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Ultraviolet Light: Personal Protection

Subject Area

This activity is designed for use in the Grade 11 History, Society: Challenge and Change program and the Grade 12 Environmental Studies/Science program (Geography/Science). This activity also has application within health and lifestyle issues discussed in Family Studies and Physical Education programs.

Subject Application

This activity can be used in the Changing Environments Unit of the Change and Choice Section of the Environmental Studies Program (Grade 12 Geography). It is also applicable to the Coping With Change Unit of the Society: Challenge and Change program (Grade 11 History). Students should be familiar with the causes and physical/chemical processes of ozone depletion. This exercise deals mainly with awareness of ultraviolet radiation protection options and personal protection choices.

Learning Outcomes

Teaching, learning and evaluation will focus on the student’s ability to:

  • Assess the level of risk from ultraviolet radiation and their personal state of preparedness;
  • Appreciate the effects of human intervention in ecosystems;
  • Investigate and choose appropriate strategies to limit their personal exposure and that of others to ultraviolet radiation;
  • Interpret information from data charts/tables.

Classroom Development

  1. Review with students the causes and physical/chemical processes of atmospheric ozone depletion. Students should begin to monitor and record daily UV radiation levels in their local area, or the area closest to where they live for which UV radiation levels are posted. This information is printed in the daily newspapers (e.g. Toronto Star) or can be obtained from regional Environment Canada weather office’s recorded phone message from late Spring to early Fall ( in Toronto: Tel. 416 661-0123). Note: if your school has access to SchoolNet, or you can access one of the many Freenets (See the appendix on Computer Mediated Communication.), atmospheric information is readily and easily available from the Environment Canada Gopher. Also consider The Weather Network on cable TV as an information resource
  2. Students read the article Sun Facts for information on the effects of ultraviolet radiation and strategies to limit exposure to this type of light.
  3. Provide students with the accompanying Ultraviolet Protection Question Sheet to guide their reading.
  4. Address students’ responses to the questions and discuss effective overall strategies for protection.
  5. As an extension, you may choose to contact the Canadian Educational Ultraviolet Network (CANEDUV Network) to monitor and exchange information on UV levels with other teachers, students or schools. Contact information for this network is provided in the Resources section.

Background Information

The State Of Canada’s Environment (1991), and “Ozone Alert,” Canadian Geographic. May/June 1992. Easily understandable background information on the causes, processes of ozone depletion, and specifically, the current conditions and responses in Canada can be found in: “Chapter 24, Stratospheric Ozone: Wearing Thin.”

William A. Andrews. Protecting the Ozone Layer. Toronto: D.C. Heath Canada Ltd., 1994.

Timing

This activity will take 1-2 periods depending on the time for discussion, or if some of the work is assigned as an out-of-class assignment.

Resources

  • Andrews, William A. Protecting the Ozone Layer. Toronto: Heath Canada Ltd., 1994.
  • Canadian Dermatology Association. Sun Facts. Montreal: Canadian Dermatology Association. 1992.
  • Canadian Educational Ultraviolet Network (CANEDUV)
    c/o Vital Technologies Corporation, 680 Hardwick Road, Bolton, ON, L7E 5R4, (416) 951-1219.
  • Clugston, Micheal., “Ozone Alert: Canadians Focus On The Thinning Ozone Layer,” Canadian Geographic. May/June 1992, pp. 78-81.
  • Environment Canada. State Of Canada’s Environment. Ottawa: Environment Canada. 1991.
  • Daily UV Ratings. Check local newspapers for this information. Also Available from regional Environment Canada weather offices during late Spring to Early Fall (In Toronto: Tel. 416 661-0123)
  • The Weather Network cable TV channel.

Cross-disciplinary Links

Physical Education and Family Studies programs can incorporate this activity in studies of health and lifestyle issues. If monitoring activities are undertaken they would apply to data collection (Science) and information management (Computers/Business).

Student Materials


Student reading:
• Sun Facts

Ultraviolet Radiation Protection Student Questions

  1. Describe each of the six risk factors involved in developing skin cancer.
  2. What are the best ways to protect yourself from the sun?
  3. What type of sunscreen should people use and how should they use it?
  4. Describe the process of “photoaging.”
  5. Because sun-induced damage to our skin is cumulative, children are especially vulnerable. Based on the information in the article devise a strategy to protect a child from unnecessary exposure to UV radiation.
  6. Determine today’s UV level from the newspaper or Environment Canada. How many minutes can you safely be exposed to the sun before burning and damaging your skin?