Dental Hygiene Awareness
Level 3 promotes critical thinking and personal responsibility. 'Dental Hygiene Awareness' strengthens reasoning about health and safety decisions.
- Framework: EYFS
- Unit: EYFS Health, Safety and Hygiene
- Learning area: Understanding the World
- Level: EYFS Reception
Objectives
- Analyse health decisions
- Justify reasoning
- Extend with writing or data tracking
Instructions
Materials
- Large plastic model of human teeth with a toothbrush
- White egg cartons cut into individual cups
- Non-toxic white paint and paintbrushes
- Play-dough or modelling clay
- Small toothbrushes for each student
- Pictures of healthy and sugary foods
Learning Objectives
- Demonstrate the correct circular brushing motion on a model.
- Identify at least three types of food that contribute to tooth decay.
- Explain why daily brushing is essential for preventing cavities.
- Sequence the steps of a proper oral hygiene routine.
Step-by-Step Instructions
1. Gather the children in a circle and show them the large dental model. Ask them to share what they know about why we brush our teeth.
2. Demonstrate the proper circular brushing technique on the model, emphasizing the importance of reaching the back molars and the gum line.
3. Distribute the egg carton pieces and play-dough. Instruct students to press the dough into the cups to represent teeth.
4. Have students use a small amount of paint to coat their dough teeth, explaining that the paint represents plaque or food debris.
5. Allow the paint to dry slightly so it becomes tacky.
6. Provide each student with a toothbrush and ask them to remove the paint using only the circular brushing motion demonstrated earlier.
7. Facilitate a group discussion about the food pictures. Sort the images into two categories: foods that help teeth stay strong and foods that cause cavities.
8. Create a classroom chart titled Our Dental Routine that lists the steps for morning and evening brushing.
9. Conclude by having students practise their brushing technique on their own teeth using a mirror to ensure they reach all areas.
Educator Tip
To differentiate for students who struggle with fine motor control, provide larger toothbrushes or textured grips. If the class masters the brushing technique quickly, extend the activity by discussing the role of the dentist and having students role-play a check-up to reduce anxiety about professional visits.
Assessment
- Observe if the student applies the correct circular motion rather than a back-and-forth scrubbing motion.
- Listen for the student to correctly categorize food items as healthy or harmful during the sorting activity.
- Verify the student can verbally explain the purpose of brushing after the hands-on simulation.
Educator tip
Use simple rubric; insist on justification; allow multiple correct solutions; support with exemplars/word banks.
Assessment
Assess against Early Learning Goals (ELGs). Document evidence of 'expected' or 'exceeding' descriptors. Note: independent application of skills, ability to explain reasoning, and capacity to build on prior learning. Rubric: reasoning, clarity, independence.