grades 3-5
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
*^ www.epa.gov/sunwise
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Write Informative Texts to Convey Ideas and Information Clearly (W.3.2; W.4.2; W.5.2)
Conduct Short Research Projects to Build Knowledge (W.3.7; W.4.7; W.5.7)
Integrate Information from Print or Digital Sources (W.3.8; W.4.8; W.5.8)
Draw on Information from Multiple Print or Digital Sources (W.4.9; W.5.9)
Report on a Topic Using Facts and Relevant Details (SL.3.4; SL.4.4; SL.5.4)
Engage in Collaborative Discussions (SL.3.1; SL.4.1; SL.5.1)
Determine the Meaning of Words (RI.3.4; RI.4.4; RI.5.4)
Health Concepts
Influence Factors on Health Behaviors
Health Information and Products
Interpersonal Communication
Decision-making Skills
Goal- setting Skills
Health Enhancing - Behaviors and Risks
Personal, Family, and Community Health
Measurement and Data
Numbers and Operations
Operations and Algebraic Thinking
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Applies Knowledge of Concepts Related to Movement and Performance
Demonstrates the Knowledge and Skills to Achieve and Maintain Fitness
Exhibits Responsible Personal and Social Behavior That Respects Self and Others
Earth and Climate (3-ESS2-2)
Earth and Space Science: The Sun is a Star (5-ESS1-1)
Earth's Systems (5-ESS2-1)
Plants and Animals Have Structures That Serve Function in Survival (4-LS1-1)
Daily Changes in the Length and Direction of Shadows; Different Positions of the Sun
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Engineering, Technology, and Application of Science (3-5-ETS1)
Culture
People, Places, and Environment
Individual Development and Identity
Global Connections
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Tool Kit (page 3).
-------
Sun Scoop
Directions
Use a video camera, computer, pencil and paper, or
any other recording device to develop a news story.
Story angles could include the health effects of
overexposure to the sun, sun protection, or how the
UV Index works.
Gather the facts (who, what, when, where, why,
and how) using resources such as the Internet,
encyclopedias, or your local newspaper. Interview
an expert. This could be a science teacher, nurse,
or local weather forecaster. Write a lead and the
rest of the story. As a guide, answer the three
questions below. Be prepared to share your news
story with your class.
Talk with the editor of your school or local paper
about printing the news story. Ask your teacher
or principal if you can read it over the PA system
during morning announcements.
Vocabulary Words
Story Angle—The topic or approach to a news
story.
Who, What, When, Where, Why, and How —
Questions that form the basic building blocks of
any news story. A story might answer some or
all of these questions.
Lead—The most important part of the story. The
lead is always the first paragraph and it explains
some of the Who, What, When, Where, Why, and
How questions.
Questions
1 What questions will you ask the expert?
Justify your reasoning regarding how you
chose those particular questions.
2 What is the most important part, or lead,
of your story? Give three reasons why you
chose that particular lead.
3 Construct an argument to support why you
chose the facts you selected to include in
your story.
a program that radiates good ideas
A Partnered Proff/am ottiie U.S. Bwlromental Protection Agency
www.epa.gov/sunwise
-------
Sun Scoop
Estimated Time
30-60 minutes
Supplies
Video camera, computer, or
any other recording device (optional)
Paper and pencils
Research materials (encyclopedias,
newspapers, or computers)
Learning Objective
The objective of this activity is to have students work
collaboratively to conduct short research projects to
understand that: 1) the sun is a star and appears
larger and brighter than other stars because it's
closer to Earth; 2) the sun is important to humans
and other life on Earth; and 3) the sun can also be
harmful to life on Earth, especially humans.
This activity uses research and journalism to raise
awareness about the science and risk of the sun's
harmful UV rays and about ways to be sun safe.
Assess what students have learned by asking them
to include the following in their story: at least three
ways to be sun safe; the effects of ignoring these
precautionary measures; and some background
information about the sun and UV radiation.
Directions
Provide students time to research the sun and the
ways it helps and harms life on Earth. If possible,
arrange for a science teacher, nurse, or local weather
forecaster to come to your classroom to serve as an
"expert" for students to interview. Have the students
respond to the questions below as a class and then
write their stories individually or in groups.
Questions and Answers
1 What questions will you ask the expert? Justify
your reasoning regarding how you chose those
particular questions. Students should list 3-5
questions and provide justification for each.
2 What is the most important part, or lead, of your
story? Give three reasons why you chose that
particular lead. Students should select one fact as
the lead and give three reasons why they chose that
particular lead.
3 Construct an argument to support why you chose
the facts you selected to include in your story.
Students should list the facts they will include in
their story and construct an argument to support
why each fact was chosen.
Additional Resources
The National Elementary Schools Press Association.
www.nespa.ua.edu
The New York Times Newspaper in
Education Program.
www.nytimes.com/learning/teachers/NIE/
www.epa.gov/sunwise
-------
SunWise Word Scramble
1 What does UV stand for? Can you see or feel
UV rays?
Directions
Unscramble this list of words.
nsu
cksluobn
nrusbun
Imeo
sgalusnses
nlgosevelestirh
tha
niksrecnac
aebhc
ratluloietvysra
swlrknie
neswisu
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luberlma
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ntirfelceo
mmnaaleo
ntvopeerin
2 What forms a thin shield around the Earth and
protects us from the sun's harmful UV rays?
3 At what time is the sun at its highest point in
the sky?
4 During what hours should you limit your
exposure to the sun?
5 What are some effects of too much exposure
to the sun?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
SunWise Word Scramble
Estimated Time
15—20 minutes
Directions
By unscrambling the SunWise words the students
will be exposed to key vocabulary associated with sun
safety. Have a sun safety discussion before you assign
the task to start the students thinking about certain
sun safety vocabulary.
Questions and Answers
1 What does UV stand for? Can you see or feel
UV rays? Ultraviolet. No.
2 What forms a thin shield around the Earth and
protects us from the sun's harmful UV rays?
The thin shield around the Earth is known as
the ozone layer.
3 At what time is the sun at its highest point in the
sky? Solar noon.
4 During what hours should you limit your exposure
to the sun? You should limit your exposure to the
sun between 10 a.m. and 4 p.m.
5 What are some effects of too much exposure to the
sun? Some of the effects of too much exposure to the
sun are wrinkles, skin cancer, and eye damage.
Unscrambled
SunWise Words
sun
sunblock
sunburn
mole
sunglasses
long sleeve shirt
hat
skin cancer
beach
ultraviolet rays
wrinkles
sunwise
protect
umbrella
shade
ozone
reflection
melanoma
prevention
Physical Education Variation
The teacher should write the 19
scrambled words from the Tool Kit
activity in chalk on a concrete play
surface without letting students
see the words. Students line up
about 50 yards away and take turns
trying to decipher the first word.
The first student runs to the first
word. If s/he can decipher the word,
s/he writes it next to the scrambled
version. If s/he doesn't, s/he runs
back and hands the chalk to the
next student until all words have
been revealed. Teachers might want
to mention the words to students
ahead of time when discussing sun
safety with the class. Older students
may choose to create their own
word scramble. Divide students
into groups. One group creates
15 scrambled sun safety words;
another group must unscramble the
words. Groups then trade off. The
first group timed as the fastest wins.
Larger classes might require 30 or
more words. Additional words can
be found throughout the SunWise
Tool Kit.
www.epa.gov/sunwise
-------
SunWise Virtual Vacation
Directions
People all over the world enjoy the sun in
very different ways. Some may enjoy the
beach, while others may take hiking trips in
the mountains. No matter where you go, it is
important to be SunWise.
Plan a pretend class trip to anywhere in the
world. Use the suggested websites on this page
to "travel" to your chosen place. Make sure you
pack everything you need to protect yourself
against the sun's harmful UV rays. Write a
letter to your classmates and tell them about
your trip and what you have learned. In your
letter, answer the 10 questions below. Read your
letter to the class.
Have fun on your trip! You'll discover many
things about different people, their countries,
and the sun.
Some suggested vacation spots:
Galapagos
www.galapagos.org
Puerto Rico
www. seepuertorico. com
Spain
www.spain.info
India
www.incredibleindia.org
Kenya
www.porini.com/kenya.html
Australia
www. australia. com
Antarctica
www. expeditions, com / destinations / antarctica
Other resources to help you pick a place
to visit:
www.geographia.com
http: / / kids, nationalgeographic.com
Resources to learn about the weather at your
vacation spot and SunWise practices:
www.weather.com
www.intellicast.com
www.weatherbase.com
www.epa.gov/sunwise/kids/kids_actionsteps.html
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
SunWise Virtual Vacation
6 What is the climate like?
When writing your letter to the class,
answer the following questions:
1 How did you protect your skin
and eyes while on your vacation?
2 What did you pack for your trip?
3 What did you do on your trip?
4 What do people in the country (or state) that
you visited do for recreation? Where do they
vacation?
