Kindergarten Lesson Plan Outline

“Happy Tooth Project🦷♡”

Presenter: Angela Nguyen

November 18th, 2020

 Kindergarten Dental Hygiene Lesson

TITLE: “Happy Tooth Project🦷♡”

ASSESSMENT: The audience is a group of twenty-four kindergarten students at the ages of five
and six years old. The classroom is made up of both males and females with Caucasian making
up 75% of the class’s race and the remaining 25% at mixed multi-ethnicities. The students have
an understanding of germs but are still not careful with sneezes and handwashing, nor do they
sanitize as often as they should. Most of the students have been to the dental office only once and
several of the students have reported bad experiences when they had visited. The students have a
mostly average vocabulary and language skills and their socio-economic levels appear to be
mostly average. There are two students in the classroom who are hyperactive and have disruption
tendencies and another student who lacks attention in class. The lesson will be presented in one
session at approximately thirty minutes in length. The room will be supplied with a projector
with screen and audio, an elmo, white board and erasable markers, and a teacher’s headset
microphone for voice projection if needed. The student’s tables are assigned and grouped
together for seating arrangements and on the ground there is a semi-circle carpet mat with
assigned seating for the students as well. The students are currently learning phonics, writing out
and sounding simple words, learning to count on their fingers, and clapping out syllables. The
students do well to get back to attention at the sound of loud claps and “1, 2, 3 all eyes on me”.
Using body basics to return the students to uniform seating also helps to quiet them down. The
students do well giving thumbs up or down for quick and simple responses. Only students who
raise their hands quietly are called on and the students can “phone a friend” if they are unable to
answer a question.
 GOALS:

Goal 1: Students will understand the importance of keeping their teeth healthy and feel
motivated to take care of their teeth (includes brushing, flossing, nutrition, etc.)
o Objective 1: As a class, the students will be able to state all three functions of
teeth at the end of the lesson. (cognitive)
o Objective 2: 90% of the students will cross out the proper items on their
worksheet that does not belong in the oral cavity by the end of the lesson.
(cognitive and psychomotor)
o Objective 3: As a class, the students will be able to identify by showing a thumbs
up or down to a specific food item with 90% accuracy after a short presentation
over nutrition and how it affects the oral cavity. (cognitive)
o Objective 4: The students will be able to state how flossing and brushing
differentiate from one another and state their purpose in maintaining plaque
control as a class by the end of the lesson. (cognitive)
Goal 2: Students will understand the concept of germs, including modes of transmission
and ways to prevent transmission
o Objective 1: The students as a class will state 3 ways that germs can spread after
going through ways to keep infection control minimized by the end of the lesson.
(cognitive)
i. Or state the opposite, 3 ways they can prevent germs from spreading.
(cognitive)
o Objective 2: The students will individually color things the dental team may wear
during a dental appointment for minimizing infection control at 80% (as a class)
on their coloring page. (cognitive and psychomotor)
Instructional Set: (PPT cover slide is up on screen) – 3 mins
Good morning, everyone! I’m Angela, a dental hygiene student. Today, we’ll be talking about
teeth! Now, I know doesn’t sound very exciting, but teeth are very special and are a very
important part of your health! And just like yourself, your teeth have things that they like and
things that they don’t like. We’ll cover ways to take care of your teeth and keep them happy and
healthy, and we’ll also go over ways that we can protect our teeth from things like germs and
infections!
Can you think of ways that we use our teeth? Why are they important? Think of some ways that
you use your teeth.

