| Activity | Trigger | Development | Outcome | Intercurrence |
| First: I felt it on the skin | Interview with a melanoma patient | Dialogical exposition of prior knowledge about skin cancer | Exposure of personal and family stories | - |
| Monday: I can’t see it, but I can feel it. | Experiment with tonic water and a RUV pen | Group discussion on the composition of the sun’s rays; | Rescue of prior knowledge | Lots of motivation |
| Third: Keeping an eye on the sun | Access to the Brazilian Institute of Meteorology | Characterize geographic aspects of the city and region | Galileo Galilei’s experiences were recalled | - |
| Fourth: Peoples History and Photoprotection | Experiment with cans filled with water, covered with black fabric | Typical and historical clothing and habits for protection against sunlight | They discussed ways to protect themselves | |
| Fifth: Tanning is not healthy at all | Introduction to sunscreen | Discussion of photoprotection measures, identifying the sunscreen factor (SPF) | They were introduced to sunscreen and the correct way to use it | They were very receptive to the use of sunscreen |
| Friday: Everyone is at risk | Classification of the skin phototype with public persons as an example | Understand classification and self-assess | Recognize that all skin types are at risk | - |
| Seventh: Keeping an eye on the skin | Skin self-exam | Learning about the self-exam | Apply to colleagues and look for ABCDE and Ugly Duckling moles | - |
| Eighth: Deadly Machine | Brazilian Legislation on Artificial Tanning | Group discussion on personal stories and tanning | - | Students’ indignation |
| Ninth: Do not chicken out when taking care of your skin | How to make the school environment more protected? | Ideas for implementing new habits and improvements at school | - | - |
| Tenth: Skin protectors | How to encourage family and friends? | Work suggestions to encourage healthy practice in the community | - | - |