teeth

N E W Y O R K • T O R O N T O • L O N D O N • A U C K L A N D • S Y D N E Y

M E X I C O C I T Y • N E W D E L H I • H O N G K O N G

Teeth&

B Y J A C Q U E L I N E C L A R K E

Teeth

Fresh & Fun: Teeth © Scholastic Teaching Resources

Scholastic grants teachers permission to photocopy the reproducible pages from this book for classroom use. No otherpart of this publication may be reproduced in whole or part, or stored in a retrieval system, or transmitted in any form or

by any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the publisher. Forinformation regarding permission, write to Scholastic Professional Books, 555 Broadway, New York, NY 10012-3999.

Produced by Joan NovelliFront cover, interior, and poster design by Kathy Massaro

Cover and interior art by Shelley DieterichsPoster art by Liisa Chauncy Guida

ISBN 0-439-05183-5Copyright © 2000 Scholastic Inc.

All rights reserved.

o Avery Elizabeth for her timing upon coming into the world

o Joan Novelli, a fine editor, from whom I continue to learn and grow

hanks to Kara Hopkins for lending me her students and classroom;

to Abby Marchese for her artistic talent; and to Dr. Michael Fallon,

Dr. Anne Marie Fallon, and Dr.Ellen I. Logan, (D.V.M., Ph.D.)

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Contents

About This Book ..............................................................4

Language Arts

Unwrap a Read Aloud .................................................. 5BOOK BREAK: Building a Unit Library .................. 5Look What the Tooth Fairy Left! ............................ 6BOOK BREAK: What Do the Fairies Do

With All Those Teeth? ................................................ 6BOOK BREAK: My Tooth Is About to Fall Out ...... 7Tooth Tales ........................................................................ 7Teeth of a Different Kind ............................................ 7Pocket Chart Poem ........................................................ 8Noteworthy Necklaces .................................................. 8Brush, Brush, Brush Your Teeth .............................. 9

Math

A Mouthful of Math .................................................. 12Lost Teeth Pictographs................................................ 13Computer Connection .............................................. 13BOOK BREAK: Arthur’s Tooth .................................... 13Elephant Teeth .............................................................. 14BOOK BREAK: Dr. DeSoto Goes to Africa ............ 14Pump or Tube? .............................................................. 14Counting Coins ............................................................ 15What Color Is Your Toothbrush? .......................... 15Say Cheese! Interactive Display .............................. 16From Primary to Permanent .................................... 16

Science

BOOK BREAK: Franklin and the Tooth Fairy ...... 20 Teaching With the Poster:

“How Many Teeth?” .............................................. 20Computer Connection .............................................. 21

BOOK BREAK: The Tusk Fairy .................................. 21What Big Teeth You Have! ...................................... 21BOOK BREAK: Let’s Find Out About Toothpaste 22 Toothpaste Taste Test .................................................. 22Don’t Forget to Brush! ................................................ 23Computer Connection .............................................. 23BOOK BREAK: Little Bear Brushes His Teeth........ 23Nature’s Toothbrushes ................................................ 23Icky Sticky........................................................................ 24Eggs-periment ................................................................ 24

Social Studies

The First Toothbrush .................................................. 27By George, He Isn’t Smiling! .................................. 27BOOK BREAK: Grandpa’s Teeth.................................. 27Meet Dr. Lucy ................................................................ 27BOOK BREAK: Throw Your Tooth

on the Roof .................................................................. 28

Art, Music, and Movement

Traveling Teeth .............................................................. 30Computer Connection .............................................. 30Splatter Painting ............................................................ 30BOOK BREAK: Arthur Tricks the Tooth Fairy ...... 31I Lost a Tooth Today! .................................................. 31Tooth Fairy Take-Home Bag .................................. 32Time to Brush Your Teeth! ...................................... 32

“How Many Teeth?” poster ................33


hen I was in elementary school, I remember Mrs. Starr, a dental hygienist,making annual visits to each classroom in our school. She taught us how tocare for our teeth and stressed the importance of good dental health. I can still

see the big teeth model and oversized toothbrush and can still feel the anticipation as Ifought for a spot in front of the bathroom mirror to see the red stains left on my teeth bythe disclosure tablets.

When I got my first teaching job, it was in the same school district I attended as a child.But by that point, there was no Mrs. Starr. As in many other school districts today, regularvisits from a dental hygienist were eliminated in budget cuts. So when dental health monthrolled around each year, somewhere in between Groundhog Day, Valentine’s Day, andPresidents Day, I paid tribute to Mrs. Starr by teaching my students about their teeth.

“Teeth” is an especially relevant topic in grades K–2 because these are the yearsstudents begin to lose theirs. The activities in this book—many shared by teachers acrossthe country—will help you draw upon this exciting time in students’ lives and give thema fuller understanding of the changes they are going through. You’ll also find activitiesthat extend the topic into other areas of your curriculum. Highlights include:

Introduce your unit on teeth and/or Dental HealthMonth by making a giant toothbrush door-decoration.To make the bristles, cut strips from white garbagebags and attach them to the top of your door framewith tape. Make the handle out of construction orbulletin board paper, and tape that across your doorframe, covering the taped end of the bristles. Use thehandle to display dental health messages, facts, ortrivia. Change it daily or weekly to spark students’interest in what they are learning.

