The Damaged Ozone Layer
Nice website that discusses the ozone depletion situation. See attached assignment. see more
Grade Level: Tenth Grade
Objectives: 1. Students will compose a research paper. 2. Students will learn
how NASA scientists are dealing with potential holes in the ozone layer of our
atmosphere. 3.Students will create a written artifact showing understanding.
CDE Language Arts: Research and Technology:?1.3 Use clear research questions and
suitable research methods (e.g., library, electronic media, personal interview)
to elicit and present evidence from primary and secondary sources.?1.4 Develop
the main ideas within the body of the composition through supporting evidence.
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each
medium. 1.6 Integrate quotations and citations into a written text while
maintaining the flow of ideas.?1.7 Use appropriate conventions for documentation
in the text, notes, and bibliographies by adhering to those in style manuals.
Evaluation and Revision?1.9 Revise writing to improve the logic and coherence of
the organization and controlling perspective, the precision of word choice, and
the tone by taking into consideration the audience, purpose, and formality of
the context. CDE Science: Energy in the Earth System: Energy enters the
Earth system primarily as solar radiation and eventually escapes as heat. As a
basis for understanding this concept: 4a: Students know the relative amount of
incoming solar energy compared with Earth's internal energy and the energy used
by society. 4c: Students know the different atmospheric gases that absorb the
Earth's thermal radiation and the mechanism and significance of the greenhouse
effect. 4d: Students know the differing greenhouse conditions on Earth, Mars,
and Venus; the origins of those conditions; and the climatic consequences of
each.CDE-ELL Literacy Component: Organization and Focus:
Develop a clear thesis and support it, using analogies, quotations, and facts
appropriately. Write a multi-paragraph essay, with consistent use of standard
grammatical forms. BTSA Component: Use
for Standard 19 compliance. Anticipatory
Website: http://www.giss.nasa.gov/research/briefs/shindell_02/ Critical
Tasks: (in any order) 1. Student teams should create visual images and drawings
in order to support their understanding (and compare/contrast when possible). 2.
Allow for multiple interactions (individual and group). 3. When implementing
lesson, follow the objectives. 4. Teacher must model exploration of the
difficult text. 5. Practice own and student ORAL delivery of content. 6.
Pre-teach concept of the existence of an ozone layer that is somewhat damaged
(use multiple images). 7. Teacher an d students are to be involved in guided
reading. 8. Students must report (orally) what they understand. 9. Student teams
must create a written artifact.
through observation and formally through the rubric building website located at