Science and Technology Integrated with the SunSmart Program
Stage 1 Unit of Work- Year 1
Notes: ; Early Stage 1 A Place in Time
This SunSmart unit forms a sub-unit of the „A
Place in Time‟ unit and assumes that children Weather and how it changes our surroundings ； Stage 1
have completed prior tasks in the investigation Seasonal change and its effects on plants,
of the weather and how it changes our people and other animals ; Stage 2
environment. Year
; Stage 3 1 This unit is designed for approx 4 weeks. Assessment tasks are indicated with A
Unit purpose and focus: Why do I need to have sunscreen on all the time?
This unit provides opportunities for students to further develop their knowledge and understanding of how people alter their
environment in response to natural conditions; that the weather can have a powerful effect on people and their health and that applying sunscreen 20 minutes before going outside and reapplying every 2 hours is an important change that we need to make in
our daily lives. They will be asked to investigate when and why they need to wear sunscreen. The learning process of „design and make‟ will be implemented when the children are asked to design and make a SunSmart label for a bottle of sunscreen.
Rationale for Integration:
This unit of work is designed to be delivered as either part of the Science and Technology Scope and Sequence or the Connected Outcome Groups (COGS). Please note the same outcomes are addressed. We know that children gain a greater understanding of
issues and topics through investigating and the „learning processes‟ in the Science and Technology Curriculum is ideal as it encourages discovery learning.
At the conclusion of this unit students will understand the importance of applying sunscreen and reapplying every 2 hours.
Stage 1 Year 1 SunSmart Program
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Learning process outcomes and big ideas Content strand outcomes and big ideas Values and attitudes
Investigating INV S1.7 Earth and Its Surroundings ES S1.6 ; Initiates scientific and technological tasks and Conducts guided investigations by observing, Identifies and describes ways people and other challenges and perseveres to completion.
questioning, predicting, collecting and recording living things depend upon the Earth and its
data and suggesting possible explanations. Environments. ; Gains satisfaction from their efforts to
investigate, to design, to make, and to use Big ideas Big ideas technology.
; Observes and describes changes of the heat ; Observes and records what happens to people
intensity of the sun. when they stay in the sun for too long. ; Works cooperatively with others in groups on ; Investigates the composition of sunscreen. ; Observes and recounts changes in the scientific and technological tasks and
environment over a day and describes activities ; Investigates the UV Index. challenges.
at different times of the day. ; Tells others about what has been found out.
; Examine different types of sunscreens. ; Shows informed commitment to improving
Using Technology UT S1.9 quality of society and environment through
Products and Services PS S1.5 Selects and uses a range of equipment, computer S&T activities.
Grows, makes or processes some products using a based technology, materials and other resources to
range of techniques and materials. undertake an investigation or design task:
; Investigate the Cancer Council website
http://www.cancercouncil.com.au/editorial.asp?Big ideas pageid=1847
Designs a label for a sunscreen bottle. for information about sunscreen and UV Index
and the Australian Government Bureau of
Meteorology for information about the UV Index
http://www.bom.gov.au/weather/uv/
Designing and Making DM S1.8
Develops and implements their own design ideas in
response to an investigation of needs and wants.
Big Ideas
; Develops design ideas through trial and error
and experimentation.
; Uses common classroom equipment, materials
and processes to make or model products and
places.
Task: Investigate when we need to wear sunscreen Task: To design a label for a sunscreen bottle
Observing and exploring Identifying needs and wants
; Explore what students know and what they would like to know about the ; Ask children to recall a time in their life when they got sunburnt (or if they
importance of wearing sunscreen. know someone who got sunburnt).
; Introduce a mind map to students and ask them to brainstorm their ideas. ; Discuss what it felt like.
; Ask children (and teacher) to bring in a bottle of sunscreen from home. ; Use a range of resources including multi-media to explore the range of
sunscreens available. ; Investigate the Cancer Council website
http://www.cancercouncil.com.au/editorial.asp?pageid=1847 information ; Discuss who is or should be responsible for the application of sunscreen in
about sunscreen. their house.
; Collect information about the content and SPF on sunscreen bottles. ; Discuss what is in sunscreen.
; A: Complete SunSmart Animals Sheets. Refer to Activity Sheet 1.