4

About This Book

{ Reproducible games and activity pages

{ An easy-to-make pattern for a literacy-based collaborative banner

{ Hands-on math and science activities

{ Collaborative books to make

{ Pocket-chart poetry

{ A reproducible story to share

{ Literature connection

{ Computer connections, includingsoftware and web site suggestions

{ Art projects

{ Songs to sing

{Movement activities

{ Graphic organizers

{ Plus a big, colorful, ready-to-use poetrypocket-chart poster

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Building a Unit Library

Build literature connections in your classroom with these books about teeth.Look for other suggestions in Book Breaks throughout this book.

Airmail to the Moon by Tom Birdseye (Holiday House, 1988). Somebodystole Ora Mae Cotton’s tooth. When she finds out who, she’s gonna openup a can of gotcha and send them airmail to the moon!

Andrew’s Loose Tooth by Robert Munsch (Cartwheel Books, 1998). Andrewcan’t eat his breakfast because he has a loose tooth. Despite the efforts ofhis mother, father, and dentist to pull his tooth, it’s the Tooth Fairy thatcomes to his rescue.

Doctor DeSoto by William Steig (Farrar, Straus & Giroux, 1982). As a mouseand a dentist, Doctor DeSoto treats animals big and small. He won’t,however, treat those dangerous to mice. What happens when a fox comescalling?

Language Arts

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Teacher ShareTeacher Share

Unwrap a Read Aloud

ake it a classroom ritual to read a story about teethwhenever a child loses a tooth in school. To make the

occasion even more special, create a gift-wrapped box to holdan assortment of books from which the student can choose.

{ Wrap the bottom and top of a large, square gift boxseparately. Use shiny white paper.

{ Decorate the lid with tooth-shaped stickers or drawings (orphotographs of grinning students). Wrap a big ribbonaround the top (or add a bow) for a festive touch.

{ Place a collection of books about teeth inside the box. (SeeBook Break.) When a child loses a tooth at school, let him or heropen the box and “unwrap” a book for you to share with theclass. Add new titles occasionally to keep the selection fresh.

Joy LottAlice Carlson Applied Learning Center

Fort Worth, Texas

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Book Break

(Continued on next page)


Little Rabbit’s Loose Tooth by Lucy Bate (Crown Publishers, 1975). When LittleRabbit loses a tooth, she isn’t so sure she wants to give it to the tooth fairy.

One Morning in Maine by Robert McCloskey (Puffin Books, 1952). Sal hasa loose tooth, and when it drops out she’s going to put it under herpillow and wish a wish on it.

The Missing Tooth by Joanna Cole (Random House, 1988). Best friends Arloand Robby jeopardize their friendship by betting on who will be next tolose a tooth.

The Mystery of the Missing Tooth by William H. Hooks (Bantam Doubleday,1997). When Kara loses a tooth, she really loses it. Will a letter to theTooth Fairy help?

Look What the Tooth Fairy Left!

Let students use their imagination to decide what the tooth fairy left inexchange for their tooth. The only catch: It must begin with a certain letter ofthe alphabet. Then use students’ responses to make a colorful alphabet banner.

{ Gather students in a circle on the carpet. Begin the game by saying Lastnight the tooth fairy came and left me an apple. Next, the student sitting toyour left repeats what you’ve said and adds something beginning with thenext letter of the alphabet—for example, Last night the tooth fairy cameand left me an apple and a book. The game continues until you’ve gonethrough the entire alphabet. If you have more than 25 students, start thealphabet over again until every student has had a turn. If you have fewerthan 25 students, ask for volunteers to take a second turn.

{While playing the game, record the objects students chose for each letterof the alphabet. Write each one on a sheet of paper. Let children illustratethe pages, then arrange them in a row in alphabetical order. Tape papersside to side to make an alphabet banner. Display at children’s eye level.

What Do the Fairies Do With All Those Teeth?

by Michel Luppens (Firefly Books, 1996)

Share this story with students, then let them create a collaborative version ofthe book. Give each student a copy of the tooth pattern. (See page 10.) Askstudents to draw a picture of what they think fairies do with the teeth theycollect. Invite students to write a sentence to go with their picture (or takedictation). Have students cut out the tooth shapes, add a cover, and staplepages together to make a book. Give your class book a title and add it to theclass library of books about teeth.

Language Arts

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(Continued from page 5)

Book Break


My Tooth Is About to Fall OutBy Grace Maccarone (Scholastic, 1995)

Introduce the activity “Tooth Tales” by reading this book about a little girlwho worries where she might be when her tooth falls out.

Teeth of a Different Kind

Challenge students to solve these riddles to discover the many places theycan find teeth.

{ You can find me on jackets, jeans, backpacks, and sleeping bags. I say “zip.” What am I? (zipper)

{ People use me to cut wood and metal. My blade is very sharp. What am I? (saw)

{ You can use me in the fall to gather leaves into a pile. What am I? (rake){When your hair gets messy, I help to make it neat again.

What am I? (comb)

Language Arts

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Book Break


Tooth Tales

tudents have amusing tales to tell about losing their teeth. Turnthese stories into a class book that becomes a yearlong project.

Photocopy the book at the end of the year for children to take home.Set up for this activity by making copies of the tooth pattern (see

page 10) on sturdy paper. Staple the pages together and title the bookTooth Tales. Let students sign their names to the cover as authors.Write a copyright date (the school year) on the inside of the cover.

