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XI Partnership Program of the U.S. Environmental Protection Agency
*^ www.epa.gov/sunwise
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Conduct Short Research Projects to Answer a Question (W.6.7; W.7.7; W.8.7)
Engage in a Range of Collaborative Discussions (SL.6.1; SL.7.1; SL.8.1)
Analyze the Main Ideas and Supporting Details Presented in Diverse Media and Formats
(SL.6.2; SL.7.2; SL.8.2)
Present Claims and Findings (SL.6.4; SL.7.4; SL.8.4)
Write Informative/Explanatory Texts (W.6.2; W.7.2; W.8.2)
Write Narratives to Develop Events (W.6.3; W.7.3; W.8.3)
Determine the Meaning of Words and Phrases As They Are Used in an Informational Text
(RI.6.4; RI.7.4; RI.8.4)
Determine Two or More Central Ideas in an Informational Text (RI.6.2; RI.7.2; RI.8.2)
Evaluate the Soundness of Reasoning and Relevance and Sufficiency of Evidence
(RI.6.8; RI.7.8; RI.8.8)
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
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6-8 EDUCATIONAL STANDARDS
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Operations and Algebraic Thinking
Numbers and Operations
Measurement and Data
Geometry
Demonstrates Competency in a Variety of Motor Skills and Movement Patterns
Demonstrates the Knowledge and Skills to Achieve and Maintain Fitness
Exhibits Responsible Personal and Social Behavior That Respects Self and Others
Humans Are Dependent of Their Environmental Interactions (MS-ESS3-1)
Patterns of Motion of the Sun Can Be Observed, Described, Predicted, and Explained
(MS-ESS1-1)
When Light Shines on an Object, It Is Reflected, Absorbed, or Transmitted Through the
Object(MS-PS4-2)
Substances React Chemically in Characteristic Ways (MS-PS1-2)
Human Activities Alter the Biosphere (MS-ESS3-3)
Engineering, Technology, and Application of Science (MS-ETS1)
Culture
People, Places, and Environment
Individual Development and Identity
Global Connections
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-------
A Sunny Performance
Directions
Use creativity, imagination, and artistic
abilities to write a song, commercial, public
service announcement (PSA), skit, or one-act
play about being sun safe.
Decide which medium you want to use.
Brainstorm ideas for your project and
determine the kind of message you want to
relay. Ideas may include the following: the
health effects of overexposure to the sun; sun
protection methods — like avoiding burning,
avoiding tanning, using sunscreen with SPF
30+, wearing protective clothing, and seeking
shade; the UV Index; places where you need
to be extra careful; the ozone layer; and the
seasons. Visit the SunWise website,
www.epa.gov/sunwise, and discover what
you can do to protect yourself from the sun's
harmful UV rays. After you complete your
project, present or perform your finished
product for your class. You may even be able to
make a recording or a video!
Vocabulary Word
Public Service Announcement (PSA)—A brief
announcement distributed by television, radio,
or print media that relays an educational and/or
social message to the general public.
SPF — Sun Protection Factor; a number
indicating how protective a sunscreen is against
UVB rays. An SPF 30+ sunscreen blocks about
97 percent of UVB rays or more.
ip Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
A Sunny Performance
Estimated Time
50-60 minutes
Supplies
Information on sun safety (from the Internet,
fact sheets in the SunWisdom section, etc.)
Video camera, computer, pencil and paper, or any other
recording device (optional)
Learning Objective
The aim of this activity is for students to: 1) learn
various ways to protect themselves from overexposure
to the sun's harmful UV rays; and 2) understand
how the use of specific words and phrases influences
meaning and helps convey ideas, including the
use of figurative language, technical meaning,
and connotation. By researching ideas for their
performance, the students will become familiar with
sun safety messages. Assess group performances to
determine if students have learned about the steps to
be sun safe. Have students in the audience evaluate the
effectiveness of performances by identifying the main
message of the group and pointing out what language
the group used that helped convey their message. Use
the following questions to guide a discussion:
What was this group's message?
Were they convincing?
What will you do differently now to be sun safe?
Directions
Assign groups to collaborate on the production of a
song, commercial, public service announcement (PSA),
skit, or one-act play with a sun safety message. Before
the students begin, have a brief class discussion
about the health effects of overexposure to the sun,
sun protection, the UV Index, places where you need
to be extra careful, the ozone layer, and the seasons.
Also, ask them to think of other PSAs, commercials, or
advertisements that have been particularly effective
(anti-smoking, anti-violence, etc.) and to carefully
consider how their language can help to effectively
convey their message.
First, instruct the groups to choose a presentation
medium and then brainstorm ideas for the message
they would like to relay. The students can visit the
SunWise website, or you can copy fact sheets from the
SunWisdom section of this Tool Kit. When the students
have finished developing and rehearsing their project,
have them present it to the rest of the class. If the
tools are available, record or make a video of their
performances.
www.epa.gov/sunwise
-------
SunWise Show
Directions
You know the importance of being safe in the
sun and the dangers of overexposure to the sun's
harmful rays, but some younger children in your
local elementary school may not. Help them learn
about being SunWise by creating a show.
First, make a list of all the important SunWise
rules. Using the list, write a simple script for
your show. The script should point out why it's
important to be SunWise.
Create the props for your show. You can make
puppets out of old socks. A cardboard box or
similar item can serve as a stage. Remember
your audience is young children, so develop the
script accordingly. Once your script and props
are ready, rehearse your show. Perform your
production for a younger class.
Questions
1 Why is it important to be SunWise?
2 How can children be SunWise?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
SunWise Show
(This activity can also be done using PowerPoint.)
Estimated Time
2-3 class periods
Supplies
Socks
Glue
Decorations for puppets, including buttons, beads,
and pom-poms for eyes and noses
Bottle caps and jar lids for making hats, eyes, or ears
Cardboard box for a stage
Construction paper to decorate the stage
Computer with PowerPoint (optional)
Learning Objective
This activity will give students an opportunity to play
the role of SunWise instructor, while at the same time
encouraging them to brush up on their own sun safety
knowledge. It will also educate younger children about sun
safety. Review SunWise concepts with the class before they
begin work on their production.
Directions
Divide the class into groups. Each group will write a script
for a SunWise show that will be presented to a younger
class. The script should stress the importance of being safe
in the sun and how the audience can be SunWise.
Next, if necessary, each group will create props for
its show. Puppets can be made out of socks and other
decorations. Have materials available for students to create
props that are sun safe, like hats with a wide brim and
sunglasses. Stages can be fashioned from cardboard boxes
and decorated with construction paper. Be available to
answer students' questions if you use a PowerPoint show.
Once the groups have completed scripts and props, they
should rehearse their productions before presenting to a
younger class.
Questions and Answers
1 Why is it important to be SunWise? Being safe in the
sun means avoiding overexposure to the sun's harmful
UV rays, which can cause skin cancer and other health
problems.
2 How can children be SunWise? Being SunWise involves
wearing a sun-safe hat, broad-spectrum sunscreen with
a Sun Protection Factor (SPF) of 30 or higher, and
sunglasses; seeking shade whenever possible; and limiting
time in the midday (10 a.m.-4 p.m.) sun, etc.
Additional Resource
PowerPoint
http: 11 office, microsoft, com/en-us/powerpoint I default, aspx
www.epa.gov/sunwise
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ST2OS-
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: how the sun impacts our
lives, the health effects of overexposure to the sun,
what people do to protect themselves from the sun, or
how the UV Index works.
First, select a topic for your news story. Then, 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 answers some
of the Who, What, When, Where, Why, and How
questions.
Questions
1 Who is your expert and why did you select them?
Prepare a short bio on your expert and include
their credentials in your news story.
2 What questions will you ask the expert? Justify
your reasoning regarding how you chose the
questions.
3 What is the most important part —or lead —of
your story? Give 3 reasons why you chose that
particular lead.
4 Of the facts gathered, which ones should be
included in your story? Construct an argument to
support why you chose these facts.
5 Design and create two Public Service
Announcements (PSAs) to share what you
learned through this experience. One PSA
should be written for adults and the other for
lower elementary-age children. Be sure to choose
terminology/vocabulary that is age-specific in both
situations.
a..moftheU.S. EnvlronmBntal Protection Agency
www.epa.gov/sunwlse
-------
Sun Scoop
Estimated Time
30-60 minutes
Supplies
Video camera, computer, pencil and paper, or any other
recording device (optional)
Paper and pencils
Research materials (encyclopedias, newspapers, or
computers)
Learning Objective
This activity uses journalism to raise awareness about
the science and risk of overexposure to the sun's
harmful UV rays and ways to be sun safe. Assess what
students have learned by asking them to include the
following in their story: information about how the sun
impacts our lives; 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
Assign each student, or group of students, a story
angle. If possible, arrange for a science teacher, nurse,
or local weather forecaster to come to your classroom.
Let the students interview the "expert." Have the
students respond to the questions below as a class and
then write their stories individually or in groups.
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Questions and Answers
1 Who is your expert and why did you select them?
Prepare a short bio on your expert and include their
credentials in your news story. Students should
name their expert and summarize their credentials
in a short bio.
2. What questions will you ask the expert? Justify
your reasoning regarding how you chose the
questions. Students should list 3-5 questions and
provide justification for their selections.
3 What is the most important part —or lead —of your
story? Give 3 reasons why you chose that particular
lead. Students should select one fact as the lead and
provide 3 reasons for their selection.
4 Of the facts gathered, which ones should be
included in your story? Construct an argument to
support why you chose these facts. Students should
list the other facts they will include in their story
and construct an argument for their selections.
5 Design and create two Public Service
Announcements (PSAs) to share what you learned
through this experience. One PSA should be written
for adults and the other for lower elementary-
age children. Be sure to choose terminology/
vocabulary that is age-specific in both situations.
Students should construct two age-specific PSAs
demonstrating what they have learned.
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
-------
ST2OS-
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
Sun Wise.
Plan a class trip, and make sure you have
everything you need to protect yourself from
overexposure to the sun's harmful UV rays. Pick
a location and use the suggested websites to help
answer questions about it. While researching the
country, consider how the country's environment
influences the behavior of the people who live
there. Write a letter to your classmates and tell
them about your trip and what you have learned.
Be sure to give your classmates tips on how to be
Sun Wise. Use the ten questions below as a guide
for your letter. Read your letter to the class.
