Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Teacher Candidate:
Cooperating Teacher:
Group Size:
16
Jolene Pawlowski
Mrs. McGinley
Date:
2/3/2016
Coop. Initials
M.M.
K
Section
STANDARD:
CC.1.4.K.W
With guidance and support, recall information from experiences or gather information
from provided sources to answer a question.
CC.1.5.K.A
Participate in collaborative conversations with peers and adults in small and larger
groups.
10.1-3.1 FUNDAMENTALS OF GOOD HEALTH
Demonstrate basic hygiene routines independently
I. Performance Objectives:
A. The kindergarten students will be able to demonstrate and explain how regular use
of oral hygiene promotes dental health by engaging in visual and hands-on
learning as well as completing an exit slip to assess the overall lesson.
II. Instructional Materials
YouTube Video Clip: How to Brush Your Teeth Properly
Construction Paper
Dental Items: Toothbrush, toothpaste, and dental floss
Toothbrush Model
Healthy vs. Non-healthy Teeth Models
Poster: Steps on How to Take Care of Your Teeth
Sentence Strips
Exit Slips
2. The teacher will then play the video clip and ask students to pay close
attention to how these items are used to keep your teeth healthy.
3. After the video clip is completed, the teacher will ask the following
comprehension questions:
a. How often should you brush your teeth? (twice a day- morning
and before bed for 2 minutes)
b. What happens when you dont brush your teeth? (It can cause
plaque build-up which leads to having cavities.)
c. Where should you start brushing? (start brushing towards the back
of your mouth and then move to the front)
d. How should you brush your teeth? (in a circular motion)
e. How many times a week should you floss? (at least twice a week)
4. After discussion/questioning, the teacher will have the students return
back to their seats.
5. The teacher will model how to brush your teeth properly using the Teeth
and Toothbrush model.
a. The teacher will also pass around the Healthy vs. Non-healthy
Teeth model for the students to look at.
6. Sentence Strip Activity!
a. The teacher will split the students up into groups of 3-4.
b. Each group will receive a sentence strip in which their goal is to
finish the sentence.
c. As a group, they will come up with an answer and fill in the blank
(teacher/teachers aide will assist with spelling and reading if
needed).
d. After the students complete their sentence, they will go up to the
front of the room and grab the proper item that goes along with
their sentence.
i. Example: You should brush your teeth twice a day using a
__________. (answer-toothbrush)
Students would grab a toothbrush as their item to go
along with sentence.
ii. Example: You use ______ _______ to remove food and
plaque from in between your teeth and along the gum line.
(answer-dental floss)
Students would grab dental floss as their item to go
along with sentence.
iii. Example: You should apply _______ on your toothbrush
when brushing your teeth. (answer-toothpaste)
Student would grab toothpaste as their item to go along
with sentence.
7. After the students complete their sentence strip and grab dental item, the
teacher will go around to each group to share.
a. Have students read the sentence out-aloud (with assistance) and
ask what item they grabbed.
C. Closure
1. The teacher will then hand-out an exit slip to each student. The teacher
will read each question out-loud as the students answer independently.
The answers will be multiple choice.
a. How many times should you brush your teeth a day?
b. What items do you NOT use to clean your teeth?
2. After students complete their exit slip, the teacher will collect them for a
form of assessment.
3. The teacher will ask the students one thing they learned throughout the
lesson.
4. The teacher will close the lesson by reading the poster that displays the
steps on how to properly take care of your teeth.
D. Accommodations/Differentiation
1. For students who fall easily behind, provide a buddy for extra
assistance.
2. Move students to the back of the room that become easily distracted by
other students around them.
3. Provide extra time for students to complete assignments/activities if
needed.
E. Assessment/Evaluation Plan
1. Formative
a. The students will be assessed using an exit slip. The exit slip will
portray two questions regarding oral hygiene skills. Each question will
be worth 1 point, making it a total of 2 points to earn.
2. Summative
a. There is no summative assessment at this time.
V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives
Overall, the students performed a wonderful job and really engaged
themselves throughout the lesson. They participated when it came to questioning,
providing feedback, and during the hands-on activity. For my formative
assessment, I used an exit slip that portrayed two questions pertaining to the
material that was taught within the lesson. Each question was worth 1 point,
making it a total of 2 points the students can earn. I had 15 students present for
the lesson. Within those 15 students, 13 received full credit in which they
answered both questions correctly. I had 2 students out of the 15 who received a
1/2, meaning they answered one question incorrectly. Both students answered the
same question incorrectly. The question read, How many times should you brush
your teeth a day? Within the lesson, the students were taught that it was
recommended that you brush twice a day. However, my answers on the exit slip
portrayed once, twice, and four times a day. Both students answered four times a
day, in which I felt four times a day would be going above and beyond what was
than just one per group. Next time, I will better plan my activity to ensure that
all learners are getting a turn to participate without feeling left out or
struggling.
VI. Resources
Education, Culture and Employment. (n.d.). Retrieved January 31, 2016, from
https://www.ece.gov.nt.ca/
Google Images
How to Brush Your Teeth Properly For Kids. (n.d.). Retrieved January 31, 2016, from
https://www.youtube.com/watch?v=hDZXSMU2lAk
(n.d.). Retrieved January 30, 2016, from http://dictionary.reference.com/