Bethesda California Health Lesson Plan Discussion
Read Chapter Five in the text. Take notes on all the components of curriculum development. Review the examples of lesson plans in the chapter. Through the internet or other resources (texts, curriculum, etc.) locate two other lesson plans. Compare, contrast and critique the three lesson plans to the format presented in the text. In two paragraphs summarize/analyze which format seems the best approach to effecting behavior change.
Note: this the examples of lesson plans in the chapter.
Lesson Plan Example
Super Smiles is a program designed to be delivered to multi-ethnic males and females on Tuesdays and Thursdays in February to support National Children’s Dental Health Month. The lesson plan—which is featured in this section—is part of a community intervention to improve dental hygiene among 6- and 7-year-old children participating in an after-school program at the local youth community center. The intervention’s block plan (Figure 5-4) follows.
The following sample lesson/presentation plan for Tuesday of week 2—from the block plan—shows in detail the elements used in such a plan (Source: Class project—Rachel Willmann, Sara Pennington, and Mandy Abrams):
206 Lesson Plan Example
Week #1 Week #2 Tuesday Thursday Tuesday Thursday Pretest (10) Experiment/ Lecture/Discussion
Identifying Plaque (20)
Lecture/Discussion/ Educational Game/ Display
Brainstorming/ Group Work
5 Food Groups (40)
Brainstorming/ Discussion Introduction Teeth (20)
Discussion/ Demonstration/ Experimentation Removing Plaque (10)
Snack Considerations (15)
Demonstration/ Personal Improvement/Lecture Brushing and Flossing (20)
Discussion Audio-video Plaque Defined (15) Brushing (20) Personal Evaluation (10) Improvement
Plaque and Decay (15) Flossing (20)
Demonstration/ Audio-Visual/ Experiment
Personal Improvement Flossing (5) Self-Appraisal Problem Solving Gum Disease (10) Signs of a Worn
Evaluation (10) Evaluation (10) Week #3 Week #4 Tuesday Thursday Tuesday Thursday Personal Pretest (5) Improvement
Personal Improvement Brushing and Flossing (5)
Personal Improvement Brushing and Flossing (5)
Brainstorming/ Personal Improvement Problem Solving Brushing and Flossing Functions of Teeth (15) (5) Role Play/ Brainstorm/Models 5 Keeping Teeth Safe (20)
Final Dental Exam Post-Program Evaluation (20)
Lecture Field Trip Parts of a Tooth (10) Guest Speaker Demonstration
Dentist and Dental Helpers (30)
Teeth and Gums Can Be Injured by . . . (20)
Super Smile Fun
Guest Speaker Demonstration Examining Teeth (20)
Cooperative Learning First Aid (20)
Personal Improvement Don’t Forget (5)
Experiment/Model/ Group Discussion/ Brainstorming Specialized Teeth(15)
Guest Speaker Demonstration Professional Teeth Cleaning (10)
Evaluation (10) Model/Cooperative Evaluation (5) Learning
Primary Teeth (10)
Source: Class project con- tributed by Rachel Will- mann, Sara Pennington, and Mandy Abrams. Reprinted with permission.
Lesson/ Presentation Plan
By the end of the lesson, first-grade student will identify
Chapter 5 Presentation and Unit Plan Development 207
Name: Super Smiles
Grade level/setting: Pebble Creek After School Program at the Youth
Date: Lesson Plan for Week #2 Tuesday Topic/unit: Dental Health
Lesson title: Healthy and Unhealthy Snacks Theory: Contemplation, Action, and Preparation Age of Target Population: 6–7 year oldsDemographics: 11 girls and 9 boys, multi-ethnic
NHES: 1.2.2. 2.2.1.
healthy snack foods by circling appropriate choices on the worksheet with 90% accuracy.
Psychomotor: The participant will create a food collage to classify multi- ple examples of healthy food choices discussed in the lecture as high in sugar or not high in sugar.
Psychomotor: By the end of the session, first-grade student will demon- strate plaque removal on tooth surfaces, to his or her partner, by remov- ing 95% of the disclosing tablet stains using the method of brushing described.• Affective: Following the discussion on healthy snacks, the learner will verbally justify which of the three foods he or she believes would be the best choice to promote dental health.We discussed last Thursday the importance of brushing and flossing. Re- member that plaque can slowly destroy our teeth if we do not remove it by brushing and flossing. Today, we will be learning about healthy and un- healthy snacks. We will also be brushing and flossing our teeth at the end of class with disclosing tablets or plaque detectors. When we finish today, you will know which snacks are healthy choices for your teeth, so you can pro- tect your dental health. You will also get to improve your brushing and floss- ing skills using special plaque detectors.
