oral health, nutrition, anatomy and physiology 1

Module - Nutrition and Anatomy and Physiology

Faculty Teaching Guide for Oral Health,

Nutrition, and Anatomy and Physiology

Module - Nutrition and Anatomy and

Physiology

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Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology



Review of Previous Module

Review topics from the previous module to confirm understanding prior to presenting new material.

Module Overview

Preventing disease is much better than treating problems once they have begun. Oral health and nutrition are as

interrelated as nutrition is to how all parts of the body function. Digestion begins in the mouth, where food is

physically broken down by chewing and chemical digestion initiated by saliva. Cells throughout the body need

nutrition in order to operate. These cells form tissues and organs which are synchronized collectively as a

human being. As healthcare providers, it is important for dental assistants to understand how each of the body

systems interact with each other, and specifically to know the structures and functions of the oral cavity, head

and neck, as well as ways to avoid oral disease.

The Big Picture

ResourcesThis module utilizes the following learner resources:

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Faculty Teaching Guide forOral Health, Nutrition, and Anatomy

and Physiology

Module:Oral Health and NutritionNutrition

and Anatomy and Physiology

Section 2:Anatomy and Physiology

Section 1:Oral Health and Nutrition

Part A: Body Systems I

Part B: Body Systems II

Part A: Preventive Dentistry

Part B: Nutrition

Part A: Face and Oral Cavity

Part B: Head and Neck

Section 3:Head and Neck

Anatomy


Textbooks:

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

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

Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 0-8273-9068-8.

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.

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.

Audiotape to Accompany Dental Terminology: Delmar Learning.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the PowerPoint Presentation for Oral

Health, Nutrition, and Anatomy and Physiology.

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.

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Section 1: Oral Health and Nutrition

Section Overview

Dental health is directly related to diet, digestion, well-being, and proper oral hygiene. Optimum health of

the mouth and body are examined in this section along with preventive measures to develop and

preserve sound oral tissues.

Outline of Section

Part A: Preventative Dentistry

Part B: Nutrition

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and

Competencies as stated.

Knowledge

1. Define the Key Terms.

Comprehension

2. Describe how plaque forms and its effect on oral tissue.

3. Explain fluoridation and forms of fluoride.

4. Identify the functions of vitamins, minerals, and water.

5. Discuss the importance of proper nutrition and its benefits.

Application

6. Demonstrate various tooth brushing techniques.

7. Demonstrate proper flossing technique.

8. Demonstrate oral hygiene instruction.

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

[Insert In-Class Activity icon] Skills Competency Assessment (Part A, Objectives 6-8)

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 1-5)

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

[Insert Homework Assignment icon] Food Label Poster Preparation (Part A, Objectives 4-5)

[Insert In-Class Activity icon] Food Label Poster (Part B, Objectives 4-5)

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Helping learners to focus on the positive can enable them to make the best of any situation. Encourage them to look on the bright side of difficult circumstances or coursework. When our mental attitude is in order, our physical reactions will be easier to direct towards our goals.

Teaching Tip


[Insert Homework Assignment icon] Diet Diary (Part B, Objective 4-5)

Part A: Preventive Dentistry OverviewPlaque is the principle cause of dental caries and periodontal disease. Healthy dentition is therefore dependent

on a plaque-free mouth. The most important role of a dental assistant is as patient educator which is vital to

ensure sound preventive practices for optimum oral health.

Initial Questions and Activities1. As dental assistants, how can we motivate our patients towards optimum oral

health?

In order to influence others we must first set the example. Our attitude

and personal oral hygiene will be apparent as we explain various

plaque removal techniques to others. Explaining cause and effect, as

well as encouragement, in a supportive manner should evoke a positive

response from our patients and make us a valuable member of the

healthcare team.

2. Who of you floss every day?

Learners will be timid in their responses. Describe to learners that brushing doesn’t clean between the teeth.

Explain that using dental floss properly removes plaque and bacterial colonies from the gingival sulcus, in the

interproximal areas, that toothbrushing alone will not eliminate, and that these soft deposits harden into

calculus if not removed daily.

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

Introduction to Section 1 Slides 3-4

Key Terms Slides 5-6

Preventive Dentistry Chapter ____, pp. ____ (Phinney & Halstead)

[Insert In-Class Activity icon] Skills Competency

Assessment

Slides 7-13

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responds well to cooperative tasks and enjoyable competitive ones. They tend to prefer these to individual, highly repetitive tasks. Use group activities to build rapport among learners and to strengthen their support of one another in addition to teaching them skills.

The Adult Learner…


Key Concepts References and Activities Slides[Insert Home Ass icon] Key Term Glossary

[Insert Home Ass icon] Textbook and

Workbook Assignment

[Insert Home Ass icon] Food Label Poster

Preparation

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

[Insert In-Class Act icon] In-Class Activities Skills Competency Assessment (Part A, Objectives 6-8). Goal: To have learners use a disclosing agent to

locate plaque, provide a patient plaque score, and present patient education in brushing and flossing

techniques. Using each other as patients, have learners demonstrate how to provide a patient plaque score

and how to teach good brushing and flossing techniques to their patients. After the activity, have the learners

discuss what they saw in their patient’s mouths. What areas were most commonly missed during oral care?

