Feel the Heat

Feel the Heat

The Sun's Rays: Light and its effects

Duration of ActivityActivitiesInteraction Pattern
5 minWelcome Students

  • Greet students, set up classroom management system
  • Introduce classroom rules
  • Have students ask and answer each other, “How are you?”

(Activity can be replaced for Circle Time)		S-S
10 minEngage

  • Ask the students if they know of any ways to prevent themselves from becoming dark under the sun?

    “What do you bring out on a sunny day?” “Is it an umbrella / hat?”
    “Have you used sunscreen before?”
    Explain what it is used for if the students have no idea.
    “Do you stand under the shade when it is sunny?”

  • Ask them to compare the difference between standing under a tree and under a shelter, which one will protect them better from the sun?

    “Is it better to stand under the tree or a shelter?”
    Explain that trees are not very good as some sunlight can still pass through the tree.

T-S
25 minExplore

  • Let the students proceed to the hands-on activity. The students will have to leave their creation out in the sun to determine if the shelter they created is able to protect their animal in the sun.

Note to Teacher:
If the activity cannot be carried out in the day with sunlight, teacher can use a hair dryer to simulate the effect of the heat from the sun. Students will still make a shelter for their playdough animal but they do not have to bring them out in the open.

  • Let the students know that with what they have learnt about sun protection, they are supposed to make a shelter to protect their playdough animal from the sun.

      Step 1: Students will have to use the fuzzy sticks and playdough to create their animal model. Students will try to create two similar looking animal models as one of them will be used as a control and left out in the open without a shelter.

      Step 2: Using the remaining materials found in the kit, the students will have to build a shelter to house the animal in. There will be different materials which the students can use to make the shelter.

      Step 3: Once the students are done making their shelter, get the students to put their animal models under the shelter and bring it out under the sun. After 45 minutes, the students will check back to see if their shelter was good enough to protect the animal from the Sun.

      Alternatively, use a hairdryer to “heat up” the shelter if the activity cannot be carried out in the presence of sunlight.

  • Get the students to remember and record down how their animal model looks and they will be required to look for any difference in the animal model after 45 minutes under the sun (or using the hair dryer).
  • The teacher will also be required to make the ‘best’ shelter which can offer the best protection so it can be used later to showcase to the students what will be the best way to build the shelter.
T-S
15 minExplain

  • Open Feel the heat - presentation slides. These slides will teach the students the effects of the sun and ways they can employ to protect themselves against the sun.

  • [Slide 1]
    Explain to the students what sunburn is. Let them know this is what happens when you stay or play under the sun for too long without proper protection! It turns your skin red and it is very painful.

    “Has this happened to you before?”


  • [Slide 2]
    Explain to the students that their skin can also turn dark when they are exposed to the sun for too long.

    “Have you noticed that when you are out in the sun for a long period of time, your skin turns darker?”


  • [Slide 3]
    Now that the students are able to understand the effects of the Sun, get the students to think of different ways to protect themselves from the sun, just like how they made shelter to protect the animal model from the sun.

    “What will you do to protect yourself from the sun?”


  • Give the students time to think (2-3 minutes). Guide their thought processes with questions. Once ample time has passed, continue with the presentation slides. The following slides will show the students the various ways to protect themselves from the sun.

  • [Slide 4]
    Explain that the most effective one would be sunscreen.By applying the cream on your skin, it is able to protect your skin from the sun, which will prevent sunburn.

  • [Slide 5]
    Explain that an umbrella can also be used to protect themselves from the Sun, just like how it is able to protect them from the rain.

  • [Slide 6-7]
    Explain that by wearing a long sleeved shirt and pants, it can cover and protect your skin from the sun.

  • [Slide 8]
    Explain that the sun can also harm the eyes, so it is important to protect them using sunglasses as well.

  • [Slide 9]
    Explain that a hat can be used to protect their face against the sun.

  • Ask the students if they have any questions before giving them a break.

Note to Teacher:
Suggested Questions to ask students during the activity:

What does this thing do?
How does it protect us from the sun?

T-S
5 minBreak
5 minRecap

  • Using the new vocabulary learnt, get the students to come up with a catchy jingle or tune to help them remember the new vocabulary.
  • The song should try to contain as many of the new vocabulary as possible and get the students to recite it!
  • List of words to be used: Sunburn, Heat, Shelter, Protection, Umbrella, Sunglasses, Sunscreen etc.
T-S
10 minExplain

  • Open Feel the Heat flashcards.
  • The Flashcard will contain different locations and the student will have to come up with ways to protect themselves from the sun in the different locations.

    “What would you do to protect yourself from the sun on the beach?”

  • There can be many different answers however, some ways will not be able to work as well such as using an umbrella while playing football, or wearing a hat while playing soccer. Make sure to ask the students whether their choice is feasible or not.

    “Are you sure you can bring an umbrella to play football?”

T-S
15 minEvaluate

  • Get the students to retrieve their shelter and animal model.
  • Firstly, ask them to observe if there is any difference before and after putting the animal model outside the sun.

    “Does the animal model look the same? Did it change shape?”

  • Secondly, get the students to touch the playdough and ask them the following questions.

    “Is the playdough hard or soft?” “Which animal model is softer? The one under the shelter or the one that is not?”

  • Explain to the students that the softer the playdough, the more exposed the animal is to the Sun. This means that the shelter was not very effective at protecting the animal from the sun.
  • Get different students to showcase their designs and get them to explain why they used certain materials for the shelter.
  • Let the students know the most effective way of creating the shelter and the best materials to use so that it is able to protect the animal model.
  • Explain why the teacher chose the specific materials to build the shelter.

Note to Teacher:
Suggested Questions to ask students during the activity:
  • Additional questions can be asked to get the students to think about how they can further improve their current shelter.

    What can you do to make the shelter better?

T-S
5 minWrap-up routine.