Lesson Body & Teaching Aids:

Slide 2 – Why are teeth important? – Eat, Speak, Smile! 45 seconds
o Have students raise hands to demonstrate knowledge
Slide 3 – Eat - 4-5 minutes
o Fresh Foods = Favorable Health – food groups/categories that should be eaten in a
regular diet and that are not only good for your teeth but is nutritious for your body as
a whole! Your teeth would much rather eat these foods!
o Processed Foods = Poor Health – food groups/categories that should be eaten
occasionally and do not have nutritional value to your body and may also be
detrimental to your teeth! ☹
o What foods do you eat? What snacks do you enjoy? Do you think your
teeth enjoy eating them as well?
 have students fill in “Eat” if they hadn’t already from their worksheet
Slide 4 – Thumbs up or down based on the pictures that will be pointed to. Take a class average
to evaluate if students understood the previous slide 3-4 mins
 have students color the food items that they should limit themselves on their
worksheet
Slide 5 – Chewing on foreign objects. Ask class who likes to chew on random objects and see a
show of hands who confesses to chewing on nails, pens, ice, etc. 2 mins
o Chewing on foreign objects can cause abrasion and wear away the outer (enamel)
surface of your teeth
o Not only is it bad for your teeth, but you can be bringing new germs into your body
 have students cross out items that they should not be chewing on
Slide 6 – Speak + Smile 2 mins
o Who likes to talk?
o It’s hard to be understood without teeth, you’d be speaking with a lisp!
 o “Teeth are needed for a variety of sounds we use in the English language, like the
“sh” sound in “shoe,” the “f” in “friend,” the “s” in “smile,” and the “ch” in
“chocolate.” Just think of what you would sound like if you had no front teeth and
you tried to say “she sells seashells by the seashore!” - https://midwest-
dental.com/you-cant-say-teeth-without-teeth
o With out teeth, you couldn’t pronounce the “-th” sound in “teeth”! Some of you have
began to lose your baby teeth, so you can understand how hard it is to pronounce
some words as you’re speaking. It can be pretty frustrating when people don’t
understand you sometimes, and that’s why it’s important to have your teeth – to be
able to communicate and smile.
o Fun Fact! Did you know that everyone’s smiles are unique?
 have students fill in “Speak” and “Smile from their worksheets if they haven’t already
Slide 7 – Dental Team! 4 mins
o Why do dental professionals and medical professionals dress funny? What is PPE and
why is it necessary?
o PPE protects the health professional from getting and spreading germs. Think of how
everyone is wearing masks right now during covid!
 have students color in the items they may see a dental team member wearing at an
appointment ~19 mins on short side
Slide 8 - What are germs? What are dental germs? 3 mins
o Dental germs form plaque – a sticky substance that builds up if you don’t brush.
These germs can cause cavities or gum disease if they aren’t brushed off regularly
o Imagine dirty dishes not being washed but being reused. Just like how the
dirty food would keep building (and you can get sick!) your germs will
continue to build and form calculus/tartar! That’s why it’s important to not
only have your dishes washed but your teeth too!
Slide 9 – How do germs spread? 1 min 15 sec
o Surfaces (touch)
o Airborne
 o Entering mucous membranes (eyes, mouth, etc.) other people – reasons why hospital
and dental team members wear their PPE + everyone is required to wear face masks
o Animals
o Contaminated foods/drinks
Slide 10, 11, 12 – Toothbrush Germ Tag! 3 mins
o Red = Germ
o Blue = Toothbrush
o Without brushing on slide 10, the germs became rampant and spread to other teeth
o Once the toothbrush was introduced, the germs were being controlled but the ones
down in between the teeth were still present
o This is why flossing is very important because it tackles the areas that the
toothbrushes cannot reach
Slide 13 – Game of Toothbrush Germ Tag (if time permits) 2 mins 30 sec
o Answer any unanswered questions from the class/students first before setting up for
the game

“Toothbrush Germ Tag”:

o “Toothbrush Germ Tag” Setup/Supplies:
o Party Hats
o Red = Germ
o Blue = Toothbrush
o Green = Floss

o 3 assorted colors of felt balls (red, blue, and green would be the simplest choices to
match with the corresponding colors of the roles)
 o Paper Bowls (at least 3-4 for demonstration purposes)

Rules and Roles:

o Multiple people (but at least 3-4) as “teeth” (bowl “hat”)

