Year 3 – 4 | Learning Stimulus: Places are Both Similar and Different

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

Background

In this lesson, students will compare and contrast the climate and other sun related characteristics of countries throughout
the world in relation to their location in Australia. Students choose five countries and record the season, climate,
temperature and UV Index for a location within the selected countries.

Key messages

• The angle of the earth to the sun creates the seasons. The intensity of the sun changes due to this angle. Daily UV levels
  remain fairly constant despite changes in local weather on the ground.
• Ultraviolet (UV) radiation is not heat. It cannot be felt and isn’t connected to temperature. UV levels can be damaging
  on cool, cloudy, warm and sunny days.
• Checking the UV Index forecast helps us determine when the UV Index is 3 or above and sun protection is required.
• UV levels are affected by several factors including geographic location, altitude, time of day, time of year, surrounding
  surfaces and cloud cover.

Resources

• Activity sheet: Places are both similar and different
• Bureau of Meteorology
• ARPANSA – provides real time UV readings at some locations in Australia and the Antarctic
• SunSmart Global UV app – provides daily UV levels for Australian and international locations
• Electronic device or research texts

Instructions

1. Activate prior knowledge and ask key questions.
2. Choose five countries from around the world and investigate the climate and other sun related characteristics in
   relation to their location to Australia.
3. Select a specific day to record the season, climate, temperature and UV Index of the selected countries. Note: Inquiry
   should include a comparison of what it would be like to live in a location with a different climate to their own.
4. Students draw conclusions and provide explanations based on the information and/or data displayed in texts, tables,
   graphs and maps (e.g. show similarities and differences).
5. Students collate information and complete the activity sheet.
6. Students present findings and conclusions in a range of communication forms (e.g. written, oral, graphic or digital),
   appropriate to audience and purpose, using relevant terms.

Key questions

• Do you think the UV levels are the same around the world? Why or why not?
• Which season has the lowest and highest UV Index?
• Do you need sun protection in winter? Why? How do you know?
• Which month do you think the UV Index will be at its lowest in your area?
• What did you notice when comparing the geographical location, UV Index and climate?
• How does the UV level change throughout the day?