Angel+Schwartz


 * //Content Area Unit Title: Sun Safety//**
 * Lesson Title:** Is the Sun Dangerous? A Problem-Based Activity


 * Lesson Description:** This lesson is designed to introduce the students to the idea of sun rays and their potential to administer harmful effects. It is the first lesson of three that have been designed to create informed “sun safe” youth. This lesson in particular will allow the students to observe an actual ray of light and provide them with a visual to promote further understanding. Furthermore, students will observe this ray of light as it is made visible. This ray of light will be used as an example of a natural ray that is produced and distributed by our sun; it is this distribution that can cause damage to them and other individuals in which contact is made.


 * Grade:** Kindergarten

GOALS


 * Subjects Addressed:** Science, Health, Reading, Writing, and Speaking and Listening

RI.K.10. Actively engages in group [|reading activities] with purpose and understanding. SL.K.1. Participate in collaborative conversations with diverse partners about //kindergarten topics and texts// with peers and adults in small and larger groups. SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
 * Content Standards:**
 * __Reading, Writing, and Speaking and Listening Common Core Standards__**
 * (Common Core Standards Imitative, 2011 a, b, c)**

Living things need specific environments. Students describe decision-making strategies to make decisions to enhance health and their own environmental safety.
 * __ LCSD #1 Science and Health Standards __**
 * (Laramie County School District 1, 2011 a, b) **


 * __ISTE NETS-S__**
 * (International Society for Technology in Education, 2008)**

A. Promote, support, and model creative and innovative thinking and inventiveness B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes D. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
 * 1. Facilitate and Inspire Student Learning and Creativity**

A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity B. Engage students in exploring real- world issues and solving authentic problems using digital tools and resources C. C ustomize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**

B. C ollaborate with students, peers, parents, and community members using digital tools and resources to support student success **.** B. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
 * 3. Model Digital-Age Work and Learning**
 * 4. Promote and Model Digital Citizenship and Responsibility**

ACTION


 * Steps and Problem:**
 * 5 Minutes**—Students will be given a short quiz to assess their initial knowledge on Sun Safety. The final question will be, “Is the sun dangerous?” If you this quiz can be given via a digital student response system that would be best; therefore, results could be stored and even graphed for an easy visual assessment tool. If this response system is not available, please use the attached paper to administer this short initial assessment. For Kindergarten, or other non-reading grade levels it may be helpful to administer this assessment as a class. This quiz will be used as an anticipatory set, as it will encourage the students to begin thinking about their own life and the effect that the sun may or may not have on them. Furthermore, this quiz will be used later in order for students to track and observe their own progress and “sun safety” understanding.
 * 10 Minutes—**As a class we will discuss the quiz and focus on the last question. Next, the teacher will make every effort to darken the classroom, take two chalkboard erasers and clap them together in front of a flashlight. The chalk dust that is produced in will help the class to visually see the rays of light. Then the teacher will explain that the sun also produces rays of light only in a much bigger and broader fashion. Finally, the teacher will ask the students if they believe these rays of light could harm them and to explain their answer. We will hold a class discussion and the teacher will list their ideas on the interactive whiteboard.
 * 10 Minutes**—Next, the students will be split up into small groups. During this time the learners will use their previous knowledge along with the ideas listed on the interactive white board to draw a group picture on a piece of giant butcher paper that depicts their thoughts on the harmful effects of the sun’s rays. After approximately 10 minutes we will reconvene as a class and share the group pictures.
 * 10 Minutes—**Finally, we will hang up all the giant pictures around the room and use them to write an interactive teacher-led story on the interactive whiteboard. The teacher will do the majority of the writing for all to see, but will encourage the students to come up with the actual content and phrasing. The only must that the teacher will include is the title of the piece “Is the Sun Dangerous?” From there the teacher will strictly take on the role of being a facilitator and allow the students to design the actual content and phrasing for their class story.
 * 10 Minutes—**To finalize this activity the teacher will print the story out on paper for each student and have them create their own picture to go with it. They can use the ideas which were constructed during their group activity or they can come up with their own. They may also use ideas from other groups in order to enhance their thoughts.