Have fun on your trip! The Internet has many
"vacation" sites. You'll do some research and
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: 11 kids, nationalgeographic. com
A Partners/^ Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
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
Questions
1 How did you protect your skin
and eyes while on your vacation?
5 What kind of outdoor activities do they like?
6 What is the climate like? What is the
country's/state's environment?
7 How do the local people stay cool/warm?
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?
8 What kinds of clothes do people wear?
9 What type of houses do people live in?
10 How do people protect their skin and eyes?
11 How does the country's environment influence
the behavior of the people who live there?
8
-------
ST2OS-
SunWise Virtual Vacation
Estimated Time
45 minutes
Learning Objectives
This activity gives students the opportunity to learn
about different cultures, develop Internet research
skills, and think about their interaction with the
sun during recreational activities. Students should
also understand that humans are dependent on their
environmental interactions—both living and nonliving.
This research may alert them to the risks associated
with vacation activities in the sun. Assess what they
have learned about these risks by making sure they
include sun safety tips for their classmates in the letter
they compose.
Directions
Divide the students into small groups suitable for your
classroom size and setup. 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 compose a letter
to their classmates that includes the answers to the
questions. The groups will then share their letter with
the class.
Some suggested vacation spots:
Galapagos
www.galapagos. org
Spain
www.spain.info
Puerto Rico
www. seepuertorico. com
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
Physical Education and Social Studies Variation:
After choosing your 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. You 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
-------
ST2OS-
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/sunw ise/kids/kids _actionsteps.html
Students should answer the following questions in their
letter to the class.
Questions and Answers
Answers to questions 2-9 should reflect students'
research on their location.
1 How did you protect your skin and eyes while on
your vacation? Do not burn, avoid tanning, use
sunscreen, cover up and wear sunglasses, seek
shade, and check the UV Index.
2 What did you pack for your trip?
3 What did you do on your trip?
4 What do people in the country/state that you visited
do for recreation? Where do they vacation?
5 What kinds of outdoor activities do they like?
6 What is the climate like? What is the
country's/state's environment?
7 How do the local people stay cool/warm?
8 What kinds of clothes do people wear?
9 What types of houses do people live in?
10 How do people protect their skin and eyes? Answers
should reflect students' research on their location
and include prevention action steps such as avoiding
burning, avoiding tanning, using sunscreen,
covering up and wearing sunglasses, seeking shade,
and checking the UV Index.
11 How does the country's environment influence the
behavior of the people who live there?
www.epa.gov/sunwise
10
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Sun Mythology
Directions
Read the sun myth "Odhinn, One-Eyed Warrior"
for inspiration, and then write your own original
sun myth. Be creative. Your sun myth may focus
on a fictitious or actual cultural group or figure.
"Odhinn, One-Eyed Warrior"1
Odhinn is a Norse sun god. Odhinn is also
known as Woden. The Germanic word "wuten"
means "to rage."
Befitting a lord of the sun, Odhinn is often
depicted dressed as a warrior. His armor is
forged in the sacred metal of solar deities. He
wears a chest-plate of pure gold. On his head is a
golden-horned helmet. His weapon is the golden
spear forged magically by dwarfs, and he rides
an eight-legged horse across the sky.
As a warrior lord, Odhinn is served by the
Valkyries, warrior maids who participate in
every Earthly battle and determine its outcome.
Odhinn is also the inspiration behind the famed
berserkers, warriors crazed with the fury of the
battle.
The sun god has one eye. It is said that he gave
the other eye for the gift of magic mead, a drink
of poetic inspiration and knowledge. Odhinn
plucked his eye from its socket and dropped it
into the well of Mimir so he could drink from the
magic waters and gain infinite wisdom.
The great inspiration of the enchanted well had
a powerful effect on the warrior. He became
known as a great healer and as the god of
poetry. Still, he retained his position as the sun
god, and in his battle fury, he was known as the
One-Eyed Warrior.
To start writing your own sun myth, answer
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 are the main
character (s)?
4 What powers does your main character(s) have?
5 What effect or change has your characters)
made?
1 Adapted from the book Sun Lore: Folktales and Sagas
from Around the World, by Gwydion O'Hara
A Partners/^ Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
11
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Sun Mythology
Estimated Time
30-45 minutes
Supplies
Sun myth texts listed below or others you discover
on your own.
Krupp, Dr. E.G. Beyond the Blue Horizon: Myths and
Legends of the Sun. Moon. Stars, and Planets. 1992.
McDermott, Gerald. Arrow to the Sun: A Pueblo Indian
Tale. 1974.
O'Hara, Gwydion. Sun Lore: Folktales and Sagas from
Around the World. 1997.
St Rain, Tedd. Ed. Sun Lore of All Ages: A Survey
of Solar Mythology. Folklore. Customs. Worship.
Festivals, and Superstition. 1999.
Luomala, Katharine. Oceanic. American Indian and
African Myths of the Snaring Sun. 1988.
www.windows, ucar.edu
Learning Objective
The students will learn that people from all over the
world have different stories about the sun. Before
reading the story, ask students what they know about
the sun; for example, its location in our galaxy; its life
as a star; and its importance to the ecosystem of our
planet. Write their ideas on the board.
After reading the story, assess what students have
learned by comparing their own knowledge about the
sun with that of other ancient cultures (the Norse,
for example).
Directions
Use the example myth on the Student Page or
other sun myth texts as a catalyst for a classroom
discussion about the many cultures that have myths
and folklore associated with the sun. Read one or
two sun myths aloud or make photocopies of additional
texts for silent reading.
Instruct your students to write their own sun myth. To
get them started, have them answer the questions listed
after the reading. Encourage students to use descriptive
and colorful language. Their myths should focus either
on a fictitious or actual cultural group or figure.
Once your students complete their assignment, have
volunteers read their myths aloud to their classmates.
After sharing a number of original sun myths, engage
students in a discussion about the importance of the sun
as a powerful energy supply and a source of life on Earth.
Discussion
Why do so many cultures, past and present, revere the
sun? Possible answers include: In ancient times, people
were afraid of the sun because they did not understand
its motion across the sky; the sun is a producer of crops,
and as such, they consider the sun a generous god;
scientists study the sun as an example of a medium-
sized Class III star that is merely one of 200-300 billion
in this galaxy alone, but sustains all life on Earth.
www.epa.gov/sunwise
12
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Sunsational Scientists
in History
Directions
Research and write short paragraphs about
these topics and historic people:
Ptolemy
Geocentrism
Heliocentrism
Nicolas Copernicus
Galileo Galilei
Find a correlation between the topics and people.
Discuss your findings with the class to piece the
history together.
Draw a picture or write a short story about how
you believe the world would be different if we
still thought the sun revolved around the Earth.
Questions
1 Pretend you are Ptolemy, Copernicus, or
Galileo and write a journal entry about
your beliefs, how people are treating you,
and what you think the world will be like
in the future.
2 What if scientists had not discovered the
adverse effects of overexposure to UV rays?
What do you think would be different about
how we plan our trips to the beach and other
outdoor activities? Would sunscreen have
been invented? Would people always burn
when outside?
a program that radiates good Ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
13
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Sunsational Scientists
in History
Estimated Time
30-45 minutes
Supplies
Access to the school library and/or the Internet
Learning Objective
Through this investigation, the students will learn
about the scientists and societal beliefs that contributed
to the information we now know about the sun. Use the
questions to assess correlations the students have made
from their research.
Directions
Take your class to the library to do research on the
astronomical history of the sun.
Students will research and write short paragraphs
about these topics and historic people:
Ptolemy
Geocentrism
Heliocentrism
Nicolas Copernicus
Galileo Galilei
Students should be able to see the correlation between
the topics and the people. Discuss the findings with
the class and piece the history together. What is the
correlation?
Ptolemy, believed to have lived between AD 100-170,
was a famous astronomer and mathematician, even
though most of his theories were later proven incorrect.
His theories formed the foundation for future astronomers
and mathematicians. His theories dominated the
scientific field until the 16th century. He considered
the Earth as the center of the universe (geocentrism).
Nicolas Copernicus was a Polish astronomer who lived
between 1473-1543. Before his time, people believed
in the Ptolemaic (named after the Greek astronomer
Ptolemy) model of the solar system. This model
showed that the Earth was the center of the universe,
but it did not work well enough to predict the
positions of the planets. In 1543, Copernicus started
a scientific revolution when he published a theory
called heliocentrism, which stated that all the planets,
including Earth, revolved around the sun.
Galileo Galilei was an Italian astronomer and physicist
who lived between 1564-1642. He challenged ancient
beliefs that heavenly bodies, like stars and planets,
were divine and therefore perfect. In 1609, Galileo
became the first person to use a telescope to look at the
universe. He discovered sunspots, craters, and peaks in
Earth's moon. After his great discoveries, he published
a book about sunspots and discussed Ptolemaic and
Copernican theories.
www.epa.gov/sunwise
14
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Questions and Answers
Pretend you are Ptolemy, Copernicus, or Galileo and
write a journal entry about your beliefs, how people
are treating you, and what you think the world
will be like in the future. Students should correctly
describe the beliefs of their chosen astronomer
and the persecution that astronomer underwent.
Students should come up with creative ideas of what
the world will be like in the future.
What if scientists didn't discover the adverse effects
of overexposure to the sun's UV rays? What do you
think would be different about how we plan our
trips to the beach and other outdoor activities?
Would sunscreen have been invented? Would
people always burn when outside? Possible answers
include: People would not consider the harmful
impacts of overexposure to the sun's UV rays when
they plan trips to the beach; sunscreen may never
have been invented, since people would not know
that they need to protect themselves from the sun;
people may burn frequently when they are outside.
Additional Resource
www.windows.ucar.edu
Enter site, click People, then click Renaissance.
www.epa.gov/sunwise
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The Sun Shines
Around the World
Directions
Use encyclopedias, periodicals, the Internet, or
books to research your assigned country and
answer the questions below. Be prepared to
share your findings with your classmates.
Questions
1 What is the name of the country you
researched?
4 In what types of houses do the people of this
country live? Of what are the houses made?
How do the houses help the people of this
country protect themselves from the sun?
5 What kinds of clothes do the people of this
country wear?
6 Describe a few customs that people in this
country have that protect them from the sun.
2 On what continent is the country?
3 What countries or physical features border
the country?
