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- A project of
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.
- 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.
- 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.
The resource implies that our current use of ODSs is still too high and we need to further reduce them in order to protect our ozone layer.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|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: |
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: The complexity of problems is respected. A systems-thinking approach is encouraged.|
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.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
|Action Skills||Poor/Not considered|
|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|
|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: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
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: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|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.|
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.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Good|
This resources explores some chemistry concepts (reactions) repeatedly throughout the activities. Session 3 also includes several Health outcomes.
|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: |
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.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
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 learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
Students do apply what they have learned in developing action plans
|Experiential Learning: Direct, authentic experiences are used.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|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.
|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|
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.|