-test is a 61.The post test was completed on Tuesday April 15,
2014 by a total of 9 students. The grades on the post-test are as follows: 100,
100, 90, 90, 90, 80, 80, 80, and 40. The mean for the post-test was 83. Their
average results had a thirty-six percent increase from the beginning to the end of
the program. The lower grades came from the students in the life skills class, and
the higher grades came from the students in the adaptive behavior unit.
Objective 2: Decrease oral and plaque debris by fifteen percent using a plaque score.
The student’s skills improved and they became more interested in their oral health
and realized the importance of maintaining a plaque free mouth. The students
improved their plaque scores by eighty percent from the beginning of the program
to the end. The plaque scores were as follows: 1.5, 0.8, 2.3, 0.3, 0.5, 1.0, 0.3, 1.3,
0.6, and 0.5. The mean was 0.9.Their final plaque scores are as follows: 0.1, 0.1, 0.1,
0.3, 2.0, 0.1, 0.3, 0.8, and 0.5. The mean of their final plaque score was 0.5. There
was an eighty percent increase with the removal of their oral debris.
Objective 3: Increase their oral health and skills by passing a tooth brushing evaluation
The student’s skills improved and they were interested in progressing on their tooth
brushing skills. Each student passed the tooth brushing evaluation with a score of 36
or better. The lowest score in order to pass was a 29.25 and the highest possible
score was a 39. We gave some of the students’ recommendations as needed, but
overall we believe each student passed and improved their tooth brushing skills. The
tooth brushing scores are as follows: 39, 39, 39, 39, 38, 38, 38, 38, and 36.
Objective 4: Increase their knowledge of healthy foods by getting fifty percent correct
matches on the nutrition game board.
The students are more aware of how foods have an impact on their teeth. They now
realize that not all foods or drinks are good for their teeth. They now have the
knowledge to make better food choices. Each student placed their example foods
under the correct column, which made them achieve a one hundred percent
matching rate.
Goal: Improve the oral health of the 4th and 5th grade special needs children at Groves
Elementary through an educational program.
All of the students improved in every aspect of the oral health program. We are
proud of the results and feel we made an impact in their lives on their oral health
care.
E. Evaluation
1. Strengths:
There were many strengths throughout the Oral Health Program. For example, the
program planners have worked together in the past, which made us in sync and
work well together. We worked hard; we put in our time and effort for a successful
program, and planned out every detail. Another one of our strengths is the kids was
involved, motivated and interacted in each lesson. They asked several questions, and
had their attention on us the entire time. The program planners developed a well-
organized and enjoyable oral health program with fun activities in order to keep
their attention throughout each lesson. Another strength is that we designed the
program to be geared towards their learning level. Due to the variations in each
students learning level, we did an excellent job at providing education and
instruction at the basic level so that every student can comprehend the information
clearly. Another strength is that the activities were planned for the students to
experience each of their senses. We incorporated touch, sight, smell, taste, and
hearing into each activity for the students to grasp the information better. Also, the
teachers were involved and enthusiastic about our program and interaction with the
kids. They enjoyed our presentations and were engaged in our activities as well. We
believe the teachers gained knowledge from our Oral Health Program as well.
2. Weaknesses/ recommendations
Although our strengths outweigh our weaknesses, we do have a few weaknesses
that we can improve on. The program planners believe there were 2 specific
weaknesses. The first weakness was there were time constraints during the
gathering of plaque scores. Our recommendation for this is to plan ahead to give
ourselves extra time on the days we gather plaque scores. We want to give each
student 2 full minutes for brushing and also have time to give them our full attention
to modify their skills as needed. Another recommendation for this issue is asking a
fellow colleague (1st year student) to assist us in gathering plaque scores to speed up
the process. The second weakness was that was that there was no parental
involvement. Even though we sent home a letter before the program was
implemented encouraging their attendance, there was still no parental involvement.
One recommendation is we could have called the parents to make our program
more personable to them. We also should have sent home an updated letter
including the revised schedule after our dates had been changed.