7 What are at least three differences between
your state and the country you researched?
8 Summarize how the environment of the
country influences the behavior of the people
who live there.
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
17
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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 will teach students about a variety of
ways people all over the world protect themselves
from overexposure to the sun's harmful UV rays.
Students will understand how a country's environment
influences the behavior of the people who live there.
After completing the activity, students should be able
to describe different ways individuals from the country
researched practice sun safety.
Directions
Assign a student or pair of students to research a
country. Instruct the students to use the questions
below as a guide.
Questions and Answers
Answers should match the country researched.
1 What is the name of the country you researched?
2 On what continent is the country?
3 What countries or physical features border the
country? Student should name bordering countries,
bodies of water, etc.
4 In what types of houses do the people of this
country live? Of what are the houses made? How do
the houses help the people of this country protect
themselves from the sun?
5 What kinds of clothes do the people of this country
wear?
6 Describe a few customs that people in this country
have that protect them from the sun.
7 What are at least three differences between your
state and the country you researched?
8 Summarize how the environment of the country
influences the behavior of the people who live there.
Additional Resource
www.geographia.com
Geographia offers a variety of information on housing,
clothing, and customs of countries throughout the
world.
www.epa.gov/sunwise
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Why Does Winter Make
Some People SAD?
Vocabulary Words
Lethargy—The quality or state of being
lazy, sluggish, or indifferent.
Melatonin—A chemical produced in the pineal
gland of the brain that tells the body when it is
nighttime and makes us feel tired.
Pineal gland—The specific area of the brain
that produces melatonin.
Serotonin—A chemical in the brain that
regulates our moods (like happiness, anger, and
aggression).
Directions
Read the information provided describing
Seasonal Affective Disorder (SAD) and answer
the questions.
What is SAD?
Overexposure to ultraviolet (UV) radiation from
the sun can damage skin and eyes and cause
skin cancer. But despite these and other harmful
effects, the sun is necessary for life to survive
on Earth. Too little sunlight can contribute
to Seasonal Affective Disorder (SAD). Human
beings and animals react to changing seasons
with changes in mood and behavior. Most people
find they eat and sleep slightly more in winter
and dislike the dark mornings and short days.
At night, the pineal gland in our brain produces
melatonin to make us sleepy, and when morning
comes the sunlight triggers the pineal gland to
stop producing melatonin so we can wake up.
During the winter months there is less light and
we produce more melatonin, which can make
many people feel more tired than they would in
the spring, summer, and fall. Although no one is
sure exactly why too much melatonin can make
us feel sad, it may be caused by lowering another
chemical in the brain called serotonin. In many
people, feelings of depression are caused by too
little serotonin in the brain.
For some people, symptoms are severe enough to
affect their ability to lead normal lives. These people
may be suffering from SAD, also known as winter
depression. People with SAD may have trouble with
sleeping, overeating, depression, lethargy, as well as
other physical and mental problems.
Whom does SAD affect?
Across the world, the incidence of SAD increases
with distance from the equator, where the nights
get very long during the winter (except in areas
where there is a lot of snow on the ground, which
helps to reflect sunlight and keep our melatonin
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
19
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levels down). People with SAD have symptoms
from around September until April, and the
symptoms are worse during the darkest months.
Both children and adults can suffer from SAD,
and it usually affects more women than men.
How can SAD be treated?
SAD can be treated with daily exposure to
bright light. Making sure to spend some time
outside each day can help people to feel better.
Some people with SAD also use a special
machine, called a "light box," which they shine
on themselves in order to keep their melatonin
levels down. These machines produce visible
light, and do not emit harmful UV rays. The
light produced by a light box is about as bright
as a spring morning on a clear day. As little as
15 to 30 minutes of light box therapy helps some
people to feel better.
Questions
1 Pretend you are a doctor. List three questions
you would ask your patients to determine if
they have SAD.
2 Consider the symptoms of SAD. Can you
make an educated guess about the causes of
SAD? List three possible causes of SAD.
3 If you noticed that one of your friends was
frequently tired and grumpy during your
winter vacation, what would you recommend
he or she do?
4 Make a list of the risks and benefits of
exposure to the sun.
.. .,a.-moftnaU.S. Environmental Protection Agamy
www.epa.gov/sunwlse
20
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Why Does Winter Make
Some People SAD?
Estimated Time
30 — 45 minutes
Learning Objective
This activity will help students understand the science
of the sun and its good effects on people. Students
will read a short selection about Seasonal Affective
Disorder (SAD). They will propose a cause for SAD
after "diagnosing" the problem. Review their answers to
question number four to assess if they understand the
risks and benefits of exposure to the sun.
Directions
After instructing students to read the information
provided describing SAD, ask them to answer
the questions. If they have trouble answering the
questions, help them by sharing some of the additional
information provided. Discuss the cause and treatment
of SAD with the class.
What is SAD?
Overexposure to ultraviolet (UV) radiation from the
sun can damage skin and eyes and cause skin cancer.
But despite these and other harmful effects, the sun
is necessary for life to survive on Earth. Too little
sunlight can also contribute to Seasonal Affective
Disorder (SAD). Human beings and animals react to
changing seasons with changes in mood and behavior.
Most people find they eat and sleep slightly more
in winter and dislike the dark mornings and short
days. At night, the pineal gland in our brain produces
melatonin to make us sleepy, and when morning
comes the sunlight triggers the pineal gland to stop
producing melatonin so we can wake up. During the
winter months there is less light and we produce more
melatonin, which can make many people feel more
tired than they would in the spring, summer, and
fall. Although no one is sure exactly why too much
melatonin can make us feel sad, it may be caused
by lowering another chemical in the brain called
serotonin. In many people, feelings of depression are
caused by too little serotonin in the brain.
For some people, symptoms are severe enough to affect
their ability to lead normal lives. These people may be
suffering from SAD, also known as winter depression.
People with SAD may have trouble with sleeping,
overeating, depression, lethargy, as well as other
physical and mental problems.
Whom does SAD affect?
Across the world, the incidence of SAD increases with
distance from the equator, where the nights get very
long during the winter (except in areas where there
is a lot of snow on the ground, which helps to reflect
sunlight and keep our melatonin levels down). People
with SAD have symptoms from around September until
April, and the symptoms are worse during the darkest
months. Both children and adults can suffer from SAD,
and it usually affects more women than men.
www.epa.gov/sunwise
21
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How can SAD be treated?
SAD can be treated with daily exposure to bright light.
Making sure to spend some time outside each day can
help people to feel better. Some people with SAD also
use a special machine, called a "light box," which they
shine on themselves in order to keep their melatonin
levels down. These machines produce visible light,
and do not emit harmful UV rays. The light produced
is about as bright as a spring morning on a clear day.
As little as 15 to 30 minutes of light box therapy helps
some people to feel better.
Questions and Answers
1 Pretend you are a doctor. List three questions you
would ask your patients to determine if they have
SAD. Possible answers: 1) Do you find you sleep more
in the winter? 2) During the winter, do you have
many mood swings? 3) Do you eat more during the
winter months?
2 Consider the symptoms of SAD. Can you make an
educated guess about the causes of SAD? List three
possible causes of SAD. Possible answers: lack of
sunlight, decreased levels of serotonin, increased
levels of melatonin.
3 If you noticed that one of your friends was
frequently tired and grumpy during your winter
vacation, what would you recommend he or she do?
Possible answers before group discussion include: get
more rest, get more exercise, or spend more time with
friends and family. Possible answers after group
discussion include: spend time outside on sunny
days, visit a sunny place, sit in front of a light box.
4 Make a list of the risks and benefits of exposure
to the sun. Risks include: skin cancer, cataracts,
premature aging of the skin, and suppression of
the immune system. Benefits include: alleviation of
depression caused by SAD, and vitamin D synthesis.
Additional Resources
www. mayoclinic. org / diseases-conditions I seasonal-
affective-disorder /basics/definition / CON-20021047
Information about SAD from Mayo Clinic.
http: 11kidshealth.org/ teen /your_mind/feeling_sad/
sad. html (Nemour Foundation)
Nemours is one of the largest nonprofit organizations
devoted to children's health. Their website is written
in a question and answer format using non-clinical
language. The site provides fundamental information
about SAD.
www.epa.gov/sunwise
22
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Sun-safe Beach Party
Directions
Pretend that the class is at the beach and set
up the gym the way you would at the beach.
Start an indoor volleyball game, throw the UV
Frisbee®, play a game with an inflatable beach
ball, or gather some friends for a game of hackey
sack. Set up face painting using zinc oxide cream.
After the "beach party," your teacher will divide
students into two groups. One group will take
the position that people with dark tans look
more attractive than people without tans. The
other group will take the position that people
who use sunscreen, hats, and clothing to protect
themselves from the sun are more attractive
and wise. With your group, develop arguments
to support your position and prepare a short
presentation for the class.
Vocabulary Words
Melanoma — Dark-pigmented malignant moles
or tumors.
Malignant — Inclined to cause harm; very
dangerous or harmful.
Questions
1 Dermatologists believe there is a link between
childhood sunburns and malignant melanoma
later in life. What can you do differently to
prevent this from happening?
2 What does SPF stand for, and how does
it affect you and what you do when you
are outdoors?
3 What does UV stand for, and how does
it affect you?
4 Sunscreen with SPF 30+ helps protect you
from harmful UVB radiation. Prepare a short
written statement to share with a younger
child to explain what this means.
a. .mat the U.S. Environmental Protection Agency
www.epa.gov/sunwise
23
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Sun-safe Beach Party
Estimated Time
30-45 minutes
Supplies
UV Frisbee®
Inflatable beach ball
Hacky sack
Zinc oxide cream in different colors
Volleyball equipment
Summer food (fruits, chips, water,
peanut butter and jelly sandwiches)
Learning Objective
The objective of this activity is to demonstrate and
practice sun-safe behaviors. Students will practice
taking a position and defending that position in a
logical, respectable way. Assess what students have
learned by asking what they would do differently when
indoors versus outdoors.
Directions
Before the students engage in the activity, have a
discussion about how this event will be different
from a real day at the beach. Discuss pros and cons.
Suggest ways to protect yourself when you are at the
beach (e.g., do not burn, avoid tanning, use sunscreen,
cover up, seek shade, and check the UV Index). At the
conclusion of the party, divide students into two groups.
