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

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.

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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        • Environmental Chemistry
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        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Science 14: Investigating Matter and Energy in Living Systems
        • Science 14:Investigating Matter and Energy in the Environment
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        • Science 30: Chemistry and the Environment
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        • Science and Technology 11:Science Module: Applled Chemistry
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        • Environmental Science 120: Investigating Environmental Issues
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        • Science 2200: Ecosytems
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        • Environmental Science 3205: The Atmosphere and the Environment
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        • Science 30: Chemistry and the Environment
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        • Science 10: Sustainability of Ecosystems
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        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Science 14: Investigating Matter and Energy in the Environment
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        • Science 30: Chemistry and the Environment
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        • Life Science: Sustainability of Ecosystems
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        • Earth Sciences :Surface Processes and the Hydrosphere
      • Science & Technology
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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
Bias Minimization Good
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 Satisfactory
Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.
Action Experience 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.

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
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.
Locally-Focused 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: 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.

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.

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 Satisfactory
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 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 learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.
Experiential Learning Good

Students do apply what they have learned in developing action plans

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
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 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.