F. Future site for oral health program
We feel that Groves Elementary will be a good future site. The life skills and adaptive
behavior unit was in need of an oral health program and will continue to be in need
and benefit from oral health education. The teachers were very helpful and
courteous with our program. The teachers have a great amount of dental knowledge
and realize the importance of oral health education. They also were glad and
appreciative that an oral health program was designed and implemented for their
students. The scheduling of this project was appropriate for our departmental time
constraints. The life skills department already has an oral health curriculum in place,
and brushing is part of their daily schedule. We provided the teacher with materials
and ideas to incorporate into their oral hygiene care for future purposes. We feel
this site will appreciate to be included in another oral health program in the future.
G. Learning Value
The program planners have learned that designing and implementing an oral health
program is a great deal of work, but it is well worth it. Our interaction with the
students helped us better understand their disorders, learning level, and needs. We
learned from our mistakes, and most importantly learned how to correctly design
and implement an oral health program to fit a target group’s needs.
H. Collaboration
Danielle- Amber is an excellent partner. She has worked very hard and we are a great
team together. We shared all of the costs and materials. We would go to the nearest
store and split the total up evenly. She has definitely done her part of this project. Every
time we work together we find different ways and ideas to solve problems. If we do not
agree on a situation, we always find a solution. Amber never gives up and gives 100% all
of time and I am thankful she was my partner for this oral health program. I believe that
us as a team was one of the many reasons our program was successful.
Amber- Danielle and I worked well together. We worked fairly with every aspect of this
oral health program. We shared the cost of materials, and we equally had our input
throughout the program. Danielle was a great partner and has helped make our oral
health program successful. We work well as a team; we both give one hundred percent,
and expect perfection and the best possible outcome. We have both worked very hard
on this oral health program and over all I believe it turned out to be a great success.
I. Appendix
Amber Burks
Danielle Chelette
Lesson Plan #1
1. Introductory statement
a. Our target group consists of 4th and 5th grade students with their ages ranging from 9-12
years old.
b. We will require approximately 30-45 minutes for our lesson plan.
2. Objectives
a. Bloom’s Taxonomy
1. Comprehension- At the end of this lesson plan, using Bloom’s Taxonomy, the
students will be able to:
a. Identify a dental hygienist’s role
b. Identify the teeth in a deciduous dentition
c. Identify the teeth in a permanent dentition
2. Application- At the end of this lesson plan, using Bloom’s Taxonomy, the students
will be able to:
a. Apply their knowledge of the primary dentition to create a mouth model of
primary dentition.
3. Evaluation- At the end of this lesson plan, using Bloom’s Taxonomy, the students will
be able to:
a. Evaluate the students’ knowledge by quizzing them at the end of the lesson over
the role of a dental hygienist, number of teeth in primary and permanent dentition,
and the value of their teeth.
b. Domains of Learning
1. Cognitive- Knowledge. At the end of this lesson, using the Domains of Learning, the
students will be able to:
a. Describe the role of a dental hygienist
b. List the number of teeth in deciduous dentition
c. List the number of teeth in permanent dentition
2. Psychomotor
a. Demonstrate the lesson taught by creating a deciduous dentition out of
construction paper and marshmallows.
3. Affective
a. Value the importance of taking care of teeth and keeping them forever.
3. Content outline
a. Introduction- our content for lesson plan #1 will cover the role of a hygienist, human
primary and permanent dentition, and the value of keeping your teeth forever.
1. Role of a dental hygienist
a. The role of a dental hygienist is to take dental x-rays, clean teeth, and educate on
brushing. We will bring examples of PPE and materials a RDH uses.
b. We are college students at Lamar Institute of Technology.
c. Dental hygienist work for the dentist.
2. Human deciduous dentition
a. The first set of teeth is called the deciduous or primary dentition
b. The primary set consists of a total of 20 teeth
c. The deciduous teeth will eventually all fall out
3. Human permanent dentition
a. The second set of teeth are called the permanent dentition
b. They will grow in to take the place of primary teeth as they fall out
c. The permanent set consists of a total of 32 teeth
4. Importance of keeping teeth
a. It is important to take care of both your primary and permanent dentitions
b. The permanent dentition will be the set you should keep for the rest of your life
4. Activities which the student will engage
a. Initiatory activities
1. Introduce ourselves- My name is Miss Amber and this is Miss Danielle. We are college
students at Lamar Institute of Technology. We are dental hygiene students learning how
to clean people’s teeth.