Assign each group a position about tanning versus
protecting one's skin from the sun. Give the students
time to form their arguments and prepare their
presentation.
Questions and Answers
1 Dermatologists believe there is a link between
childhood sunburns and malignant melanoma later
in life. What can you do differently to prevent this
from happening? Answers will list prevention tactics,
such as wearing sunscreen, limiting time in the sun
between 10 a.m. and 4 p.m., and wearing a hat and
sunglasses.
2 What does the sunscreen SPF stand for, and how
does it affect you and what you do when you are
outdoors? SPF stands for Sun Protection Factor, and
it reveals the relative amount of sunburn protection
from UVB radiation that a sunscreen can provide an
average user (tested on skin types 1, 2, and 3) when
correctly used.
3 What does UV stand for, and how does it affect you?
UV stands for ultraviolet. UV rays can cause skin
cancer, premature aging of the skin, cataracts, and
immune system suppression.
4 Sunscreen with SPF 30+ helps protect you from
harmful UVB radiation. Prepare a short written
statement to share with a younger child to explain
what this means. Answers will vary and should
be tailored for a younger audience. Although SPF
ratings apply mainly to UVB rays, many sunscreen
manufacturers include ingredients that protect the
skin from some UVA rays as well. These "broad-
spectrum" sunscreens are highly recommended.
Students should understand that higher SPFs do
not block more UVA rays unless the sunscreen is also
labeled broad spectrum. An SPF of 30 protects the
skin from 97 percent of UVB radiation, while SPF 50
blocks 98 percent.
www.epa.gov/sunwise
24
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UV Frisbee® Fun
Directions
Before having UV Frisbee Fun, predict the 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 Why did you cover the UV Frisbee?
3 How close was your prediction?
4 What part of your body does the UV Frisbee
represent? Compare the change in the UV
Frisbee to the change in your body.
2 How long did the UV Frisbee take to change
color once it was exposed to sunlight?
25
.. .-=._mofflwl/.S. Environmental Protection Agamy
www.epa.gov/sunwise
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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 at the same
time. 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.
Explain to students how the UV Frisbee works. Before
you begin 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. Ask students why you
covered the UV Frisbee. Once exposed to the sun, the
UV 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
1 Why did you cover the UV Frisbee? To protect it
from exposure to the sun's UV rays.
2 How long did the UV Frisbee take to change color
once it was exposed to sunlight? The UV Frisbee
changed color almost immediately.
3 How close was your prediction? Answers will vary.
4 What part of your body does the UV Frisbee
simulate? The skin. Compare the change in the UV
Frisbee to the change in your body. Answer should
reflect the idea that our skin changes color like
the UV Frisbee if it is not protected from the sun's
harmful UV rays.
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
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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 melanoma
Living in the Sunbelt
Living in high altitudes
Two or more blistering sunburns
Exposure to UV radiation from tanning
machines or medical treatment
Taking medications that increase the skin's
photosensitivity (some antibiotics and
antihistamines)
SELF
Yes
No
Family
Member 1
Yes
No
Family
Member 2
Yes
No
Family
Member 3
Yes
No
Adapted from Project S.A.F.E.T.Y., Risk and Risk
Factors, Elementary Safety Lesson Five.
„. _m of ffie U.S. Environmental Protection Agency
www.epa.gov/sunwise
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Personal Skin Assessment
Estimated Time
30 minutes during one class period
15 minutes during second class period
(or optional homework exercise)
Supplies
Markers or crayons
Magazines (optional)
Glue (optional)
Learning Objective
After completing this activity, students will understand
the need to be careful when at risk of overexposure to
harmful UV rays. Students who possess risk factors will
develop a heightened sense of their own risk. To assess
student comprehension of the risk and prevention
message, ask them to make a flier, poster, or collage
for the classroom or school that depicts individuals
practicing UV 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 go back
to their seats and by a show of hands, take a count of
the responses on the risk assessment. Ask students to
predict on paper the risk level of their family members.
As a homework assignment, have students evaluate their
families for risk factors. During the next class period,
assign one student to be a recorder on the chalkboard
of five to ten randomly selected responses you read aloud.
Discuss risk factors with the class and ask students
to list ways to prevent overexposure to the sun. Have
them relate what they learned about tanning booths.
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 harmful UV rays, especially for
individuals who have several risk factors.
www.epa.gov/sunwise
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Bargain Shopper
Items
Cost
Directions
Make a list of items you might purchase to use
as protection against the sun's harmful UV rays.
Now "go shopping" for these items. Look for
them in magazine or newspaper ads, catalogs,
or on the Internet. Check whether you have
some of the products at home — they may still
have a price tag. Develop a list that compares
the prices for different items and brands.
Imagine that you have $50 to spend on your
protective items. Describe how you will use
that money to buy sun-safe items. Keep in mind
that some sun-safe items may be free.
Share your list with the class and see who was
able to buy the most for $50.
$50.00
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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Bargain Shopper
Estimated Time
45 minutes
Students may also spend some time doing
research as homework.
Supplies
Newspaper sales flyers
Catalogs
Computer
Learning Objective
The objective of this activity is to help students
understand the variety of ways in which they can
protect themselves from the sun's harmful UV rays.
After completing this activity, students should
understand that using sunscreen, hats, and sunglasses
are examples of Sun Wise behavior. Assess whether the
students understand that they must protect themselves
from the sun's harmful UV rays by asking them to draw
a diagram depicting their preparation for their next
visit to the park or beach. Look for the gathering of
sun safety gear as a key preparation element.
Directions
Instruct students to develop lists of items used
to protect against the sun's harmful UV rays. For
example: sunscreen, sunglasses, long-sleeved shirts,
umbrellas, etc. Have the students "go shopping" for
these items by looking up prices in advertisements, on
the Internet, or at home. They should then develop a
list of prices for each item. The list may duplicate some
items (e.g., one cost for Brand X sunscreen and another
for Brand Y).
Tell the students that they have $50 with which to
purchase protective items for a day at the beach, a
ski trip, or any type of outing. They should figure out
how to maximize their budget while still buying all
the necessary items. Students can include "free" items,
such as "staying indoors" or "eating lunch in the shade"
in their budget.
Ask the students to share their lists with the class and
see who was able to buy the most for $50.
www.epa.gov/sunwise
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Skin Cancer in Your State
Directions
The estimated number of new melanoma cases
diagnosed per year in each state is provided,
along with the total population of each state.
Calculate the percentage of individual cases of
melanoma in each state by dividing the number
of new cases by the total state population. Figure
your percentage to three decimal places, and
write it on the line provided for only 10 states,
including your own. Then plot the data in the
bar graph for the states you chose. Next,
figure out the ratio of new cancer cases in
those 10 states.
Questions
1 How high is the risk in your state?
2. Rank the states in order from lowest to
highest risk. How does the risk in your
state compare to others? Why are there
differences?
3 What can you do to lower your risk for getting
skin cancer?
„._ motthe U.S. Environmental Protection Agency
www.epa.gov/sunwise
31
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State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Skin Cancer in Your State
Estimated U.S. Melanoma Cases, 2012
New Melanoma Cases* Population** Percentage
1,090
70
1,650
570
9,250
1,470
1,290
280
80
5,450
2,150
280
400
2,460
1,450
850
610
1,370
810
480
1,420
CM
CO
Ratio
Massachusetts 2,190
Michigan 2,700
Minnesota 1,130
Mississippi 510
4,822,023
731,449
6,553,255
2,949,131
38,041,430
5,187,582
3,590,347
917,092
632,323
19,317,568
9,919,945
1,392,313
1,595,728
12,875,255
6,537,334
3,074,186
2,885,905
4,380,415
4,601,893
1,329,192
5,884,563
6,646,144
9,883,360
5,379,139
2,984,926
* 2012 melanoma statistics are from the American Cancer Society:
www.cancer.org lacs I groups I content I ©epidemiology surueilance I documents I document I
acspc-031941.pdf.
** The census data are from 2012. For more information about the estimated 2012 U.S.
Census data by state, visit www.census.govIpopestldatolstateltotalsl2012lindex}itml
-------
Skin Cancer in Your State
Estimated U.S. Melanoma Cases, 2012
CO
CO
'.wi
cr
.*—
State
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
TOTAL
New Melanoma Cases*
1,280
320
380
510
re 470
2,340
560
4,700
a 2,360
130
3,030
750
1,290
3,470
290
a 1,150
170
1,640
4,020
780
220
2,150
2,140
520
1,370
150
76,250
Population** Percentage Ratio
R 091 Q88
1 OOK 141
1 «fifi K9K
9 7fi8 Q21
1 290 718
8 8R4 KQO
9 08K K28
1Q K70 9R1
Q 7K9 072
RQQ R98
2 814890
2 8QQ asa
1 9 7R2 fiafi
i nsn 9Q9
4 792 792
Q O O O C y|
R 4KR 942
9R OKQ 902
9 8fifi 987
R9R011
8 1 8fi 8R7
R8Q7019
R 79R 2Q8 ^
R7R419
313,914,040
i|
-------
Skin Cancer in Your State Questions and Answers
Estimated Time
40-50 minutes
Learning Objective
This activity will raise student awareness of skin
cancer statistics. It will also help students gauge the
risk they incur from their environment and reinforce
the Sun Wise message, while they practice math skills.
Assess whether they understand the importance of
protecting themselves from harmful UV rays by asking
them to make a bar chart that demonstrates risk in
their state and nine others.
Directions
This exercise will show students their relative risk for
melanoma, as determined by location. It will also give
them practice in calculating percentages and ratios,
working with decimals, and graphing data.
The estimated melanoma rates by state, from the
American Cancer Society, and the estimated state
populations, from the U.S. Census Bureau, are listed.
The students should calculate the percentage (to three
decimal places) of people in 10 states, including their
own, expected to be diagnosed with skin cancer. They
will then graph the information to get a sense of the
effects of skin cancer on the population. To further
understand these effects, have the student calculate
ratios in the space provided.
1 How high is the risk in your state? Students should
answer based on their calculations.
2 Rank the states in order from lowest to highest risk.
How does the risk in your area compare to others?
Why are there differences? Answers will vary and
should address location of state. Students should
have each state ranked from 1-10, and note their
state's risk relative to other states.
