ISDIN MEDIO Guía Familias ENG

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Parent’s guide

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.

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Contents PEOPLE AND HEALTH

Parent’s guide

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).

· Identifying and justifying habits related to hygiene, rest, physical exercise and a varied and balanced diet for a healthy life. Identifying messages and practices that are not conducive to good personal and health development.

Sun protection certificate

Evaluation criteria:

Once all the activities have been completed, we suggest that each pupil prints 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.

· To positively value the practice of certain habits associated with hygiene, food, physical exercise and rest that it is advisable to maintain and, at the same time, to discern the activities that are harmful to health.

Connections to other areas: · Understanding and producing oral, written and audio-visual messages. · Adopting health and hygiene habits.

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.

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

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 activities of each course are scheduled to take place in two sessions of about forty minutes.

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.

TEACHING SUGGESTIONS AND MATERIAL DEVELOPMENT

After the story has been studied as an introductory activity, we have set out some activities to work home that will help the pupils acquire knowledge and develop healthy attitudes about sun protection:

EDUCATIONAL MATERIAL - 2ND YEAR OF PRIMARY EDUCATION Worksheet 1 - Is your shadow always the same?

- For 2nd year pupils, the material includes the experiments “Is your shadow always the same?” and “Sun protection”.

In this activity, pupils will learn about the risks of the sun’s impact depending on the length of their shadow.

- For 3rd year pupils, the material includes the activities “Let’s build a sundial”, “The solar time” and the treasure hunt called “The found word”.

To carry out this activity, another person’s help is necessary.. Each person will be assigned a role within the group:

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”.

• Human clock • Measurer and note-taker

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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

Parent’s guide

Write down the results in the table in the Researcher’s Notebook. 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 activity, pupils will learn about the risks of being exposed to the sun without proper protection.

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.

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 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

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“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.

Solutions Below, we provide you with the solutions to activity 5 on worksheet 2:

X

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.

Parent’s guide

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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.

Parent’s guide

2. What is the largest organ in the human body?

The skin 3. What do plants use the sun’s energy for?

Photosynthesis

At the end, a “long question” is usually included, the answer to which requires including and evaluating what has been learnt during the search.

4. How many layers does the skin have?

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.

5. What are the different types of ultraviolet rays?

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: • 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.

Three 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 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

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.

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?

Solutions

Because of the tilt of the Earth’s axis

1. The solutions to the questions are as follows: 1. What is the biggest star in the solar system?

El Sol

2. The 15-letter word is: PHOTOPROTECTION

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Parent’s guide

Performing the activity 3. The correct text that must be completed with the words we propose is:

The activity will be carried out in five steps.

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.

Individually or in groups, a sundial will be built. To do this, pupils must use “The Sundial” worksheet, included in the researcher’s notebook.

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.

• Cut-outs from the worksheet

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.

The materials needed to make the sundial are the following: • Scissors • Cardboard • Glue • Compass (optional)

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.

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.

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Parent’s guide

Step 1: Understanding the pieces that form it

marked on the semi-circles and on the stylus template so that the pieces fit together.

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):

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.

• Spring - summer face piece

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.

• 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 3: Putting the pieces together Assemble the pieces as shown in the drawing.

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.

Spring / summer side

Upper side: spring-summer

Autumn / winter side

Lower side: autumn-winter

Lower side Gnomon for 40 º

Gnomon for 36 º

40 º

Gnomon for 42 º

36 º

Gnomon for 38 º

42 º

38 º

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.

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

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

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Parent’s guide

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.

North or Pole Star

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