What did they learn about oral hygiene?

[Insert In-Class Dis Ques icon] In-Class Discussion1. Why is it important for dental personnel to wash their hands before and after patient treatment?

Washing hands is the first basic step in infection control. The dental professional should wash his/her

hands after seating the patient. Explain the importance of patients seeing this task being completed.

After removing gloves the dental assistant needs to wash his/her hands again. The inside of the

glove is a perfect environment for bacteria and other microorganisms to thrive.

[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.

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Adults may not be use to active learning in the classroom. Traditional education has often been limited to lecture, reading, and exam. They often expect this methodology. Spend time explaining active learning and your expectations.

Teaching Tip


Textbook and Workbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead). Learners are

to also complete the workbook Chapter ____ questions and the Case Study, Review Questions and Critical

Thinking Questions in Chapter ____ (Phinney & Halstead). Learners should be prepared to review these in class.

Food Label Poster Preparation: In preparation for the in-class poster activity in Part B, learners are to bring in a

poster board and labels from the six different sections of The Food Guide Pyramid pictured in Chapter ____

(Phinney & Halstead).

Presentation Tools

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

NA- Stands for Oral Health,

Nutrition, and Anatomy and

Physiology. The 1st number

indicates the module called

Nutrition and Anatomy and

Physiology. The 2nd number

indicates the slide number.

Power Point Presentation for Oral Health, Nutrition,

and Anatomy and Physiology

Module: Nutrition and Anatomy and Physiology

Prior to introducing this module. Ask learners if any

questions remain from the previous module. If questions

remain review the material as needed.

Introduce the module.

Slide 2 [Insert NA 1-2] Module: Nutrition and Anatomy and Physiology

Introduce the sections and each part.

Slide 3 [Insert NA 1-3] Section 1: Oral Health and Nutrition

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 NA 1-4] Section 1: Oral Health and Nutrition (cont.)

Continue to discuss each objective in detail.

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Slide 5 [Insert NA 1-5] Key Terms

Review each key term and discuss.

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

Continue to review each key term and discuss.

Slide 7 [Insert NA 1-7] Part A: Preventive Dentistry

Describe characteristics of dental plaque and its

detrimental consequences. Stress how bacteria in plaque

use simple sugars as their food and then release acids

on oral structures.

Inform learners that a phase-contrast microscope allows

bacteria to be viewed alive. When dental plaque is

viewed in this manner, organisms such as protozoa,

rods, and yeasts can be found, along with white blood

cells whose job is to fight off the invading bacteria.

Direct learners to the Figure in Chapter ___ (Phinney &

Halstead) that demonstrates demineralization of enamel.

Slide 8 [Insert NA 1-8] Plaque Control

Explain the destructive results of plaque on teeth and

gingival tissues and how it can be prevented with diligent

oral care.

Address the toxic effects of plaque on gum tissue and

alveolar bone.

Slide 9 [Insert NA 1-9] Oral Hygiene

Explain to the learners that since dental plaque is

invisible disclosing agents can be used to locate it for

removal. Given that plaque is the source of dental

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disease, making plaque obvious can show patients,

where they have missed in their oral care routine. Explain

what a plaque score card is and discuss the importance

of providing a plaque score to each patient.

Discuss how patients undergoing cancer therapies, those

with heart disease, or stroke victims will require extra

help with accomplishing their oral hygiene. Address the

use of floss holders and mechanical toothbrushes to

assist these individuals.

Slide 10 [Insert NA 1-10] Toothbrushing Techniques

Refer learners to the procedures in Chapter ___ (Phinney

& Halstead) that demonstrate various recommended

toothbrushing techniques.

Point out to learners that whichever method the dentist

prefers is the one they will instruct their patients to use

and that the goal is to disrupt the bacterial matrix.

Slide 11 [Insert NA 1-11] Dental Flossing

Direct learners to the procedure in Chapter __ (Phinney

& Halstead) for flossing technique. Ensure learners

understand that the floss must be wrapped onto each

tooth in a “C”-shape, and brought up and down against

the tooth surface, in order to clean the gingival sulcus.

Slide 12 [Insert NA 1-12] Prosthetic Devices

Address the variety of aids available for removing plaque

from dental appliances. Explain how dental assistants are

responsible for patient education and need to be able to

show their patients how to use these aids.

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Slide 13 [Insert NA 1-13] Fluoride

Explain how fluoride strengthens tooth enamel thereby

providing resistance to decay. Address how when

applying topical fluoride during patient treatment patients

must not swallow it due to the possible poisonous affects

of ingesting excessive amounts of fluoride.

Discuss how mottled enamel and fluorosis occurs and

the aesthetic treatment these patients will seek for the

discoloration it causes.

