coe.uni.edu Web viewFor LG3, I wanted my students to label the parts of a tooth using a diagram and word bank. I knew that if the students made a mistake labeling, they would probably

I. Contextual Factors:Community, District, and School Factors

I am doing my student teaching in a third grade classroom at a small elementary school,

School A. The school is located in a community in northeast Iowa. The community has a

population of approximately 57,000. Over 94 percent of the population is Caucasian, with

approximately, 2 percent Hispanic, 2.1 percent African American, and 1 percent Asian

American. The majority of the population’s ancestry is Irish, French, or German. The

population is nearly even between males and females, with males making up about 52 percent of

the population. The average family income in this community is $73,698. The school district is

composed of one early childhood center, thirteen elementary schools, three middle schools, one

alternative high school, and two regular high schools. The district serves approximately 10,750

students.

School A is an old school built in 1939 and is three stories high. It serves approximately

330 students. Each grade is composed of two or three sections. The third grade is divided into

three sections, with each classroom having between 21-23 students. The student population at

School A is evenly divided between males and females. Approximately 95 percent of the

students at School A are Caucasian, 2.7 percent are Asian/Pacific Islanders, 1.5 percent are

African American, and one percent are Hispanic. The majority of the Asian/Pacific Islander

students at School A are from the Marshall Islands. Almost two percent of the students at School

A are English Language Learners and 8.8 percent are entitled for special education. An

implication of the special education population is that I may have to work with the special

education teacher for any adaptations for my entitled students. The school has one computer lab,

which has both desktop and laptop computers, that is available to the students. In 2007, School

A was recognized as a No Child Left Behind Blue Ribbon School. The U.S Department of

Education awarded School A with this honor because the students performed in the top 10

percent in Iowa on their Iowa Tests of Basic Skills (ITBS). The school is very proud of this

honor and has the plaque displayed in a glass case near the main office.

Classroom Factors:

My classroom at School A is located on the second floor of the building. There is a

chalkboard along the front wall with a rolled up projector screen above the chalkboard that can

be pulled down when using the overhead projector. An instructional implication of this is that

the chalkboard and overhead projector will be useful to me when I am presenting information to

the whole class and want to use visuals or written examples. Also along the front wall there is a

dry erase planner page which I can use to post any homework or reminders for the students.

Next to the planner page is a desktop computer that is for the teacher’s use only. There is a

bulletin board that displays the classroom roles such as line leader, lunch duty, line monitor, etc.

One of the back corners of the room is the teacher’s work area complete with a desk, a file

cabinet, and a long counter. Above the counter is a long bulletin board stretching the entire

length of the wall. An instructional implication of the bulletin board is that I can display student

work that is completed during our unit. The adjacent corner is filled with a large horseshoe-

shaped table. An implication of this table is that I can use it when I want to do guided reading

and other small group work or re-teaching. The students have small cubbies that are placed on

top of some bookshelves, which I can use to put take-home materials in.

The students’ desks are rearranged many times throughout the year. For my unit, the

desks are arranged in four clusters of four students and one cluster of six students. These clusters

allow them to work cooperatively in groups throughout the day. The students put in each group

are carefully planned out by the teacher to ensure that the students are with others who will help

them as well as keep them on task.

Student Characteristics:

My class is made up of twenty-two students, with only seven of them being males. These

students range from eight to nine years of age. Twenty of the students are Caucasian: one of the

students is an African American and another is a Pacific American from the Marshall Islands and

is the only English Language Learner (ELL) in my classroom. A female student in my class has

a condition called Ehler-Danlos Syndrome, which causes this student to have loose joints, weak

muscles, delayed fine motor skills, and fatigue. Because of this, she needs leg braces and

requires extra time on classroom tasks. Another student has neck problems, but for the first time

in his school career, he does not need to wear a neck brace to school. There are several pull-outs

that occur throughout the day. Two of my students need to go to speech as they have trouble

speaking. Students are pulled out for Math Club, Reading Recovery, ELL, math remediation,

and speech. Because there are so many special needs in my classroom, an implication is that I

need to make lessons that are easily adaptable to the many needs that my students have and be

ready to give individual help as needed.

While the students are each unique in their own way, there are some things common

among many of the students. This is a very talkative class, and they enjoy socializing with each

other. The students are also very accepting of each other, despite the special needs and

differences that many of them have. While the close community of this classroom has built a

positive environment to learn in, it will be a challenge to keep the students on task and quiet

when they should be listening to directions or instruction. Because they enjoy socializing and

working together, one instructional implication will be for me to provide my students with many

opportunities to work in cooperative groups. On the flip side, I will also need to implement

some management techniques, such as attention getters, so that I am able to quickly get my

students quiet and ready to listen.

The students are also very motivated and willing to participate in class. When a question

is asked, there are always many hands raised, ready to answer the question. They are not afraid

to ask questions as well, both during whole class instruction and during seatwork. They are very

active and take a special interest in hands-on activities. Because they enjoy hands-on activities

where they can be actively engaged, an instructional implication will be for me to teach lessons

that allow for a lot of manipulatives and student involvement. The students are generally excited

about what we are learning and make positive comments throughout the day.

Student Skills

The students in this classroom vary in skill and ability level. Student 1 (S1) is very

bright in many areas. S1 reads just above grade level and scores nearly perfect on all the work

he/she turns in. Student 1 likes often exceeds expectations by doing more than what is asked,

such as writing his/her spelling words in cursive and manuscript. Student 1 has many friends

and likes to be the leader when working in groups. Student 1 is self-motivated and likes to raise

his/her hand and answer questions during class. An instructional implication of this would be

making sure that S1 is not bored and is given assignments that allow him/her to go above what is

expected. Another implication is, because of S1’s friendliness and leadership capabilities,

Student 1 may work well paired up with someone who is not as advanced.

Student 2’s greatest challenge is reading. Student 2 (S2) has an Individualized Education

Plan (IEP) for reading. In the afternoon, he/she gets pulled out to work with the special

education teacher. S2 also receives some modified assignments and has many directions read

aloud for him/her. Yet, Student 2 is a very hard worker and has shown vast improvement so far

this year, especially in reading. When I commented on S2’s great reading, S2 gave me a huge

smile and said, “Well I practice reading every night with my mom.” When S2 is having trouble

on daily work, S2 raises his/her hand and asks for help. An instructional implication of this

student is that I need to make adaptations so that S2 can read and understand the material. This

means I may have to read aloud some of the material instead of asking S2 to read silently at

one’s desk. I also need to be walking around the room while students are working and be

prepared to answer any questions S2 may have.

