ISDIN SUPERIOR 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 · 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.

Parent’s guide

- For pupils in 6th year, the material includes the Kahoot! “Sun, skin and sun protection” activity and the activity “What do we know about Sun protection?”, which aims to group and display all the knowledge acquired throughout the sun protection project during the 3rd year of ECE to the 6th year of PE. 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).

Evaluation criteria: · 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 higher level (pupils between 9 and 11 years old) consists of the following elements: - An introductory video summarising the main contents of the project: - The sun

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 4th, 5th and 6th year of primary education.

All three years share the video resource. Based on this, two activities are planned for each year: one on paper and the other on the digital whiteboard or touch screen.

- The sun and its benefits - The sun and its risks - The skin - Skin and sun exposure: consequences - Essential sun protection measures Two activities for each year linked to the video, by means of which we seek to reinforce and cement the knowledge acquired in the video using a very visual language.

- For pupils in 4th year, the material includes the group experiment “Skin has a memory” and the online game “True or False?”

- For pupils in 5th year, the material includes the group activity “The impact of radiation” and the online game “Complete the sentences”.

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

TEACHING SUGGESTIONS AND MATERIAL DEVELOPMENT With the activities that we will carry out in the three years at this level, we want to encourage the pupil to reflect, critically analyse and search for solutions, and promote the acquisition of healthy habits using a fun and stimulating approach.

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The experiment requires several worksheets to be completed, which the pupils can find in the researcher’s notebook, in which:

Parent’s guide

Once worksheet 1 has been completed, it is time to tell the pupils what the experiment detailed in this guide will consist of.

• They will start by using their own knowledge, relating it to future learning (worksheet 1); • They will describe their hypotheses and plan their learning (worksheet 2);

Worksheet 2: Hypothesis

• They will conduct the experiment through a series of steps and reflect on the new content (worksheet 3);

On this worksheet, they will have to answer a question, anticipating what they are going to learn in this activity.

• Finally, they will evaluate their own learning process (worksheet 4); Furthermore, it is important to note that the transfer and association of knowledge to other contexts facilitates their learning and assimilation in the long term.

With this worksheet, we want the pupils to begin creating their own working hypothesis, encouraging reflection prior to performing the activity, thus facilitating autonomous learning. This way of working is part of the “Learning to Learn” skill, since the pupils will start becoming aware of their own abilities when tackling the task at hand.

Learning outcomes

Worksheet 3: Steps

At the end of the activities, the pupils will be able to:

For this activity, the following items are needed: - Plasticine - A sponge or foam rubber

(a) Correctly follow the instructions to carry out the activity; (b) Establish hypotheses to try to answer the questions posed; (c) Use the results obtained for their arguments and hypothesis testing; (d) Understand the importance of variables such as the impact of the sun on the Earth’s surface or the importance of protecting the skin from the sun’s rays; (e) List sun protection habits; (f) Know what is the most suitable sunscreen for each of them.

Worksheet 1: Activate what you know

Pupils must place their fingers in the plasticine and in the foam rubber or sponge; in this way, and by means of a comparison with the plasticine as the protagonist, the pupils will understand that the skin has a memory, so the damage and risks to which our skin cells are exposed leave a mark, making it more vulnerable to diseases and damage. For this reason, it is important to be properly protected from the sun from infancy.

To begin the activity, worksheet 1 “Activate what you know” must be completed. The pupils will start by using their previous knowledge, being able to deepen and expand it.

Solutions

EDUCATIONAL MATERIAL - 4TH YEAR OF PRIMARY EDUCATION “Skin has a memory” activity

Below, we provide you with the solutions to activity 1 on worksheet 2: Below, we provide you with the solutions to activity 5 on this worksheet: Question 1 - The altitude is... Solution B

X

1. The sponge recovers its shape, but the plasticine does not as my fingers are imprinted on the surface.

Question 2 - The Earth’s orbit causes... Solution B Question 3 - If the sun shines on the Earth... Solution C

Worksheet 4: Conclusions

Question 4 - The sun... Solution B

Once the learning process has been completed, they will be able to provide their conclusions on worksheet 4 and evaluate the learning process and outcomes.

Question 5 - The skin is made up of... Solution C

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“True or False?” activity Solutions Below, we provide you with the answers to the game’s questions: - Apply sunscreen at home, just before you leave - FALSE - Apply a small amount all over your body - FALSE - Don’t forget ears, hands and feet and especially sensitive areas such as the nose, lips and insteps - TRUE

Parent’s guide

EDUCATIONAL MATERIAL - 5TH YEAR OF PRIMARY EDUCATION “The impact of radiation” activity Worksheet 1: Activate what you know To begin the activity, pupils should complete worksheet 1 called “Activate what you know”.

The pupils will start by using their previous knowledge, being able to deepen and expand it.

- One application protects you all day long - FALSE

The questions on worksheet 1 are designed not only to activate the contents learnt in other years, but also to present new contents that are necessary for the development of the experiment.

- If it is cloudy, you do not need to protect your skin from the sun - FALSE

Solutions

- Be especially careful when you are in the mountains, when there is snow or when you are at the beach or the swimming pool - TRUE

Below, we provide you with the solutions for this worksheet:

- Try to expose yourself to the sun between 12 noon and 4 pm as the solar radiation hits Earth more vertically and is more intense - FALSE

Rotation - Orbit

- If it’s hot, drink water often - TRUE - Wear sunscreen every day of the year - TRUE

Day - Night Sun - Solar radiation Skin - Dermis, epidermis, hypodermis Chlorophyll - Photosynthesis

- There are five things you should always have to protect yourself from the sun: hat, sunglasses, sunscreen, t-shirt and water - TRUE

North - South

- After being exposed to the sun, your skin is very dry. Rehydrate it well with after-sun, which will also help to refresh it - TRUE

Sunscreen - Sunblock

- Skin rejuvenates with the sun - FALSE

Melanin - Tan Phototype - Skin tone Latitude - Altitude Worksheet 2: Hypothesis On this worksheet, they will have to answer a question, anticipating what they are going to learn in this activity.

