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Module - Chairside Dental Assisting with Labs

Faculty Teaching Guide for Chairside Dental

Assisting with Labs

Module - Embryology and Morphology

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Faculty Teaching Guide for Chairside Dental Assisting with Labs


Module: Embryology and MorphologyModule OverviewThe formation of dental materials and their eruption into the oral cavity are studied in this module as well as the

relationship of each tooth to all others. The specific design and function of each individual tooth will also be

discussed.

The Big Picture

ResourcesThis module utilizes the following learner resources:

Textbooks:

Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar

Learning, 2004. ISBN 1-4018-3480-9.

Safety Standards and Infection Control for Dental Assistants, by Ellen Dietz, Delmar Learning, 2002. ISBN 0-

7668-2659-7.

Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J.

Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.

2

Faculty Teaching Guide for Chairside Dental Assisting

with Labs

Module:Embryology and

Morphology

Section 1:Embryology and

Histology

Part A: Maxillary and Mandibular Arches

Part B: Anatomical Tooth Structure

Part A: Oral Embryology

Part B: Histology

Section 2:Tooth Morphology


Instructor’s Manual: Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach,

2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.

Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the Power Point Presentation for

Chairside Dental Assisting with Labs.

Additional ResourcesElectronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition,

by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.

Section 1: Embryology and HistologySection OverviewEmbryology is the study of embryos and their development, and histology is the study of microscopic anatomy.

Together these topics compare the ideal dentition to deformities that may bring patients to the dental office.

Outline of SectionPart A: Oral Embryology

Part B: Histology

Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and Competencies as stated.

Knowledge

1. Define the Key Terms.

Comprehension

2. Identify the three prenatal phases of pregnancy.

3. Describe the life cycle of a tooth and the stages of development.

4. State the substances making up enamel, dentin, cementum, and pulp.

5. List the structures of the gingiva.

6. Explain the location and function of the four primary tooth structures.

Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, All Objectives)

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Pay close attention to learners who are struggling. Retention of learners in your class is important. You have the opportunity to encourage them, assist them with study skills development, and keep them in school.

Teaching Tips


[Insert In-Class Activity icon] Cleft Palate Research and Report (Part A, Objectives 2-3)

[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)

[Insert In-Class Activity icon] Dental Histology Project (Part B, Objectives 4-6)

[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)

[Insert Homework Assignment icon] Workbook Assignment (Part B, All Objectives)

Part A: Oral EmbryologyOverviewThe growth and development of a person begins with fertilization, when cells

begin rapidly multiplying and specializing into their various body parts. An

embryo goes through many developmental stages, where minor defficiencies can

create negative consequences for which patients may seek dental treatment.

This part examines each stage of embryonic growth as they relate to the teeth

and oral cavity.

Initial Questions and Activities1. Why is it important for women to have proper nutrition during pregancy?

Without proper nutrition the forming infant will not have what it needs to grow into a healthy child.

What the mother eats, medications she takes, smoking, everything the mother takes into her body will

affect the child that is to be born.

Key Concepts References and Activities SlidesIntroduction to the Module Slides 1-2

Introduction to Section 1 Slides 3-4

Key Terms [Insert Home Ass icon] Key Term Glossary Slides 5-6

Oral Embryology Chapter ____, pp. ____ (Phinney & Halstead)

[Insert In-Class Activity icon] Cleft Palate

Research and Report

[Insert Home Ass icon] Textbook Assignment

Slides 7-16

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation

4

Encourage learners to effectively use their textbooks and workbooks. They should highlight, underline, write in the margins, provide additional labels on diagrams, and write down questions, etc. Instructors can make recommendations about study strategies that apply to different activities.

Teaching Tip


[Insert In-Class Act icon] In-Class Activities Cleft Palate Research and Report (Part A, Objectives 2-3). Goal: To have learners use the Internet to

research and develop information on cleft palate and cleft lip. Have the learners go to the computer lab to

research information on cleft lip and cleft palate. They should discover information such as patient education,

support groups, links to detailed medical research, reasons for the irregularities, and treatments available.