Student 3 achieves right around third grade level. Student 3 (S3) struggles some in

reading and is in the lowest guided reading group. S3 often has a difficult time focusing on a

task. During individual seatwork, S3 prefers to stand at his/her desk instead of sitting in the

chair. S3 often fidgets while working and wants to get out of his/her seat and move around. S3

likes to be silly and make jokes with friends. Student 3 really enjoys group work, but can get

distracted if he/she is not working with someone who is focused. An instructional implication

of this is that I need to allow Student 3 with breaks that give him/her the opportunity to stand up

and move around. If I am using group work, I need to pair S3 up with students who will help

him/her to stay on task.

II. Learning Goals:List Goals:L1: Students will analyze the importance of dental health. (Analysis)L2: Students will summarize the role of the dentist and dental hygienist. (Comprehension)L3: Students will label the parts of a tooth. (Knowledge)L4: Students will identify the different types of teeth. (Knowledge)L5: Students will evaluate their own dental health habits. (Evaluation)

Alignment with Local, State, or National Standards:

LG1 aligns with:

District Goal: (Obtained from teacher) Goal: Students develop an awareness of rules, regulations, and laws protecting a person’s

health and safety.

National Health Education Standard: (Obtained from the American Cancer Society website) Standard One: Students will comprehend concepts related to health promotion and

disease prevention to enhance health.

LG2 aligns with:

District Goal: (Obtained from teacher) Goal: Students learn the basic anatomy, function and purposes of teeth and gums, are

introduced to the role of a dentist and hygienist.

National Health Education Standard: (Obtained from American Cancer Society website) Standard One: Students will comprehend concepts related to health promotion and


Standard Two: Students will analyze the influence of family, peers, culture, media,

technology and other factors on health behaviors.

LG3 aligns with:

District Goal: (Obtained from teacher) Goal: Students learn the basic anatomy, function and purposes of teeth and gums, are






LG4 aligns with:

District Goal: (Obtained from teacher)

Goal: Students learn the basic anatomy, function and purposes of teeth and gums, are






LG5 aligns with:

District Goal: (Obtained from teacher) Goal: Students learn to be responsible for self in order to be unharmed and learn to

differentiate between prescription and over-the-counter drugs.



Standard Five: Students will demonstrate the ability to use decision-making skills to

enhance health.

Standard Seven: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.

Types of Learning Goals:

L1 aligns with the analysis level on Bloom’s Taxonomy. Before students can begin to

understand the importance of dental health habits, they will need to understand the purpose that

their teeth serve. After they learn an appreciation for their teeth, they will have to examine the

relationship between healthy dental practices and healthy teeth. They also will examine the

results of unhealthy practices and the effects they have on one’s teeth. After analyzing these

things, the students will have a better understanding of why dental health is so important.

L2 falls into the comprehension level on Bloom’s Taxonomy. The students will read

about and summarize the role of the dentist and a dental hygienist. The students will be asked to

list and describe several procedures that the dentist and dental hygienist may perform on a

typical routine dentist visit. After summarizing what a dentist does, the students will understand

the role of the dentist(s) in their community and how the dentist plays a role in their dental

health.

L3 fits with the knowledge level on Bloom’s Taxonomy. The students will read about

the parts of a tooth and view several diagrams of the parts of a tooth. They will then use their

knowledge to recall the information and label the different parts of a tooth. This learning goal

will not only ask students to learn the parts of a tooth, but also challenge their ability to use

diagrams to complete a task.

L4 also fits in with the knowledge level on Bloom’s Taxonomy. The students will be

asked to investigate the different shapes of their teeth. They will read about the four main types

of teeth and their different functions. Then they will recall that information by identifying what

function each type of teeth serves.

L5 aligns with the evaluation level on Bloom’s Taxonomy. After the students learn about

good dental habits that one needs to have healthy teeth, the students will reflect on their own

dental health habits. They will complete a self-evaluation asking them to think about how often

they perform several different healthy practices, such as brushing one’s teeth and visiting the

dentist. They will keep a record of how often they brush their teeth over several weeks. Finally,

they will be asked to list at least six health practices that they participate in that would be

considered good dental health habits.

Appropriateness of Learning Goals:

LI is an important goal for students because dental health habits are habits that they

should continue to use throughout their entire life. By having the students analyze the

importance of dental health, they will gain a better understanding of why they should engage in

dental health habits. It is appropriate for this grade level because they will be able to understand

the negative effects of not taking care of their teeth, therefore gaining a better appreciation for

dental health habits. Also, by teaching the students the importance of dental health habits while

they are young, they can make these habits lifelong habits that they continue throughout their

lives.

L2 is important for the students because they should be visiting the dentist office at least

two times a year for routine check-ups. Many people, especially children, are scared to go the

dentist and are unaware of what they are doing to their teeth, or why they are doing it.

Unfortunately, this can keep those people from going to the dentist as often as they should. By

helping students to summarize what a dentist does and the purpose of the procedures, they will

be more aware of what a dentist does. This will not only decrease some of the anxiety about

visiting the dentist, but will also give them a greater understanding of why they need to make

those routine visits.

L3 is an appropriate goal because in order for students to practice healthy dental habits,

they need to understand the basic anatomy of one’s teeth and their functions. For example, if

students learn what a cavity does to the enamel, they will understand why they need to protect

their enamel. It is also an important skill for students to understand not only how to use a

diagram but also the benefit of having a visual diagram to learn.

L4 is an appropriate goal because they will learn the different functions of each type of

tooth they have. By understanding their teeth at a greater level, they will not only understand

more about their teeth but also gain an appreciation for them. The students will learn the

functions of each tooth which will help them understand the purpose for the different shapes of

their teeth.

L5 is an appropriate and crucial goal for my students because it asks them to apply what

they have learned to their own life. After learning the importance of dental health and how to

take care of their teeth, the students will be asked to reflect on their own habits. They will

determine what practices they engage in and what they need to begin doing more regularly.

This goal really encompasses all of the ideas they have learned about dental health and ask

themselves what it means to them.

III. Assessment Plan:

Overview of Assessment Plan:

Learning Goals Assessments Format of Assessment

Adaptations

Learning Goal 1(LI)

Pre-Assessment

Test: I will ask students to list at least three reasons why their teeth are important.

Large Group Discussion:I will observe students answering questions about healthy dental habits and the effects of taking care of one’s teeth.

