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Tooth Time
Peggy Ashbrook
 One of the big changes in childhood is the loss of “baby” teeth, beginning around age five. Children often say, “I’m a big kid now. I lost my tooth!” This event is longed for, feared, and celebrated. Tooth care is much on children’s (and their parents’) minds as they learn that this is it—the new teeth growing in must last them the rest of their lives.
Teachers do not control the food that is purchased or prepared for their students, and we are usually not in a position to offer teeth brushing in the classroom. So, what can we do to influence our students’ food choices and dental health? As science educators we can encourage investigations and teach information that can be used in supporting good dental health.
When is the moment that a seed sprouts, or sediment accumulates, or a cavity has eaten into a tooth? It is difficult for young children to grasp that the cumulative effect of many small changes over time can be significant. Watching the change in eggshells over time as they sit in a bath of vinegar can help children accept that hard materials can indeed be damaged by a small daily change.
Our seemingly indestructible teeth are vulnerable even though we can’t see the tiny bacteria, which, by living in our mouths, cause dental cavities. Children are fascinated (and horrified) by the repairs visible in the teeth of many adults. Find a good-natured adult willing to serve as a model for what repairs are necessary when cavities form. Or, invite a local dentist to visit the classroom to provide teeth models to show to students.
Introduce tooth brushing as a fun and special activity by providing the props for the children to play “dentist” by brushing the teeth of a toy. Discolor the teeth with washable markers (try an inconspicuous spot first to make sure it will not stain). If water will not damage the toy, use water and toothpaste. Otherwise, use “imaginary” toothpaste.
 Explore the
topic of
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While brushing toy teeth, children will notice the variation in shape and size. Paleontologists use the shape of teeth to classify the fossils of unknown animals because tooth shapes are characteristic of organisms. Learning about the characteristics of organisms is part of the NSES Life Science Content Standard C for grades K–4 (NRC 1996). Looking inside their classmates’ mouths or using small mirrors to see inside their own mouths, students will again note various tooth shapes. The tooth shapes have a purpose, to be fully worked out using kitchen implements to “chew up” graham crackers.
Peggy Ashbrook (scienceissimple@yahoo.com) is a preschool science teacher and author of Science Is Simple: Over 250 Activities for Preschoolers.
Resources
National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press.
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Crunch It!
Objective:
To compare different shapes of teeth to learn about their function.
Materials:
- Small mirrors (optional)
- Flashlights (optional)
- Drawing materials
- Various kitchen implements for cutting (knives—plastic or a pie server for safety) and mashing (wooden or metal mallets for pounding meat, hand-held juice extractor, or mortar and pestle)
- Graham crackers
- Costume false teeth, such as for a Halloween costume (optional)
- Diagram of human teeth and eruption charts, available at the American Dental Association website,
www.ada.org/public/topics/tooth_eruption.asp
Procedure:
 Begin the activity by having the students look into their classmates’ or their own mouths to get a good look at real teeth. Flashlights may be used to see the back teeth clearly. At no time should the children put their fingers into another person’s mouth. Alternatively or in addition, have the class examine other teeth that may be available, such as animal teeth, costume false teeth, or other pretend or replica teeth.
- Invite the children to tell you about the shapes of teeth they see by asking open-ended questions and suggesting comparisons to known shapes.
- Have the students count the teeth, feel (their own) teeth, and then draw them to ensure that they have really looked at the structure and shape of each tooth. Play dough can be used to model the various teeth shapes. If the children are not yet counting accurately, have them use relative terms, such as “few” or “many.”
- Ask, “Is there more than one shape of tooth? How many different types of teeth do you have in your mouth?” Children will describe teeth as big, small, pointy, sharp, smooth, flat, and bumpy. Encourage the development of broad groupings and comparisons with their classmates’ teeth. Where in their mouth do they see each kind of tooth? Are there any wide flat teeth in the front, for example?
- Introduce the terms incisor, canine, premolar (bicuspid), and molar. View a diagram of human teeth and have the children point to the different types of teeth, especially if they are unable to draw teeth well enough to depict recognizable differences between them.
