Oral Health Teacher Resource

Lesson 1: The Happy Tooth Storytime

Learning Goals:

Students will learn the importance of brushing teeth and making healthy food choices.

Success Criteria:

• I can explain why we brush our teeth.
• I can identify foods that are good and bad for my teeth.

Curriculum Connection:

• Ontario Kindergarten Program – Personal & Social Development (Healthy Living)

Materials:

• Short Read Aloud: Toby Happy Tooth 
  
• Happy and Sad Teeth Handout

Lesson Steps:

Introduction: 

Show the class a picture of a happy tooth and a sad tooth. Ask: "Which tooth would you rather have? Why?"

Read-Aloud:

Read Toby the Happy Tooth, emphasizing how the tooth stays strong with brushing and healthy eating. During reading ask students some or all the following questions:

• How do you think Toby feels when Max brushes him?
• Why do the Sugar Bugs want to stay on Toby?
• What happens to Toby when Max forgets to brush?
• What do you think Max should do next?

Discussion After Reading:

Ask students some OR all of these questions after reading:

• What was your favorite part of the story? Why?
• Why do you think brushing our teeth is important?
• What are some ways we can keep our own teeth happy like Toby?
• If you could give Toby a piece of advice, what would it be?
• What healthy snack would you give Toby to keep him strong?

Happy & Sad Tooth Activity:

Give students the "Happy and Sad Teeth" hand out and have them draw/colour food that makes our teeth happy and then have them draw/colour food that makes our teeth sad.

Wrap-Up:

Have students pretend to brush their teeth together while singing a simple tooth-brushing song.

Lesson 2: Brushing and Flossing Fun

Learning Goals:

Students will learn proper brushing and flossing techniques.

Success Criteria:

• I can show how to brush my teeth properly.
• I can explain why flossing is important.

Curriculum Connection:

• Ontario Kindergarten Program – Personal & Social Development (Healthy Living)

Materials:

• Large, printed image of a set of teeth 
• String or yarn (to represent floss)
• One toothbrush (real or pretend)
• Brushing and Flossing Instruction for Kids

Lesson Steps: 

Introduction:

Ask: “What do we use to clean our teeth?” Show a toothbrush and floss. 

Demonstration:

Show the large image of teeth. Use the toothbrush to demonstrate brushing in circles, then use yarn to show how flossing removes food between teeth.  You can also show students the “Brushing and Flossing Instruction for Kids” video. 

Practice:

Let students practice “flossing” between their fingers with the string.

 Wrap-Up:

 Have students act out brushing and flossing while singing a short rhyme: “Brush up, brush down, brush round and round!”

*The North Bay Parry Sound District Health Unit offers a lending library with free resources for your class.

If you're teaching this lesson, you can request toothbrushes, flossers, and timers for each student by following these steps:

1. Click the link:
2. Scroll down to the “Oral Health” section.
3. Select “Toothbrushes, flossers, and timers.”
4. Click “Next” and enter the number of students in your class.
5. Click “Next” again and complete the remaining information.

By submitting this request, you'll ensure each student has the tools they need to maintain good oral hygiene at home!

Lesson 1: My First Loose Tooth

Learning Goals:

Students will learn about baby teeth, why they fall out, and how to care for their growing teeth.

Success Criteria:

• I can explain why baby teeth fall out.
• I can describe how to take care of my teeth as they grow.
• I can identify ways to keep my mouth healthy.

Curriculum Connection:

• Ontario Health and Physical Education (2019), Strand D: D1.2 – Demonstrate an understanding of essential oral health practices and how they maintain overall health.

Materials:

• Chart paper and markers
• Toothbrushing model or a large cutout of a tooth
• Toothbrushing Song
• “Loose Tooth” by Lola M. Schaefer
• Loose Tooth Activity Sheet

Lesson Steps:

Introduction:

Start by reading “Loose Tooth” by Lola M. Schaefer, then ask:

• “Has anyone lost a tooth yet?” 
• “How did it feel when your tooth was wiggly?” 
• “What did you do when it fell out?”