Sun Safety Quiz (see attached) Digital Student Response System (clickers) if accessible Flashlight with Batteries (2) Chalkboard Erasers Large Pieces of Butcher Paper (1 per small group) Interactive Whiteboard with attached Printer Markers Pencils Paper
 * Materials and Resources:**

Digital Student Response System Flashlight Interactive Whiteboard Printer Internet for Ongoing Assessment and Monitoring
 * Technology Use:**

Since we are doing the majority of the work as a class or in small groups there will be plenty of opportunities for peer collaboration and assistance. Student who are not comfortable communicating their own thoughts will be able to observe peers who are more comfortable during the majority of the lesson. Finally, at the end of the lesson these students will get the opportunity to produce their thoughts on their own piece of paper which accompanies our class writing. Furthermore, students who have a hard time with the English language will be able to demonstrate their understanding via the use of picture and not be expected to solely focus on the logistics of the language. Finally, this lesson was created to hit on the interests of most children at this age; thus the engagement for all learners should increase.
 * Customization for Diverse Learners:**

MONITOR

The teacher will informally observe the learners throughout the duration of the lesson, noting understanding. Plus, the teacher will review the final class writing paired with the individual pictures to denote understanding or lack of knowledge. This understanding should be centered on the idea of rays of light that are produced by the sun. Furthermore, the student should have made the connection to the ability of the sun to harmfully reach and affect humans and other things that may be in the direct path of the ray. Finally, it may be helpful for the teacher to use online resources during a later class session to solidify this knowledge. Examples of such sources can be found on the Internet and provide the learner with a digital manipulative setting that can be used to promote further understanding.
 * Ongoing Assessment(s):**

EVALUATION

I believe the end of this lesson will be an opportunity for the first student self-reflection to take place within this unit. This reflection will allow the students to monitor their own “sun safety” understanding as well as provide the teacher with the opportunity to assess this understanding. Therefore, at the end of this lesson I will provide the students with the opportunity to share what they learned. At the Kindergarten level I believe this reflection would be more effective when preformed orally since many of them lack the ability to jot down their own thoughts and express their understanding via their writing. **Sun Safety Quiz**
 * Lesson Reflections and Notes:**
 * 1) **It’s a cloudy day, but you still have soccer practice. Should you skip the sunscreen?**
 * 2) **No, clouds can’t stop the sun’s burning rays!**
 * 3) **Yes, clouds are natural sun blockers!**
 * 4) **What’s sunscreen?**
 * 5) **Years of summer suntans mean:**
 * 6) **A job as a pro bodybuilder.**
 * 7) **A future of wrinkles, age spots, and an alligator hide. Yuck!**
 * 8) **A few moles later in life.**
 * 9) **Your mom carries over some SPF 30 sunscreen, you say:**
 * 10) **“No thanks mom!”**
 * 11) **“Thanks mom! Now I don’t have to worry for the rest of the day!”**
 * 12) **“Thanks mom! Keep that close so I can reapply it later!”**
 * 13) **One bad sunburn with blisters:**
 * 14) **Is just a pain!**
 * 15) **Can double your risk of certain types of skin cancer later in life.**
 * 16) **Is the quickest way to a tan!**
 * 17) **You’ll be spending the day at the park! What will you wear to protect yourself?**
 * 18) **A wide-brimmed hat, sunglasses, and sunscreen.**
 * 19) **Sunglasses**
 * 20) **Rollerblades**

Angel, I LOVE this lesson. You took the PBL model and brought it down to a developmentally appropriate level for Kindergarteners. This is very meaningful and perfect for the end of the school year as students begin their summer vacation. The only suggestion I would make is to perhaps add a written component at the end. I would have the students write a sentence for a sun safety rule and illustrate it (for example, "I will wear sunblock when I go outside"). This might help them make the connection between the content and real-life. Great lesson! Karla

