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Lesson 6-Evaluate: What Have You Learned about the Mouth?

(continued)

3. Ask the students if they think they could help Exee put his pictures back in order. Ask students to return to their desks, then distribute one copy of both Master 6.1, A Bad Day for Mr. Tooth Template Page, and Master 6.2, A Bad Day for Mr. Tooth Pictures, to each student. Review each picture with the students so they understand the illustrations.


Bacteria

White spot

Acid attack

Plaque
Eating pizza
Eating
Eating cake
Eating

Acid attack

Plaque

Cavity

Bacteria

Happy face

Sad face

4. Direct students to cut out the pictures so that they will be just like those that Exee needed to put in order.

5. Once students have cut out their pictures, tell them that these were the pictures Exee had taken of a bad day in the life of Mr. Tooth. Ask students to put the pictures in order so that Exee can use them to describe what can happen in a human mouth.

If sequencing all the pictures is too difficult for the students, help them by telling them which pictures go in certain places. Start them out by telling the students that the picture of the happy face goes in box 1 on the template page. The picture of bacteria belongs in box 3, the white spot in box 6, and plaque in box 9, as shown in the following illustration. Mr. Tooth is sad at the end, as shown in box 12.

Happy face 2 Bacteria
4 5 White spot
Eating cake 8 Plaque
10 11 Sad face

Then have students work independently to put the remaining pictures in order. The solution is shown in the following illustration.
Happy face Eating pizza Bacteria
Plaque Acid attack White spot
Eating cake Bacteria Plaque
Acid attack Cavity Sad face

National Science Education Standards iconContent Standard A:
Abilities necessary to do scientific inquiry.

Circulate around the room so that you can see how students are doing with the task. Offer encouragement and ask questions to help students who might be struggling, such as these:

Students should be able to tell you why they placed each picture in the order that they did. You should expect to hear that, in the beginning, the mouth was healthy with all teeth intact. Then, the mouth ate lots of sugary and starchy foods. The bacteria in the mouth were nourished by the sugar and multiplied. When they ate and multiplied, they also left behind waste products: acids. After some time, the acids caused a white spot on the tooth where they dissolved some of the enamel. Then, the acids continued to eat away the enamel until the tooth got a cavity.

6. Instruct students to glue their final sequence on Master 6.1, A Bad Day for Mr. Tooth Template Page.

7. When all the students have completed their sequence and you have circulated around to see that all students understand their sequence and can describe it accurately to you, continue with the story:

Home at Last (continued)

Exee finally got all his pictures in order. As he was describing what happened inside the mouth, some of his friends started to cry.

"Why are you crying?" asked Exee.

"The story about Mr. Tooth is so sad!" cried his friends. "Mr. Tooth is gone, destroyed, kaput!"

"Wait a minute, everybody," said Exee. "I have shown you pictures only of Mr. Tooth's bad day. The story doesn't have to end like that. Here, let me show you some new pictures."

Exee's friends gathered around him, and soon they were laughing and chattering away happily. They weren't worried about poor Mr. Tooth anymore.

8. Ask students, What pictures do you think Exee showed his friends?

What things could Exee tell his friends that would make Mr. Tooth's bad day much better?

Hold a brainstorming session with your students about the things they know would make Mr. Tooth not have such a bad day (not have tooth decay). Students might mention brushing, flossing, avoiding sweets, visiting the dentist, not snacking often, and so on.

9. Distribute one copy of both Master 6.3, A Good Day for Mr. Tooth Template Page, and Master 6.4, A Good Day for Mr. Tooth Pictures, to each student. Review and describe what is going on in each of the pictures on the page.


Happy face

Bacteria

Acid attack

Brushing with fluoridetoothpaste
Eating a banana
Eating

Happy face

Drinking

Plaque

Bacteria

Acid attack

Plaque

Brushing with fluoride toothpaste

10. Ask students if they think they can sequence the pictures to make Exee's friends much happier. Direct students to use these pictures to put together a story called "A Good Day for Mr. Tooth."

As before, circulate around the room so that you can evaluate how the students are doing with the task. If the sequencing is too difficult for the students, help them get started by telling them where certain pictures belong in the sequence. The following illustration suggests which pictures to use for prompting the students.

Happy face 2 Bacteria
4 5 Brushing
7 8 9
Acid attack 11 Happy face

The solution to the sequencing activity is shown in the following illustration.
Happy face Drinking Bacteria
Plaque Acid attack Brushing
Eating a banana Bacteria Plaque
Acid attack Brushing Happy face

National Science Education Standards iconContent Standard A:
Abilities necessary for scientific inquiry.
Content Standard F:
Personal health.

11. At this time, an individual interview with each student would be optimal. Ask each student to show you his or her sequences and tell you why he or she chose the pictures in that order.

If necessary, manipulate some of the pictures and ask the student to tell you why the new order was better for Mr. Tooth or not as good for Mr. Tooth. In this way, you can probe for understanding of some of the science concepts that underlie the reasons for things like brushing after meals, avoiding sugary and starchy foods, and limiting between-meal snacks. Once the student has determined a sequence, have him or her glue the pictures onto Master 6.3, A Good Day for Mr. Tooth Template Page, for a permanent record.

Alternately, if time does not allow you to interview each student, ask students to glue their final sequence onto Master 6.3, A Good Day for Mr. Tooth Template Page. Collect the sequences and assess them for how well they display understanding. If you see a sequence that confuses you or does not accurately portray a good day for Mr. Tooth, you can interview the student who did the work and check if he or she understands the concepts of tooth decay and cavity prevention.

12. Invite the students to continue putting Exee's pictures in sequence using the activity on the Web site. Instruct students to work in pairs on the activity.

Web activity iconOpen the Web site in your browser. From the main page, click on Web Portion of Student Activities and choose either English, Español, or one of the accessible versions of the activities. The Student Activities window will open and the Exee Movie will play automatically. You can skip the animation by clicking the skip button. From the main menu in the Student Activities window, select Exee Says Good-bye. The animation will play automatically, followed by the sequencing game.

Encourage pairs of students to collaborate on their sequence and then submit it for evaluation by the computer.In this way, you will be encouraging continued dialogue about the processes that take place in the mouth that lead to either poor or good oral health.

13. Congratulate the class on a job well done.

Wrap-up

assessment iconAssessment:
Help students decide when their journals are complete, but don't expect a finished, edited product. To promote writing, allow students to be creative and take risks with their writing. Read each student's journal and respond to the quality of thinking and observing.

Ask students to complete their journals. Encourage them to write about their own ideas and what they thought was important and most interesting about the six lessons in this supplement. Remind them that they can write about their thoughts, ideas, and feelings about science and what they learned about oral health as well as facts about the mouth.

Exee writingEncourage students to share what they have written or drawn in their journals with their classmates. Some students will always be eager to read aloud from their journals, but encourage all students to read aloud at some point. Sharing is important because it permits students to learn by example, boosts self-esteem, provides a chance for students to reflect on what they learned, encourages students to compare their ideas with others, and gives the teacher the chance to elaborate on concepts in which students are interested or with which students are having difficulty.



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