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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
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.
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.
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.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Exploring connections strengthens our understandings of relationships to help us make meaning of the world
- Grade 1
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Exploring connections strengthens our understandings of relationships to help us make meaning of the world
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Environmental Chemistry
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in Living Systems
- Science 14:Investigating Matter and Energy in the Environment
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 20: Changes in Living Systems
- Science 20: The Changing Earth
- Science 24:Applications of Matter and Chemical Change
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 30: Chemistry and the Environment
- Manitoba
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Senior 2 Science: Dynamics of Ecosystems
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
- New Brunswick
- Step 2Select a grade level
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Introduction to Environmental Science 120: Investigating Environmental Issues
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 1206: Sustainability of Ecosystems
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 2200: Ecosytems
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 3205: The Atmosphere and the Environment
- Northwest Territories
- Nova Scotia
- Nunavut
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Chemistry and the Environment
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in the Environment
- Grade 11
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 30: Chemistry and the Environment
- Ontario
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science (Academic):Earth and Space Science: Climate Change
- Science (Applied)::Chemistry: Chemical Reactions and Their Practical Applications
- Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
- Grade 11
- Step 3Select a subject
- Chemistry
- Step 4Relevant matches
- Gases and Atmospheric Chemistry
- Environmental Science
- Step 4Relevant matches
- Environmental Science (Univ/College Prep.) Human Health and the Environment
- Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
- Environmental Science (Workplace Prep.) Human Health and the Environment
- Environmental Science (Workplace Prep.) Human Impact on the Environment
- Grade 12
- Step 3Select a subject
- Chemistry
- Step 4Relevant matches
- (College Prep.) Chemistry in the Environment
- (Univ. Prep.) Chemical Systems and Equilibrium
- Science
- Step 4Relevant matches
- Science (Univ./College Prep.) Science and Public Health Issues
- Science (Workplace Preparation): Chemicals in Consumer Products
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Environmental Science & Technology: The Earth and Space
- Science & Technology:The Living World
- Science and the Environment: The Earth and Space
- Grade 11
- Step 3Select a subject
- Chemistry
- Step 4Relevant matches
- Chemical Equilibrium
- Saskatchewan
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:
| ||
| 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.
| ||
| 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
| ||
| 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.
| ||
| 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.
| ||
| 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
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| 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.
| ||
| Experiential Learning | Good | Students do apply what they have learned in developing action plans |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| 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 | 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. | ||