Discussion: 

Explain why baby teeth fall out and adult teeth grow in: 

• Baby teeth fall out because they make room for your big, strong adult teeth! When you grow, your mouth gets bigger, and your baby teeth are too small to stay forever. Under each baby tooth, a grown-up tooth is waiting. As the new tooth grows, it pushes on the baby tooth, making it wiggly. One day, the baby tooth falls out, and the new tooth takes its place!
• It’s like switching from little shoes to bigger shoes as you grow! Your new teeth are made to last forever, so it’s important to brush and take care of them

Connect to healthy habits by asking: 

Wrap-Up:

•  Share drawings and experiences of losing teeth.
• Bonus: Teach a fun toothbrushing song to reinforce good habits! 

Lesson 2: Happy Teeth Like Healthy Foods

Learning Goals:

• Students will be able to recognize the importance of consuming healthy foods.
• Students will examine the impact of unhealthy food choices on the health of their teeth.

Success Criteria:

By the end of this activity, students will:

• Identify foods that can lead to the formation of cavities.
• Explain how poor food choices contribute to the formation of cavities.
• Recognize and design a healthy snack that will help maintain healthy teeth.

Curriculum Connections:

Ontario Health and Physical Education Curriculum: C2.2 - Demonstrate an understanding of how making healthy eating choices and engaging in regular physical activity promote overall health and

well-being.

Materials:

• Chart paper (optional)
• Grocery store flyers or print outs of healthy foods
• Scissors
• Glue
• Crayons
• Slide Deck: (Accessible version available soon)
• Photocopies Healthy Snack Restaurant Sheet (one copy per group of 3-4 students)

Lesson Steps:

Introduction

Begin by displaying the first few slides of the provided slide deck to introduce the topic.

• Ask students: Why do we need to take care of our teeth? and What happens when we don’t?
• Explain that today's lesson will explore how food choices impact our oral health.

Discussion

• Use the slide deck to guide a discussion on different types of foods and their effects on teeth.
• Ask students to share what they know about foods that contribute to cavities (e.g., sticky, sugary, and acidic foods).
• Discuss foods that help keep teeth strong, such as dairy, crunchy vegetables, and water.
  • Record student responses on the slides or chart paper, a whiteboard, or a blackboard using a T-chart:
  • Foods that should be eaten with caution or require brushing afterward. Foods that help keep teeth strong.
  • Emphasize that no food is "good" or "bad," but some foods require extra care, such as brushing after eating.
  • Divide students into groups of three or four.

Activity: The Healthy Snack Restaurant

• Provide each group with a "Healthy Snack Restaurant" worksheet.
• Hand out grocery store flyers, scissors, glue, and crayons.
• Each group will create a Healthy Snack Menu that promotes strong teeth.
• Students will cut out food images from the flyers and paste them onto their menu sheets.
• Encourage discussion on why certain foods are good oral health.

Wrap-Up: Presentations & Reflection

• Have each group present their Healthy Snack Restaurant menu to the class.
• Ask each group to explain why they selected specific foods and how those choices support oral health.
• Use the final slides of the slide deck to review key takeaways.
• Reinforce the importance of brushing and flossing after eating certain foods.
• Close the lesson by asking students: What is one change you can make to improve your oral health?

Assessment:

• Observation of student participation in discussions.

• Group presentations to assess understanding of food choices.

• Completed "Healthy Snack Restaurant" sheets as evidence of learning.

Lesson 1: Superhero Teeth

Learning Goals:

Students will learn about the structure of teeth and how to keep them strong and healthy.

Success Criteria:

• I can name the different parts of a tooth.
• I can describe how to protect my teeth with healthy choices.

Curriculum Connection:

• Ontario Science & Technology – Understanding Life Systems (Growth and Changes in Animals)
• Ontario Health & Physical Education – D2.3 (Healthy Living): Identify practices that keep teeth healthy

Materials:

• Blank tooth diagram for students to label and color
  
• Pictures of healthy vs. unhealthy food for teeth
• Toothbrush and floss props (optional)
• Slide Deck: (Accessible version available soon)
• Tooth Structure Video
  

Lesson Steps:

Introduction – “What are teeth made of?”

 Ask: “What do you think your teeth are made of?”

• Show the labeled tooth diagram and explain each part:
  • Enamel is like superhero armor—it's the hardest part of the body!
  • Dentin is the layer under enamel.
  • Pulp is where the nerves and blood vessels are.

Share tooth structure video

Discussion – “How can we protect our superhero teeth?”

