Abrefi Asare

EDHP 501: Curriculum Design

April 13, 2014

Curriculum Topic: Oral Health Education in School-Aged Children
Audience: School-aged children, high risk groups (Grades K-12, focus
more on K-5)
Problem Statement: According to Gagliardi (1999), Dental disease is the most
widespread public health problem among school-age population in the United
States... In some states, 95 percent of children have dental disease in the form
of dental caries and gingivitis. Although, Gagliardis statement was 15 years
ago, the problem still exists today. According to the document Healthy People
2020, a science-based, 10-year national objectives for improving the health of all
Americans,
One important emerging oral health issue is the increase of tooth decay in
preschool children. A recent Centers for Disease Control and Prevention
(CDC) publication reported that, over the past decade, dental caries (tooth
decay) in children ages 2 to 5 have increased.
In addition, National Maternal and Child Oral Health Resource Center (2013)
factsheet about Oral Health and Learning announces that, Poor oral heath can
have a detrimental effect on childrens quality of life, their performance at school,
and their success later in life. The daily reality for millions of children is
persistent dental pain Therefore, it is imperative that public schools around the
United States establish oral health curriculum for their students to aid in the
prevention of oral diseases, decrease number of days missed in school due to
toothaches, and increase students academic performance.

Curriculum Goals:
1. All students, K-12, will develop appropriate life-long skills to prevent
dental disease. These skills include responsibilities and appropriate
decision making in areas of personal oral hygiene, nutrition, smoking
and drugs in regard to oral health.
2. Students will demonstrate an understanding of how fluoride contributes
to oral health and its function in humans.

General Needs Assessment/Targeted Needs Assessment: An initial needs
assessment survey done by school nurse or teacher (will likely show that
students lack basic dental knowledge, especially in areas of low SES).
According to National Maternal and Child Oral Health Resource Center (2013)
factsheet, School-based oral health services can increase access to preventive
services such as fluoride and dental sealant application for children and
adolescents from families with low incomes.

Goal 1
All students, K-12, will develop appropriate life-long skills to prevent dental
disease. These skills include responsibilities and appropriate decision making in
areas of personal oral hygiene, nutrition, smoking and drugs in regard to oral
health.
Class content focus:
Plaque control and toothbrushing
Nutrition and healthy teeth

Learning objectives
Given the opportunity to work with a partner, a toothbrush, and a typodont,
students should be able to demonstrate and explain their proficiency in
proper tooth brushing technique, as measured by a checklist by their
partner. (Checklist includes shortness and directions of strokes, does
student brush all surfaces of tooth?, etc).

Given a variety of food choices (pictures of foods or class party menu),
students should be able to choose a variety of foods that are good for
teeth, with no error.

Given 3 cartoon characters of a students choice, the student will be able
to create a story and illustrations to define plaque and two consequences
of leaving plaque on the teeth and gums, in 150 words or less.

Domain and domain level
Cognitive-Level 1 (Remembering-define plaque, choose a food), Level 3
(Applying-demonstrate and explain proper tooth brushing) and Level 6
(Creating-create a story)

Type of activity
Create a Story/Illustration
Demonstration
Lecture

Brief description of activity
Before class, students define assigned word, plaque, describing what it
means in their own words. Students will write down six of their favorite
foods and drinks. Students will also recall what they have eaten for
breakfast, lunch, and dinner for the past 3 days. Students will then
categorize, which foods they believe to be good or bad for their oral
health.
At the beginning of class, students form into groups of two to discuss their
understanding of the word plaque and foods that are good or bad for
teeth. In pairs, students then demonstrate to one another how they
remove plaque from their teeth and show each other how they brush their
own teeth using a typodont and a toothbrush (10-15 mins). Teacher walks
around the classroom and visits each group to listen to what is being
discussed and assess students previous knowledge of the content focus.
Lecture-Teacher will present What is Plaque? Present the food pyramid
and explain how acid-producing foods/complex carbohydrates can be
damaging to teeth if they remain in the mouth without brushing.
Demonstrate the proper way to hold a toothbrush, brushing motion and
sequence of brushing on all tooth surfaces using a large toothbrush model
(15 mins).
After the teachers lesson, students will get back in pairs and demonstrate
to one another the proper toothbrushing techniques measured by a
checklist monitored by their partner. Students then discuss how what they
previously did at the beginning of class compares to the teachers lesson
(15 mins).
Assessment: Students then write a brief story and illustrations using
cartoon characters to define plaque, what types of food cause the most
damage to teeth, and two consequences of leaving plaque on teeth and
gums (10 mins-homework if not finished in class).
Key concepts to be learned
Definition of plaque and the importance of plaque control.
Proper toothbrushing technique for good oral health and plaque control.
Importance of good dental nutrition.
Types of resources needed
Large toothbrush model for demo
Typodonts and toothbrushes for students
Paper for students story
Food Pyramid
For teacher-Dental Health Education: Lesson Planning and
Implementation by Lori Gagliardi