5 What kind of outdoor activities do they like?
7 How do the local people stay cool (or warm)?
8 How do people protect their skin and eyes?
9 What kind of clothes do people wear?
10 What types of houses do people live in?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
SunWise Virtual Vacation
Estimated Time
45 minutes (students may work in preassigned groups
of 3 or 4 students)
Supplies
Map of the world
Computers
Learning Objectives
This activity gives students the opportunity to learn
about different cultures, develop Internet research
skills, and think about their sun exposure during
recreational activities (and associated risks). Assess
the students by asking them to compose a letter to
their classmates that includes the answers to the
questions and tips for sun safety.
Directions
Divide the students into small groups. Discuss
possible "vacation" spots they would like to visit.
Have each group pick a location and use the
suggested websites to research the answers to the
questions. You may want to develop a list of possible
sites and make sure there are no duplicate locations.
Students will write a letter to their classmates to
report on their findings, being sure to include the
answers to the 10 questions.
Questions and Answers
Answers should reflect students' research on
their location.
1 How did you protect your skin and eyes while on
your vacation? Use sunscreen, wear sunglasses,
wear a wide-brimmed hat, etc.
2 What did you pack for your trip?
3 What did you do on your trip?
4 What do people in the country (or state) that you
visited do for recreation? Where do they vacation?
5 What kind of outdoor activities do they like?
6 What is the climate like?
7 How do the local people stay cool/warm?
8 How do people protect their skin and eyes?
Answers should reflect students' research on their
location and include precautionary actions such as
using sunscreen, wearing sunglasses, and limiting
time in the midday sun.
9 What kinds of clothes do people wear?
10 What types of houses do people live in?
Physical Education and Social Studies Variation:
After choosing their vacation location, have students try or
demonstrate the native sports and activities of that country.
This activity can be coordinated with social studies lessons
or an all-school cultural event. Try bocce ball, petanque.
speedaway, rugby, badminton, croquet, or soccer, or make up
your own versions of rugby, lacrosse, and games that will be
new to participants and age appropriate. They can even dress
in the country's native clothing or discuss how citizens in these
countries protect their skin. This event might also be used as
an outreach vehicle to include parents or community members
who have experience with activities native to other countries.
www.epa.gov/sunwise
-------
-------
The Sun Shines
Around the World
Directions
Use encyclopedias, magazines and periodicals
(National Geographic, for example), books, and
the Internet to research your assigned country
and answer the questions below. Share your
findings with your class.
Vocabulary Words
Custom—A habit or an established way of
doing something.
Nomadic people, like the Bedouins of Jordan,
wear clothing that covers almost all of their skin.
This clothing is traditional, and also helps them
stay protected from the sun.
Questions
1 What is the name of the country you researched?
2 What continent is the country in?
3 What types of houses do the people of this
country live in? How do the houses help the
people of this country protect themselves
from the sun?
4 What kinds of clothes do the people of this
country wear?
5 Describe one custom that people in this
country practice to protect themselves from
the sun.
6 What are three differences between
your state or hometown and the country
you researched?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
The Sun Shines
Around the World
Estimated Time
20—45 minutes
Supplies
Map of the world (for display)
Research materials (encyclopedias, travel
or geography magazines, or computers)
Learning Objective
This activity teaches students about a variety of ways
people all over the world protect themselves from
the sun's harmful UV rays. Assess comprehension by
having students describe ways individuals from the
country investigated practice sun safety.
Directions
Assign each student or pair of students a country
to research or have them choose their own. Instruct
students to respond to the questions. Have students
share their findings with the class.
Questions and Answers
Answers should match the country researched.
Additional Resources
www.geographia.com
Geographia offers a variety of information on
housing, clothing, and customs of countries
throughout the world.
http:/ /kids.nationalgeographic.com
www.epa.gov/sunwise
10
-------
Sun Myths
from the Internet
Directions
While exploring the Internet, read a story about
the origin of the sun according to Japanese
history. Also visit the Sun Wise website to learn
about the Action Steps for Sun Protection.
Visit the website "Windows to the Universe."
Follow the steps to find the story:
• Open the internet browser on your computer.
• Type this address into the Location Toolbar:
www. windows, ucar.edu
• When you are at a home page called
"Windows to the Universe," click on the
"Culture" tab.
• Now click on "Myth."
• Now click on "Sun."
• At the top of the page you can choose a
reading level.
• Finally, click "Japanese: Amaterasu" to read
the story about the sun from Japanese culture.
Now visit the Sun Wise website:
• Type this address into the Location Toolbar:
www. epa.gov /sunwise/kids/kids_actionsteps.
html
• Scroll down the page to read about the many
ways to stay protected while in the sun.
Vocabulary Words
Myth—An invented story; a belief that is often
false about a person, place or thing; a traditional
or legendary story, especially one that involves
gods or heroes and explains certain occurrences.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
11
-------
Sun Myths
from the Internet
Estimated Time
30-45 minutes
Supplies
Computers
Learning Objective
While becoming familiar with the Internet, the
students will learn about how different cultures
perceive the origins and history of the sun. The
students will also visit the SunWise website to
gain further exposure to the World Wide Web while
reading about the various steps they will take to
be safe in the sun. Assess what they have learned
by asking them to write their own story about the
origin of the sun, making sure to incorporate the
SunWise Action Steps.
Directions
• Visit the website "Windows to the Universe,"
www. windows, ucar. edu.
Follow the steps on the Student Page to find
the story. Suggest a reading level according to
their abilities.
• Now visit the SunWise website,
www.epa.gov/sunwise/kids.html.
Follow the link for the SunWise Action Steps.
• Have students write a story about the origin of
the sun.
www.epa.gov/sunwise
12
-------
SunWise Fashion Show
Directions
Hold a fashion show with your classmates. Model
clothes that are good examples of what to wear
to protect against the sun's harmful ultraviolet
(UV) rays in all seasons.
Choose spring and summer clothing such as
knee-length shorts, wide-brimmed hats, long-
sleeved or elbow-length shirts, and sunglasses.
Don't forget the colorful zinc oxide. Choose fall
and winter clothing such as long-sleeved shirts,
long pants, light jackets or coats, hats, and
sunglasses.
Decide who will be the fashion show's hosts. The
hosts will explain to the audience what each
model is wearing and point out the outfit's sun-
safe features.
Another group of students will DJ the fashion
show. They will play the music for each model's
walk down the runway or stage.
Questions
1 Why should you wear protective clothing in
the sun?
2 Can you get a damaging dose of sun in the
fall and winter? Why or why not?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
13
-------
SunWise Fashion Show
Estimated Time
Preparation time at teacher's discretion
1 hour
Supplies
Summer clothes
Fall and winter clothes
Music/Radio
Runway or stage area
SunWise items such as sunglasses,
umbrella, wide-brimmed hats,
zinc oxide, SPF 30+ sunscreen, etc.
Learning Objective
The objective of this activity is to familiarize
students with some of the clothing that protects
against the sun's harmful rays. Assess the students'
understanding by asking them what they wear during
different seasons. Ask students what they will wear
now that they know how to be SunWise.
Directions
Hold a fashion show. Students will model good
examples of clothes to wear in each of the seasons
which protect against the sun's harmful UV rays.
The fashion show can be held indoors or outdoors,
depending on the weather.
Discuss the different clothes that are worn
throughout the year and other items to wear.
Depending on the class size, have three students
model clothes for each season. Spring and summer
clothing could be knee-length shorts, wide-brimmed
hats, long-sleeved or elbow-length shirts, and
sunglasses. Fall and winter clothing can include long-
sleeved shirts, long pants, light jackets or coats, hats,
and sunglasses. Students can carry a bottle of SPF
30+ sunscreen and zinc oxide (for the nose).
Choose students to be the fashion show hosts. The
hosts will explain to the audience what each model is
wearing.
Another group of students will DJ the fashion show.
They will play the music for each model's walk down
the runway or stage.
Questions and Answers
1 Why should you wear protective clothing in the
sun? Suggested answer: to prevent skin cancer,
wrinkled skin, sunburn, and eye damage.
2 Can you get a damaging dose of sun in the fall
and winter? Yes. Why? The sun's rays are still
strong in the fall and winter, and UV is reflected
off snow and ice. UVA is consistently present all
year.
www.epa.gov/sunwise
14
-------
UV Frisbee® Fun
Directions
Before having UV Frisbee Fun, predict how much
time it will take the UV Frisbee to change color
once it is exposed to sunlight.
Cover the UV Frisbee as you carry it outside, and
start timing as soon as you expose it to the sun.
Questions
1 How long did the UV Frisbee take to change
color once it was exposed to sunlight? How
close was your prediction?
2 What made the UV Frisbee change color?
3 Can UV light do the same thing to your skin?
4 What did you learn to do for yourself by
covering the UV Frisbee?
5 What are two ways that you can protect
yourself from the sun's harmful UV rays?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
15
-------
UV Frisbee® Fun
Estimated Time
30 minutes
Supplies
UV Frisbee
Stop watch
Additional non-UV Frisbees (optional)
Learning Objective
The objective of this activity is to demonstrate the
effects of UV radiation while exercising. Assess the
students' understanding of the effects of UV radiation
by asking them to list some possible outcomes of
overexposure to the sun's harmful UV rays.