In-Class Activity: Stop here for the Skills Competency

Assessment activity.

Homework Assignment: Stop here to assign and

discuss the homework

Part B: Nutrition

Overview

Dental assistants need to ensure patients understand the negative effects poor

nutrition has on the oral hard and soft tissues as well as on overall general

health. The oral cavity reflects dietary habits, and counseling in the dental office

may include more than comments of limiting sugar use. If our resistance is down,

due to poor health, then damage to our teeth, gum tissues, and supporting

structures can occur.

Initial Questions and Activities1. Why is it important for dental personnel to get exercise, plenty of rest, and maintain a balanced diet?

In order to help others DAs must first take care of themselves. It is difficult to inform patients of how

to maintain a healthy mouth and body if the DA isn’t also doing so. The beneficial effects of a healthy

lifestyle enable us to live a longer, more enjoyable and productive life.

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Self-evaluation is important for adult learners. When they see themselves either successfully applying their knowledge and skills or not successfully applying their knowledge and skills, they tend to pay attention more closely. Also, repetition of learning is essential. Each time a learner makes an evaluation, the concept is more firmly established in their memory.

Teaching Tip


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

[Insert In-Class Activity icon] Food Label

Poster

[Insert Homework Ass icon] Diet Diary

Slides 14-15

Assessment Questions Slide 16

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

[Insert In-Class Act icon] In-Class Activities Food Label Poster (Part B, Objectives 4-5). Goal: For learners to develop a better appreciation for nutrition

details presented on food labels. Instructor should provide scissors, glue sticks, and markers. Learners should

place their labels creatively on their posters, in the shape of The Agriculture Department’s pyramid, so their

labels reflect foods that should be eaten more often on the bottom and those eaten less frequently on top.

Once the posters have been created have each learner share their poster creations with the class.

Throughout this project instructor should encourage creativity regarding material layout and presentation.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Where does fluoride come from?

Fluoride is a natural trace mineral derived from fluorine and is naturally found in water.

[Insert Home Ass icon] Homework AssignmentsDiet Diary. Learners should keep a list of the foods they eat in one week, including beverages and water, and

write down the nutrition content of the types of foods eaten in their diet. They should be prepared to discuss their

diet diary in class.

Ideas for learners struggling with this material … Reading Prior to Lecture. Encourage learners to read the assignment prior to class (rather than after the

lecture). Inform them that by doing so their reading will provide background information on the topic, as well

as give them the chance to have information clarified in the lecture as needed.

Ideas for learners who are ahead and want to learn more …

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Fluoride Research. Have learners research the pros and cons of fluoride in our drinking water and the

differences that various states and counties have for the amounts of fluoride required and allowed. Learners

should be prepared to present their findings to the class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 14 [Insert NA 1-14] Part B: Nutrition

Review Part A.

Review the homework from Part A and discuss material as

needed.

Introduce Part B.

Go through each of the six categories of nutrients. Ensure

learners know that protein is broken down into amino acids

and that the essential amino acids, needed for tissue

growth and repair, cannot be synthesized by the body, but

must be supplied through diet.

Slide 15 [Insert NA 1-15] Nutrition (cont.)

Discuss the fact that each cell in the body needs fuel and

that a balanced diet provides nutrients in order for the body

to have energy to function properly.

Describe to learners baby bottle mouth, or nursing bottle

mouth syndrome, and how some children have extensive

decay in their mouths from sweetened liquids sitting on

their teeth for prolonged periods of time.

Slide 16 [Insert NA 1-16] Assessment Questions

Short Activity: Stop here and have learners answer the

questions on the slide. Review material as needed to

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enhance understanding.

In-Class Activity: Stop here for the Food Label Poster

activity.

Homework Assignment: Stop here to assign and discuss

the homework.

Section 2: Anatomy and Physiology

Section OverviewBy knowing general anatomy and physiology of the body, the dental assistant will understand how different parts

of the body function, how they relate to each other, and to dentistry. Dental assistants must also recognize

terminology used to describe the location and function of body structures in order to aid the dentist in patient care.

Outline of SectionPart A: Body Systems I


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

Knowledge

9. Define the Key Terms.

10. List the ten body systems.

Comprehension

11. Discuss the function of the digestive system.

12. Explain the function of each body system.

13. Explain dental concerns related to the digestive, respiratory, and

reproductive systems.

Learning ActivitiesThese learning activities directly address the Learning Objectives and

Competencies as stated.

[Insert In-Class Activity icon] Body System Planning (Part A, Objective 10-13)

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Use good facilitation skills when conducting in-class discussion sessions. Make good eye contact with learners. Ask those learners who are not participating questions that you think they can answer or to comment on another learner’s question or comment. Walk around the room. Thank learners for their responses. Acknowledge all responses, even if incorrect. Avoid shutting down learners by negative responses.