Angel, Great lesson! I am laughing though as I think of my classroom and I would not have any erasers with chalk in them! Ha! I'm sure baby powder would work just as well. This is a very important lesson for all students. So many youngsters do not know the sun can be dangerous! Melissa

= _ =  Lesson Number 2--Online Collaboration  **Lesson Title:** UV Index Alert: A Look at Online Collaboration within One Classroom **Lesson Description:** This lesson is designed to introduce students to the idea of an UV index and the meaning of this tool. This is the second lesson that has been designed to create informed “sun safe” youth. This lesson in particular will allow the students to each select their own city from around the nation to study. This activity will require an immense amount of collaboration and is also based on the idea of authentic learning that is linked to the use of inquiry to support learning. Each student will report the UV index for their city on the classroom wiki for a period of two weeks. Furthermore, we will use this information as a class to create a chart that reveals high and low UV index records around the nation. Finally, we will use our chart to determine which cities have a greater risk for sun damage and should therefore use additional means for protecting themselves from the harmful rays. While we learned about these rays in the previous lesson, we will learn about ways to protect ourselves in the following digital story-based lesson that will conclude this unit. **Grade:** Kindergarten GOALS **S****ubjects Addressed:** Science, Health, Math, Reading, Writing, and Speaking and Listening **Content Standards:** **(Common Core Standards Imitative, 2011 a, b, c, d)** RI.K.10. Actively engages in group [|reading activities] with purpose and understanding. SL.K.1. Participate in collaborative conversations with diverse partners about //kindergarten topics and texts// with peers and adults in small and larger groups. SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1 ** (Laramie County School District 1, 2011 a, b) ** Living things need specific environments. Students describe decision-making strategies to make decisions to enhance health and their own environmental safety. **(International Society for Technology in Education, 2008)** **1.** **Facilitate and Inspire Student Learning and Creativity** A. Promote, support, and model creative and innovative thinking and inventiveness B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes D. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. **2. Design and Develop Digital-Age Learning Experiences and Assessments** A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources C. C ustomize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
 * Reading, Writing, Speaking and Listening, and Math Common Core Standards**
 * LCSD #1 Science and Health Standards **
 * ISTE NETS-S__**

B. C ollaborate with students, peers, parents, and community members using digital tools and resources to support student success **.** B. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
 * 3. Model Digital-Age Work and Learning**
 * 4. Promote and Model Digital Citizenship and Responsibility**

ACTION Large Picture of the U.S. (that can be blown up under the document camera for use on the interactive white board). Graph Paper for Recording Individual City Results Writing Paper for Final Letter Markers Pencils
 * Steps and Problem:**
 * Day 1:**
 * 5 Minutes**—We will hold a class discussion about what the UV index forecast reports; this tool suggests the potential amount of UV radiation that will reach the Earth for a particular location at solar noon. In order to put these into words that are Kindergarten appropriate, I will tell the children that if the UV forecast is a high number, then there are a lot of harmful rays hitting that location, but if the UV forecast is a low number, then there are not as many harmful rays hitting that location. I may even draw a picture on the interactive board to help depict this information.
 * 15 Minutes—**Next I will place a large picture of the United States of American up on the interactive white board. This picture can be retrieved from the Internet or another source with the help of the document camera. We will discuss where the major cities are located and where we are located. Each child will be assigned one of the major cities within the U.S; as the teacher I will take our current city in which we all live. I will write each child’s name on the interactive white board next to their assigned city. Then each child will be responsible for writing the name of their city down on a blank piece of paper to take home along with a note that explains the directions for locating our class wiki, posting to the wiki, and reporting the UV index for their city on a daily basis within the wiki pages. Each child will have their own page on the wiki that is specifically for their city. Furthermore, before taking their paper home they will make a prediction as to if they think their city will have more high or low UV index forecasts.
 * Day 2-10:**
 * 10 Minutes**—Every day we will check our wiki together as a class and record the results for each city on their own individual graphs. If a child forgets to report the UV index forecast for their city on the wiki, then they will not have a number to fill in on their graph for that day and will need to pair up with another student.
 * Day 11**
 * 30 Minutes—**We will hang up all of our graphs around the room. Each child will need to stand next to their graph and report the highest number and the lowest number. Then we will hold a class discussion in order to determine which city hand the highest UV index and which city had the lowest. Furthermore, we will discuss what this means in terms of “sun safety”. Next, the students will each pick which city they would like to live in or which city they would never like to visit and walk over to that graph. They will study the graph for that city before heading back to their seat. Finally, at their seat they will write a letter to their mom or dad convincing them to move to or stay away from that city based upon the results.
 * Materials and Resources:**