Directions
Use the UV Frisbee included in the SunWise Tool
Kit to show students the effects of UV radiation. For
information about UV radiation and the health effects
of sun overexposure, please review the SunWisdom
section of the Tool Kit. Go over this information with
the class prior to the activity.
Before you begin your UV Frisbee Fun, ask the
students to predict the amount of time it will take
the UV Frisbee to change color once it is exposed to
outdoor light. Cover the UV Frisbee as you carry it
outside and start timing as soon as you expose it to
the sun. Once exposed to the sun, the Frisbee will
begin changing color almost immediately.
Ask the students to remember their predictions and
compare them to the actual time it took the UV Frisbee
to change colors. Discuss the effects of UV radiation
and the importance of being protected from the sun's
harmful UV rays.
Questions and Answers
1 How long did the UV Frisbee take to change color
once it was exposed to sunlight? How close was
your prediction? The UV Frisbee should change
color almost immediately. Answers will vary.
2 What made the UV Frisbee change color?
Exposure to the sun's UV rays.
3 Can UV light do the same thing to your skin? Yes.
4 What did you learn to do for yourself by covering
the UV Frisbee? Protect my skin and eyes from the
sun's harmful UV rays.
5 What two ways can you protect yourself from the
sun's harmful UV rays? Answers will vary and
may include using sunscreen SPF 30 or higher,
wearing long-sleeved shirts, seeking shade, and
wearing sunglasses.
Now, search for a sun-safe spot on your playground
and have some UV Frisbee Fun! If your class is large,
use additional Frisbees.
www.epa.gov/sunwise
16
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Personal Skin Assessment
Risk Factor
Light or fair skin
Blue, green, or hazel eye color
Blonde or red hair
Freckles when in the sun
Burn when in the sun
40 or more moles
Family or personal history of skin cancer
Living in the Sunbelt area of the United States where UV rays
are very strong (Arizona for example)
Living in high altitudes
Two or more blistering sunburns
Taking medications that increase the skin's photosensitivity
(some antibiotics and antihistamines)
Yes
No
Adapted from Project S.A.F.E.T.Y., Risk and Risk
Factors, Elementary Safety Lesson Five.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
17
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Personal Skin Assessment
Estimated Time
30 minutes
Supplies
Markers or crayons
Magazines (optional)
Glue (optional)
Learning Objective
After completing this activity, students will
understand the need to be careful about exposure to
the sun's harmful UV rays. Students who possess
several risk factors will develop a heightened sense
of their own risk. To assess student comprehension of
the risk and prevention message, form groups of three
to make fliers, posters, or collages for the classroom
or school that depict individuals practicing sun safety.
Directions
Teachers are cautioned to be sensitive to the privacy
concerns of students during this activity. Also
be aware that students may answer no to all the
questions, thereby allowing for the misconception that
they are not at risk for overexposure to UV radiation.
Instruct students to evaluate their own risk factors,
checking off yes or no in each column. Have students
raise their hands in response to each question as you
read it aloud. Using the fact sheets (located in the
SunWisdom section of the Tool Kit) as your guide,
discuss the prevention steps with the class. Stress the
importance of protection from the sun's harmful UV
rays, especially for individuals who have several risk
factors. Remind students that everyone is equally at
risk for eye damage.
www.epa.gov/sunwise
18
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0)
Sun Safety Survey
Directions
Are you SunWise? Are your
classmates? Is your family? Find out
what you know about being SunWise.
Sun Safety Survey Questions
Circle an answer for each of the
questions below.
Self
Do you think the sun can hurt your
skin?
yes no
I think I look healthier with a tan.
true false
When I am outside in the sun during
the summer, I wear sunscreen.
true false
Sun protection factor (SPF)
indicates the level of protection
a sunscreen provides from UVB.
Which SPF number is the minimum
I should use?
4 30 40 I don't know
I need to use the most sun protection
when the UV Index is:
1 5 11+ I don't know
School
How sun-safe are our school grounds?
not sun-safe
somewhat sun-safe
sun-safe
100 percent sun-safe
What are the rules for using
sunscreen and wearing hats in
our school?
Home
How many people in your home have
ever had a sunburn? How many
times?
Do people in your home wear
sunscreen, sunglasses, or a hat? If
so, when?
After completing your individual
sun safety survey, follow along as
your class tallies up its responses.
When you are finished, answer the
questions below.
Questions
1 What percentage of the class
believes the sun can hurt their
skin?
2 What percentage of the class
believes they look healthier with a
tan?
3 Make a bar graph depicting
the percentage of the class that
chooses each sunscreen SPF.
What was the most popular
response? How many more people
choose the most popular response
over the least popular response?
4 What percentage of the class
chose a UV Index level of 11+
as requiring the most sun
protection?
5 How many of your classmates
think your school grounds are at
least "sun-safe?"
6 Read the example SunWise word
problem, and then write your
own.
My family of five went camping this
summer. My brother and my father
both got sunburned. Forty percent of
my family was not SunWise.
My family of went to .
this summer. My
sunburned. of my
got
family was not SunWise.
-------
O
CM
Sun Safety Survey
Estimated Time
20 minutes
Supplies
Pencil
Calculator (optional)
Graph paper (optional)
Learning Objective
The objective of this activity is to
help students understand the variety
of ways they can protect themselves
from the sun's harmful UV rays. After
completing this activity, students will
understand that using sunscreen, hats,
sunglasses, and the UV Index are
examples of Sun Wise behavior. Assess
whether the students understand
they must protect themselves from
the sun's harmful UV rays by asking
them whether the activity taught them
something new about being sun safe.
Finally, ask your students what they
will do differently now.
Directions
In preparation for this activity, create
a simple chart on the chalkboard
listing the Sun Safety Survey questions
(including all possible answers) along
the left vertical axis and numbers by five
along the top horizontal axis. After the
students answer the questions on their
individual Sun Safety Survey, compile
the data from the entire class. Appoint
one student to be the reporter and a
different student to be the recorder.
The reporter should read each question
aloud. The students should respond as a
group by a show of hands. The recorder
should record the responses, and with
the help of the teacher, calculate totals
for Sun Safety Survey questions. Now,
instruct your class to make some
statistical generalizations about their
SunWise behavior.
Questions and Answers
1 What percentage of the class believes
the sun can hurt their skin? Answers
will vary.
2 What percentage of the class believes
they look healthier with a tan?
Answers will vary. Ask if people look
healthier with wrinkles. Explain that
up to 90 percent of visible changes
to the skin commonly thought to be
caused by aging are actually caused
by sun exposure.
3 Make a bar graph depicting the
percentage of the class that chooses
each sunscreen SPF. What was the
most popular response? How many
more people choose the most popular
response over the least popular
response? Answers will vary.
4 What percentage of the class chose
a UV Index level of 11+ as requiring
the most sun protection? Answers will
vary.
5 How many of your classmates think
your school grounds are at least
"sun-safe?" Answers should include
the total number of students with
responses "sun-safe" and "100 percent
sun-safe."
6 Read the example SunWise word
problem, and then write your own.
Answers will vary.
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SunWise Word Problems
Directions
Answer the following word problems about sun-
safe products and behavior.
1 If you buy a dozen wide-brimmed hats for
$132.00, how much do you pay per hat?
Sunscreen A comes in a 36 oz. bottle and
sells for $6.24. Sunscreen B comes in a 28 oz.
bottle and costs $6.08. Sunscreen C comes
in a 42 oz. bottle and costs $6.85. Which
sunscreen is cheaper per ounce?
If you stand on the corner and sell the hats
you bought in question #1 for $15 each to
people at risk of being overexposed to the
sun's UV rays, how much will you make in
profit?
4 A new SunWise school is being built for
grades 1 — 6. A school board regulation states
that each first and second grade classroom
can have no more than 20 students.
Classrooms for the other grades (3 —6) can
have no more than 28. If the community
where they're building the school has 220
SunWise students in the first and second
grade, and 616 in the other four grades, how
many rooms should the new building have?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
21
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SunWise Word Problems
Estimated Time
40-50 minutes
Learning Objective
This activity will reinforce the prevention message of
sun safety. Assess whether students understand the
importance of protecting themselves from harmful UV
rays by asking them to make a list of all the SunWise
products they can think of. Use items from the
problems as a starting point.
Directions
Have the class solve the following word problems.
(The variables in the problems below are not
scientifically accurate.)
Questions and Answers
1 If you buy a dozen wide-brimmed hats for $132.00,
how much do you pay per hat? $11.00
2 If you stand on the corner and sell the hats you
bought in question #1 for $15 each to people at
risk of being overexposed to the sun's UV rays,
how much will you make in profit? $48.00
3 Sunscreen A comes in a 36 oz. bottle and sells for
$6.24. Sunscreen B comes in a 28 oz. bottle and
costs $6.08. Sunscreen C comes in a 42 oz. bottle
and costs $6.85. Which sunscreen is cheaper per
ounce? Sunscreen C
4 A new SunWise school is being built for grades
1 - 6. A school board regulation states that each
first and second grade classroom can have no
more than 20 students. Classrooms for the other
grades (3-6) can have no more than 28. If the
community where they're building the school
has 220 SunWise students in the first and
second grade, and 616 in the other four grades,
how many rooms should the new building have?
