Brush & Smile

Overview

This 30-minute session is Lesson 2 of the unit "Healthy Habits for Little Ones" tailored for preschoolers in New Zealand. It focuses on fostering early dental hygiene awareness through multimodal learning that suits diverse learners, including those on the autism spectrum and sensory learners. The lesson is firmly grounded in the New Zealand Curriculum Refresh principles, including key competencies, values, and inclusion.

Curriculum Links

Learning Area: Health and Physical Education (The New Zealand Curriculum Refresh)
Level: Early Childhood / Year 0 Preschool Learning
Key Competencies:

Managing Self: learning routines, using tools (toothbrush), developing independence
Relating to Others: listening, turn-taking (during story and activities)
Participating and Contributing: working collaboratively, sharing resources

Achievement Objectives:

Understand ways to maintain personal well-being (Health & PE Statement of Intent).
Develop knowledge of self-care routines and their importance.
Demonstrate basic hygiene skills with support, including brushing teeth.

Learning Intentions (WALT)

We Are Learning To brush our teeth correctly and understand why this is important.

Success Criteria

Students can demonstrate effective brushing techniques on a teeth model.
Students can verbalise or indicate key steps in tooth brushing (front, back, chewing surfaces).
Students show interest and engagement during the story and hands-on activity.

Context for Learners

The class consists of 10 preschool students, many with autism and sensory needs.
Activities consider fine motor challenges and sensory sensitivities.

Resources Needed

Visual storybook about brushing teeth with simple text and clear pictures (dyslexia-friendly).
Model teeth and toothbrushes (including adapted toothbrushes for fine motor needs).
Tooth fairy craft materials (paper, crayons, glue, glitter).
Visual schedule or picture cues for the brushing sequence.
Large mirror for demonstrations.
Hand sanitizer and wipes for hygiene.

Lesson Breakdown (30 minutes)

Time	Activity	Details and Differentiation
5 mins	Welcome and Story Time	Read a simple, visual storybook about brushing teeth. Use lots of pictures and repeat key phrases. Use visual prompts to support understanding. Encourage questions and use tactile props (toothbrush, tiny mirror).
10 mins	Demonstration & Guided Practice	Show brushing on the model teeth using exaggerated hand movements and clear verbal steps. Use a mirror so children see their own teeth. Encourage students to hold toothbrushes (adapted ones provided as needed) and practice brushing on the model. Use positive, simple language and gestures. Give extra assistance to those with fine motor difficulties. Use a visual sequence chart to help students follow the order (e.g., brush front, back, top).
5 mins	Sensory Play Extension (Optional)	Sensory learners explore a ‘tooth brushing’ play tray with soft brushes and toy teeth with different textures, promoting tactile engagement. This extends and reinforces the motor skills needed.
5 mins	Tooth Fairy Craft Activity (Extension)	While sitting at the table, students create a simple tooth fairy using colouring and glue. This activity supports creativity and fine motor skills for advanced learners. Teachers can support with step-by-step instructions and provide adaptive tools like thicker crayons.
5 mins	Wrap-up & Review	Recap brushing steps using the visual chart and model. Sing a tooth-brushing song. Offer each student the opportunity to show one brushing motion. Praise attempts and successes. Encourage students to share at home what they learned.

Differentiation Strategies

Provide adapted toothbrushes with wider, tactile grips for children with fine motor difficulties.
Use picture schedules and visual step-by-step cue cards to guide students through brushing actions.
Allow non-verbal responses (pointing, gestures) to indicate understanding.
Use sensory play to engage students who need tactile input.
Position seating and materials to reduce sensory overload (soft lighting, minimal distractions).
Give students the option to watch first before participating.
Small group or one-on-one support for students who struggle with group activities.

Dyslexia-Friendly Supports

Storybook text uses large, clear fonts and simple, repetitive sentences alongside clear images.
Use of physical props to support oral language and comprehension.
Instructions broken into small, clearly visualised steps.
Consistent repetition of key vocabulary ("brush," "teeth," "front," "back").
Give time for processing and responding, avoid rapid questioning.

Assessment (Informal, ongoing)

Observe each student’s participation and ability to use the toothbrush model.
Use a simple checklist to note who can:
- Hold toothbrush correctly
- Brush front teeth model
- Brush back teeth model
- Follow the brushing sequence (with prompts)
Note verbal or alternative communication indicating understanding of brushing steps or importance.
Use this data to plan individual supports or extensions for subsequent lessons.

Reflection & Next Steps

Use student feedback and observation data to adjust supports for next lessons in the unit.
Plan to introduce real-tooth brushing practice at home supported by family engagement resources.
Follow-up lesson might focus on healthy eating for teeth or visiting the dentist.

This lesson plan intentionally integrates the New Zealand Curriculum Refresh’s inclusion principle and key competencies, embedding cultural responsiveness and accessibility. The use of multi-sensory strategies and scaffolded supports respects the special needs context and neurodiversity of the learners. The structured yet flexible approach ensures all 10 students can engage meaningfully and develop early positive dental hygiene habits that promote lifelong health.

If you need the detailed alignment with curriculum achievement objectives or suggestions for parent engagement notes, I can provide these as well.

Teaching Instructions