 “Teeth” will sit on the ground in a line and hold their bowls over their heads
steadily as the “germ” adds felt balls (germs) while the “toothbrush” and
“floss” remove the felt balls
  They have to be careful not to spill the germs otherwise they are counted as
“infected”
 If “teeth” become “infected” they can start placing their felt balls into the
bowls of the teeth around them, risking the other healthy teeth a higher chance
of getting infected as well
o One person designated as the “germ” (red party hat)
 Germ goes around the seated teeth (similar to duck duck goose) and places
felt balls into the bowls of the teeth
- The germ will place red, blue, or green felt balls into the bowls of the
teeth. The number of balls will correspond to the number of teeth
playing. (ex. 4 balls in a round per 4 teeth)
- They can put all the balls into one tooth’s bowl, spread it out evenly
among the teeth, or place however many they want into one bowl and
another as long as they don’t go over their limit
- Once they place their selection, they have to wait 5 seconds before
adding germs onto the teeth again
o One person designated as the “toothbrush” (blue party hat)
 Depending on how often the imaginary person brushes (can be the class
average) “toothbrush” will come in and swoop off the germs on the “teeth”
- “Toothbrush” is only allowed to take red or blue balls off the tooth’s
bowl
- They can remove 2 balls at once per tooth for a person who brushes 2
times a day or 1 ball for a person who brushes 1 time a day
- Unlike germ though, they only have to wait 3 seconds before they’re
allowed to go through and remove germs
o One person designated as “floss” (green party hat)
 “Floss” is the only one allowed to remove the green felt balls, although
they’re allowed to remove the red ones as well
 Floss is allowed to remove 2 balls per tooth but up to 3 balls if they’re
removing from multiple teeth
  Like toothbrush, floss has to wait 3 seconds before they’re allowed to remove
germs again
o If one tooth’s “germs” begin to spill over, they’re considered infected and can start
putting their germs in other teeth’s bowls that are sitting beside them. This
demonstrates how quickly germs can spread from one infected tooth to another (aka
“kissing cavities”)
o This game demonstrates how much work and effort you have to put into brushing and
flossing daily to keep the bacteria and germs at bay. You will always have germs in
your mouth but it’s your responsibility to keep them controlled for your own health!
A lot of work, but your reward is a lifetime of healthy teeth and a happy smile 😊

Slide 14 – Conclusion
o Thank the class for their time and let them know what a great job they did as an
audience today!

Evaluation (Assessment)/Review:
1. Why are our teeth important?
 Eat, speak, smile
2. Why is it important to brush our teeth? Floss? What makes the two different?
 Brushing helps keep the germs in your mouth under control. Flossing reaches the
places that brushing misses. Brushing helps prevent cavities, flossing prevents
gum disease (anything spoken along these lines would be correct, the verbiage
doesn’t have to be exact as long as there’s a clear distinction between the purpose
of the two and how it’s important for the students to do both)
3. What are 3 ways that germs can spread? Or what are 3 ways you can prevent germs from
spreading?
 Touching surfaces, airborne, entering mucus membranes, animals, contaminated
foods/drinks – (anything that falls into these categories would be counted correct)
 Wash hands, wear face masks, stay home when you’re sick, cough and sneeze in
elbow, use hand sanitizer, take care of hygiene, etc.
The presenter can either glance around at the student’s papers to gauge an average for the
student’s understanding (this way the students can bring their papers home) or have the students
turn their sheets in to be evaluated thoroughly. If the students were unable to answer the
questions on the worksheet or towards the end of the presentation, a more hands-on approach to
the presentation filled with more activities would more likely engage the students than a lecture-
styled presentation.
By the end of the presentation, the students should have a of basic understanding infection
control and the importance of taking care of their teeth.

Distractions/Disruptive Students:
o In the event of a hyperactive or disruptive student, redirect the student’s focus by
clapping and stating “1, 2, 3, all eyes on me”
o Having the students answer some of the questions throughout the slides by a quiet raise
of hands will help keep their attention focused. This allows them to stay engaged with the
information that is being presented
o The students should also be following along with their worksheet. Coloring in the items
and crossing things out should help keep them engaged