33 classrooms
www.epa.gov/sunwise
22
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Measure Your Shadow
Directions
Using the sun as your light, you are going to trace
your shadow. But first, on a piece of paper, make
a data chart with two columns and three rows. On
the top of your data chart label one column "time"
and the other "measurement." On the side of your
data chart at the start of each row, write "first
shadow," "second shadow," and "third shadow."
Choose a partner and stand in the sun. With
a piece of chalk, your partner will trace your
shadow starting from your feet. Write your
name inside your traced shadow and record
the time and the length measurement of your
shadow in your chart.
Later in the day, have your partner trace your
shadow again. Remember to position your feet in
the same spot and face in the same direction as
before.
Repeat a third time. Remember to face the same
direction as before.
Questions
1 What makes your shadow?
2 Do you always have a shadow?
3 Have you ever seen your shadow at night? How
did that happen? Can you think of other ways you
might see your shadow at night?
4 Is your shadow always the same size? If your shadow
isn't always the same size, give your reasoning for
your shadow being a different size.
5 Record the number of hours and minutes between your
first, second, and third shadow measurement. Make a
prediction about what will happen to the length of your
shadow over this time period. (You will be checking your
answer as you record your measurements!)
6 What is the difference between the measurements?
7 What is the shadow rule?
a program that radiates good ideas
Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
23
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Measure Your Shadow
Supplies
Chalk (have a different color for each time
the students trace their shadow)
Paper and pencil
School yard with dark cement or blacktop
A clear sunny day
Watch or clock
Yardstick/meter stick
Estimated Time
At least three 15-minute intervals during one day
Learning Objective
The objective of this activity is to have students
understand the movements of the Earth over the
course of a day and demonstrate why this movement
causes a shadow. Have students collect evidence on
how shadows change from morning to evening, and
how they can tell by the length of their shadows what
times of day they should seek protection from the
sun's harmful UV rays. Ask the students to predict
how their shadows will change during the day. Once
the day is over, ask them to compare their prediction
to the actual shape and size of their shadows. Assess
what they have learned by asking them to explain the
shadow rule.
Directions
Instruct the students to make a data chart on a piece
of paper to record the time they traced the shadows
and the size of the shadows. Also, each student should
record his/her own height for comparison. The data
chart will need two columns and three rows. The
top of the data chart should be labeled "time" and
"measurement." The side of the data chart should be
labeled "first shadow," "second shadow," and "third
shadow." If necessary, draw the data chart on the board
to show how it should look.
You should take the students outside three times
during the day (once around noon). Have students
choose a partner. Instruct the students to trace their
partner's shadow using a piece of chalk on the cement
surface of the schoolyard. They should begin tracing the
shadow from the feet. They should write their names
inside their shadows. Students should use the yardstick
to measure the length of the shadows each time they
trace them. Students should record the measurement
and time in their charts.
When everyone goes back outside later in the day, have
each student stand on the feet of their own shadow
and have their partner retrace their new shadow
on top of the original. Again, they should record the
measurement and time in their data charts.
www.epa.gov/sunwise
24
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Measure Your Shadow
Discussion
Discuss how shadows are formed. A shadow is a dark
figure or image cast onto the ground by our bodies
intercepting the light of the sun. Both the sun and
the moon can create shadows. We have noticeable
shadows throughout the day; however, our shadows
are much shorter closer to noon when the sun is
overhead. Explain to the students that when their
shadows are long (during the early and late parts
of the day) the sun is not as intense. When their
shadows are short (during the middle part of the day)
the sun is more intense, and they are at a greater
risk from the sun's damaging UV rays. Also mention
that visible light, not UV rays, causes shadows. UV rays
are present even on cloudy days. Nevertheless, the
shadow rule is a good indication of UV intensity. Tell
the students the shadow rule, "Watch your shadow.
Short shadow, seek shade!"
Questions and Answers
1 What makes your shadow? The rays of the sun
shining on one side of your body generate a
shadow that is projected away from your body.
2 Do you always have a measurable shadow? Yes.
When the sun is overhead at noon, the projection of
the shadow is much shorter than it is during the
rest of the day.
3 Have you ever seen your shadow at night? How
did that happen? Can you think of other ways you
might see your shadow at night? Yes. When there
is a full moon, the light can create a shadow, but
the moon does not emit UV rays. Other sources of
light, such as a street lamp, can create a shadow,
but they also do not emit UV rays.
4 Is your shadow always the same size? If your
shadow isn't always the same size, give your
reasoning for your shadow being a different size.
No. Your shadow is long in the early morning
and late afternoon; your shadow is short during
midday. This is because of the Earth's movement
over the course a day.
5 Record the number of hours and minutes
between your first, second, and third shadow
measurement. Make a prediction about what will
happen to the length of your shadow over this
time period. Students should count the hours and
minutes on a watch or clock to find the number.
They should predict that the length of their
shadow will change throughout the day.
6 What is the difference between your
measurements? Students should subtract to find
the answer.
7 What is the shadow rule? "Short shadow, seek
shade!"
www.epa.gov/sunwise
25
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-------
Speedy Sun Relay Race
Directions
One student in your group will be the "model."
The model's job is to dress in sun-safe clothes
as fast as possible with the help of the team.
Across the field will be a pile of clothes. Each
team member, besides the model, will take
turns running to the pile, selecting one sun-safe
item, and running it back to the model. The
first team to have a completely Sun Wise model
is the winner!
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
27
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Speedy Sun Relay Race
Estimated Time
30 minutes
Supplies
A field or other open space with 20 yards of room
One set of the following Sun Wise and non-Sun Wise
clothes and items for each team:
Long-sleeved shirt (preferably with collar)
Long pants (optional)
Hats (wide-brimmed, cowboy)
Sunglasses
Empty bottles of sunscreen, some with
SPFs of 30 and higher, some with lower SPFs
Umbrella (optional)
Various other articles of clothing that are
not sun safe, like tank tops, shorts, baseball caps,
visors, etc.
Note: Make sure that the clothes are large enough for
each student to put on and take off easily.
Learning Objective
This activity will challenge students to think quickly
about sun-safe behavior by selecting correct sun-safe
clothes in a competitive environment. Students will
learn that wearing Sun Wise clothes is another way
to be safe in the sun, and they'll get some exercise,
too! As an assessment, have the class examine the
non-winning teams' clothes after the race and suggest
corrections.
Directions
Organize the class into teams of five or more and line
them up at the start of the racecourse. Place the piles
of clothes at the other end of the racecourse.
Have each team select one student to be the SunWise
model. This student will stay at the start point of
the race, donning sun-safe clothes. The other team
members should each take turns running to the pile
of clothes, selecting one item, and running it back to
the model to wear.
The first team to have a completely and appropriately
dressed SunWise model, and that is able to explain
why the model is SunWise, is the winner. The
SunWise models should be wearing a protective
hat, long-sleeved shirt, long pants (optional), and
sunglasses, and be carrying a bottle of sunscreen of
SPF 30 or higher.
www.epa.gov/sunwise
28
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Sun
Directions
The sun's light has an effect on everything. Try
these experiments to see what the sun's effect
will be over a week's time.
• Put a sheet of newspaper by the window
in the direct sunlight. Put another piece
in the shade.
• Place a whole piece of fruit, such as an
apple, in the sun, and another in the shade.
• Put some solid objects with interesting shapes
on a piece of construction paper. You can try
spelling your name with plastic letters. Leave
the paper in the sun for a week, then remove
the objects.
Questions
1
How does the sun affect the newspaper over
the course of a week?
2 How does the sunlight affect the fruit's
decomposition?
What do you see on the construction paper
after a week?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
29
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Sun
Estimated Time
Ten minutes to set up the experiments, one week for
them to run, and 30 minutes for discussion.
Supplies
Newspaper
Construction paper
Paper or plastic letters or other uniquely shaped objects
Apple or other thick-skinned fruit
Learning Objective
This activity will make a mental and visual
connection for students between the damaging effects
that the sun has on the experimental objects, and
what the sun's harmful UV rays can do to their own
skin cells. The students will also have visual evidence
of how being protected will guard against or prevent
sun damage. Assess the students' comprehension by
asking them to predict the effects of the sun on their
skin, eyes, and other objects over a period of time.
Students should show understanding of the differences
of the sun's effects on organic versus inorganic matter.
Directions
Have the students place a sheet of newspaper in
a sunny spot and another in the shade. Leave the
paper for a week. Place an apple or other whole
piece of fruit in the sun as well. Have the students
place some uniquely shaped solid objects on pieces of
construction paper in the sun. They can use plastic
letters to spell out their names. Leave the objects
out for a week. After a week, view and discuss the
results of these experiments with the class. Once the
students have had the opportunity to view the sun's
effect on various items, ask them to imagine how the
sun affects their skin when they are exposed to its
harmful rays without protection. Remind them that
the fruit is made of cells just like they are.