2. Introduce the topic- Today we will discuss the role of a dental hygienist, teeth, we will
read a book, and have an activity at the end.
3. Our attention grabber will be asking the students what they think a dental hygienist
does.
4. We generated a pretest of true/false questions. This covered all the topics we will
cover throughout the program.
b. Developmental activities
1. Present the outline
1. Pre-test- Overall class discussion
2. Discuss how many teeth are in a deciduous dentition
3. Discuss how many teeth are in permanent dentition
4. Discuss the importance of keeping natural teeth
5. Discuss the role of an RDH
6. Read The Tooth Book by Dr. Seuss
7. Students will create a mouth model made out of construction paper, glue, and
marshmallows
2. Include student engaging activities
We will have 2 activities. One will be reading The Tooth Book by Dr. Seuss. The
other activity we have planned will be making passing around our mask, gloves,
typodont, and x-rays.
3. Culminating activities
1. Concluding activity- Our concluding activity will be making a mouth model using
construction paper, marshmallows, and glue.
2. Review- We will question the students on how many teeth are in the primary and
permanent dentitions and the role of the dental hygienist.
3. Post-Test- The post-test will be completed at the final lesson on Tuesday April 15,
2014.
5. Materials and Resources
a. Throughout this lesson, we will use various materials and resources. The mask, gloves, x-
rays, jackets, and typodont will all be provided by the program planners. The x-rays were
taken on Dexter in the fall of 2012. The Tooth Book by Dr. Seuss will be provided by the
program planners previously purchased from TJ Maxx. The construction paper and
marshmallows will be provided by the program planners. The glue and pencils will be
provided by the students at Groves Elementary.
b. The lesson plan will be held in the special education classroom at Groves Elementary. The
students enrolled in the class live in Groves or Port Neches. Groves Elementary holds grades
4th and 5th and is located at 3901 Cleveland Ave. in Groves, Texas.
c. The students will arrive to school by the school transportation system, parent, or family
member. This lesson plan will be during a regular school day.
d. If any further questions or dental concerns need to addressed, they can consult with their
parents, family members, their teacher or school nurse.
6. Evaluation Procedures
a. We will have the students take a pre-test at the beginning of this lesson plan to determine
their knowledge when they begin this program. Also, at the end of the lesson we plan to
evaluate their knowledge they have gained by asking them questions.
Amber Burks
Danielle Chelette
Lesson Plan #2
1. Introductory Statement
c. Our target group consists of 4th and 5th grade students with their ages ranging from 9-12
years old.
d. We will require approximately 30-45 minutes for our lesson plan.
2. Objectives
a. Bloom’s Taxonomy
1. Comprehension- At the end of this lesson plan, using Bloom’s Taxonomy, the students
will be able to:
1. Define plaque
2. Explain the role of plaque in dental diseases
3. Recognize the Fones method of brushing (big circles)
4. Indicate the frequency of brushing (morning and night)
5. Indicate the length of time for effective brushing (2 min.)
2. Application- At the end of this lesson plan, using Bloom’s Taxonomy, the students will be
able to:
1. Apply how they learned to brush using a typodont
2. Demonstrate how to brush properly in their mouth
3. Evaluation- At the end of this lesson plan, using Bloom’s Taxonomy, the students will be
able to:
1. Evaluate the effectiveness of brushing by using a plaque score with disclosing
solution
b. Domains of Learning
1. Cognitive- At the end of this lesson plan, using Domains of Learning, the students will be
able to:
1. Describe plaque
2. Explain the role plaque plays in dental diseases
3. Show an effective tooth brushing method (Fones)
4. Indicate the frequency of brushing (morning and night)
5. Indicate the length of time for effective brushing (2 min.)
2. Psychomotor- At the end of this lesson plan, using Domains of Learning, the students
will be able to:
1. Demonstrate how to brush properly on a typodont and in their mouth
3. Affective- At the end of this lesson plan, using Domains of Learning, the students will be
able to:
1. Value the importance of removing plaque
2. Believe the effectiveness of brushing will result in a healthier mouth
3. Content Outline
a. Introduction- Our content for lesson plan #2 will cover plaque, and brushing
1. Plaque
a. The definition of plaque is bugs that live in your mouth that make cavities
b. Plaque or germs is bad for your teeth and cause bad things to happen in your
mouth
c. Plaque or germs are constantly forming in your mouth and it is important to
remove it.