I will assist students who struggle with writing and spelling to write their idea on the board.

Formative Assessment

Large Group Instruction: I will ask students to list reasons why their teeth are important on the chalkboard. I

I will use a transparency of their worksheet to go over with the class, and we will share our many

will observe the ideas written and the discussion that follows.

Experiment: Students will perform an experiment using eggs that will show them the unhealthy results of soda pop, vinegar, and fluoride on one’s teeth.

Cause and Effect:I will ask the students to work with a partner to read some healthy and unhealthy dental habits and analyze the effects of making that choice.

predictions and observations. We will discuss as a whole class what conclusion we can make at the end of the experiment.

I will ask the students who finish early, such as Student 1’s group, to come up with their own dental health habits and analyze the effects of those choices.

Post-Assessment Test: Students will list at least three reasons why their teeth are important.

Test: Students will describe an unhealthy dental habit and explain the results of that habit.

Brochure: Students will create a brochure filled with information about teeth and how to take care of one’s teeth. I will use a

I will bring the struggling readers, specifically those entitled in reading, to the back table and read aloud the test directions and questions.

I will give the students an extended period of time to work on the brochure so time isn’t an issue. An example brochure that I will have created will be available for

scoring rubric to assess student work.

students to use as a model. I will also provide extra guidance and instruction to struggling learners.

Learning Goal 2(L2)

Pre-Assessment Test: Students will identify how often they should go to the dentist and describe three procedures that a dentist or dental hygienist may perform during a dentist visit.

I will walk around the room and read aloud the question for struggling readers. I will also clarify or explain any questions the students may have.


Small Group Work: After reading a story about a trip to the dentist, the students will create a storyboard of a typical dentist visit that describes several of the procedures performed.

I will take make sure that each struggling reader is put in a group with fluent readers. Each student will be given a part to read. The struggling readers will be given a different role, such as collecting materials.

I will allow extra time for students who need to finish their storyboards during a later time period.

Post-Assessment Test: Students will state how often they should visit the dentist.

Test: Students will describe at least three procedures that the dentist may

I will take some of the struggling readers to the back table where I will read aloud the test directions and questions.

perform at the dentist office.

Learning Goal 3(L3)

Pre-Assessment Test: Students will label the parts of a tooth on a diagram.

I will walk around the classroom and offer to read aloud any questions for the students. I will also answer questions and clarify the questions for the students.


Worksheet: Students will read about and complete a diagram labeling the parts of a tooth.

Poster: Students will draw and label their own diagram of a tooth on a poster board. I will use a scoring rubric to assess the students’ work.

I will read aloud the information and the directions to the bottom part of the worksheet.

Students who need additional time will be given extra time during their seatwork to finish their poster.

Post-Assessment Test: Students will use a word bank and a diagram of a tooth to label the seven parts of a tooth.

I will read aloud the questions for the struggling readers.

Learning Goal 4(L4)

Pre-Assessment Test: Students will label the different types of teeth on a diagram.

I will read aloud the questions for the struggling readers. I will also walk around and answer any clarify questions students may have.


Whole Group Instruction: I will observe students discussing the different shapes of their teeth and

Students who need additional time will be able to finish their worksheets during seatwork in the afternoon.

answering questions about the different functions for each type of teeth.

Worksheet: Students will read about the different types of teeth. They will then label the different types of teeth on a diagram.

Post-Assessment Test: Students will label the different types of teeth on a diagram.

I will read aloud this section of the test for the struggling readers in my class.

Learning Goal 5(L5)

Pre-Assessment Test: Students will list at least six things they do to keep their teeth healthy.



Calendar: Students will use a monthly log to keep track of how often they brush their teeth.

Self-Evaluation: Student will complete a self-evaluation that will reflect upon several dental health practices.

I will meet with a few of the students to clarify what the directions are. I will also post reminders on our daily assignment notebook.

I will read aloud each question of the survey and explain how to answer the questions.

Post-Assessment Test: Students will list at least six healthy practices they do to take care of their teeth.


Pre-Assessment and Formative Assessments:

For L1, I will be pre-assessing my students by asking my students to give at least three

reasons why their teeth are important (see Appendix A). This will tell me what they know about

why they need their teeth. This is important because in order to analyze the importance of taking

care of one’s teeth, the students need to understand why they need their teeth. In order for

students to be motivated to learn about teeth in our dental health unit, the students need to

appreciate their teeth.

As a second form of pre-assessment for L1, I will be making observations as I discuss

with my students the healthy dental practices that keep one’s teeth healthy. I will also ask them

why those habits are good for one’s teeth. This is important because in order to analyze why

dental health is important, they need to know the effects of taking care of one’s teeth. By

understanding the results of healthy dental practices, students will understand why one should

engage in those practices.

During our unit, we will have a classroom discussion about what we use our teeth for. I

will ask students to brainstorm ideas and write them on the chalkboard. This gives the students

an opportunity to learn the many purposes of our teeth through teaching each other. We will also

be working on an experiment which will focus on the effects of pop, acid, and fluoride on one’s

teeth. We will be leaving one egg overnight in a container of pop, one egg overnight in vinegar,

and one egg first in fluoride, then in acid. The students will observe the negative effects from

acid and pop, and the positive strengthening effects from fluoride.

For L2’s pre-assessment, I will include a question on the pre-test asking students to state

how often they should visit the dentist and another question asking them to describe at least three

procedures a dentist may perform during an experiment (see Appendix A). This will help me

understand what they know about the role of the dentist and the dental hygienist. This will tell

me what background experience they have, as most of them should have been to the dentist

office multiple times. During the instruction, I will have students break into small groups to read

aloud a story about a trip to the dentist office. This story will go through a step-by-step visit to

the dentist office outlining the typical procedures performed by the dentist and the dental

hygienist. After they read this together as a group, they will be working on a comic strip that

will both illustrate and include a written description of what happens on a visit to the dentist.

For L3’s pre-assessment, I will include a question on the pre-test asking the students to

label the parts of a tooth (see Appendix A). This will show me what background knowledge they

have about the parts of a tooth. Throughout the unit, I will show students several different

diagrams of a tooth and explain both the location and the role of the different components. We

will discuss the role of enamel several times throughout instruction. After they learn about the

anatomy of a tooth, the students will be creating a poster of their own which will illustrate the

parts of a tooth. I will ask the students to imagine that their poster is going to be put up in a

dentist office so they need to make it neat, include all six parts we discussed, and be labeled

accurately.

