|
Week
10: Ozone
Weeks 10, 11, and 12 make up the third three-week cycle of the
course. Currently, you are in the first week - Week A: Teacher
as Problem Solver.
This
week, you are the problem solver - tackling the Ozone Scenario.
Experience problem based learning by thinking through what you
already believe and know (your private theories) and then building
knowledge with your teammates. Learn as much as you can about
the Ozone this week, so you can build Earth Systems Science
models next week, and design lessons in the third week.
Assignments
|
Individual:
(by midnight Wednesday)
- Read the
Private Theory Rubric.
- Read the Ozone
Scenario.
- Think about
what you believe to be true and the reasons for those
beliefs about ozone destruction. Submit these
private theories and prior knowledge for a grade to
your Portfolio in the Classroom.
- Post your
theories in the Classroom
Teacher as Problem Solver space.
- Review the readings
and resources
below.
- Read your
teammates' postings and respond to at least one other
person's theories in the Teacher as Problem Solver space
in the Classroom.
Need
more detailed instructions? Click
here
|
|
Team:
(by midnight
Sunday)
- Review
the Knowledge-Building
Rubric.
- Brainstorm
a list of questions you think you need to answer to
understand the scenario.
- Post your
questions in the discussion space in the Teacher as
Problem Solver space in the Classroom.
- Review your
teammates' questions.
- List the
key questions and plan how to investigate them as a
team.
- List answers
to your questions as you build knowledge together.
- By the end
of the week, develop a team problem statement and post
it in the Teacher as Problem Solver space in the Classroom.
Submit it for a grade to your Portfolio in
the Classroom.
Need
more detailed instructions? Click
here
|
Readings
You
will want to locate other resources locally and on the Internet
to supplement these. Post the resources you find in the Resource
Space in the Classroom.
"Ozone" Welcome to NASA's Earth Science Enterprise:
Educational Activity Supplement. pp. 1-6
References
Sneider, Cary and Richard Golden. Closing
the Ozone Hole: Global Systems Science Student Guide. Lawrence Hall
of Science: Berkeley, 1994.
http://www.lhs.berkeley.edu/GSS
Web Sites
The following
links provide additional information on ozone. Some include
diagrams and images as well as text.
US
EPA Good background information from the US EPA including
regulations in the US to protect the ozone layer, flyers
about the UV index, and international ozone policies.
The
Science of Ozone Depletion This
link from the EPA site above discusses in detail the process
and effects of ozone depletion.
The
Ozone Hole The Centre for Atmospheric Science
at the University of Cambridge presents a "tour"
of the ozone hole beginning with its discovery and ending
with the most current ozone research.
UV
Menace A module from the NASA Classroom of the Future's
Exploring the Environment site through which students use
Problem-Based Learning to investigate the topic of ozone
depletion.
Neumayer
Antarctic Station In situ measurements from radiosondes
up to 35 km at the Neumayer Antarctic station.
Neumayer
Antarctic Station In situ measurements from radiosondes
up to 35 km at the Neumayer Antarctic station.
Ozone Facts
What
is ozone and why do we care about it?
Critical Chemistry
Understanding nitrogen
oxide distributions is important to understanding the production of ozone.
[ Back
to Outline ]
HTML code
by Chris Kreger
Maintained by ESSC Team
|
