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RiversideCounty “Teeth Are Us” Lesson 1
2004-2005 Grades 1-2
CDDPP Lesson Plan 1
Grade level 1- 2
PLAQUE/BRUSHING/FLUORIDE
A. Check to see that class is rinsing. Be prepared to briefly review procedure through demonstration at end of lesson, if necessary. Ask teacher for Records Envelope to use during lesson.
B. Remind teachers you will be collecting Records Envelope at end of the year. Check to see if envelope is posted in the classroom.
C. Check with teacher on toothbrush labeling and storage. Reinforce, if necessary.
INTRODUCTION
-- Introduce yourself to class (as Mrs., Ms or Miss or Mr. _____) and introduce behavior objectives. (listen carefully and quietly, raise hands, questions at end)
-- “I am here because I want you to have a happy, healthy smile”
-- Introduce puppet as “Special Friend” and sing “White Teeth, White Teeth” with students. “To help me I have brought along a friend …”
-- Make sure teacher has a copy of the words to the song. Encourage participation!
Objective: WHAT IS PLAQUE?
1. Anticipatory Set: Plaque
Teeth are important and help us do some pretty special things.
SHOW poster: “Functions of the Mouth “
-- Smiling: Could you smile without a mouth?
What do your teeth do for your smile?
-- Talking: We use our mouth to talk. Have students say words using
the letters “F” and “L” trying not to use their teeth. Model by saying
“food” and “lollipop”.
-- Eating: What is your favorite food? (allow only a few answers)
Could you eat without teeth?
2. Objective: Because our teeth are important, today you will be able to tell me why we need to clean our teeth. (The learner will be able to verbalize one correct definition of plaque and what part it plays in the process of tooth decay)
3. Instruction: Now I’d like to tell you a story of two very special friends:
Mikey Molar and Carlos Cuspid storyboard story.
Review of plaque: Plaque is always present in your mouth. It is an icky, sticky colorless film that constantly forms on teeth. Feel around in your mouth with your tongue. Raise your hand if you can feel plaque on your teeth.
Plaque is icky and sticky and is made up of millions of germs or bacteria.
Review and briefly discuss Plaque Germs and Process of Decay chart with class and explain “acid attacks”
4. Check for Understanding:
A.What is plaque? (Colorless, sticky, constantly forming, full of germs or bacteria)
B.What can plaque do to your teeth? (Cause cavities or decay, bad breath, make cause gums to bleed)
Objective: BRUSHING
1. Anticipatory Set: Mouth model (typodont) and large toothbrush
Raise your hand if you can remember the way we learned to brush your teeth last year. (Use if the majority have been in the program) OR: How many of you brushed your teeth before school today? (Use if most of the students are new to the program)
2. Objective: When we finish today, you will be able to show me the best way to brush away plaque germs that grow on your teeth. (The learner will be able to demonstrate proper brushing technique)
3. Instruction: Typodont and large toothbrush
A.When we brush our teeth, this is how we do it in the “Teeth Are Us” program. To help remember to brush all our teeth, this is the pattern you follow: back, corner, front, corner and back. Demonstrate on typodont.
B. Place your toothbrush bristles up toward your gums when you brush your top teeth and tilt them down toward the gums when you brush your bottom teeth.
C. Continue to demonstrate: Now place the toothbrush bristles up at the gums and vibrate your toothbrush in little circles by your gums, brushing for 5 seconds in each area. First, we brush the outside surface of our top teeth, then the inside surface (where your tongue is) and then the chewing or biting surface. We follow the same pattern on the lower teeth. Then, keeping your tongue in your mouth, brush your tongue from side to side very gently (demonstrate with typodont).
4. Guided Practice: (All classes should brush at this lesson)
(Have teacher or classroom monitor hand out toothbrushes to class, have students and teacher brush their teeth with you leading. Have students and teacher brush their teeth with you leading.
(Remind teacher of Toothbrushing Instruction sheet included in teacher’s packet)
If class hasn’t started brushing before your visit, play “Freeze Game”. Have everyone freeze in position and check location of toothbrushes as needed.
Teacher and DHE need to walk around room. OR, if a class is already brushing, teacher can lead brushing and DHE can walk around to assist students needing individualized guided practice
You may want to time the class and reinforce those classes able to brush thoroughly in 2 minutes. Stress daily one-minute top and one-minute bottom brushing limit.
Have monitors or teacher collect toothbrushes. OR have them put brushes down after two-minute brushing to be rinsed and collected later. Check to see that this is done hygienically. Remind of need for proper storage.
VISUAL: NEW and WORN toothbrush posters -- Important to replace toothbrush at least every 3 months. Don’t chew on toothbrush!
Discuss care of brushes, such as not chewing on bristles or sharing with a friend. Remind that rinsing, placing covers and storing properly are important Remind teacher they should lead brushing for 25 days, or 5 weeks minimum, to establish a habit. Discuss with class the location of the closest source of water.
Objective: FLUORIDE RINSE
1. Anticipatory Set: FLUORIDE POSTER
Your teacher tells me your class is already doing something every week. Can you tell me what it is? (fluoride rinse) This is very important because using fluoride helps us to have strong teeth.
2. Objective: You will need to know how often you need to do the fluoride rinse and why it is important. (The learner will be able to verbalize fluoride rinsing once a week and that it helps protect teeth against tooth decay)
3. Instruction: Flex your muscles and use analogy that we need strong teeth as well as strong bodies. Teeth that are strong will be protected from the plaque germs and acid attacks that lead to decay.
Briefly review poster and name sources of fluoride.
(Hold up Records Envelope). I see your class has rinsed ___ times. That is super! OR, if they haven’t started, suggest they start right away and that rinsing needs to be done once a week.. Check to see that teacher is updating record accurately and updating with new students’ names and permission slips.
Try to solve any problems they might be having, i.e., rinsing taking too much time, weekly dates not recorded, etc.
4. Check for Understanding:
A.What day of the week is your fluoride rinsing day? I see it is marked on your chart, OR, Let’s mark it on the chart.
B.Why do you think fluoride rinse is important to you? (It makes our teeth stronger and healthier. Students who fluoride rinse get fewer cavities)
CLOSURE
I am pleased to see that your class is rinsing each week, OR, It’s important that
you remember to rinse each week (if not rinsing). Remember to brush your
teeth every day to clean off the icky, sticky plaque germs.
Thank students for being good listeners.
Encourage teacher to use “White Teeth, White Teeth” song creatively during
classroom rinsing and brushing sessions.
Provide copy of handout to teacher: “Child Brushing Teeth”