Tayler Shepherd Healthful Living Lesson Plan

Pre-Planning/Planning the Lesson

Lesson Title and Grade level (1 pt) “Shiny Teeth are Healthy and Happy Teeth” (3rd Grade)

Guiding Question (3 pts) Why is it important to clean our teeth every day? What is the benefit
of brushing your teeth every day and flossing regularly?

Unit Continuum (3 pts) Previous Lesson:

3.PCH.1: - Understand wellness, disease prevention, and recognition of
symptoms.
3.PCH.1.1: Classify behaviors in terms of whether they are related to
physical, social, mental, and emotional health.
3.PCH.1.2: Classify behaviors in terms of whether they do or do not
contribute to healthy living

NCSCOS Standards/ Learning Objectives for this lesson (5 pts)
Next Lesson:
3.PCH.3- Understand necessary steps to prevent and respond to unintentional
injury.
3.PCH.3.1 Use methods for prevention of common unintentional injuries.
3.PCH.3.2 Summarize methods that increase and reduce injuries in and
around water.
3.PCH.3.3 Summarize the dangers of weapons and how to seek help if a
weapon or firearm is found.
3.PCH.3.4 Implement a plan to escape fire at home while avoiding smoke
inhalation.
Standard: 3.PCH.2 - Apply measures for cleanliness and
disease prevention.
Learning Objectives: 3.PCH.2.1 - Recognize that plaque
and lack of dental hygiene result in gum disease and
cavities.
3.PCH.2.2 - Implement proper flossing to prevent tooth
decay and gum disease.

Learning Targets (5 pts) • I can explain the importance of brushing your teeth.

Differentiation Needs (4 pts)
Assessment (5 pts)
• I can recognize that plaque and poor dental hygiene can
result in cavities and gum disease.
• I can show my peers how to properly floss to prevent tooth
decay and gum disease.
• I can describe the effects of poor dental hygiene practices.
FS 1 (Hearing impairment):
This student has difficulty in hearing but does not require or has yet
to be provided with a hearing aid. They do very well at reading lips
and can hear clearly when they are in a central location to hear
instruction. When they cannot be placed in a central location the
student prefers to have a quieter area to work in as they struggle with
background noises.
FS 2 (ELL):
This student has lived in America for two years and they are currently
taking English language courses with other ELL students. They do well
in working with others and they enjoy socializing with their peers.
They also do well on reading assignments when the text is read to
them, but they struggle in gaining meaning from the text when they
read alone. The multiple meaning of words also confuses this student
as they have yet to gain a firm grasp of the English language.
FS 3 (High achieving):
This student is well above grade level in all subject areas. They have
difficulty in finding the purpose of activities if they are not challenged
or have a clear understanding of the goals in a lesson. This student
also has issues with communicating with their classmates and tends
to judge students on their behavior.
Before:
Formative assessment:
Students will complete a whiteboard activity that describes the
difference between the two cars, one is dirty and not taken care of
and one is clean. The students will turn and talk about why these cars
would be different and write down the causes of the differences as
well as how this could be compared to their teeth.
During:

Vocabulary (3 pts)
Instructional Technology and/or Creative Arts Integration (5 pts)
Formative Assessment:
Students will complete the activity that is provided after the
presentation to show what they learned from the slideshow. During
the activity, students will be given “healthy cards” and will be asked
to write down why each of these cards are important for health or
hygiene as well as some examples of how you can implement each
“healthy card” into your life.
After:
Summative Assessment: Students will present and discuss their
posters on how to keep your teeth healthy and the importance of
dental hygiene and flossing to the class.
• Personal Hygiene – The way we take care of ourselves
• Fluoride – A natural mineral that hardens and protects teeth
• Dental Floss – A special thread used for cleaning between
teeth
• Cavities – a hole that develops and grows bigger when a
tooth decays or breaks down and becomes softer
• Gum Disease - a serious infection that destroys the gums and
supporting structures of the teeth
• Tooth enamel – The hard outer surface of the tooth
• Tooth Decay – the breakdown of tooth enamel
• Disease – A change in the body that prevents it from
functioning normally
• Prevention – The practice of keeping things from happening
• Disease Prevention – Methods to avoid the occurrence of
disease
• Floss/flossing - The process of flossing ensures that the
spaces between your teeth stay clean
• Plaque – A sticky and slimy substance made up of mostly
germs that cause tooth decay
NCDPI Technology Standard:
• HS.TT.1 Use technology and other resources for assigned
tasks.
 • HS.TT.1.1 Use appropriate technology tools and other
resources to access information (multi-database search
engines, online primary resources, virtual interviews with
content experts).
• HS.TT.1.2 Use appropriate technology tools and other
resources to organize information (e.g. online note-taking
tools, collaborative wikis).
• HS.TT.1.3 Use appropriate technology tools and other
resources to design products to share information with
others (e.g. multimedia presentations, Web 2.0 tools,
graphics, podcasts, and audio files).