3 What can you do to lower your risk for getting
skin cancer? Do not burn. Limit time in the midday
sun, seek shade, always use sunscreen, wear a hat,
cover up, wear sunglasses that block UV radiation,
avoid sunlamps and tanning parlors, and check
the UV Index.
www.epa.gov/sunwise
34
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State
Skin Cancer in Your State
Estimated U.S. Melanoma Cases, 2012
New Melanoma Cases Population Percentage
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
TOTAL
1,090
70
1,650
570
9,250
1,470
1,290
280
80
5,450
2,150
280
400
2,460
1,450
850
610
1,370
810
480
1,420
2,190
2,700
1,130
510
1,280
320
380
510
470
2,340
560
4,700
2,360
130
3,030
750
1,290
3,470
290
1,150
170
1,640
4,020
780
220
2,150
2,140
520
1,370
150
76,250
4,822,023
731,449
6,553,255
2,949,131
38,041,430
5,187,582
3,590,347
917,092
632,323
19,317,568
9,919,945
1,392,313
1,595,728
12,875,255
6,537,334
3,074,186
2,885,905
4,380,415
4,601,893
1,329,192
5,884,563
6,646,144
9,883,360
5,379,139
2,984,926
6,021,988
1,005,141
1,855,525
2,758,931
1,320,718
8,864,590
2,085,538
19,570,261
9,752,073
699,628
11,544,225
3,814,820
3,899,353
12,763,536
1,050,292
4,723,723
833,354
6,456,243
26,059,203
2,855,287
626,011
8,185,867
6,897,012
1,855,413
5,726,398
576,412
313,914,040
0.023%
0.010%
0.025%
0.019%
0.024%
0.028%
0.036%
0.031%
0.013%
0.028%
0.022%
0.020%
0.019%
0.022%
0.028%
0.021%
0.031%
0.018%
0.036%
0.024%
0.033%
0.027%
0.021%
0.017%
0.021%
0.032%
0.020%
0.018%
0.036%
0.026%
0.027%
0.024%
0.024%
0.019%
0.026%
0.020%
0.033%
0.027%
0.028%
0.024%
0.020%
0.025%
0.027%
0.026%
0.031%
0.028%
0.024%
0.026%
Ratio
1:4424
1:10449
1:3972
1:5174
1:4113
1:3529
1:2783
1:3275
1:7904
1:4614
1:4973
1:3989
1:5234
1:3617
1:4731
1:3197
1:5681
1:2769
1:4144
1:3035
1:3661
1:4760
1:5853
1:4705
1:3141
1:4883
1:5410
1:2810
1:3788
1:3724
1:4164
1:4132
1:5382
1:3810
1:5086
1:3023
1:3678
1:3622
1:4108
1:4902
1:3937
1:6482
1:3661
1:2846
1:3807
1:3223
1:356
1:4180
1:3843
10
o
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Sun Wise Surveyor
Directions
You are a surveyor. You measure and map land
areas and have been assigned to determine the
current availability of shade on your school's
property. This will help school administrators
decide if the grounds are sun safe.
Take a survey of the grounds during a period
when students are using them. Don't forget to
be Sun Wise as you walk around the school!
Begin by drawing a map of the school grounds.
Observe and mark on the map the most popular
places where students congregate and play.
These Play Areas can include sports fields, jungle
gyms, blacktops, eating areas, and any other
places where kids hang out.
Survey and mark the parts of the Play Areas
that are covered in shade. Take note of what
time of day it is, and how the movement of the
sun might affect the shaded areas.
Measure the dimensions of the Play Areas,
and write down your results. Then, measure
the shade-covered portions of these areas.
For circular-shaped areas, such as under a tree,
measure the diameter of the shady spot.
Record your results.
Questions
1 What is the total area of the Play Areas on
your school's grounds?
2 What is the total area of the portions of those
Play Areas covered by shade?
3 What percentage of the Play Areas on your
school's grounds is sun safe?
4 How will the shaded Play Areas change with
the movement of the sun?
5 What changes would you suggest for the play
areas to increase the shaded areas in the
playground?
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
37
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Sun Wise Surveyor
Estimated Time
One to two class periods
Supplies
Clipboards (optional)
Measuring tapes, yardsticks, or nietersticks
Learning Objective
This activity will raise student awareness of daytime
exposure to the sun. Students will also become more
aware of the motion of the sun, and that its movements
can be observed, described, and predicted. Students
will focus on the amount of shade provided for their
outdoor hours at school, and the importance of
providing sun-safe areas on the property. They will
also describe the movement of the sun across the sky
in the course of a single day and over the course of a
year and describe how the movement affects shaded
areas in outdoor areas of the school. Assess student
comprehension by asking students to design a more
SunWise playground (see the "You Are the Architect"
activity).
Directions
Tell your students that they are surveyors who have
been assigned to determine the current availability of
shade on your school's property in order to help school
administrators decide if the grounds are sun safe.
Have the class take a survey of the grounds during a
period of time when students are present, such as recess
or lunchtime.
Have the students begin by drawing a scaled map of the
school grounds, observing and marking on the map the
most popular places where students congregate and play.
These Play Areas can include sports fields, jungle gyms,
blacktops, eating areas, and any other places where kids
hang out. Now have students survey and mark the parts
of the Play Areas that are covered in shade and consider
if the dimensions of the shaded areas might change over
the course of the day and the school year.
Have the students measure the dimensions of the Play
Areas, record their results, and measure the shade-
covered portions of these areas. For circular-shaped
areas, such as under a tree, students will measure the
diameters and calculate the areas of the shady spot, and
write down these results as well.
www.epa.gov/sunwise
38
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Questions and Answers
1 What is the total area of the Play Areas on your
school's grounds? Answers will vary. Students will
determine this figure by using algebraic formulas to
calculate the area of each Play Area and then adding
the sums together. A=l x w
2 What is the total area of the portions of those Play
Areas covered by shade? Answers will vary. Students
will determine this figure by using algebraic formulas
to calculate the area of each shade-covered area and
then adding the sums together.
3 What percentage of the Play Areas on your school's
grounds is sun safe? This answer will be determined
by dividing the total area of shady spots by the total
area of the Play Areas.
4 How will the shaded Play Areas change with the
movement of the sun? Answers will vary, but should
reflect an understanding of the motion of the sun.
5 What changes would you suggest for the play areas
to increase the shaded areas in the playground?
Answers will vary.
This activity was adapted from California
Department of Health Services, School Shade Protocol,
Cancer Prevention and Nutrition Section.
Additional Resource
CDC's Shade Planning for America's Schools
www.epa.govlsunwiseldoclcdc_shade_planning.pdf
www.epa.gov/sunwise
39
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You Are the Architect
Directions
You are an architect who has been selected
to submit a design proposal for a SunWise
playground. First, get together with your
classmates and brainstorm ideas. You need
to consider the ways that many of today's
playgrounds fail to protect children from
overexposure to the sun's harmful rays.
How can these problems be solved?
Blueprint your idea for a SunWise playground
structure, taking into account the movement
of the sun across the sky over the course of a
single day and over the course of a year. Then,
build a model of it for presentation. Present your
design proposal to your class. Be sure to discuss
how your design offers superior protection from
overexposure to the sun's harmful rays.
Vocabulary Words
Blueprint—A detailed construction plan.
Brainstorm — Developing new ideas through
unrestrained participation in discussion.
m of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
41
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You Are the Architect
Estimated Time
More than one class period
Supplies
Toothpicks
Popsicle sticks
Glue (for paper and/or wood)
Construction paper
Scissors
Pipe cleaners
Scotch tape
Rubber bands
String/Yarn
Directions
Tell your students that they have been selected to
submit a design proposal for new SunWise playground
structures for a local elementary school. Brainstorm
ideas with the class of how to build a SunWise
playground. Remember to discuss potential problems
and how to solve them. Ask students to consider
the movement of the sun across the area where the
playground is to be constructed. Have a discussion
about how this information should be used when
planning a "sun-safe" outdoor area.
Have the students draw plans/blueprints of their
ideas. You may want to have them work in teams. Ask
the students to make a model of their favorite idea.
Have the students present their ideas to the class and
explain the advantages their SunWise model has over
typical playgrounds
www.epa.gov/sunwise
42
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Detecting UV Light
Using Tonic Water
Directions
In this activity, you will use tonic water to do an
experiment with ultraviolet light. Fill the beaker
labeled "tonic" almost to the brim with tonic
water. Fill the other beaker almost to the brim
with tap water.
Place the beakers outside, so that direct sunlight
strikes the surface of the liquid in both beakers. Hold
a black piece of paper or cloth behind the beakers.
Observe the surfaces of the tonic and tap waters
in the two beakers. Write a paragraph describing
what happened in the experiment. Be sure to use
all of the vocabulary words when writing your
explanation. Then answer the questions.
Vocabulary Words
Fluorescence—Luminescence caused by the
absorption of a photon at one wavelength that
triggers the emission of another photon usually
at a longer wavelength. The absorbed photon is
typically in the ultraviolet range, and the emitted
light is usually in the visible range.
Ultraviolet light—Electromagnetic radiation that
has a shorter wavelength than visible light and is
not visible to the human eye.
Photon—The elementary particle that is the
carrier of electromagnetic radiation of all
wavelengths, including ultraviolet light and visible
light.
Wavelength—In a periodic wave, the distance
between identical points (e.g., peaks) in
consecutive cycles. Examples of waves are
light and sound waves. Visible light includes a
wavelength range of 400—700 nanometers and a
color range of violet through red.
Questions
1 What differences do you see between the
two beakers?
2 What time of day is it? Where is the sun in
the sky?
3 How might the position of the sun affect your
results?
4 What is contained in the sunlight that causes
these results?
This activity is adapted from the Project LEARN
module, Ozone in Our Atmosphere.
A Partnership Program of the U.S. Emtmrmantat Protection Agency
www.epa.gov/sunwlse
43
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ST2OS-
Detecting UV Light
Using Tonic Water
Estimated Time
40-50 minutes
Supplies
Two beakers, labeled "tap water" and "tonic water"
Tonic water
Tap water
Black paper or cloth
Sunlight
Learning Objective
This activity will demonstrate the presence of UV light
in sunlight. When a photon of UV energy is absorbed, it
is re-emitted by the quinine in tonic water as a photon
of visible light. This process is called fluorescence.