Questions and Answers
1 How does the sun affect the newspaper over the
course of a week? The newspaper left in the sun is
faded/yellowed. Assess whether students make the
connection between the fading of the paper, and
the sun's possible effects on their own skin.
2 How does the light affect the fruit's
decomposition? The fruit in the sun decomposed
faster than the fruit left in the shade. Assess
whether the students comprehend that the sun's
harmful UV rays can have some of the same
unhealthy effects on their own skin cells.
3 What do you see on the construction paper after
a week? The objects protected the portion of the
paper they covered from fading. Discuss how
clothing helps protect their skin from the sun.
www.epa.gov/sunwise
30
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The Ozone and Me
Directions
Label the following on the illustration
of the Earth and its atmosphere:
Earth
Sun
Earth's four major systems:
1 Geosphere—the solid portions
of Earth
2 Hydrosphere—the liquid water
components of Earth
3 Atmosphere—the gases
surrounding Earth
4 Biosphere—the zone of life
on Earth
Two parts of the atmosphere:
1 Stratosphere
2 Troposphere
Ozone layer
Sources of ozone depleting substances
(ODS)
Many popular household products like air conditioners used to use chlorofluorocarbons (CFCs) and
hydrochlorofluorocarbons (HCFCs). Both of these chemicals damage the Earth's protective ozone
layer. Cars, trucks, power plants, and factories all emit air pollution that forms ground-level ozone
or smog.
\ \ .
\ \ \ \ \
-------
Questions
1 What is the stratospheric ozone layer and
what does it do?
5 What is being done to reduce the effects of
stratospheric ozone layer depletion?
6 What is "bad" ozone? What causes it?
2 What causes the hole in the stratospheric
ozone layer (ozone layer depletion)?
3 What human-made objects use CFCs and
HCFCs?
7 What happens when we are exposed to UV rays?
4 Why are we concerned about ozone layer
depletion?
8 Create an illustrated tri-fold brochure
explaining either 1) what you learned about the
importance of the ozone layer; or 2) the possible
causes of ozone depletion.
This activity is adapted from Sun Smart, published by the
Anti-Cancer Council of Victoria.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
32
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The Ozone and Me
Estimated Time
30 minutes
Learning Objective
The objective of this activity is to teach students basic
information about the ozone layer, the possible causes of
its depletion, and how it is connected with their personal
health and well-being. Students should understand that
the Earth has four major systems that interact in multiple
ways to affect the Earth's surface, materials, and processes.
This interaction also affects humans and their existence
on Earth. Assess whether the students understand the
connection between the depletion of the ozone layer and
the need to protect themselves from the harmful rays of the
sun. Ask them if their behavior will change once they've
completed the lesson and how.
Directions
Instruct the students to label the following in the
illustration of the Earth and its atmosphere:
Earth
Sun
Earth's four major systems:
1 Geosphere—the solid portions of Earth
2 Hydrosphere—the liquid water components
of Earth
3 Atmosphere—the gases surrounding Earth
4 Biosphere—the zone of life on Earth
Two parts of the atmosphere:
1 Stratosphere
2 Troposphere
Ozone layer
Sources of ozone depleting substances (ODS)
Sources of ODS
6 miles 30 miles
www.epa.gov/sunwise
33
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Discussion
Discuss each of the Earth's systems and how they
interact. Then move to a more specific discussion of
the atmosphere and explain the presence of ozone
in the atmosphere and discuss why ozone is good up
high and bad nearby, its effects, and what measures
are being taken because of ozone layer depletion.
For more information on ozone, see the SunWisdom
section of the Tool Kit.
Questions and Answers
1 What is the stratospheric ozone layer and what
does it do? A thin layer of naturally occurring gas
in the stratosphere that protects life on Earth from
the sun's harmful UV rays.
2 What causes damage to the stratospheric
ozone layer (ozone layer depletion)? The use of
chlorofluorocarbons (CFCs) and other chemical
substances.
3 What human-made objects use CFCs and HCFCs?
Air conditioners, refrigerators, fire extinguishers,
aerosols, foams, and solvents.
4 Why are we concerned about ozone layer
depletion? Ozone protects us from harmful UV
rays. Without ozone, these rays can easily pass
through the atmosphere and reach the Earth's
surface. For each 1 percent drop in ozone levels
(i.e., 1 percent increase in ozone layer depletion),
scientists estimate about 1 percent more UVB will
reach the Earth's surface.
5 What is being done to reduce the effects of
stratospheric ozone layer depletion? Countries
around the world have signed a treaty—The
Montreal Protocol—promising to reduce and then
eliminate use of ozone-depleting substances.
6 What is "bad" ozone? What causes it?
Bad ozone is found in the troposphere and
contributes to smog. High levels can make it
difficult to breathe and cause eye irritation and
headaches. Emissions from cars, some factories,
gasoline vapors, and chemical solvents, in the
presence of strong sunlight and hot weather, form
bad ozone.
7 What happens when we are exposed to UV rays?
Exposure to UV rays can cause sunburn, skin
cancer, eye damage, immune system suppression,
and premature aging of the skin.
8 As a culminating activity, have students create
an illustrated tri-fold brochure explaining either
1) what they learned about the importance of the
ozone layer; or 2) the possible causes of ozone
depletion. Students should use what they have
learned to create an illustrated brochure based on
their understanding.
For additional information, visit:
www.ucar.edu/learnll.htm
www.epa.gov/sunwise
34
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UV Frisbee
Directions
Observe the UV Frisbee as your teacher applies
a variety of materials to the plastic covering
it. Record your observations on the data chart
below. Write down the color of the UV Frisbee
after each material is applied to it. Use the data
you have collected to answer the questions.
material #1
material #2
material #3
Frisbee Color
(before exposure)
Frisbee Color
(after exposure)
Questions
1 Did the UV Frisbee change color when exposed
to normal room light? Why or why not?
2 What happened to the color of the UV Frisbee
in the sunlight? After five minutes?
3 What effects did the different sunscreens have
on the UV Frisbee?
4 What did you note about the part of the UV
Frisbee that was covered with cotton cloth?
This activity is adapted from the Project LEARN module
Ozone In Our Atmosphere.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
35
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UV Frisbee
Estimated Time
30-40 minutes
Supplies
UV Frisbee
Sunscreen (a variety of protection levels including
baby oil, SPF 30, and SPF 50)
2" x 2" swatches of cloth (a variety of
materials including cotton, UV blocking fabric,
and "tan-through" fabric)
Plastic wrap or hotel shower cap
Stop watch
Newspaper
Masking tape and marker
Learning Objective
The objective of this activity is to demonstrate the
effects of UV radiation and the effectiveness of
different ways to block UV radiation. After completing
this activity, students should be able to describe at
least three ways they can protect themselves against
harmful UV radiation. After the lesson, ask students
whether their behavior will change and how.
(See the SunWisdom section of the Tool Kit for a
list of sun safety tips.)
Directions
Use the UV Frisbee included in the Sun Wise Tool
Kit to show students the effects of UV radiation and
the effects of different materials on blocking out UV
radiation. For more information about UV radiation,
please review the SunWisdom section of the Tool Kit.
Students should watch you perform the experiment
and record their observations on the data chart
provided to them on the Student Page of this activity.
• Cover the UV Frisbee with a piece of clear plastic
or hotel shower cap. Apply small circles of baby
oil and sunscreen (each SPF level) to the plastic
covering on the UV Frisbee. Use the masking
tape and marker to identify each SPF level. Cover
the UV Frisbee with the newspaper and take it
outside. Uncover the UV Frisbee and begin timing.
The unprotected area of the UV Frisbee will
change color. The circle with SPF 0 baby oil will
change color, but the circle with SPF 30 and above
will not change color. Return to your classroom
and remove the plastic with the sunscreen.
• Tape the different swatches of fabric to the UV
Frisbee. Use the masking tape and marker to
identify each fabric. Cover the UV Frisbee with
the newspaper and take it outside. Uncover the
UV Frisbee and begin timing. The unprotected
area of the UV Frisbee will change color from
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clear to purple. The area underneath the UV
blocking fabric should not change color. Other
fabrics will filter out a portion of UV depending
on the thickness and tightness of the weave of the
fabric. Return to your classroom and remove the
fabric swatches.
• Supplemental activity: Perform a similar activity
using sunglasses on the UV Frisbee.
Questions and Answers
1 Did the UV Frisbee change color when exposed
to normal room light? Why or why not? The UV
Frisbee will not usually change color because there
is very little UV radiation in indoor lighting.
2 What happened to the color of the Frisbee in the
sunlight? After five minutes? The Frisbee changed
from clear to purple.
3 What effects did the different sunscreens have on
the UV Frisbee? Generally, results do not differ
much for sunscreens with SPF 30 or higher. SPF
30 sunscreen blocks approximately 97% of the sun's
UVB rays while SPF 50 blocks approximately 98%.
If the sunscreen is broad-spectrum, then the UVA
protection is proportional to the UVB protection.
So, when coupled with the broad-spectrum claim, a
higher SPF value shows higher protection against
UVA.