Learners should be told to work on their own while in the lab. After a set amount of time, have learners return

to class and present their findings to the class. Discuss as a group the differences and similarities to the

information that was discovered.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What are the proper terms for the upper jaw and the lower jaw? Why is it important for dental assistants to

know the proper terms?

The upper jaw is called the maxilla or maxillary arch, and the lower jaw is the mandible or mandibular

arch. Make sure learners understand the importance of knowing the

proper terms.

[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint

presentation. They are to enter this glossary on disk, in a dedicated notebook or

in a designated part of a notebook. They are expected to augment information

from text or lecture with other resources including any available in the school or

public libraries or on the Internet and will be graded at the end of the module on

completeness and presentation.

Textbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead). Have learners complete the

workbook Chapter ____ questions. Learners should be prepared to review these in class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 1 [Insert CDA 1-1]

CDA – Stands for Chairside

PowerPoint Presentation for Chairside Dental

Assisting with Labs

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Encourage learners to form study groups. Suggest that they meet at a regular time and place to review class materials and homework assignments. For those who participate, ask them to share the positive aspects of this with the class. By acknowledging positive behaviors, you may encourage others to follow suit.

Teaching Tip


Dental Assisting with Labs.

The 1st number “1” indicates

the Module called Embryology

and Morphology. The 2nd

number indicates the slide

number.

Module: Embryology and Morphology

Prior to introducing this module. Ask learners if any

questions remain from their previous studies. If questions

remain review the material as needed.

Introduce the module.

Slide 2 [Insert CDA 1-2] Module: Embryology and Morphology

Introduce the sections and each part.

Slide 3 [Insert CDA 1-3] Section 1: Embryology and Histology

Discuss each objective in detail. Learners need to know

what they will be learning and why. Try to relate it back to

their careers as dental assistants.

Slide 4 [Insert CDA 1-4] Section 1: Embryology and Histology (cont.)

Continue to discuss each objective in detail.

Slide 5 [Insert CDA 1-5] Key Terms

Review each key term and discuss.

Homework Assignment: Remind learners about the

Key Term Glossary homework assignment.

Slide 6 [Insert CDA 1-6] Key Terms (cont.)

Continue to review each key term and discuss.

Slide 7 [Insert CDA 1-7] Part A: Oral Embryology

Inform learners that the definition of Embryology is the

study of the development of the individual during the

embryonic stage. Explain that the definition of prenatal

refers to before birth, natal refers to birth, and post-natal

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is following birth.

Discuss with learners that the zygote begins with

conception through the first two weeks, the embryo is the

developing individual from two through eight weeks, and

the fetus is the developing individual from nine weeks

until the time of birth.

Slide 8 [Insert CDA 1-8] Fertilization

Inform learners that once fertilization takes place, cell

division and specialization of the cells begin. Explain

what proliferation is.

Discuss the three stages of differentiation.

Slide 9 [Insert CDA 1-9] Embryonic Stage

Explain to the learners that the outer layer of the embryo,

the ectoderm, will become the skin, brain and spinal cord,

hair and nails, teeth enamel, and the lining of the oral

cavity.

Slide 10 [Insert CDA 1-10] Factors Influencing Prenatal Development

Explain that what individuals inherit from their parents will

determine future dentition; that if one parent has large

teeth, and the other has a small jaw, the child may have

problems with crowding, and if one parent has small

teeth and a large jaw, the child may inherit the opposite

spacing problems with the teeth. Explain that some

people are missing teeth and some have extra teeth.

Ensure learners understand that good maternal health

and nutrition throughout the pregnancy is essential,

because they affect the developing child.

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Explain that during pregnancy fever, disease, and

medications may cause problems for the evolving

embryo. An example would be the antibiotic tetracycline

prescribed to pregnant women may result in intrinsic

yellow-brown staining of the teeth.