Class Wiki Student Internet Access at Home Interactive Whiteboard with Connection to a Document Camera and Internet Teacher Internet Access for Ongoing Assessment and Monitoring
 * Technology Use:**

Since we are doing the majority of the work as a class or in small groups there will be plenty of opportunities for peer collaboration and assistance. Students who are not comfortable communicating their own thoughts will be able to observe peers who are more comfortable during the majority of the lesson. Finally, at the end of the lesson these students will get the opportunity to produce their thoughts on their own piece of paper which accompanies our class writing. Furthermore, students who have a hard time with the English language will be able to demonstrate their understanding via the use of pictures and not be expected to solely focus on the logistics of the language. Finally, this lesson was created to hit on the interests of most children at this age; thus the engagement for all learners should increase. MONITOR The teacher will informally observe the learners throughout the duration of the two weeks. Plus, the teacher will review the final individual writing paired with the final city graph to denote understanding or lack of knowledge. This understanding should be centered on the inquiry that helped students determine which locations would receive the most harmful rays. Furthermore, the students should be able to make the connection between the amount of harmful rays reaching the city and the potential for these rays to cause harm. Finally, it may be helpful for the teacher to use online resources during a later class session to solidify this knowledge. Examples of such sources can be found on the Internet and provide the learner with a digital manipulative setting that can be used to promote further understanding.
 * Customization for Diverse Learners:**
 * Ongoing Assessment(s):**

EVALUATION
 * Lesson Reflections and Notes:**

I believe the end of this lesson will provide my student with an outlet to be creative while still demonstrating their understanding. Furthermore, they will be able to self-reflect on their own newly acquired knowledge and how that knowledge directly relates to their life. This reflection will allow the students to monitor their own “sun safety” understanding as well as provide the teacher with the opportunity to assess this understanding. Therefore, at the end of this lesson I will provide the students with the opportunity to share their letter with their class. At the Kindergarten level I believe this reflection would be more effective when preformed orally since many of them lack the ability to jot down their own thoughts and express their understanding via their writing. Even though they will all be writing a letter, some students will need to orally present their thoughts in order for anyone to actually be able to understand what they are attempting to write.

Angel-- I really like how you have chosen to assign a different city to each inidivdual child. Not only does this give everyone a role and allos them all to contribute, but it teaches them responsibility and how everyone must work together and do their part if the end result is going to be the best it can be. Each childs contributions are important and each of them plays an important role in the overall assignment for the class. How do you plan to modify the lesson/homeowrk to help those students who do not have internet access at home or a computer? ~Leonor

Leonor, That is a great question! For students who do not have internet access I may have to allow them to use our current city. Then they can get their information from television and just bring their information in on a piece of paper to compare with my results. Do you have any other ideas? Angel

