The Question:
What contributions can outside agencies make about the consequences of stratospheric ozone layer depletion and increased UV Rays?
Background information.
This lesson provides the opportunity to remind students that they should be critical consumers of information. By identifying the source of funding and purpose of each organization, students will be better able to evaluate the information provided. Students should be reminded that they receive a great deal of information from the media, newspapers, magazines, etc. Once they are finished with their schooling, these sources may be their primary sources of information. It is important they be critical consumers of that information.The students may be grouped in several ways.
Individually-students may analyze their mail individually, either in class or as homework, and report to the class.Type of Organization-students may be grouped according to similarities in the type of organization from which they secured information ( for example, students who received mail from environmental groups could be grouped together). If grouped in this way, they may notice many similarities among the content and presentation of the information and the recommended actions.
Across Organization-student may be grouped such that each group contains a student who received mail from a different type of organization (e.g., environmental, governmental, political). Through this grouping, student may see the differences in the way information is presented and recommended actions.
One way to share new information obtained is to have the students write any "new information they learned" on cards or large pieces of newsprint paper, and post these where the entire class examine them. Students who did not receive mail may be grouped with other whose mail contains too much information for one person to analyze.
Before beginning this activity
In a previous lesson titled ___________., students will have sent mail to outside agencies.The students originally inquired that the chosen agencies send them information about ___________.
Look through the students' mail to see who has not received mail and to obtain a rough idea of who will need help reviewing their mail.
Make copies of the MAIL ANALYSIS WORKSHEET.
Procedure.
Follow the Instructional Procedures for the Actions Lesson 2, in the Global Atmospheric Change curriculum http://www.ed.psu.edu/ci/Papers/STS/gac-5/a2.htm
Assessment.
Student's mail and worksheet