TITLE OF THE LEARNING EXPERIENCE: Dental Health, K-6

Kate Connolly

1. LEARNING CONTEXT
Describe the purpose, objective, or focus of the learning experience, including:

the learning standard(s) and the specific performance indicators being assessed; a description of where this experience fits into the school or course curriculum; and what students need to know and/or be able to do to succeed with this learning experience.

Students will build upon their knowledge of dental Health. This experience was done within a unit on dental health during dental health week. Students will see what causes tooth decay can cause and how certain foods affect their teeth. The importance of brushing and proper oral hygiene will be reiterated.

Standards assessed:

ELA 1: Students will read, write, listen and speak for information and understanding.

ELA 4: Students will read, write, listen, and speak for social interaction.

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

supports student progress toward attainment of the learning standards; reflects current scholarship in your field and "best" classroom practice; and incorporates technology (when used) into instruction to enhance learning and to assess student performance.

Ask students to tell if they think certain foods are more harmful to teeth than others and, if so, name them. Tell them that they will do an experiment to learn how harmful certain liquids are to teeth. Divide the class into groups and provide each group with an activity sheet for recording observations. Next, give each group a tooth (or eggshell if teeth are unavailable) and a glass. Give one group soda, one water, one juice, one milk, and one vinegar. Have students record how the tooth looks either pictorially or verbally, according to abilities. Then, have students put tooth in glass with assigned liquid. Every two days have students remove tooth and record observations. After two weeks observation have groups report findings to class. Then discuss findings and have students draw conclusions about the connection between food and tooth decay.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited English proficiency, or bilingual students, such as:

instructional modifications made physical modifications of the classroom setting.

Students can be grouped according to abilities. Those with limited writing skills may record information pictorially. Data sheets can be labeled by teachers to help in organizational skills.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

planning; implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and assessment

Students will spend about a half an hour with the initial lesson and approximately 15 minutes each day for the following days. Planning time is minimal. However, you may want to provide background information to aid in predictions and student interest. Assessment can be done instantaneously during class periods and presentations. The following are web sites to aid in preparation of supplemental activities and information.

http://www.jbutler.com/

http://www.adha.org/

http://floss.com/

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

for the student; and for the teacher

Vinegar, water, milk, juice, soda, glasses, teeth or eggshells, data sheets if needed.

6. ASSESSMENT PLAN
Describe the:

manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work; techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (e.g. , observation, group discussions, journal writing, use of alternative testing techniques); and tools used to document student progress (e.g., scoring guides, rating scales, check-lists). Please submit these tools.

Students will be assessed on class participation, cooperative working skills and completion of the activity. See attached rubric that was used.

This project was done in a primary emotionally disturbed class. That is the reason these specific skills were addressed. Rubric may be altered to assess skill in science and health areas as well.

7. REFLECTION
Please offer personal comments on the learning experience:

 Students were able to learn the importance dental health as well as practice the skills necessary to

Collect data, work cooperatively in a group, and present material to an audience (the class).

why this lesson was developed for the specific learning standard(s) and performance indicator(s); what you learned from implementing this lesson; and how the lesson was reviewed by peers prior to submission and what you learned from the review.

Students of all abilities are able to learn the importance of dental health in a hands on way. They were also able to practice the skills necessary to collect data, work cooperatively in a group, and present material to an audience (the class).

Rubric

What are the key elements, traits, or dimensions that will be evaluated? ELA Standards 1 and 4

Rubric

NOTE: Rubric or other performance assessment instruments may be used.

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