Customizing the Modrn Teaching Modules for Your Classroom

Customizing the MoDRN Teaching Modules for Your Classroom The below classroom interactive lab was adapted by a high school teacher to add an inquiry approach to the MoDRN Module ‘Oxybenzone vs. Zinc Oxide for Chemistry Classrooms’. Modules are provide on the MoDRN.yale.edu site in PDF and Word formats to allow for customization for your classroom.

Thanks to Jennifer Dean, Camas High School, for contributing this customized lab.

Inquiry Approach to MoDRN Module on UV Exposure, Sunscreen & Skin Cancer

Learning Targets

1. Ask a testable and appropriate question and make a prediction (claim) related to UV exposure, sunscreen and human health 2. Design an experiment, collect and analyze data to determine if the claim is supported, rejected or inconclusive 3. Apply scientific reasoning to explain their results and how information COULD impact their consumer choices and personal behaviors.

Science and Engineering Practices of NGSS Addressed

Practice 1 Asking Questions and Defining Problems

Practice 3 Planning and Carrying Out Investigations

Practice 4 Analyzing and Interpreting Data

Practice 6 Constructing Explanations and Designing Solutions

1-2 Days for Engagement & Exploration (Make it personal)

Scaffolding the ability of students to ask a relevant, authentic and appropriate question

1. Students record in notebooks the lab title and notes from videos and print documents Knowledge Probe •Why is this question important to answer? (Give the reader some context and history that led to this question) (For example: Skin cancer rates in US over time? Global rates? Types of skin cancer? Potential environmental pollution from sunscreen?) •What relevance does this topic have to society and to you personally? (For example: Do you use a sun tanning bed? Do you wear sunscreen? Are you lacking vitamin D? Are you lightly or darkly pigmented individual?) •What are some key terms and concepts you need to understand in order to design a good experiment? Name and explain a minimum of 10. *Option 1 =Directed, listing of terms to be addressed in the Knowledge Probe section of google lab document

*Option 2= find and define 10 key terms and concepts relevant to the topic

2. Video Clip Engagement for Biology vs. APES vs. Chemistry  UV types and Skin Damage  Bioaccumulation vs. Biomagnification  Melanoma vs. Basal Cell Carcinoma vs. Squamous Cell Carcinoma  SPF newscast  Endocrine Disruptors

References Used with students

HASPI Medical Anatomy & Physiology 07b Background for Sunscreen & Skin Cancer

MoDRN Module on Sunscreen and Skin Cancer

3. Brainstorm as class forms of protection from this UV exposure

 Let this brainstorming session lead into discussion on How did you- the student-individually decide or your parents? What to wear? What to buy? What to do in the sun? Does everyone have the same abilities to choose what to buy/wear/do? (ethics)

4. Discuss and Demonstrate Measuring UV exposure Give instructions to student teams for each of the following- tasked to read and them demonstrate to the class how to use these materials/equipment  Blacklight pens Dazzling Toys, D200/8 www.dazzlingtoys.com , black light torch  Mini BlackLights- Toysmith Item #3282  UV sensitive paper- TedCOtOys, Sun ART paper  UV Beads -P3-6500 from Arbor Scientific  UV sensitive body stickers- Sunburn Alert Body Stickers #B01C8BQZV6  UV wristbankds- Sunburn Alert , JADS International, LLC [email protected]  UV meters- Arbor Scientific ID#P3-6520

5. Student team demonstrations and review of expectations of Lab Safety when working with materials/equipment

6. Exploration- Making a How to Poster or Hand-Out

Address before passing out materials and equipment any safety considerations including SDS if appropriate

Students work on a step-by-step instructions for use

Original and Creative incorporation of Visuals and Images

Day 3-4 Continued Engagement & Experimental Designs(Big Ideas) Scaffolding continued the big picture of global impacts and ethical considerations

1. Video Clip Hook- Why Do We Have to Wear Sunscreen (TED-Ed talk)

2. Knowledge Probe-Students Continue to add to notes in their individual lab notebooks  What is UV? What does Exposure mean?  How Can I Protect Myself? Risks & Benefits of UV Exposure  What is SPF? What about nanoparticles in sunscreen?  Risks and Benefits of Using Sunscreen

3. Record and Share Out Question Ideas- as a whole group (Experiment ideas my anatomy and physiology student s created this year)

 Is 50 SPF of a rub on sunscreen more effective than a 50 SPF spray on sunscreen?  How do different SPF levels of Sunscreen protect the skin from UV Exposure?  Does sunscreen with Zinc Oxide or Oxybenzone protect your skin better from Ultraviolet rays over time?  Which brand of SPF 30 sunscreen works the best to protect your skin against UV rays? (Experiment Ideas Below Revised from Arbor Scientific- 2009)  What kinds of light contain UV? (sun, incandescent lights, fluorescent lights, colored lights, black lights)  Can you get sunburned on a cloudy day? Can you get sunburned in the shade?  Can UV pass through window glass? (tinted glass, window pane glass, colored glass)  How much UV protection do different brands of sunglasses provide?  How does the amount of UV from the sun compare to the UV in tanning booths?

4. Teams Choose Roles for the experiment, record a scientific question and formulate a prediction Roles: Reader/Timer, Recorder, Researcher, Rubric Reviewer

5. Make a Materials and Equipment List

6. Revisit and Remind Student Teams about SDS and Lab Safety

7. Research and Record SDS for Materials

Day 5-6 Performance

1. Data Collection & Analysis

2. Discussion on Statistical Analyses and Graphing Expectations/Options

3. Report to the Computer Lab- individual or team google doc entry  Individualized Portions: Prediction, Knowledge Probe Section, Discussion, Analysis, Conclusions  Team Based: Question, Experimental Design/Approach, Observations, Citations