Teacher’s guide
INTERMEDIATE LEVEL SUN PROTECTION SCHOOL PROGRAM
These educational materials have been put together by a team of teachers and revised by the dermatologist Dr. Asunción Vicente of the Hospital Maternoinfantil de Sant Joan de Déu of Barcelona.
Presentation
At ISDIN, we are committed to preventing sun damage and skin cancer. Exposure to ultraviolet rays and burns at an early age are a major risk factor for the development of skin cancer in the future. That is why teaching children to protect themselves from the sun has become one of the most effective strategies.
The School Project for Sun Protection aims to raise awareness about the importance of proper protection from the sun. In this way, we join schools to raise awareness among parents and pupils about the effectiveness of proper sun protection.
Set up in 1995, the School Project for Sun Protection has consolidated itself as one of the most important awareness-raising campaigns in Spain.
Teaching objectives
The general objectives for this stage are:
- To improve or change sun protection attitudes and habits.
- To acquire basic knowledge about the skin.
- To reflect on the benefits of the sun for life on Earth.
- To raise awareness about the risks of the sun for our skin and the consequences of unprotected exposure to the sun’s rays.
- To establish connections between geological, geographical and atmospheric knowledge (the Earth’s orbit and rotation, impacts of the sun’s rays on different surfaces, climates, seasons, ozone layer) and sun protection habits.
- Raise awareness about sustainability and recycling.
Therefore, ISDIN is using this campaign to pass on its experience in the field of sun protection and to emphasise the importance of having healthy sun habits, always from a preventive and awareness-raising perspective.
It carries out its work through two dimensions:
• Informing: researching and experimenting
• Internalising: habits and attitudes
Skills
In this project we will work on the areas of knowledge regarding the natural, social and cultural environment.
SKILLS RELATED TO THE SUBJECT
Learning how to live together and inhabit the world implies, among others:
• Using scientific knowledge to understand future situations related to environmental issues, health conservation or the use of technological objects, thus making coherent decisions based on this knowledge.
Contributions of the subject to basic skills:
Communication skills
· Expressing ideas and organising information about geographical, historical, social, natural and technological spaces, facts, problems and phenomena in an efficient and understandable way.
· Communicating ideas and information orally, in writing, visually and through ICTs to inform, convince and discuss.
· Identifying relevant data related to the subject in texts from various origins that use different communication channels.
INTERMEDIATE LEVEL Teacher’s guide 2
Methodological skills
· Asking questions that can be researched.
· Using work planning skills.
· Using skills for gathering and processing information.
· Using critical and creative thinking for information analysis, problem solving and decision making.
Personal skills
· Sharing knowledge and skills with family and friends.
· Designing and implementing individual and group projects in a responsible and creative way.
Content about the natural environment
Content about the natural environment stems from various scientific disciplines such as biology, physics, geology, chemistry and technology. This knowledge should enable primary school pupils to ask themselves questions about phenomena in the natural world and the effects of human activity on the environment, and to develop rational explanations that take into account the observations and guide their actions.
Science and technology should allow pupils at this stage to build:
· Knowledge about:
· Living things: what characterises them and how they interrelate with each other and with the environment. In this way, it will be possible to understand the need to preserve their diversity and different habitats and the need for people to adopt lifestyles that make it possible to maintain their own and collective health.
· Skills and strategies to look for answers or solutions to scientific or technological problems by posing researchable questions and hypotheses; to design, as a team, processes to answer them; to collect data and organise them; to identify patterns and draw conclusions based on the evidence obtained; to build models or prototypes; and to describe and justify (orally, graphically and in writing) the process carried out and the results obtained. In short, the scientific and technological knowledge that must be acquired during Primary Education should allow pupils to start looking for possible answers to problems or questions related to their environment that are socially relevant, making it possible to give meaning to their actions. At the same time, children should begin to appreciate the enjoyment in finding rational explanations for the facts and the usefulness of applying scientific procedures and attitudes.