For L4’s pre-assessment, I will ask the students to identify the different types of teeth on

a diagram of their mouth (see Appendix A). By doing this, I will find out if the students know

the different types of teeth in their mouth. I can also find out if they know the different functions

of those each type of teeth because if they did, they should be able to identify the location.

During the unit, I will go over both the location and the function of each type of tooth. Then,

students will be completing a worksheet that asks them to label the teeth, as well a worksheet

that asks them to match the tooth with its function.

For L5’s pre-assessment, I will ask student to list six things they do to keep their teeth

healthy (see Appendix A). This will show me not only what healthy dental habits they are aware

of, but will show me how well they are able to evaluate their own dental health habits. During

instruction, I will be giving my students a calendar that asks them to log when they brush their

teeth. This will allow the students to evaluate themselves on how often they are brushing their

teeth. I will also have the students complete a self-evaluation which asks them to rank

themselves on several dental health habits. The overarching goal is for the students to be able to

critically evaluate themselves and see not only what they are doing well, but where their areas in

need of improvement are.

Post-Assessments Aligned with Learning Goals:

For L1, I will include two different questions on their post-test that reflect their ability to

meet this learning goal (see Appendix B). One of the questions will ask them to list at least three

reasons why their teeth are important. This will show me their understanding of the value of

their teeth. The second question regarding this learning goal will ask the students to describe an

unhealthy dental habit and the effect it can have on one’s teeth. This will allow me to assess the

students’ ability to analyze the effects of unhealthy habits. Together, these two questions will

assess my students’ ability to assess not only why one’s teeth are important but also the effects of

their decisions regarding dental health. The brochure will be a culminating activity that will

illustrate not only what they have learned about teeth, but using that knowledge to persuade

someone to take care of their teeth by taking part in dental health practices.

For L2, I plan on including a question asking them how often they should visit the dentist

office (see Appendix B). I will also include a question on their post-test that asks the students to

list at least three procedures that a dentist or a dental hygienist may perform at a routine dentist

appointment. These are the same questions that I asked on the pre-assessment, so I will be able

to assess the students quantitatively because it will show me how this score compares to what

they were able to achieve on the pre-test.

For L3, I will include a diagram of a tooth on the post-test and ask the students to label

the six parts we discussed (see Appendix B). This task will demonstrate the students’ ability to

identify the different parts of a tooth and then be able to use the diagram to label those parts. I

will also include a question asking them what substance is the hardest substance in their body,

which is enamel, the outer coating of the tooth. This question assesses the students’

understanding of the functions of each part of the tooth.

For L4, I will include a matching portion on the post-test which will ask the student to

label the different types of teeth on a diagram of the mouth. These questions will test the

students’ knowledge of the locations of the teeth and having knowledge of the function of each

type of teeth will help them to figure out where that type of teeth would be. For example, if the

students know that incisors bite off the food, then they would know it would be in the front of the

mouth and not the back.

For L5, I will ask my students to list at least six healthy dental habits that they practice

(see Appendix B). This question addresses their ability to not only analyze what practices are

considered healthy dental habits, but also to evaluate their own lives and think about what dental

practices they perform that have a healthy effect on their teeth.

Adaptations:

Several of my students have special needs in reading comprehension. It can be very

difficult for them to read about dental health and understand what they have read without any

extra guidance. For this reason, I have feel that I will need to pull them out during seatwork time

and do some re-teaching with them. When I am re-teaching, I plan to use visuals and ask many

questions so that students are involved and can make connections to what I am trying to teach.

When the students are working on individual tasks, I will be walking around the room

monitoring their work. I will also be there to answer any questions or make some clarifications

for students who do not understand the directions. When taking the post-test, I will pull aside

some of the struggling readers aside and read the questions aloud to them. This will ensure that

they are being assessed over the material and not over their reading comprehension skills.

I will also try to include a lot of group work for my students because they are a very

social group. This will not only motivate the students, but also give them the opportunity to help

each other. If the activity at hand involves reading, I will try to make sure a struggling reader is

paired up with a more fluent reader who may be able to help him/her understand the material.

This will also be a challenge for my higher-achieving students who are fluent readers because

they will be asked to step up as a leader and be able to verbalize their understanding in a way that

makes sense to others.

IV Design for Instruction:

Results of Pre- and/or Formative Assessments

L1) After analyzing the students’ pre-assessment, I learned that less than 10 percent of

the class was able to give three reasons why their teeth were important. The average number of

reasons the students could come up with was one reason, and that answer was typically

something about needing your teeth to eat. When we had a discussion about taking care of our

teeth, the only idea everyone seemed to know was that they needed to brush their teeth. Some

students were able to say that brushing their teeth kept them from getting cavities, but it was

clear that not all students knew this information.

L2) There were two items on the pre-test that addressed Learning Goal 2. The first

question asked the students how often they should go to the dentist. Only 3 of my 22 students

knew that one should visit the dentist every six months. The incorrect answers varied from once

a week to once a year. Roughly one-third of my students were able to answer the second

question correctly, which asked them to describe three things a dentist may do to their teeth on a

visit to the dentist office. This surprised me because all of the students should have been to the

dentist many times. This implication is that the students do not understand what the dentist is

doing to their teeth when they visit the dentist, and they need to be taught more about what the

dentist is actually doing to their teeth.

L3) This learning goal seemed to be the most difficult for my students. On the pre-

assessment, which asks students to label the six parts of the tooth, the average score was one out

of six. Later I had the students work in pairs on a worksheet which asked them to label the parts

of a tooth just as the pre-test asked. For extra guidance, I handed out dental health books as well

as directed the students towards a handout that I had provided with them. I observed many

students struggling with this worksheet, so I went around to every group and checked their paper.

If they needed corrections, I was able to show them what was incorrect. I wanted to ensure that

everyone had the diagram correctly labeled so that they could use it as a reference later in the

unit.

L4) After administering the pre-assessment for this learning goal, I realized that my

students had little knowledge about the different type of teeth. None of the students were able to

correctly label all the types of teeth on the pre-test. When we had our class discussion, I

discovered that the students were having a difficult time understanding where the teeth were

because they didn’t all have their permanent teeth in. An implication is that instead of focusing

on where these teeth were, I decided to focus more on the function of each type of tooth.

L5) The students performed the best on the pre-assessment for Learning Goal 5. The pre-

test asked them to list six things they could do to keep their teeth healthy. Five out of 22

students were able to list at least six things, and most of my students were able to list at least

three things. The most common answer I received on this pre-test was brushing their teeth.

