The lesson plan, then the notes for every slide. Print on A4 and take the second sheet to the board.

The Whole Bite Club · Year 5 and Year 6 · Lesson 2 · The visit

The Whole Bite Club visit

The visit as it lands for Years 5 and 6. These students can interrogate a professional properly, so the lesson's job is to make them good interviewers and good note-takers, and to give them enough vocabulary beforehand that the answers land. They meet the two preventive treatments as things with a rationale rather than as things that happen to them. The deck forks for classes with no visit booked.

Learning intention

In this lesson, we will meet an oral health team, find out what preventive treatment actually does, and question a professional properly.

Success criteria

I will know I am successful when I can:

I can explain what a remineralising varnish does and who it is for.
I can explain what a fissure sealant is and why not every child needs one.
I can ask a follow-up question, not only the one I prepared.
I can record both answers accurately and say which was more useful, and why.

Guiding questions

What can a therapist see in your mouth that you cannot?
Why would a treatment be right for one person and not for another?
What is the difference between a question and a good question?

Vocabulary

preventive · remineralising varnish · fissure · fissure sealant · risk · follow-up question

Australian Curriculum

AC9HP6P09, AC9HP6P10

Support

Two-column note frame so recording does not depend on writing speed. Three prepared question stems. A printed list of four follow-up stems to choose from in the moment.

Challenge

Prepare one question the team may not be able to answer immediately, then record how a professional handles not knowing. That is itself a lesson about sources.

EAL/D

Column headings written as questions rather than nouns. Sentence frames for the justification.
The prepared question may be drafted in the home language and translated with a partner before the day.

Disability

Answers may be recorded as audio and transcribed later.
A student who does not want an individual check is never singled out; this is arranged with the teacher before the day. The classroom half of the lesson stands alone.

Exit ticket

Who decides whether a person needs a fissure sealant?
A therapist says "it depends on the person". Write one follow-up question that would get you a more specific answer.

Assessment as learning

The rating and its justification show whether the student can distinguish a specific answer from a general one, which is the AC9HP6P09 skill in miniature.

Rubric line

Judges how useful a piece of health information is.

Working towards

records both answers and picks one

At standard

picks one and names a property of the answer as the reason

Above

does that and identifies what the less useful answer would have needed to become useful

Inclusion notes

Consent is settled with families before the day and is never discussed in front of the class, and neither is cost.
A student who discloses pain or fear triggers the guide's disclosure protocol, prepared before this day.

Resources

Years 3 – 6 Supporting Resource Pack
Printed Interview record sheet, one per student
A printed list of four follow-up stems, one per table, for use in the moment
Two-column note frame for students whose recording depends on writing speed
Audio recording device or app, with the team's agreement arranged before the day
The guide's disclosure protocol, read before the day

Worksheets to print

Interview record · /downloads/5-6/interview-record.pdf
My visit · /downloads/my-oral-health-visit-worksheet.pdf
Food texture teeth map · /downloads/food-texture-teeth-map.docx
Bite, chew, count! · /downloads/which-tooth-chew-count-activity.docx
My question, their answer · /downloads/3-4/my-question-their-answer.pdf
Lesson 2: The Whole Bite Club visit (PowerPoint) · /downloads/decks/f-2/02-the-visit-slides.pptx
Lesson 2: The Whole Bite Club visit (PowerPoint) · /downloads/decks/3-4/02-the-visit-slides.pptx
Lesson 2: The Whole Bite Club visit (PowerPoint) · /downloads/decks/5-6/02-the-visit-slides.pptx

The Whole Bite Club visit · handout for the whiteboard

Teacher notes, slide by slide

The number beside each note is the slide it belongs to, counting from the first.

1.TitleThe Whole Bite Club visit
Today we meet an oral health team, find out what preventive treatment does, and learn to question a professional properly.
2.Success criteriaYou will know you can do it when:
The fourth produces the assessed product.
3.QuestionWhat can a therapist see in your mouth that you cannot?
Take positions. Steer towards the surfaces you cannot see and the changes too small to feel.
4.SlidePreventive means before, not after
This distinction is the lesson's spine and it makes the next two slides make sense. Map it as you say it: the varnish is the one for everyone, painted on at the visit for every child whose family said yes; the sealant is the one for some, decided tooth by tooth. The spine is unchanged by that — some prevention is still only for people at higher risk — and now the class can see which is which.
5.SlideThe remineralising varnish
At the Whole Bite Club visit the team paints it on every child whose family said yes, and consent is settled before the day rather than in the room. Say so, so nobody reads having it, or not having it, as a verdict on their teeth. A tooth that already has decay may need a second treatment, described by what it does: it stops early decay getting worse, and it can leave that spot dark. That is a conversation with the family, never with the class. Never use the other word for it, in this deck or any other.
6.PictureThe fissure sealant
The seal sits level with the surface. The bristle cannot reach the groove.
7.SlideThe fissure sealant
Add out loud: the visit checks for sealants but does not place them, and a family can ask their own dentist.
8.SlideA question and a follow-up
Model it once, live, with a student. The follow-up cannot be written in advance.
9.Choose a pathIs your class having a Whole Bite Club visit?
Choose the branch. Nothing in the unit depends on the visit.
10.GameA check-up, in order
Existing game, run before the visit so the shape of the session is already known.
11.WorksheetInterview record
The follow-up must come from the first answer. Mark the reason in the footer, not the tick.
12.Exit ticketWho decides whether a person needs a fissure sealant?
The two questions from Lesson.exitTicket. The application question is the interview skill, tested without an interviewee.
13.RecapWhat we found out
Then ask: what did you find out that you could not have looked up?

If your visit is booked

These slides come straight after slide 9, then the lesson rejoins the notes above.

1.SlideThe session
Keep the interview sheet on the desk throughout.

If there is no visit yet

These slides come straight after slide 9, then the lesson rejoins the notes above.

1.SlideWhat a check-up looks for
The order, in neutral words. This branch stands alone; the interview runs against lesson 5's source cards instead.

Where this comes from

Policy Statement 2.2.1 - Fluoride Use · Australian Dental Association · Opened 5 September 2026. That professional application of a remineralising varnish is a clinical decision an oral health professional makes, rather than a routine applied to a whole population without one. It is not cited for what the Whole Bite Club visit does — painted on every child whose family said yes — which is the clinicians' own account of their own program and is registered as that. https://ada.org.au/policy-statement-2-2-1-fluoride-use
Fissure sealant · Australian Dental Association · Opened 5 September 2026. That the grooves on a new back tooth are very thin and deep and trap food and bacteria, that a sealant closes them, and that not every child or every tooth needs one. https://teeth.org.au/fissure-sealant