The amount of fluorescence that occurs is influenced
by the amount of UV. This will reinforce the concept
that UV light is always present in sunlight, although
invisible to the naked eye. Have students write a
paragraph explaining what has happened in this
experiment, using the following words: fluorescence,
photon, wavelength, ultraviolet light. The students
should demonstrate the ability to research the scientific
background of a certain phenomenon. Students should
show comprehension of the idea that it is the size of the
UV wavelengths that causes them to appear invisible.
But when a photon of UV energy is absorbed in the
tonic water, the quinine re-emits the energy as a
photon of visible light.
After completing the tonic water experiment, students
will investigate the chemical reactions that were
involved in the changes of the tonic water and the
tap water. Students will also understand that when
light shines on an object, it is reflected, absorbed,
or transmitted through the object depending on the
objects' materials and the frequency (color) of the light.
Directions
Fill the beaker labeled "tonic" almost to the brim with
tonic water. Fill the other beaker almost to the brim
with tap water. Place the beakers outside, so that direct
sunlight strikes the surface of the liquid in both beakers.
Ask the students to predict what they might observe.
Hold a black piece of paper or cloth behind the beakers.
Have the class look across the surfaces of the two beakers.
Questions and Answers
1 What differences do you see? The top 1/4 inch of the
tonic water should glow blue.
2 What time of day is it? Where is the sun in the sky?
Answers will vary.
3 How might the position of the sun affect
your results? Best results occur around noon when
the sun is directly overhead. The higher the sun is in
the sky, the shorter the distance the UV light must
travel through the ozone layer, allowing more UV
radiation to reach the Earth's surface.
4 What is contained in the sunlight that causes
these results? UV radiation. Students should grasp
the concept that UV radiation is always present in
sunlight.
www.epa.gov/sunwise
44
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Gumdrop
Directions
As you observe the Gumdrop Science
demonstration, answer the questions below
Define the following terms:
Diatomic molecule
Triatomic molecule
Chlorofluorocarbons (CFCs)
Questions
1 What effect does an increase in HCFCs and CFCs
in the stratosphere have on ozone? What effect
will that have on us?
2 How is the breakup of ozone in the
stratosphere similar to its formation?
Hydrochlorofluorocarbons (HCFCs)
UV radiation
3 Why is ozone good in the stratosphere and
bad in the troposphere?
Stratosphere
Catalyst
45
„._ motthe U.S. Environmental Protection Agency
www.epa.gov/sunwise
-------
(O
Gumdrop
Estimated Time
40-50 minutes
Supplies
Gumdrops in the following colors:
black, red, green, yellow and white1
Toothpicks
Flashlight
Transparent colored plastic sheets,
preferably blue, to cover the flashlight lens
White piece of paper
Learning Objective
This activity will demonstrate to students
the photochemical reactions involved in the
creation and destruction of stratospheric
ozone on a molecular level. It will
emphasize the damage caused by man-
made HCFCs and CFCs in our atmosphere.
The students will be able to explain the
role of stratospheric ozone, demonstrate
the formation of ozone, identify the sources
of stratospheric ozone layer depletion,
and explain why HCFCs and CFCs are
destructive to the ozone layer. Assess the
students' comprehension of the HCFC/CFC
problem and their absorption of this lesson
into their world view: ask students to
make a list of everyday products that use
or formerly used HCFCs, and formulate a
plan for reducing or eliminating the need
for HCFCs in their lives.
Definitions
Diatomic molecule—A diatomic molecule is
composed of two atoms. Diatomic oxygen is
present in the air we breathe.
Triatomic molecule—A triatomic molecule
is composed of three atoms. Triatomic
oxygen is also known as ozone.
1 The colors used in this model are based on the
Institute of Physics color scheme, one employed by
several producers of molecular modeling sets. If the
suggested colors of gumdrops are not available, please
substitute with colors that are available, making sure
to be consistent in the colors you use to represent each
element.
Chlorofluorocarbons (CFCs)—Man-made
chemical compounds consisting of chlorine,
fluorine, and carbon. Releasing CFCs
into the atmosphere causes ozone layer
depletion.
Hydrochlorofluorocarbons (HCFCs) —Man-
made chemical compounds consisting of
hydrogen, chlorine, fluorine, and carbon,
which also deplete the ozone layer.
Because HCFCs are less harmful to the
ozone layer than CFCs, they have been
used as an interim replacement for CFCs.
UV radiation—Electromagnetic radiation
that has a shorter wavelength than visible
light and is not visible to the human eye.
Stratosphere—A layer of the atmosphere
above the troposphere, 6 to 30 miles above
the Earth's surface, where the ozone layer
is located.
Catalyst—A substance that modifies and
increases the rate of a chemical process
without being consumed in the process.
Questions and Answers
1 What effect does an increase in HCFCs
and CFCs in the stratosphere have on
stratospheric ozone? What effect will
that have on us? Increased HCFCs
and CFCs in the stratosphere have
destroyed many ozone molecules for
several decades and continue to weaken
the ozone layer that protects us from
the sun's harmful UV rays. One CFC
molecule can destroy up to 100,000
ozone molecules.
2 How is the breakup of ozone in the
stratosphere similar to its formation?
Both processes involve UV radiation.
3 Why is ozone good in the stratosphere
and bad in the troposphere? In the
stratosphere, ozone partially filters
UV radiation. In the troposphere,
ozone is a major component of smog.
I) N-v
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Gumdrop
Background Information
Ozone, a triatomic molecule of oxygen
(O3), is made when short-wavelength UV
radiation breaks the bonds of diatomic
oxygen (O2) in the stratosphere. The
freed single oxygen atoms (O) are highly
reactive and bond with diatomic oxygen to
form ozone. This is a naturally occurring
process in the stratosphere that is kept in
balance, unless man-made chemicals like
HCFCs or CFCs are introduced. CFCs are
the primary cause of ozone layer depletion
around the world, but since 1996, the
production of CFCs has been prohibited
in the United States. HCFCs, which are
also ozone depleting but less harmful
than CFCs, have replaced CFCs in many
applications. Although the United States
is incrementally decreasing the use of
HCFCs, they can still be found in some
home air-conditioners, refrigerated display
cases in supermarket stores, and foam
products. When HCFCs or CFCs reach the
stratosphere, they react with UV light, and
a chlorine atom is released. The chlorine
atom, acting as a catalyst, then bonds
with an ozone molecule and destroys it by
pulling away the third oxygen atom. Then,
the free atoms of oxygen destroy the weak
bond between the oxygen and chlorine,
pulling it away to form O2. This process
replaces the chlorine atom, which is then
free to repeat the process for decades,
thereby destroying ozone faster than it can
be replaced naturally.
The ozone layer is found in the
stratosphere, between 6 and 30 vertical
miles from the Earth's surface. As ozone
in the stratosphere is depleted, more
harmful UV radiation can penetrate
through the layer and reach the Earth.
In humans, increased UV radiation can
cause cataracts, skin cancer, immune
system weakening, and premature aging
of the skin.
Directions
Natural Ozone Layer Formation
Instruct the students to connect three or
four pairs of red gumdrops with a toothpick
to simulate diatomic oxygen molecules,
which are present in the air we breathe.
Have another student shine the flashlight
on one of these molecules, with a colored
plastic sheet covering the lens, simulating
UV radiation from the sun.
The molecule bombarded with UV radiation
will break apart, leaving two single oxygen
atoms. The blue plastic represents the
short UV wavelengths that are responsible
for the breakup of diatomic oxygen. The
individual oxygen atoms are now free to
join the other diatomic oxygen molecules to
form triatomic oxygen, or ozone.
Unnatural Ozone Layer Depletion
In the stratosphere, ozone meets up
with HCFCs such as HCFC-22. Have
the students make a model of HCFC-22
using one black gumdrop for the carbon,
two yellow gumdrops for the fluorine, one
green gumdrop for the chlorine, and one
white gumdrop for the hydrogen. Stick
three toothpicks into the carbon to form
what looks like a three-legged stool. Put
the chlorine atom on one free toothpick
end and the fluorine atoms on the other
two. With the "stool" standing on the
desk, put another toothpick in the carbon
and attach the hydrogen to it. Also, have
the ozone models from above and a free
oxygen atom handy.
Lay the HCFC molecule and the ozone
side-by-side on a white piece of paper,
representing the stratosphere. Bombard
them with simulated UV radiation from
your flashlight. The flashlight should be
covered with a different colored plastic
sheet, representing a longer wavelength
of UV light. This UV radiation will
I) N-v
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co
Gumdrop Science continued
cause one chlorine atom (green gumdrop) to
break off the HCFC. The free chlorine then
attacks ozone molecules, breaking them up
into diatomic and single oxygen molecules,
and combines with the free oxygen (red
gumdrop). This newly formed molecule is
unstable, and the oxygen atom breaks free
again to join another free oxygen atom
and form diatomic oxygen. This leaves the
chlorine atom free to attack and break
up other ozone molecules, a destructive
process that goes on for decades.
t—
i) riv
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UV Frisbee
Directions
Before observing the UV Frisbee demonstration,
make some predictions.
What do you predict will happen to the UV
Frisbee when your teacher applies sunscreen to
the plastic covering it? What about when it is
covered with cloth?
Predict the amount of time it will take the
UV Frisbee to change color once it is exposed
to sunlight.
Now, observe the UV Frisbee as your teacher
applies a variety of materials to it. Record your
observations on the data chart below. Record the
color of the UV Frisbee after each material is
applied to it. Use the data you have collected to
answer the questions.
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 surface area
of the UV Frisbee that was covered with
cotton cloth?
Plain
Indoors
SPFO
SPF30
SPF50
Plain
Sunglasses
UV Blocking
Glasses
Cotton
Fabric
UV Blocking
Fabric
Frisbee
Test One Three Five
Number Minute Minutes Minutes
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
49
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Estimated Time
30 minutes
Supplies
UV Frisbee
Sunscreen (including baby oil, SPF 30, and SPF 50)
Regular eyeglasses
Sunglasses with UV-protective coating on lenses
2" x 2" swatches of cloth (cotton, UV blocking
fabric, and "tan-through" fabric)
Clear 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. After completing this activity,
students should be able to describe at least three
ways they can protect themselves against harmful
UV radiation. Have students describe their outdoor
behavior before seeing the UV Frisbee demonstration.