Teaching Tip


[Insert In-Class Activity icon] Body Cavity, Quadrants, and Regions (Part A,

Objective 10)

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

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Parts A-B, All Objectives)

[Insert In-Class Activity icon] Body System Presentations (Part B, Objectives 10-13)

Part A: Body Systems IOverviewIt is important for healthcare providers to understand that the body systems are a network of integrated actions

designed and coordinated to work together. This part discusses the skeletal, muscular, nervous, endocrine and

reproductive systems.

Initial Question and Activities1. How will learning terminology, and word parts, help us understand certain

anatomical landmarks?

Common prefixes and suffixes should be familiar to learners and help them in

interpreting language describing structures and functions of the body.

Key Concepts References and Activities SlidesIntroduction to Section 2 Slide 17

Key Terms Chapter ____, p. ____ (Phinney & Halstead) Slides 18-19

Body Systems Chapter ____, pp. ____, (Phinney & Halstead)

[Insert In-Class Activity icon] Body System

Planning

[Insert In-Class Activity icon] Body Cavity,

Quadrants, and Regions

[Insert Homeword Ass icon] Key Term

Glossary


Workbook Assignment

Slides 20-29

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more easily puts information into long-term memory when several learning strategies are utilized: drawing, association, color, discussion, seeing, hearing, reading, writing, saying, and so forth. Try to use all strategies in each class session.

The Adult Learner…



[Insert In-Class Act icon] In-Class Activities Body System Planning (Part A, Objective 10-13). Goal: To enhance learners’ understanding of all ten body

systems. Separate learners into groups of 3 to 4 and have each group prepare a presentation on a selected

body system given to the group by the instructor. These presentations will be given in Part B as a review.

Body Cavity, Quadrants, and Regions (Part A, Objective 10). Goal: To learn the body cavities and regions.

In pairs, students learners are to point out on one another each of the different body cavities and regions, and

state the main organs found in the cavity or region. Paired teams should alternate back and forth until all are

named correctly.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What is the difference between the prefixes hyper and hypo?

The prefix hyper- means above, excessive, or more than. The prefix hypo- means low, deficient, or

less than.

2. Using the word parts peri, os, and um – what is the meaning of the term periosteum?

The prefix peri- means around, the word part os or oste means bone, and the suffix –um means

pertaining to. So the term periosteum means pertaining to around the bone. The periosteum is the

outer covering of the bone.

[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 and Workbook Assignment. Have learners read Chapter ____

(Phinney & Halstead). Have learners also complete the questions in Chapter ____

of the workbook and the Case Study, Review Questions and Critical Thinking

Questions in Chapter ____ (Phinney & Halstead).

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Walk around during learning activities and use the opportunity to provide individual feedback to learners. Remember to comment on the things that learners are doing well along with the areas in which they need to work. Adult learners need acknowledgement on their accomplishments. Positive feedback will go a long way toward motivating the learners to progress steadily.

Teaching Tip


Ideas for learners struggling with this material … Attending to Lecture: Encourage learners to speak up if they cannot hear you or read the writing on the

board. Ask them to have you clarify any information they are having difficulties with.

Ideas for learners who are ahead and want to learn more … Web Research: Have learners go to http://www.lungusa.org and learn how to help patients stop smoking.

Presentation Tools

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

17

[Insert NA 1-17] Section 2: Anatomy and Physiology

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

18

[Insert NA 1-18] Key Terms

Review each key term and discuss the importance of

knowing the definition of each.

Slide

19

[Insert NA 1 -19] Key Terms (cont.)


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.

In-Class Activity: Stop here for the Body System

Planning activity.

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http://www.lungusa.org/


Slide

20

[Insert NA 1 -20] Part A: Body Systems I

Introduce learners to the first five body systems. Tell

learners it is important for healthcare workers to know

how the body is structured and how each structure

functions. These functions are crucial to our patient’s

health as well as our own.

Have the learners refer to the body systems and

functions on p. ____ (Phinney & Halstead).

Slide

21

[Insert NA 1-21] Body Systems I (cont.)

Structurally similar cells make up tissues designed to

perform specific functions. Tissues are building blocks of

organs. Organs are organized into organ systems. Have

the learners refer to the body systems and functions on

p.____ (Phinney & Halstead).

Slide

22

[Insert NA 1-22] Location In The Body

Refer learners to p.____ (Phinney & Halstead).

Describe how specific terms are used to describe the

location of areas in the body. Explain to learners that it is

imperative for dental assistants to know where the

patient’s problem is when the dentist is describing the

condition in technical terms.

In-Class Activity: Stop here for the Body Cavity,

Quadrants, and Regions activity.

Slide

23

[Insert NA 1-23] The Cell

Explain that the cell is the most fundamental component

for body functions. Cells are specialized to perform

specific actions and must obtain energy and nutrients

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from their environment. Their unique design provides for

particular operations within the body, and are organized

to form tissues of similar structure.

Slide

24

[Insert NA 1-24] The Skeletal System

Inform learners that the skeletal system provides support

for the body, attachment for muscles, and protection for

internal organs. The skeletal system also manufactures

blood cells, and stores calcium and phosphorus, which

are released into the body as needed.