Teaching material
The specific material developed by ISDIN for the intermediate level (pupils between 7 and 9 years old) consists of the story “Shadow Village” and some specific materials for each year. Narration is an essential element for pupils of these ages in order to explain and present the different concepts that we want to transmit, which will then be developed through the rest of the work materials (treasure hunt, sun protection game and experiment).
The story is the right space to present the need for adequate sun protection. Through an entertaining story full of adventures, the main characters teach us how to protect our skin against the harshness of the sun.
After the story has been studied as an introductory activity, we have set out some activities for the classroom that will help the pupils acquire knowledge and develop healthy attitudes about sun protection:
- For 2nd year pupils, the material includes the group experiments “Is your shadow always the same?”, “Sun protection” and “The sun protection game”
- For 3rd year pupils, the material includes the group activities “Let’s build a sundial”, “The solar time” and the treasure hunt called “The found word”
These activities are based on an article that is available in the library of the website www.isdinsunlab.com: “We know a lot about the sun, the skin and sun protection”.
To start these activities, you have this teacher’s guide, which includes the necessary guidelines and suggestions. The pupils have a researcher’s notebook in which they will find the tasks required to carry out all the activities (it can be downloaded in PDF format at www.isdinsunlab.com).
Sun protection certificate
Once all the activities have been completed, we suggest that each pupil takes home the sun protection certificate. The aim of this is to involve their family so that they undertake the commitment to follow healthy habits in the future.
It is suggested that they hang the certificate in a visible place in the house (e.g. fridge, front door, etc.). The certificate can be found in the private area of www.isdinsunlab.com.
To finish up and ensure that the concepts are absorbed and that learning about sun protection continues, we propose that you encourage the pupils to try the games on www.isdinsunlab.com. In doing so, they will learn while they have fun.
STRATEGIC GUIDANCE FOR IMPLEMENTING THE PROGRAMME
The activities have been designed for pupils in 2nd and 3rd year of primary education. Both years share the story resource. Based on this, three activities are planned for each year: two on paper and the third on the digital whiteboard or touch screen.
TIMING
The activities of each course are scheduled to take place in two sessions of about forty minutes.
TEACHING SUGGESTIONS AND MATERIAL DEVELOPMENT
EDUCATIONAL MATERIAL - 2ND YEAR OF PRIMARY EDUCATION
Worksheet 1 - Is your shadow always the same?
In this group activity, pupils will learn about the risks of the sun’s impact depending on the length of their shadow.
To carry out this activity, the class must be divided into four or five groups. Each pupil will be assigned a role within the group:
• Human clock
• Measurer
INTERMEDIATE LEVEL Teacher’s guide 4
• Note-taker
• Observer
If there are more than four pupils, they can pair up and play the same role.
Pupils can use Worksheet 1 “Is your shadow always the same?” in the researcher’s notebook to take notes and then reach conclusions.
Every team will need:
• The tables in the researcher’s notebook
• A pencil and eraser
• A tape measure
During the day, teams will go out into the playground twice: once at 10 am and once at 1 pm. 30 minutes beforehand, they must correctly apply sunscreen - an essential addition that should be used whenever the children carry out any outdoor activity (during play time, trips, sports, etc.).
They must observe their own shadow and note down the differences in length depending on the time of day. The duties of each pupil, according to his/her role, will be as follows:
• Human clock: stand in an area where the sun shines.
• Measurer: take two measurements. The first is the height of the human clock (this only has to be measured the first time) and the second is the length of the shadow it casts on the ground.
• Note-taker: write down the results that the measurer gives you in the table in the Researcher’s Notebook.
• Observer: make sure that each member of the team does his/her job properly. In addition, indicate in the table which measurement is greater: the human clock or the shadow. The activity ends when each team draws its conclusions from the research. To do so, they must answer the questions posed in the researcher’s notebook. Finally, the results will be shared with the rest of the class.