• Explain that enamel needs to be strong to fight off cavities, just like superheroes fight villains!
• Ask: “What can hurt our teeth?” (e.g., too much sugar, not brushing)
• Ask students “How can you protect your superhero teeth”?

Activity – “Design Your Superhero Tooth”

• Students label their own tooth diagram and color it as a superhero.
• They can add a cape, shield, or lightning bolts to show strength.

Wrap-Up – “Be a Superhero for Your Teeth!”

• Have students share their super hero teeth with the class if they would like!

*The North Bay Parry Sound District Health Unit offers a lending library with free resources for your class. If you're teaching this lesson, you can request toothbrushes, flossers, and timers for each student by following these steps:

1. Click the Link
2. Scroll down to the “Oral Health” section.
3. Select “Toothbrushes, flossers, and timers.”
4. Click “Next” and enter the number of students in your class.
5. Click “Next” again and complete the remaining information.

By submitting this request, you'll ensure each student has the tools they need to maintain good oral

hygiene at home!*

Lesson 2: Visiting the Dentist Office

Learning Goals:

• Students will learn what to expect at their first dentist visit.
• Students will understand the importance of oral hygiene.
• Students will recognize common oral tools and their uses.
• I can describe what happens during a dentist visit.
• I can explain why visiting the dentist is important.
• I can identify some tools a dentist uses.

Curriculum Connections (Ontario Health Curriculum - Grade 2)

• D1.3: Demonstrate an understanding of oral health practices and how they contribute to overall well-being.
• D2.4: Describe how to maintain oral health, including regular check-ups.

Materials Needed:

• Book: "The Berenstain Bears Visit the Dentist" by Stan & Jan Berenstain: OR a YouTube read-aloud/video about a first dentist visit
• Chart paper & markers
• Printable worksheet: “My First Dentist Visit”
  

Lesson Structure:

 1. Minds-On 

Discussion Questions:

1. Has anyone been to the dentist before? What was it like? What did you see?
2. Why do we visit the dentist?
3. What do you think happens at the dentist’s office?

Read-Aloud OR Video (Choose One):

1. The Berenstain Bears Visit the Dentist (physical book or online read-aloud)
2. Video option: "Going to the Dentist for Kids" (YouTube – find a simple explainer video)

2. Action (25 minutes)

Step 1: What Happens at the Dentist?

• Using chart paper, list the steps of a dentist visit (e.g., check-in, meet the dentist, sit in the chair, cleaning, check-up, getting a sticker!).
• Explain that dentists help keep our teeth strong and healthy.

Step 2: Activity – "My First Dentist Visit"

• Students complete a worksheet where they draw or write about a first dentist visit.
• Prompt: "What do you think would happen if you went to the dentist tomorrow?"
• Encourage students to include emotions (e.g., excited, nervous, happy).
• Students share their drawings and explain their dentist visit steps.
• Quick review: What are 3 things you learned today about going to the dentist?
• Exit ticket: “One question I still have about the dentist is…” (write or say out loud).

 Consolidation (10 minutes)

• Students share their drawings and explain their dentist visit steps.
• Quick review: What are 3 things you learned today about going to the dentist?
• Exit ticket: “One question I still have about the dentist is…” (write or say out loud).

Lesson 1: Sugar and Tooth Decay Experiment

Learning Goals:

• Students will learn how sugar affects teeth and contributes to tooth decay.
• Students will understand how to prevent cavities by making healthy choices.

Success Criteria:

• I can explain how sugar causes cavities.
• I can describe how to protect my teeth from sugar damage.
• I can make connections between the experiment and real-life dental care.

Curriculum Connection:

• Science (Understanding Matter and Energy): Investigate the effects of substances on different materials, including how sugar interacts with tooth enamel.

• Health (Healthy Living): Understanding oral hygiene and the importance of making healthy food and drink choices.

Materials:

• 3 hard – boiled eggs
• 3 clear cups
• Soda, juice, and water
• 3 sticky notes per student

Lesson Plan:

Introduction

•  Ask: "What do you think happens to your teeth when you eat sugary foods?"
•  Show a picture of healthy vs. cavity-affected teeth.
•  Explain that we will use eggshells (similar to tooth enamel) to test how different liquids affect them over time.