Unit Overview:

Lesson Topic Learning Goal Modifications AssessmentsDay 1 Dental Health

Pre-TestL1, L2, L3, L4, L5

Read aloud parts of the test for struggling readers.

Pre-Test; Observations from discussion

Day 2 - 3 Parts of a Tooth Poster

L3 Review the worksheet as a whole class.

Worksheet, Rubric for poster

Day 3 - 4 Eggs-periment L1 Allow students who work quickly to create their own cause and effects on the back of the worksheet.

Observations from discussion; Cause and Effect worksheet

Day 5 A Day at the Dentist

L2 Pair up struggling readers with fluent readers.

Storyboard

Day 6 Types of Teeth L4 Read directions aloud for struggling readers.

Observations from discussion; Worksheet

Day 7 Self-Evaluation; Calendar

L5 Read the entire worksheet aloud.

Worksheet; Calendar

Day 7-9 Brochure L1 Provide a model. Rubric for brochure

Day 10 Post-Test L1, L2, L3, L4, L5

Read questions aloud for struggling readers.

Post-Test

Activities:

Parts of a Tooth Poster

After administering the pre-test, I noticed that they had little knowledge about the parts of

the tooth. Before I have the students work on this poster, we will discuss the parts of a tooth as a

class and have them work with a partner to complete a worksheet labeling the parts of a tooth.

This activity asks the students to create a poster that illustrates a diagram of a tooth and labels

each of the six parts discussed earlier. The students are instructed to create the poster with the

idea that this would be something a dentist could post up in his dentist office to teach his patients

about the parts of a tooth. This poster will help the students remember the parts of the tooth

themselves as they draw out and label each part. I hope that this poster will serve as a visual for

them to think back to when they are taking the post-assessment which asks them to label the

parts of a tooth. For this activity, each student will need an 11 X 17 inch poster, a pencil,

markers, colored pencils, and their worksheet with each part of the tooth correctly labeled. The

students will not have the parts of the tooth memorized already as they can use their worksheet

or any other materials to complete the poster. The students will be assessed using a scoring

rubric that I have created. It will assess students on neatness, including the six parts discussed,

and accurately labeling each part of the tooth. After the posters are completed, they will be

posted on the large bulletin board on the back wall in the classroom. This will provide a daily

visual for the children, as well as a sense of ownership in the classroom.

Eggs-periment

This activity asks the students to think critically about the effects of soda pop and acid on

one’s teeth. During our discussion for the pre-assessment, I noticed that few students knew why

they needed to brush their teeth. This experiment will help them discover what can happen if we

don’t brush and leave stuff like pop or acid on our teeth. First we will put one egg in a glass of

dark soda pop, one egg in a glass of fluoride, and one egg in vinegar. The students will make

predictions about what will happen to each tooth. We will let each egg sit overnight. Later that

day we will check on all three eggs. The students will write down their observations and discuss

what happened to each egg. The egg that soaked in pop should turn brown in color. The

fluoride egg should have a hard shell. The egg soaked in vinegar will have a soft shell. We will

read about tooth decay and how acid can be created in our mouth by the sugar and bacteria left in

our mouth. Then as a whole class we will make conclusions about what we learned in our

experiment and how this connects to what could happen to our teeth. During this time, I will use

the overhead projector to model my own writing on the worksheet and provide a visual for those

who need it. Afterwards, we will break into small groups and do a cause and effect worksheet

which reinforces the idea that the choices we make directly affect our teeth. The materials for

this experiment include: 3 glasses, 3 eggs, fluoride, vinegar, soda pop, and recording sheets for

predictions, observations, and conclusions. The students will be informally assessed by the

completion of the experiment worksheet as well as the cause and effect worksheet completed

with a partner.

A Day at the Dentist

After administering the pre-assessment, I learned that while some of my students knew

several procedures that occur when they visit the dentist, there was a large percentage that didn’t

really understand what happens to their teeth. I also learned that my students, as a whole, didn’t

have an accurate idea of how often they should visit the dentist. For this activity, I will have my

students break into small groups and read a story about a day at the dentist. Each group will

have a mixture of struggling readers and fluent readers. The fluent readers will be assigned the

larger paragraph to read, while the struggling readers will be given the task of collector and be in

charge of collecting materials. After reading about what happens at the dentist, each student will

create a storyboard or comic strip that will illustrate multiple procedures that the dentist

performs. The students will draw a picture for each procedure, as well as a written description

explaining what they have illustrated. This storyboard will show me what they have learned

about the role of a dentist and dental hygienist. The materials needed for this activity include

one copy for each student of the story A Trip to the Dentist Office, a storyboard for each student,

pencils, crayons, and colored pencils. Their storyboards will be informally assessed, which will

allow me to make observations about what they have learned about what will happen when they

visit the dentist.

Technology

I will be using the overhead projector throughout the unit. For example, when we are

looking at the parts of the tooth and the types of teeth, I will have transparencies on the projector

so that I can point out each part and all students will know which part I am focusing on. I will

also be making a large use of the computer, as many of the worksheets and handouts for the

students will be ones that I have created on my own using the computer. I will also be using the

copy machine to make several copies as well as transparencies that I will use on the overhead.

Contextual Factors

When teaching these lessons regarding dental health, I will keep in mind the observations

noted in my contextual factors. Because I noted the overhead projector and the benefit of

providing visuals for students, I will try to incorporate the overhead projector multiple times

during whole group instruction. I will also try to have my students utilize that large bulletin

board in the back by posting their dental health posters up.

Because I noted that my students are motivated by group work, I will allow many

opportunities to work with groups. They will read the story on a trip to the dentist in small

groups. When they are doing the experiment, I will have them engaged in a think-pair-share

which will allow them to write their ideas first, share with a partner, and then share with the

whole class. I also noted that my students enjoyed hands-on activities. For this reason, I do not

want my students just listening to instruction about their teeth. I want them to be using markers

and crayons to create a poster of a tooth and a storyboard. I want them to be able to feel the

squishy egg after it has been sitting in the vinegar.

There are also specific modifications I want to make for students. I want to make sure I

am giving Student 2 that extra attention so that I can read the directions and answer any of

his/her questions. When it comes to reading the story about the trip to the dentist, I want S2

paired up with fluent readers so that she can still receive the information. Because Student 1 can

be a wonderful leader, I will put S1 with students who need that direction and leadership to keep

them on task. I will also have Student 1 with grouped some of the students who need help

because he/she is a fluent reader who enjoys helping others understand the material. I will make

sure that Student 3 is either paired up with responsible and focused students who will help keep

him on task. I will also ask S3 to hand out materials and collect materials throughout the lessons,

as that will provide him/her with the opportunity to get up and move around.

