Christopher Columbus High School

Living Environment – 9^th grade (Honors)

Submitted by: Eva Lee

NASA Confirms Arctic Ozone Depletion Trigger

Although scientists discover the ozone hole in the early 1980’s, they could not predict with certainty the consequences for life on earth. However, with the aid of advancing technology, scientists have recently concluded that the depletion in the ozone layer is linked to a number of human health ailments, such as an increase in skin cancer, cataracts, etc.

You are a famous political talk show commentator and a former head of the E.P.A.

(Environmental Protection Agency). The year is 1999, and the breaking news of the “Antarctic Hole” is producing serious concerns throughout the country. As a leading expert in this area, the president has invited you to Capitol Hill to brief him on his cabinet about the Montreal Protocol Treaty of 1987 (MPT). A top priority on your agenda is to alert the president that the MPT has not succeeded in halting the deterioration of the ozone layer and that the U.S. agencies responsible for implementing the Montreal Protocol were ineffective.

The president has the executive authority to enact a number of necessary reforms and recommendations for a new policy. You have recruited the top experts in the field to accompany you on your trip to Washington D.C. Now you must work together to prepare a cogent presentation that will convince the president to enact new legislations in preserving the stratospheric ozone layer.

You will work in teams of 4 to research the current health problems and develop a convincing presentation that will help gain the support of the President (take out congress). Each team will include the following: a political commentator assisted by an environmentalist, a medical doctor, and a public advocate. You will decide amongst yourselves who will play each role.

- Commentator - a person who reports news events and shares his/her opinions.

- Environmentalist - a person concerned with problems of the environment; especially with the effects of pollution in the earth’s atmosphere.

- Medical doctor - a person who diagnoses and treats diseases

You will prepare a research paper that is 3 to 4 pages long on the causes and effects of ozone depletion, focusing on health related problems supporting your views as a doctor, environmentalist, etc. You must examine regulations on the national level controlling CFC use and explain how each of the following is important in understanding the present ozone policies:

1- a scientific understanding of the stratospheric ozone depletion and its influence on policymakers

2- a growing public concern with cancer and other health problems and the use of certain substances that may cause it

3- an availability of acceptable substitutes for CFCs in regards to both the industrial and public interest

Format of the paper:

- cover sheet including: Topic, Title, Name, Class Section, Due Date, Teacher

- introduction: reasons for public concern

- body: include the 6 steps public policy

- include graphs or other statistics

- conclusion- suggest legislation and solutions that will work

- bibliography – a complete listing of all the materials you used in your research

Your final task will be to present an oral report to the class on you research.

Remember you have a reputation to maintain and you must support your statements with data and factual evidences. You are required to follow the steps below:

Day 1

1- Research listed websites that pertains to your field of expertise

Day 2

2- Write your introduction

Day 3

3- Gather evidence:

- Select 5 or more of the websites listed to write a page on the causes of ozone depletion and the impacts on human health.

Day 4

4 -Write steps 1&2 of the public policy analysis

5- Write step 3

6- Write step 4

7- Write step 5

8- Write step 6

– Public Policy analysis:

1- Define ozone depletion and determine if the health risks are a major concern.

2- Research and provide data such as reports, data, graphs, photos etc.

3- Identify the causes of ozone depletion.

4- Exam and evaluate existing policies and discuss its prospects for success.

5- Develop a policy that is both feasible and effective in solving this problem.

6- Select the best policy for the problem and support it with an explanation.

3- Each member of the team is responsible for learning all aspects of the problem through group

discussion. In addition, each member’s findings should collectively reflect the commentator’s

presentation.

http://www.cs.uu.nl/wais/html/na-dir/ozone-depletion/uv.html

www.doc.mmu.ac.uk/aric/eae/Ozone_Depletion/Older/Causes.html

www.fsec.ucf.edu/Ed/EIE/Ozone.htm

www.orst.edu/instruction/bi301/stratozo.htm

www.meto.umd.edu/~owen/CHPI/IMAGES/ozone_fig3.html

http://www.med.harvard.edu/chge/qrsummer02/ozone.htm

http://info-pollution.com/deplet.htm

http://www.foreignpolicy-infocus.org/briefs/vol5/v5n08ozone.html

http://www.ciesin.org/docs/003-006/003-006.html

http://www.cato-institute.org/pubs/regulation/reg17n1-singer.html

http://www.agriculturelaw.com/aglibrary/articles/ozone_jul12_00.htm#_1_2

Grading Guidelines:

1- Oral Presentation – 40 points

2- Research Report – 60 points

Criteria for: Oral Presentation

Points

	1 (2.5 Pts)	2 (2.5 Pts)	3 (2.5 Pts)	4 (2.5pts)	Total=10pts.
Organization	Audience cannot understand presentation because it is inaudible.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.	10___
Content Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with content, but fails to elaborate.	Student demonstrates full knowledge (more than required)with explanations and elaboration.	10____
Visuals	Student used no visuals.	Student occasional used visuals that rarely support text and presentation.	Visuals related to text and presentation.	Student used visuals to reinforce screen text and presentation.	10____
				.
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	10____
				Total---->	40____

Name: ________________________

Teacher:

Date Submitted: ____________

Title of Work: ___________________

Criteria – Research Report

Points

	4	3	2	1
Introduction	All questions were answered completely and rationales for the answers were clearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.	All questions were not answered completely.	10____
Task	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed by the team demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed by the team demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed by the team demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	10____
Process: Teamwork	It is evident that a mutual effort and cohesive unit created the final product. (5pts)	The team worked well together, but could have utilized each other's skills to a better degree. (5pts)	The team had problems working together. Little collaboration occurred. (5pts)	The final product is not the result of a collaborative effort. The group showed no evidence of collaboration. (5pts)	20____
Originality Proposal Of Public Policy; solutions	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.	The ideas expressed by the body of work demonstrate a low degree of originality.	There were no original ideas expressed in this project.	10
Grammar, Format , and Spelling	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had 1 error related to either grammar, spelling, and formatting errors.	The final body of work had 3-5 grammar, spelling, and formatting errors.	The final body of work had major grammar, spelling, and formatting errors.	10
				Total---->	60____

Teacher Comments:

---

Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

This Web quest meets the following New York State English and

Science Standards.

English

v v E1c: Read and comprehend informational materials.

v v E2a: Produce a report of information.

v v E2e: Produce a persuasive essay.

v v E4b: Analyze and subsequently revise work to improve its clarity and effectiveness.

Science

v v S8a: Demonstrates scientific competence by completing secondary research.

v v S7b: Argues from evidence.

v v S7e: Communications in a form suited to the purpose and the audience.

v v S5c: Uses evidence from reliable sources to develop descriptions, explanations, and models; and makes appropriate adjustments and improvements.

v v S5d: Proposes, recognizes, analyzes, considers, and critiques alternative explanations; and distinguishes between fact and opinion.

Upon completion of this project, you will have an understanding of the complexity and importance of how public awareness can help implement policies to protect both the environment and well being of the general public. You will also learn the importance of team work and cooperative learning.