Lesson 1: Dental Health

Name: Karla Wolf

Date:

Content Area(s) Dental Awareness/English Language Arts

Grade(s):

2-19-16
K5

Rationale/Context
Answer the following questions relative to the
content of this lesson :
What previous experiences have children had?
What are childrens interests?
How might each childs cultural and linguistic
background influence understanding?

What do children already know and/or believe?

What can children do?
What are evident gaps in students knowledge/skills?
**Kostelnick p. 77 Teachers as Information
Gatherers

Lesson Domain(s)
The 6 Domains of learning are listed in WMELS,
and in Kostelnick p. 245

Learning Goal(s)/
Standard(s)
(Found in Common Core Standards for English
Language Arts and Math Documents, WMELS,
Science Next Generation Science & Social Studies)

Instructional Objectives
Observable /noticeable /evident behaviors that can
be seen and /or heard (See Kostelnick, pp. 78-79,
Sample Lessons Appendix A, and WMELS
descriptors)

Assessment/Evaluation
(Specific Criteria/Look Fors, linked to
objectives) Include information re: how you will
keep track of this information/where it will be
recorded. (Kostelnick, Chapter 7 Assessment,
Sample lessons (Evaluations) Appendix A,
WMELS descriptors)

Content
(Concepts & Academic Language Focus)
Information can be found in Kostelnick p. 79,
WMELS, Curricular Resources in schools and
resources on Moodle for Academic language)

Since February is Dental Awareness Month, my cooperating teacher asked me

if I would like to teach a lesson on dental health. I decided to incorporate art
and literacy into this lesson. In previous literacy activities, I have observed
the students draw pictures and then write sentences below explaining their
picture. This lesson would be similar to what the students do on a daily basis
during their literacy centers. The students will create a mouth with teeth using
crayons, construction paper, and marshmallows, and then write sentences
below on how to keep your teeth healthy (see picture below). The students
know a sentence tells a complete thought. They know telling sentences,
asking sentences and excited sentences. I feel this is a great activity that is
developmentally appropriate and all the students will be able to do.
Aesthetic-Incorporating visual arts, students will create a mouth with
teeth using construction paper, crayons, and marshmallows.
Language-Students will write an informational piece on ways to keep
your teeth healthy.
Physical-Students will learn about health in regards to good dental
hygiene.
CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.
Given an opportunity to watch a video on good dental hygiene, and hear an
adult describe ways to practice good dental health, the child will
create a mouth using construction paper, crayons, and marshmallows.
write sentences on ways to keep our teeth healthy.
Walk around and observe while the students are creating their mouth
and writing their sentences.
Formative assessment will be the final piece they create.
Dental Health:
Teeth are used to help break down food.
The first set (baby teeth) features 20 teeth.
The second set (adult teeth) features 32 teeth.
Baby teeth are replaced by adult teeth between the ages of 6 and 12.
Brush your teeth twice per day for 2 minutes.
Floss is used to clean in between teeth. You should start to floss as
soon as you have two teeth that touch next to each other.

Instructional Strategies
May include but are not limited to: Task Analysis,
Scaffolding, Behavior Reflections, Paraphrase,
Modeling, Effective Praise, Telling, Explaining,
Questioning, and Turn &Talk/Pair Share.
(Kostelnick pp. 46 - 55)

Questions
Connected to lesson goals, knowledge of students;
linked to content and objectives
(Kostelnick pp 53-54)

Materials
DAP Consider content, context, what you know
about the students and what we have learned in
class.