Refer learners to the divisions of the skeletal system as

illustrated in the Figure in Chapter _____, p. ____


Slide

25

[Insert NA 1-25] The Skeletal System (cont.)

Describe to learners how the temporomandibular joint

hinges the mandible to the temporal bone of the skull,

and explain that many dentists treat TMJ dysfunction

problems. Explain that these dysfunctions can be caused

by missing teeth, poor occulsion, bruxism, and trauma.

Refer learners also to the skeletal joints on p.____


Inform learners that the periosteum, the outside covering

of the bone is responsible for the life of the bone. Tell

them it is rich in capillaries and osteoblasts, which are the

bone forming cells. Explain that the periosteum tissue

provides for muscle attachment, is necessary for bone

growth and repair, provides nutrition, and assists with

waste removal.

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Have the learners refer to anatomic features of bone on

p.____ (Phinney & Halstead).

Slide

26

[Insert NA 1-26] The Muscular System

Inform learners that the muscular system moves the

skeleton, controls movement of substances through

hollow organs (the digestive tract and large blood

vessels), and provides heart contractions.

Slide

27

[Insert NA 1-27] The Nervous System

Tell learners the nervous system includes the brain,

spinal cord, and nerves. Discuss how the nerve cells

transmit information from one part of the body to another

by means of electrical signals traveling through one

neuron to another.

Slide

28

[Insert NA 1-28] The Nervous System (cont.)

Explain that the CNS receives and processes information

and initiates action, and the PNS transmits signals

between the CNS and the body. Inform learners that the

brain receives, processes, initiates action, and stores

information, while the spinal cord conducts signals from

the brain. Explain that motor neurons carry messages

controlling muscles and glands, while the sensory nerves

carry signals to the CNS from sensory organs. Discuss

the somatic nervous system controlling voluntary

movements by activating skeletal muscles, while the

autonomic nervous system influences organs, glands,

and smooth muscles; the involuntary responses.

Slide [Insert NA 1-29] The Endocrine and Reproductive Systems

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29 Discuss how the endocrine system contains many glands

which release hormones: chemical messages that initiate

changes in the cells that receive them. Ensure learners

understand that these sensitive glands must be protected

by exposure to radiation during dental x-rays. The dental

assistant must use a lead apron, with a thyroid collar, in

order to protect the patient’s vital organs.


discuss the homework assignments.


OverviewThis part will examine the circulatory, digestive, respiratory, lymphatic and immune

systems. The circulatory and respiratory systems provide oxygen for cells to

function. The digestive system provides nutrients for all cells, and the Lymphatic

and immune systems work together with the circulatory system to defend the body

against disease. The healthcare provider will appreciate the importance of how

each body system operates in harmony with others and that all are necessary to

support life.

Initial Questions and Activities1. What is the importance of ergonomics for dental personnel during patient treatment?

Ergonomics is the study and analysis of humans at work. Sitting properly during patient treatment

saves time and prevents muscle strain in the lower back and neck.

2. Why should the dental assistant place a lead apron over the patient’s neck as well as over the rest of the

body?

The collar on the lead apron protects the patient’s thyroid gland from getting too much radiation. The

reproductive system should also be protected during exposure to x-rays.

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Remember that some learners are hesitant to do hands-on activities with their peers. Encourage them often, provide positive feedback, and create a safe learning environment. Also encourage them to work in groups. Group work can lessen anxiety, increases motivation, and reinforces learning. Many times learners can explain a concept in a different way to a struggling learner.

Teaching Tip


Key Concepts References and Activities SlidesBody Systems Chapter ____, p. ____ (Phinney & Halstead) Slides 30-35

Assessment Questions [Insert Group Activity icon] Body System

Presentations


Workbook Assignment

Slide 36


[Insert In-Class Act icon] In-Class Activities Body System Presentations (Part B, Objective 10-13). Goal: To enhance learners’ understanding of all ten

body systems. Have groups present their information regarding the body system they were given to prepare

in the in-class activity found in Part A. This activity will be done at the end of the section as a review of the

material that has been discussed.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Where are blood cells manufactured?

The bone marrow produces both red and white blood cells.

2. Why is cancellous bone also called spongy bone?

Cancellous bone is porous in order to permit circulation of nerve and blood vessels. Bone marrow is

also found in the cavities of cancellous bone.

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

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

learners also complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____


Ideas for learners struggling with this material … Pick Up On Instructor Clues: Assist learners in recognizing what is important during the lecture. Clues given

by the instructor to signal importance might include repetition, writing it on the board and/or putting it into the

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slide presentation. Encourage learners to assess the instructor’s style and determine how the instructor points

out the important information.

Ideas for learners who are ahead and want to learn more … Body System Research: Have learners research information on a body system that they may want to

know more about. They should be prepared to present their information to the class.

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

slides accordingly.

Slide

30

[Insert NA 1-30] Part B: Body Systems II

Review Part A. Make sure that any remaining questions are

answered.