Experiment Setup

• Label 3 cups: Soda, juice, and water
• Fill each cup up with the corresponding liquid
• Place a hard boiled egg with shell on in each cup and leave them overnight
• Have students write a prediction on a sticky note, create a “waiting room” on the board or chart paper for students to put their predictions

 Observation & Discussion

• Show students the eggs still in the liquid giving them all a chance to see how it looks
• Remove the eggs and compare their shells, ask students; “which egg is most stained?”, and then pass around the 3 eggs around for each student to lightly feel
• After this ask students “Do any feel softer or weaker?”
• Then ask students: “How does this experiment relate to our teeth?, What would happen if we left the eggs in longer?, and How can we prevent this damage”?
• Have students write on another sticky note if their prediction was correct or incorrect and how.

Wrap Up

On students last sticky note have them write one thing I learned about sugar and teeth today is… have them put it in the “waiting room”

Lesson 2: Tooth Defenders Game

Learning Goals:

• Students will learn how plaque builds up and why it is bad for teeth, and students will explore how different actions can help or harm our teeth.

Success Criteria:

• I can explain what plaque is and why its harmful.
• I can describe how my daily choices affect my teeth.
• I can play a game that helps me learn ways to keep my teeth strong.

Curriculum Connection:

• Specific Expectation: D2.3 - Demonstrate an understanding of good oral health practices and how they contribute to overall health.

Materials:

• Tooth defender game cards
• Sticky note or sticker for each student
• Printout of tooth diagram (Below OR Choose your own)

Lesson Plan:

Minds-On: What’s on Your Teeth Right Now?

• Ask: “What do you think is on your teeth right now?”

• Have students rub their tongue across their teeth and describe what they feel (smooth, rough, fuzzy?).

Explain:

Plaque is the invisible, sticky stuff that forms on teeth every day. It holds germs that can make teeth weak.

• The Tooth Defenders Game! (15-20 minutes)
• Divide the class into two teams: The Mighty Molars vs. The Super Enamel Shields.
• Place the tooth diagram at the front of the class

How to Play:

• One student from each team draws a card and reads it out loud.
• The card will describe an action that helps or harms teeth (examples below).
• If it helps teeth, the team sticks a "shield" (sticker or note) on the tooth.
• If it harms teeth, the team adds a "germ" (draws a small dot on the tooth with whiteboard
• marker).
• The team explains why this action helps or harms teeth.
• Continue until all students have had a turn or the tooth is fully "protected" or "covered in germs."

Class Discussion (5 minutes): What Did We Learn?

• Look at the tooth model—did we protect it or harm it?
• Ask: "What can we do if our tooth has too many 'germs' on it?" (Brush, floss, visit the dentist.)
• Have students share one thing they will stop or start doing to be a "Tooth Defender."

Wrap-Up & Quick Reflection (5 minutes)

• Exit Ticket: Each student writes one way to defend their teeth on a sticky note and adds it to a “Tooth Defender Wall” (bulletin board or chart paper).

Lesson 1: How Cavities Form

Ontario Curriculum Connection:

Science and Technology (Understanding Life Systems - Human Body Systems): Health and Physical Education (Healthy Living - Personal Safety and Injury Prevention):

Materials:

• Tooth model diagram (Below OR Choose your own)
• Whiteboard and markers
• Sugar cubes (Optional)
• Vinegar & chalk (for an experiment simulating tooth decay)
• How cavities form video
  
• Toothbrush and toothpaste for demonstration

Learning Goals

• Students will understand how cavities form and what causes tooth decay.
• Students will learn ways to prevent cavities through proper oral hygiene and healthy eating choices.

Success Criteria

• I can explain how cavities form.
• I can describe how sugar and bacteria affect teeth.
• I can list ways to prevent cavities.

Lesson Plan

Minds-On

• Ask: “What do you think causes cavities?”
• Explain that cavities are tiny holes in teeth caused by plaque, bacteria, and acid.
• Hold up sugar cubes or images of sugary foods.
• Ask: “What happens when we eat a lot of sugar?”
• Connect sugar to bacteria in the mouth, which produce acid that harms our teeth.

Action

Experiment: How Acid Breaks Down Teeth

• Materials:
  • Vinegar, chalk (represents teeth).
• Procedure:
  1. Show a piece of chalk and explain that it represents a tooth.
  2. Place the chalk in vinegar and observe how bubbles form over time (representing acid attacking the tooth).