At the end of the activity, pupils should understand that the shadow is an indicator of the sun’s location:
At 10 am, the sun is closer to the horizon (shining more horizontally), causing a longer shadow and, therefore, the sun’s rays impact the skin less directly.
At 1 pm, the sun is further away from the horizon (shining more vertically), causing a shorter shadow and, therefore, the sun’s rays impact the skin more directly. At this time of day, protection against the sun should be maximised; you must also remember that exposure to the sun should be avoided between 12 noon and 4 pm (the period when the sun’s intensity is strongest and your shadow is shortest).
In addition, these conclusions can be associated with the temperature at the time the measurements are taken (at 10 am and 1 pm).
Solutions
Here is the solution to activity 6 on worksheet 1:
The more temperature, the less shadow and the sun is higher. The less temperature, the more shadow and the sun is lower.
Worksheet 2 - Sun protection
In this group activity, pupils will learn about the risks of being exposed to the sun without proper protection.
Pupils can use worksheet 2 “Sun protection” in the researcher’s notebook to take notes and then reach conclusions.
Every team will need:
• A piece of black card
• Sunscreen
• A moisturising cream with no sun protection
• Three adhesive labels
INTERMEDIATE LEVEL Teacher’s guide 5
Using labels, the pupils must indicate three clearly differentiated areas on the black card. On the labels of one of the three areas they should write “NO PROTECTION”, on the second “CREAM WITH NO SUN PROTECTION” and on the third “SUNSCREEN”.
Pupils must spread a light layer of moisturising cream on the area marked “CREAM WITH NO SUN PROTECTION”.
They must spread a light layer of sunscreen on the area marked “SUNSCREEN”. The card will then be left in the sun for 24 hours and the pupils will observe the results.
The activity ends when each team draws conclusions from the research. To do so, the questions in the researcher’s notebook must be answered. Finally, the results will be shared with the rest of the class.
At the end of the activity, pupils should understand that sunscreen is the only product that protects the skin from solar radiation.
Online activity - The sun protection game
With the help of the teacher, the pupils will be divided into two teams: Shadow Village and Sunshine Village.
The teams are placed at the starting point. The teacher will read each of the questions in the questionnaire (shown below). Each team has its own questions.
The spokesperson for each team will take his/her turn to respond aloud after deliberating with their team members.
If the answer is correct, they move forward to the next box; if it is incorrect, the team will remain in the same box. Only one question per team is asked in each turn.
The winning team will be the one that reaches the finish line first.
Solutions
Below, we provide you with the solutions to activity 5 on worksheet 2:
The part of the card where we have applied sunscreen has not been altered by the effect of the sun’s rays because the sunscreen has prevented the ultraviolet rays from damaging it.
The part of the card where we have applied moisturising cream has not been altered by the effect of the sun’s rays because the moisturising cream has prevented the ultraviolet rays from damaging it.
The part of the card where we have not applied any product has not been altered because the sun’s rays have no effect on the card.
First question
Question for the team starting the game: What object were the people living in Shadow Village carrying when Thomas, Sarah and Helen first arrived?
Team 2: Was it a rainy or sunny day in Shadow Village?
Box 1
Sunshine Village: Why do plants need the sun?
Shadow Village: Why is the sun important for people?
INTERMEDIATE LEVEL Teacher’s guide 6
X
Box 2
Sunshine Village: What were the people living in Shadow Village trying to protect themselves from with the umbrella?
Shadow Village: Did Thomas, Sarah and Helen like playing sports with the umbrellas?
Box 3
Sunshine Village: What do you call the sun’s rays that can damage the skin?
Shadow Village: How can we prevent the sun’s rays from damaging our skin?
Box 4
Sunshine Village: Who has the most sensitive skin: blonde-haired people with fair skin or brown-haired people with dark skin?
Shadow Village: Can brown-haired people with dark skin get sunburnt?
Box 5
Sunshine Village: Is one application of sunscreen enough?