Review the homework from Part A.

Introduce Part B.

Slide

31

[Insert NA 1-31] The Circulatory System

Explain to learners that the heart pumps blood though a

system of vessels and this circulation of fluid allows for the

exchange of oxygen and carbon dioxide, transportation of

nutrients, hormones, and waste products.

Inform learners that the circulatory system also regulates

body temperature and protects the body from bacteria and

viruses by conveying antibodies and white blood cells.

Refer learners to the Figure in Chapter ____, pg. ___

(Phinney & Halstead) to illustrate the structures of the

heart.

Slide

32

[Insert NA 1-32] The Digestive System

Explain to learners that this system supplies the body with

22


nutrients that provide energy and materials for growth and

maintenance.

Slide

33

[Insert NA 1-33] The Digestive System (cont.)

Discuss how digestion begins in the oral cavity with teeth

and tongue each performing a role.

Discuss how the consistency of saliva changes depending

on a person’s chemical makeup, diet, or medications. Ask

learners to think about how their saliva increases in

response to the smell, feel, taste, and even the thought of

food.

Refer learners to the Figure in Chapter ____, pg.

____(Phinney & Halstead) to illustrate the structures of the

digestive system.

Slide

34

[Insert NA 1-34] The Respiratory System

Explain how this system provides an area for gas exchange

between the blood and the environment by allowing oxygen

acquisition and elimination of carbon dioxide.

Discuss how the dental assistant needs to be alert to

ensure the patient doesn’t inhale dental materials into their

lungs: injuring the respiratory system, or to swallow dental

materials: affecting the digestive system.

Slide

35

[Insert NA 1-35] The Lymphatic and Immune Systems

Describe the lymphatic system as a network of capillaries

and larger vessels that empty into the circulatory system.

Explain that the lymphatic and immune systems work

together to defend the body against foreign invaders such

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23


as bacteria and viruses by means of white blood cells.

Slide

36

[Insert NA 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 Body System

Presentations activity.

Homework Assignment: Stop here to assign and discuss

the homework.

Section 3: Head and Neck Anatomy

Section OverviewDental Assistants must have thorough knowledge of the structures of the head and oral cavity. This knowledge is

necessary to identify facial landmarks during radiograph exposure, placement of the high volume evacuator in the

mouth, and to recognize any existing abnormalities. This section explores the major intra oral and extra oral

features of the oral cavity, head and neck that are of importance to dentistry.

Outline of SectionPart A: Face and Oral Cavity

Part B: Head and Neck

Learning Objectives and Competencies

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

14. Identify bones of the cranium, maxilla, and mandible.

15. Name the major nerves of the maxilla and mandible.

Comprehension

16. Describe the major landmarks of the face and oral cavity.

17. Describe the muscles of mastication and facial expression.

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

24

Bring up your own real workplace experiences. Take time prior to class to think seriously about the examples you can use to assist learners in understanding the information you are presenting. Bring reality to the topic as much as possible by reciting real stories.

Teaching Tip


[Insert In-Class Activity icon] Food Taste Test (Part A, Objective 16)

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

[Insert In-Class Activity icon] Skull Labeling (Part B, Objective 14)

Part A: The Face and Oral CavityOverviewThe mechanical and chemical breakdown of food begins in the mouth – mechanically by the teeth, then salivary

glands pour out saliva in response to the feel and taste. Dental assistants need to understand the many parts of

the oral cavity and how they collectively function. The DA needs to be aware of delicate tissues as he/she

evacuate the oral cavity, perform radiographs, and take impressions for patients.

Initial Questions and Activities1. What are the functions of the different teeth?

The incisors cut food, the cuspids tear pieces, and the bicuspids and

molars grind it.

Key Concepts References and Activities SlidesIntroduction to Section Slide 37

Key Terms Chapter ____, pp. ____ (Phinney & Halstead) Slides 38-39

The Face and Oral Cavity Chapter ____, pp. ____ (Phinney & Halstead)

[Insert In-Class Activity icon] Food Taste Test


Workbook Assignment

Slides 40-44


[Insert In-Class Act icon] In-Class Activities Food Taste Test. (Part A, Objective 16) Goal: For learners to develop an understanding off flavor and tongue

taste buds, because they are one of the five senses that humans depend on for safety and survival. Taste is

an important sense, as it prevents consumption of inappropriate food sources. Instructor should provide the

following materials: lemon juice (sour), tonic water (bitter), salt water (salty), apple juice (fructose), 7-Up

(sucrose), paper or plastic cups, q-tips, and water. Have each learner make a list, on paper, of the four

- 25 -

25


sections of the tongue across the top of the paper: tip, side tip, side-back, middle-back, and list each of the

five tastes down the left side of the paper. Learners should form partners and aid each other in order to taste

different areas of the tongue with each solution, and mark their findings to get an idea of what regions of the

tongue taste which flavors. Dip a different Q-tip each time and touch each tongue section. Rate the taste

sensation for either: no taste, little taste, or strong taste. Make sure learners remember to rinse with water

between each sample and repeat for each taste, making notes of each procedure. Explain to your learners

that their taste buds are located on the papillae, and that each papilla contains between 1 and 15 taste buds,

and receptor cells that are attached to nerves. Different receptor cells are sensitive to different tastes. Time

should be given for the class to discuss their findings. Note: Be sure to ask if any learners have food allergies

that would prevent them from participating in this activity.

