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UV BEADS AND SUNSCREEN: HOW EFFECTIVE IS SUNSCREEN AT PROTECTING YOUR SKIN? Grade Level: 3rd Grade BACKGROUND: In this experiment, students use UV Beads as a model to investigate the effectiveness of sunscreen. Like most models, UV Beads are not a perfect model of skin because skin becomes damaged when it’s affected by UV rays while the beads are not. However, you can use the UV beads despite its limitations to help students learn about UV rays and how to properly protect their skin. The UV beads are good models because it illustrates the changes the skin goes through when it is exposed to UV light. From this observation, students can make predictions about the effectiveness on sunscreen and how to best protect their teeth. Students don’t need to understand the way that their skin is damaged by UV rays to know that they want to protect their skin. In this experiment, students will ask questions, decide the correct choice of action, conduct an investigation, gather data, and record their results. Practice with the scientific process will help students further understand how to protect their skin from UV rays and also to prevent skin cancer. OBJECTIVES: After completing this lab, students will be able to plan and use the scientific process and to share their data with others; practice their counting and number skills; research and decide the best plan of action for their experiment; ask and answer questions that lead to greater understanding; learn to use models when they cannot investigate the real effects; and describe how UV rays negatively effect their skin and how skin cancer begins with unprotected UV exposure. HYPOTHESIS: A bead with no sunscreen on it will change color the most as opposed to the beads with the sunscreen. The beads with the highest SPF sunscreen will change color the least. DURATION: Set-up time: 15 minutes (before class) Experiment’s run time/ data collection: 30 minutes, 2 days after set-up for observations and discussion. MATERIALS:


For each class: 1 tube of SPF 15 sunscreen 1 tube of SPF 40 For each team of 2 or 3: 30 UV Color Changing Beads ($8.00) 3 Paper Plates For each student: 1 Copy of the UV Color Record Page (at the end of this file) 1 Pencil Crayons or Colored Pencils PROCEDURE: 1. EXPERIMENT SET-UP 1.1. Show the students the beads and explain to them that they are uv beads, meaning that when exposed to the sun they turn into bright colors. 1.2. Ask students if there parents ever make them wear sunscreen in the summer or whenever they’re playing outside in the sun. Why do they do this? 1.3. Ask students what sunscreen does and how it protects the skin from sun damage. 1.4. Ask students if they’ve ever been badly burnt, follow up with asking if they were wearing sunscreen. 1.5. What would happen if we put one group of UV beads in the sun with no sunscreen, and another group of UV beads coated in Sunscreen? 1.6. Ask the students if they think a higher SPF is more effective in protecting their skin from harmful sun rays. 1.7. The team of students will write their answer in the space marked “what will happen to the beads if” on their answer sheet. 2. EXPERIMENT EXECUTION 2.1. After all the teams have successfully answered the question in their answer sheet they will be ready to perform the experiment 2.2. Gather 2 group of beads, 10 beads in each group 2.3. Place 10 beads on each plate and choose two types of sunscreen 2.4. Spray the first type of sunscreen on one set of beads, covering all the beads with a generous amount of sunscreen. Set aside and let dry “Label the SPF” 2.6. Take the second group of beads, place it on a paper plate and label it “Label the SPF”


2.7. The students will then spray SPF 40 sunscreen on the beads, covering all the beads with a generous amount of sunscreen. Set aside and let dry 2.8. Now have the students take the third group of beads, place it on a paper plate and label it “NO SPF”. DO NOT PUT ANY SUNSCREEN ON THE BEADS 2.9. Whenever the sunscreen has dried completely place the 3 plates on the window seal and leave for 90 minutes. Answer the questions. 3 EXPERIMENT TAKE DOWN 3.1 After the results have been documented, the students will analyze the transformation and changes of the UV beads after they have been in the sun for two days. The students will be allowed to throw the beads away or take them home. DATA ANALYSIS AND QUESTIONS TO CONSIDER: 1. Review the teams’ responses to Question 3 above (What will happen to our UV beads if...) Discuss whether the responses were accurate and why the initial ideas are not always accurate. 2. Discuss the result of their investigation What happens with the beads when they were placed in the sun? The ones with no sunscreen changed color the most while the ones with the highest SPF changed color the least. What made the beads change color? We placed the beads in the sun. What did the sun make happen to the beads? It made the beads change color from white to multi colored What effect did the higher SPF sunscreen have on the bead color? The highest SPF sunscreen made the beads change color the least. Did all of the beads show the same change in color? Which plate of beads showed the most change in color? Why do you think this is the case? 3. Since the beads are a model for our skin, why is it important to wear sunscreen when we go outside? If we go outside without protecting our skin, then our skin will get damaged and we could get burned which leads to skin cancer. Remember that a bead is not a perfect model for skin because once they come out of the light they go back to their normal color while your skin cannot repair itself from bad burns. Remember to remind the students that only one bad burn can cause skin cancer.


