Year 3 – 4 | Schools Tracking UV

Protecting My Skin full resource download  |  Concept 2: Heat and UV from the sun: What’s the difference? download

Background

In this lesson, students read a newspaper article about a Western Australian school using a UV meter to support SunSmart
education. The newspaper article is used as a stimulus to encourage critical thinking skills around UV radiation and the
importance of sun protection. It acts as a prompt for students to write a letter to the Education Minister on why UV meters
should be installed in all schools. Alternatively, students may write a letter to their School Principal or School Board as to
why their school needs a UV meter.

Key messages

• Research has established that childhood and adolescence are both critical periods during which sun exposure could
  contribute to skin cancer later in life.
• It is estimated that more than 75% of all skin cancers could be prevented by practising sun protective behaviours in
  childhood and adolescence.
• The newspaper article was written in 2013, but the message is still the same. It is important to be UV aware and make
  the healthy choices to protect our skin from UV.
• UV meters help schools protect children from skin cancer, as it provides as a reminder and prompts staff and students
  to use sun protection even when it is not hot.
• The sun produces 3 things; light that we can see, heat that we can feel and ultraviolet (UV) radiation that we cannot
  see or feel.
• Skin damage is caused by UV, not temperature. A cool or overcast day can have similar UV levels to a warm, sunny day.
• It is not only when it is hot that we need to use sun protection.
• The UV Index can be 3 or above when it is cool and cloudy too.

Resources

• Resource sheet: Newspaper article
• Activity sheet: Letter Plan
• Cancer Council WA – UV Meters
• UV Meter activity pack

Instructions

1. Distribute newspaper article to students.
2. Students read the newspaper article and make notes in their exercise book.
3. Class discussion around the article and key questions.
4. During discussion, ask students to write a letter to either the Education Minister or Principal.
5. Brainstorm arguments to persuade them (Minister or Principal) that it is important that their school has a UV meter. Write some of these arguments and ideas on the board for reference.
6. Distribute activity sheet for students to plan their letter and arguments.
7. Share ideas and discuss.
8. Using the notes made on the letter plan, students write a letter.

Key questions

• What does UV stand for?
• What is the problem with UV as stated in the article?
• What is the concern around UV?
• Explain why UV meters are a useful tool for schools
• Explain why your school should get a UV meter
• Why is sun protection education so important?