Teaching Tools     Lesson Plan Overview   Lesson One: Plaque Busters   Lesson Two: A Little Flossing Goes a Long Way   Lesson Three: Teeth at Work   Lesson Four: Destructive Decay   Lesson Five: Fluoride Power History of the Toothbrush Handouts       Lesson Two: A Little Flossing Goes a Long Way I brush, that's good enough isn't it? Why do I need to floss, too?   Objective: Students will learn how to use floss properly. Students will observe from this demonstration that brushing alone will not remove all the plaque from tooth surfaces.   Materials: Shoebox String Scissors (for teacher's use only) Rubber glove Peanut butter Plastic knife Dental floss Toothbrush Toothpaste Science journals Pencils   Preparation on first day: Before class, make a large mouth model using the shoebox by removing the cover and cutting the sides in the shape of teeth Cut 18" piece of string or floss.   Instruction for first day: 1. Ask for raised hands from everyone who brushes their teeth at least twice a day. Now ask to see hands of students who floss daily. Tell the class that both are important and that they are going to learn why and how to floss. 2. Take the 18" of string or floss and wrap it around your index fingers as if you were about to floss. Using the shoebox mouth model, demonstrate the proper technique. Be sure to not move the floss back and forth like a saw, but rather up and down like an elevator along the tooth surfaces. For detailed flossing instructions, click here. 3. For homework, ask students to practice flossing at home.   Preparation for second day: Have materials ready and cut an 18" piece of floss. Cover the demonstration table with newspaper.   Instruction for second day: 1. Ask to see hands of those who remembered to floss last night and review flossing instruction from previous day. 2. Explain that scientists use models to demonstrate things and that you are going to do an experiment using a model to prove a hypothesis. 3. Ask each student to form a hypothesis, or best guess, about what cleans teeth better, a toothbrush or dental floss and why. 4. Have them write their hypotheses and thoughts in their journals and then share with a partner, in their group or whole class. 5. Put the glove on your hand and explain that this is a model for teeth. Hold your hand with fingers extended and slightly together, like a police officer stopping traffic. 6. Have a student help you by smearing peanut butter on your gloved hand with the plastic knife. Make sure you spread your fingers apart to allow all areas to be covered. 7. Ask "If in our model my fingers are teeth, what is the peanut butter?" Have students come up with the answer "plaque" or food particles. 8. Have a second student volunteer come up and try to remove all the peanut butter from your hand using the toothbrush with toothpaste. (It is important that you remember to try to keep your fingers together!) 9. During the brushing phase, instruct the other students to observe carefully and record what they see in their science journals. 10. Remind students that you need to brush for two minutes, and then ask a third volunteer to come up and use floss. 11. Have the other students observe and record in their journals. 12. Ask the class what they observed and if their hypotheses were proven true or false. Explain that a toothbrush is good for cleaning the exposed surfaces of teeth, but to clean in between teeth you need dental floss. Plaque that builds up between teeth can cause decay and gum disease.   Extentions:     Art   Have the students make their own shoebox mouth models and decorate them. When they are finished, they can go into a different classroom and show that class how to floss properly.       Language Arts   Have students write a scary story about the evil creatures that live in the valley of teeth, and the good floss that comes in and cleans them out.       © 2006 Procter & Gamble. All rights reserved. Legal Terms & Conditions. Privacy Policy.