Slide 11 [Insert CDA 1-11] Palatal Development

Discuss with learners how fusion of the palate occurs

within the 4th through 8th weeks of intrauterine life and if

not fused properly, may result in a combination of cleft

palate or cleft lip, which also creates missing and/or

malaligned teeth.

Explain to learners that if the failure of fusion is on both

sides of the midline, it is called bilateral, and if on one

side only, called unilateral.

Address how if failure of the palatal tissues to fuse occurs

this creates an opening in the hard or soft palate.

Treatment of this defect depends on the severity and is

begun as soon as the infant weighs about 10 pounds.

In-Class Activity: Stop here for the Cleft Palate Report

activity.

Slide 12 [Insert CDA 1-12] Lifecycle of a Tooth

Explain how the formation of the tooth bud begins with

changes in the dental lamina.

Describe how multiplication of cells results in the cap

stage and progresses into the bell stage as the cells

differentiate into various tissues, and then into a tooth

shape.

8


Refer learners to the figure in Chapter ____ pg. ____

(Phinney & Halstead) that shows the life cycle of a tooth.

Slide 13 [Insert CDA 1-13] Developmental Problems

Discuss each term associated with problems that can

occur during the developmental stages of the tooth. Go

through the definition of each term.

Slide 14 [Insert CDA 1-14] Eruption Period

Explain that eruption is the migration of the tooth into a

functional position in the arch and the continued eruption

throughout its lifetime.

Discuss how prefunctional begins with the formation of

the tooth and is complete when the tooth meets the

occlusal plane. Explain that functional is how the tooth

continues to move into proper relationship to the jaws

and other teeth

Discuss how problems occur during these processes,

such as impacted or malpositioned teeth, or ankylosis,

when teeth are fused to the bone, due to lack of a

periodontal ligament.

Slide 15 [Insert CDA 1-15] Factors Contributing to Tooth Eruption

Discuss each of the conditions that contribute to teeth

erupting into the oral cavity. Tell them that new bone is

deposited by osteoblasts, and that osteoclasts resorb, or

remove existing bone.

Slide 16 [Insert CDA 1-16] Maturation Stage

Explain that teeth continue to erupt throughout their

lifetime, but are worn down as a normal process of age.

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Point out how abnormal attrition may be caused by

improper occlusion or stress.

Describe how bruxism can wear down teeth due to

excessive gritting or grinding, that erosion is the wearing

away of tooth structure by chemical means, and abrasion

is wearing away of tooth structure by mechanical means

or friction.

Examples of erosion are those people who suck on

lemons or who are bulimic, and how common toothbrush

abrasion is; when people don’t brush properly and wear

down the gingival margin of the dentition.

Homework Assignment: Stop here to assign and

discuss the homework

Part B: HistologyOverviewHistology is the study of the microscopic composition and function of various

tissues of the body. The specialized cells of the teeth and surrounding structures

will be discussed in this part. It is important for dental providers to understand

these different structures and the characteristics of how they work.

Initial Questions and Activities1. From your previous studies, what are the four main parts of a tooth?

Learners should know this material. If any confusion exists make sure and clear up.

The main parts of the tooth are the enamel, dentin, pulp, and cementum.

Key Concepts References and Activities SlidesHistology Chapter ____, pp. ____ (Phinney & Halstead)

[Insert In-Class Activity icon] Dental Histology

Project

Slides 17-24

10

Focus on learners who seem to have given up learning this difficult information. Look for the signs: daydreaming, talking with other learners, not turning in homework, not responding in class, and so forth. Ask these learners directly how they are doing and develop a plan to help them learn the material.

Teaching Tip


Key Concepts References and Activities Slides[Insert Homework Ass icon]

Assessment Questions Slide 25

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities Dental Histology Project (Part B, Objectives 4-6). Goal: For learners to develop an understanding of the

differences in the various tissues of the tooth. Separate the class into 6 groups and assign each group one

tooth tissue to study: enamel, dentin, cementum, pulp, the alveolar process, or gingiva. Each group should

prepare a short presentation on the cellular structure of their tissue, as well as potential problems that can

occur, and what treatments are available to remedy the situation. This exercise should be done at the

beginning of Part B. As these areas are discussed have the group in charge of that topic present their

information and discuss as needed.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Why do you think the cuspids are more yellow in color than most of the other teeth?