When a student loses a tooth, let him or her use a page in thebook to write or dictate a few sentences about what happened.Students can draw pictures to go with their stories. Take time duringthe year to let students read aloud their stories. Make the bookavailable for students to read during their free reading time.

Rosemary LightbownAshton Elementary School

Cumberland, Rhode Island

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PocketChart Poem

The rhythmic natureand common subjectmatter of the poem “IHave a Loose Tooth”make it a perfect sharedreading for youngchildren. Follow thesesteps to set up pocket-chart activities with the poem.

{ Copy the poem on page 11 on sentence strips. Cut apart the strips wordby word.

{Write the words penny, nickel, dime, quarter, and dollar on sentencestrips and cut each apart. Write the denominations 1¢, 5¢, 10¢, 25¢,and $1.00 on sentence strips and cut each apart.

{Make picture cards for the following words: tooth (make seven), thread,pillow, bed, fairy, nickel, dime, quarter, penny, dollar, and head.

{ Set aside blank sentence strips and a marker.

Introduce the poem by asking students to share their experiences with looseteeth. Place the poem in the pocket chart in rebus form (use the picturecards in place of the corresponding words) and read it aloud. Reread thepoem, this time using word cards only.

Language Arts

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I Have a Loose Tooth

I have a loose tooth,A wiggly, jiggly loose tooth,I have a loose tooth a-hangin’ by a thread.So I pulled my loose tooth,My wiggly, jiggly loose tooth,Put it ‘neath my pillow and then I went to bed.The fairy took my loose tooth,My wiggly, jiggly loose tooth,And now I have a nickel and a hole inside my head.

—Author Unknown

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To go further with thepocket-chart activity, trythese ideas.

{ Let students nameother items the toothfairy might have left(other than money).Let them help spellthe words on blanksentence strips, thentake turns placingthose words in thetext in place of themoney words. Readthe poem aloud again.

{ Have students matchwords to picturesand pictures towords. Let thempractice matching thepictures of coins to money valueswritten in numbersand then words (andvice versa).

{ Extend the text bygiving students theirown copy of thepoem. (See page 11.)Let them try theactivities on the page.


Noteworthy Necklaces

et students use a tooth template to cut out tooth shapesfrom sturdy paper. Place the tooth shapes in a basket, along

with a hole punch and yarn cut for necklace size. As studentsdiscover new information about teeth, they can write it on thetooth shapes, decorate them, punch a hole at the top, and stringwith yarn to make necklaces to wear. How many necklaces canstudents collect during the unit?

Lori VigVarnum Elementary School

Lowell, Massachusetts

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Language Arts

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Brush, Brush, Brush Your Teeth

hare this fingerplay with students to reinforce proper tooth care.

Brush, brush, brush your teeth,

Every time you eat.

Visit your dentist twice a year,

For a smile that can’t be beat!

Jacqueline M. MargrafWading River School

Wading River, New York

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Name __________________________________ Date _________________

How many times do you see the word tooth in this poem?

How many times do you see the word loose in this poem?

What letters are the same in tooth and loose?

What words in the poem rhyme with the word thread?

I Have a Loose ToothI have a loose tooth,A wiggly, jiggly loose tooth,I have a loose tooth a-hangin’ by a thread.So I pulled my loose tooth,My wiggly, jiggly loose tooth,Put it ‘neath my pillow and then I went to bed.The fairy took my loose tooth,My wiggly, jiggly loose tooth,And now I have a nickel and a hole inside my head.

—Author Unknown

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Try This!


Math

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Let students use theirmarshmallows to showhow many teeth theyhave at different ages.Let them guess first,then share the factswith them. Follow upby having them showhow many teeth they

have now.

NNeeww BBaabbyy .......... 0 TeethAAggee 11 ................................ 12 TeethAAggee 22 ............................ 20 TeethAAggee 66 ............................ 24 TeethAAggee 1122 .......................... 28 TeethAAggee 1188 .......................... 32 Teeth


A Mouthful of Math

his math mat activity uses the concept of losing and gainingteeth to give students a mouthful of math practice with

addition and subtraction.

{ Gather these materials for each student: 10-20 mini-marshmallows (the number is dependent upon the level ofyour students); the reproducible math mat (seepage 17); crayons or markers.

{ Give each child a set of materials.Have children decorate the mathmats, adding details to the face.

{ Read aloud a story problem (seesamples below). Have studentsplace the marshmallows on themath mats to show theiranswers.

Karen DerbyFargo Public SchoolsFargo, North Dakota

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Sample Story Problems

{ Sam has four teeth on top and four on the bottom.How many teeth does he have all together?

{ Cara has eight teeth. She loses two. How many does shehave left?

{ Leon has five teeth on top and three on the bottom. Howmany more teeth does he have on top than on bottom?

{ Tasha lost two teeth on Monday and three teeth onTuesday. How many teeth did she lose all together?


Math

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Co pum terConnection

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Go to the InternetSchoolhouse to

become part ofan online projectthat enables youto find out howmany teeth have

been lost bychildren around

the world:wwwwww..iinntteerrnneett

sscchhoooollhhoouussee..ccoomm//tteeeetthh..hhttmmll


Lost Teeth Pictographs

tudents will gain practice inorganizing and interpreting

data using pictographs as theykeep track of the number of teeththe class has lost each month.

