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Science and Technology Integrated with SunSmart

By Yvonne Ray,2014-12-08 10:54
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Science and Technology Integrated with SunSmart

    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

    Page 1

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

    Page 5

    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

    Page 7

    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

    Page 10

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