· Web viewShow students the Venn diagram and explain that they will be using it to compare human teeth and animal teeth. Provide some examples for each part of the diagram. Independent

Unit: Dental Health

Grade Level: Kindergarten

Dental HealthBrenda Grab

Bloomsburg University

Montgomery Elementary School

Spring 2020

Unit Overview ………………………………………………………………………………………………………….. 3

Pre-Assessment ……………………………………………………………………………………………………….. 5

Post Assessment ………………………………………………………………………………………………………. 7

Unit Reflection ………………………………………………………………………………………………………….11

Expanded Lessons …………………………………………………………………………………………………….12

Day 1: Parts of the tooth………….. ……………………………………………………………………………..12

Day 2: How to care for teeth… …………………………………………………………………………….. ..16

Day 3: Who is the dentist……………………………. ………….……………………………………………..19

Day 4: Healthy foods for good health……………………………………………………………………….22

Day 5: Animal Teeth ………………………………………………………………………………………………26

Worksheets ………………………………………………………………………………………………………….. 29

Unit Plan: Dental Health

Unit Author: Brenda Grab

Course: Student Teaching/Spring 2020

School: Montgomery Elementary School

Co-Op: Mrs. Kim Delullo

Introduction:

Health, Wellness and Physical Development: Healthful Living

Subject Area of Interdisciplinary Integration: Math skills, each day students will be given a math worksheet for seat work. These math worksheets include, Toothy Ten Frames (fill in ten frames to show each number on the tooth), Fix the Floss (write the numbers on the floss in order from least to greatest), Place Value Toothpaste (write the number on the tube of toothpaste), Lost Teeth Totals (use the graph to answer questions), Color by Number Word (use the number words to determine what color to color the dentist picture). Language Arts Written, each student will be asked to create small writing samples in their writing journal. Art Skills, students will be creating a dental health art project that will require them to use fine motor skills using scissors, glue, crayons and pencils.

The dental health unit consists of five lessons that can be presented over a five-day period; one lesson per day. At the end of this unit, students will understand the key concepts of good dental health.

PA Standards/Anchors:

10.2 Healthful Living

10.2 K.A – Identify fundamental practices for good health. 10.1 K.C – Identify foods that keep our bodies healthy.

Big Idea: Children need to make healthy choices to optimize their learning potential. This unit will help students understand key concepts of good dental health beginning with the understanding teeth are an important part of our body that help us chew and speak. Additionally, students will learn about several things that they need to do to keep their teeth healthy, parts of the tooth and the role a dentist plays in helping us keep our teeth healthy.

Essential Questions:

What are teeth made of?

How do we take care of our teeth? What happens when we don’t take care of our teeth? What is a dentist? What are some good food choices for keeping our teeth healthy? Do animals have teeth? Are they like mine?

Instructional Objectives:

Students will be able to identify parts of the tooth with 80% accuracy. Students will be able to identify four things they need to do to keep their teeth

healthy (brush, floss, see the dentist regularly, and good food choices) with 100% accuracy.

Students will be able to identify the role of a dentist with 100% accuracy. Students will be able to identify good food choices with 90% accuracy on the

“Healthy Choices for Dental Health” worksheet. Students will be able to compare their teeth with animal.

Pre-Assessment:

Prior to this unit, information about students prior knowledge about dental health will be recorded on a K-W-L chart. I will work with each student independently during free choice to complete the first to sections of this chart.

Parts of the tooth

4 things for good dental health

What is a dentist

Good food choices for healthy teeth

Similarities to animal teeth; differences

Gannon

DixonLayla

DillonEzrahOryen

AshlynnSamanthaVivianCharity

Nataley

Ally

Brianna

Racin

Loralie

Alfred

Peyton

A check ( ) will indicate the student has some knowledge of the concept. An x ( ) will indicate the student has no knowledge of the concept. The teacher can use numbers as an indication of the student knowing 2 out of the four things needed for good dental health. Information will also be recorded in the first two sections of the K-W-L chart.

Pre-assessment 2/Formative Assessments:

Formative assessments are ongoing and will occur at the beginning of each lesson as well as throughout the lesson. Teacher will monitor student responses to assess understanding.

Post-Assessment/Summative Assessment(s):

During free choice time, teacher will complete the last section of the K-W-L chart with students one on one. At the end of the daily lessons, students will complete worksheets and projects independently to demonstrate growth.