{ Copy and cut out ten toothpatterns. (See page 10.) Label withthe months of the school year andlaminate. Display in chronological order.

{ Take a snapshot of each student (don’t fill the frame with theface) and trim to about 3 inches square.

{ Each time a child loses a tooth, let him or her tape the photo tothe tooth for that month. (You may want to make photocopiesof students’ pictures for those who lose more than one toothduring the school year.)

{ Once you have at least two months of data on yourpictographs, gather students around and ask: During whichmonth did we lose the most teeth? The least teeth? Did we losemore teeth in _____ or _____? How many more teeth? Howmany teeth have we lost all together this year?

Continue to ask these questions each month as students add newdata.

Rosemary LightbownAshton School

Cumberland, Rhode Island

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Arthur’s Toothby Marc Brown (Little Brown & Co., 1985)

Read this book for those children in your class who are patiently waiting tolose their first tooth. They’ll relate to Arthur, who still has all of his babyteeth. After the book, talk with children about how we all grow, but atdifferent paces.

Book Break


Elephant Teeth

Show students a picture of an elephant and point out its tusks. Ask: Do youknow what part of an elephant’s body its tusks are? Tell students that an elephant’stusks are really its two upper incisor teeth. Have students find their own incisorsand touch them with their fingers. Explain to students that at the age of two, anelephant’s tusks begin to grow and continue growing throughout its lifetime.

To help students visualize the length of an elephant’s tusks, cut a piece ofstring (or yarn) that is ten feet in length and stretch it out on the floor. Tellstudents that some older elephants have tusks that are this long. They canweigh 125 pounds each!

Ask students to name objects that are shorter than an elephant’s tusks.Can they think of any objects that are longer? Gather students around abathroom scale and add books to it until it reads 125 pounds. Ask studentsto name objects that are lighter than an elephant’s tusk. Can they think ofany objects that are heavier?

Doctor DeSoto Goes to Africaby William Steig (HarperCollins, 1992)

Dr. DeSoto, a mouse dentist, and his wife travel to Africa to help an elephantwith tusk trouble. What would your students do in Dr. DeSoto’s place?

Pump or Tube?

Show examples of toothpaste that comes in atube and in a pump. Discuss their similaritiesand differences. Ask students to think aboutwhich one they use at home. Graph theinformation using a Venn diagram, as shown.

To create the Venn diagram, draw twooverlapping circles on a piece of posterboard.Label the circles “Pump” and “Tube”.

Give each student a colored sticky dot. Ask students to respond to thequestion by placing their dots in the appropriate circle. If a student usesboth types of toothpaste at home, have him or her place the dot in theintersection of the circles.

Guide students in reading the graphic organizer by asking questions: How many students use toothpaste that comes in a tube? How many students usetoothpaste that comes in a pump? Do more students use toothpaste that comes ina pump or tube? How many more students use toothpaste that comes in a pump(or tube)? If I had a company that makes toothpaste, do you think I should sell itin pumps or tubes? Why?

Math

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Book Break


Tooth Pattern

ToothbrushMarkerPattern

Math

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You may want to letstudents trade their

coins in for a surprise,such as an eraser, pencil,

or a blank mini-book.

Counting Coins

Give each student a copy of the small tooth-pattern shown on this page.Have children write their name on the tooth. Place the tooth cutouts in acontainer. At the end of each day pull a name out and read it to the class.The student whose name is pulled puts the tooth under a pillow in theclassroom and leaves it there overnight. Before students come in the next day,replace the cutout with a coin or several coins.

The next morning, gather students around the pillow and let the chosenstudent lift it up to find the surprise. Have that child tell the value of thecoin or coins. Provide support where needed so all students can be successful.


What Color Is Your Toothbrush?

n preparation for this activity, send home one toothbrushgraphing marker (see right) and have students color the

toothbrush to match their own. Meanwhile, create a ten-columngraph labeled with the following colors: red, blue, green, yellow,brown, black, white, purple, orange, and pink. You may includeblank columns for additional choices, such as clear or more thanone color.

When students return to school the next day, have them placetheir graphing markers in the appropriate columns. Use thefollowing questions to interpret the graph.

{ What information does this graph tell us?

{ What would be a good name for this graph? (Write a title onthe graph.)

{ How many students have a red toothbrush? (Repeat andsubstitute other colors.)

{ Which color toothbrush is the most common? Least?

{ How many more students have a ______ toothbrush than a______ toothbrush? (Repeat using other examples.)

{ Who might find the information on this graph helpful?(toothbrush manufacturer, store owner) Why?

Kaye HowellLamar Elementary

Lamar, South Carolina

II

1 5Fresh & Fun: Teeth © Scholastic Teaching Resources

Say Cheese! Interactive Display

Tell students that one of the reasons wetake good care of our teeth is so we willhave a nice smile. Create an interactivebulletin board that will help yourstudents show off their toothy grins—and match pictures by attributes. Beginby taking a close-up photograph of eachchild smiling. Mount each photographon a piece of card stock. Carefully cuteach photograph in half between themouth and the nose. Staple the top halfof each photograph to a bulletin boardlabeled “Say Cheese.” Attach Velcro dotsto the space below each photograph where the smile will go and to the backof each smile. Invite students to visit the center and match their classmates’smiles to the rest of their faces.

From Primary to Permanent

Use this math game to reinforce the concept of losing baby (primary) teethand gaining adult (permanent) teeth.