V. Instructional Decision-Making:

1. One of the projects for my students was to create a “tooth poster” by drawing out a tooth and

labeling the parts of a tooth. This was proving to be a very time consuming activity, as the

students had to sketch out all the parts inside their tooth, as well as writing in the labels for each

part. Because this was taking more time than I initially planned, I decided to let them work

independently on their poster during seatwork over the next few days. However, because this

was the last item on their “To Do List” some of the students who took longer to finish their work

did not have as many opportunities they were working on their posters. I noticed that my student

with Ehlers-Danlos syndrome was rarely getting a chance to work on her poster. Because of

Ehlers-Danlos syndrome, this student really struggles with writing and drawing. When I walked

by during seatwork, this student commented to me that this (drawing the tooth) was really hard.

I decided that it was more important for me to know that he/she could label the parts of a tooth

than to be able to draw out a tooth. I asked her if I could draw the tooth for him/her. This would

lighten the workload. Then I allowed the student to take the poster home and work on it because

it was clear that he/she was exhausted and needed extra time to work on it. This modification

seemed to be successful for the student as he/she was able to correctly label the parts of the tooth

and finished the poster to a level of high quality once I allowed for the student to take it home.

2. To teach the students the harmful effects of acid relating to tooth decay, the discoloration

caused by drinking soda, and the strengthening power of fluoride, I had my students involved in

an “Eggs-periment.” After considering the materials needed for this experiment and the age

group of my students, I decided it would be better to do this experiment as a whole class. As a

class, we put one egg in a glass of soda, one egg in fluoride, and one egg in vinegar. Then we let

them soak overnight and looked at the results the next day. My plan was to stand in front of the

room and show them the eggs. However, once I held the first egg up, many students stood up

and several actually got out of the seat and came up to me to see what happened. This caused the

students who were sitting to become upset because they couldn’t see the eggs. I quickly decided

that I would have all the students sit down, and then I would walk up to each group and show

them the egg close-up. After they saw the egg, they were able to write down their observations

on their data table. This solved the problem of students trying to see it closer by standing or

getting out of their seat. It also was used as a management tool because I would only come to

the groups that were sitting quietly and patiently.

3. I knew that the story about visiting the dentist would be very difficult for my struggling

readers who especially struggle with comprehension. The directions were for the students to

read the story as a small group, and then, using the storyboard, retell what happened in the story.

The story was written so that each paragraph focused on a new event. There were six paragraphs

and six boxes in the storyboard, so each box could have one event. As I walked around the

classroom observing them working on their storyboards, I noticed that my struggling readers

were having a very difficult time. Student 2 raised his/her hand and straight out told me “I don’t

get it.” It seemed that while I paired them up with fluent readers in their small group and asked

them to simply listen and follow along, it wasn’t enough for them. I decided to take Student 2,

along with a few others, to the back table. There, I read aloud the story bit by bit. After each

paragraph, I would review and discuss the events in that paragraph with the students. Then I

would have them write down that procedure for one of the boxes on their storyboard. While I

had the rest of the class write complete sentences for the storyboard, I realized that writing was

also a challenge for these struggling readers. I modified the assignment and asked that instead

they just write a few key words.

VI. Analysis of Student Learning

Whole Class:

Learning Goal 1

1 3 5 7 9 11 13 15 17 19 21 230

1

2

3

Table 1: Learning Goal 1

Pre-Test ScorePost-Test Score

Students

Scor

e (3

max

.)

LG1 states that the students will analyze the importance of dental health. One of my

proficiency goals for LG1 was for 90 percent of the students to accurately list three reasons why

they need their teeth. On Table 1, the numbers horizontally are representing the twenty two

students in my class. The numbers vertically along the y-axis represent the score the students

received on the assessment, with the maximum score being 3 points. On Table 1, you can see

that all 22 of my students were able to list at least three reasons why they needed their teeth.

This means that 100 percent of my students were able to explain why teeth are important, which

is the first part of analyzing the importance of dental health.

1 3 5 7 9 11 13 15 17 19 210

1

2


Post-Test Score

Students

Scor

e (2

max

.)

The second proficiency goal for my students was for 80 percent of my students to be able

to get accurately name an unhealthy dental health habit and describe the effect it has on one’s

teeth. This assessment helps me to evaluate the second part of this learning goal, which is the

students’ ability to then realize the effect dental health habits have on one’s teeth. In Table 2

(above) I again have the students listed on the horizontal axis and the score listed on the vertical

axis. Here you can see that 19 of my 22 students were able to successfully score 2 out of 2

points. Unfortunately, three of my students were unsuccessful as they were able to correctly list

an unhealthy dental health habit but were not able to list the effect it would have on one’s teeth.

However, because 86 percent of my class was able to meet my learning goal, my proficiency

goal of 80 percent was met.

Learning Goal 2

1 3 5 7 9 11 13 15 17 19 210

1

2

3

4



Students

Scor

e (4

max

.)

LG2 states that the students will summarize the role of the dentist and dental hygienist.

My proficiency goal for L2 was for 80 percent of my students to score four out of four on this

portion of the post-test. To earn a total of four points, the students needed to list how often they

should visit the dentist and then name three procedures a dentist or dental hygienist may perform

during a visit to the dentist. On Table 3 (above) you can see that 18 of my 22 students were

successfully able to score 4 out of 4 on this section, which is approximately 81 percent of my

class. Therefore, my proficiency goal was met for L2, which means that 80 percent of my

students are able to summarize the role of the dentist and the dental hygienist.

Learning Goal 3

1 3 5 7 9 11 13 15 17 19 210123456



Students

Scor

e (6

max

.)b

My LG3 was for the students to be able to label the parts of a tooth. For LG3, I wanted

my students to label the parts of a tooth using a diagram and word bank. I knew that if the

students made a mistake labeling, they would probably miss two points because they would have

two labels flip-flopped. Therefore, my proficiency goal for L3 was for 90 percent of my students

to correctly label at least four of the six parts of the tooth that we had discussed. There were

only 11 students who were able to correctly label all six parts of a tooth. However, ten of the

students were able to correctly label four of the six parts, which means I only had one student

who only scored two points. Thus, 95 percent of my students were able to correctly label at

least four of the parts.