  3. Explain: Just like the vinegar weakens the chalk, acids in our mouth weaken teeth, leading to cavities. If we eat sugary foods all day long our teeth will be under a constant acid attack leading to cavities.

• Play the “How Cavities Form” video with the link above

Consolidation 

• Ask students what are common Myths they hear about cavities and oral health? Ask students how they know that these are myths based off the learning we have done today?
• Have students suggest ways to keep teeth healthy. Write them on the board.
• Key points:
  • Brushing and flossing daily
  • Eating less sugar
  • Drinking water after meals
  • Visiting the dentist regularly

Lesson 2: Healthy Mouth, Healthy Body!

Learning Goals:

• Students will learn how oral health affects overall health.

Success Criteria:

By the end of this lesson, students will:

• Explain how gum disease and cavities impact overall well-being.
• Connect oral hygiene to other body systems (e.g., heart health, digestion).

Ontario Curriculum Connections:

• Science (Human Organ Systems): The mouth’s role in digestion.
• Health (C2.2): Explain the importance of oral hygiene.

Materials Needed:

1. “How Oral Health Affects the Body” graphic organizer
2. Large chart paper & markers
3. Cause and Effect Cards: (The cause and effect are directly beside each other in order to check for student accuracy)

Lesson Steps:

Minds-On

Ask students:

1. "How do our teeth help us beyond chewing?"
2. "What do you think would happen if you never brushed your teeth?"
3. "Can oral health affect more than just our mouth?"

Quick Class Activity:

• Write “Oral Health” in the center of the board.
• Have students brainstorm other body parts affected by oral health (e.g., heart, digestive system).

Activity: Cause & Effect Matching

• Print cause and effect cards with oral health habits (e.g., “Not flossing”) and their effects (e.g., “Gum disease”).

How to Play:

1. Students work in pairs or small groups.
2. Spread cause and effect cards on the floor or board.
3. Students match the correct cause with its effect and explain why.

Consolidation & Reflection

Discussion Prompts:

• “What was the most surprising health connection you learned today?”
• “How can we improve our oral hygiene to protect other parts of our body?”
• “What daily habit will you focus on to improve your overall health?”

Exit Ticket:

• Draw a quick diagram of the body and label at least three parts affected by oral health.

Learning Goals:

• Students will understand the importance of mouthguards in protecting their teeth and mouth.
• Students will learn about the different types of mouthguards and their benefits.

Success Criteria:

By the end of this lesson, students will be able to:

• Explain why mouthguards are important for dental safety during sports.
• Identify different types of mouthguards and their benefits.

Curriculum Connections:

1. Health (C2.2):
   • Explain how safety habits, including the use of protective equipment, help prevent injuries.
   • Identify the role of mouthguards in preventing dental injuries.

Materials:

• Mouthguard Samples: Different types of mouthguards (boil-and-bite, stock, custom-made)
• Worksheet: “Mouthguard Safety” handout with questions about proper mouthguard usage and safety
• Markers or Pens: For completing the worksheet

Lesson Steps:

Introduction (10 minutes):

• Class Discussion: Start by asking:
• Why do you think athletes wear mouthguards?
• Write student responses on the board and briefly discuss the importance of dental safety in sports.
• Introduce Mouthguards: Explain that mouthguards are used to protect teeth and the soft tissues in the mouth from injury. Emphasize that they can prevent chipped teeth, broken jaws, and cuts to the lips and gums.  Mouthguards may also reduce the forces transmitted to the brain during an impact, potentially lessening the severity of a concussion. 

Activity: Exploring Mouthguards (30 minutes):

• Mouthguard Samples: Explain different kinds of mouthguards:

  • Stock mouthguards are pre-formed and ready to wear.
  • Boil-and-bite mouthguards can be molded to fit better by heating and biting down.
  • Custom-made mouthguards are made by a dentist for a perfect fit.
• Worksheet Completion: Students complete a worksheet with questions about the types of

mouthguards and how they protect teeth. Include a question where students match the type of

mouthguard with its features.

Wrap-Up & Reflection (10 minutes):

• Class Discussion: Ask students to reflect on the lesson.
  • Why is it important to wear a mouthguard?
  • What can happen if you don’t wear one?
  • How should you take care of your mouthguard?