Shadow Village: When should we apply sunscreen?
Box 6
Sunshine Village: Should we protect ourselves from the sun on cloudy days?
Shadow Village: Which areas of the body are most sensitive?
Box 7
Sunshine Village: What times during the day should we avoid the sun?
Shadow Village: In addition to sunscreen, what should we carry in our backpacks when we go to the beach or the mountains?
Box 8
Sunshine Village: How will your skin look when you grow up if you don’t protect it properly from the sun?
Shadow Village: Does skin have a memory?
Finish line
What is the name of the cream we should apply when we go outside to play?
- Sensitive cream / - Moisturising Cream / - Sunscreen
Solutions
First question
What object were the people living in Shadow Village carrying when Thomas, Sarah and Helen first arrived? An umbrella.
Was it a rainy or sunny day in Shadow Village? It was a sunny day.
Box 1
Why do plants need the sun? It helps them to grow and produce oxygen.
Why is the sun important for people? It makes us happier and strengthens bones and teeth.
Box 2
What were the people living in Shadow Village trying to protect themselves from with the umbrella? Sunburn.
Did Thomas, Sarah and Helen like playing sports with the umbrellas? No, they weren’t happy about it.
Box 3
What do you call the sun’s rays that can damage the skin? Ultraviolet rays. How can we prevent the sun’s rays from damaging our skin? Wearing a T-shirt, cap and sunscreen.
Box 4
Who has the most sensitive skin, blonde-haired people with fair skin or brown-haired people with dark skin? Blonde-haired people with fair skin.
Can brown-haired people with dark skin get sunburnt? Yes, brown-haired people with dark skin can get burnt too.
Box 5
Is one application of sunscreen enough? No, you have to re-apply it every two hours. When should we apply sunscreen? Half an hour before we leave the house.
INTERMEDIATE LEVEL Teacher’s guide 7
Box 6
Should we protect ourselves from the sun on cloudy days? Yes, because ultraviolet rays can pass through the clouds.
Which areas of the body are most sensitive? The nose, lips and feet.
Box 7
What times during the day should we avoid the sun? From 12 noon to 4 pm. In addition to sunscreen, what should we carry in our backpacks when we go to the beach or the mountains? A cap, T-shirt, sunglasses and water.
Box 8
How will your skin look when you grow up if you don’t protect it properly from the sun? Aged, with wrinkles and blemishes.
Does skin have a memory? Yes, the skin has a memory.
Finish line
What is the name of the cream we should apply when we go outside to play? Sunscreen.
• Explain the main characteristics of the skin.
• Introduce the elements of risk in sun exposure.
• Raise awareness about the basic habits for responsible sun protection.
Pupils must connect to the private area of www.isdinsunlab.com through a computer in order to answer all the questions in the treasure hunt.
For each of the 15 questions, they will have to select the correct answer from several options for each one, which they can find by accessing the links that appear on the hint button next to each question.
If they click on the correct answer, the screen will show you a letter that you will have to write down in the “Found word” table of the researcher’s notebook.
If you arrange the 15 letters, you will find the answer to the question asked.
Below, we provide you with the solution to the 15 questions of the treasure hunt and the solution to the “Found word” worksheet.
Solutions
1. The solutions to the questions are as follows:
1. What is the biggest star in the solar system?
El Sol
EDUCATIONAL MATERIAL - 3RD YEAR OF PRIMARY EDUCATION
Worksheet 1 - Treasure hunt: The found word
A treasure hunt is an online resource that shows a series of questions and a list of websites or resources where pupils must look for the answers.
At the end, a “long question” is usually included, the answer to which requires including and evaluating what has been learnt during the search.
Treasure hunts are useful strategies for acquiring information on a given topic and practicing skills and procedures related to information and communication technologies in general by accessing information through the Internet.
The treasure hunt we propose includes the following learning content for the pupils:
• The sun and its relationship with the planet: benefits and risks.
• The skin and its main function for people’s lives.
