Dauphin County Technical School Due Monday prior

Teacher Lesson Plan to 7:40 am

Date: Week 10/13 - 10/23

Teacher: Tiffany Kessler
Unit: Principles and
Techniques of Instrument
Processing and Sterilization.
Course: Dental Assisting Grade Level: 10
Concept: classifying patient Duration: two week
care items, precleaning and
packaging instruments, and
methods of sterilization.

Essential Question: What do you think the difference is between clean and sterile in Dentistry….are they
the same?

PA Common Core/Academic Standards: POS Task:

CC.3.5.11-12.B. Central Idea/Conclusion
CC.3.5.11-12.D Vocabulary/Symbols
CC.3.6.11-12.I Write routinely
CC.3.6.11-12.C Clear and coherent writing
CDC Guidelines
1. Pronounce, define, and spell the key terms.
2. Discuss the classification of patient care items,
including the following:
● List the seven steps involved in processing dental
instruments.
● Describe the Centers for Disease Control and
Prevention (CDC) guidelines for sterilization and
disinfection of patient-care items.
● Describe the classification of instruments used to
determine the type of processing.
3. Discuss how a dental assistant can be exposed to
microorganisms through dental instruments or other
patient care items and which CDC guidelines are in
place to limit that exposure.
4. Describe the ideal instrument processing area.

Precleaning and Packaging Instruments

5. Discuss precleaning and packaging of instruments,
including the following:
● Explain the purpose of a holding solution.
● Describe the safety precautions that are necessary
when one is operating an ultrasonic cleaner.
● Describe the precautions that are necessary when
one is packaging materials for sterilization.
● Describe the CDC guidelines for preparing and
packaging instruments for sterilization.
● Describe the CDC guidelines for sterilization of
unwrapped instruments.

Sterilization
6. Discuss methods of sterilization, including the
 following:
● Describe the three most common methods of heat
sterilization and the advantages and disadvantages
of each.
● Explain the primary disadvantage of flash
sterilization.
● Explain the limitations of liquid chemical
sterilants.
● Explain how sterilization failures can occur.
7. Discuss sterilization monitoring, including the
following:
● Describe the three forms of sterilization
monitoring.
● Explain the differences between process indicators
and process integrators.
● Describe when and how biologic monitoring is
done.
8. Describe the steps involved in cleaning and
sterilizing the high-speed dental handpiece.
● Demonstrate the process of cleaning and
disinfecting a treatment room.
9. Discuss how the use of a high-volume evacuation
system reduces contamination of the dental team and
clinical surfaces.
10. Describe the CDC guidelines for disinfecting
housekeeping surfaces.
11. Discuss green infection control measures that can be
taken in the dental office.

Career Education Work Standards: 13.1 career readiness

Industry Standards: ABHES DAI.A.1 (Dental

Assisting I – Basic)
ABHES DAI.A.1 (Dental Assisting I – Basic)
● Section A: Curriculum, Competencies, Externship
and/or Internal Clinical Experience:
● Infection and Hazard Control:
● Recognize the need for, and demonstrate the
use of, personal protective barriers (3.b)
● Differentiate between sterilization and
disinfection (3.d)
● Dentistry Ethics and Jurisprudence:
● List and describe the legal aspects of dentistry
(16.a)

Safety: (if applicable) Identify infection control procedures/sterilization

 Key Vocabulary: antiseptic, bioburden, immersion disinfectant, iodophor, residual activity, touch surface,
transfer surface, broad spectrum activity
Activating Strategies/Procedures:

Theory Session 1 – (Classroom) Students create a list of what they the difference is
between Critical instruments, Semi- critical instruments, Noncritical instruments

TTheory Session 2 – (Classroom) Discussion the instruments used in the dental office
that fall under each of the three categories (above) and share their lists with the rest of
the class.

Theory Session 3 – (Classroom) CW 2- Brainstorm- Explain CDC guidelines for

sterilization and disinfection of dental instruments with the class.

Theory Session 4 – (Classroom) Think/pair/share a critical thinking question.

● A dental assistant is given the task of designing an instrument-processing
area in the dental office. She needs to purchase equipment and supplies
and set up the area so that a step-by-step process can be completed
consistently each time instruments must be prepared for sterilization.
What sections should be included in the processing area? What tasks
would be carried out in each section? What items and equipment would
be found in each section?

Teaching Strategies/Procedures:

TTheory Session 1 – (Classroom) PPT introduction of the instructor to discuss material

the differences between:
● Critical instruments
● Semi-critical instruments
● Noncritical instruments

Theory Session 2 – (Classroom) Discuss the difference between cleaning and

Decontamination of instruments with the sterilization of instruments.
( SENIORS WILL NOT BE PRESENTED THIS DUE TO PRE-NOCTI)

Theory Session 3 – (Classroom) OSCE of instruments, students choose which are

critical, semi-critical, noncritical instruments and explain WHY

Theory Session 4 – (On-line) Complete parts 1& 2 on chapter 21 checklist of

workbook exercises. Submit google doc to the instructor for initials of completion.

Theory Session 5 – (On-line) Vocabulary review( in-class QUIZ/QUIZ.TRADE),

complete graphic organizer for all vocabulary words

Theory Session 6 – (On-line) Use Flipgrid as a presentation tool and present

reflection from what the take away from content material from the week
Use student Evolve resource with DOA module activities and media
Summarizing Strategies/Procedures:
Session 1 (LAB) – Students to lab, demonstrate setting up dental treatment room at
the beginning of the day simulation, then proceed to remove and take treatment
tray to sterilization, all steps must be demonstrated ( 90 steps in skills
competency) will take weeks until final student assessment. Each student will
explain at least three differences between cleaning versus disinfection

Session 2 (LAB) – students to lab, demonstrate tearing down dental treatment room
at the end of a procedure simulation, all steps must be demonstrated

Session 3 ( LAB ) - students demonstrate current point in their infection control table
clinic presentation for instructor

Session 4 ( On-line ) – Using Flipgrid upload students own skills videos from peer
review lab sessions for instructor review

Session 5 (On-line) - Using Flipgrid, watch instructor made video of sterilization

steps simulation, look for and list mistakes that were made (purposely) and how they
should be corrected. Submit for instructor review.

Session 6 (On-line) – Use student evolve chapter assigned module, Q&A, and quiz

Modifications of Lesson: Paraprofessional works one on one with students to ensure comprehension of
material, Extended time for activities and assessments

Formative Assessments: Board splash, class Summative Assessments:

discussions, chapter checklist, Flipgrid Chapter quiz
activities/videos, Evolve resources, peer Competency skills for infection control procedures
evaluations, Collins writing prompts