Angel, Kudos for tackling graphing with Kindergartners.I'm sure they have been studying graphing, but this lesson seems more intense than the graphing I've seen from Kindergartners. As I read this lesson, I wonder if the students have ample background knowledge to sustain them through reading a map, graphing information that is potentially unclear, and maybe overwhelming in the amount of writng and transforming information into words. Now, I have not taught Kindergarten so I am just trying get a handle on the level of student interaction and involvement with the lesson. Do you have a classroom assistant that might lend extra support to implementing this lesson and how much homework will this lesson require? Robbie Robbie, In all reality, graphing is a part of our Guaranteed and Viable Curriculum for Kindergarten within my district. The only homework they will need to complete is to simply identify the UV Index for their city for that day. This can be reported via our wiki or by simply bringing in a piece of paper (Yes, this will require an immense amount of parent support, but what home peice doesn't at this age?). We will do this activity for approximately 2 weeks, so really they will only be marking the number on their graph for that amount of time (8-9 days). No, I am not expecting them to create their own graph, but I do believe they are all fully capable of placing a dot on their number for each day. Unfortunatley,I do not havea classroom assistant the majority of the time, but can see how that person could be helpful. Thanks for the questions! Angel

= Lesson 3--Digital Storytelling =

Now that we have established that the sun can indeed be dangerous; this lesson is designed to generate ideas for keeping students safe while in the sun. This is the second lesson that has been designed to create informed “sun safe” youth. This lesson in particular will allow the students to create a list of ideas for being safe while still being able to enjoy the warm weather. Then the students will be encouraged to take their newly acquired sun safety knowledge to the field. As a class we will use our list as the center of our class scavenger hunt. Equipped with cameras we will go on a walk around the school neighborhood in order to locate specific sun safety behavior. During this time the students will also be able to locate unsafe sun behavior and discriminate between the two. In order to document our adventure we will take along digital cameras, audio recorders, and possibly even a device to capture actual video. This hunt will lend itself perfectly to the creation of our own class digital story. We will use the media we capture during our hunt to create this digital story and capture an authentic portrayal of our learning that has occurred throughout the duration of the entire unit. This lesson in itself will also encourage the act of becoming effective problem-solvers as the students work to generate and locate solutions to the identified sun problem in their own neighborhood. Furthermore, the students will need to communicate with each other in order to effectively construct their final product as a class. GOALS RI.K.10.  Actively engages in group [|reading activities] with purpose and understanding. SL.K.1.  Participate in collaborative conversations with diverse partners about //kindergarten topics and texts// with peers and adults in small and larger groups. SL.K.5.  Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6.  Speak audibly and express thoughts, feelings, and ideas clearly. W.K.6.  With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.2.  Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Living things need specific environments. Students describe decision-making strategies to make decisions to enhance health and their own environmental safety.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Lesson Title: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Stop the Sun, Not the Fun: A Digital Sun Safety Scavenger Hunt
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Lesson Description: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Grade: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Kindergarten
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Subjects Addressed: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Science, Health, Reading, Writing, and Speaking and Listening
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Content Standards: **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Reading, Writing, and Speaking and Listening Common Core Standards __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">(Common Core Standards Imitative, 2011 a, b, c) **
 * __<span style="color: #3b3b3a; font-family: "Times New Roman","serif"; font-size: 16px;">LCSD #1 Science and Health Standards __**
 * <span style="color: #3b3b3a; font-family: "Times New Roman","serif"; font-size: 16px;">(Laramie County School District 1, 2011 a, b) **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 16px;">ISTE NETS-S __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">(International Society for Technology in Education, 2008) **

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">A. Promote, support, and model creative and innovative thinking and inventiveness <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">and creative processes <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;"> D. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
 * <span style="font-family: "Times New Roman","serif";">1. Facilitate and Inspire Student Learning and Creativity **

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;"> B. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;"> C. C ustomize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
 * <span style="font-family: "MyriadPro-Bold","sans-serif";">2. Design and Develop Digital-Age Learning Experiences and Assessments **

