This video explains the connection between global warming and the ozone hole, chemical build-up in our lower and upper atmospheres, increased GWP gases, increased air quality ozone alerts, and the 1987 Montreal Protocol that banned the use of CFCs globally.
Students will learn about the history of the ozone hole and the efforts to help protect the ozone layer.
The video includes helpful animations to keep students engaged and ends on a positive note.
The narrator presents information clearly and with a conversational tone.
The video mentions Earth's poles, so teachers may wish to have a globe in the classroom to use as a resource.
Teachers can share this information via social media or embed the video as a link within a lesson plan.
Because the vocabulary is somewhat rigorous, a definition list will be helpful.
It may benefit students to know about greenhouse gases, the greenhouse effect, and chemical notation.
Science teachers can pause the video and have students take notes about the history of CFCs, their effect on the ozone layer, and the different layers of the atmosphere.
The UN is mentioned, along with the terms "Montreal Protocol," "ratification," and "treaties," so Social Studies teachers can utilize the lesson when discussing the need for the United Nations.
Students can discuss the influence of carbon emissions on global warming and the poles' recovery and can research solutions for reducing emissions.
Some students may benefit from guided notes and slowing the video playback speed.
This resource is from the CLEAN collection. “The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness.”
Next Generation Science Standards (NGSS)
ESS2: Earth's Systems
MS-ESS2-2 Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
ESS3: Earth and Human Activity
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
ETS1: Engineering Design
HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.