With this worksheet, we want the pupils to begin creating their own working hypothesis, encouraging reflection prior to performing the activity, thus facilitating autonomous learning. This way of working is part of the “Learning to Learn” skill, since the pupils will start becoming aware of their own abilities when tackling the task at hand.

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Parent’s guide

Worksheet 3: Steps

“Complete the sentence” activity

For this activity, the following items are needed:

Solutions

- A torch - A sheet of paper - A pencil

Below, we provide you with the answers to the game’s questions: Apply sunscreen at home – to dry skin, 30 minutes before leaving.

Apply a sufficient amount - all over your body.

Remember that just one application - does not protect you all day.

Wear sunscreen - every day of the year.

Be especially careful - when you are in the mountains, in the snow and at the beach or pool.

Try to avoid exposure to the sun - between 12 noon and 4 pm

On this worksheet, pupils will check which of their hypotheses stated at the end of sheet 1 is true.

If it is hot - drink water often

To do this, they must shine a torch on a sheet of paper vertically from a distance of 30 cm and draw the outline of the torch light on the sheet. Keeping the same distance, the effect of the torch on the sheet should be varied; tilt it, and redraw the outline.

There are five things you should always have to protect yourself from the sun: hat, sunglasses, t-shirt, water and sunscreen.

Both surfaces will be compared and the question will be answered that leads them to conclude that the surface is larger for the rays that beam down in a more diagonal direction; consequently, by having to heat a larger surface, the heat is dispersed and a lower temperature is reached.

30 cm

Worksheet 4: Conclusions Solutions Below you will find the solutions for this worksheet: When shining vertically, the sun’s rays heat a smaller surface and so this surface reaches a higher temperature.

After being exposed to the sun - rehydrate your skin with after-sun.

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EDUCATIONAL MATERIAL - 6TH YEAR OF PRIMARY EDUCATION “Kahoot!” activity Click on the following link: https://play.kahoot.it/#/k/2db52626-200a-4d32-b412-582c6e48d7bf If you have a Kahoot! account, log in with your username and password.

If you do not have an account, you can participate anyway. You do not need to have a Kahoot! account to take part.

Parent’s guide

Solutions 1 - Why do we need the sun? Solution B 2 -The body makes vitamin D when it is exposed to the sun. What is vitamin D for? Solution C 3 -How far away from the Earth is the sun? Solution D 4 -Plants absorb solar energy and carry out photosynthesis. Is this process necessary? Solution C 5 - How many types of ultraviolet rays are there? Solution B 6 -What kind of ultraviolet radiation reaches the Earth? Solution D

Why Kahoot!?

Kahoot! is a free learning platform that uses games so that pupils learn in an appealing, entertaining and inclusive way.

It is a platform that allows you to create questionnaires in a test format, which the pupils have to answer in teams through their own device within a set time.

7 -What are the layers of the skin? Solution B 8 -What is the name of our body’s natural protection against solar radiation? Solution A 9 -What is responsible for sunburn and lowered defences? Solution B 10 -What is responsible for skin aging and sun allergies? Solution A 11 -What is a phototype? Solution D 12 - How many phototypes are there? Solution D

How do you play?

Kahoot! uses two profiles: the teacher’s profile and that of the pupils.

The teacher controls their profile from their computer or tablet and acts as coordinator.

The pupils act as participants grouped in teams. Each team needs a computer or tablet to participate.

13 - There are places where the intensity of the sun increases. Where should we be especially careful? Solution C 14 - At what times should we avoid the sun since (because) the radiation is more intense? Solution A 15 - What is sunscreen? Solution A 16 - Do we have to protect ourselves from the sun every day of the year? Solution D

Mechanics

17 - Which areas of the body are particularly sensitive? Solution C

By clicking the link, you can choose between “Classic” or “Team mode”. To play in a group with the pupils, we will choose “Team mode”. A six-digit numerical code will then appear on the screen.

18 - How can we help our skin avoid sunburn? Solution B

Pupils must access www.kahoot.com from their computers or tablets and enter the code.

They will have to enter a name for their team. The groups will appear on the coordinator’s screen as they are registered.

Once all the teams have registered, the teacher can start the questionnaire.

The teacher’s computer will display the questions, each with four possible answers. The teacher’s screen will be shared through a projector or a digital whiteboard.

Pupils can manage their profile from their computers or tablets. On their profile, they will see four icons representing the four answers by means of a colour code.

Pupils must read and choose an answer within a maximum of 20 seconds.

At the end of the questionnaire, we will see the results of the teams in the form of a ranking.

“What do we know about Sun protection?” activity The objective of this activity is to create a poster containing all that has been learnt about the sun, skin and sun protection.

The different posters will be used to convey the knowledge acquired throughout the years of training.

First, the topics that will be dealt with must be decided in class. Once all the topics have been listed, a topic will be assigned to each student in order to achieve a linear presentation of all that has been learnt and to ensure that all the concepts are covered.

The presentation can be used to explain the topic to other classmates, to school staff who have not received the training or to the younger children in the school.