Skin cancer in Canada is on the rise and the Canadian Dermatology Association has been organizing a week long campaign since 1989 to heighten awareness to the dangers of too much sun exposure.
Did you know:
More StatsCan facts can be found here.
Free printables and Fact Sheets can be found at dermatology.ca.
Play the following YouTube video of the well-loved song “Mr. Sun, Sun, Mr. Golden Sun” and ask students to sing or hum along found here.
Explain that the sun can also be harmful. Ask students when the sun can cause harm.
Ask students to share the things they can do to keep safe in the sun. For example:
Learn more about sun safety here.
After reviewing the healthy sun tips, play the game,
“I am going to the beach and I am taking…” Encourage students to name all types of things that might make a fun trip to the beach but ask them to also include items identified in the sun safety tips.
Close by reminding students that they need to wear sunscreen on field trips, while playing games outside at home, at school and in their communities, and even in the winter when enjoying the sun outdoors.
Ask students why people like to spend time in the sun. Review the good things that the sun does for us (e.g., light, heat, energy, plants, vitamin D).
Ask why the sun can also be harmful (e.g., sunburn, cancer, aging our skin).
Review safe sun tips that students have learned. (Hat, sunscreen, sunglasses, lip balm and protective clothing.)
Ask if anyone knows what a UV index is. Explain that the sun emits ultraviolet (UV) rays that can cause damage to our skin. The UV Index was developed to help people know when these rays are strong enough that skin protection is needed. The higher the UV Index, the stronger the ultraviolet rays. In Canada the UV Index ranges from 0 to 11+. Once the UV index reaches 3, it is listed on major weather sites so that people can be aware of the risks associated with spending too much time in the sun without proper protection.
For more information, visit canada.ca
Explain that overexposure to ultraviolet rays can damage the eyes, cause sunburn, skin aging, and skin cancer. When the index is high it is important to remember the sun safety tips. Ask students what reasons people might give for not wearing sunscreen when necessary, even when they’re aware of the risks to their skin (Students may suggest that people dislike the smell or feel of sunscreen, it’s too much hassle, it comes off in water and they don’t bother to reapply, it looks weird, it gets in your eyes, they don’t carry it with them when they head out for the day, etc.).
Invite students to work alone, in pairs or in small groups to create a new sunscreen commercial that would encourage young people your age to use sunscreen effectively when they are outside. Don’t forget that this means anytime they are outside, not just when swimming or during the summer months.
Here are the criteria:
Create and deliver the commercials.
* Teacher Note: If possible, video the commercials and play them to the class, asking the following questions after each presentation:
Discuss sun exposure myths and facts by asking if the following statements are true (T) or false (F):
They are strongest between 11 a.m. and 4 p.m.
No tan can protect you from the sun. In fact, when you see someone with a ‘tan’, you know that the skin has been penetrated. This is the body’s response to skin damage.
UV rays can penetrate through clouds, fog and haze. Don’t forget that water, sand, concrete and snow can reflect harmful rays from the sun and cause skin damage too!
You are also more at risk if you are fair-haired and fair skinned, spend a lot of time outside on a regular basis, and are taking certain medications.
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Brainstorm possible approaches (e.g., posters, assemblies, guest speakers, surveys,).
Allow students to work alone, in pairs or in small groups to follow through with an idea that can be shared with the school as a means of helping them to make smart choices about sun exposure.
Process the results by asking: