Riverside County Teeth Are Us Lesson 1 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 Id like to tell you a story of two very special friends:

Mikey Molar and Carlos Cuspid storyboard story.

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2004-2005 Grades 1-2

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 teachers packet)
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2004-2005 Grades 1-2

If class hasnt 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. Dont 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 havent 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.
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2004-2005 Grades 1-2

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, Lets 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, Its 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