Are you on the Zone or Zoned Out? WebQuest By:
Jennifer Somerville |
Introduction:
Our
atmosphere is a layer of gases that protects us from the sun’s harmful rays.
Without our atmosphere, we would not be living on the planet Earth. The layer
that we live in is called the troposphere. All human activity occurs here.
Airplanes fly within the troposphere. This is the layer that contains our
ozone. The ozone absorbs some of the sun’s harmful rays. It is being destroyed
by something called CFC’s, also known as Chlorofourocarbons. These CFC”s react
with UV radaition and destroys over 100,000 ozone molecules. This is creating
holes in the ozone, which is causing more UV rays to reach Earth’s surface.
This can cause health issues, such as cancer, cataracts, and crop damage.
Task:
You are going to create a poster based on the information
given. You will research the links and develop your own policy regarding the
ban of CFC’s. Your policy will become known school wide.
Process:
1) You will
work in groups of three.
2) You will
create a policy on the banning of CFC’s and how it would benefit our Earth.
3) To help you
come up with your solutions, you will use the format of the Public Policy
Analyst. The following steps are included below:
a) Define the
problem-Worksheet # 1
b) Gather
evidence-Worksheet # 2
c) Identify
causes-Worksheet # 3
d) Evaluate a
policy-Worksheet # 4
e) Develop
solutions –Worksheet # 5
f) Select best
solution-Worksheet # 6
4) Use the following links to help
you come up with your data.
·
http://www.epa.gov/ozone/science/sc_fact.html
·
http://www.ozonelayer.noaa.gov/science/basics.htm
·
http://www.bcairquality.ca/101/ozone-depletion-causes.html
·
http://www.esrl.noaa.gov/gmd/hats/publictn/elkins/cfcs.html
5) Poster Information
In your poster include:
·
Title: Name of your policy
·
Drawings or computer printouts of any
image you would like to add to prove your point.
·
Use the following PPA format to help you
gather your evidence. Click on the link and complete the following worksheets
to help you come up with your plan
·
Include any useful information about the
ozone and chlorofluorocarbons.
·
On the back of the poster include names
and class code in marker.
Evaluation:
CATEGORY |
4 |
3 |
2 |
1 |
Graphics
- Originality |
Several
of the graphics used on the poster reflect a
exceptional degree of student creativity in their creation and/or display. |
One
or two of the graphics used on the poster reflect student creativity in their
creation and/or display. |
The
graphics are made by the student, but are based on the designs or ideas of
others. |
No
graphics made by the student are included. |
Grammar
|
There
are no grammatical mistakes on the poster. |
There
is 1 grammatical mistake on the poster. |
There
are 2 grammatical mistakes on the poster. |
There
are more than 2 grammatical mistakes on the poster. |
Required
Elements |
The
poster includes all required elements as well as additional information. |
All
required elements are included on the poster. |
All
but 1 of the required elements are included on the
poster. |
Several
required elements were missing. |
Knowledge
Gained |
Student
can accurately answer all questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer most questions related to facts in the poster and
processes used to create the poster. |
Student
can accurately answer about 75% of questions related to facts in the poster
and processes used to create the poster. |
Student
appears to have insufficient knowledge about the facts or processes used in
the poster. |
Conclusion:
Great Job!
Now you are experts on how to save our environment! From plants, to animals, to
humans, we all rely on each other. So take care of our Earth, it’s the only one
we have! Now go out and spread the word
on saving our Earth!
Standards:
· RST.6-8.1-Cite specific textual evidence to support analysis of science and technical
· WHST.6-8.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
English Language Arts:
· RL.6.2-Determine a theme or central idea of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions and judgments.
· W.6.1-Write arguments to support claims with clear reasons and relevant evidence.