Learning Goal 4

1 3 5 7 9 11 13 15 17 19 2101234



Students

Scor

e (4

max

.)

LG4 states that the students will identify the different types of teeth. My proficiency goal

was for 75 percent of my students to correctly match each of the four types of teeth with their

function. For this question, I gave the terms in the left column and the definitions, which include

the function of the teeth, in the right column. The students were asked to match the term with its

function. On Table 5 (above), you can see that 14 of my 22 students were able to correctly meet

my goal. Unfortunately, that is only 63 percent of my class, which means my students did not

meet my proficiency goal for LG4 .

Learning Goa 5l

1 3 5 7 9 11 13 15 17 19 210123456



Studnets

Scor

e (6

max

.)

My LG5 was for students to evaluate their own dental health habits. My proficiency goal

for L5 was for 90 percent of my students to score five out of six on this portion of the post-test.

The question asked the students to list at six dental health habits that they do to keep their teeth

healthy. For each healthy practice listed, the student earned a point. Therefore to earn the

maximum six points, the student had to list at least six healthy practices. On Table 6 (above)

you can see that 21 of my 22 students were successfully able to score at least 5 out of 6 on this

section. That means approximately 95 percent of my students were able to list at least five

healthy habits that they perform that helps keep their teeth health. Therefore, my proficiency

goal was met for L5.

Individual Students:

Student 1 (S1)

LG 1 LG 2 LG 3 LG 4 LG 50123456

Table 7: Student 1

Pre-AssessmentPost-Assessment

Learning GoalsScor

e (v

aryi

ng m

axim

um p

oint

s)

Student 1’s performance can be seen in Table 7 above. This graph displays the pre-

assessment and pos-assessment for each of the five learning goals in our unit. The maximum

score for each of the learning goals varies. For LG1, the maximum points possible were three

points. For LG 2 and LG4, the maximum points possible were four points. LG3 and LG6 were

both worth a maximum of six points.

As you can see from the pre-assessment data, Student 1had a lot of prior knowledge

about dental health care. When it came to LG5, which asked the students to list six things that

S1 did to take care of their teeth, S1 was able to list six practices right away. S1 was also able to

describe at least three procedures that happen at the dentist, which is LG2. One reason why S1

may have done so well at the pre-assessment is that this student has braces, which means S1 has

been exposed to the dentist and orthodontist more than most of the students in the class.

As discussed earlier in the contextual factors, Student 1 is a very bright student who

shows great leadership skills. During the unit, S1 was constantly raising his/her hand to answer

questions or add information to what was being said. For example, when we were talking about

going to the dentist, S1 shared a comment about how the dentist saw his/her teeth growing in

wrong and sent him/her to the orthodontist for braces. When creating his/her tooth poster, S1

went above the expectations by adding a title the poster, extra illustrations, and going through the

work of making it look intricate and neat. To see a scaled down version of S1’s poster, see

Appendix C. On the post-assessment, Student 1 scored the maximum points for each learning

goal. Student 1 demonstrated his/her self-motivation and enthusiasm throughout the lessons by

continuously going above and beyond expectations.

Student 2 (S2)

LG 1 LG 2 LG 3 LG 4 LG 50123456

Table 8: Student 2

Pre-AssessmentPost-Assessment

Learning Goals

Scor

e (v

aryi

ng m

axim

um

poin

ts)

Student 2’s performance is illustrated in Table 8, as seen above. Similar to Table 7 for

Student 1, this graph displays the pre-assessment and pos-assessment for each of the five

learning goals in our unit. Again, the maximum points for each learning goal are as follows:

three points for LG1, four points for LG2 and LG4, and six points for LG3 and LG5.

Because this unit focused a lot on reading information about dental health and S2 is

entitled for reading, there were many adaptations made for S2 throughout the unit. I tried to pull

S2 with a small group and read aloud the materials as often as possible. A specific example was

the activity that asked the students to read a passage about visiting the dentist and creating a

storyboard about the events that occurred. The first adaptation I made was putting S2 in a group

with strong readers, including S1. However, as I walked around observing the students working

on their storyboards, I noticed that S2, along with a couple other struggling readers, were having

difficulty with this task. Therefore, I took S2 and the others to the back table and reread the

story to them, stopping periodically to discuss the events and allow them to record what

happened on their storyboards. While S2 was not able to write in complete sentences, he/she

used key words and accurately retold the events of the story (see Appendix D). S2 is very hard

working, and once S2 could comprehend the information, he/she did very well on the storyboard.

S2 did not have a lot of prior knowledge about dental health. Student 2 couldn’t think of

any procedures that occur at the dentist and wasn’t able to correctly label any of the parts of a

tooth. On the post-assessment, Student 1 did the best on LG1, where S1 was able to correctly

identify three reasons why we need our teeth. Although S1 did not score the maximum points on

any of the other learning goals, I still feel that S2 made a lot of improvements throughout the

unit. For example, S2 was able to correctly label four out of the six parts of a tooth on the

diagram, which means she met my proficiency goal for L3.

VII. Reflection and Self-Evaluation:

Goal Students Achieve Most Success:

After analyzing the data and the tables for each of my learning goals, I have determined

that my students achieved the most success on LG1 and LG5. Learning Goal 1stated that the

students would be able to analyze the importance of dental health. This goal required the

students to not only understand the importance of their teeth, but also the importance of taking

care of their teeth. One of my post-assessments asked my students to list at least three reasons

why the need their teeth, and 100 percent of my students were able to list all three. The second

part of the post-assessment asked my students to list an unhealthy dental habit and the result of

such a habit, and 86 percent of my class was able to do so. I think one of the reasons why the

students achieved so well on this goal is because it was one of the easier goals for my students.

However, I feel that this goal was important because it served as a foundation for my unit.

Looking back, I feel that all of our lessons were revolved around the fact that our teeth are

important and that in order to keep our teeth healthy, we need to make healthy choices.

Therefore, another reason why the students did so well on this learning goal is because it was

woven into every lesson as we talked about taking care of our teeth. While LG1 may not have

always been the objective for my lesson, the overall nature of the lessons, whether it was about

the role of the dentist or that functions of our teeth, all reinforced the ideas for LG1.