Use of Technology in the Lesson:

• I will use PowerPoint technology to present the content in
the lesson.
• Students will utilize their personal laptops to explore
resources that are included in the lesson to guide them in
creating their own digital posters to present how to keep
their teeth healthy and the importance of dental hygiene and
flossing.
Quote of the Day:

“You can’t go back and change the beginning, but you can start where you are and change the ending” -C.S. Lewis

Lesson Structure (15 points)
Introduction/ Engagement.
Connect previous learning to
today’s lesson (6 pts)
• We will connect to the
previous lesson of
understanding how to
identify symptoms within
the introduction of this
lesson.
• The teacher will present
two vehicles that show
clear visual differences,
and the students will be
tasked to compare the
two cars.
• After students have
identified the visual
differences, students will
discuss with their table to
consider how the two
cars have been taken
care of.
• Students should think
about the reasons that
one car is different from
the other. The groups
need to think about how
the cars were cared for,
this can include regular
Lesson Structure & Procedures
Instructional Strategies (12
points)
Instructional Strategies for Learning Activities for the
Introduction (3pts) Introduction. (4 pts)
• To introduce this lesson,
the teacher will show
images of two different
cars. The two cars show
clear visual differences
being that one has been
beaten up and dirty, and
the other car is clean and
taken care of.
• The teacher will ask
students to identify any
differences they
immediately notice
between the two cars.
• The teacher will ask
students to think about
the reasons that one car
is different from the
other.
• They will encourage
students to think about
how the cars were cared
for, this can include
regular oil changes,
washing the outside,
cleaning the inside, and
giving it gasoline to run.
Learning Activities (16 points) Differentiation (12 points)
Modifications during the
Introduction phase
• Students will analyze the Focus Student (FS) 1 (1pt)
two images of the cars During the introduction of the
and think to themselves lesson, this student will be in a
about the initial central area of the classroom so
differences they see that they can hear the teacher's
between the cars. instructions. The teacher will
• Students will then turn also ensure that they are making
and talk with the eye contact with the student and
members of their table to checking to see if the student
share what they notice needs them to repeat any
about the cars. instruction.
• After students have
discussed with their FS 2 (1pts)
groups, they will create a This student will be placed at a
list that includes the table group that includes a
variety of differences classmate that they are most
that each member of the comfortable communicating
group could think of. with. This student will also be
• Students will then tasked with verbally describing
present their whiteboard differences and allowing their
list to the teacher and partner to write on the
share why they included whiteboard to reduce any
it on their list and to English writing frustrations as
explain how the cars may this is only the introduction and
have been taken care of it should serve to get the
based on how they look. student interested in the subject
 oil changes, washing the
outside, cleaning the
inside, and giving it
gasoline to run.
• The teacher will
formatively assess
students by observing
what information the
group writes on the
whiteboard as they
compare the two cars.
Before:
Formative assessment:
Students will complete a
whiteboard activity that
describes the difference between
the two cars, one is dirty and not
taken care of and one is clean.
The students will turn and talk
about why these cars would be
different and write down the
causes of the differences as well
as how this could be compared to
their teeth.
Lesson: The Content you will be
teaching in this lesson (3pts)
• A PowerPoint
presentation will be used
to share key elements
and important
• The teacher will explain rather than focusing on their
to students that taking writing skills.
care of your body is
much like taking care of a Student who is High Achieving (1
car. In order to keep your pts)
body strong and healthy This student will be tasked to
you must practice good consider and describe as many
personal hygiene that is visual and non-visual differences
cleaning, grooming and that could be considered in
caring for our bodies. describing the two cars. After
• The teacher will then they have given their answers,
have the groups of each they will be asked to consider
table create a list by any other items that could be
writing on their dry erase compared based on how well
whiteboards of all the someone takes care of them
possible ways that the such as toys, furniture, clothes,
cars are different and or any other object the student
how they have been can think of. This differentiation
taken care of. will challenge the student to find
• The teacher will then comparisons that could be more
transition by telling difficult to identify when there
students that we will talk are no images to base the
about to practice comparisons on.
personal hygiene, and
make sure that we keep
our bodies strong and
healthy.
