Year 5 – 6 | UV Views: Continuum

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

Background

This activity aims to foster more effective sun protection habits as part of a comprehensive approach to skin cancer
prevention. It involves creating a physical continuum with three main points, agree (one end), unsure (middle) and disagree
(opposite end to agree). A series of sun protection statements are read to students to challenge their views and opinions
around sun protection concepts.

Key messages

• There are many different health messages that can influence our health decisions and behaviours
• Make informed decisions and choose a course of action that avoids risks and reduces harm
• Look for information from credible sources to make informed decisions around sun protection
• Challenge viewpoints and question information and seek evidence from a credible source
• The UV Index is an open-ended numerical scale that measures the amount of UV radiation reaching the earth’s surface
• The sun produces heat that we can feel and light that we can see. It also produces ultraviolet (UV) radiation that we
  cannot see or feel
• A sunburn is a radiation burn from the sun
• The sun produces ultraviolet (UV) radiation that causes damage to the skin
• When the UV Index is 3 or above, sun protection is required
• UV and heat are not the same thing
• The UV index can be 3 or above when it is cool and cloudy.

Resources

• Resource sheet: SunSmart Prompts
• Resource sheet: SunSmart True or False
• Sun protection 101: essential tips
• How to read the UV forecast poster
• www.myuv.com.au

Instructions

1. Determine a space for a continuum with three main points, agree (one end), unsure (middle) and disagree
   (opposite end to agree).
2. Ask key questions to activate prior knowledge and generate discussion.
3. Read the first statement.
4. Students move along the continuum to express their view, opinion and level of understanding.
5. Repeat steps 3 and 4 for other statements.
6. Discuss whether the statement is true or false and further discuss any misconceptions.
7. Ask key questions to debrief activity.

Key questions

• What is UV?
• Why is it important to be aware of the UV Index?
• Why do you think false information is shared online?
• How do you know if the information is correct and factual?
• Why is it important to seek the truth and question things?
• Were there any statements that surprised you?
• What new information did you learn?
• What can we as a class do to change views and educate?