Hypothesising and predicting Generating and selecting ideas
; Students discuss when and why it is important to wear sunscreen. ; Brainstorm suggestions about why sunscreen is important. ; Ask students to suggest what might happen if someone didn‟t wear ; Identify when and why we need to wear sunscreen.
sunscreen. ; Make suggestions about how we could help more children be aware of the
importance of sunscreen. ; List their predictions, eg I might get sunburnt, I might damage my skin, I
could get skin cancer when I am older. ; A- Design a label for a bottle of sunscreen Activity 4. ; Explain that they are going to use research rather than people to
investigate what will happen and see if their predictions are correct.
Devising and testing Using resources to create products and services ; Investigate the hottest and then the most harmful times of the year. ; Students use a range of material to design their label. ; Investigate the hottest and then the most harmful time of the day. ; Visit other classes and share their labels. ; Discuss how the investigations will be recorded: ; Make a display of the labels in a prominent school area.
1. Experiment sheet. ; Students keep a design portfolio of the task.
2. Graph.
Collecting and recording Evaluating products and services
Make a class graph of: - the UV levels for each month of the year ; Encourage students to share their designs with other classes to get
- months of the year when sunscreen should be used. feedback.
; Make a group graph of: - hottest time of the day. ; Ask the class to vote on the best design and state why it is the best.
- time of the day when sunscreen should be used.
; Record on Activity Sheet
Analysing and drawing conclusions Essential Background Information for Teachers
Cancer Council website ; Each week ask the students to discuss their investigation.
http://www.cancercouncil.com.au/editorial.asp?pageid=1847 for information ; Conclude unit by asking students when they should wear
Sheet on Sunscreen, UV and Sport and Recreation and Bureau of Meteorology sunscreen – generalisations A
for information about the UV Index http://www.bom.gov.au/weather/uv/ ; Were their predictions correct? How were they different? ; Link to the next unit students complete: SunSmart Maze A Activity 5
; Evaluation- Ask students what they liked about the unit and any
suggestions for next time.
Assessment items (Marked A)
1. Can identify different things people need to do to help protect their skin from the sun- Student-teacher discussions; Sample Activity 1 2. Makes reasonable generalisation for data collected – Observation/Questioning
3. Can design and draw a Sunscreen Label – Sample; Explanation and Demonstration Activity 4
4. Writes an Information Report – Sample; Explanation and Demonstration Activity 3
5. Complete SunSmart Maze - link to next stage – Sample; Explanation/Observation Activity 5
Links to other learning areas
PDHPE - Health and Safety
Mathematics - Data, DS 1.1
English - Writing WS 1.9: Information Report on Sunscreens -Talking and Listening TS 1.1: Present design label to class; Explain and justify Computer Technology Link – UT S1.9 Write and send an email to a buddy class explaining where to find UV Index Levels HSIE: CU S1.3 – Children view photos of sunscreen bottles in other cultures. Discuss number factor on sunscreen and the need for common
standards
On Line resources Equipment and materials Other people/places Refer to Cancer Council NSW Sunscreen bottles and samples Any friends or relatives who have sunscreens
http://www.cancercouncil.com.au/editorial.asp?pageid=1847 Materials for labels from different countries and Bureau of Meteorology for information about the UV Worksheets Ask Grandparents to visit and talk to children Index http://www.bom.gov.au/weather/uv/ Assessment Sheets/Tasks about sun protection when they were young
Teacher reflections and unit evaluation
Stage 1- A Place in time
An Investigation of the need for sunscreen
Year 1
Outcomes Teaching & Learning Activity Teacher’s
Comment/Observation
; Explore what students know and what they
would like to know about sunscreen.
; Introduce a mind map to students and ask
them to brainstorm ideas.
; Explore the Cancer Council Information Sheet
for Sunscreen. Computer lesson- Discuss and
collate findings.
; Investigate if sunscreen is available at school.
If not, ask children (and teacher) to bring in a
bottle of sunscreen from home.
; Investigate and discuss the various ingredients
in sunscreen.
; Investigate what SPF is and what the numbers
on the bottle mean.
; Check the “use by date”
; Investigate what broad spectrum means and
why it is important
; A- Complete Sun safe animals Refer to
Activity Sheet 1.
; Ask the children to recall a time in their life
when they were out in the sun too long without
sunscreen. If not them then maybe someone
they know. (List)
; Discuss what it felt like and ask children to give
reasons as to why it may have happened. (List)
; Complete activity sheet: Sid Seagull– Spot the
Difference.
; Students discuss when it is important to wear
sunscreen.