[Insert In-Class Dis Ques icon] In-Class Discussion1. What do the terms anterior and posterior refer to?

Anterior designates the front of something, while posterior refers to the

back.

2. What does the word part pro mean?

Pro means in front of or before.

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

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

learners also complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____


Ideas for learners struggling with this material … Pre-read the Chapter. Have learners try making an outline of the text and then reading to fill in the outline.

This will force them to think ahead about what they are reading

Ideas for learners who are ahead and want to learn more … Web Research. Those interested in knowing more about the oral cavity and the head should go to

http://tmj.org and present to the class their findings on temporomandibular joint dysfunction, the symptoms,

treatments available, and how patients can avoid TMJ surgery.

26

Focus each overview on why learners are learning this information. Ask them directly why they think it is important. Sometimes the act of trying to find the reason is enough to engage them and focus their attention on what you are about to teach them.

Teaching Tip

http://tmj.org/


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

slides accordingly.

Slide

37

[Insert NA 1-37] Section 3: Head and Neck Anatomy

Discuss each objective for this section 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

38

[Insert NA 1-38] Key Terms

Review each key term and discuss the importance of

knowing the definition of each.

Slide

39

[Insert NA 1-39] Key Terms (cont.)


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

40

[Insert NA 1-40] Part A: The Face and Oral Cavity

Go through each landmark on the slide. Learners can

refer to the landmarks of the face on p.____ (Phinney &

Halstead). Have learners point these parts out on their

own faces, using a mirror, or on their neighbors face.

Remind learners of the importance of recognizing these

landmarks, so they can realize when there is an

abnormality for their patients.

Slide

41

[Insert NA 1-41] Landmarks of the Oral Cavity

Continue to go through each oral cavity landmark.

- 27 -

27


Discuss how many of these parts will be important to

remember in later modules, when they take alginate

impressions of each other’s mouths. The frenums,

tuberosity’s and retromolar areas must be achieved for

quality patient maxillary and mandibular models.

Slide

42

[Insert NA 1-42] The Tongue – Dorsal Side

Inform learners that the tongue acts as an organ of taste

and speech. It also assists in mastication by rolling and

kneading food against the teeth and hard palate, and in

deglutition by pushing food backward into the oro-

pharynx. Explain that the circumvallate papillae discern

bitter, the fungiform papillae taste sweet, sour, and salty

flavors, while the foliate papillae detect sour. Tell

learners that the filiform papillae rarely have taste buds.

Slide

43

[Insert NA 1-43] The Tongue – Ventral Side

Explain to learners that the underside of the tongue

contains many nerve and blood vessels as well as saliva

ducts. Discuss how sensitive these areas can be during

aspiration, retraction, and placement of x-ray film.

Slide

44

[Insert NA 1-44] Salivary Glands

Inform learners that saliva functions as a lubricating

agent, aids in swallowing and digestion, promotes taste,

and cleanses the mouth. Discuss the three salivary

glands, their location, and which ducts convey saliva.

Refer learners to the Figure in Chapter ____, pg. ____

(Phinney & Halstead) to illustrate salivary glands and

ducts.

28


In-Class Activity: Stop here for the Food Taste Test

activity.


discuss the homework.

Part B: The Head and NeckOverviewThe many parts of the head and neck are complex and correspond with each other. The names of the bones,

muscles, and even the tooth surfaces relate to one another. The importance of understanding where these

anatomical landmarks are and how they correlate is emphasized in this part. Knowing specific structures of the

head and neck are mandatory in order for dental assistants to perform their job.

Initial Questions and Activities1. What is the medical term for dry mouth? Why would some individual develop it?

Xerostomia is excessive dryness of the mouth. It is caused by diabetes

or radiation and chemotherapy. Xerostomia affects digestion and is

especially uncomfortable for those patients wearing dentures.

Key Concepts References and Activities SlidesBones of the Cranium and Face Chapter ____, pp. ____ (Phinney & Halstead) Slides 45-47

Temporomandibular Joint Chapter ____, pp. ____ (Phinney & Halstead) Slide 48

Muscles and Nerves of the Head and

Neck

Chapter ____, pp. ____ (Phinney & Halstead) Slides 49-51

Assessment Questions Chapter ____, pp. ____ (Phinney & Halstead) Slide 52

Summary of Module [Insert Group Activity icon]Skull Labeling Slide 53


[Insert In-Class Act icon] In-Class Activities Skull Labeling. (Part B, Objective 14). Goal: For learners to gain a deeper understanding of the bones of the

head. Instructor, if possible, should provide a model skull. If a skull is unavailable then use pictures taken

from the textbook, without the labels included. Instructor needs to number each bone on the skull as given in

- 29 -

29


Chapter___ (Phinney & Halstead), with a sticky piece of paper. Learners should take a sheet of notebook

paper and write the numbers down the left side, then look at the skull and name the corresponding bone that

goes with each number. This exercise should be turned in to be graded by the instructor.

