Year 3 – 4 | Broadening My Horizons

Protecting My Skin full resource download  |  Concept 3: Our seasons download

Background

This lesson encourages students to think critically about sun protection no matter the weather. Students continue to
consolidate and extend their understanding that UV and heat are different. The activity involves analysing two images and
developing an in-depth discussion about the risk of sunburn in both environments and seasons.

Key messages

• Skin damage is caused by ultraviolet (UV) radiation, not temperature. A cool or overcast day can have similar UV levels
  to a warm, sunny day at the same time of year.
• Temperature should not be used as an indicator for when to use sun protection. When the UV Index is 3 or above, sun
  protection is required.
• Sun protection is required on most days in Western Australia.
• Best sun protection practices are using a combination of Slip, Slop, Slap, Seek and Slide.
• The free SunSmart Global UV app tells you when sun protection is recommended for your location.
  UV levels can be more intense around snow because the atmosphere is thinner at high altitude and less UV radiation is
  absorbed from the sun. UV radiation intensity increases by about 10–12% for every 1000 metre increase in altitude.
• Snow is highly reflective. On a sunny day, clean fresh snow can reflect up to 90% of UV radiation. This means that you
  can be exposed to almost a double dose of UV – directly from the sun and bouncing off snow-covered surfaces.

Resources

• Source variety of images with bright sun light in different seasons
• SunSmart Global UV app
• Bureau of Meteorology
• ARPANSA

Instructions

1. Select two images that prompt thought regarding how too much sun can hurt someone’s skin. Suggestions include:

• hot summer sunny beach scene versus the top of a snowy ski slope with bright piercing sun
• overcast day in summer versus being outside in winter.

2. Discuss the two pictures and ask key questions.
3. Create questions around the mathematical probability sub strand and sun or season statements that involve practical
   activities and everyday events. Ask students to identify and describe possible outcomes and recognise variation in
   result.
4. Describe possible everyday events and order their chances of occurring in relation to sun, seasons, UV and sunburn.
5. Emphasise the messages of care in the sun – wearing suitable covering clothing, applying sunscreen wearing a hat,
   staying in the shade in the middle of the day, wearing sunglasses and drinking water.

Key questions

• Discuss the two pictures, what can you see?
• Which is a winter picture? Ask students to give reasons.
• Which image are you more likely to get sunburnt? Explain your answer.
• What are some actions you can take to find out what the UV forecast is?
• How can you protect your skin?
• Are UV and heat the same thing? Why? Why not?
• Why do we need sun protection? Why is sun protection important?