"A Framework for K-12 Science Education" (NRC 2012) recommends that science teachers provide experiences for students to see "how science and engineering pertain to real-world problems and to explore opportunities to apply their scientific knowledge to engineering design problems once this linkage is made" (NRC 2012, p. 32). To address this instructional goal, the author contextualizes an investigative science lesson that is meaningful for students' future dental health in a developing country. As a team traveling to the Philippines, future elementary and middle school teachers and the authors decided to promote dental health while teaching the science concept of acidity and alkalinity to fifth and sixth graders. In their desire for student-centered instruction, they wanted the Filipino students to be engaged in the learning process with resources readily available on the island. To construct a hands-on, discovery-based, and academically rigorous lesson, they chose to modify "Activity 13 Learning About Acids and Bases" (Eichinger 2009) while aligning it within a 5E learning cycle instructional model: Engage, Explore, Explain, Elaborate, and Evaluate. The lesson described herein is successful in providing measurable content outcomes in which students move toward a greater knowledge of how their food and drink choices may affect their dental health. The take-home message was to brush your teeth twice daily to remove bacterial acid and thus reduce the buildup of tartar. A trip to a dentist, if feasible, is ideal to remove plaque and tartar build-up as well. Appropriate extensions to this lesson are for students to design an experiment to determine effectiveness of various toothbrush designs (Moyer and Everett 2010) or design a fair test in determining tooth loss from common acids and bases (Stone 2012).