The cuspids are more yellow because they contain more dentin than other teeth and the dentin shows

through the translucent enamel.

[Insert Home Ass icon] Homework AssignmentsWorkbook Assignment. Have learners complete the workbook Chapter ____ questions. Learners should be

prepared to review these in class.

End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking

Questions in Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material … Tooth Poster. Have learners draw a tooth, with the six primary tissues labeled, on a large piece of paper or

poster board. This type of activity may help secure their knowledge of the six primary tissues.

Ideas for learners who are ahead and want to learn more… Web Research. Go on the Internet and find a recent article about new technology in dentistry. Write a brief

report with the web site included. Present the information to the class.

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Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 17 [Insert CDA 1-17] Part B: Histology of Enamel

Review Part A.

Review the homework from Part A and discuss material as

needed.

Introduce Part B.

In-Class Activity: Stop here for the Dental Histology

Project.

Remind learners that enamel is formed by ameloblasts and

its matrix, including the fact that it consists of enamel rods,

or prisms.

Describe the listed characteristics of enamel.

Slide 18 [Insert CDA 1-18] Histology of Dentin

Discuss the composition of dentin and that it makes up

most of the tooth. Explain how the dentinal tubules travel

through the dentin from the dentinoenamel junction and the

dentinocementum junction to the pulp.

Describe the listed characteristics of dentin.

Slide 19 [Insert CDA 1-19] Histology of Dentin (Cont.)

Explain to learners that there are three types of dentinal

tissues.

Address how primary dentin is formed prior to eruption of

the tooth and forms the bulk of the tooth, that secondary

dentin continues to grow throughout the life of the tooth,

and that tertiary dentin is formed as the tooth attempts to

12


repair itself in response to trauma, such as dental decay or

other irritations.

Slide 20 [Insert CDA 1-20] Histology of the Pulp

Ensure learners understand that the pulp is the vital, living

part of the tooth, located inside of the dentin.

Explain that the pulp cavity is made up of blood, nerve, and

lymph vessels, and lined with odontoblasts. The tooth pulp

provides moisture and nutrients to the tooth, reacts to

external stimuli such as temperature, and attempts to wall

off irritants via white blood cells.

Describe to learners some of the problems that can happen

to the pulp. Swelling can occur due to caries or other

trauma, pulpitis is inflammation of the pulp, pulpstones are

calcified areas of the pulp, and necrotic pulp is pulp that is

either dead or dying.

Slide 21 [Insert CDA 1-21] Histology of Cementum

Explain how cementum is formed by cementoblasts and

consists of primary and secondary cementum.

Address the location of the primary cementum and how the

secondary cementum is formed.

Point out that the cementum anchors the tooth in the

socket via periodontal ligaments, such as Sharpey’s fibers,

and that problems can occur.

Explain hypercementosis and cementoclasia.

Slide 22 [Insert CDA 1-22] Histology of the Alveolar Process

Explain the alveolar process.

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Describe how cancellous bone is spongy bone, cortical

plate is the dense outer covering of bone, the socket is the

alveolus in which the tooth root sits, the interdental septum

is the bone separating one tooth socket from another, the

interradicular septum is the bone separating roots of teeth,

the lamina dura is thin compact bone lining the alveolar

socket, and the alveolar crest is the highest point of the

alveolar ridge.

Explain to learners that the alveolar process is sensory via

nerves passing through the bone, supportive to the teeth in

the socket, nutritive via blood vessels, and formative via the

osteoblasts.

Describe periodontitis as inflammation around the tooth,

caused by plaque and that it creates a loss of bone, and

periodontosis as a loss of bone, usually caused by

traumatic occlusion.

