WHERE ARE MY TEETH?

Grade Level:
Preschool Special Education / Kindergarten
Subjects:
Math
Language Arts
Health
Learner Outcomes:
  1. Students will discover and identify dental paraphernalia found in a dentist's office.
  2. Students will discover and identify foods to eat and not to eat for healthier teeth.
  3. Students will explore computer web sites.
 
Duration Of  Lesson:
15-20 minutes
Materials:
Two or more Sets of Dental Paraphernalia Picture Cards, documentation labels or anecdotal records
Technology Tools / Courseware:
Computer with Internet access, Boardmaker Software  for Teachers (will allow teacher to pick and choose dental paraphernalia easily), colored printer
Teacher Notes:
  1. Current Acceptable Use Policy completed and on file for each student.
  2. Create sets of matching dental paraphernalia (see set of cards):, lamination recommended
  3. Provide assistance to children with special needs or lower developmental skills.
 
Procedures:
1.  Introduction - "Today, boys and girls, we will be playing a game.  It's called 'Finding My Teeth'.  You must put on your 'thinking caps' and use your 'seeing eyes' and 'listening ears'."  (Teacher points to own body parts while explaining.)
2.  Instructions - "First we must wait and then take our turns.  When it is your turn, you must pick up a card and find its match or the one that looks the same as that one."

3.  Demonstration - (Use Montessori Techniques where you 'say' less and 'act' more). "Let me show you how to play."   Teacher demonstrates in this manner: Pick up a card.  Now look at it with an exaggerated stare.  Then pick up another and compare the two cards while displaying another exaggerated look by moving head and eyes back and forth between the two cards.  If there is a match, then make an exaggerated smile and say "I have a Match!" .  Pick up the matches, set them near you, and say "Your turn" by looking at the student next to you going in a clockwise direction.

4.  Play the Game - Continue the game while drilling them on what they discover.  Ask what each picture is and how it relates to good dental health.  When all of the matches have been discovered, have each child count their cards or pairs (depending on age and development).  Then document what math, socialization, body awareness,  health, and language skills either improved, maintained or regressed.

Modifications:
  1. Cards must be enlarged for students with visual impairments.
  2. Background and foreground color differentiation should be implemented to assist students with visual impairments.
  3. Cards may have to be placed on a nonstick surface or utilize "Diasin" which is a rubber like material to keep cards and other manipulative in place for those students with physical handicaps. (Contact a physical therapist from a local developmental therapy establishment or order on-line.)
  4. Additional time is given to a student who has delays in cognition or motor processing and/or coordination.
  5. Pair typically developing peer students with developmentally delayed students for appropriate modeling from other students (cooperation is increased thus constructive techniques are implemented).

Enrichment Activities:

  1. Additional cards can be added to the memory game
  2. Less time may be given to those who are average to above average in memory skills
  3. Challenge them with additional questions about dental paraphernalia
  4. Utilize the Web with computer and Internet access to a similar memory game with dental paraphernalia - (See Dr. Rabbit Smart Snack - Game)
Evaluation/Assessment:
  1. Completion of anecdotal records, observation notes, rubric
  2. Teacher or trained assistant will document progress from the goals listed in standard benchmarks by stating child's name, date, and skill achieved or not achieved.  Mastered criteria includes any skill that has been performed correctly and independently 90% of the time.  At this time the teacher or assistant can write any other observations in anecdotal format.  (It is helpful to utilize Avery 7 mailing labels but any other note taking device would be sufficient.)

 
WHERE ARE MY TEETH LESSON RUBRIC
A =  Achieved 
Positive participation - 90% of the time
Followed directions - 90% of the time 
Waited and took turns - 90% of the time
P = Progressing; Improving
Participated with minimal prompts - 75-80% accuracy
Followed directions with minimal prompts - 75-80% accuracy 
Waited and took turns with minimal prompts - 75-80% accuracy
IP = Insufficient Progress; Regressing; No Improvement
Did not participate or needed hand-over-hand assistance
Did not follow directions 
Did not wait for turn

West Virginia IOGs :

Math:  K.2, K.12, K.13, K.30, K.31, K.32, K.33, K.34, K.35

English/Language Arts:  K.3, K.5, K.13

Health:  K.1, K.8, K.9, K.14
 

National Standards:
 
Math
  1. Understands a variety of strategies in the problem solving process
 
Health
  1.  Knows how to maintain and promote personal health
 
English/Language Arts/Working with others
  1. Displays effective interpersonal communication skills
 
References:
Boardmaker Software
Card Set
Dr. Rabbit Smart Snack
Dental Songs
Authors:
Karie Dowis
Linda Smith
Kathy Vallance
School:
Village of Barboursville Elementary
County:
Cabell County Schools
Date:
June 28, 2002
 
 
Overview
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5

 

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