The heart of this module is the set of six lessons that follows. These lessons are the vehicles that we hope will carry important concepts related to oral health to your students. To review the concepts in detail, refer to the chart Conceptual Flow of the Lessons.
As you scan the lessons, you will find that each contains several major features.
At a Glance gives the teacher a convenient overview of the lesson.
Background Information provides the teacher with the science content that underlies the key concepts of the lessons. The information provided here is designed to enhance the teacher’s understanding of the content so that the teacher can more accurately facilitate class discussions, answer student questions, and provide additional examples.
In Advance provides instructions for collecting and preparing the materials required to complete the activities in the lesson.
Procedure outlines the steps in each activity in the lesson. It provides implementation suggestions and answers to questions. Wrap-up offers suggestions for using the Mouth Journals as opportunities for assessment. Lesson 2 has Extension Activities that enrich the students’ experience with the module through additional games.
Within the procedures, annotations provide additional commentary.
teaching strategies that address specific science content standards as defined
by the National Science Education Standards.
when to use the Web site as part of the teaching strategies. An annotation
instructs the teacher how to find the appropriate segment on the Web site.
Information about using the Web site can be found in
the Web site
. A print-based alternative is provided in each lesson
for all Web-based activities in case a computer with Internet access is not
when assessment is embedded in the module’s structure. An annotation suggests
strategies for assessment.
There are three Take-home Activities included in the module as part of Lessons 2, 3, and 5. These activities are designed to engage children and their parents in oral health concepts at home. The handouts for the take-home activities are located in the Masters section. A certificate at the end of each handout provides evidence for the teacher of parent-child interaction.
“The most gratifying part for me has been the POSITIVE
feedback from parents as well as from the kids...we have just finished conferences
and almost every parent commented that their child has come home and told
them daily what we are doing and learning. Some families still have the egg
experiment from one of the take-home activities going on their own!”
The Masters required to teach the lessons are located in the Teacher’s Guide Masters section.
The Open Wide and Trek Inside module is designed to be taught every day for a period of approximately three weeks. Field-test teachers found that if they scheduled science lessons every day while they were teaching the module, students remained engaged and their understanding of the concepts that link the activities together steadily grew.
|3 weeks ahead||Reserve computers • Check Internet access|
|1 week ahead||Copy masters • Make transparencies • Gather materials|
|Day 1||Activity 1: Helping Exee (the Extraterrestrial) Learn about Mouths|
|Day 2||Activity 2: Mouth Mirrors|
Activity 3: Food for Thought
|Day 4||Activity 1: Mouth Trek|
|Day 5||Activity 2: Cut, Tear, and Grind|
Complete Activity 2
|Day 7||Activity 3: Graphing and Record Keeping|
|Day 8 (optional)||Extension Activities (optional)|
Activity 1: The
|Day 10||Activity 1: What Lives in Warm, Wet Places?|
|Day 11||Activity 2: Animals Do More than Eat and Drink|
Complete Activity 2
|Day 13||Activity 1: Let’s Pretend—A Dramatization|
Activity 2: Completing
the Apple Investigation
Wrap-up (for Lesson 3)
Activity 1: Exee Goes Home
The preceding timeline outlines the optimal plan for completing the six lessons in this module. The plan assumes you will teach the activities on consecutive days, spending approximately 20 to 30 minutes on science activities each day. If your class requires more time for laboratory procedures, discussion of ideas raised in this module, or completing activities on the Web site, adjust your timeline accordingly.
The following is a complete list of supplies needed for this module. Quantities are based on a class of 30 students.
|Apple (preferably Red Delicious)||10|
|Assorted materials for student investigations (see Lesson)|
|Bicycle helmet or umbrella|
|Black construction paper||1|
|Computers with Internet access|
|Construction paper (any color)||2||60|
|Crayons or markers (non-toxic)|
|Flip chart paper|
|Magazines (old with pictures of food)|
|Pads of sticky notes (any color)|
|Skein of red yarn|
|Small whiskbroom with handle|
|Thick paper or card stock|
|Tissues or paper towels||30||30|
|White construction paper||1|
| *Take-home activity.