Slide 23 [Insert CDA 1-23] Histology of the Periodontal Ligament

Explain how the periodontal ligament is derived from the

dental sack that covers the developing tooth. It is

composed of bundles of white connective tissue extending

from the cementum to the alveolar bone.

Inform learners that the periodontal ligaments function as

support for the tooth, as they suspend and cushion the

tooth in the socket. The ligaments help form cementum via

cementoblasts, form periodontal ligaments via fibroblasts,

and form bone by osteoblasts.

Discuss how the nerves of the ligaments supply the tooth

14


with a sense of touch, and provide nutrition through blood

vessels in the ligaments.

Explain that periodontal ligaments can resorb bone and

cementum if necessary.

Explain that problems with the periodontal ligament include

fusion of the tooth to the bone, ankylosis, and loss of

function when a tooth no longer has an antagonist, then the

ligament narrows and the fibers lose their regular

arrangement.

Slide 24 [Insert CDA 1-24] Histology of Gingiva

Explain gingiva and its appearance when healthy.

Ensure learners understand that the gingiva functions to

protect delicate tissue, aids in chewing, and protects

against the invasion of bacteria. Discuss that gingivitis is

inflammation of the gingival and that periodontitis and

periodontosis are also diseases of the gingiva.

Slide 25 [Insert CDA 1-25] Assessment Questions

Short Activity: Stop here and have learners answer the

questions on the slide. Review material as needed to

enhance understanding.

Homework Assignment: Stop here to assign and discuss

the homework.

Section 2: Morphology Section OverviewMorphology of the teeth describes how the cutting, tearing, and grinding of food can take place, using the specific

function of each tooth and tooth components. This section illustrates the primary and permanent dentition as well

as defining parts of each tooth.

- 15 -15


Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and

Competencies as stated.

Knowledge

7. Define the Key Terms.

Comprehension

8. List the name and location of the primary and permanent teeth.

9. List the anatomical structures of the teeth and their definitions.

10. Identify the surfaces of each tooth.

11. Recognize the dental arches and quadrants.

Learning ActivitiesThese learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 9)

[Insert In-Class Activity icon] Eruption Schedule Labeling (Part A, Objective 8)

[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)

[Insert In-Class Activity icon] Tooth Soap Carving (Part B, Objectives 9-10)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part B, All Objectives)

[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)

Part A: Maxillary and Mandibular ArchesOverviewDental assistants should know the approximate times primary teeth are shed, and when permanent teeth erupt

into the oral cavity. This part provides the eruption schedule for both the upper and lower jaw.

Initial Questions and Activities1. Why do you think that when a baby tooth is lost it doesn’t have any root

structure?

When the permanent tooth begins erupting into the mouth underneath

the primary, or baby tooth, the process causes gradual destruction of

the primary tooth root preparing for the process of shedding.

16

Help learners learn effective study strategies. Consider allowing a few minutes each week in class to discuss effective and ineffective ways that students are studying for the course. Provide the opportunity for learners to share their study tips with each other

Teaching Tip

Ask learners how they are doing with their homework assignments. Get feedback. Answer questions. Ask how they would change it and make accommodations if you can. Feedback from learners is often very insightful and incorporating this feedback can help you to create an even better learning environment.

Teaching Tip


Key Concepts References and Activities SlidesIntroduction to Section 2 Slide 26

Key Terms Chapter ____, p. ____, (Phinney & Halstead) Slides 27-28

Maxillary and Mandibular Arches Chapter ____, pp. ____, (Phinney & Halstead)

[Insert In-Class Activity icon] Eruption

Schedule Labeling

[Insert Homeword Ass icon] Key Term

Glossary

[Insert Home Ass icon] Textbook Assignment

Slides 29-32


[Insert In-Class Act icon] In-Class Activities Eruption Schedule Labeling (Part A, Objective 8). Goal: For learners to

demonstrate an understanding regarding the times when both primary and

permanent teeth should erupt into the oral cavity. Instructor should provide

photocopied pictures of both the primary and permanent dentition for each

learner. Learners should label the months or years of when teeth should

erupt into the mouth. Labeled photocopies should be returned to the

instructor for grading.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What is the difference between a zygote, embryo, and fetus?