Lesson 2: Dental Emergencies

Learning Goals:

• Students will learn how to provide first aid for common dental emergencies, such as a knocked-out tooth or a chipped tooth.
• Students will understand when and how to seek professional help in dental emergencies.

Success Criteria:

By the end of this lesson, students will be able to:

• Identify common dental emergencies and their causes.
• Explain the correct steps to take in response to a dental emergency (e.g., knocked-out tooth, broken tooth).
• Demonstrate how to manage a dental emergency until help is available.

Curriculum Connections:

Health (C2.3):

• Explain the steps to take in case of a dental emergency, including when to seek professional help.
• Discuss basic first aid for dental injuries and how to manage them.

Materials:

• Dental Emergency Cards: Cards with scenarios (e.g., knocked-out tooth, broken tooth, bitten lip) for role-playing and discussion
• First Aid Kit: For demonstration purposes (optional)
• Ice Pack (optional): To demonstrate how to apply it to a dental injury

Lesson Steps:

Introduction:

• Class Discussion: Start by asking:
  • Have you ever had a dental emergency, or do you know someone who has?
  • Write responses on the board and discuss types of dental emergencies.
• Introduce Dental Emergencies: Explain common dental emergencies, such as a knocked-out tooth, cracked or broken tooth, or bitten lip. Discuss why it's important to act quickly.

• Activity: First Aid for Dental Emergencies:

• Dental Emergency Scenarios: Distribute dental emergency cards to groups of students. Each card describes a different dental emergency.
  • Example scenarios:
    • A tooth has been knocked out during a soccer game.
    • A tooth has a deep crack after a fall.
    • A child has bitten their lip and is bleeding.
• Group Role Play: Students work in groups to discuss and demonstrate how to handle each emergency scenario. They should answer questions such as:
  • What should you do first?
  • How should you handle the tooth or injury?
  • When should you see a dentist?
• Class Discussion: After each group demonstrates, the class discusses the correct steps for first aid and any key points that should be remembered.
  • Knocked-out Tooth: Place the tooth in milk or a saline solution and seek dental care immediately.
  • Broken Tooth: Rinse the mouth with warm water, apply a cold compress to reduce swelling, and seek dental care.
  • Bitten Lip: Apply pressure to stop bleeding and use a cold compress to reduce swelling.

• Demonstration: Applying First Aid:

• Demonstration of Cold Compress: If possible, demonstrate how to apply a cold compress to an injury (for a knocked-out tooth or swollen lip).

• Mouth Rinse Demonstration: Show how to rinse the mouth with warm water to clean the area of a broken or chipped tooth.

Wrap-Up & Reflection (10 minutes):

• Class Discussion: Ask students what they learned about dental emergencies.
  • What are the key steps in handling a knocked-out tooth?
  • Why is it important to get professional help after a dental emergency?

Curriculum Connections:

• Science (Chemistry):
  • Understanding the concept of acids and bases, and the pH scale.
  • How acids can interact with materials (in this case, tooth enamel) and lead to physical changes.
• Health (C2.2):
  • Explaining how food and beverage choices impact oral health, including the effects of sugary and acidic drinks on teeth.

Materials:

• pH Test Strips: To measure the acidity or basicity of various drinks.
• Various Drink Samples: Examples of drinks to test. Include at least one of each of the following:
  • Soft drinks (e.g., cola, lemon-lime soda)
  • Energy drinks
  • Fruit juices (e.g., orange juice)
  • Water (as a control)
  • Other acidic drinks, like iced tea or sports drinks.
• Plastic Cups: For each student to pour small amounts of drink samples.
• Charts for Recording Results: A pH ranking chart to track the pH level of each drink.

Lesson Steps:

• Introduction:

• Class Discussion: Start by engaging students with a class discussion about drinks. Ask questions like:
  • Which drinks do you think are best for your teeth? Why?
  • Which drinks are the worst for your teeth? What makes them bad?
  • Have you ever heard that acidic drinks can be bad for your teeth? What does that mean?
• Introduce the Concept of pH:
  • Briefly explain the concept of pH, focusing on how acidic (low pH) and basic (high pH) substances interact with materials like tooth enamel.
  • Example: "Acidic drinks can dissolve the minerals in your teeth, making them weaker and more prone to cavities."

