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OzonAction Education Pack

A Guide for Primary School Teachers

Elementary

Description

The ESD resource aims at educating students about the protective role of the ozone layer and the causes and consequences of its depletion. Through a variety of practical, hands-on activities students learn concrete and simple solutions to help protect the ozone layer and ways to safely enjoy the sun. The classroom activities teach students simple protection steps they can take to help reduce their UV health risks and from the harmful effects of the sun. Teachers can choose the activities amongst those suggested according to their time schedule and their teaching environment.

 

Some of the activities include:

 

  • using an UV meter to experiment and observe the presence of invisible UV rays and their intensity
  • learning to use the UV Index as an informational tool
  • brainstorming about human activities and common products that can be harmful to the ozone layer
  • writing a short text describing their town/village 50 years from now
  • evaluating the average time they spend in the sun per day
  • identifying the actions they can take to protect the ozone layer
  • looking for ozone-friendly products at the local market or at the grocers’ shop
  • learning how to communicate in a familiar environment on ozone layer depletion and preventive measures
  • talking about what can protect them from UV rays and learn about the sun protection rules
  • designing and creating a protective hat for a friendly competition

Each unit contains all the background information needed to implement the corresponding lesson as well as various teaching ideas/activities.  The Guide also proposes suggestions for setting an Ozone and Health Action Plan at school, aimed at student’s direct participation in a school project for collective and individual responsibility toward the ozone layer and health protection.

 

General Assessment

Strengths

  • Teachers can choose the activities amongst those suggested according to their time schedule and  teaching requirements.

  • Even though the Education Pack is targeted to primary school students in general, some activities are appropriate for higher levels.

  • Each lesson clearly states its learning outcomes, describes the activity and identifies the materials needed and preparation required.
  • The resource is well organized and appealing.
  • The resource allows teachers to meet curriculum expectations through engaging and environmentally-focused learning activities.
  • The resource contains detailed background information for the teacher and students.
  • Links to resources on the web are provided.
  • The activities are age-appropriate and can be adapted for other levels.

 

Weaknesses

  • Lack of ready to use rubrics for assessment
  • Lack of accommodations for students with learning difficulties.

What important ideas are implied by the resource, but not taught explicitly?

  • The causes and consequences of ozone depletion in terms of increased harmful solar radiation

  •  How to prevent health threats by protecting the ozone layer

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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        • Aboriginal Cultures, Exploration, and Contact: Human & Physical Environment
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        • Canada – From Colony to Country: Human & Physical Environment

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Ozone Depletion
  • Human Health & Environment (2)

    • Environmental Contaminants & Health Hazards
    • Health Promotion

Sustainability Education Principles

Principle Rating Explanation
Bias Minimization Good
  • The resource aims to increase knowledge, build positive attitudes and values, enhance skills and provide support for a responsible and healthy lifestyle. The resource presents different points of view to encourage and participate in ozone protection along with self protection from the sun.

Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).
Multiple Dimensions of Problems & Solutions Good
  • The resource presents the environmental, social and  health issues related to ozone layer depletion.

Multiple Dimensions of Problems & Solutions:

The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.

Respects Complexity Good
  • The resource aims at providing young students with the means to understand that they can both help prevent ozone layer depletion and adapt themselves to its potential for adverse health effects by being sun-safe.
Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.
Action Experience Good
  • The resource provides the Ozone and Health Action Plan at School which is aimed at encouraging students to demonstrate their understanding of the issues related to ozone layer depletion. Through student’s direct participation to reach out to other members of the school and their families, ozone action planning can help students develop a sense of ownership of their own environment and reinforce sun protection behaviours.

Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
  • Poor = action activities poorly developed
  • Satisfactory = action opportunities are extensions instead of being integral to the main part of the activity
Action Skills Poor/Not considered
  • No action skills are explicitly taught.
Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).
Empathy & Respect for Humans Poor/Not considered
  • Not considered in this resource.
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good
Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.
Locally-Focused Very Good
  • The resource provides concrete solutions concerning how to be protected from the sun and adapt oneself to increased levels of UV radiation.

Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.
Past, Present & Future Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good
  • The activities are based on a wide range of educational methods from opening discussions and debates to experimentation and observation, field research, writing and reading, creativity, role playing and games. Many activities encourage interaction and students’ participation.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Interdisciplinary and Multidisciplinary Learning Satisfactory
  • Science
  • Health
  • Social Studies
Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.
Discovery Learning Good
  • The activities are based on a wide range of educational methods from opening discussions and debates to experimentation and observation and field research.  Many activities encourage interaction and students’ participation. Some of the lessons are constructed so students can discover and build knowledge for themselves.

Discovery Learning:

Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.

  • Satisfactory = Students are provided with intriguing questions, materials to use & some direction on how to find answers. The learning involves unique experience & provides some opportunity for an 'ah-hah' event
  • Good = Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers. The learning involves unique experience & provides definite opportunity for an 'ah-hah' event.
  • Very Good = Students choose what questions to investigate as well as the materials/strategies to use to answer them.
Values Clarification Satisfactory
Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
  • Poor = Students are not explicitly given an opportunity to clarify their own values.
  • Satisfactory = Students are given a formal opportunity to clarify their own values. The range of perspectives in the resource is limited, therefore, students do not have an appropriate amount of information to clarify their own values.
Differentiated Instruction Good
  • The activities are based on a wide range of educational methods from opening discussions and debates to experimentation and observation, field research, writing and reading, creativity, role playing and games. Many activities encourage interaction and students’ participation.

Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.
Experiential Learning Good
  • Some authentic experiences are used,
Experiential Learning: Direct, authentic experiences are used.
  • Satisfactory = simulation
  • Good = authentic experience
  • Very Good = authentic experience related to the primary goal of the lesson
Cooperative Learning Satisfactory
  • Students work in groups.
Cooperative Learning: Group and cooperative learning strategies are a priority.
  • Satisfactory = students work in groups
  • Good = cooperative learning skills are explicitly taught and practiced
  • Very Good = cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good
  • The “Who Knows?” cards will help the teachers evaluate students’ understanding of the main issues addressed throughout the programme. At the end of the teaching programme, teachers will find a review of the preventive and protective rules everyone should follow to protect the ozone layer as well as to be protected from the sun. They can use this review to sum up the whole programme and evaluate students’ understanding of these rules.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good
  • The project Ozone and Health Action Plan at School is aimed at encouraging students to demonstrate their understanding of the issues related to ozone layer depletion. Through student participation to reach out to other members of the school and their families, ozone action planning can help students develop a sense of ownership of their own environment and reinforce sun protection behaviours.

Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
  • Satisfactory = incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good = an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory
Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.
Locus of Control Satisfactory
  • Some opportunities to enhance the learning are suggested.
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.