YOU’LL NEED:

{ one copy of the primary teeth game board (see page 18)

{ one copy of the permanent teeth game board (see page 19)

{ one die with plus and minus signs on it for every two students

{ one numbered die for every two students

{ 60 dried white beans for every two students

{ one paper plate or bowl for every two students

To play, pair up students. Give each pair two copies of both game boards,one of each type of dice, and a paper plate or bowl containing 60 beans.Instruct students to fill each spot on their primary teeth game board withteeth (beans). Players take turns rolling the dice and taking away teeth fromthe baby teeth game board or adding teeth to the permanent teeth gameboard. The plus/minus die determines whether they will add or take awayteeth, and the numbered die determines how many they will add or takeaway. If a player rolls a minus sign and has no primary teeth left to takeaway, his or her turn is lost. The same is true in the case of the addition signand the permanent teeth game board. Have children play until one playerloses all primary teeth (20) and gains all permanent teeth (32).

Math

1 6Fresh & Fun: Teeth © Scholastic Teaching Resources

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Name __________________________________ Date _________________


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From Primary to Permanent

Primary Teeth

UpperTeeth

LowerTeeth


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UpperTeeth

LowerTeeth

Permanent Teeth


Franklin and the Tooth Fairyby Paulette Bourgeois (Scholastic Inc., 1996)

Ask students if they think turtles have teeth. Create a two-column graph,labeled “Yes” and “No” to represent their responses. Read the book to findthe answer! (Students will discover that bears have teeth but turtles don’t.)Follow up with the poster activity (below) to learn more.

Teaching With the Poster: How Many Teeth?

This mini pocket-chart poster (page 33invites children to discover how manyteeth some of their favorite animals have.They’ll count and match picture, word, andnumeral cards as they complete the sentenceframes for an easy-to-learn rhyme.

{ Cut apart the sentence strips and cardson the poster. Arrange in a pocket chart.

{ Read aloud the rhyme to students.Choose a volunteer to select an animalcard and place it in the first blank.Continue reading, letting the volunteercount the animal’s teeth (top andbottom) and find the correspondingnumeral cards.

{ Guide the student in placing the cards inthe correct blanks. Reread the rhyme with students. Repeat theprocedure, using the remaining animal and numeral cards.

{ Repeat the activity, substituting children’s names and the number ofteeth they have on top and on the bottom.

{ Let children make new cards for other animals. (See Tip, left.)

{ Extend the activity by working with the pocket-chart cards individually.For example, identify each animal as a carnivore, herbivore, oromnivore. Help students see that what animals eat is related to the sizeand shape of their teeth.

Or, sequence the animals according to the number of teeth. Ask students toexamine the relationship between the size of the animal and how many teethit has. Determine which animals have more teeth than your students. Whichhave fewer? Determine which animals have an odd number of teeth. Whichhave an even number of teeth?

Science

2 0

Book Break

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The pocket-chartposter comes with

sentence strips, picturecards, word cards, andnumeral cards. To add

number cards to matchthe numeral cards,write the following

words on index cardstrimmed to size: zero,

zero, thirty, thirty,twenty, twenty-two,

twenty, eighteen.

Add to the activity bymaking new picture,

word, and number cards.(Check old nature

magazines for pictures.)Animals you might

consider follow. The firstnumber indicates teethon top, the second isteeth on the bottom.

FFrruuiitt BBaatt (12, 12)HHeeddggeehhoogg (18, 18)

RRaabbbbiitt (14, 12)GGuuiinneeaa PPiigg (10, 10)KKaannggaarroooo (18, 14)GGiirraaffffee (12, 20)

AAffrriiccaann EElleepphhaanntt (14, 12)TTiiggeerr (16, 14)

Thanks to Ellen I. Logan, D.V. M., Ph.D., Senior

Veterinary Scientist: Oral Care atHill’s Pet Nutrition, Inc., Scienceand Technology Center, Topeka,

Kansas, for providinginformation on animal dentistry.Source: Veterinary Dentistry byRobert B. Wiggs and Heidi B.Lobprise (Lippincott-Raven,

1997).


Science

2 1

The Tusk Fairy by Nicola Smee (Troll Associates, 1995)

This story features a little girl named Lizzie and her knitted elephant. Theelephant is well-loved and well-worn and falls victim to an accident, leavinghim unraveled. The only part of him that remains are his tusks. Grandmacomes to the rescue by suggesting that Lizzie put the tusks under her pillow.The next morning, Lizzie discovers that the Tusk Fairy (Grandma, who hasbeen knitting all night) has paid them a visit. After reading the book, letstudents tell why they think the Tusk Fairy didn’t take the elephant’s teeth.(This may be an appropriate time to discuss the ivory ban.)

What Big Teeth You Have!

Help students see that the ways animals use their teeth are different from theways people do. Review what people use their teeth for. (primarily forbreaking down food into smaller pieces) Explain that animals use their teeth astools, for defense and protection, and to capture their prey.

To help students understand these concepts, label three charts with“Tools,” “Defense and Protection,” and “Capture Their Prey.” Write thesesentences on sentence strips:

A walrus uses its tusks to pull its large body out of water.

Dogs will bite if provoked.

Some cats use their teeth to carry their young from place to place.

Sharks use their hollow fangs to inject poison.

