AICE Environmental Management AS - Managing the Atmosphere Day 4

7. Managing the Atmosphere Day#4. Lesson plan

Quiz
7.4 Ozone depletion
- outline how ozone depletion occurs
- define the term ozone hole
- explain why ozone depletion has been greatest over Antarctica
- describe the impacts of ozone depletion due to the increased amounts of ultraviolet radiation

Ozone: O3, a colorless, odorless gas found naturally in the stratosphere and formed from oxygen by UV light.
Ozone hole: an area where the average concentration of ozone is below 100 Dobson Units.

Bellringer#4
Alternative: List and describe two management strategies to reduce the effects of acid rain. [4]

Start your lesson with a thought-provoking question: “What if our protective shield against the sun started disappearing?” Show a short, impactful video clip that illustrates the concept of ozone depletion and its potential consequences. This visual hook will grab your students’ attention and set the stage for an engaging and informative lesson.

CREDIT: National Geographic

QUIZ
Lecture/Notes
- Begin by explaining the composition of the ozone layer and its critical role in absorbing harmful ultraviolet (UV) radiation. Use diagrams to illustrate the chemical reactions involving chlorofluorocarbons (CFCs) and other ozone-depleting substances.
- Clearly define the term “ozone hole” and differentiate it from general ozone depletion. Explain that the ozone hole refers to the significant thinning of the ozone layer over the Antarctic region.
- Discuss the unique climatic and chemical conditions over Antarctica that contribute to the severe depletion of ozone in this region. Highlight the role of polar stratospheric clouds and the extreme cold temperatures.
- Explain the health and environmental impacts of increased UV radiation due to ozone depletion. Discuss skin cancer, cataracts, and the effects on ecosystems and marine life.

Exit ticket
- If you opt to have students complete their notes using the Student Guided Notes format during your lecture, then use the bellringer as the exit ticket activity in class.
- If you opt to have students complete their notes using the Student Guided Notes format at home (homework), then use the following exit ticket activity:
  - 7.3 Questions 1- 2 -page 292 (Coursebook)

The sole homework task assigned to my students revolves around meticulously transcribing notes in the Student Guided Notes format. They meticulously replicate content by hand from the Lecture/Notes (PPT – slides 22-26) presentation.
This approach ensures that during class time, while I continue to deliver lectures and expound on topics, students have their notes already compiled. Consequently, they can actively engage, ask questions, and delve deeper into understanding rather than merely being preoccupied with note-taking. This strategy efficiently liberates valuable class time, allowing for engaging activities and practice Cambridge style questions.