Parts of the tooth summative assessment:

How to care for my teeth summative assessment project:

Summative Assessment for Who is a Dentist and how do they help us care for out teeth:

Summative Assessment for Healthy Food Choices for good Dental Health:

Summative Assessment Project for Comparing People Teeth to Animal Teeth:

Content/Daily Lesson Plans:

Day one – Introduction to dental health. Learning about the parts of the tooth. Day two – Introduction to tooth care. Four important things for healthy teeth. Day three – Introduction to knowing about a dentist. How this person helps keep out teeth

healthy. Day four – Introduction to the importance of food choices for good dental health. Day five – Comparing people teeth to animal teeth.

Integration of Resources and Technology:

Throughout the unit, students can use their iPads to investigate concepts for good dental health. A list of dental health videos for kids was made available for students to access. They can access videos using the code on the display poster shown below:

Differentiated Learning Activities:

Characteristics of Mrs. Delullo’s kindergarten class: There are 17 students; 10 girls, 7 boys. Four students require time out of the classroom to work with the reading specialist. Two students are pulled out to work with a speech therapist, and two students receive additional support for math twice a week.

Lesson Activities: Interest: Throughout the unit, listen for student responses to adjust activities that focus on student interest. Readiness: Students in this kindergarten class are split in two teams based on skill and ability. Students who perform on a higher level can offer support to students who struggle. Team 1 students offer peer tutoring to team 2 students during work times. Environment: Students use a flexible seating arrangement to do their work and can freely move around the classroom to access books, iPads, and sight words.

Accommodations: There are no specific academic accommodations made for learners who receive extra support for reading or math. Teacher will allow for extra time for certain students to complete worksheets/projects.

Unit Reflection:

Overall Reaction:

Assessment Scores:

Analysis of Student Learning:

Analysis of Teaching:

Planning and Preparation

Classroom Environment

Instruction

Professional Responsibilities

EXPANDED LESSONS

Lesson 1 of 5

Lesson Title: Introduction to Dental Health; Learning Parts of the Tooth

Health, Wellness, Physical Development; Learning about My Body


Time Allotted: 30 minutes

Subject Area: Health and Wellness

Standard(s)/Anchors: 10.2 K.A – Identify fundamental practices for good health.


What can you tell me about your teeth? How can we describe our teeth? What are some properties of teeth?

Instructional Objective: Students will be able to identify parts of the tooth with 80% accuracy.

Formative Assessment: Prior to the beginning of the lesson, teacher will have completed the first two sections of a K-W-L chart with students during free choice time at the beginning of the school day. Teacher will listen to student responses during whole group instruction to assess background knowledge.

Summative Assessment: Students will complete a worksheet that will require them to cut and paste the parts of the tooth.

Lesson Body:

Introduction: Gather students whole group on the carpet and show them a picture of a tooth highlights its parts, including the root. From this perspective, it does not look like a tooth students are used to seeing.

Ask students to identify what is in the picture. Give them time to share with a partner what they think this image is. Bring students back to whole group by counting back from 3, 2, then 1. Call on students who have their hands raised. If they identify it as a tooth, ask if they knew that teeth have “parts,” and if they cannot identify it as a tooth, share with them that this is a tooth and it has many parts.

Teaching Procedure: Now that the students are engaged, tell them that we are going to learn about the parts of our teeth. Teeth are important for chewing and even speaking. Set the purpose of the read aloud by telling students to listen for what teeth are made of. Read from The Tooth Book: A Guide to Healthy Teeth and Gums by Edward Miller, focusing on “See inside a Tooth” section of the book. After reading the book list the parts of the tooth: enamel, pulp, dentin, root, crown, and cementum. As you list the parts of the tooth have students repeat the word. Discuss what they think this part might do. Draw lines from the words to the matching part of the tooth that you used in the beginning of the lesson. It is helpful to have this image laminated so that it can be used in the future.

Guided Practice: Show students a diagram of the tooth that is labeled and discuss the function of each part. Explain that they will receive a worksheet that requires them to cut and paste labels to the tooth like the one we are looking at whole group.