Some rodents use their teeth to crack open shells.

Some bats use their sharp teeth to pierce insect bodies.

Some rabbits use their teeth to gnaw roots.

An elephant uses its tusks to kill a lion that is attacking its young.

Beavers use their teeth to make homes for themselves.

Alligators use their pointed front teeth for catching fish, snakes,turtles, small mammals, and birds.

Hang the charts on a bulletin board. Read one of the sentence strips and askstudents if it is an example of an animal using its teeth as a tool, for defenseand protection, or to capture its prey. Tack the sentence strips on theappropriate chart. To extend the activity, challenge students to look forfurther examples of the ways animals use their teeth as you readinformational books about animals. When they discover one, have themwrite it on a sentence strip and add it to the appropriate chart.


Co pum ter

February isNational Pet

Dental HealthMonth. For

information onhow to care for

a pet’s teeth,check out Pet

Dental atwwwwww..ppeettddeennttaall..

ccoomm. To askquestions of apet dentist, visitDr. Bellows at

wwwwww..ddeennttaallvveett..ccoomm//ddeennttaallvveett//

iinnddeexx..hhttmm.

Book Break


Let’s Find Out About Toothpaste by Kathy Barabas (Scholastic, 1997)

Use this book to introduce the next activity—“Toothpaste Taste Test.”Students will learn what toothpaste is made from and how it is made. As thebook illustrates, part of the process involves taste-testing toothpaste in a lab.

Toothpaste Taste Test

Invite your students to become tastetesters of three different kinds oftoothpaste. Begin by labeling the tubesA, B, and C. Give each student a paperplate also marked with A, B, and C.Squeeze a small amount of eachtoothpaste next to the corresponding letteron the plate. Provide students with cups ofwater for drinking in between each taste test.

Once students have tried all three brands oftoothpaste, have them circle the letter on their paper plate that representsthe one they preferred. Create a graph to display the results of the test. (Seeillustration.) Make multiple copies of the toothpaste tube pattern (left) forstudents to use as graph markers. (Have them color the tubes and recordtheir name and the name of the toothpaste.) Gather students around thegraph and ask the following questions:

{What information does this graph tell us?

{What would be a good name for this graph?

{ How many students liked toothpaste A the best?

{ How many students liked toothpaste B the best?

{ How many students liked toothpaste C the best?

{Which toothpaste was the most popular?

{Which toothpaste was the least popular?

{ How many more students liked toothpaste ____ better than toothpaste____? (Continue with other examples.)

{Who might find the information on this graph helpful? (toothpastemanufacturer, store owner)

SAFETY TIP: Remind students to taste, not swallow, the toothpaste samples.

Science

2 2

Book Break

Toothpaste Tube Pattern


Science

2 3


Co pum ter

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To help childrenunderstand ways they

can help keep theirteeth healthy, give eachstudent an apple afterlunch. Ask students to

describe how theirteeth feel before andafter eating the apple.Plan to combine thisactivity with Don’tForget to Brush!

(See above.)

Little Bear Brushes His Teethby Jutta Langreuter and Vera Sobat (Millbrook Press, 1997)

Little Bear likes to play soldier, but he doesn’t like to brush his teeth. ThenMama tells him about the battle he needs to fight against the little bits offood that stick to his teeth. Use this book to review what students must doto rid their teeth of sticky foods.

Nature’s Toothbrushes

Show students an apple. Can they guess why it is called nature’s toothbrush?Take a closer look at apples and other foods that are good for your teeth.

{ Explain that an apple scrubs your teeth as you eat it. Ask: How do youthink an apple can scrub your teeth? (Its crunchy texture helps clean teeth.)

{ Invite students to suggest other foods that can scrub teeth—forexample, carrots and celery.

{ Ask students to think of times when it might be helpful for them tohave one of nature’s toothbrushes handy. For example, an apple at theend of lunch helps clean other food from teeth. Crunchy fruits andvegetables make tooth-healthy snacks, too.

{ Invite students to suggest foods that are not crunchy and will stick totheir teeth, not scrub them.

Book Break


Don’t Forget to Brush!

alk with students about the importance of brushing theirteeth at least twice a day and flossing at bedtime. Help

children learn more about their dental health habits with the charton page 26. Give each child a copy of the chart. Have studentscomplete the charts at home and return them to school thefollowing week. Discuss results: What did students learn?

Sandi PetersonPowell Valley School

Gresham, Oregon

TTFor more

information aboutdental health, trythese web sites:

American DentalAssociation:

wwwwww..aaddaa..oorrgg//ccoonnssuummeerr//tteeaacchheerrss//iinnddeexx//hhttmmll

Colgate NoCavities Club: wwwwww..ccoollggaattee..

ccoomm//kkiiddss--wwoorrlldd//mmaaiinn..ccggii

Pediatric DentalHealth:

ppaaggeess..iivviillllaaggee..ccoomm//ppss//kkiiddss

ddeennttaall//iinnddeexx..hhttmm


Icky Sticky

Set up this experiment to let students discoverthe effects of sticky food on their teeth.

{ Gather an assortment of foods fortouching, some sticky, some not—forexample, honey, caramels, marshmallows,raisins, jelly, carrots, apples, celery, water, grapes.

{ Place foods on small plates at a testing table.Arrange the plates in groups so that sticky foods are together and non-sticky foods are together. Label the groups 1 and 2. Give each child acopy of the record sheet on page 25. Have students touch the foods andrecord words that describe them. (Let them wash hands between foods.)