4 What did you note about the part of the UV Frisbee
that was covered with cotton cloth? Answers will
vary depending on the thickness and tightness of
the weave of the cloth.
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Map a SunWise Town
Directions
You are a civil engineer, and your job is to design
a new SunWise town.
Your SunWise town will need to have everything
other towns need, such as a fire station,
shopping mall, post office, gas station, school,
and parks.
Draw a map of a town. You'll want to provide
plenty of shade for the town's residents to help
them avoid overexposure to the sun's harmful
UV rays. Pay attention to areas like the town
square and public swimming pool. How can
challenging areas like these be made sun safe?
Don't forget the trees! Remember to consider
where the sun will be in the sky at various times
of the day and mark your map with north, south,
east, and west.
Also, mark all the locations where your town's
residents can help themselves be SunWise.
This includes stores where they can buy
sunscreen, hats, sunglasses, and other sun safety
necessities. Create a legend for your map.
Vocabulary Words
Civil Engineer—An engineer trained
in the design and construction of public works.
Legend—The part of a map that explains the
symbols used on the map.
Questions
1 Where are the most SunWise areas in
your town?
2 What are the best places to be a
SunWise shopper?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
39
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Map a SunWise Town
Estimated Time
40-50 minutes
Supplies
Colored pens and pencils
Ruler
Paper or poster board
Learning Objective
This activity allows students to evaluate sun
protection on a larger scale. It will help students
visualize the connection between their environment
and sun-safe behavior. Students will need to
understand the movement of the sun across the sky
over the course of the day and consider that movement
when they create their town.
Ask students to think about where they spend time
outdoors and if those places are SunWise. Assess
student comprehension by having the class write a
paragraph comparing areas in their neighborhoods to
the same areas in the towns they've mapped. How are
they different? How could their towns be made more
sun safe?
Directions
Tell the class that they are civil engineers whose
job is to design new SunWise towns. Their towns will
need to have everything other towns need—a fire
station, shopping mall, post office, gas station, school,
and parks, for example.
The students will draw a map of their town. They
should provide shade to help residents avoid overex-
posure to the sun's harmful UV rays. They will mark
all the locations where residents can help themselves
be SunWise. The students will then create legends for
their maps.
Questions and Answers
1 Where are the most SunWise areas in your town?
Answers will vary.
2 What are the best places to be a SunWise
shopper? Answers will vary.
Physical Education Variation:
Have students walk around and map their school to
determine areas where additional shade would be
beneficial in terms of trees and shade structures (requires
paper, pen, and surface to write on). This activity can also
be coordinated with other content areas (e.g., science and
social studies for environmental impact and improvements
to the community). It can also be structured as a student
service learning project where students could coordinate a
fundraising activity to purchase trees and/or erect a shade
structure. Groups can also split up, with each member
responsible for identifying at least two areas that would
benefit from shade.
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Be a SunWise Traveler
Directions
You are planning a trip. Use maps, a world globe, and
websites to research your assignment and answer the
questions below. Share your findings with your class.
Vocabulary Word
Mean — The average value of a set of numbers. A
mathematical value that is intermediate between
other values.
Activities and Questions
1 Using a world map or globe, identify where you live.
2 Using the world map or globe, identify where you
would like to visit. Why would you like to visit
this location? What time of year would you like
your visit to occur?
Using the UV Index maps located on the EPA
SunWise website, www.epa.gov/uvindex, identify
what the UV Index mean (average) is where you
live at this time of
the year.
Using the UV Index maps located on the World
Health Organization website, www.who.int/uv/
resources/link/indexlinks/en/, identify what the
UV Index mean (average) is where you would like
to visit and at the time of year your visit would
occur.
5 What do you notice about your local UV Index in
comparison to the UV Index at the location and
time you want to visit?
6 Are there similarities and differences? Why?
7 What SunWise action steps should you take when
visiting your destination?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
41
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Be a SunWise Traveler
Estimated Time
45-60 minutes (students may work individually or in
small groups)
Supplies
Maps of the United States and the world
Computers
Action Steps for Sun Protection
(see SunWisdom section)
Learning Objective
This activity gives students the opportunity to learn
about how people all over the world need to protect
themselves from the sun's harmful UV rays. It will
help students make connections and comparisons
between their local environment and sun-safe
behaviors they practice when visiting other parts
of the world.
Background/Talking Points
People often travel to, or vacation in, locations with
extreme UV intensity, especially in comparison
to the UV intensity at that time of year in the
traveler's city or town. Additionally, travelers may
not realize how intense the sun is at that time
of year and may not adequately prepare for the
UV radiation that they are exposed to, resulting
in severe sunburns. Studies have shown that as
much as 88 percent of sunburns in children occur
during sunny vacations. A serious potential problem
surfaces when you combine this information with
the fact that sunburn is a risk factor for skin cancer.
By raising awareness of the dangers specifically
associated with travel/vacations to UV intense
destinations, our goal is for children and their
caregivers to receive no sunburns during travel/
vacations.
In addition:
• UV rays are reflected by snow, sand, water, and
pavement. Fresh snow may reflect up to 80 percent
of the incident UV radiation. This is important at
higher altitudes and latitudes. Sand and water
also reflect up to 25 percent and 5 percent of
UV radiation, respectively, and can increase UV
exposure at the beach.
• The closer you get to the equator, the more intense
the UV rays. This occurs because the sun is more
directly overhead, causing a shorter distance for the
sun's rays to travel through the atmosphere, and
there is naturally less ozone in the stratosphere
in the tropics.
• The higher in altitude you go, the more intense the
UV rays become because there is less atmosphere for
the UV to travel through.
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Directions
Engage students by asking them if they have a place
in mind that they would like to travel to someday. Or
ask them if they have a friend or relative that lives
far away from them (be cognizant of students that
may have family in the military) that they might like
to visit. Have students identify the place they would
like to visit along with the time of year they would
like to do this traveling. Students will identify the UV
Index mean (average), both where they live and at the
place they would like to visit, then make a connection
or comparison of the two locations. They will then
identify SunWise action steps they should take when
visiting their choice of destinations. Instruct students
to respond to the activities and questions individually
or in pairs. Then, have them share their findings with
the class.
Student Activities and Questions
Answers should reflect students' research on their
location.
1 Using a world map or globe, identify where
you live.
2 Using the world map or globe, identify where you
would like to visit. Why would you like to visit
this location? What time of year would you like
your visit to occur?
3 Using the UV Index maps located on the EPA
SunWise website, www.epa.gov/uvindex, identify
what the UV Index mean (average) is where you
live at this time of
the year.
4 Using the UV Index maps located on the World
Health Organization website, www.who.int/uv/
resources/link/indexlinks/en/, identify what the
UV Index mean (average) is where you would like
to visit and at the time of year your visit would
occur.
5 What do you notice about your local UV Index in
comparison to the UV Index at the location and
time you want to visit?
6 Are there similarities and differences? Why?
7 What SunWise action steps should you take when
visiting your destination?
Resources to Learn More About Your
Destination and SunWise Practices
www.weather.com/activitieslhealth/skin
www.intellicast.com
www.weatherbase.com
www.epa.govlsunwiselkidslkids_actionsteps.html
For full page maps, please see the UV Index maps
located at www.epa.gov/uvindex and www.who.int/
uv / resources I link I indexlinks I en/.
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A SunWise Legend
Wise Heart Saves the Day1
Once upon a time, a very long time ago,
there lived a young Indian boy who was
both smart and kind and who longed
to make the world a better place for
his people. His name was Wise Heart,
and he belonged to the Cahto Indian
Tribe that lived in what is now northern
California. The world in which Wise
Heart lived was cold and barren, with
few plants or trees. During the day, his
world was gloomy and grim, lit by only
a faint, dim light that seemed to come
from very far away. At night, his world
was always cloaked in deep darkness,
a darkness that was broken only by the
campfire and the torches that the elders
alone were allowed to carry.
Wise Heart knew that the world had
not always been such a dark and gloomy
place. Sometimes as his tribe huddled
around the campfire at night, the elders
told stories—ancient stories—of a time
when a bright light they called the Sun
had warmed the world during the day,
while its distant relatives, the Moon and
Stars, had filled the night.Wise Heart
had also seen the ancient tribal cave
paintings that showed a world filled
with the bright light of the Sun and with
towering trees and plants. Whenever
Wise Heart or the other children asked
the elders how the world had lost its
Sun, Moon, and Stars, the elders would
become quiet and warn the children not
to ask such questions.
One night, while Wise Heart slept, he
dreamed of the beautiful, Sun-filled
world that he had seen in the cave
paintings. There were blue skies, trees
laden with delicious fruit, and smaller
plants with fragrant flowers. Then,
in his dream, he heard the sound of a
fiercely shrieking wind, and the Sun
suddenly seemed to be torn from the
sky, leaving only a dim glow in its
wake. Wise Heart woke from his dream
troubled and unable to fall back asleep.