Crown – the part of the tooth that sticks up above the gum

Root – the part of the tooth that sits below the gum

Enamel- white outer surface of the tooth

Dentin – hard porous tissue underneath the enamel that is harder than a bone

Pulp – soft center of a tooth that has blood vessels and nerves

Cementum- bone like tissue that covers the root and “cements” or holds the tooth to the jawbone

Independent Practice: Students will independently take a similar worksheet back to their seats and cut and paste the parts of the tooth and correctly label the tooth diagram.

Enrichment: Students who finish early can color the tooth diagram appropriately; the pulp is red, the dentin is yellow, the gum is pink.

Closure: Students will return to the carpet with their diagrams to review the worksheet whole group and to check our work. To end the lesson, we will watch the youtube video “Why We Brush Our Teeth.” https://youtu.be/aOebfGGcjVw

Lesson Essentials


Interest: Using images to engage students in the lesson. Rather than using a plain picture of a tooth, an image of a tooth that reveals the multiple layers of a tooth keeps students guessing what information will be revealed in this lesson. Understanding that some students are visual learners requires images, word labels and diagrams.

Tactile Learners: Playdough will be available at art center for students to create parts of the tooth. Using white, pink, and yellow playdough, students will follow a diagram to create the parts of the tooth with each color of playdough representing parts of the tooth.

Readiness: Students who struggle with following directions or reading are given extra time to complete their work.

Summative Assessment: The last section of the K-W-L chart will be completed by the teacher and student during afternoon free choice time.

Instructional Resources, Materials and Technology:

Laminated image of a tooth and its many layers Whiteboard and Markers

The Tooth Book: A Guide to Healthy Teeth and Gums Tooth diagram worksheets

Pencils, scissors, glue sticks iPads

Youtube video https://youtu.be/aOebfGGcjVw

Post-Lesson Reflection:


Students were able to label the worksheet with some assistance. This was a difficult lesson for the students. They remained engaged throughout the lesson, however helping them understand that a tooth has many parts and each part is unique, was a challenging concept for this group. I do believe that The Tooth Book was extremely helpful because it provided illustrations that the students could go back and review.


https://youtu.be/aOebfGGcjVw

https://youtu.be/aOebfGGcjVw

I think that the next time I present this lesson, I will use a web technique to present the parts of the tooth. I was glad that I had The Tooth Book because it was age appropriate and students could connect, however, to reinforce key vocabulary using a web on the white board will help students identify the parts of tooth easier and understand the purpose or the attributes of each part. I don’t expect any of the students to become a dentist after this lesson, but the goal is to educate them about the importance of good dental health.

Lesson 2 of 5

Lesson Title: Introduction to Dental Health; How Do I Take Care of My Teeth?







How can we take care of our teeth? Why is it important to take care of our teeth? What happens when we don’t take care of our teeth?

Instructional Objective: Students will be able to correctly name four things with 100% accuracy that they need to do to take care of their teeth. They will extend their understanding of why it is important to keep their teeth healthy.

Formative Assessment: Teacher can look back at the two first sections of the K-W-L chart completed by students to check for prior knowledge about caring for teeth. Teacher will listen to student responses to check for understanding. Can ask students if they brush and if they answer yes, ask if they know why?

Summative Assessment: Students will create a tooth care project that includes four things they need to do for good dental health. Students will be able to identify and explain with 100% accuracy each of the four components of good dental hygiene.

Lesson Body

Introduction: Gather students whole group on the carpet. Begin by showing students items like toothpaste, floss, toothbrush, and mouth wash. Ask students if they know what these items are and why I am showing them.

Teaching Procedure: Allow students to discuss what they think these items are and what they do to take care of their teeth. Bring the class back to whole group, ready to listen. Make a list of things they do to take care of their teeth. Before the read aloud, state the purpose of today’s lesson: tell students to listen to what we need to do to take care of our teeth. Reread the book The Tooth Book: A Guide for Healthy Teeth and Gums by Edward Miller, focusing on the sections “Tooth Decay,” “Brushing,” “Flossing,” and “Healthy Eating.” After reading, revisit the list that we came up with before reading. Discuss what they learned from the reading and modify the list to what they learned. Explain that we will conduct an experiment to show what happens to teeth when they are exposed to coffee, soda and water, but not taken care of. Next, set up for an experiment.

Experiment:

*This will only require a few minutes to set up, the experiment will require observation over a two-day time period.

Guided Practice: Show students the materials they will use to create a “How to Care for My Teeth” project. Explain the directions and show students a completed example of what a finished project will look like.

