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OzonAction Education Pack for Secondary Schools: Sessions 1-4

Secondary

Description

The Ozonaction Education Pack provides a series of activities that will allow students to learn about the ozone layer, its depletion and possible actions to reduce the use of ozone-depleting substances (ODSs).  Students will also develop action plans for protecting both themselves and the ozone layer.

In Session 1, students explore what they already know about the ozone layer and its depletion. Students must also answer a series of open-ended questions regarding the effects of ozone depletion and how they think the damage we are causing can be reduced.

In Session 2, students complete 6 independent "missions" during which they learn the science behind the ozone issue. Once the 6 missions have been completed students revisit their answers to the questions from Session 1.

In Session 3, students complete 4 independent missions that discuss the health issues related to depleting ozone. The activities include developing a personal action plan to protect themselves against UV rays. Again, once students have completed the missions they revisit their responses to the Session 1 questions based on what they have learned.

In Session 4 students complete 4 more missions that include problem-solving exercises to explore the links between ozone depletion and climate change. The session ends with students developing a possible list of actions to prevent further ozone depletion.

This classroom resource includes two additional sessions that teachers might wish to explore.

General Assessment

Strengths

- The resource provides a good quantity of background information on the topic for both teachers and students.
- Answer keys are included for the teachers.
- The topic is relevant to our students' lives.
- The resource uses a good variety of activities that are for the most part made meaningful to teenagers.

Weaknesses

- Some of the resource's instructions are unclear.
- Assessment tools are not included for teachers.
- Some activities seem to be better suited for a younger age-group.
- The cognitive level of the activities is inconsistent: some activities require advanced analytical skills while others do not.

What skills does this resource explicitly teach?

After gaining basic scientific knowledge of what is ozone and how it is being depleted, students will be able to analylze what actions they should take to reduce their own use of ODSs. Students will also be able to estimate an appropriate UV index when given the appropriate data.

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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        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Science Module: Applled Chemistry

Themes Addressed

  • Air, Atmosphere & Climate (2)

    • Climate Change
    • Ozone Depletion
  • Human Health & Environment (1)

    • Health Promotion

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
Consideration of Alternative Perspectives:

Satisfactory- absence of bias towards any one point of view

Good- students consider different points of view regarding issues, problems discussed

Very good- based on the consideration of different views, students form opinions and  take an informed position

Multiple Dimensions of Problems & Solutions Satisfactory

The resource fully explores the environmental dimension and touches upon the social dimension. However, more attention to the economic dimension is required.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  •  Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory
Respects Complexity:

The complexity of the problems/issues being discussed is respected

Acting on Learning Good

In Sessions 1-4, students must develop an action plan to protect themselves from harmful UV rays. Students must also investigate the use of ODSs within their own school.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  •  Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
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 Satisfactory
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  •  Satisfactory:   connection is made to the natural world
  • Good:  fosters appreciation/concern for the natural world
  • Very Good:  fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Students must develop their own action plan to protect themselves from harmful UV rays. They must also take stock of their own school's use of ODSs, making these activities extremely relevant to students.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  •  Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Some history of the development and use of ODSs is mentioned in Sessions 1-4. The implementation of the action plans will promote a positive view for the future.

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

Although the various Mission activities consist mostly of closed questions, the overall reflection questions introduced in Session 1 allow students to explore more complex answers.

Open-Ended Instruction :

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

Integrated Learning Good

This resources explores some chemistry concepts (reactions) repeatedly throughout the activities. Session 3 also includes several Health outcomes.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  •  Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  •  Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Activities vary greatly in their style, approach and content-level. Activities focus primarily on the cognitive domain and no accommodations are suggested.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  •  Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

Students do apply what they have learned in developing action plans

Experiential Learning:

Authentic learning experiences are provided

  •  Satisfactory: learning is made concrete. Working with real objects,  using real sources of information
  • Good: learning takes place in a real-world context. Simulation, mentorship
  • Very good: learning provides experience beyond the classroom.  Addressing real world issues and problems 
Cooperative Learning Satisfactory
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 Poor/Not considered

No assessment tools are included.  Answers are provided for teachers to use as they see fit.

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 Poor/Not considered
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 included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

Students must develop their own action plans for protecting themselves agains harmful UV rays as well as developing their own approaches for reducing the use of ODSs in their school.

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.