When the dim light of day returned,
Wise Heart cautiously approached the
oldest and most respected of the elders,
a stooped old man named Running
Water. The boy recounted his dream
and asked the old man if he knew what
had happened to the Sun so many years
before. At first Running Water scolded
the boy and warned him not to wonder
about such things. Finally, however,
seeing the boy's determination to know
the truth, Running Water relented. He
told the boy that many years before, an
Evil Spirit had become jealous of the
brilliance and warmth of the Sun and
had stolen it from the sky and hidden it
in a deep canyon on the far side of the
world. The Evil Spirit had also stolen the
Moon and Stars and hidden them away
as well so that the humans would not
have enough light to be able to search for
and free the Sun from its captor. From
that day on, Running Water explained,
the world had been dimly lit. Bound with
thick ropes to a giant boulder, the Sun
could make only a few of its rays reach
above the edge of the deep canyon.
All that day Wise Heart thought about
Running Water's words. He watched his
people as they struggled to survive by
eating the few fish in the stream and
few small plants on the hillsides. By the
time darkness fell, Wise Heart had made
a decision. He would journey across the
mountains, to the far side of the world.
He would find the deep canyon where
the Sun, Moon, and Stars were being
held by the Evil Spirit, and somehow,
he would free them. That, he decided,
was how he would help make the world
better for his people.
Early the next evening, Wise Heart
secretly set out for the distant
mountains, carrying only a skin of
water, some dried fish, and a sharp
knife. As he traveled, he asked the
spirits of his people to help him, and
they did. Guided by a fierce and powerful]
eagle and thousands of fireflies, Wise
Heart found his way through the steep,
dark mountain range. A sure-footed
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mountain goat led him to the edge of
the deep canyon in which the Evil Spirit
was guarding the Sun, Moon, and Stars.
Just at that moment, a traveling family
of field mice offered to chew through
the ropes that bound the Sun, Moon,
and Stars while Wise Heart distracted
the Evil Spirit. Accepting their offer of
help, Wise Heart climbed cautiously
over the rim of the canyon and slowly
began to climb down the steep cliff
toward the canyon floor below. Just as
he reached the bottom, the silence was
suddenly pierced by the same sound of
shrieking wind that he had heard in his
dream. The Evil Spirit, red-faced and
shaking with rage, stepped between
Wise Heart and the Sun, Moon, and
Stars and demanded to know why the
boy had intruded in his canyon. Before
Wise Heart could answer, the Evil
Spirit noticed the boy's water skin and
demanded that he be given some water
to quench his thirst and to cool his sun-
scorched body. In reply, Wise Heart said,
"Powerful spirit, I am happy to give you
all my water, but first let me add some
special herbs that will quench your
thirst and cool your sun-scorched body
better than plain water." The Evil Spirit
agreed, and after Wise Heart had added
the herbs, which were really sleeping
herbs, he drank the water greedily. Soon
after, the Evil Spirit fell asleep.
Immediately, as if on cue, the family
of mice began gnawing through the
thick ropes that held the Sun, Moon,
and Stars captive. When they had
almost completed their task, the Evil
Spirit, feeling the heat of the Sun's rays
as it slowly began to ascend into the
sky, awoke from his slumber. With a
piercing shriek, the Evil Spirit rushed
to recapture the Sun. Just before he
could do so Wise Heart cut through the
remaining fragments of rope with his
knife. With the ends of the rope held
tightly in his hands, Wise Heart and
the mice sailed into the sky. A short
time later, as the Sun passed over Wise
Heart's village, they all jumped safely
into the soft boughs of the tallest fir
trees. From there, Wise Heart looked
up to see the first and most beautiful
sunrise that he would ever see.
Wise Heart returned to his tribe as a
hero. The people hailed him as the Sun
Guard and thanked him for returning
light and warmth to the day and light
to the night. Almost immediately, the
trees and plants began to grow larger,
and the people danced and celebrated in
the warmth and brightness of the Sun.
After several hours, however, the people
began to complain. They said, "It's too
hot! I'm thirsty!" Others complained of
feeling tired and of their skin feeling red
and sore. Wise Heart was amazed that
his gift that had at first caused so much
joy was now causing so much pain and
discomfort. He thought for a moment
and then quickly led his tribe to the
river's edge. There he told his people to
drink deeply and to coat their skin with
mud from the riverbank. He told them,
"The mud will soothe your skin and
protect it from the powerful rays of the
Sun," and they found that he was right.
Now Wise Heart was truly a hero. His
tribe could now enjoy the Sun and all
the beauty it gave to the world, without
being hurt by its powerful rays. Even
today, Wise Heart is a hero, for though
he did not know it, he had developed the
first sunscreen with an SPF of 45!
The legend is available with illustrations
at the Children's Melanoma Prevention
Foundation website,
www.melanomaprevention.org.
1 This story has been adapted from traditional tales by
Jane Shanny and Mary Ellen Maguire-Eisen of the
Children's Melanoma Prevention Foundation.
(O
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A SunWise Legend
Estimated Time
1 hour
Supplies
Large paper
Markers and/or crayons
Book-making supplies/Paper for drawing
Learning Objective
The students will learn that people from all over the
world have different stories about the sun. Before the
story is read, ask the students what they know about
the power of the sun, both good and bad. Write their
ideas on the board/paper. After reading the story
assess what they have learned by asking them to
write a story about the sun and why it is important to
people around the world.
Directions
Read to your class "Wise Heart Saves the Day," a
legend about the origin of the sun inspired by the
Native American Cahto Tribe of California (on the
Student Page of this activity). Discuss with them the
location of California in relation to where you are
located. While doing this, explain to them that people
from all over the world have different ideas and beliefs
about the sun. Discuss what they remember from
the story. Ask them why the sun is so important that
people from all over the world tell stories about it (e.g.,
it makes plants grow, provides light).
After discussing the legend and the sun with your
students, ask them to write their own legend about the
sun. Have them illustrate their short stories to make
books. Once students have finished their books, have
some share their legends with the class. To help your
students get started, ask them to consider the following
questions:
1 During what period of time does your sun myth
take place?
2 Where does your sun myth take place?
3 In your sun myth, who is the main character(s)?
4 What powers does your main character(s) have?
5 What effect or change has your character(s) made?
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Keep an Eye on Sun Safety
Directions
UV radiation can cause damage to the eyes of both animals
and humans. One example of eye damage is a cataract.
A cataract is the clouding of the eye's lens, which makes
it difficult to see. Sea lions and seals that live in a zoo
may develop cataracts because of not enough shade in
their enclosure or because of looking up at the sun during
feeding and training with the zookeeper. In addition, the
reflection from the water causes extra UV exposure for
both the animals and the visitors at the zoo.
Design an outdoor zoo exhibit for seals and sea lions that
helps protect their eyes and the zoo visitors' eyes from too
much sun exposure. How should visitors dress for a sun-
safe day at the zoo?
Many animals have natural adaptations that protect them
from the sun. Find examples of these animal adaptations
by visiting the Sun Wise website www.epa.gov/sunwise
or the website of your local zoo. In your exhibit design,
include signs that point visitors in the direction of these
animals.
Vocabulary Words
Cataract—A clouding of the eye's lens that can
blur vision
Lens —A transparent structure in the eye that
helps focus light
Eyelid
U/
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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Keep an Eye on Sun Safety
Estimated Time
30-45 minutes
Supplies
Paper
Pens or Pencils
Learning Objective
The aim of this activity is for students to learn the
importance of protecting their eyes from overexposure
to the sun's harmful UV rays. By understanding animal
adaptations for sun protection and designing a sun-safe
enclosure for zoo animals, students will draw connections
to the ways they can protect themselves from overexposure
to the sun. Assess if they have learned how to protect
their eyes from UV radiation by facilitating a classroom
evaluation of each group's exhibit design.
Directions
Assign groups to collaborate on the design of a sun-safe
outdoor exhibit for seals and sea lions. Before the students
begin, have a brief discussion on the damaging effects that
UV radiation has on the eyes of both animals and humans
(for additional background information on cataracts and
UV-induced eye damage, refer to the "Prevent Eye Damage"
fact sheet on the Sun Wise website). Use the following
questions to guide a discussion:
1 Does the exhibit design provide enough shade for
the animals?
2 Do the visitors have a shaded area where they can
watch the animals?
3 How should visitors dress for a sun-safe day at
the zoo?
4 Where can zoo visitors find other sun-safe animals?
Describe to the students how seals and sea lions in zoos can
be prone to cataracts due to the following: 1) lack of shade
in the enclosure; 2) reflection of UV rays from the water
and from the light surfaces of the tank/enclosure; 3) looking
up toward the sun during feeding and training with the
zookeepers; and 4) living longer in captivity than in the wild
(in addition to overexposure to UV radiation, cataracts can
also develop from old age).
Ask students to brainstorm animals that have natural
adaptations to protect themselves from the sun. The students
may research animal adaptations on the Sun Wise website
or on your local zoo's website, or you can guide them to
examples of adaptations using the "Search for Sun Wise
Animals" resource on the Sun Wise website. Explain to the
students that humans can "adapt" too with simple sun
safety habits. For eye protection, these habitats include
the following: avoiding overexposure to the sun; wearing a
wide-brimmed hat and sunglasses with 99-100% UVA/UVB
protection; seeking shade when the sun's UV rays are most
intense between 10 a.m. and 4 p.m.; checking the UV Index;
and using extra caution around reflective surfaces such as
water, snow, and sand.