How will they change their outdoor behavior? (See the
SunWisdom section of the Tool Kit for a list of sun
safety tips.)
Directions
Use the UV Frisbee included in the SunWise 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 SwreWisdom section of the Tool Kit.
Before you begin the UV Frisbee demonstration, ask
the students to make some predictions.
• What do you predict will happen to the UV Frisbee
when your teacher applies sunscreen to the plastic
covering it? What about when it is covered with
cloth? Answers will vary.
• Predict the amount of time it will take the UV
Frisbee to change color once it is exposed to outdoor
light. Answers will vary.
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.
• Observe the plain UV Frisbee while still inside
your classroom.
• Cover the UV Frisbee with a piece of clear plastic
or hotel shower cap. Apply a small circle of baby oil
and of sunscreen (all SPF levels) to the protected
surface of the UV Frisbee. Use masking tape and
marker to identify each SPF level. Cover the UV
Frisbee with the newspaper or place it in a box and
take it outside. Uncover the UV Frisbee and begin
timing. The unprotected area of the UV Frisbee will
change color. The circle with baby oil (SPF 0) will
change color, but those with SPF 30 and higher will
not change color.
www.epa.gov/sunwise
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UV Frisbee Science Directions continued
• Tape the two pairs of glasses to the UV Frisbee.
Cover the UV Frisbee with the newspaper or box
and take it outside. Uncover the UV Frisbee and
begin timing. The area under the glasses without
UV protective coating will change color. The area
under the sunglasses with UV protective coating
will not change color (might change slightly). Return
to your classroom and remove the sunglasses.
• Tape the different swatches of fabric to the UV
Frisbee. Use masking tape and marker to identify
each fabric. Cover the UV Frisbee with the newspaper
or box and take it outside. Uncover the UV Frisbee
and begin timing. The unprotected area of the UV
Frisbee will change color. The area underneath
the UV blocking fabric will 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.
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 UV Frisbee in
the sunlight? After five minutes? The UV 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. It
is important to note that SPF 50 does not block
significantly more UVB rays than SPF 30. SPF 30
sunscreen blocks approximately 97 percent of the
sun's UVB rays while SPF 50 blocks approximately
98 percent. 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 surface area of the
UV Frisbee that was covered with cotton cloth?
Answers will vary depending on the thickness and
tightness of the weave of the cotton cloth.
www.epa.gov/sunwise
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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?
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 is the mean yearly UV Index where
you live?
6 What is the mean yearly UV Index of the place
where you want to visit?
7 What do you notice about your local UV
Index in comparison to the UV Index at the
location you want to visit during the time
you want to visit?
8 Are there similarities and differences? Why?
9 What SunWise action steps should you take
when visiting your destination?
10 Develop a "SunWise Travel Alert" for your
destination. Be sure to list the conditions that
a traveler is likely to encounter and sun-safe
behaviors they should practice. This alert may
be in the form of a poster, newspaper
ad, TV or radio announcement, or
a Web page.
53
.. .-=._mofflwl/.S. Environmental Protection Agamy
www.epa.gov/sunwise
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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 UV radiation and can increase UV exposure at
the beach.
• The higher in altitude you go, the more intense the
UV rays become due to the shorter distance from
the sun and less atmosphere for the UV radiation to
travel through.
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) where they live and the place they would
www.epa.gov/sunwise
54
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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 is the mean yearly UV Index where you live?
6 What is the mean yearly UV Index of the place
where you want to visit?
7 What do you notice about your local UV Index in
comparison to the UV Index at the location you
want to visit during the time you want to visit?
8 Are there similarities and differences? Why?
9 What SunWise action steps should you take when
visiting your destination?
10 Develop a "SunWise Travel Alert" for your
destination. Be sure to list the conditions that
a traveler is likely to encounter and sun-safe
behaviors they should practice. This alert may be
in the form of a poster, newspaper ad, TV or radio
announcement, or a Web page.
Resources to Learn More About Your Destination
and SunWise Practices
www.weather.com/activities/health/skin
www.intellicast.com
www.weatherbase.com
www.epa.gov/sunwise/kids lkids_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/.
www.epa.gov/sunwise
55
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\A
,—*.
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 kind
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
r*
10
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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.
00
10
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A SunWise Legend
Estimated Time
1 hour
Supplies
Large paper
Markers
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 about the power of
the sun, both good and bad. Write their ideas on the
paper. After reading the story assess what they have
learned by asking them to research other legends
about the sun or to perform a skit about the sun and
why it is important to people around the world.
Directions
Have the class read "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). After the class has
finished reading, 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
and the lessons it shares about the sun and sun safety.
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.) Ask them what other
stories or legends they have heard about the sun and
why they think so many cultures—past and present—
revere the sun. After discussing the legend and the sun,
follow on activities can include:
Ask your students to research other legends and
mythology about the sun and sun gods (e.g., Ra, the
ancient Egyptian sun god, Apollo from Roman and
Greek mythology, Amaterasu from Japanese mythology,
or Sol from Norse mythology). Ask your students to
explain why they think the sun and the sun gods and
goddesses were so important to these ancient cultures.
Divide the class into groups and have each group
create a skit to present to the class about the sun, its
importance to people around the world, and its power.
www.epa.gov/sunwise
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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 I 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
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Prelection Agency
www.epa.gov/sunwise
61
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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.
www.epa.gov/sunwise
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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 "Search for SunWise Animals" resource on the
SunWise website.
www.epa.gov/sunwise
63
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Wild for Sun Protection
Directions for Activity 1:
Use the Internet and other resources to investigate ways
animals protect themselves from overexposure to the sun's
harmful UV rays. Complete the activities and answer the
questions below. Then, share your findings with your class.
Vocabulary Words
Habitat—The area or natural environment where a
particular organism, such as a plant or animal, lives.
Adaptation—An alteration or adjustment in a physical
or behavioral trait that makes an organism such as a
plant or animal better suited to live in its habitat.
Pigmentation—A substance such as chlorophyll or
melanin that gives color to plant, animal, or
human tissue.
Ecosystem—A complex set of relationships between
a community of living organisms such as plants and
animals in conjunction with their environment.
Activities and Questions:
1 Using the Internet and other resources, investigate how
three animals protect themselves from overexposure to the
sun's harmful UV rays and complete the provided chart.
2 What is the specific environment of the animal? In your
answer, include a description of the climate, landforms,
temperature, wind, rain, soil, and amount of sun exposure.
3 What characteristics of your animal make it well suited
to its environment? In your answer, include both
physical features and behaviors.
4 Select one animal from your chart and construct an
argument on how increases in temperature and increases
in exposure to UV rays would affect that animal's
chances for survival.
5 How might the animal's ecosystem be affected if it were
eliminated? Support your arguments with facts from your
research.
6 Present your argument to the class in a three minute
presentation.
Directions for Activity 2:
Using the Internet and other resources, investigate recent
findings on skin damage in whales. Your research should
specifically focus on the rising incidence of "sunburn cells," or
skin cells damaged by UV radiation. Then, identify possible
causes of this problem. After you complete your research, meet
with the other team to compare notes and discuss possible
solutions to the problem. Determine a way to present your
findings to the class.
„._ motthe U.S. Environmental Protection Agency
www.epa.gov/sunwise
65
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Animal #1
Habitat
Physical
Adaptations
Animal #2
Habitat
Physical
Adaptations
Behavioral
Adaptations
Behavioral
Adaptations
66
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Animal #3
Habitat
Physical
Adaptations
Behavioral
Adaptations
Notes for argument
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Wild for Sun Protection
Estimated Time
30-60 minutes per activity
Supplies
Research materials
Internet access
Animal and the Sun Chart
Learning Objective
The aim of this activity is for students to expand their
knowledge of animal adaptations in terms of anatomy and
behaviors that aid in their survival in a particular habitat.
After completing the activity, students should understand
that animals have specific physical and behavioral
adaptations that allow them to survive in a particular
environment. Specifically, they should understand that
animals living in places with a lot of sun exposure have
unique biological defenses that help protect them from
overexposure to the sun's harmful UV rays.
Directions for Activity 1:
Divide the students into small teams suitable for your
classroom size and setup. Have each team use the Internet and
other resources to investigate ways animals protect themselves
from overexposure to the sun's harmful UV rays. You may
want to provide some suggested examples. Students will
select three animals, complete the provided chart, and write a
summary that includes answers to the following questions:
1 What is the specific environment of the animal?
In your answer, include a description of the climate,
landforms, temperature, wind, rain, soil, and amount of
sun exposure.
2 What characteristics of your animal make it well suited
to its environment? In your answer, include both physical
features and behaviors.
Directions for Activity 2:
Divide the students into two teams. Have each team investigate
recent findings on skin damage in whales, specifically focusing
on the rising incidence of "sunburn cells," or skin cells damaged
by UV radiation. They will identify possible causes of this
problem. After researching, have the two teams meet together
to compare notes and discuss possible solutions to the problem.
Then, have the teams determine a way to present their findings
to the class.
Additional Resources:
Acute sun damage and photoprotective responses
in whales http:l /rspb.royalsocietypublishing.org/
content/278 /1711/1581.full?sid=7f8644cl-e5cf-4095-bb8a-
376d80c5ea7a
Desert Animals
www.desertusa.com/animals.html
www.epa.gov/sunwise
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UV ABCs
Directions
Research ultraviolet (UV) radiation and answer
the questions below. Present your findings with
your class.
Questions
1 What types of energy come from the sun?
2 What is UV radiation and how does it travel to
Earth?
3 Why are UV rays harmful to living organisms?
5 What are the three types of UV radiation, and
which types can be absorbed by the
ozone layer?
6 What is the stratospheric ozone layer?
7 Describe the phenomenon that we call the
ozone hole. What did scientists determine was
the cause of the ozone hole?
8 What is being done to address the ozone
depletion problem?
4 How can humans protect themselves from
harmful UV rays?
9 Visit the following website:
http:/ / uv.biospherical.com/student /
page8.html. Perform the first three
experiments and present your findings to your
class.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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UV ABCs
Estimated Time
2-3 periods of 45 minutes
Learning Objective
Students will understand ultraviolet (UV) radiation: what
it is, where it comes from, what it does, what stops it, and
how it varies over the course of a day or a year.
