Lesson+3

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 * Investigating My Shade Smart School - By Elyce MacMillan**

For Students to learn sunsmart behviours.
 * Lesson Focus**

From the completion of this lesson students will be able to identify shade as a protector from the sun. Students will be familiar with the shady areas around school from them to utilise particularly during the sunnier months. Students will also become more aware of the concept of shadows and how their bodies, buildings and objects can create shade. Interactive whiteboard, whiteboard, markers, class set of handout
 * Lesson Objective**
 * Resources**

**Introduction** With an interactive whiteboard introduce students to the topic by visiting the SunSmart web site: http://www.sunsmart.com.au
 * Teacher and Student Activities **

Use the web site to connect to students prior knowledge by touching on slip, slop, slap, seek, slide the five ways to protect yourself from the suns harm.

Ask students to try recall what each one means prompting them along the way: Who can tell me what Slip means? – Think about what you are wearing? Body ** Inform students that today we are going to be focusing on Shade. Write Shade up on whiteboard in big letters. Get students to sound the word out and say the word ×2.
 * 

Have a small discussion about shade Can anyone see any shade? If you can see some point to it with your finger Who can tell me what they think shade is?

Discuss with students that we are going to be going on a ‘Shade Hunt’ outside. Remind students there are some important things we need to remember before going outside. Invite students to tell you what they need to do to prepare for going out in the sun for example put on a hat or apply some sunscreen.

With the class wearing sunsmart attire take class outside to play following activity.
 * Activity 1**

Demonstrate how the sun can create shade and shadows with their own bodies. Invite students to work in pairs. Have one student make a shadow shape with their body and have the other student make the same shape, or fit their body within the shadow shape. Students are then to swap roles. Once students grasp the game alternate it so that, working in pairs they play ‘Chasey’, but reverse the runner/chaser roles as soon as the chaser is inside the shadow of the runner.

With the class still wearing their sunsmart attire instruct them to stand or sit in an area in the sun for a few moments – then move to an area in the shade. Have students describe what feels different? Cool/hot/warm/glary
 * Activity 2 **

From this discuss the idea of shade with the students - Shade is something that shelters you from the sun

Now inform students that we will begin the ‘Shade Hunt’. Explain that whilst we move around the school as a class we are looking out for shaded areas or objects that provide us with shade. Focus on areas near where the class eats lunch and plays during recess and lunch.
 * Activity 3 **

Walk around the school and identify the different areas. Use a camera to take a photograph of the shade areas around the school.

Bring students back to class and brainstorm some of the shade areas you found on the class hunt.

After brainstorming, talk to the class about why they need to use these shade areas particularly in summer - To protect us from sun damage.

Discuss the idea that being inside in the classroom or at home is being in the shade but sometimes in summer we want to play outside. So we need to find safe shady places outside to play - Like shade from trees, umbrellas, shade sails.

Students will be given a handout which is a picture of a shade friendly schools. Ask students to point out why they think the school is shade friendly – Covered areas, umbrellas, trees
 * Activity 4 **

The students are then to draw a picture of them playing in the sun as well as a friend. Make sure students pay special attention to what clothes they might be wearing when out in the sun.

Make connections to the student’s lives outside of the classroom by asking them to close their eyes and think about where they can see some shade in the backyard, at the beach or the river.
 * Conclusion **

Ask students to create a share circle on the floor.

Scatter the reflection sticks in the middle of the circle and ask students to use these as a guide to talk about their day to the person next to them.

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