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When the students have finished their exhibits, lead them in
a discussion to evaluate each design. Relate the issue of eye
protection to the students' environments. Ask the students
where they might get the most UV exposure in their daily lives.
Remind the students that sun safety is important for all outdoor
activities, including recess at school, swimming, boating, biking,
soccer, baseball, etc. Ask the students to think of ways they can
better protect their eyes from too much sun exposure.
Additional Resources
Search for Sun Wise Animals, available on the
Sun Wise website
(www.epa.gov I sunwiseldoclanimals_zoo.pdf)
Sun Wise Animal Quiz, available on the Sun Wise website
(www.epa.gov I sunw ise I doc / Animal_WhoAmI.pdf)
Prevent Eye Damage, available on the Sun Wise website
(www.epa.gov/sunwise/doc/eyedamage.pdf)
Activity Enrichment
• Connect this activity with the UV-sensitive Frisbee
activity. Have the students bring their sunglasses to
class and test their effectiveness using the Frisbee.
Place the sunglasses on the inner surface of the
Frisbee and then carry it outside. Once the Frisbee
has changed color, carry it back indoors and remove
the sunglasses. If there is a white area in the shape
of the sunglasses, then the sunglasses are effective at
blocking UV radiation.
• Have students brainstorm activities and occupations
that may lead to a person's eyes being exposed to
excessive UV radiation. Answers may include sports
(baseball, skiing, swimming, surfing, etc.) and outdoor
jobs (fishing, construction, landscaping, farming, etc.).
Ask the students how they could protect their eyes
during each activity.
• In addition to overexposure to UV radiation, risk of
cataracts also increases with age. Ask the students
if they know of anyone who has cataracts or other
eye damage. Offer the students the opportunity to
interview that person and report back to the class.
Remind the students to ask their interviewee about
previous sun exposure and sun protection habits.
• Have the students experience what it is like to have
cataracts by taking an old pair of glasses and applying
a light coat of non-toxic snow spray. Students can take
turns wearing the glasses.
• Connect this activity with a visit to your local zoo or
aquarium. Plan a sun-safe animal tour using the "Wild
for Sun Protection" resource on the SunWise website.
www.epa.gov/sunwise
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Sunny Crossword
Supplemental
Directions
Answer the questions and fill in the crossword
puzzle with the answers.
Across
1
6
The right type of these will block almost
100 percent of the UV radiation that can
cause damage to your eyes.
Small, brownish spots on the skin that
can increase in number with exposure to
sunlight.
EPA school program that promotes sun
safety.
8 A
_-brimmed hat will protect your face,
9
10
12
13
15
neck, and ears.
The most serious form of skin cancer.
are most at risk for overexposure
to UV radiation because their young skin is
thinner and more easily damaged.
UV is an acronym for
If your.
is shorter than you are when
you're outside, it's time to seek shade.
Everyone is affected by UV radiation. Skin
color doesn't exclude anyone from its effects,
but if you have skin you are at higher
risk for skin cancer.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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Sunny Crossword continued
Down
1 Use this with at least SPF 30, and apply
properly to protect against skin damage.
2 The time the sun is at its highest, which
means its rays have less distance to travel
through the atmosphere and the intensity is
greatest.
3 Initials for sun protection factor.
5 Abbreviation for chlorofluorocarbon, one of
the chemicals that destroys the fragile ozone
layer.
7 The sun's rays are stronger at high altitudes
and closer to the .
8 Overexposure to the sun can cause skin
cancer, eye damage, and .
10 Eye damage that occurs when there is a
loss of transparency in the lens, which
clouds your vision.
11 It is UV
not the warmth or the
brightness of the sun, that causes damage to
our skin.
12 This type of radiation is not absorbed by the
ozone layer and can cause a lot of damage to
our bodies.
13 You can find protection from the sun's UV
rays under the of trees and umbrellas.
14 A gas found in two layers of the atmosphere
with the same chemical structure; it is bad
at ground level and good high above the
Earth.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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Sunny Crossword
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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Sunny Crossword
Supplemental
Estimated Time
10-15 minutes
Learning Objective
This activity promotes the idea of protection from
overexposure to the sun. Students will learn about
the adverse health effects of UV radiation and how to
avoid them.
Clues and Answers
Across
1 The right type of these will block almost 100
percent of the UV radiation that can cause
damage to your eyes. (Sunglasses)
4 Small, brownish spots on the skin that can
increase in number with exposure to sunlight.
(Freckles)
6 EPA school program that promotes sun safety.
(SunWise)
8 A
10
.-brimmed hat will protect your face, neck,
and ears. (Wide)
The most serious form of skin cancer.
(Melanoma)
are most at risk for overexposure to
UV radiation because their young skin is thinner
and more easily damaged. (Children)
12 UV is an acronym for
_. (Ultraviolet)
13 If your.
. is shorter than you are when
you're outside, it's time to seek shade. (Shadow)
15 Everyone is affected by UV radiation. Skin color
doesn't exclude anyone from its effects, but if you
have skin you are at higher risk for skin
cancer. (Fair)
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Sunny Crossword continued
Down
1 Use this with at least SPF 30, and apply
properly to protect against skin damage.
(Sunscreen)
2 The time the sun is at its highest, which means
its rays have less distance to travel through the
atmosphere and the intensity is greatest. (Noon)
3 Initials for sun protection factor. (SPF)
5 Abbreviation for chlorofluorocarbon, one of the
chemicals that destroys the fragile ozone layer.
(CFC)
7 The sun's rays are stronger at high altitudes and
closer to the . (Equator)
8 Overexposure to the sun can cause skin cancer,
eye damage, and . (Wrinkles)
10 Eye damage that occurs when there is a loss
of transparency in the lens, which clouds your
vision. (Cataracts)
11 It is UV
., not the warmth or the
brightness of the sun, that causes damage to our
skin. (Radiation)
12 This type of radiation is not absorbed by the
ozone layer and can cause a lot of damage to our
bodies. (UVA)
13 You can find protection from the sun's UV rays
under the of trees and umbrellas. (Shade)
14 A gas found in two layers of the atmosphere with
the same chemical structure; it is bad at ground
level and good high above the Earth. (Ozone)
www.epa.gov/sunwise
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Sunny Crossword
www.epa.gov/sunwise
1
s
u
N
6
S
c
R
E
E
N
15
F
U
U
13
S
H
A
D
E
2
N
O
0
N
H
1
G
W
9
M
12
U
V
A
R
L
1
E
L
D
A
S
L
T
14
0
z
0
N
E
S
7
E
Q
U
A
T
0
R
W
S
N
A
E
O
V
3
S
p
4
F
M
1
R
A
O
E
L
5
C
F
C
E
K
10
C
A
T
A
R
A
C
T
S
L
H
E
8
W
R
1
N
K
L
E
S
S
1
L
D
D
E
11
R
A
D
1
A
T
1
0
N
E N
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WordWise
Supplemental
Directions
Be WordWise! Look up each of the following
words in the dictionary and write the definitions.
Then create a sentence for each word. Make sure
the reader can understand what the word means
in the sentence. For example, if the word is
"sunscreen," a sentence like, "I bought sunscreen
at the store" does not help the reader understand
what sunscreen is. However, a sentence like,
"I applied sunscreen on my skin before I went
outside to play so that I wouldn't get a sunburn"
helps the reader know that sunscreen is some
kind of protection from the sun that you put on
your skin.
Sun
Ultraviolet Radiation
Suntan
Intensity
Atmosphere
Ozone
Ozone Layer
Solar
Pigment
Epidermis
Melanoma
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
59
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WordWise
Supplemental
Estimated Time
45-50 minutes
Supplies
Dictionary
Directions
The students should define each of the words
and then use them in a sentence that somehow
expresses the meaning of the word.
Sun—A star of medium brightness, around which
the Earth revolves. The sun provides the Earth
with its light and heat from 93 million miles away.
Solar—Of or relating to the sun; caused or
produced by the action of the sun's light.
Epidermis—The outer layer of the skin of a
vertebrate animal.
Ultraviolet Radiation—Radiation with a wavelength
too small to be visible to the naked eye.
Suntan—Browning of the skin's pigment, caused by
damage from exposure to the sun's UV rays.
Intensity — Strength, power, or energy.
Atmosphere—The whole mass of air and other gases
surrounding the Earth.
Ozone—A gas that forms in the atmosphere when
three atoms of oxygen are combined. It can be good
or bad depending on its location.
Ozone Layer—A layer in the stratosphere, which
is located 6-30 miles above the Earth's surface. It
protects people from the damaging effects of the sun's
rays by absorbing some UV radiation.
Pigment—Coloring material in the skin cells of
plants and animals.
Melanoma—A usually malignant tumor containing
dark pigment; a type of skin cancer.
Additional Activities
Using the words they defined, have students create
• A short story for a younger audience
• A four-eight frame comic strip
www.epa.gov/sunwise
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