Instruction Procedures

(w/Time - Total & by section )

Introduction
Demonstration
Participation
Practice

Food that is bad for our teeth: sugar, candy, soda, sweets
Food that is good for our teeth: fruits, vegetables, cheese, eggs, beef,
fish, milk, water
Vocabulary:
Teeth, Gums, Floss, Fluoride Toothpaste, Plaque, Cavity
I will support the vocabulary by providing pictures along with brief
definitions on a large white board that we will go over after the video
and that the students can reference while writing (see below).
Explaining-I will explain ways to keep our teeth healthy.
Telling-The students will watch a video about good dental health.
Modeling-I will provide a model of the activity. I will also model writing on
the Smart Board.
Questioning-When I wrap up the activity, I will ask questions to assess their
learning.
What are some ways to keep our teeth healthy?
What foods are bad for our teeth?
What foods are good for our teeth?
What does it mean to be healthy?
Smart Board
YouTube video: https://www.youtube.com/watch?v=hDZXSMU2lAk
Construction paper (black and pink)
Pre-cut pink mouths from the construction paper
Crayons
Marshmallows
Pencils
Line paper
Glue
Large white board with vocabulary from the lesson
Time (est.)

Segment

3 min

3 min
5 min

10 min

Kostelnick, chapter 3 Figures 3.3, 3.5 & pp. 77-81

20 min

7 min

Introduction-Have students gather on the carpet. Explain

that it is Dental Awareness Month and we are going to
learn about different ways to keep our teeth healthy.
Show YouTube video
Discuss video and go over the vocabulary that was in the
video (using large white board with pictures)
Demonstration-Next, introduce the art and writing
activity we will be doing. I will show the students a
model of the activity I created and explain each step.
Next, I will explain the writing portion of the activity. I
will ask the students what are some things we could write,
and I will model writing sentences on the Smart Board.
The students will now be dismissed back to their seats
where they will begin the art activity. Each student will
receive a black sheet of construction paper, a pre-cut pink
mouth, marshmallows, line paper, and a pencil. Crayons
and glue will be at each table for students to share.
Students will create their mouths and then write their
sentences.
Wrap up-students gather on the carpet and share their
pieces.

Closure
(Summarize or even better, have students help
summarize, the lessons learning, connect to
objectives, foreshadow next day)

Student Accommodations
(Modifications to support students who are
challenged to understand the content or have an
advanced understanding.
Kostelnick pp. 80-81 simplifications &
extensions

Self-Reflection
How well did my lesson support students
understanding relative to the objectives? What
worked, did not work? What adjustments might be
made in the future?
Kostelnick, p. 81-82

Reference

Have students gather back on the carpet. Wrap up activity and discuss what
we learned about keeping our teeth healthy. Each student will share their final
piece and what they wrote. This will help reinforce what theyve learned and
wrap up the activity.
3 students will need an accommodation for this lesson. While the other
students are working on their art activity, I will pull each of the 3 students
(one at a time) aside and ask what they want to write. I will write it on a small
white board so they can write it on their own when it comes time for the
writing portion.
Extension-I will encourage the students that finish early to expand their
writing and write more.
Overall, my CT and I felt the lesson went well. The students were engaged
throughout the whole lesson and seemed to really enjoy the activity. My
lesson supported students understanding in relation to the objectives. The
large white board with the pictures and vocabulary words helped support the
academic language. Many students referred back to the white board during
the writing activity. The YouTube video was also a great way to start the
lesson. The students enjoyed the video and afterwards we engaged in a great
discussion on various ways to keep our teeth healthy. In the future, I would
make a few adjustments in regards to the explanation of the art and writing
activity. I explained the art portion of the activity, then explained the writing
portion. Next, I wrote sample sentences on the smart board, and then sent the
students back to their seats to begin the activity. In the future, I would break
up the explanation by first explaining the art activity and then sending the
students back to their seats to get started. When they were finished we would
go back to the carpet and then discuss the writing activity. While the students
were completing the art activity, my CT suggested I pull them back to the
carpet to go over the writing activity again and model more sentences on the
smart board, which I did. Also, many of the students wanted to go to the
restroom to wash their hands after the art activity which would have taken up
some time, but my CT quickly suggested that she would go around the room
and pass out baby wipes. In the future, I would make sure to take that into
consideration as well if students are participating in an activity where they
might want to wash their hands afterwards.
http://mrshodgeandherkindergartenkids.blogspot.ca/2012/07/dentalhealth.html?m=1