A zygote is the stage of pregnancy from conception to two weeks, the embryo from two to eight weeks,

and the fetus from 9 weeks until birth.

[Insert Home Ass icon] Homework AssignmentsKey Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this

glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment

information from text or lecture with other resources including any available in the school or public libraries or on

the Internet and will be graded at the end of the module on completeness and presentation.

- 17 -17

Remind learners that one of their important responsibilities in their career will be patient education. They cannot do this unless they understand the material. Patient education is a skill that must be practiced. The more they practice, the more effective they will be. Try to provide opportunities for this practice in your class.

Teaching Tip


Textbook Assignment. Have learners read Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material … Repetition: Practice saying dental terms as often as possible. Use the correct terminology when discussing

anatomy and physiology rather than common terms. Get into the habit of using technical terms.

Ideas for learners who are ahead and want to learn more … Vocabulary: Take action to increase your vocabulary. Write down new words you read or hear and then go to

a dictionary and ensure that you understand the meaning and usage. Set a goal to learn a few new words

each week and try to use them in conversation.

Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide

26

[Insert CDA 1-26] Section 2: Morphology

Inform learners that Morpholoy is the study of the shape

and form of teeth. Discuss each objective in detail.

Learners need to know what they will be learning and

why. Relate it back to their careers as dental assistants.

Slide

27

[Insert CDA 1-27] Key Terms

Review each key term and discuss the importance of

knowing the definition of each.

Slide

28

[Insert CDA 1 -28] Key Terms (cont.)

Continue to review each key term and discuss.

Short Activity: Stop here and review the Key Terms

Glossary homework assignment. Make sure learners

understand the importance of learning each term and

acquiring new vocabulary.

Slide

29

[Insert CDA 1 -29] Part A: Maxillary and Mandibular Arches

Refer learners to the maxillary and mandibular arch

shown in Figure found in Chapter _____ pg. ____

18


(Phinney & Halstead).

Remind them that the upper jaw is the Maxilla and the

lower jaw is the Mandible. Go through the name of each

tooth in each quadrant of the permanent dentition.

Explain that there are four quadrants, each containing the

same teeth.

Describe how the mandibular arch functions to bring the

force of occlusion against the maxillary arch.

Slide

30

[Insert CDA 1-30] Function of Each Arch

Ensure learners understand that the form and shape of

each tooth, as well as their proper position in the arch,

influence the functioning of the jaws.

Describe antagonists as the tooth in the opposite jaw and

the tooth on either side of it, and how their proper

alignment equalizes the force of occlusion, distributes

chewing stresses more evenly, as well as supporting the

tooth next to it.

Slide

31

[Insert CDA 1-30] Tooth Eruption

Refer learners to the Tables in Chapter ____ on pp.____

(Phinney & Halstead) that present the eruption and

exfoliation dates. (These Tables can also be found at the

end of this faculty guide).

Describe how the permanent teeth erupt into the oral

cavity and that those that replace primary teeth are called

succedaneous. Ensure learners are aware that the

primary dentition does not include bicuspids or third

molars.

- 19 -19


Slide

32

[Insert CDA 1-32] Tooth Eruption (cont.)

Describe to learners how anterior and posterior teeth

develop.

In-Class Activity: Stop here for the Eruption Schedule

Labeling activity.

Homework Assignment: Stop here to assign and

discuss the homework.

Part B: Anatomical Tooth StructuresOverviewThis part discusses the structures of both primary and permanent teeth. Basic

anatomical landmarks must be familiar to the dental assistant. This knowledge is

necessary in order to provide dental treatment on the correct location of the correct

tooth.

Initial Questions and Activities1. From the more pointed shape of the anterior teeth, and the flatter, wider posterior teeth, what do you think the

different functions are for each?

The anterior teeth are sharp and designed to cut and tear food, while the posterior teeth will grind food

during mastication.

