Geneva College

Beaver Falls, PA

Science Lesson

Name: Kelsey McFarland Date: 2/16/21

Subject: Science Grade Level: 1st Grade

I. Topic
Dental health: Experimenting how different liquids affect our teeth.

II. PA or Common Core Standards

Standard 3.2.1.A6 Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known.

III. Learning Objectives: Objectives must be written using observable verbs

TSWBAT predict how each liquid will affect the egg.
TSWBAT compare their predictions to the results of the experiment.
TSWBAT describe how to properly brush their teeth.

IV. Materials
 small, plastic cups
 paper plates
 paper towels
 water
 dark pop
 orange juice
 fruit juice
 milk
 8 eggs
 8 toothbrushes
 toothpaste
 sticky notes
 white board/marker
 prompt paper/pencil

V. Lesson Development
A. Introduction
To begin, ask students what liquids they drink during lunch or at home. Write student’s answers on the
board. Show the different types of liquids for the experiment. Ask what they think these liquids might do
to their teeth.

B. Lesson development (activities, procedures)

Explain to students that they will be conducting an experiment with these liquids and eggs. Tell the
students the eggs are going to represent our teeth (teeth and eggs are hard and white). Enamel is the
outside part of a tooth that protects the inside. The eggshell protects the inside of the egg like the
enamel. Both the enamel and eggshell have calcium in them. Explain that the eggs will sit in the liquids
that we drink to see how these liquids affect our teeth. Pour the liquids into different cups (2 of each).
Label the outside of the cup using a sticky note. Pull popsicle sticks with student’s names to come up
and carefully place the egg into the liquid. Explain to students how to carefully place egg into the cup.
They will hold the egg carefully and lower the egg slowly into the liquid. Add liquid if egg is not
submerged. Explain that these eggs will sit in the liquids overnight and will be pulled out the next day.
Explain that students will predict which liquid will affect the eggs the most. Provide sentence prompt on
a piece of paper: “ I predict the ________ will affect the eggs the most because __________.” The
students will write their prediction on the paper. Explain that they will fill in the first blank with the
liquid they think will affect the eggs the most and their reason why in the second blank. On the back wall
of the classroom, labels will be taped up with the liquids: water, milk, pop, fruit juice, and orange juice.
Students will tape their prediction under the liquid label that matches their prediction. When students
tape their prediction, have them state what they predicted and tell the reason why to the class.

The following day put two desks together at the front of the room. Draw this chart on the board:

Liquid Before Brushing After Brushing

Fruit Juice

Water

Milk

Orange Juice

Pop

Pull the eggs out of the liquids using rubber tongs. Gently dry off the eggs on a paper towel. Place each
egg into an individual cup with tape on the bottom. Keep the labels from the cups to remember which
egg was in each liquid. Take a picture of each egg and label the picture which liquid it is. Place the two
fruit juice egg cups onto the two desks at the front of the room.

Begin by showing students this video: https://www.youtube.com/watch?v=hDZXSMU2lAk

Students will learn about the importance of brushing and flossing their teeth.

Remind students of their predictions. Pull popsicle sticks to call two students up to the front. Have the
students describe the eggs (how they feel and what they look like). Write these descriptions on the
board under the ‘before’ section for fruit juice. Give each student a toothbrush with a little bit of
toothpaste on it. Explain to students that they have to keep the egg inside the cup and brush the egg
gently. Say that when we brush our own teeth we brush gently and not aggressively. Tell them dentists
say that we should brush our teeth for about 2 minutes. Tell them that they will brush the eggs for a
 total of 2 minutes, but they brush in 30 second intervals. Remind students of the video they just
watched and model brushing the egg in a circular motion inside the cup. They will each brush one of the
eggs. Tell them they will have 30 seconds to brush the eggs. After 30 seconds, the students will put their
brushes onto the paper towel and sanitize their hands. Pull two more popsicle sticks and have two more
students come up and brush for another 30 seconds. Repeat these two more times, so the eggs are
brushed for a total of 2 minutes. After brushing, have the last two students describe what the eggs look
like and feel like now. Write these descriptions under the ‘after’ part on the chart. Take a picture of the
egg after brushing and label the picture as ‘fruit juice.’

Repeat this process for each of the liquids. Write the before and after descriptions of the eggs. Brush the
milk and water eggs at the same time. Take pictures of each egg after brushing.

C. Evidence of differentiated instruction (content, process, product, or learning environment)

Product: The sentence frames will be provided on a sheet of paper for students to write on. The words
of the liquids will also be written on the board.

D. Closure (summary)
Give each student a paper with the sentence frame: “The _____ affected the eggs the most because
________.” Show each picture of the eggs before and after brushing. Talk about the differences in the
eggs by viewing the pictures and reading the chart. Tell students to choose which egg they think was
affected the most with their reasons why.

VI. Assessment/evaluation
Collect student’s predictions. Observe discussion and student’s observations of the eggs and connections
between the eggs and teeth. Students should be able to describe how to properly brush their teeth, how often,
and how long.

VII. Modifications or accommodations

Due to Covid restrictions, students will remain at their desks and sanitize after touching the materials.
Voice level: Students will speak at a level 2 during the entire experiment. They will answer when called on and
not shout out.

VIII. Self-evaluation
My cooperating teacher assisted me throughout this experiment. She sanitized each toothbrush after the
students used it and cleaned them off in water. She washed the eggs off after brushing so students could see the
end results. The students were excited about the experiment. Having the experiment on two separate days kept
the student’s engagement and excitement. I did not have a sentence frame prepared for the students because I
had planned on having them write everything. After my cooperating teacher looked over my lesson plan, she
told me that I should create a writing prompt for the students because some of them are not able to write a full
sentence on their own. She helped me create a writing prompt for the prediction of the eggs and I created one
for the observation after the experiment. I also created a chart for the students to write the observations in. I
drew this chart on the board and wrote their observations of each egg. Next time, I would have the students
brush the eggs for a smaller amount of time. The lesson took almost 40 minutes. The students struggled to keep
the egg still to brush it. I would find a better way for the egg to be stationary, so the students do not have to
hold it still. I should have told students not to touch the brushes until instructed to. After the experiment, I did
not get great pictures of the eggs. Next time I might designate a student as the ‘photographer’ of the
experiment. Post covid, I would have the students help with rinsing the brushes and the eggs during the
experiment. I would also have the students sit closer to the eggs so they can watch them brush. Overall, my
cooperating teacher said the experiment went well. I feel that next time I would like to prepare even more and
have writing prompts ready. I would also provide word banks for the struggling writers.