[Insert In-Class Dis Ques icon] In-Class Discussion1. Define mastication.

Mastication is the act of chewing and is accomplished by coordinated

movements of the teeth, the maxillary and mandibular jaws, along with

the

cheeks and muscles. Sectretion of saliva also plays a large role during this

beginning part of the digestive process.

Ideas for learners struggling with this material … Note-Taking Tips. Tell learners to listen actively and think before writing

anything down. Let them know they should avoid the habit of just writing down

everything they hear as fast as they can, but to listen for the most important

points.

Ideas for learners who are ahead and want to learn more … Web Research. Have learners go to http://www.bellspalsy.com and find out about facial paralysis and its

cause.

Presentation Tools

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

slides accordingly

Slide

45

[Insert NA 1-45] Part B: The Head and Neck / Bones of the Cranium

Review Part A.

Discuss the homework from Part A as needed.

Introduce Part B. As you go over each bones of the

cranium. Refer to learners to the Figure in Chapter ____,

pg. ____ (Phinney & Halstead) for the lateral aspect of

30

Consider providing short periods where you ask learners to turn to their classmate and explain a concept that you just discussed. Then ask learners to tell you if there were areas that were difficult to explain. Discuss as a class how to make things more clear.

Teaching Tip

http://www.bellspalsy.com/


the cranium.

Slide

46

[Insert NA 1-46] Bones of the Face

Refer to the Figure in Chapter ____, pg. ____ (Phinney &

Halstead) as you review each bone of the face.

Inform learners that the alveolar process is the part of

bone containing sockets for teeth.

Slide

47

[Insert NA 1-47] The Maxilla and the Mandible

Describe to learners how the maxillary bone articulates

with the zygomatic bones on each side of the face and

that the maxilla contains infraorbital foramen under each

eye socket; openings in the bone, through which blood

and nerve vessels pass.

As each mandibular landmark is reviewed refer to the

Figures in Chapter ____, pg. ____ (Phinney & Halstead).

Explain that the mandible is one bone, which is the

strongest bone of the face, and that in it are two foramen,

for passage of nerve and blood vessels, near the apices

of mandibular bicuspids and are often seen on x-rays.

Slide

48

[Insert NA 1-48] The Temporomandibular Joint

Inform learners that this joint attaches the mandible to the

maxilla at the temporal bone. Describe how complex this

joint is, how it is held in position by muscles, enclosed in

capsular ligaments, and moves by hinge and glide

motions. Explain that the condyle of the mandible

articulates with the maxillary gleoid fossa, and between

them is a meniscus; a disc pad of dense connective

- 31 -

31


tissue.

Inform learners that if the disc becomes displaced,

popping sounds called crepitus may result, or if the

condyle becomes displaced anteriorly this is called

subluxation. Bruxism, or excessive grinding of the teeth

may cause temporomandibular joint dysfunction, and

inflammation of this joint, as with any joint, may result in

arthritis, due to wear and tear.

Slide

49

[Insert NA 1-49] Muscles of Mastication

Review these muscles that come in pairs. Refer learners

to p._____ (Phinney & Halstead).

Slide

50

[Insert NA 1-50] Muscles of Facial Expression

Go through each muscle and discuss their function.

Slide

51

[Insert NA 1-51] Head and Neck

Explain to learners that in order for the dentist to perform

restorative treatment for patients, first anesthetic must be

administered. The nerves of the head and neck are

complicated. Discuss how the Anterior superior alveolar

innervated the maxillary central and lateral incisors as

well as the cuspids. The Middle superior alveolar

innervates the maxillary first and second bicuspids and

the mesial buccal root of the first molar. The Posterior

superior alveolar innervates the rest of the maxillary first

molars, as well as the second and third molars. Inform

learners that for routine patient treatment on mandibular

teeth, the anesthetic infiltrated into the Inferior alveolar

32


nerve numbs the entire side of the jaw.

Explain the purpose of the arteries and veins of the face

and oral cavity.

Review the Figures provided in Chapter ____, pg. ___

(Phinney & Halstead) for discussion regarding each

artery and vein.

Slide

52

[Insert NA 1-52] Assessment Questions

Short Activity: Ask the group to answer these questions

to assess their comprehension of the material recently.

Review material as needed.

In-Class Activity: Stop here for the Skull Labeling

activity.

Slide

53

[Insert NA 1-53] Summary of Module

Remind learners of the importance of understanding the

material for their futures as dental assistants.

Discuss the significance of acquiring new vocabulary and

how much they have learned already.

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33

oral health, nutrition, anatomy and physiology 1

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