<span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">B. C ollaborate with students, peers, parents, and community members using digital tools and resources to support student success **<span style="font-family: "Times New Roman","serif";">. ** <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 12px;">B. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
 * <span style="font-family: "Times New Roman","serif";">3. Model Digital-Age Work and Learning **
 * <span style="font-family: "MyriadPro-Bold","sans-serif";">4. Promote and Model Digital Citizenship and Responsibility **

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">ACTION <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will be looking for the following items or depictions of sun safety: <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Scavenger Hunt Items: <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> *One person wearing sun-protective clothing. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> *One place where people should watch out for the sun while they have fun. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> *One outdoor place that is well protected from the sun. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> *One watch or clock that is set to the worst time of day to be in the sun. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> *A great place to stop and rest. <span style="font-family: "Times New Roman","serif"; font-size: 16px;"> *One person using a water bottle to rehydrate. <span style="font-family: "Times New Roman","serif"; font-size: 16px;">During the scavenger hunt students will be encouraged to take pictures, record audio as well as video that will successfully illustrate their findings. This media will be used to create the digital story tomorrow. Furthermore, students will be encouraged to branch out from the scavenger hunt list and identify other sun safe items or depictions that may not be on the list. <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Visual/Pictures of Harmful Effects of the Sun <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Copies of Scavenger Hunt (see attached)
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Steps and Problem: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 1: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">10 Minutes **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">—We will begin our day by identifying possible resources that will help us to avoid the harmful and damaging rays that can be produced by the sun. I will spark this discussion by providing the students with visuals; each visual will depict a possible harmful effect of the sun. For example, I will show photos of sunburns, skin cancers, as well as depictions of dehydration and overheating. After each picture I will have the student generate ideas for avoiding these problems. To get the ball rolling, especially at this age, I may need to provide the first few example; such as wearing a hat, putting on sunscreen, drinking plenty of water, finding a shady spot, as well as stopping to rest and reenergize every so often. We will complete a class list upon the interactive whiteboard and once our list is complete I will pass out the teacher generated Scavenger Hunt and elicit ideas for completion.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">30 Minutes— **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Of course we will have to complete the Scavenger Hunt as a class; however, the students will each get a turn at using one of our devices to record our findings. We will use digital cameras, audio recorders, and devices to record actual video footage. No I do not have enough devices for each child; therefore, we will have to rotate their use during the trip. However, if you work in a school with high parental support, you may be able to elicit the use of their own personal devices solely for the purpose of this hunt. Furthermore, I will allow the students to take the lead as I facilitate the direction and duration of our walk.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 2: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">45 Minutes **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">—We will use our interactive whiteboard to display our media for the whole class to view. Then we will also use our interactive whiteboard and create a concept map that will help us to organize our ideas. Next, we will sequence our ideas according to the concept map and indentify our media that depicts these ideas. Once we have sequenced our ideas we will develop a script as a class. Each student will be given a part, assigned by the teacher. Finally we will add titles and captions to accompany each slide.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 3: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">45 Minutes— **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">We will record our voices, reflect and revise, and plan to share our creation with others. We will ask for input from other classes in order to refine and enhance our story. Then we will share our creation within our school and possibly via a classroom website.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 4: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">30 Minutes— **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">At last, we will use the input we received over the last 24 hours to refine and enhance our creation. We will create copies of our final product to publish and share with our parents, community, and the digital world. Furthermore, we will make plans to use our published creation in order to teach and inform other classes and learners. Finally, each student will retake the Sun Safety Quiz (see attached) that they took during the problem-based learning lesson; ultimately, we will compare these results with the results from our first quiz.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Materials and Resources: **

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Interactive Whiteboard <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Digital Cameras—(as many as possible) <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Audio Recorders—(as many as possible) <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Video Cameras—(as many as possible) <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Applications or Software for Viewing Our Captured Media
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Technology Use: **