{ Bring students together and compile words on a class chart. Ask studentsto imagine eating the different foods. Ask: What would your teeth feel likeif you ate the foods in the sticky group? How would you clean them? Would itbe harder to remove sticky or non-sticky food from your teeth? Why? Whatdoes this teach us about taking care of our teeth?

Science

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Children may besurprised to learn that

chewing gum canactually be good for

their teeth. Chewing gumpromotes the flow ofsaliva, which helps torinse food particlesfrom the mouth andprevent caries. Of

course, gum with sugarpresents its own

problems. That’s whysome dentists

recommend that Xylitol-containing gum is thebest sort of gum tochew. Xylitol gum is

naturally sweet (someartificial sweeteners can

influence behavior insome children), and, likeother gum, will promote

the flow of saliva. Ingeneral, however,

brushing is much moreimportant in promotingdental health than any

gum-chewing.


Eggs-periment

each students about the effects of tooth decay with thisexperiment.

{ Place a raw egg (in its shell) in a jar of vinegar. Explain tostudents that the egg represents a tooth. The vinegarrepresents the acid that forms as a byproduct when bacteria(plaque) feed on sugary foods. (It is the acid, not the sugar,that causes tooth decay.) Leave the egg in the jar overnight.

{ The next day, take the egg out and place it in a dish. Pass itaround for students to observe. Ask students to describe whathappened to the egg. (The vinegar will have eaten throughthe eggÕs shell.) Guide students to understand that bacteriacan do the same thing to their teeth and that’s why it’simportant to brush and floss regularly.

Lisa MorelSt. John Elementary

Plaquemine, Louisiana

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Name __________________________________ Date _________________

Here’s something I learned from this experiment.

Icky Sticky

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Name __________________________________ Date _________________

Don’t Forget to Brush!

Sunday

I Brushed I Brushed I Flossed

Monday

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Wednesday

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Friday

Saturday

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}Morning Night.-


The First Toothbrush

Help students identify the first toothbrush by playing this game. They’ll besurprised to find out that the earliest toothbrushes were small twigs!

Place a small twig in a bag and tell students that the first toothbrush ishidden in this bag. Tell them it is something they have seen before, yetwould never think of as a toothbrush. Challenge them to guess the object byasking yes or no questions about the object’s shape, color, size, and texture.Allow students to ask twenty questions before revealing the object. Studentscan guess the object at any time.

By George, He Isn’t Smiling!

Show students the picture of George Washington on the one-dollar bill. Askthem to tell you why they think he isn’t smiling. Share with students thefollowing story:

George Washington wore false teeth. His first pair was made out ofhippopotamus ivory. On the day that his portrait was being painted forthe one-dollar bill, the false teeth he was wearing did not fit well and hewas in great pain.

Ask students to think about why some people wear false teeth (dentures).Brainstorm things people can do to help keep teeth healthy.

Grandpa’s Teethby Rod Clement (HarperCollins, 1998)

In this humorous tale, Grandpa’s false teeth have mysteriously disappeared,and he suspects everyone.

Meet Dr. Lucy

Incorporate some history into your study of dental health by introducingstudents to Lucy Hobbs, the first female dentist. Use the reproducible onpage 29 to share several facts about Lucy. You might display a different facteach day (you can use the toothbrush door-decoration for this; see page 4).Let children respond by completing the activity sheet to share informationabout themselves.

Social Studies

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Book Break

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Once the object isrevealed, share sometoothbrush trivia with

your students:

{When twigs wereused as toothbrushes,the ends weremashed to increasetheir cleaningsurface.

{ The toothbrush wasinvented over 500years ago.

{ The bristles of atoothbrush wereoriginally made fromcow or hog hair.

{ Some tribes inAustralia and Africastill use twigs to cleantheir teeth.

{ Monkeys and apesclean their teeth bypicking them withtwigs.


Throw Your Tooth on the Roof: ToothTraditions From Around the World

by Selby B. Beeler (Houghton Mifflin, 1998)

Teeth are the same all over the world, but the traditions associated withlosing a tooth are quite different. As you begin your study of teeth, hang aworld map on your wall or bulletin board. Each day read about a differenttooth tradition from the book, then mark the spot on the map where thetradition originated. Share other information about the geographical areaand have students compare themselves to the students who live there.Culminate the activity by having each student write about his or her family’stooth traditions. Put the stories together, create a cover entitled “ToothTraditions From Room _____,” and bind to make a book.

Social Studies

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Book Break


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Name __________________________________ Date _________________

Meet Dr. Lucy

Lucy Hobbs was born in 1833in upstate New York.

Lucy’s childhood dream wasto become a doctor.

During the time that Lucy lived,it was not easy for a womanto become a doctor or adentist. Lucy worked withother dentists who taught herthe skills she needed to know.

Lucy graduated from dentalschool in 1866 and becamethe f irst female dentist.

Lucy’s patients called her Dr. Lucy.

I was born in ________________

in __________________________ .

I dream about becoming

____________________________ .

____________________________

is a person whotaught me how to

____________________________ .

Something I was f irst at was

____________________________ .

It made me feel ______________ !

I call my dentist

____________________________ . sssssssssA Pc agei it tyv

All About MeAll About Lucy

Year

State

Paste your picture here.


