Year 5: How SunSmart are students at your school?

Unit planner
Unit overview
Australia has the highest rate of skin cancer in the world. Australians spend a large amount of their time outdoors and while some time in the sun is essential for good health, exposure to the suns UV rays can lead to skin damage and skin cancer. Within this unit students will reflect on their knowledge of sun safety to dispel any misinformation. They will investigate how often students use the five SunSmart steps within their school. Through the collection of survey data, students will determine if the results meet the requirements of their schools sun safety strategy. This information will be conveyed to the key stakeholders, e.g. school administration, P&C, parents and teachers, in report format and include recommendations to improve students use of the five SunSmart steps.

Deep understandings
The desired result is for learners to understand that:
the sun can cause skin damage and skin cancer access to correct and complete information improves decision making about sun safety the school sun safety strategy and teachers can influence our SunSmart behaviours school policies, including school rules, are an important part of making sure that students stay safer in the sun gathering and analysing student survey data makes it possible to identify problems recommendations based on research can promote change.

What essential questions will guide the inquiry?

Why do we need to be SunSmart? Why do we need to dispel myths about sun safety (e.g. its not important to wear sunscreen in winter)? How can we communicate the correct information about sun safety? Why do schools have a SunSmart strategy? How do schools enforce, encourage and permit the SunSmart steps? How can we assess students use of the SunSmart steps? How can we determine the effectiveness of the schools SunSmart strategy? How do rules (e.g. no hat, no play), role models, reminders and access to sunscreen and shade work together to help students use the SunSmart steps? Why is it important to have a multi-strategy approach?

Curriculum intent Ways of working

HPE students are able to:
make statements, predictions, inferences and decisions based collect, organise and evaluate information and evidence on mathematical interpretations draw conclusions and make decisions by identifying connections communicate and justify thinking and reasoning using propose and justify simple plans or actions to promote health everyday and mathematical language, and wellbeing. concrete materials, visual representations and technologies.

Mathematics students are able to:

Suggested learning experiences

Explore student perceptions and knowledge of sun safety Rephrase common myths to communicate correct and accurate information relating to sun safety Participation in Queensland Healths interactive game: Falons Quest Explore a range of ways that data can be collected and presented Collect record and collate data about how students at the school use the SunSmart steps School sun safety strategy audit Consider the factors that influence the effectiveness of rules, role models, reminders and access to sunscreen and shade Present recommendations in a discussion forum

Knowledge & understanding

HPE
Health organiser Individual and group action can promote health and wellbeing, including safety. Personal, social, cultural and environmental factors influence behaviours and choices.

Mathematics
Chance and data organiser Data collected from experiments or observations can be organised in tables and graphs and used to respond to questions about the likelihood of possible outcomes of events. Collected data can be used to justify statements and predictions.

Assessment task outline

Using data from the whole-of-class investigation about the schools sun safety strategy and how the SunSmart steps are used by students at the school, the students will: prepare a research report that presents the findings of the class investigation make recommendations that will improve students use of one of the five SunSmart steps. Note: The Teacher Guidelines: How SunSmart are students at your school? provides detailed information to assist teachers prepare students for this task.

Assessable elements
HPE
knowledge and understanding investigating planning

Mathematics

knowledge and understanding communicating

Literacy demands
Uses the generic structure of the report genre. Uses modal verbs to communicate the degree of certainty. Describes the subject matter using specialised vocabulary. (Years 4 7 Literacy: The Key to Learning Training; Years 4-9 Literacy Indicators)

Numeracy demands
Collects or uses data in response to a question, constructs displays to summarise the data, and critically analyses and interprets the results to answer the original question. (Years 4-9 Numeracy Indicators)

Explicit teaching
To ensure that the deep understandings are acquired, explicit teaching would include: the exploration of common myths and misinformation relating to being safe in the sun how to conduct an interview to collect data about students actions the presentation of data strategies to analyse data, to generalise and draw conclusions how to audit a sun safety strategy the features and generic structure of a research report how to justify and communicate recommendations to various audiences. Note: Use the Teacher Guidelines:: How SunSmart are students at your school?

eLearning. Department of Education and Training Part of Sun Safety Year 5 How SunSmart are students at your school? TIPS 04381

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