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Since we are doing the majority of the work as a class or in small groups there will be plenty of opportunities for peer collaboration and assistance. Student who are not comfortable communicating their own thoughts will be able to observe peers who are more comfortable during the majority of the lesson. Finally, at the end of the lesson each student will get the opportunity to include at least one piece of their own media within the digital story as well as include their own voice on at least one slide. Furthermore, students who have a hard time with the English language will be able to demonstrate their understanding via the media they capture during the hunt; in other words, these students can easily use a recording device even when they are not fluent in English. Finally, this lesson is very hands-on and was created to hit on the interests of most children at this age; thus the engagement for all learners should increase. <span style="font-family: "Times New Roman","serif"; font-size: 16px;">MONITOR <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will informally observe the learners throughout the duration of the lesson. Plus, the teacher will use each individual contribution to the storyboard to denote the presence or lack of understanding within each learner. Furthermore, the student will retake the Sun Safety Quiz. The teacher will then use this quiz and compare it to the previous responses that were provided during the problem-based learning activity. Both understanding and growth can be observed when using this technique. <span style="font-family: "Times New Roman","serif"; font-size: 16px;">EVALUATION
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Customization for Diverse Learners: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Ongoing Assessment(s): **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Lesson Reflections and Notes: **

<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Not only will the students be able to use the Sun Safety Quiz in order to reflect on their growth, they will also have a tangible tool to take with them and self-reflect in the future. Sun safety is a habit that should be practiced throughout their entire life. By saving and copying the digital story onto a device that can be taken home by each child, I will be providing them all with means for reflecting in the future. Furthermore, I will also be providing them with evidence of their own learning that can be shared with others. Ultimately, the students can use their copy of the digital story to not only refresh their own newly acquired knowledge, but also potentially teach and inform others.

**<span style="font-family: "Times New Roman","serif"; font-size: 45.33px;">Scavenger Hunt Items ** <span style="font-family: "Times New Roman","serif"; font-size: 40px;">*One person wearing sun-protective clothing. <span style="font-family: "Times New Roman","serif"; font-size: 40px;">*One place where people should watch out for the sun while they have fun. <span style="font-family: "Times New Roman","serif"; font-size: 40px;">*One outdoor place that is well protected from the sun. <span style="font-family: "Times New Roman","serif"; font-size: 40px;">*One watch or clock that is set to the worst time of day to be in the sun. <span style="font-family: "Times New Roman","serif"; font-size: 40px;">*A great place to stop and rest. <span style="font-family: "Times New Roman","serif"; font-size: 40px;">*One person using a water bottle to rehydrate. **<span style="font-family: "Times New Roman","serif"; font-size: 24px;">Sun Safety Quiz **
 * <span style="font-family: "Times New Roman","serif"; font-size: 45.33px;">Sun Safety **
 * 1) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;"> It’s a cloudy day, but you still have soccer practice. Should you skip the sunscreen? **
 * 2) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;"> No, clouds can’t stop the sun’s burning rays! **
 * 3) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Yes, clouds are natural sun blockers! **
 * 4) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">What’s sunscreen? **
 * 5) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Years of summer suntans mean: **
 * 6) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;"> A job as a pro bodybuilder. **
 * 7) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">A future of wrinkles, age spots, and an alligator hide. Yuck! **
 * 8) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">A few moles later in life. **
 * 9) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Your mom carries over some SPF 30 sunscreen, you say: **
 * 10) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;"> “No thanks mom!” **
 * 11) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">“Thanks mom! Now I don’t have to worry for the rest of the day!” **
 * 12) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">“Thanks mom! Keep that close so I can reapply it later!” **
 * 13) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">One bad sunburn with blisters: **
 * 14) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Is just a pain! **
 * 15) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Can double your risk of certain types of skin cancer later in life. **
 * 16) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Is the quickest way to a tan! **
 * 17) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">You’ll be spending the day at the park! What will you wear to protect yourself? **
 * 18) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">A wide-brimmed hat, sunglasses, and sunscreen. **
 * 19) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Sunglasses **
 * 20) **<span style="font-family: "Times New Roman","serif"; font-size: 18.66px;">Rollerblades **