Splatter Painting

With this activity students will enjoy dipping their toothbrushes intosomething other than toothpaste. Prepare your center or work area bycovering it with newspaper, layingdown sheets of white paper, andsetting out a few colors of water-based paint. Make sure students arewearing art smocks and invite themto visit the center a few at a time.Show them how to diptoothbrushes into different colorsof paint and flick the bristles withtheir fingers to create paint splatterson the paper.

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Traveling Teeth

hen a student loses a tooth in school, provide him or herwith a special tooth carrier to assure safe travel from

classroom to pillow.

{ Collect one film canister for each student. Using a paperpunch, make two holes directly across from one another on themain part of the canister.

{ Put a piece of yarn or string through each hole and tie theends together to form a necklace.

{ Let children decorate the outside of the canisters—for example,by covering them with adhesive paper and then affixing tinytooth stickers.

{ When a student loses a tooth, he or she can pop the toothinside the canister, close the top, and slip it on like a necklacefor safekeeping.

WW

ClaudiaReadwright

Fairmont Primary SchoolFresno, California

Wendy L.WeinerParkview School

Milwaukee, Wisconsin

Brenda HodgeJolman School

Muskegon, Michigan


Co pum ter

You can purchasetooth-saver

necklaces fromOriental Trading

Company. Orderonline at

wwwwww..oorriieennttaall..ccoomm..The necklaces

come in packagesof 144 and at thetime this book wasprinted cost under$4. (To order byphone, call 800-

228-2269.)

Art, Music, andMovement


Arthur Tricks the Tooth Fairyby Marc Brown (Random House, 1988)

Arthur tries to trick the tooth fairy by putting a fake tooth under his pillow.Share the story, then have students follow the recipe (right) to maketoothpaste putty that they can use to create their own fake teeth. Tooth Fairyby Audrey Wood (Child’s Play, Ltd.) is another good choice for this activity,as it features a character who tries a similar trick. For added fun, bring apillow into the classroom and let students put their fake teeth under it.Before school the next day, place a note from the tooth fairy under thepillow with the following rhyme:

I thought at first that they were real,And almost left a prize.But at closer look I knew the truthFor I am very wise!

3 1


I Lost a Tooth Today!

hen students lose a tooth, let them trade itfor another. Use the pattern here to create

tooth-shaped badges. (Enlarge it first.) Attach atreat to the back of each tooth, such as an eraser ora piece of Xylitol-sweetened chewing gum. (See Tip,page 24.) When a child loses a tooth, he or she cantake a badge from the basket, decorate it, andwear it proudly! (Tape the badge to the child’s shirtor string it from yarn to make a necklace.)

Wendy WeinerParkview School

Milwaukee, Wisconsin

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Book BreakToothpaste Putty

Recipe

{ 1 tablespoon white glue

{ 1 teaspoontoothpaste(creamy, not gel)

{ 2 tablespoonscornstarch

{ 1 teaspoon water

Mix glue, toothpaste,and cornstarch in adish. Add water until it becomes putty-like. Let students use itimmediately to formfake teeth. Let theteeth dry overnight.


Name __________________

I lost a tooth today!Ask me to tell you

about it.

Tooth Badge Pattern


Time to Brush Your Teeth!

Play Raffi’s “Brush Your Teeth” from Simply Singable Songs for the Very Young(Shoreline Records, 1976) for students. When students hear the brushingsound in the song (ch, ch, ch, ch, etc.), let them pretend to brush their teeth.

After listening to the song several times, gather students around a clock.Use the hands to show the times mentioned in the song (12:45 a.m.; 1:45a.m.; 2:45 a.m.; 3:45 a.m.; and 4:45 a.m.). Ask students if those are thetimes of day when we brush our teeth. Ask them what we are usually doingduring those times. Tell students that they should brush their teeth at leasttwice a day (morning and night). Let students use a clock to show whattimes these might be.

3 2


Tooth Fairy Take-Home Bag

tudents will anxiously await the loss of their next tooth,knowing they will be able to take home the Tooth Fairy Bag.

Start with a plain canvas bag (available at craft stores). Usefabric crayons to label the bag “The Tooth Fairy Bag.” Let childrentake turns adding tooth-themed decorations and tips for keepingteeth healthy. Fill the bag with tooth-related treasures such as:

{ Books (see Book Break, page 5 and throughout this book)

{ Poems (including the one on page 11)

{ Stationery and a pen to write a letter to the tooth fairy

{ Sticks of Xylitol-sweetened gum (see Tip, page 24)

{ Healthy snacks

{ Instructions and materials for doing one of the activities inthis book with a family member

{ A journal to record how the tooth was lost.

When a student loses a tooth, send the Tooth Fairy Bag home withhim or her overnight.

Kim JemmingsMary Tsukamoto Elementary School

Sacramento, California

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Decide whetherstudents will take thebag home each timethey lose a tooth, or

just the first time thatschool year. If youhave students who

have not lost a toothas the end of the yearapproaches, you will

want to makearrangements to send

the bag home inanticipation of a losttooth. (You may wantto remind children of

this periodically so thatthey do not worry

about getting achance.)



Open wide, _____________.Let’s count your teeth!_______ on top,_______ underneath.

toucancrocodile

doghippopotamus

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2018

How Many Teeth?How Many Teeth?


teeth

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