4. Review the student’s process that they used to answer the questions about the transformation of the UV beads. Help students compare what they did to what scientists do when they conduct investigations or experiments. Help students realize that they can be scientists too. Scientists ask a question. (What questions did the students ask?) Scientists plan their investigation and use a control to try to answer their question. (How did the students plan and conduct their investigations? Did they use a control?) Scientists make predictions about what they think might happen. (What were students’ guesses?) Scientists use tools to help them observe and gather data. (What tools did students use? How did those tools help them?) Scientist use their senses to observe and gather evidence or data. (How did the students use their senses) Scientists share their evidence and data with others. (How did the students share their evidence?) Scientists record their observations and data. (Where did students record their observations?) Scientist use their evidence and data from investigating results to answer their question or explain what happened. (How did students use their evidence to answer their question?) 5. To end the activity as students what they would do differently if they repeated their investigation 6. Congratulate the students as they have completed the experiment and their hard work as scientists. CONCLUSION: In our classroom experiment, we saw that adding sunscreen to a UV bead keeps it from completely changing color.

Website Source http://www.stevespanglerscience.com/experiment/00000118


Bead Record Page Scientists’ Names: 1. What will happen to our beads if 2. This is what we did to our beads. Draw a picture here

Write in words what you did to your beads here. 3. We think our beads will 4. This is a record of what happened to our beads after 3 days in the sun with sunscreen and without sunscreen. Draw and color a picture of your beads as they appear in the designated space below. With out Sunscreen Sunscreen

With

5. After 2 days, our beads 6. For further discussion, do you believe that polarized sunglasses would have a similar effect on the safety of the eyes as the sunscreen has on the safety of the skin? Why or why not?


Teacher Information Page EXPERIMENT SET-UP 1.1. Show the students the beads and explain to them that they are uv beads, meaning that when exposed to the sun they turn into bright colors. 1.2. Ask students if there parents ever make them wear sunscreen in the summer or whenever they’re playing outside in the sun. Why do they do this? 1.3. Ask students what sunscreen does and how it protects the skin from sun damage. 1.4. Ask students if they’ve ever been badly burnt, follow up with asking if they were wearing sunscreen. 1.5. What would happen if we put one group of UV beads in the sun with no sunscreen, and another group of UV beads coated in Sunscreen? 1.6. Ask the students if they think a higher SPF is more effective in protecting their skin from harmful sun rays. 1.7. The team of students will write their answer in the space marked “what will happen to the beads if” on their answer sheet. EXPERIMENT TAKE DOWN 3.1 After the results have been documented, the students will analyze the transformation and changes of the UV beads after they have been in the sun for two days. The students will be allowed to throw the beads away or take them home. DATA ANALYSIS AND QUESTIONS TO CONSIDER: 1. Review the teams’ responses to Question 3 above (What will happen to our UV beads if...) Discuss whether the responses were accurate and why the initial ideas are not always accurate. 2. Discuss the result of their investigation What happens with the beads when they were placed in the sun? The ones with no sunscreen changed color the most while the ones with the highest SPF changed color the least. What made the beads change color? We placed the beads in the sun. What did the sun make happen to the beads? It made the beads change color from white to multi colored What effect did the higher SPF sunscreen have on the bead color? The highest SPF sunscreen made the beads change color the least. Did all of the beads show the same change in color? Which plate of beads showed the most change in color? Why do you think this is the case? 3. Since the beads are a model for our skin, why is it important to wear sunscreen when we go outside?


If we go outside without protecting our skin, then our skin will get damaged and we could get burned which leads to skin cancer. Remember that a bead is not a perfect model for skin because once they come out of the light they go back to their normal color while your skin cannot repair itself from bad burns. Remember to remind the students that only one bad burn can cause skin cancer. 4. Review the student’s process that they used to answer the questions about the transformation of the UV beads. Help students compare what they did to what scientists do when they conduct investigations or experiments. Help students realize that they can be scientists too. Scientists ask a question. (What questions did the students ask?) Scientists plan their investigation and use a control to try to answer their question. (How did the students plan and conduct their investigations? Did they use a control?) Scientists make predictions about what they think might happen. (What were students’ guesses?) Scientists use tools to help them observe and gather data. (What tools did students use? How did those tools help them?) Scientist use their senses to observe and gather evidence or data. (How did the students use their senses) Scientists share their evidence and data with others. (How did the students share their evidence?) Scientists record their observations and data. (Where did students record their observations?) Scientist use their evidence and data from investigating results to answer their question or explain what happened. (How did students use their evidence to answer their question?) 5. To end the activity as students what they would do differently if they repeated their investigation 6. Congratulate the students as they have completed the experiment and their hard work as scientists.

Skin Protection-3rd Grade  

DURATION: MATERIALS: The UV beads are good models because it illustrates the changes the skin goes through when it is exposed to UV light. F...

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