Independent Practice: Students will independently create a “How to Care for My Teeth” craft by coloring, cutting, and assembling the project. Teacher will assist with inserting the metal brads; however, the student will be responsible for explaining each of the four concepts that will be displayed on the completed project.

Closure: Students will apply what they learned by writing two sentences in their writing journal about what they need to do to keep their teeth healthy.

Lesson Essentials


Interest: Understanding that some students enjoy making projects, this lesson included the “How to Care for My Teeth” project that students could customize by coloring it and using it as a reference to what is necessary to have healthy teeth. Also, recognizing there are students who enjoy learning from experiments, this lesson includes an experiment that will require students to make and record observations about what happens to teeth that are exposed to certain liquids.

Readiness: The “How to Care for My Teeth” project is a good tool for students who struggle to recall information. This project includes images as well as words about good dental hygiene.

Use of Technology: Students can access “How to Have a Bright Smile” on youtube at https://youtu.be/qw0onDY2eog

Summative Assessment: Students will show what they learned about dental care by writing two sentences in their writing journal. Students will also be able to accurately explain their “How to Care for My Teeth” project.

Instructional Resources, Materials and Technology:

Toothbrush, toothpaste, floss, mouth wash Whiteboard and Markers

The Tooth Book: A Guide to Healthy Teeth and Gums Template for project

Pencils, scissors, glue sticks iPads

youtube https://youtu.be/qw0onDY2eog



Student love experiments. To hook students we talked about what might happen to the eggs that would soak in coffee, soda and water. Students made predictions before our whole group lesson. Now that they were concerned about how these things would impact the eggs, we talked about how we can take care of our teeth, because like the eggshells our teeth are exposed to all kinds of foods and drinks everyday. This was an effective lesson and students could grasp the content more easily. I would assume it is because most students independently brush their teeth and understand why they do this.


I once again referred to The Tooth Book and incorporated a fictional story about the tooth fairy. Students completed the tooth project independently which they then could take home to share with their families. In addition, the students created a tooth fairy and completed a tooth fairy job application. I was pleased with how the activities lined up with the lesson content. I was able to use some math worksheets that I pulled from Teachers-Pay-Teachers website. The school principal observed this lesson and I feel that it went well.

Lesson 3 of 5

Lesson Title: Introduction to Dental Health; What is a Dentist







What is a dentist? When do you see a dentist?

Instructional Objective: Students will be able to identify the role of a dentist with 100% accuracy. Students will understand that it is important to visit a dentist for regular checkups and cleanings.

Formative Assessment: Teacher can look at the first two sections of the K-W-L chart to check to see if there are students who may have mentioned who takes care of their teeth such as a dentist. Teacher will listen to student responses during whole group instruction to assess background knowledge.

Summative Assessment: Students will complete a “Going to the Dentist” worksheet that requires students to write one thing a dentist does, one thing a dentist uses, and one reason it is important to visit the dentist.

Lesson Body:

Introduction: Gather students whole group. Sing the song “This is the Way We Brush Our Teeth” using hand motions and allowing students to get their “wiggles out.” Get students ready to listen by counting back from three to one. Review what we have learned about teeth so far and ask if anyone knows who helps us take care of our teeth? Ask students to share about a time they went to the dentist.

Teaching Procedure: Ask students to share what they think a dentist does. Make a list on the white board of things a dentist does. Tell the students to listen for what a dentist does and why it is important to visit the dentist regularly as you read the book A Day In the Life of A Dentist, by Heather Adamson. After reading, ask students if they learned something new about a dentist. Modify the list on the whiteboard if necessary. Next, play the video visiting the dentist at https://youtu.be/39BfmKyYnVI .

Guided Practice: Modeling introduce the “Going to the Dentist” worksheet. Read the three boxes on the graphic organizer that states…what a dentist does, what a dentist uses, and it’s important to visit the dentist because: Explain to the students that they will need to fill in these

https://youtu.be/39BfmKyYnVI

areas with what they have learned about dentist. They are only expected to write one thing for each box.

Independent Practice: Students will take the graphic organizer back to their seat to fill in the areas that state what a dentist does, what a dentist uses, and it’s important to visit the dentist because: Students will write one thing in each space.

Closure: Students will return to the carpet to share what they put on their graphic organizer. Students will take this home to share with caregivers.