2. Brushing
a. The best way to take the bad germs out of your mouth is to brush your teeth and
your tongue
b. Brushing needs to take place every morning when you wake up and every night
before you go to bed
c. Everyone needs to brush for at least 2 minutes every time to make sure all of the
germs are removed
4. Activities which the student will engage
a. Initiatory activities
1. Introduce yourself- Hey every one, remember us? My name is Miss Amber and my
name is Miss Danielle.
2. Introduce the topic- Today we will discuss what plaque is, the role of plaque in dental
disease, and how to brush effectively.
3. Use an attention grabber- We will ask the students about their brushing habits and if
they know what plaque is. We will also show the students a giant toothbrush that is
made out of wood and is about 3 feet tall.
4. Pre-test- The pre-test was completed at the first lesson.
b. Developmental activities
1. Present the outline
Discuss the definition of plaque
Discuss the role plaque plays in dental diseases
Discuss the Fones method of brushing
Discuss the frequency and the length of time needed for effective brushing
Demonstrate to the students how to brush on a typodont
Have each student demonstrate how to brush on a typodont
Each student will brush their teeth with our assistance
We will place disclosing solution of their teeth
We will gather a plaque score on each student
The students will have a coloring page of a tooth and toothbrush
2. Include student engaging activities
The students will have two engaging activities. One will be practicing brushing
on a typodont. Another engaging activity will be bringing each student to the
sink and have them brush in their own mouth.
3. Culminating activities
1. Concluding activity- Our concluding activity will be a coloring page of a tooth
and a toothbrush.
2. Review- We will question the students about plaque and the role it plays in
dental disease. We will also ask the patients about the most effective way of
brushing.
3. Post-test- The post-test will be completed at the final lesson on Tuesday April
15, 2014.
5. Materials and Resources
a. Throughout this lesson we will use various resources. The mask, gloves, cups, cotton swabs,
typodont, glasses, lab coat, disclosing solution, Ziploc bags, crayons, and big toothbrush will be
provided by the program planners. The demonstration toothbrushes will be provided by LIT. The
15 youth toothbrushes and 15 youth toothpaste will be provided by Colgate.
b. The lesson plan will be held in the special education classroom and the restroom at Groves
Elementary. The students enrolled in the class live in Groves or Port Neches. Groves Elementary
holds grades 4th and 5th and is located at 3901 Cleveland Ave. in Groves, Texas.
c. The students will arrive to school by the school transportation system, parent, or family
member. This lesson plan will be during a regular school day.
d. If any further questions or dental concerns need to addressed, they can consult with their
parents, family members, their teacher or school nurse.
6. Evaluation Procedures
a. At the beginning of this lesson, we plan on asking the students about their brushing habits
and if they know what plaque is. We will evaluate the students at the end of the lesson over
their knowledge of brushing and plaque. Also we will evaluate their brushing by taking a plaque
score after they brush.
Amber Burks
Danielle Chelette
Lesson Plan #3
1. Introductory Statementa. Our target group consists of 4th and 5th grade students with their ages ranging from 9-12
years old. b. We will require approximately 30-45 minutes for our lesson plan.
2. Objectivesa. Bloom’s Taxonomy
1. Comprehension- At the end of this lesson plan, using Bloom’s Taxonomy, the students will be able to:a. Define cariesb. Explain the caries processc. Explain the importance of fixing cariesd. Define fluoridee. Explain the effects of fluoride
2. Applicationa. Apply their knowledge of fluoride through observation of an egg in fluoride solution
compared to an egg in an acidic environment. 3. Evaluation
a. Evaluate the students decision on choosing which egg had fluoride treatment
b. Domains of Learning
1. Cognitive- At the end of this lesson plan, using Domains of learning, the students will be able to:
a. Explain the definition of caries
b. Describe the caries process
c. Indicate the importance of fixing caries
d. Explain the definition of fluoride
e. List the effects of fluoride
f. Compare the difference between an egg in fluoride solution to one that is not treated with fluoride.