• Main sun protection habits: using the appropriate sunscreen, hydration, wearing appropriate clothing and protective elements.
Through these subjects, we want to:
2. What is the largest organ in the human body?
The skin
3. What do plants use the sun’s energy for?
Photosynthesis
4. How many layers does the skin have?
Three
5. What are the different types of ultraviolet rays?
UVA, UVB and UVC
6. Why are there different skin colours?
Due to melanin
7. What vitamin is produced thanks to sun exposure?
Vitamin D
8. Which of the sun’s rays penetrate our skin more deeply?
UVA rays
INTERMEDIATE LEVEL Teacher’s guide 8
9. What is sunstroke?
A health problem caused by prolonged, unprotected exposure to the sun’s rays
10. What areas of the body are most sensitive to the sun?
The nose, lips and feet
11. What should I do to protect my skin from the sun’s rays?
Wear sunscreen, a cap, sunglasses and a T-shirt
12. What happens to my skin if I don’t protect it from the sun’s UV rays? Sunburn
13. What is sunscreen?
A product which is applied to the skin and helps to protect us from UV rays and prevent its harmful effects.
14. What is sun protection factor?
The multiplication of the time that I can be in the sun for without getting burnt if I use sunscreen
15. Why do we have four seasons?
Because of the tilt of the Earth’s axis
2. The 15-letter word is: PHOTOPROTECTION
3. The correct text that must be completed with the words we propose is:
The skin is the largest organ in the human body and has three layers. The sun, which is a star in the solar system, emits, among others, three types of ultraviolet rays to Earth: UVA, UVB and UVC. Only UVA and UVB rays reach the Earth.
Although the sun has benefits, for example, it allows plants to perform photosynthesis and people to generate vitamin D, UVA and UVB rays can damage our skin.
To protect ourselves from the sun, we should wear a T-shirt, drink a lot of water, wear sunglasses and choose the right sunscreen with a sun protection factor suited to our skin type. If you do all this, you will have protected yourself properly from the sun.
For such purpose, we will use the sundial experiment. A sundial is an instrument that has been used since ancient times to measure time. Its functioning is based on the Earth’s rotation, so the time is measured by taking into account the projection of the shadow on a surface. For this reason, the sundial not only gives us information about the time, but also allows us to use the shadow as an indicator of solar radiation.
Learning outcomes
At the end of the experiment, the pupils will be able to:
a) Correctly follow the instructions to carry out the experiment;
b) Use the results obtained to support their conclusions;
c) Know the consequences of exposure to the sun.
Performing the activity
The activity will be carried out in five steps.
Individually or in groups, a sundial will be built. To do this, pupils must use “The Sundial” worksheet, included in the researcher’s notebook. The materials needed to make the sundial are the following:
• Cut-outs from the worksheet
• Scissors
• Cardboard
Worksheet 2 - Let’s build a sundial
The experiment outlined below will allow your pupils to observe how the intensity of solar radiation is greater at certain times of the day.
INTERMEDIATE LEVEL Teacher’s guide 9
• Glue
• Compass (optional)
Step 1: Understanding the pieces that form it
First, pupils will be introduced to the three pieces that make up the sundial (which they will find as cut-outs in the researcher’s notebook):
• Spring - summer face piece
• Autumn - winter face piece
• Template of the stylus, which is the object that casts the shadow (four possible angles, which are chosen according to the latitude).
Since the sun does not shine in the same way in summer as in winter, the sundial has two faces. The two faces of the sundial have been included, which will form part of the same piece in the end. Depending on the season, the shadow will be cast on one side or the other. Another factor to take into account is the latitude: depending on the latitude of the place where you are, it will be necessary to choose a specific stylus, since the latitude of the place determines the impact of the sun’s rays.
Step 2: Cut and paste
Once the stylus has been chosen according to the latitude, the pupils must cut out the three pieces along the red lines in order to stick them on a piece of cardboard and then cut the cardboard in to the shape of the sundial. It is important to remember to cut along the slots marked on the semi-circles and on the stylus template so that the pieces fit together.
