Ozone Module Highlights
Certain activities in UNEP’s High Sky workbook were particularly effective at raising awareness on ozone depletion, and resonated strongly with our students:
- Students adored the Ozzy Ozone cartoon figure, and thoroughly enjoyed UNEP’s video and comic book productions. It would be worthwhile for UNEP to conduct a competition where students submit comic strips of Ozzy Ozone combating ozone depletion in their own country. This would enable UNEP’s content to appeal to a wider group of students, while encouraging students to apply their knowledge on ozone depletion in a creative manner.
- The coded message from Ozzy Ozone concerning properties of the ozone layer, the discovery of the Ozone Hole over Antarctica, and how ozone depletion is impacting nations all over the world was extremely popular. Students enjoyed learning a secret code and were fully absorbed in revealing Ozzy Ozone’s message.
- Students enjoyed the puzzle activity where they had to piece together the entire spectrum of radiation created by the Sun. This activity was useful at demonstrating how U.V. radiation is just one component of the entire range of light or energy that influences life on Earth. This activity also related to the light unit covered in the 9th standard science syllabus of students, hence inspiring Sackhumvit Trust’s module on properties of light.
- The numbers game reviewing conditions that create ground-level ozone was a popular activity. However, the instructions for this activity were unclear and consequently obscured the activity’s learning objectives. Students were more focused on solving the number puzzle, as opposed to understanding how various factors can create ground-level ozone. This is because they were not sure what all the numbers represented.
- The diagrams illustrating ozone equilibrium and how ozone depleting substances disturb this chemical process were particularly useful. As students often struggle to understand the change taking place in chemical equations, it was helpful to visualize the process of ozone creation and destruction.
There were additional activities in the High Sky workbook that we could not complete due to time constraints. Moreover, students were also unable to participate in certain activities due to their limited knowledge of English. This includes recreating the Montreal Protocol summit to advise policy on ozone depletion in sessions of 5-7 of the High Sky workbook. Students also started to lose interest in studying ozone depletion as it did not relate to their coursework at school.
Based on these observations, our volunteer teachers decided to focus on basic knowledge of ozone depletion (hence our coverage up until session 3 of the High Sky workbook), and transitioned to exploring properties of light. This has enabled us to cover concepts relevant to ozone depletion in the context of the science syllabus of our students. We found that it is more effective to raise awareness on ozone depletion through supplemental activities that complement the school work of students, as opposed to teaching this subject entirely on its own. We will continue to complete activities in the High Sky book in this manner, especially those in session 4 that explain the difference between ozone depletion and global warming. These exercises relate to the carbon cycle reviewed in the biology syllabus of our 9th standard students.
Sackhumvit Trust would like to thank DSF for enabling us to work with their students as part of its after-school tutorial program. We are also grateful to UNEP for sharing its learning materials and hope that our review of this module has been constructive. Sackhumvit Trust is happy to share our lesson materials with organizations dedicated to educating underprivileged youth, and interested organizations should contact firstname.lastname@example.org.