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Teacher Candidate:
Cooperating Teacher:
Group Size:


Jolene Pawlowski
Mrs. McGinley



Coop. Initials

Allotted Time 20-30 minutes Grade Level

Subject or Topic: Oral Hygiene Skills (Lesson 3)



With guidance and support, recall information from experiences or gather information
from provided sources to answer a question.
Participate in collaborative conversations with peers and adults in small and larger
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

III. Subject Matter/Content

A. Prerequisite skills
1. Knowledge of the functions your teeth have.
2. Understanding of the importance of having clean/healthy teeth.
B. Key Vocabulary
1. Toothbrush- a small brush with a long handle, used for cleaning teeth.
2. Toothpaste- a paste used on a toothbrush for cleaning teeth.
3. Brush- a slight and fleeting touch.
4. Clean- free from dirt, marks, or stains.
5. Dental Floss- a soft thread of floss silk or similar material used to clean
between teeth.
C. Big Idea
1. The students will learn by engaging in visual and hands-on leaning
regarding oral hygiene skills.
D. Content
1. The proper way to brush your teeth.
2. How often you should brush your teeth.
3. What items do you need in order to keep your teeth clean?
IV. Implementation
A. Introduction
1. To start off the lesson, the teacher will have the students sit around the
Smart Board.
2. The teacher will then say, Yesterday, we learned about the many
functions our teeth perform. Who can remind me of those functions?
a. Bite, Chew, Eat, Talk, and Smile
3. The teacher will say, Do you think those functions would be possible if
we didnt have healthy teeth? Why or why not?
a. Allow time for students to collaborate and answer.
4. The teacher will say, In order to bite, chew, eat, smile, and talk, we have
to keep our teeth strong. To keep our teeth strong, we must maintain good
oral hygiene skills. Today, we are going to learn all about good oral
hygiene skills.
5. The teacher will invite the students to sit around the Smart Board to
watch a short video clip titled, How to Brush Your Teeth Properly For
B. Development
1. Before starting the video clip, the teacher will display three important
items used to clean your teeth: a toothbrush, toothpaste, and dental floss.
a. Discuss each item.

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
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
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
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
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

recommended. Therefore, I put the blame on myself a little because I couldve

worded the question differently and so on. After explaining what I was looking for
to my two students, they were both able to tell me that twice a day is
recommended (in the morning and before bed). Thus, I allowed them to switch
there answer so that all students received full credit (2/2).
B. Remediation Plan
No remediation plan is necessary for this lesson. All students provided me
with enough feedback to show that they strongly comprehend the material that
was taught throughout the lesson. However, this material carries onto future
lessons within the unit. Therefore, constant questioning and a review will be
provided for students to engage and comprehend the material more thoroughly.
C. Personal Reflection
1. How was my time-management throughout the lesson?
Throughout the lesson, time-management was not a problem. While
planning the lesson, I made sure that there was enough time for discussion and
questioning. I also knew the sentence strips would take some time due to the
students sounding out each word to read out-loud. Therefore, there was
enough planning ahead of time to ensure that the lesson ran smoothly when it
came to timing.
2. Was enough instruction given throughout the lesson in order for the
students to fully comprehend what was being taught?
Based on the students feedback and formative assessment results, it made
me to believe that enough instruction was given throughout the lesson. I kept
reinforcing the students of the importance of maintaining good oral hygiene
and what things they can do. I questioned every chance I got to ensure the
students comprehended important aspects of the lesson. I would say, Who
can remind me or Tell me again
3. What were some of the strengths and weaknesses throughout the lesson?
Throughout the lesson, I found myself doing many positive things as well
as noticing some things I need improvements in. Some of my strengths would
include, using appropriate modeling when it came to modeling how to brush
your teeth as well as how to complete the sentence strips. I also really liked
how the class and I had good conversations and/or open-discussions about the
material that was being taught along with some prior knowledge the students
already had. In addition, I felt as if I had more control over the students this
time. I wasnt afraid to tell the students that Ill move their clip or take away
recess if they didnt behave and/or pay attention.
When it comes to my weaknesses, I found that some sentence strips were
more difficult than another groups sentence. Therefore, I will ensure that the
material is grade-level appropriate and not too difficult for my students to
engage in. In addition, I wish I wouldve added more sentence strips rather

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
VI. Resources
Education, Culture and Employment. (n.d.). Retrieved January 31, 2016, from
Google Images
How to Brush Your Teeth Properly For Kids. (n.d.). Retrieved January 31, 2016, from
(n.d.). Retrieved January 30, 2016, from