Time allowed for activity
60 mins

Goal 2:
Students will demonstrate an understanding of how fluoride contributes to oral
health and its function in humans.
Class content focus:
Identify that fluoride contributes to oral health
Describe the benefits of using fluoride and fluoride sources

Learning objectives

Given a script of The Fluoride Family Story, the student will be able to
act, compare the different forms of fluoride and present to the class.
Given the magazines, online access, or pamphlets, students will be able
to identify the types and sources of fluoride by creating a Fluoride Family
Album (various items including green leafy vegetables, fish, tuna,
vitamins, toothpaste, water, etc.)
Given a reading assignment called The History of Fluoride, students
should be able to define fluoride and name and explain the two types of
fluoride (topical and systemic).

Domain and domain level
Cognitive-Level 1 (Remembering-define fluoride), Level 2 (Understanding-
reading and explaining History of Fluoride) and Level 6 (Creating-create
a Fluoride photo album)
Type of activity
Role play
Readings
Discussion
Brief description of activity
At the beginning of class, 8 students are selected to role-play The
Fluoride Family Story. Flo-fluoride drop (narrator): Fluoride drop, Freddy
(father): fluoride gel, Florence (mother): Flouride paste, etc. Each student
represents a member of the fluoride family. After the students, role play
the teacher asks students to name the different types of fluoride and
describe their benefits (5 mins-engage activity)
Lecture-Teacher will read or have students read independently The
History of Fluoride. Present that fluoride is an essential nutrient for bone
and tooth formation. Explain the difference between systemic and topical
fluoride. Discuss Local Water Fluoridation. After the lesson, students
research the history of water fluoridation in their city for homework (15
mins).
Assessment: Students create a Fluoride Photo album of the different
sources of fluoride. Students will write a short summary of the benefits of
fluoride to oral health(15-30 mins-also homework if not finished in class).
Key concepts to be learned
Definition of flouride and the importance of fluoride in reducing dental
decay.
Significance of the different sources of flouride.
Types of resources needed
Magazines, online access
Dental Health Education: Lesson Planning and Implementation by Lori
Gagliardi for script of The Fluoride Family Story and reading assignment,
The History of Flouride
Time allowed for activity
60 mins

Implementation:
1) Speak with state legislators about putting into law the inclusion of oral
health instruction into curriculum
2) Include dentists, dental hygienist in curriculum design of oral health for
school districts
3) Create lesson plans and curriculum resources for teachers and school
nurses to present to students
4) Find baseline of oral health status of students at the start of the program
and measure changes over time.
5) Involve parents and caregivers in oral health instruction through
presentations, brochures, or letters.
6) Pilot test-start program in a few schools, then across a district, then
eventually statewide.

Student Assessment: Assessments performed through verbal and written
format in teachers daily lessons.
Program Evaluation:
1) Pilot testing-implement curriculum on 1-3 schools to start. Based on data
gathered from needs assessment, compare results of oral health literacy
every 6 weeks for one semester.
2) Check for improvements and problem areas through assessments.
Compare results to written tests covering the same subject matter.
3) Evaluations done by students, teachers, principals, dentists, and dental
hygienists to assess presentation of material to children.
a. Classroom evaluation forms-i.e. observers like a dentist or principal
should visit classroom during a lesson and be able to follow along
with information being presented.
b. Student survey of lesson-how engaged were they, did they learn,
what did they learn?
c. Teacher survey-teacher self-evaluation and peer-evaluation
d. Collect data. Analyze data in focus groups, which include teachers,
principals, and oral health professionals.
e. Repeat over 6-week intervals and compile data.




















References
Gagliardi, Lori (1999), Dental Health Education, Lesson Planning and Implementation.
Holt K, Barzel R. 2013. Oral Health and Learning: When Childrens Health Suffers, So
Does Their Ability to Learn (3rd ed.). Washington, DC: National Maternal and Child Oral
Health Resource Center.
"Oral Health." - Healthy People. U.S. Department of Health and Human Services, Nov.
2013. Web. 13 Apr. 2014.
http://www.healthypeople.gov/2020/topicsobjectives2020/overview