Instructional Strategies for each Learning Activities for the main Modifications during the Lesson
part of the lesson. These should part of the lesson include guided Phases
be research/ evidence based (6 and independent practice. These Focus Student (FS) 1 (2pts)
pts) should be research/evidence For this part of the lesson, this
• The teacher will ensure based (8pts) student will receive
that the PowerPoint • Students will listen to the differentiation by being placed
slideshow has been teacher present the at the front of the room as the
 information for this
lesson.
• The description of the
information that is
included in the slideshow
is in the materials list of
the lesson plan.
• The presentation will
provide students with
resources that they will
be required to utilize in
the later parts of the
lesson that are included
in the slides.
• Students will also
complete the “Healthy
Cards” activity with their
table groups after
listening to the
presentation and
answering and asking
questions.
• After 5 to 10 minutes,
students will organize
their cards to be
collected by the teacher
and will grab their
Chromebooks to follow
the instructions of
creating their own digital
poster.
• Students will begin
creating an individualized
shared with all the slideshow and ask and slides are being presented by the
students and the access answer questions. teacher. The student will have
has been changed to • Students will then easier auditorial access to the
“view only” for later use. complete the “Healthy teacher to ensure they can hear
• The teacher will present Cards” activity after the as the teacher is going over vital
the slideshow and pause presentation and will be information. This student will
to ask and answer tasked in explaining how also be given headphones while
questions from the class. each card can help you they are using their
• After presenting the be healthy as well as how Chromebooks to better hear the
entire slideshow, the they can practice being audio from the extra resources
teacher will hand out the healthy with each card. that are required to be used as
“Healthy Cards” and give • Students will then sign students create their posters.
instructions for the into their own personal
activity. Chromebooks and pull up FS 2 (2pts) DISCUSS IN VIDEO
• The teacher will then the shared presentation This student will be provided
observe students and Canva website. with translation devices and
communicate during the • Students will now create other technological resources for
activity as they will be their own digital poster translating. These devices will
tasked in describing how to share how everyone support this student learning as
each card helps them be can help keep their teeth they would have the ability to
healthy as well as how clean and healthy. translate any information from
you could practice being • Students should be the slideshow and sources as
healthy in each area such aware that the needed. This student will also be
as eating healthy, getting information they include encouraged to verbally
exercise, and being a must come from the communicate with the students
good friend. resources in the at their table during the
• After 5 to 10 minutes, presentation and they “Healthy Cards” activity.
the teacher will collect should include a
the cards and instruct minimum of 6 ways to Student who is High Achieving
students to bring up the keep teeth healthy. (2pts)
presentation on their • As students begin • This student will be
own Chromebooks as finishing their posters, tasked with including
well as to go to the Canva they will follow the more than 6 ways to
website. teachers' instructions of keep your teeth healthy
 poster using the “Canva”
online resource.
• The class will have
freedoms in customizing
their posters however
they would like, but the
information they include
should have a minimum
of 6 ways to help keep
your teeth healthy and
come directly from the
sources that were
included in the
presentation.
During:
Formative Assessment:
Students will complete the
activity that is provided after the
presentation to show what they
learned from the slideshow.
During the activity, students will
be given “healthy cards” and will
be asked to write down why each
of these cards are important for
health or hygiene as well as some
examples of how you can
implement each “healthy card”
into your life.
• The teacher will then tell
students they will create
a poster about dental
hygiene as well as the
requirements for their
posters.
• The teacher will inform
students that they should
use the resources that
were included in the
presentation to find a
minimum of 6 ways to
help keep your teeth
clean and healthy.
• As students finish their
posters, the teacher will
explain how to share
their poster with the
teacher to present it on
the Smartboard.
how to share their poster
with the teacher.
• Students may also like to
customize and provide
supporting images in
their poster as they seem
fit.
within their
presentation. This
student will include as
many habits as possible
that they feel are useful
in keeping your teeth
clean and ways to
practice good dental
hygiene. This student is
also encouraged to
search for appropriate
external resources along
with the required
sources from the
presentation as they
search for information to
include in their poster.

