Lesson+Plans

The following are a few of the many lesson plans I have used in the classroom:



** Which Liquids Will Stain Our Teeth? **
 * Grade:** 2 & 3
 * Time:** 1:45-2:00


 * GCO:** Growth and Development ** C1: ** describe and recognize the importance of dental-care activities

1. Students will briefly learn the importance of their teeth 2. Students will learn that certain foods and liquids are harmful to teeth (they can cause cavities and stain teeth). 3. Students will predict which liquids will stain the “teeth”
 * Student Objectives/purpose**:

6 eggshells Pepsi Dark fruit juice Coffee Lemon Juice Water Ginger ale 6 containers (with covers) Student work sheets (Keeping Our Teeth Healthy and White) Pencils Chart Paper/white board Markers
 * Materials:**

1. Teeth are very important for many reasons. Strong, healthy teeth help us chew our food and help us speak properly. Some foods are unhealthy for our teeth. These foods are sugary and can cause cavities as well as stain our teeth. We must do our best to take care of our teeth to keep them healthy and white.
 * Lesson:**
 * Introduction:**

2. We are going to start an experiment to examine the effects different foods and liquids can have on our teeth. We will use egg shells to represent our teeth. We are going to place the eggshells in different liquids and leave them in the liquid until our next Science class. The liquids we will use are: Pepsi, Fruit Juice, coffee, water, lemon juice and ginger ale.
 * Activity:**

3. With the help of students, I will place the eggshells in the liquids and leave them at the back table.

4. As a class, we will predict which liquids we think will stain the “teeth” i.e. the eggshells. Students will use a handout to individually predict and explain which liquids they think will stain the “teeth”.

4. Next class, we will remove the eggshells from the liquids and see which liquids stained the “teeth”.

I will collect the predictions the students complete and examine the logic in their predictions.
 * Assessment:**

** Which Liquids Will Stain Our Teeth? Continued **
 * Grade:** 2 & 3
 * Time:** 1:20-2:00


 * GCO:** Growth and Development ** C1: ** describe and recognize the importance of dental-care activities

1. Students will learn that dark and sugary liquids are harmful to teeth (they can stain teeth and cause cavities). 2. Students will observe which liquids stained the “teeth” 3. Students will compare observations with previous predictions.
 * Student Objectives/purpose**:

6 eggshells in containers (already in liquids) Pepsi Dark fruit juice Coffee Lemon Juice Water Ginger ale Student work sheets (Keeping Our Teeth Healthy and White 2) Pencils Chart paper (with class predictions) Paper towel Whiteboard Markers
 * Materials:**

1. I will begin by reminding students of the experiment we began on Tuesday.
 * Lesson:**
 * Introduction:**

On Tuesday, we discussed the idea that some liquids stain our teeth. We tested this idea by placing eggshells in different liquids (Pepsi, coffee, water, ginger ale, lemon juice, fruit juice)

2. Today, we will remove the eggshells from the liquids and examine which liquids appear to have stained the “teeth”.
 * Activity/discussion:**

I will begin by removing the eggshells from the liquids one by one and lightly wiping them off with paper towel.

3. I will allow students to come to the front of the class (in groups of 2 or 3) to observe the eggshells.

4. After everyone has examined the eggshells, I will ask the students which liquids stained the eggshells and record them on the board. I will continue by asking the students why they think these substances stained the “teeth”?

5. I will then review the predictions we made as a class and whether or not they were correct.

6. Students will record their observations on the handout provided (Keeping Our Teeth Healthy and White 2). Students will also record which liquids they think will cause cavities and why.

7. Sugary substances like candy and pop are not good for your teeth. Dark liquids can stain the teeth. Ginger ale is not a dark liquid; therefore it did not stain the teeth. Does this mean that ginger ale and other light coloured pops are good for your teeth? (No, they are full of sugar and can cause cavities)
 * Review:**

8. How can we prevent staining our teeth? Avoid drinking dark liquids, brush and floss your teeth frequently, especially after eating or drinking dark or sugary liquors, and visit a dentist for regular cleanings.


 * Assessment:** I will collect the students’ observation sheets and grade them based on completion and comprehension. Students’ responses should display an understanding that dark liquids are harmful to teeth because they stain them.

Definition of **cavity**: cavities develop when a tooth breaks down. Sugar plays a harmful role in causing cavities. A cavity is a hole that can grow bigger and deeper over time.
 * Note:**

** Guess How I feel ** **Grade:** 2 & 3 **Time:** 1:00-1:55 **Prepared by:** Kelly Gallie

**GCO:** 1. Experiment, using crayons and pastels, with overlapping colours to create additional colours and textures.  2. Discuss visual ideas they and others create. 3. Use a variety of subject matter in their art work. 4. Demonstrate self-confidence and eagerness toward their art production, expression and discussion.

**Student objectives:** Students have been previously introduced to various emotions and their corresponding facial expressions and colours in Personal Development. For the purpose of this lesson, students will select an emotion they feel or have felt and draw the facial expression to match the emotion. Students will use the appropriate colour to express the emotion they have selected. Upon completion, students will be given the opportunity to guess the emotions their classmates have illustrated. Students should be able to recognize emotions.

**Materials:** Pastels Paper Emotion cutouts Whiteboard Whiteboard markers

**Lesson:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Introduction:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1. Have you ever felt really happy? Pretend you are happy right now. What does your face look like? Are you smiling? Are you laughing? Can you think of a colour that is happy? When you are happy you usually have a big smile on your face. You might or might not be showing your beautiful teeth. You might also be laughing. The colour used to express happiness is yellow.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2. Let’s pretend we are sad. Are you pouting (your mouth is turned upside-down)? Are you crying? The colour used to express sadness is blue. You may have heard the expression “I feel blue,” this means you are feeling sad. Would anyone like to demonstrate a sad face?

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3. Now, let’s pretend we are angry. Are your eyebrows pulled down in a frown? Are your lips pulled tight? Are your teeth showing? Is your face red? Which colour would you use to represent anger? (Red). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4. What would your face look like if you were feeling shy? Would you be blushing (pink cheeks)? Would you be looking away? We can use the colour pink to represent shyness.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5. What about if you were feeling frustrated? Would you be frowning? Can anyone come to the front and show us what a frustrated face might look like? What colour might be associated with frustration? (Purple).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Activity:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">6. Have the student recall an instance when they experienced one of the emotions previously discussed. Ask students to draw a portrait of themself when they were experiencing this emotion using pastels. Instruct students to use the appropriate facial expressions and colours related to the emotion. They may use a variety of colours, however, the main colour should be the colour related to the emotion they have selected.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Discussion:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">7. When students have completed their portraits, they will have to opportunity to share them with their classmates. Students will guess each others emotions. Students should explain how the colours and facial expressions used relate to the emotion they have selected.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Assessment:** Students’ understanding of emotions (facial expression and corresponding colours) will be assessed by examining their artwork. Students’ work should clearly display one prominent emotion via facial expression and use of the appropriate colour.