Activity: pH Testing Experiment:

• Instructions:
  • Group Students into Small Teams: Give each group a set of drink samples, pH test strips, plastic cups, and a recording chart.
  • Distribute Materials: Each student will dip a pH strip into the drink sample provided and compare the color of the strip with the pH scale provided on the chart.
  • Record Results: Students will write down the pH level of each drink in their charts and rank them from least to most acidic.
  • Analyze Results: After testing all the drinks, ask students to analyze the results and discuss their findings:
    • Which drink was the most acidic?
    • Which drink was the least acidic?
    • How did the acidic drinks compare to the neutral drinks (like water)?
• Safety Note: Ensure students handle the drinks carefully and use the pH strips according to instructions to avoid mishandling or contamination.

Wrap-Up & Reflection:

• Group Reflection: Ask students to share their findings and observations.
  • What did you notice about the pH levels of pop, energy drinks, and juices?
  • How does the pH level relate to how bad a drink is for our teeth?
• Discuss Solutions:
  • Introduce ways to limit the damage caused by acidic drinks. For example:
    • Drink acidic beverages with a straw to reduce contact with teeth.
    • Rinse your mouth with water after consuming acidic drinks.
    • Wait at least 30 minutes before brushing teeth after drinking acidic beverages to avoid damaging weakened enamel.
  • Ask students for other ideas on how to protect teeth from acidic drinks.

Learning Goals:

• Students will explore the causes of bad breath (halitosis).

• Students will understand how bacteria contribute to odor and how oral hygiene practices can help prevent bad breath.

Success Criteria:

By the end of this activity, students will be able to:

• Identify causes of bad breath (e.g., poor oral hygiene, certain foods, health conditions).
• Explain how bacteria in the mouth contribute to bad breath and why they produce odors.
• Propose methods for keeping breath fresh through proper oral hygiene.

Curriculum Connections:

• Health (C2.2):
  • Explain the importance of oral hygiene habits and their connection to overall health.
  • Discuss practices to prevent halitosis (bad breath) and the relationship between oral care and self-esteem.
• Science (Microbiology):
  • Study bacteria, their effects on the body, and their role in oral health.
  • Understand how bacteria interact with food particles and saliva to produce odor.

Materials:

• “Bad Breath Investigation” Worksheet
• Myth vs. Fact Sorting Cards
• Markers or Pens
• Whiteboard and Markers

Lesson Steps:

Introduction:

• Class Discussion: Start by engaging the class with the question:
  • What do you think causes bad breath?
  • Write students' responses on the board.
  • Use the responses to guide the conversation into the science behind halitosis.
• Introduce Halitosis:
  • Explain that bad breath, or halitosis, is caused by bacteria in the mouth breaking down food particles and producing sulfur compounds.
  • Briefly introduce the common causes of bad breath, such as poor oral hygiene, eating certain foods (like garlic), dry mouth, smoking, or health conditions (e.g., sinus infections).

Activity: Myth vs. Fact Sorting Game:

• Instructions:
  • Distribute Sorting Cards: Give each group a set of cards with different statements about bad breath. Some statements will be myths, while others are facts.
    • Examples of Myths:
    • "Bad breath is always caused by eating garlic."
    • "Brushing your teeth once a day is enough to prevent bad breath."
  • Examples of Facts:
    • "Bacteria in the mouth produce sulfur compounds that cause bad breath."
    • "Drinking water can help reduce bad breath."
  • Group Sorting: Have students work in small groups to read each statement and decide if it's a myth or a fact. They will sort the cards accordingly.
  • Group Discussion: After sorting, go over the cards with the class, discussing the reasoning behind each answer. Use the whiteboard to create two columns: Myth and Fact.
  • Wrap-Up: Ask students to explain their choices and correct any misconceptions.

Wrap-Up & Reflection:

• Class Reflection: Ask students to reflect on how they can keep their breath fresh and what they learned about halitosis. Some guiding questions include:
  • What did you learn about bacteria and bad breath?
  • What can we do to prevent bad breath?
  • How does poor oral hygiene contribute to bad breath, and what are some good practices to avoid it?
• Discuss Oral Hygiene Habits: Highlight good practices for preventing bad breath, such as:
  • Brushing teeth at least twice a day with fluoride toothpaste.
  • Flossing daily to remove food particles from between teeth.
  • Drinking plenty of water to keep the mouth hydrated and wash away bacteria.
  • Regular check-ups to ensure proper oral health.