2. Psychomotor- At the end of this lesson plan, using Domains of learning, the students will be able to:
1. Detect the difference an in egg a fluoride solution and an egg in an acidic solution
3. Affective- At the end of this lesson plan, using Domains of learning, the students will be able to:
1. Value the importance of fixing caries
2. Believe the effectiveness of fluoride
3. Content Outline
a. Introduction- Our content for lesson plan #3 will cover the definition of caries and fluoride, caries process, and the effects of fluoride.
1. Caries
a. The definition of caries is holes in your teeth
b. Caries is caused by plaque or germs
c. Caries can grow bigger and deeper over time
d. It is important to visit your dentist to fix your cavities
2. Caries Process
a. It takes 3 things to cause a cavity: tooth, bacteria, and sugar
b. Germs in your mouth eat the foods you eat and then produce an acid
c. The acid goes on your eats away your tooth
3. Fluoride
a. Fluoride is a medicine for your teeth
b. Fluoride makes your teeth strong
c. Fluoride helps stop caries from forming
d. You can find fluoride in toothpaste, mouthwash, and in water from your house and school
4. Activities which the student will engage
a. Initiatory activities
1. Introduce ourselves- Hey everyone, remember us? My name is Miss Amber and my name is Miss Danielle.
2. Introduce the topic- Today we will discuss the definition of caries and fluoride, caries process, and the effects of fluoride
3. Attention grabber- Ask the students if they have had previous caries. Also we will show them 2 giant teeth made out of wood and stands 1 foot tall
4. Pre-test- The pre-test was completed at the first lesson
b. Developmental activities
1. Present the outline
Discuss the definition of caries Discuss the caries process Demonstrate caries process on tooth model Discuss the importance of fixing caries Discuss the definition of fluoride Discuss where fluoride can be found Discuss the effects of fluoride Have the power of fluoride experiment (egg in fluoride) Coloring page
2. Include student engaging activities
We will have 2 activities. One will be demonstrating the caries process on a tooth model. The second will be a fluoride experiment, with one egg soaking in fluoride, and another egg soaking in vinegar. The end result will show the effects fluoride has on the egg compared to the acid.
3. Culminating activities
1. Concluding activity- our concluding activity will be a coloring page of a tooth
2. Review- we will question the students over the definition of caries and fluoride, the caries process, and the effects of fluoride
3. Post-test- the post test will be completed at the final lesson on April 15, 2014
5. Materials and resources
a. Throughout this lesson we will use various materials and resources. The giant tooth model, fluoride solution, containers, eggs, and vinegar will be provided by the program planners. The coloring page will be provided by LIT.
b. The lesson plan will be held in the special education classroom at Groves Elementary. The students enrolled in the class live in Groves or Port Neches. Groves Elementary holds grades 4th and 5th and is located at 3901 Cleveland Ave. in Groves, Texas
c. The students will arrive to school by the school transportation system, parent, or family member. This lesson plan will be during a regular school day.
d. If any further questions or dental concerns need to addressed, they can consult with their parents, family members, their teacher or school nurse.
6. Evaluation procedures
a. At the beginning of the lesson we will ask the students if they have ever had a cavity, if they had it fixed and who fixed it.
b. At the end of the lesson we will question the students over caries and fluoride.
Amber Burks
Danielle Chelette
Lesson Plan #4
3. Introductory Statement
c. Our target group consists of 4th and 5th grade students with their ages ranging from 9-12
years old.
d. We will require approximately 30-45 minutes for our lesson plan.