Lesson Essentials


Interest: Recognizing that some students enjoy learning through movement, a song with hand motions will be used to review how to brush teeth. Some students enjoy sharing stories about their own experiences; this lesson provides an opportunity for student to share their experiences about visiting a dentist.

Visual/auditory learners: Using the smartboard this lesson includes a video about visiting the dentist. This provides access to information that is appealing to visual and auditory learners. Graphic organizers are also beneficial for visual learners where they can see the key concepts displayed on a chart.

Readiness: Addition support will be provided to students who are not independent writers. Additional time will also be provided for students who do not complete their worksheet.

Instructional Resources, Materials, and Technology

White boards & Markers

Book: A Day In the Life of A Dentist, by Heather Adamson.

“Going to the Dentist” graphic organizer worksheet

Smartboard to display youtube video visiting the dentist at https://youtu.be/39BfmKyYnVI .

Pencils and crayons



Again, this lesson included content that was relatable to students because by this age they have visited the dentist and have some background knowledge about this process. Students completed independent work with little or no assistance. The writing prompt required them to complete the worksheet “what is a dentist?” Each student could complete the three boxes on this worksheet. Lower level students needed assistance with writing, but could state their answer.

https://youtu.be/39BfmKyYnVI


I presented the information about a dentist from The Tooth Book, then read a fictional story to the students. I think it would be helpful to find an actual dentist to participate in this lesson if their would be a dentist that would be willing to come in for a visit. Out of the 17 students, there was one student who has never been to the dentist. The lesson became overwhelming for her and caused her anxiety. I did what I could to ease her fear and reteach the content that may have upset her, but to see an actual dentist may help calm the fear associated with going to the dentist.

Lesson 4 of 5

Lesson Title: Introduction to Dental Health; Healthy food for good dental health






10.1 K.C – Identify foods that keep our bodies healthy.


What are some good foods that we can eat to keep our teeth healthy? What are some foods that may not be so good for our teeth?

Instructional Objectives: Students will be able to accurately identify foods that are good choices for good dental health and identify foods that should be eaten in moderation with 90% accuracy with a sorting worksheet.

Formative Assessment: Teacher can refer to the first two sections of the K-W-L chart that the students completed at the beginning of the unit to check for prior knowledge about good food choices associated with good dental health. Teacher will listen to student responses throughout the lesson to assess understanding.

Summative Assessment: At the end of this lesson, the students will complete a sorting worksheet that requires them to cut and paste healthy food choices and unhealthy food choices to the appropriate boxes.

Lesson Body:

Introduction: Have students gather around the table where the experiment is ready for observation. Show students the affect coffee, soda, and water had on the eggshells. Ask students to think about what other foods do to their teeth. Have students record the data on their experiment worksheet. After observing the experiment, gather students to the carpet.

Teaching Procedure: Now that the students are engaged, continue to discuss how eating healthy foods help their teeth compared to what eating unhealthy foods can harm their teeth. Ask students to list good food choices. As students name healthy foods, record the list on the white board. Next, ask students to discuss foods that are unhealthy and should only be eaten in moderation. Continue to write a list on the white board. Use two separate columns labeling one column healthy choices and one column unhealthy. State the purpose of the book that you are going to read, Snacks for Healthy Teeth by Mari Shuh

Tell students to listen as the book is read to see if there are foods that we did not list. After reading the book, modify the list as necessary.

Guided Practice: Show the students the worksheet that they will be completing. Explain the directions, identify the food images that they will be cutting, sorting and pasting to both columns.

Independent Practice: Students will independently complete the worksheet cutting, sorting, and pasting food that is considered good for teeth and foods that are considered bad for teeth. Additionally, students will write two sentences in their writing journal about healthy foods.

Lesson Essentials


Interest: Understanding that some students learn by hands on learning experiences, this lesson includes observation of an experiment that shows the impact certain beverages have on teeth. The students will have the opportunity to record their observations and discuss the results in a whole group setting.

Readiness: Additional time and support will be provided to learners who are struggling and are not considered independent writers.

Technology: Students can access a youtube video on their iPads about healthy eating at the following link https://youtu.be/HBqDV0usVxI This is a shared reading video.