- From a selection of kitchen utensils, have the children choose those that best match the shape of the incisor tooth surface, such as a knife or pie server. Then have them select one that best matches a molar tooth surface, such as a mallet. They will use these tools as “teeth” to “chew up” a cracker.
- Work in two groups (“incisor” and “molar”) or individually. Spread a paper towel on the table and put a small piece of graham cracker on it. At the word “go,” each group will use its chosen utensil and “chew up” (break apart) the cracker until time is called. Usually 30 seconds is plenty of time to notice the difference between the actions of the two types of “teeth.” The incisors can chop the cracker into smaller pieces, while the molars can smash the cracker into even tinier pieces.
Extensions:
Serve a graham cracker snack while reading aloud a book from the University of Michigan Dentistry Library’s suggested reading list (see Teacher’s Picks, below).
Continue the discussion of tooth function by starting a collection of photographs clipped from magazines, showing all kinds of teeth from many different animals.
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 Teacher’s Picks
Teeth are essential to the identity of an animal. My son, who was a big fan of television “nature shows” as a young child, once declared while eating a chicken drumstick, “I’m ripping open the carcass!”
Books
Junie B., First Grader: Toothless Wonder. Barbara Park. 2003. Random House Books for Young Readers.
Junie B. speaks the truth like the first-grader she is. This book is about her “issues” with the tooth fairy and can be used to share concerns about losing teeth, an important milestone.
The Mango Tooth. Charlotte Pomerantz. 1977. Greenwillow Books.
A timeless story of a child’s first lost tooth—and subsequent teeth—all named after the food that Posy was eating when the tooth came out (the mango tooth, the P.S. 11 chicken bone tooth). The child and mother sing a song commemorating each lost tooth, adding verses as more teeth fall out.
Teeth, Tails, and Tentacles: An Animal Counting Book. Christopher Wormell. 2004. Running Press Kids.
A simple counting book with beautiful illustrations that draw attention to a single feature of a different animal on each page. Children can write and illustrate their own book featuring characteristics of humans: “One nose…two eyes…three lost teeth…”
Internet
Wilburn Elementary Tooth Tally Project
http://wilburnes.wcpss.net/tooth.htm
First graders from around the world tally how many teeth are lost each month in their classes. In its eighth year, the project runs from February through April. The site also offers lesson ideas to integrate science with the rest of the curriculum and links to other dental sites.
KidsHealth: The Truth About Teeth
www.kidshealth.org/kid/body/teeth_noSW.html
The Nemours Foundation’s Center for Children’s Health Media provides doctor-approved health information with separate sections for children, teens, and adults. A Spanish language version is also available.
The University of Michigan Dentistry Library
www.lib.umich.edu/dentlib/about/exhibits/kids
This site offers suggestions on what to look for in a book about dental health and lists books that are accurate and reflect what the dental profession might say. | |
What’s happening at
http://science.nsta.org/earlyyearsblog.
Science at Snack Time
Sometimes parents need to be nudged and reminded of examples of healthy snacks to send to school. Teachers can send home a list of appropriate snacks and post it on their website or include it in weekly newsletters. Suggestions could be a small sandwich, fresh fruit, animal crackers, fig newtons, granola bars, fruit juice, water, and nuts. Be aware of students who have peanut allergies. Ask parents to stay away from cake, cookies, puffy chips, roll ups, donuts, etc. As an extension, teachers can bring in the topic of dental care and brushing teeth. Perhaps some of you have students that keep a toothbrush at school to practice good dental hygiene during the school day? Everyone needs a reminder once in awhile.
Charlene Dindo, Marine and Environmental Science Enrichment Teacher, K–1, Fairhope, Alabama
As a parent and active PTA member, obesity is a “hot” topic at many elementary schools. It amazes me how many schools are so concerned about obesity but have little or no recess! If you are at one of these schools...push for a required recess or make your science “outside” science!
Linda Hoynes, PTA Science Fair coordinator, Kennesaw, GA
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Copyright © 2006 NSTA
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March 2006, p. 18-20