Closure (6pts)
• The teacher will allow
students to wrap up their
posters and ensure that
everyone has shared
Instructional Strategies for
Closure. (3pts)
• After the entire class has
finished their posters, the
teacher will ensure that
Learning Activities for Closure.
(4pts)
• All students will correctly
share their poster with
the teacher after they
Modifications during the Closure
phase
Focus Student (FS) Hearing
impairment 1 (1pt)
 their own created poster
with the teacher.
• Each student will come
up to the Smartboard • The teacher will then ask
and present their posters
and talk about/explain
each of their 6 ways to
keep teeth healthy.
• As students share their • The teacher will ask
habits on keeping teeth
healthy, they may also
provide examples and
give demonstrations for
their habits such as
brushing your teeth or • After every student has
flossing.
• This presentation of their
posters will also serve as
an exit ticket for this
lesson as students are
showing what they
learned about dental
hygiene through the
presentation, activity,
and resources that were
provided to them.
After
Summative Assessment: Students
will present and discuss their
posters on how to keep your
teeth healthy and the importance
of dental hygiene and flossing to
the class.
everyone has correctly have met all the This student does not require
shared their poster with requirements. any differentiation as they
the teacher. • Students will then come present their poster.
up to the board to
one student at a time to present and discuss their FS 2 (1 pt)
come up to the poster and to give a clear This student may be allowed to
Smartboard to present reasoning behind why use their translation devices as
and discuss their posters. they included each habit they present their poster to help
or way you can help keep them accurately describe the
guiding questions to your teeth healthy. habits and ways to practice good
ensure that students fully • Students who are not dental hygiene that they
understand each habit presenting may also ask included in their poster. This
they included in their questions by raising their student may also be allowed to
poster. hand and talking use a text to speech feature that
respectfully to their would help them as they read
presented their poster, peers. and present their poster. In the
the teacher will conclude • After everyone has ending sticky note activity, they
the class by asking presented their posters, may be given a bilingual
students to write down each student will be dictionary to help them write
the most important thing given a sticky note and out the most important thing
they learned about they will write down their they learned from this lesson.
hygiene on a sticky note name and the most
and place it on the board important thing they Student who is High Achieving (1
with their names. learned about dental pt)
hygiene. • This student will be
• After students have encouraged to practice
written on their sticky good speaking and
note, they will come up presenting skills as they
to the board and place discuss their poster.
their note for the teacher They should encourage
to look at after class. their peers to ask
questions as they are
needed. They may also
treat this presentation
 as if it was part of their
job, meaning that they
are using professional
language for their age,
they clearly state and
describe their habits in
depth, and they show
clear expertise on each
of their habits. In the
sticky note activity, they
will be tasked to write
about the most
important information
that they found within
their external research
and sources.

Materials & Resources: Include all manipulatives and other materials and resources required for the lesson (3pts)

Resources for creating posters

Video on how to keep teeth healthy - https://www.youtube.com/watch?v=Ij_8iM4ybl0

Websites and games for students to explore - https://www.childrensuniversity.manchester.ac.uk/learning-activities/science/teeth-and-

eating/looking-after-your-teeth/

https://www.healthforkids.co.uk/staying-healthy/looking-after-my-teeth/

https://www.wchn.sa.gov.au/our-network/kids-health

Smartboard to present posters and slideshow

Chrombooks for students to view websites and create posters

“3rd Grade Health and Hygiene” Slideshow

• Slide 1: Lesson introduction.

• Slides 2: Warm-Up, thinking about hygiene
• Slide 3: Explaining personal hygiene
• Slide 4-8: Good hygiene practice: Hand washing
• Slide 9: Practice: hand washing
• Slide 10-12: Good hygiene practice: Bathing and Showering
• Slide 13: Good hygiene practice: Deodorant and antiperspirant
• Slide 14: Good hygiene practice: clean clothes
• Slide 15-17: Good hygiene practice: Brushing and flossing
• Slide 18: Practice: brushing teeth
• Slide 19: Good hygiene practice: Sleep
• Slide 20: Good hygiene practice summary

Small whiteboards and dry erase markers

“Healthy Cards” -
Canva Digital Poster Creator – Used to create posters on how to keep your teeth healthy and to show the importance of dental hygiene

https://www.canva.com/

Sticky notes for closing activity

https://www.chathamcountync.gov/home/showpublisheddocument?id=24955

https://docs.google.com/document/d/16IFKM1dAyZAgpKztu6vr2tgOp1_Obswkwy6sUWZm1K8/edit?nativeconvert=1
MUGS (Mechanics, Usage, Grammar, Spelling) are Carefully Proofed (3 or fewer errors) [5 pts]

Reflection

I will reflect after teaching this lesson in my future!