Recommended Resources to Learn
About UV Radiation
NSF Polar Programs UV Monitoring Network:
http://uv.biospherical.com/student/page3.html
Sun Wise Program:
www.epa.gov/sunwise/doc/uvradiation.html
Directions:
Assign students to small groups and have them investigate
UV radiation using the guiding questions. After students have
finished their research, have them present their findings to the
class by creating a Powerpoint slideshow, a poster, or a skit.
For more information about UV radiation, please review the
Sun Wisdom section of the Tool Kit.
Vocabulary:
Ultraviolet Radiation—Electromagnetic radiation that has
a shorter wavelength than visible light and is not visible to the
human eye.
Electromagnetic Radiation —A form of energy which
exhibits wave-like behavior as it travels through space.
Ultraviolet rays are one type of electromagnetic radiation.
Wavelength—In a periodic wave, the distance between
identical points (e.g., peaks) in consecutive cycles. Examples
of waves are light and sound waves. Visible light includes a
wavelength range of 400 — 700 nanometers and a color range of
violet through red.
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.
www.epa.gov/sunwise
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Questions:
1 What types of energy come from the sun? Heat,
light, and radiation or electromagnetic radiation.
2 What is UV radiation and how does it travel to
Earth? UV radiation is electromagnetic radiation
that has a shorter wavelength than visible light. UV
radiation travels in waves to Earth.
3 Why are UV rays harmful to living organisms?
UV rays are very powerful. They can change the
chemical structure of molecules and cause cell
damage and deformities by mutating genetic code.
4 How can humans protect themselves from harmful
UV rays? Answers should include: do not burn,
avoid tanning, use sunscreen, cover up, seek shade,
and check the UV Index.
5 What are the three types of UV radiation, and
which types can be absorbed by the ozone layer?
The three types of UV radiation are UVA, UVB,
and UVC. UVA is not absorbed by the ozone layer,
UVB is partially absorbed by the ozone layer, and
UVC is completed absorbed by the ozone layer and
atmosphere.
6 What is the stratospheric ozone layer? The ozone
layer forms a thin shield high up in the sky—
between six and 30 miles above the Earth's surface.
The ozone layer protects life on Earth from the sun's
UV rays.
7 Describe the phenomenon that we call the ozone
hole. What did scientists determine was the cause
of the ozone hole? In the 1980s, scientists began
finding clues that the ozone layer was going away
or being depleted—causing holes in the ozone
layer. Chlorofluorocarbons (CFCs) were used a lot
in industry and in households to keep things cold
and to make foam and soaps. Strong winds carry
CFCs into the stratosphere where UV radiation
breaks them apart, releasing chlorine atoms. The
chlorine atoms break apart ozone molecules in the
stratosphere.
8 What is being done to address the ozone depletion
problem? Countries around the world, including the
United States, have seen the threats caused by ozone
depletion and agreed to a treaty called the Montreal
Protocol. This Protocol will help humans to stop
making and using ozone-eating chemicals.
9 Visit the following website: http:I /uv.biospherical.
com/studentIpage8.html. Perform the first three
experiments and present your findings to your class.
www.epa.gov/sunwise
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SunWise Flier
Supplemental
Directions
Let's make a SunWise flier on the computer.
Use fun images and text to communicate your
message. Your flier should teach people how they
can protect themselves from the sun's harmful
UV rays. Brainstorm ideas with your teacher
and classmates before you begin.
Helpful Ideas For Your Flier
Decide on a theme for your flier. Your theme
should focus on having fun and being sun safe.
Think about designing your flier in a fun way
that shows action. Show students participating
in activities during all seasons. You could also
focus on one season and make different scenes
showing people being sun safe (e.g., summer
scene at the beach or in the park). Make sure
you show people wearing sun-safe items to
reinforce your flier theme.
Safety Tips You Can Use For Your Flier
Do Not Burn. Overexposure to the sun is the
most preventable risk factor for skin cancer.
Avoid Sun Tanning and Tanning Beds. UV rays
from tanning beds and the sun cause skin cancer
and wrinkling. If you want to look like you've
been in the sun, consider using a sunless self-
tanning product, but continue to use sunscreen
with it.
Generously Apply Sunscreen. Generously apply
sunscreen to all exposed skin using a Sun
Protection Factor (SPF) of at least 30 that
provides broad-spectrum protection from both
ultraviolet A (UVA) and ultraviolet B (UVB)
rays. Reapply every two hours, even on cloudy
days, and after swimming or sweating.
Wear Protective Clothing. Wear protective
clothing, such as a long-sleeved shirt, pants,
a wide-brimmed hat, and sunglasses, when
possible.
Seek Shade. Seek shade when appropriate,
remembering that the sun's UV rays are
strongest between 10 a.m. and 4 p.m.
a program that radiates good ideas
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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Use Extra Caution Near Water, Snow, and Sand.
Water, snow, and sand reflect the damaging rays
of the sun, which can increase your chance of
sunburn.
Check the UV Index. The UV Index provides
important information to help you plan
your outdoor activities in ways that prevent
overexposure to the sun's rays. Developed by
the National Weather Service and EPA, the UV
Index is issued daily nationwide.
Vitamin D Safely. Get Vitamin D
safely through a diet that includes vitamin
supplements and foods fortified with Vitamin D.
Don't seek the sun.
Early Detection of Melanoma Can Save Your
Life. Carefully examine all of your skin once
a month. A new or changing spot should be
evaluated.
A Partnership Program of the U.S. Environmental Protection Agency
www.epa.gov/sunwise
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SunWise Flier
Supplemental
Estimated Time
30-45 minutes
Supplies
Computer
Directions
Instruct students that they will be creating a flier
that teaches people about protecting themselves
from overexposure to the sun's harmful UV rays.
To help students get started, hold a brainstorming
session. Touch on issues such as the health effects of
overexposure to the sun and the ways we can protect
ourselves.
Students should also incorporate the SunWise safety
tips into their flier. These tips can be found in the
SunWisdom section of this Tool Kit or on the SunWise
website, www.epa.gov/sunwise.
Depending on your resources, ask the students to
print out their fliers in color or black-and-white and
present them to the class. If printing is not available,
the students can rotate around the computer lab to see
each other's work. If possible, post the students' work
on bulletin boards around the school.
www.epa.gov/sunwise
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SunWise Word Problems
Supplemental
Directions
Answer the following word problems about sun-
safe products and behavior.
1 There are two SPF numbers whose sum is 90.
Four times the first equals twice the second.
What are the numbers?
2 Three bottles of sunscreen and two pairs
of sunglasses weigh 32 oz. Four bottles of
sunscreen and three pairs of sunglasses
weigh 44 oz. All bottles of sunscreen weigh
the same, and all pairs of sunglasses weigh
the same. What is the weight of two bottles
of sunscreen and one pair of sunglasses?
A clothing company can make long-sleeved
shirts for $4 each with a daily overhead of
$600. If they sell shirts at $5.20 each, how
many shirts must they sell to have a profit
of 10 percent above their daily cost?
Scientists use a mathematical formula to
calculate the UV Index. When calculating
the UV Index, one factor they use is a value
representing the total effect a given day's
UV radiation will have on skin. This value is
then adjusted for the effects of elevation and
clouds. UV radiation at the Earth's surface
increases about 6 percent per kilometer above
sea level. Clear skies allow 100 percent of
the incoming UV radiation from the sun to
reach the surface, whereas scattered clouds
transmit 89 percent, broken clouds transmit
73 percent, and overcast conditions transmit
31 percent. Once adjusted for elevation
and clouds, this value is then divided by a
conversion factor of 25 and rounded to the
nearest whole number. This results in a
number that typically ranges from 0 to the
mid-teens. This value is the UV Index.
The formula for calculating the UV Index is:
(UV radiation effect on skin) x (percent elevation)
x (sky conditions) I conversion factor = UV Index
Now, calculate the UV Index for three days
using the following information. The UV
radiation effect on skin is 300 for each day.
You live one kilometer above sea level. The
first day has clear skies, the second day has
scattered clouds, and the third day has overcast
conditions. What is the UV Index for each day?
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SunWise Word Problems
Supplemental
Estimated Time
40-50 minutes
Directions
Have the class solve the following word problems. The
variables in the problems are not scientifically accurate.
Questions and Answers
1 There are two SPF numbers whose sum is 90. Four
times the first equals twice the second. What are
the numbers? 30, 60
2 Three bottles of sunscreen and two pairs of
sunglasses weigh 32 oz. Four bottles of sunscreen
and three pairs of sunglasses weigh 44 oz. All
bottles of sunscreen weigh the same, and all pairs
of sunglasses weigh the same. What is the weight
of two bottles of sunscreen and one pair of
sunglasses? 2(8)+4=20 oz.
3 A clothing company can make long-sleeved shirts for
$4 each with a daily overhead of $600. If they sell
shirts at $5.20 each, then how many shirts must
they sell to have a profit of greater than 10 percent
above their daily cost? 550
Scientists use a mathematical formula to calculate
the UV Index. When calculating the UV Index,
one factor they use is a value representing the
total effect a given day's UV radiation will have on
skin. This value is then adjusted for the effects of
elevation and clouds. UV radiation at the Earth's
surface increases about 6 percent per kilometer
above sea level. Clear skies allow 100 percent of
the incoming UV radiation from the sun to reach
the surface, whereas scattered clouds transmit 89
percent, broken clouds transmit 73 percent, and
overcast conditions transmit 31 percent. Once
adjusted for elevation and clouds, this value is then
divided by a conversion factor of 25 and rounded to
the nearest whole number. This results in a number
that typically ranges from 0 to the mid-teens. This
value is the UV Index.
The formula for calculating the UV Index is:
(UV radiation effect on skin) x (percent elevation) x
(sky conditions) / conversion factor = UV Index
Now, calculate the UV Index for three days using the
following information. The UV radiation effect on skin
is 300 for each day. You live one kilometer above sea
level. The first day has clear skies, the second day
has scattered clouds, and the third day has overcast
conditions. What is the UV Index for each day?
Day 1: 300 x 1.06 x 1.00 I 25 = 13
Day 2: 300 x 1.06 x 0.89 I 25 = 11
Day 3: 300 x 1.06 x 0.31 I 25 = 4
For more information on how the UV Index
is calculated visit the SunWise website at
www.epa.gov/sunwiseluvcalc.html.
www.epa.gov/sunwise
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