Subject Area - Life Science Grade Level - 7th Grade Dates - Wednesday, April 3rd, 2013 and Thursday,

April 4th, 2013 Topic Interdisciplinary health/science lesson keeping skin healthy, UV rays Goals/Content Logic Flow If we hope to increase the length and quality of human life, then we must make positive personal health choices, such as limiting exposure to ultraviolet rays. a) Discussion that the sun can affect our bodies. b) Describe, compare, contrast ultraviolet rays (UVA, UVB, UVC). c) Discussion of formative assessment - misconceptions. d) Investigation of sunscreen, protective clothing, hats. Objective - Identify habits that can help keep skin healthy. Materials - Pictures of sun-affected individuals, black construction paper, 1 sunscreen bottle, 16 sunscreen rating papers, document camera Introduction - Formative assessment on Wednesday - with the Sunburn IQ quiz. I will use this to detect misconceptions and determine prior knowledge. I will also set up a demonstration on Wednesday. I will have each student fold a small piece of black construction paper in half. The students will put sunscreen lotion on one half of the paper, and leave the other half untreated. Both halves of the paper will be put in direct sunlight until the end of the school day. Thursday Start with pictures (below). 1. After taking a look at these pictures, WHAT are some ways the sun can affect our bodies? **WAIT TIME 1... 2... 3. (Sun burn, skin cancer, tan, etc.) **Acknowledge student comments (ask students to clarify or elaborate... what do you mean by that? why? to what extent?) -OK, thats one idea. Whats another idea? **Write comments down verbatim on marker board (6 or 7 comments) **Circulate around the room during wait time Im going to add skin aging(leathery/wrinkled), skin cancer, eye damage, vitamin D production...

Development 2. When looking at this list - discuss with your partner (TPS) - what are some of the patterns you notice? **WAIT TIME 1... 2... 3. **Circulate around the room during wait time. Listen in to conversations and use student ideas... make sure to call on THE group that used both positive and negative aspects. 3. So... How might we classify the items in this list into two or so categories?? (Look up here, please.) **WAIT TIME 1... 2... 3. **Acknowledge student comments - but dont write down... **Wait AFTER students respond as well! Using THE (whose??) idea that we can classify items into negative effects and positive effects (or the sun can be both healthy and damaging) 4. Why do you think there is such an emphasis on the harmful effects of the sun? (Skin cancer can kill people, wrinkled/leathery skin is unappealing, etc.) (Idea for analysis... since were focusing on the negative effects of the sun, I want students to notice that the sun can also have positive effects! I dont want sun avoidant students. I want students who are able to spend time in the sun responsibly!) Why, as 7th graders, is it important for YOU to understand the harmful effects of the sun NOW? **80% of lifetime sun exposure occurs before the age of 18. 5. More specifically, what is it about the sun that can lead to these health concerns/negative effects? **WAIT TIME 1... 2... 3. **Acknowledge student comments - but dont write down... **Wait AFTER students respond as well! (If students dont come up with ultraviolet rays - and they may not prompt them by thinking about tanning beds...) What other devices can have some of the same effects on the body as the sun?? What do tanning beds and the SUN have in common that could cause the negative effects we have discussed? (Concept definition map?? for ultraviolet rays??) **USE STUDENT IDEA - Bright rays, suns rays, ultraviolet rays The (whose??) idea of the suns rays is also known as ULTRAVIOLET rays. 6. How can we prevent the health problems/negative effects caused by Ultraviolet rays? **WAIT TIME 1... 2... 3. **Acknowledge student comments - but dont write down... **Wait AFTER students respond as well! (Wear sunscreen, time of day[sun is most intense between 10a-4p], type of clothing, wear hat)

Hat - what type of hat? Clothing - what type of clothing? Time of day - why might the time of day have an effect? Practice - Sunscreen activity Take a look at your pieces of construction paper. How are the two sides (sunscreen treated and untreated) of the construction paper similar and different? 1. To what extent does sunscreen protect us against ultraviolet rays? What are some of the factors that may affect the performance of sunscreen? **WAIT TIME 1... 2... 3. **Acknowledge student comments - but dont write down... **Wait AFTER students respond as well! It depends on the SPF - what do you mean by SPF? Lets take a look at this bottle of sunscreen together. 2. What are some of the claims made on this bottle of sunscreen? **WAIT TIME 1... 2... 3. **Acknowledge AND write down comments verbatim! **Wait AFTER students respond as well! 2A:Waterproof, Sweatproof 3. How would real-life activities affect the claims of this sunscreen? WAIT (3b. How can something be both waterproof AND removed by water at the same time?) (3c. What other parts of the bottle would you like to see to help you? The back, directions) Work with your partner and discuss 4. Why are these terms somewhat misleading? WAIT 5. How might we rewrite these claims to more accurately reflect the products performance? WAIT 2B: UVA/UVB 6. What do you think these terms mean? (How might UV give you a clue...?) WAIT As I mentioned earlier the suns rays are known as Ultraviolet rays. There are three types of Ultraviolet rays - and they differ by wavelength. UVA - Longest wavelength - can reach the earth even on overcast days. Cause wrinkles, lose elasticity, lead to skin cancer UVB - Medium wavelength - sunburn, lead to skin cancer UVC - Shortest wavelength - do not penetrate the ozone layer, and cant reach Earth. 7. Knowing that UVA is a longer wavelength and UVB is a shorter wavelength? TALK WITH YOUR PARTNER - What can you guess about how they affect the skin? **WAIT TIME 1... 2... 3.

**Circulate around the room during wait time. Listen in to conversations and use student ideas... 8. How do you think UVA and UVB affect the skin differently? UVA goes deeper UVB is more surface level. (All sunscreens with SPF have UVB protection. Not all sunscreens have UVA protection.) 2C: SPF 50 9. What do they mean by SPF? (OR Weve already mentioned that SPF stands for Sun protection factor.) Lets take a closer look at SPF in your book on page 34. Work with your partner to interpret the graph. Independent Practice/Evaluation - Take the Sun Safety Personal Assessment On the back of your personal assessment - explain the follow questions for next time: How can I make positive personal health choices to limit exposure to ultraviolet rays? Why is this information valuable?