I also feel that my students achieved a lot of success on learning goal 5. Almost all of my

students were able to list at least five things they do to take care of their teeth. I only had one

student who did not list all give, but he/she was able to list four things that he/she did, so really

the whole class did well on this learning goal. This question was challenging because it was

open-ended and asked them to evaluate their own habits. However, I think the reason so many

of my students did well was because we had talked about these habits in a variety of ways. For

example, we had done an experiment that showed how pop colored your teeth brown. We made

a cause and effect worksheet that clearly allowed for students to explain in their own words what

would happen. We had discussions about what causes cavities and what we could do to prevent

them. Because I used many different activities that focused on different instructional strategies, I

was able to hit many of the different learning styles in my classroom. It is because of this variety

in my lessons that I feel my students were able to achieve so much success.

Goal Students Achieved Least Success:

The goals that students achieved the least success with were LG3 and LG4. I think LG3,

which asked the students to label the parts of a tooth, was definitely the most difficult portion of

the test. I think it was difficult for two reasons. The first reason it was so difficult was that the

students had to use a diagram, and many of them did not have a lot of experience with diagrams.

I don’t feel like a lot of the students understood that an arrow pointed to a complete section of

the tooth rather than that specific point. Many of the students seemed to get the enamel and the

crown confused, even though the crown is the section of the tooth above the gum while the

enamel is the outer covering of the whole tooth. I feel that my students could have improved if I

would have explained the function of a diagram and what the arrow points to in a clearer way.

Another area where the students lacked success in was LG4. For the post-assessment,

only 63 percent of my students were able to match the all four types of teeth with their correct

definition. The lesson on the function of the teeth was probably the least hands-on and shortest

lesson that we did. I had initially wanted to have my students eat a cracker and actually analyze

in class how they used each type of their teeth. However, after talking to the cooperating

teacher, I found out that I could not bring food into the classroom for the students to eat because

of a school policy. Instead, I had them reflect back to when they eat something, and that wasn’t

as easy for them to make a connection to. I also think it was difficult because many of the

students didn’t have all of their permanent teeth in yet. This made it more difficult for them

because they didn’t have molar teeth or canine teeth, so they couldn’t relate back to their own

mouth because it didn’t apply to them. Also, these questions had the most reading involved, and

while I did pull the struggling readers to the back and read it aloud, there are some of the lower

readers who could have still made a miscue while reading that caused them to make an error.

Effectiveness of Adaptations:

I believe that the adaptations I implemented were very effective. One of the most

effective adaptations that I implemented was allowing for extra time during seatwork for the

students to finish up work from health period. It surprised me how much time difference there is

for students to accomplish a task. I had some students who would be able to complete a task

before the time was up, and I would have to give them something to keep them occupied while

others finished up. On the other hand, I had some who needed extra time, and I had to find time

for them to finish up without making them behind in another area.

Another adaptation that helped my students was reading aloud and having discussions. I

quickly realized that if I had my students read information silently at their desk, many of my low

readers with poor comprehension skills would not gain the information they needed to succeed.

Instead, I chose to have them follow along while I read aloud and then discuss key vocabulary

and concepts with them as a whole class. When I did have them read as small groups, I made

sure to put a strong reader in each group so that there was at least one student who could model

fluency and help them with difficult words. These adaptations helped ensure that my struggling

readers were receiving the information in spite of their reading difficulties.

Future Teaching:

If I were to teach this unit again, I would definitely add some instruction about using a

diagram. I think that many of the students were unaware of how to use a diagram and what the

arrows were really illustrating. While I tried to clarify what the arrows pointed to when I handed

out the test, I don’t feel that it was enough direction for my students. I feel that if I would have

done a better job explaining and addressing how to use a diagram more thoroughly, my students

would have achieved much better on the post-assessment.

Another area I would change if I could re-teach my unit was my lesson on the types of

teeth. If I taught the lesson again, I would have found a model of teeth to use. Then I would

have the students actually see what each type of tooth looked liked in a three-dimensional visual

rather than a two-dimensional illustration on paper. Also, I would use that model to illustrate the

function of each type of teeth. For example, I would have used the model to bit into a cracker

and have the students see that the incisor teeth really do act like a scissors to bite off the food. I

strongly feel that these students benefit from hands-on and concrete manipulatives so being able

to see that first hand would have made a huge increase in their achievement level.

Professional Development:

As a professional, I see a lot of things I can improve on. A goal that I need to set is to

research and incorporate resources available to my students. After beginning my unit on dental

health, my teacher suggested I order books from Keystone Area Education Agency. Prior to

his/her comment, I hadn’t thought about resources outside of the school that I could turn to for

materials and information. The extra books in our classroom were a wonderful addition to the

curriculum. When the third grade had a dentist come in for Dental Health month at the end of

February, the dentist used a model of a teeth and a large toothbrush to demonstrate how to use

teeth. If I would have contacted a dentist, AEA, or other outside resources, I may have been able

to find more hands on models and manipulatives for my students. I feel that this goal can be met

by asking experienced teachers in the building how to order materials from AEA and asking

advice about where they seek out additional resources from their classroom. I am also interested

in attending professional development meetings that are directed towards seeking out additional

materials and resources for the classroom that are found in one’s community.

Another goal I have set for myself is to try to incorporate technology into the classroom.

Our school did not have any computers for the students to use in our room, but they did have a

computer lab down the hall that had some times available for check out. I realized that this

newer generation really enjoys technology and as technology continues to grow in importance to

our society, I feel out students need exposure to using computers. I know there are organizations

out there that have created fun and educational websites for students to learn about taking care of

their teeth. These websites are interactive and keep the students engaged while teaching them

about dental health. I want to education myself not only about what creditable and appropriate

websites I could use, but also what steps I need to take to teach my students how to use the

Internet in a safe way. One way I could begin to find websites is by researching on my own and

checking the information to make sure the facts presented are accurate. Another stop I could

take is to attend professional development meetings which focus on incorporating technology

and teaching professionals how to use the Internet in a safe and beneficial way. I feel that the

Internet is a huge resource for me as a teacher, and that I need to learn how to better incorporate

it into my lessons for my students.

Reference Page

American Cancer Society. “National Health Education Standards – 2007.” Retrieved 19 Jan.

2009 from <http://www.cancer.org/docroot/PED/content/PED_13_2x_National_

Health_Ed_Standards.asp?sitearea=PED>.

District 3rd Grade Health Goals received from Mrs. J (third-grade teacher).

School Demographic information received from Mrs. S (elementary principal).

The City of X. “Demographics: The Makeup of our Community.” Retrieved 16 Jan. 2009. <

http://www.cityofx.org/index.asp?nid=844>.

Documents

coe.uni.edu Web viewFor LG3, I wanted my students to label the parts of a tooth using a diagram and word bank. I knew that if the students made a mistake labeling, they would probably