; Ask the children to suggest what might happen
if someone didn‟t wear sunscreen. List their
predictions.
; Ask the Question: How can we find out when
the sun is hottest and the UV Index is above 3?
Introduce the experiment for recording
temperatures throughout the day.
; Record findings on individual recording sheets-
Refer to Activity Sheet 2
; A-Make generalisations about findings
; Investigate UV Index Australian Government
Bureau of Meteorology for information about
Stage 1 Year 1 SunSmart Program
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the UV Index
http://www.bom.gov.au/weather/nsw/nsw-uv-
index-map.shtml.
; Create a table for the UV Index.
; Investigate the most harmful time of the year.
; Investigate the most harmful time of the day.
; Make a graph of the months of the year in
NSW when sunscreen should be used.
; Make a group graph of the times of the day
when sunscreen should be used.
; Justify the graphs by using the UV Index table.
; Investigate a range of sunscreens on the
internet.
; A- Write an information report about their
findings- Activity 3
; An important understanding here that the
children need to gain is that it is not the
temperature of the sun but the UV Index that is
most harmful and contributes to skin cancer.
(Refer to teacher notes)
; Read the story The Tale of Tuku the
Tortoise. Complete Activity Sheet 6.
; Discuss who is responsible for applying
sunscreen at home.
; Discuss what is in sunscreen.
; Identify when and why we need to wear
sunscreen.
; Research Sun Safety for Sport and Recreation
www.cancercouncil.com.au/sunsmart .
; Make suggestions about how we could
encourage more children to be aware of the
importance of sunscreen.
; Co-operative work groups (Manager, Director,
Speaker) could be introduced here and used if
the children are familiar with them and the
activity could be done in groups rather than
individually – teacher‟s choice.
; A- Design a label for a bottle of sunscreen-
Activity 4.
; Present design to class– explain and justify.
; Write and send an email to a buddy class
explaining where to find the UV Index.
; Visit other classes and share their designs.
; Students view photos of sunscreen bottles in
other cultures. Discuss the SPF on the bottle
and the need for common understanding.
; Ask Grandparents to visit and talk about sun
protection when they were little.
; Make generalisations about the investigation
and bring the unit to a close by asking the
children when they should wear sunscreen.
; A- Link to the next stage– Complete
SunSmart Maze- Activity 5.
Activity Sheet 1
KLA: Science and Technology
Stage: Stage 1
Task: Sun safe animals
Activity: Read about how animals protect their skin
Elephants- What do we rub on
our skin to protect it use dirt and hay as
a natural sunscreen- from the sun? they spread it on their
backs to cover their skin
Where do we play to Koalas- protect us from the spend most of the day sun? sleeping in an eucalyptus
tree. The leaves of the tree
protect koalas from the sun.
Tortoises- What do we wear on
our head and body have a shell that protects
to protect us from them from the sun. When
the sun? they get too hot they protect
their head by popping it back
in their shell.
Gorillas- What are the best
times for us to stay do not go out in the sun in
the middle of the day. They out of the sun? like to get out in the early
morning and late afternoon.
1. _________________________ 2. _____________________________
3. _________________________ 4. _____________________________
Reference- Cancer Council Victoria
Stage 1 Year 1 SunSmart Program
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Activity Sheet 2
A Place in Time: At what time of day is the sun hottest?
Try this experiment…
You will need: What to do: Predict what will
happen:
1. Set your clock or ;
timer for one Before reading your ;
hourly intervals. sheet, predict when
2. When the timer you think the ;
rings on the hour temperature was
read the highest.
thermometer.
3. Record the
temperature on Draw or write what you
the recording found out.
sheet.
4. Continue this
from 9 o‟clock
until 3 o‟clock.
Leave your recording
sheet until the next day.
Draw or write what you found out;
Activity Sheet 3
KLA: Science and Technology
Stage: Stage 1
Task: Investigate and report on the need for sunscreen at certain times of the day
and year according to the UV Index.
Activity: Write an information report
Outcome: INV S1.7, ES S1.6, WS 1.9
Information Report Information Report Introduction:
When the UV Index is 3 or more:
Draw your own UV Index Graph:
Types of sunscreen:
When to apply sunscreen:
Summary/Conclusion:
Activity Sheet 4
KLA: Science and Technology
Stage: Stage 1
Task: Design and make a label
Activity: Design a label for a sunscreen bottle Outcome: DM S1.8
Stage 1 Year 1 SunSmart Program
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