Lesson+4

media type="custom" key="4729821" ** How to Protect My Skin Booklet - By Elyce MacMillan

Lesson Focus For students to learn sunsmart behaviours

Lesson Objective From the completion of this lesson students will have created their own booklet which focuses on protecting their skin from the elements of the sun. They will be familiar with the different features of normal and sunburned skin and will be able to identify when they have been burnt. Students will also be familiar with the environments where they may become sunburnt for example out in the school yard or at the beach. Students will also identify that by keeping out of the sun - staying in the shade, wearing clothing that covers up their skin, wearing a sun hat that protect their head, neck and face as well as applying sunscreen to all revealed areas are all preventative measures in reducing the risk of getting sunburnt and decrease the likelihood of skin cancer in the future.

****Resources** Magnifying glass, whiteboard, markers, class set of template booklets, colouring pencils and binding tools. Teacher and Learner Activities Introducation ** Have students look at their skin through a magnifying glass. Invite students to pair up and investigate a friend’s skin through the magnifying glass. Ask students to report back what they have seen. Bring students back together and talk about the colour of skin and changes in the colour of our skin. Highlight that everybody’s skin changes colour if they do not protect themselves from the suns UV rays. Explain to students that usually in the winter our skin tends to be paler whilst in the summer the sun can make our skin darker. Body ** Ask student if they have ever been badly sunburned? Ask them what it felt like? What happened to their skin? Discuss where the children were and what they were doing when they got sunburned? Ask students what can we do to make sure we do not get sunburned? Ensure the answers cover the following areas:  1. Keep out of the sun – stay in the shade  2. Wear clothing that covers up your skin  3. Wear a sunhat to protect our head, face and neck  4. Put sunscreen on any part of our skin that is not covered by clothing Brainstorm these answers by writing them up on the board as students come up with them. If need be, prompt students to come up with these answers. From the information you have established as a class students are now to make their own //How to Protect My Skin// booklet. Model the title by writing it up on the board and get the class to repeat after you. Students will be given premade booklets that they will have to make themselves. In order to make the booklet students will have to fold, draw and colour in. It will need to be emphasised that students need to pay special attention to make sure what they are drawing matches the heading and that they are drawing in the designated drawing space. Have a booklet ready on display where you can go through the steps needed to complete it. Go through each page and ask students what they might choose to draw here. Conclusion ** Bring students back together to sit in a share circle. As the students to each pick their favourite page; one that they would like to share with the rest of the class. Starting with one student, make your way around the whole class allowing each student to present their best work. Ask students what they particularly liked about their work and what they think they could improve on. Be sure to cover the main points one last time: · If we do not protect our skin from the sun we will get burnt · We can stay in the shade, wear clothing that covers up bare skin, wear a sunhat to protect head, neck and face and put on sunscreen on any uncovered skin It might be nice to ask students to share where they might need to use sunscreen outside of school. For example when playing at home or at the beach.

Note: As this lesson is directed at level 1 students it might be appropriate to get students to work on a page a day for the booklet therefore the lesson could be spread out over a whole week. Day 1 – Intro and page 1 Day 2 – Page 2 Day 3 – Page 3 Day 4 – Page 4 Day 5 – Final fix up session and presentation It is also suggested for the teacher collect the booklets to bind them rather than allowing the students to stick them together.

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