4. Objectives
b. Bloom’s Taxonomy
4. Comprehension- At the end of this lesson plan, using Bloom’s Taxonomy, the students
will be able to:
a. Identify good foods for your teeth
b. Identify bad foods for your teeth
c. Explain frequency of consumption vs amount eaten
d. Identify the sugars in the foods we eat causes caries
5. Application- At the end of this lesson plan, using Bloom’s Taxonomy, the students will be
able to:
a. Apply their knowledge to identify good foods
b. Apply their knowledge to identify bad foods
6. Evaluation- At the end of this lesson plan, using Bloom’s Taxonomy, the students will be
able to:
a. Evaluate the student’s knowledge by having them complete the nutrition board
game
b. Domains of Learning
1. Cognitive- At the end of this lesson plan, using Domains of Learning, the students will be
able to:
a. Label good foods for your teeth
b. Label bad foods for your teeth
c. Explain frequency of consumption vs. the amount eaten
d. Recognize sugars in the foods we eat causes cavities
2. Psychomotor- At the end of this lesson, using Domains of Learning, the students will be
able to:
a. Identify good foods and bad foods for your teeth
b. Eat good foods instead of bad foods
3. Affective- At the end of this lesson plan, using Domains of Learning, the students will be
able to:
a. Lead a healthier lifestyle by eating nutritious foods
3. Content Outline
a. Introduction- Our content for lesson plan #4 will cover good foods, bad foods, frequency
of consumption, and the role food plays in the caries process
1. Bad foods-
a. Bad foods are the foods that bacteria in your mouth can eat and make
an acid.
b. The following are examples of bad foods:
Bananas
Baked beans
Bread
Candy
Cereal
Chips
Cookies
Crackers
Donuts
Fruit drinks- apple juice
Ice cream
Jams and jellies
Oatmeal
Noodles
Peanut butter
Pretzels
Cooked rice
Cake
Soft drinks- Coke, Dr. Pepper, Root beer
Sports drinks- power aid , Gatorade
2. Good foods-
a. These foods are good because the bacteria in the mouth cannot eat
therefore, cannot make an acid
b. The following are examples of good foods:
Cheeses
Yogurt
Nuts
Meat
Seafood
Eggs
Butter
3. Frequency of consumption
a. It is more important how often you eat a bad food rather than how
much or amount you eat
b. If you eat a bad food it will take 40 minutes for the acid to go away and
for your mouth to return to normal
c. If you drink a bad drink it will take 20 minutes for the acid to go away
and for your mouth to return to normal
d. If you do eat a bad food, make sure you drink plenty of water to wash it
down
4. Activities which the student will engage
a. Initiatory activities
1. Introduce ourselves- Hey everyone, remember us? My name is Miss Amber
and my name is Miss Danielle
2. Introduce topic- today we will discuss bad foods and good foods for your
teeth, and how often you eat these foods
3. Attention grabber- ask the students to give an example of a bad food and
show examples of the amounts of sugar in various products
4. Pre-test- the pre-test was completed at the first lesson
b. Developmental activities
1. Present the outline
Discuss bad foods
Give examples of bad foods
Discuss good foods
Give examples of good foods
Discuss frequency of consumption-20 min. and 40 min.
Discuss the role bad foods play in the caries process
Play the nutrition board game
Eat healthy snacks
2. Include student engaging activities
We will have 1 engaging activity which will be our nutrition game board. We
will give each student picture of a bad and good food that they will need to
place under the correct column.
3. Culminating activities
1. Concluding activity- Our concluding activity will be the students eating
healthy snacks.
2. Review- We will question the students over good foods and bad foods
and frequency of consumption.
3. Post-test- The post-test will be completed at this final lesson. It will be
the same exact test that was provided at the first lesson to determine
the knowledge gained by the students.
5. Materials and resources
a. Throughout this lesson will use various materials and resources. The nutrition game board,
nutritious foods, disclosing solution, and cups will be provided by the program planners. The
toothbrushes, toothpaste, and examples of the amount of sugar in drinks will all be provided by
LIT.
b. This lesson plan will be held in the special education classroom at Groves Elementary. The
students enrolled in the class live in Groves or Port Neches. Groves Elementary holds grades 4 th
and 5th and is located at 3901 Cleveland Ave. in Groves, Texas.
c. The students will arrive to school by the school transportation system, parent, or family
member. This lesson plan will be during a regular school day.
d. If any further questions or dental concerns need to be addresses, they can consult with their
parents, family members, their teacher or school nurse.
6. Evaluation Procedures
a. At the beginning of the lesson we will ask the students to give an example of a bad food.
b. At the end of the lesson we will play the nutrition board game. Each student will have an
example of a good food and a bad food and they will have to place it in the correct column. Also,
we will be giving them a post-test to determine the knowledge gained by the students
throughout this oral health program.
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