This video explains how the hole in the ozone layer was formed, what was done to address it, and how society can apply these strategies to climate change.
The ozone layer was predicted to be completely destroyed by 2050, but the Montreal Protocol to phase out ozone-damaging substances was eventually signed by every nation and today the ozone layer is expected to recover by 2065.
Teaching Tips
Positives
This video interviews Dr. Solomon, a scientist who was instrumental in the discovery of what caused the hole in the ozone layer.
This video uses graphs and interviews to make the information more engaging and easy to understand.
Additional Prerequisites
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Students should be comfortable reading graphs and should be familiar with the metric system.
Differentiation
The chemical reaction between CFC's and ozone is explained, so a chemistry class could use this as an example of a chemical reaction.
The Montreal Protocol is a unique treaty and would be a great topic to cover in a social studies or government class.
Biology and science classes could use this video when discussing the electromagnetic spectrum, the atmosphere, the requirements of life on Earth, photosynthesis, food webs, and evolution.
The resource spotlights practical solutions applied to halt ozone layer depletion. It describes the efficacy of the Montreal protocol and the Kigali amendment to control activities and substances that can potentially deplete the ozone layer. However, climate change is different. It requires more coordinated efforts to halt human activities that can accelerate global warming. Also, stopping climate change requires big solutions and not a silver-bullet solution. There is no misconception in the resource. Thus, the resource is recommended for teaching.
Standards
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
PS1: Matter and its Interactions
MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.14.6-8 Compare historical and contemporary means of changing societies, and promoting the common good.
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
