Shasta County Shasta Healthy Smiles Lesson 1 1

2004-05 Grades 4-6

Oral Health Lesson 1

Grade Levels 4-6
Introduction
Introduce yourself to class and introduce behavior objectives. (Listen carefully and
quietly; raise hands, questions at end)

I am here because I want you to have a happy, healthy smile

I. Objective: What is Plaque?

1. Anticipatory Set: Plaque

How many of you brushed your teeth before school this morning? Do you think teeth are
important? Why is your mouth important?
Smiling: Could you smile without a mouth?
What do your teeth do for your smile?
Talking: We use our mouth to talk.
Eating: What is your favorite food? (allow only a few answers)
Could you eat without teeth?

2. Objective: Because our teeth are important, today you will be able to tell me why we
need to clean our teeth. (The learner will be able to verbalize one correct definition of
plaque and what part it plays in the process of tooth decay.)

3. Instruction: Raise your hand if you know what the word plaque means. (Go on to
explain that it is a sticky, soft and colorless network of mouth bacteria that constantly
forms on the teeth. Plaque is always present in the mouth and feeds on what the person
eats.)
Review Plaque Germs and Process of Decay flip chart with class and discuss acid
attacks leading to dental caries. Plaque and its secretions can also lead to painful gum
infections. Gum infections or periodontal disease can cause swelling, tenderness and
bleeding gums, loss of the bone that anchors the tooth, and can also lead to loss of the
tooth. Plaque bacteria can also cause bad breath. When plaque is not removed daily, it
hardens or mineralizes to form calculus or tartar. The rough tartar helps plaque stay in
contact with the gums. Tartar must be removed, scraped off teeth by a dental professional.

Review of plaque: Plaque are germs that live on your teeth. They are the germs that cause
cavities or holes on your teeth. The plaque germs are so small (invisible) you cant see
them with your eyes. Your may be able to feel them with your tongue. Use your tongue
and rub it on your teeth. What do you feel? Raise your hand if you can feel the icky,
sticky plaque.
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2004-05 Grades 4-6

4. Check for Understanding

A. What is plaque? (Colorless, sticky, constantly forming, full of germs or
bacteria.)
B. What can plaque and its secretions do to your teeth if its not thoroughly
removed? (Causes tooth decay, bad breath and gum problems or periodontal
disease.)

II. Objective: Brushing

1. Anticipatory Set: Mouth model (typodont) and large toothbrush
Raise your hand if you brushed your teeth before school today. Great! Today I will show
you the wiggle giggle way to brush your teeth.

2. Objective: When we finish today, you will be able to show me the wiggle giggle way
to brush away plaque germs that grow on your teeth. (The learner will be able to
demonstrate proper brushing technique.)

3. Instruction: Typodont and large toothbrush

A. When we brush our teeth, this is how we do it in the Shasta Healthy Smiles
program. To help remember to brush all our teeth, this is the pattern you follow:
back, corner, and front, corner and back. These are the back teeth, the corner teeth
and the front teeth. (Point to each area on the typodont and have students use their
finger to point to each area on the outside of their faces as you review.)
B. Continue to demonstrate: This is the outside part of your teeth. Feel the outside
part with your tongue. This is the inside part of your teeth. Feel the inside part
with your tongue. This is the chewing part of your teeth. Feel with your tongue.
(Use typodont to indicate locations.)
C. Place your toothbrush bristles up toward your gums when you brush your top
teeth and tilt them down toward the gums when you brush your bottom teeth.
Make sure the toothbrush is touching both the gum and the teeth at the same time
at a 45-degree angle.

Now I am going to show you the wiggle jiggle way to brush your teeth.

Can everyone see where the pink of the gums meets the white teeth? Feel this in your
own mouth with your tongue. This is where the plaque germs love to hide and grow. If
we dont brush away these plaque germs they can hurt your teeth and gums.

Watch how I put my toothbrush up by the gums and gently wiggle back and forth. I brush
for 5 seconds so I can get rid of all the plaque germs and then go on the next place (See
brushing directions sheet. Continue to demonstrate. Let students tell you in their quiet
classroom voices where to brush next, i.e., back, corner, front, corner, back, as you
continue to demonstrate.)
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2004-05 Grades 4-6

4. Guided Practice: (All classes should brush at this lesson.)

(Have teacher hand out toothbrushes to class, have students and teacher brush their teeth
with you leading. IDEA: Play freeze game to help you monitor. Have everyone freeze
in position and check location of toothbrushes as needed. Teacher and Oral Health
Educator need to walk around the room. Have them put brushes down after two-minute
brushing to be rinsed and collected later. Check to see that this is done hygienically.

Stress daily one-minute top and one-minute bottom brushing limit. Please stress brushing
at least twice daily.

Visual: New and Worn toothbrush: It is important to replace your toothbrush at least
every 3 months. It is ideal to have two toothbrushes at home and alternate their use to
give them a chance to dry properly. Always throw your toothbrush away if youve been
sick. Show example of a worn toothbrush.

Discuss care of toothbrushes such as not sharing your toothbrush and not chewing on the
bristles. Remind the students to rinse their toothbrush let it dry then using their
toothbrush cover to help keep their toothbrush clean until their next brushing.

5. Check for Understanding:

A. Show me, by pointing your fingers on the outside of your face, the path or pattern
you follow when you brush. (Students point to back, corner, front, corner and
back)
B. Show me, with your fingers, how long you count in each area that you brush your
teeth. (Show 5 fingers)
C. Show me, with your fingers, how many minutes you should brush your teeth.
(Show 2 fingers)

III. Objective: Fluoride

1. Anticipatory Set: The toothbrush helps keep teeth clean and healthy. Raise your hand if
you know what keeps teeth strong. (Fluoride)

2. Objective: You will need to know why we use fluoride. (The learner will be able to
verbalize that fluoride helps make teeth strong, and that fluoride helps protect teeth
against tooth decay).

3. Instruction: What does it mean to be strong? It is very important for teeth to be strong
and protected so they do not decay or get cavities easily. Lets look at some sources of
fluoride:
Fluoride rinse
Water (not in Shasta County)
Toothpaste
Food (such as fish, green leafy vegetables)
Vitamins
Fluoride treatments placed on teeth at dental office.
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2004-05 Grades 4-6

Making teeth strong with fluoride is very important. Your teeth get stronger and you will
have fewer cavities or holes in your teeth.

Dental Sealants- a plastic coating applied to chewing surfaces of permanent molars to

protect them from dental caries (cavities).

4. Check for Understanding

A. What are some different sources of fluoride? (Toothpaste, fluoride rinse,
water)
B. Why do you think fluoride is important to you? (It strengthens our teeth by
changing tooth enamel to become more resistant to acid attack and
weakening. Students who use fluoride get fewer cavities.)

5. Closure
Its important that you remember to brush your teeth with fluoride toothpaste
every day at least two times a day to clean off the plaque germs.
Thank students for being good listeners.