Instructional Resources, Materials, and Technology:

Experiment from day two (eggshells, coffee, soda, water, clear cups)

Data collection worksheet

Pencils and crayons

Whiteboard and markers

Book Snacks for Healthy Teeth by Mari Shuh

Healthy choices sorting worksheet

Scissors and glue

Access to youtube read along video https://youtu.be/HBqDV0usVxI



The students were impacted by the results of the experiment. Many of them had concerns for me because they see me drink coffee. The experiment created the opportunity to discuss healthy food choices and re-visit the content presented over the previous three days. Students once again could demonstrate learning through their independent work time, their writing, and during free choice time when they used their iPads to watch dental health videos. I heard them talking about key vocabulary and of course sharing information with me throughout the day.


https://youtu.be/HBqDV0usVxI

https://youtu.be/HBqDV0usVxI

As I did previously, I used the The Tooth Book to present content but then pulled a fictional book from the classroom library to share with the students. It was called Grandpa’s Teeth. It was a book about Grandpa losing his false teeth, so I modified my speech to mimic a grandpa without teeth. The kids loved it and it kept them engaged. I received positive from Mrs. Delullo as well. It was a rewarding experience because not only did the children learn, but they enjoyed the lesson. One student even requested to check out a copy of the story I read in class from the school library.

Lesson 5 of 5

Lesson Title: Introduction to Dental Health; Comparing people teeth to animal teeth






3.1 K.A.5 Observe and describe structures and behaviors of a variety of common animals.


What animals can you think of that have teeth? Are animal teeth the same or different from people teeth?

Learning Objective: Students will compare people teeth to animal teeth and accurately explain similarities and differences.

Formative Assessment: Teacher will listen to student responses throughout the lesson to check for understanding.

Summative Assessment: Students will use a venn diagram to compare people teeth to animal teeth. Students will write two sentences about how people teeth are either the same as animal teeth or different.

Lesson Body

Introduction: Using the shark puppet call students to the carpet. When students are sitting and ready to learn, ask them what they think about the shark? What do they notice about his teeth? Do sharks have teeth like people?

Teaching Procedure: Now that students are engaged in learning, thinking about the shark and the teeth, ask them to think about other animals that have teeth. Begin to make a list of the animals they give. After compiling a good list of animals, ask students to describe the type of teeth the listed animals have (pointy, sharp, flat, big, small, several). Now set the purpose for the read aloud; tell students to listen for how some animal’s teeth are alike and different from our teeth. Read the book, What If You Had Animal Teeth by Sandra Markle. They should also listen for why people and animals have different shaped teeth.

After reading What if You Had Animal Teeth, discuss what students learned about types of teeth different animals have. Talk about why they have the type of teeth they do. Refer back to the book from lesson one and two, reviewing the section “Permanent Teeth” in The Tooth Book: A Guide to Healthy Teeth and Gums. Discuss the types of teeth that we have and how they are alike and different from animal teeth.

Guided Practice: Show students the Venn diagram and explain that they will be using it to compare human teeth and animal teeth. Provide some examples for each part of the diagram.

Independent Practice: Students will work on their own Venn diagram at their seats. After they complete their diagrams students will write in their writing journal. They can choose to write about what they learned about animal teeth or they can do a fun writing using the prompt from the read aloud: What if I had animal teeth.

Lesson Essentials


Interest: Understanding that some students learn through using their imagination this lesson uses a fictional story to help students compare animal teeth to people teeth. For independent practice students are permitted to create fictional sentences that require them to explain what they would be like if they had animal teeth. They will then create an illustration to match their sentences.

Readiness: Students who are not considered independent writers will receive extra support from the teacher.

Instructional Resources, Materials, and Technology:

Shark puppet

Book What If You Had Animal Teeth by Sandra Markle

Book The Tooth Book: A Guide to Healthy Teeth and Gums.

Venn Diagram Worksheet

Pencils and crayons

Whiteboard and markers

Youtube video “Weird Animal Teeth” https://youtu.be/TG3fyVOWqJY



Students loved learning about different animal teeth and continued to search for more information on their iPads about interesting facts. They could do this using the QPR code I provided for them to scan.


The lesson was fun to present, but I will not use the Venn diagram for the future lessons. Not for this topic. We completed it whole group, but it did not seem effective and it was difficult to use this as an assessment tool.

https://youtu.be/TG3fyVOWqJY

Worksheets (Purchased from Teachers Pay Teachers)

Documents

· Web viewShow students the Venn diagram and explain that they will be using it to compare human teeth and animal teeth. Provide some examples for each part of the diagram. Independent