Recognize that there are multiple dimensions of health (NHES, 2007).
Identify how the family influences personal health practices and behaviors (NHES, 2007).
Identify trusted adults and professionals who can help pro- mote health (NHES, 2007).
Demonstrate healthy practices and behaviors to maintain or improve personal health (NHES, 2007).
208 Lesson Plan Example
Method/ Time Materials
Content Outline Strategy Needed Needed
Common sources• Cookies
• Sugared gum
Harmful materials • Bacteria• Acid
Experiment Food tasting
Magazines Scissors Pictures of
Assortment of healthy snack foods (see at- tached)
Healthy choices• Fruits
• Vegetables • Nuts, etc.
A. Surfaces to brush B. Thoroughness
(see following pages)
Disclosing tablets Toothbrush
IV. Flossing necessity Personal 5 Minutes Floss improvement
(see following pages)
V. Evaluation Recall 10 Minutes None (see following
Lesson Extension Allow students to color the worksheet (II. Smart Snacks for Me) Alternative Plan B Bulletin board Healthy Snacks (see following
Magazines Glue Scissors
Summary of Discussion Questions
Chapter 5 Presentation and Unit Plan Development 209 Lecture/Discussion
What are some of your favorite types of snacks?
How long does it take for bacteria in plaque to make acid on my teeth?
If I wanted to have something to drink, should I have a cola or a glass ofwater? Why?Educational game, display
- Are most of your pictures falling into the sugary or non-sugary category? Why do you suppose this is happening?
- What favorite healthy snack should I eat to help me have strong, healthy teeth?
Suppose you had a toothbrush in your hand; can you show me the direc- tion you would brush your teeth to make sure you were getting the plaque off? Show me.
Why do I need to brush that way?Culmination
Can someone tell me a healthy snack I should eat to help my teeth be strong?
If your friend tells you flossing is not important, what would your say to convince your friend it is very important?Today we learned that when we eat sugary snacks, it only takes about 20 minutes for bacteria in plaque to make acid, which causes cavities. We learned about healthy snacks that are helpful to our teeth.Question: Can someone tell me a healthy snack I should eat to help my teeth be strong?We also practiced brushing and flossing properly.Question: If your friend tells you flossing is not important, what would your say to convince your friend it is very important?On Thursday, we will be learning about the basic food groups and proper proportions.Problems:
Some students may have food allergies; check before allowing students to taste food items.
Students may be reluctant to try the disclosing tablet—allow these chil- dren to practice brushing on the tooth model.
210 Lesson Plan Example
Lesson Extension: Allow students to color the worksheet (II. Smart
Snacks for Me).
Plan B: Have students make a collage of healthy snack foods. Construct a “Smart Snacks for Me” poster or bulletin board display with pictures of no- sugar-added snack foods.
By the end of class, the students will have met the outlined objectives and be assessed via observation and questioning. The instructor will review and assess the worksheet Smart Snacks for Me, the collage, and the students’ brushing/flossing techniques.
Method/Strategy (Lecture, Discussion)
Discussion question: What are some of your favorite types of snacks?
A. Many common snack foods contain sugar. Show pictures of examples; include cake, candy, pie, sweet rolls, ice cream, cookies, doughnuts, sugared chewing gum, sugar-containing soft drinks, chocolate milk, and
sugar-containing gelatin desserts.
B. Bacteria in plaque make acid when sugar is in the mouth. Each time
food containing sugar is eaten, the bacteria continue to make acid (for about 20 minutes). Bacteria eat the surface of the tooth and leave holes in your teeth, called cavities.
- If I wanted to have something to drink, should I have a cola or a glass of water? Why?
- How long does it take for bacteria in plaque to make acid on my teeth?
- When you eat sugary foods, you increase your chances of letting bacteria attack your teeth. This is why it is important to choose healthy foods that will not damage your teeth.
Method/Strategy (Educational Game, Display)
Give students magazines containing food items. Have students cut out pictures and separate them into food categories, sugary and non-sugary. Give each student two sheets of construction paper and label one sugary and the other non-sugary. Let the students glue their pictures on the appropriate page.
Discussion question: Are most of your pictures falling into the sugary or non-sugary category? Why do you suppose this is happening?
Discuss that snack foods need to be nutritious and do not have to be sugary to be good.
Supplemental Material to Support the Developmental Section