I brush, that's good enough isn't it? Why do I need to floss, too?
Objective:
Students will
learn how to use floss properly.
Students will
observe from this demonstration that brushing alone will not
remove all the plaque from tooth surfaces.
Materials:
Shoebox
String
Scissors (for
teacher's use only)
Rubber glove
Peanut butter
Plastic knife
Dental floss
Toothbrush
Toothpaste
Science journals
Pencils
Preparation on first day:
Before class,
make a large mouth model using the shoebox by removing the
cover and cutting the sides in the shape of teeth
Cut 18" piece
of string or floss.
Instruction for first day:
1.
Ask for raised
hands from everyone who brushes their teeth at least twice
a day. Now ask to see hands of students who floss daily. Tell
the class that both are important and that they are going
to learn why and how to floss.
2.
Take the 18"
of string or floss and wrap it around your index fingers as
if you were about to floss. Using the shoebox mouth model,
demonstrate the proper technique. Be sure to not move the
floss back and forth like a saw, but rather up and down like
an elevator along the tooth surfaces. For detailed flossing
instructions, click
here.
3.
For homework,
ask students to practice flossing at home.
Preparation for second day:
Have materials
ready and cut an 18" piece of floss.
Cover the demonstration
table with newspaper.
Instruction for second day:
1.
Ask to see
hands of those who remembered to floss last night and review
flossing instruction from previous day.
2.
Explain that
scientists use models to demonstrate things and that you are
going to do an experiment using a model to prove a hypothesis.
3.
Ask each student
to form a hypothesis, or best guess, about what cleans teeth
better, a toothbrush or dental floss and why.
4.
Have them write
their hypotheses and thoughts in their journals and then share
with a partner, in their group or whole class.
5.
Put the glove
on your hand and explain that this is a model for teeth. Hold
your hand with fingers extended and slightly together, like
a police officer stopping traffic.
6.
Have a student
help you by smearing peanut butter on your gloved hand with
the plastic knife. Make sure you spread your fingers apart
to allow all areas to be covered.
7.
Ask "If in
our model my fingers are teeth, what is the peanut butter?"
Have students come up with the answer "plaque" or food particles.
8.
Have a second
student volunteer come up and try to remove all the peanut
butter from your hand using the toothbrush with toothpaste.
(It is important that you remember to try to keep your fingers
together!)
9.
During the
brushing phase, instruct the other students to observe carefully
and record what they see in their science journals.
10.
Remind students
that you need to brush for two minutes, and then ask a third
volunteer to come up and use floss.
11.
Have the other
students observe and record in their journals.
12.
Ask the class
what they observed and if their hypotheses were proven true
or false. Explain that a toothbrush is good for cleaning the
exposed surfaces of teeth, but to clean in between teeth you
need dental floss. Plaque that builds up between teeth can
cause decay and gum disease.
Extentions:
Art
Have the students
make their own shoebox mouth models and decorate them. When
they are finished, they can go into a different classroom
and show that class how to floss properly.
Language Arts
Have students
write a scary story about the evil creatures that live in
the valley of teeth, and the good floss that comes in and
cleans them out.
