Danielle Chelette's Portfolio · Web viewWe explained the role of a dental hygienist to their learning capacity. This pre-test was completed by ten students. Before we passed out

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


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.


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.


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


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



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.



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


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.


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.



d. If any further questions or dental concerns need to addressed, they can consult with their



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


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



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



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


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.


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


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



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



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


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.


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.



d. If any further questions or dental concerns need to be addresses, they can consult with their



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.

Documents

Danielle Chelette's Portfolio · Web viewWe explained the role of a dental hygienist to their learning capacity. This pre-test was completed by ten students. Before we passed out