It is very important that the faces of the sundial are glued on to the same piece of cardboard, one on each side, and that the centres of the semi-circles coincide.
A slot should then be made: to do this, pupils should cut along the vertical red line that appears in the middle of the semi-circle. After this, they will have to glue the stylus template on to another piece of cardboard, cut it out and also make a slot so that both pieces fit together as shown in the drawing.
Step 3: Putting the pieces together
Assemble the pieces as shown in the drawing.
Upper side: spring-summer
Lower side: autumn-winter
Lower side
Step 4: Positioning the sundial
As shown in the drawing, the pupils should point the sundial towards north or the North Star, and place it in an area where the sun is shining (window, playground, etc.) as shown in the picture; a compass may be used.
Four different stylus templates are included in the pupil’s notebook. Each one relates to a latitude and, in addition, the Spanish cities to which this latitude corresponds are specified. If your city does not appear, choose the stylus template relating to the latitude of a nearby town.
Tell your pupils which face of the sundial they should observe depending on the time of year that they build the sundial:
• The top face will tell the time in spring or summer.
• The bottom face will tell the time in autumn or winter.
INTERMEDIATE LEVEL Teacher’s guide 10
Spring / summer side
40 º 36 º 42 º 38 º Autumn / winter side
Gnomon for 40 º Gnomon for 36 º Gnomon for 42 º Gnomon for 38 º
Step 5: Shadow observation
The researcher’s notebook is designed so that the pupils themselves are the protagonists of the process, since during the experiment they can be autonomous in observing and answering the questions posed.
The teacher will act as a guide, and will help whenever necessary, solving any doubts and questions.
Worksheet 3 - Solar time
Once the sundial is built and positioned in the chosen place, pupils must observe it and complete worksheet 3 called “The solar time”, which can be found in the researcher’s notebook. The pupils will observe the sundial and write down the appropriate measurements on this worksheet. The aim of this is for pupils to differentiate solar time from conventional time (local time), and to relate the movement of the shadow on the sundial to the Earth’s rotation.
Note:
Remind your pupils that sundials do not tell the time of the clock, but solar time. For such purpose, a small correction must be made: the time shown on the clock is one hour ahead in winter time (from the last Sunday in October to the last Sunday in March) and two hours ahead in summer time.
In other words, one or two hours must be added to the solar time, depending on whether the time is observed in winter or summer time.
Packaging recycling
It is just as important to learn to protect yourself adequately from the sun, as to be aware of the need for responsible management of empty sunscreen containers.
The project adds sustainability criteria, incorporating the responsibility of recycling. Remind your students that recycling correctly helps reduce the impact on the environment and turn waste into new resources.
Evaluation
The following table provides the tools to evaluate the pupils according to the project objectives. The indicators provided will allow you to assess the level of achievement of the different objectives.
INTERMEDIATE LEVEL Teacher’s guide 11
North or Pole Star
Objectives To improve or change sun protection attitudes and habits
Indicators
The pupil understands and knows the habits and behaviours for responsible sun protection.
To
acquire basic knowledge about the skin
The pupil knows the structure of the skin and the effects of solar radiation on it.
To
reflect on the benefits of the sun for life on Earth
To raise awareness about the risks of the sun for our skin and the consequences of unprotected exposure to the sun’s rays
To establish connections between geological, geographical and atmospheric knowledge and sun protection habits
The pupil can identify the main benefits and dangers of the sun and understands the importance of the sun.
The pupil understands and can identify the dangers of unprotected sun exposure.
The pupil understands the impact of solar radiation depending on the time, surfaces and geographical location and has assimilated the importance of sun protection habits.
INTERMEDIATE LEVEL Teacher’s guide 12
Pupil Very well Well Slightly Not at all VW W S N VW W S N VW W S N VW W S N