Key Concepts References and Activities SlidesAnatomical Tooth Structures Chapter ____, p. ____ (Phinney & Halstead) Slides 33-35

Assessment Questions [Insert Group Activity icon] Tooth Soap

Carving

[Insert Home Ass icon] Textbook and

Workbook Assignment

[Insert Home Ass icon] End of Chapter

Activities

Slide 36

20

Use some questions that do not rely on a complete understanding of the concepts to encourage struggling learners to participate without fear.

Teaching Tip



[Insert In-Class Act icon] In-Class Activities Tooth Soap Carving (Part B, Objectives 9-10). Goal: For learners to understand the design of specific teeth

by bringing them into a three-dimensional form Learners should bring in 2-3 bars of white, creamy soap.

Inform learners that inexpensive, dry soap will break. Instructor should provide lab knives and carving

instruments such as tanner, hollenbach, and discoid-cleoid carvers. Learners will carve one posterior and

one anterior tooth. Remind them that only one-third of the tooth is the crown and two-thirds is tooth root.

They should use the textbook pictures to help provide the proper shapes.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Which teeth are not included in the primary dentition that are part of the permanent dentition?

Bicuspids and third molars are not part of the primary teeth.

2. Do the teeth always erupt into the mouth exactly as the eruption schedule states?

Some people’s teeth will erupt early and others will erupt later than the stated months or years.

[Insert Home Ass icon] Homework AssignmentsTextbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead), and complete

the workbook Chapter ____ questions. Learners should be prepared to review these in class.

End of Chapter Activities. Have learners complete the Review Questions and Critical Thinking Questions in

Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material … Become Organized: If learners are struggling due to not being organized. Have them work with advanced

learners on methods that may help them become more organized.

Ideas for learners who are ahead and want to learn more… Web Research: Have learners go to http://www.Dentistry2000.com and find listings for continuing

education resources online. See if any articles relate to tooth morphology. Read the articles and report your

findings to the class.

Presentation ToolsNote: If you change Objectives or Assignments, don’t forget to change the

slides accordingly.

- 21 -21

http://www.Dentistry2000.com/


Slide

33

[Insert CDA 1-33] Part B: Anatomical Tooth Structures

Review Part A. Make sure that any remaining questions are

answered.

Review the homework from Part A.

Introduce Part B.

Review each tooth surface name and ask the class to give

the definition of each one. This should be a review of

materials previous learned.

Describe how facial, labial, and buccal each have specific

definitions, but that they are really the same surface.

Explain that convex means curved or rounded inward,

concave is curved or rounded outward, and contours are

the curved surfaces of the teeth. Inform them the contact is

where the tooth touches its neighbor on each side and also

where it touches the tooth on the opposite arch. The

contact point functions to keep food from being trapped

between the teeth, helps stabilize the dental arches, and

protects the interproximal gingival tissue from trauma

during mastication.

Explain that the embrasure is the “V” shaped space

between the proximal surfaces of two adjoining teeth in

contact.

Slide

34

[Insert CDA 1-34] Anatomical Tooth Structures (cont.)

Refer learners to the textbook figures in Chapter ____,

pp.___ (Phinney & Halstead) as you go through each tooth

structure. Encourage learners involvement in the

22


discussion by having them give the definitions.

Slide

35

[Insert CDA 1-35] Anatomical Tooth Structures (cont.)

Continue to go over each term and definition for tooth

landmarks while referring to the textbook figures.

Short Activity: Stop here and complete the Case Study at

the end of the chapter.

Slide

36

[Insert CDA 1-36] Assessment Questions

Short Activity: Ask the group to answer these questions to

assess their comprehension of the material.

In-Class Activity: Stop here for the Tooth Soap Carving

activity.

Homework Assignment: Stop here to assign and discuss

the homework.

Slide

37

[Insert CDA 1-37] Summary of Module

Remind learners that understanding how teeth are formed,

and when they should erupt into the mouth will make them

better dental healthcare providers, and knowing the names

and surfaces of the teeth is mandatory for their careers.

- 23 -23

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